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msmarco_v2.1_doc_00_652012657#1_1196849654 | Title: Q&A: Can You Become Lactose Intolerant As You Get Older? | BlackDoctor.org - Where Wellness & Culture Connect
Headings: Q&A: Can You Become Lactose Intolerant As You Get Older?
Q&A: Can You Become Lactose Intolerant As You Get Older?
Content: Lactase is normally produced by cells lining the small intestine where it breaks down lactose into a form that can be absorbed by the blood. A lack of lactase can cause uncomfortable symptoms for some people. Those who exhibit symptoms are said to be lactose intolerant. Thirty to 50 million Americans (adults and children) are lactose intolerant. The disorder affects some populations more than others: Seventy-five percent of all African-American, Jewish, Mexican-American, and Native American adults are lactose intolerant. As you get older, your lactose levels can start to decline, which means there’s nothing stopping the lactose you consume from going to your colon undigested, where bacteria break the sugars down and create excess gas and fluid in the process. It is common to develop a lactase deficiency in adulthood. In fact, about 65 percent of the global population has a reduced ability to digest lactose, according to the National Institutes of Health (NIH). Ready to Ditch Daily Insulin Injections? | http://blackdoctor.org/460200/lactose-intolerant-african-americans/ |
msmarco_v2.1_doc_00_652012657#2_1196851112 | Title: Q&A: Can You Become Lactose Intolerant As You Get Older? | BlackDoctor.org - Where Wellness & Culture Connect
Headings: Q&A: Can You Become Lactose Intolerant As You Get Older?
Q&A: Can You Become Lactose Intolerant As You Get Older?
Content: Seventy-five percent of all African-American, Jewish, Mexican-American, and Native American adults are lactose intolerant. As you get older, your lactose levels can start to decline, which means there’s nothing stopping the lactose you consume from going to your colon undigested, where bacteria break the sugars down and create excess gas and fluid in the process. It is common to develop a lactase deficiency in adulthood. In fact, about 65 percent of the global population has a reduced ability to digest lactose, according to the National Institutes of Health (NIH). Ready to Ditch Daily Insulin Injections? Try the Only Tubeless Pump Free for 30 Days
MUST READ: 5 Ways To Get More Vitamin D…Without Milk
Your genetic makeup has a lot to do with whether you’ll experience lactose intolerance. The body creates lactase when it’s instructed to do so by the LCT gene, and over time that gene can become less active. The result is…
Continue Reading | http://blackdoctor.org/460200/lactose-intolerant-african-americans/ |
msmarco_v2.1_doc_00_652057991#3_1196951925 | Title: THE IMPACT OF WORLD WAR II ON AFRICA | Black Economics
Headings: THE IMPACT OF WORLD WAR II ON AFRICA
THE IMPACT OF WORLD WAR II ON AFRICA
Content: Some Africans had fought on the side of the French in Vietnam, for example, Ben Bella, leader of Algerian revolution and Jean Bedel Bokassa, later president of Central African Republic. The defeat of the white men by yellow people encouraged black people to begin on a struggle that would mark the decolonization of Africa. The independence of India and Pakistan in1947 and Mahatma Gandhi’s strategy of achieving independence after World War II encouraged Africans to struggle for self determination. In particular, Gandhi’s method of non-violence was adopted by Kwame Nkrumah and other African nationalists. This led to the achievement of self determination of African colonies in a few years. Another effect was the growth of Pan-Africanism. The Pan-African movement started at the end of ther 19th C to promote the interests of black people both in Africa and the Diaspora. The attack of Italy on Ethiopia in 1935 and the defeat of Italy in 1941 served to unite black people in Africa and the rest of the world against colonial rule. It encouraged the growth of black nationalism, leading to the convening of the 5th Pan-African Congress which was held at Manchester in 1945. The solution of the congress to push for the immediate end of colonialism in Africa resulted in the formation of mass political parties. | http://blackeconomics.co.uk/wp/the-impact-of-world-war-ii-on-africa/ |
msmarco_v2.1_doc_00_653716599#1_1200336854 | Title: Feminism vs. Womanism – BlackPrint
Headings: Feminism vs. Womanism
Feminism vs. Womanism
Content: The NOW, National Organization for Women, helped work for equality in areas such as education, politics, and work. The founder Betty Friedan wrote a book, The Feminine Mystique, which describes the frustration women were feeling then. Women have been feeling frustration for years and even feel it now. Feminism to some people has become a scapegoat for their problems. This should not be the case. It has been proven through numerous polls that women felt that Feminist activities have helped better the lives for women not hinder. Women for decades have called themselves Feminist as a way of empowerment and lifting them up in the world. It is believed this whole issue of blaming feminism was a way for men to make women think that their own efforts were causing them the problem. Thank goodness there were some women out there who did not believe this and continued the fight for our rights. Luckily today people have come so far and now feminism stands for the equality of women or men. | http://blackprint.cc/articles/feminism-vs-womanism/ |
msmarco_v2.1_doc_00_675407386#2_1244580495 | Title: Long train not running - no limit on how long train can block crossing - al.com
Headings: Long train not running - no limit on how long train can block crossing
Long train not running - no limit on how long train can block crossing
Around the web
Content: A Federal Railroad Administration
fact sheet
said blocked crossings are increasing at the estimated 228,000 at grade street crossings in the country because more trains are being put on fewer main lines. The FRA, which is part of the U.S. Department of Transportation, says that blocked crossings can impede emergency vehicles, slow the flow of commerce and spur motorists to violate traffic laws. The FRA says it doesn’t regulate the length of time a train can block a crossing because it could cause the railroad to violate other federal safety issues. But, the FRA safety rules do address idling trains that sit near a crossing and “unnecessarily activate grade crossing warning devices such as flashing lights and gate arms” unless it is part of normal train movements or switching operations. The FRA encourages railroads to be good corporate citizens and work with state and local officials to eliminate or reduce the effects of blocked crossings. “For example, a railroad might make operational changes such as the time of day it services its customers or where it stops its trains to make crew changes,” the FRA fact sheet says. The FRA fact sheet offers several possible solutions to reduce the frequency of blocked crossings. Railroad companies can add track, close or move crossings, or join with local governments to build an overpass over the rail line. The FRA also says rail companies can change how they operate to help reduce blocked crossings. Changes could include reducing the length of trains, uncoupling two rail cars to allow traffic to pass, moving the location where it stops for a crew change, holding a train out of the crossing until it can move through without stopping, changing rail yard traffic and changing customers’ pick up and delivery schedules. | http://blog.al.com/on-the-road/2009/10/long_train_not_running_-_no_li.html |
msmarco_v2.1_doc_00_682231884#0_1258953690 | Title: What is a Cold Transfer in a Call Center? The Details on a Changing Call Center Technique
Headings: ChaseData Call Center Software Blog
ChaseData Call Center Software Blog
What is a Cold Transfer in a Call Center? The Details on a Changing Call Center Technique
What is a Cold Transfer in a Call Center?
What is a Warm Transfer?
Why Go to Such Extensive Effort?
Content: What is a Cold Transfer in a Call Center? The Details on a Changing Call Center Technique
ChaseData Call Center Software Blog
What is a Cold Transfer in a Call Center? The Details on a Changing Call Center Technique
Posted by Ahmed Macklai on Sep 4, 2018 7:30:00 AM
What are cold transfer calls? How are they used? Do they have a place in the modern practices of call centers? The answer is yes – but the key to making that true is knowing exactly how to execute these calls properly. What is a Cold Transfer in a Call Center? A cold transfer is something we’ve all likely experienced. It is the most commonly used technique of transferring calls between staff members in call centers and customer service departments. Plainly said, a cold transfer involves forwarding a call to an employee without “warming them up” with details or preparation for handling that call. | http://blog.chasedatacorp.com/what-is-a-cold-transfer-in-a-call-center-the-details-on-a-changing-call-center-technique |
msmarco_v2.1_doc_00_682231884#1_1258955202 | Title: What is a Cold Transfer in a Call Center? The Details on a Changing Call Center Technique
Headings: ChaseData Call Center Software Blog
ChaseData Call Center Software Blog
What is a Cold Transfer in a Call Center? The Details on a Changing Call Center Technique
What is a Cold Transfer in a Call Center?
What is a Warm Transfer?
Why Go to Such Extensive Effort?
Content: The answer is yes – but the key to making that true is knowing exactly how to execute these calls properly. What is a Cold Transfer in a Call Center? A cold transfer is something we’ve all likely experienced. It is the most commonly used technique of transferring calls between staff members in call centers and customer service departments. Plainly said, a cold transfer involves forwarding a call to an employee without “warming them up” with details or preparation for handling that call. A consumer calls, their call is received without collecting any information beyond perhaps their reason for dialing, then the call is directed to a representative who handles their call from there. Another way type of cold transfer in a call center involves redirecting a call from an employee who is not able to be of service to another who might. This happens often in call centers, as one employee exhausts their knowledge or training trying to assist a caller and then transfers their call to another agent with a higher level of experience with that particular area of concern. What is a Warm Transfer? A warm transfer is an alternative to the cold transfer in a call center that many people prefer, when available. | http://blog.chasedatacorp.com/what-is-a-cold-transfer-in-a-call-center-the-details-on-a-changing-call-center-technique |
msmarco_v2.1_doc_00_693031897#4_1281109887 | Title:
Headings:
Content: it takes a “success minded” person to be successful .today, teaching success is not a secret. There is literature about this subject everywhere. it is almost a science. we see many people who are successful that didn’t get a “good education” and many people that did, that are not successful. Why is that? Because success is determined by character and not only by knowledge. We need to teach people to set and meet their goals, to raise there standards,to be masters in emotion, relationships,finance and time management, besides attaining knowledge in there seeked out profession. When all this comes together -Destiny is shaped. Its is called Success. So far, as I see it, school today doesn’t answer that criteria. | http://blog.ed.gov/2010/08/what-is-the-biggest-challenge-in-education-today/ |
msmarco_v2.1_doc_00_693072468#0_1281127225 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
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Content: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Parents and Teachers: What Does an Effective Partnership Look Like? Posted by
jjohnson
October 22, 2010
30 Comments
Headlines Archive, News Archive, Teachers Archive
Teaching Ambassador Fellows
Recently, we worked with Alberto Retana, director of community outreach at the US Department of Education, at parent and community outreach events in New England and Seattle. We heard some interesting remarks. One parent advocate said, “Parents should be involved in developing, implementing, and evaluating school programs.” We would like to get ideas about what people are thinking about the role of parents and teachers -– about where these roles overlap, and where they are unique. What do you think teachers want from parents? What do you think parents want from teachers? | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#1_1281129009 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
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Content: We heard some interesting remarks. One parent advocate said, “Parents should be involved in developing, implementing, and evaluating school programs.” We would like to get ideas about what people are thinking about the role of parents and teachers -– about where these roles overlap, and where they are unique. What do you think teachers want from parents? What do you think parents want from teachers? Where might their interests converge? What is your vision for an effective partnership between parents and teachers? Steve Owens and Katie Taylor
Classroom Fellows, Teaching Ambassador Fellowship Initiative – U.S. Department of Education
Post navigation
← Education Stakeholders Forum to Be Held in LBJ’s Barnard Auditorium
Secretary Arne Duncan Delivers Keynote Address at FFA Convention →
30 Comments
Teri says: January 3, 2011 at 5:05 pm
I am a newly certified teacher and a parent of two children. I have been on both sides of this issue to some degree or another. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#2_1281130934 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
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Jewels says:
Dee says:
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Lisa Marie Jones says:
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Bev says:
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beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Where might their interests converge? What is your vision for an effective partnership between parents and teachers? Steve Owens and Katie Taylor
Classroom Fellows, Teaching Ambassador Fellowship Initiative – U.S. Department of Education
Post navigation
← Education Stakeholders Forum to Be Held in LBJ’s Barnard Auditorium
Secretary Arne Duncan Delivers Keynote Address at FFA Convention →
30 Comments
Teri says: January 3, 2011 at 5:05 pm
I am a newly certified teacher and a parent of two children. I have been on both sides of this issue to some degree or another. As a teacher I believe keeping a continuous line of communication with the parents is crucial. Not all parents have the time or ability to stay proactively involved in their child’s daily school progress. Never have I heard of a parent that did not appreciate being actively included in their child’s daily or weekly activities. Many parents avoid contact with a teacher until major problems occur because they are unfamiliar with the process. I have heard in many schools that teachers, at times, give up including parents because it appears they are apathetic. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#3_1281133014 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
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Content: As a teacher I believe keeping a continuous line of communication with the parents is crucial. Not all parents have the time or ability to stay proactively involved in their child’s daily school progress. Never have I heard of a parent that did not appreciate being actively included in their child’s daily or weekly activities. Many parents avoid contact with a teacher until major problems occur because they are unfamiliar with the process. I have heard in many schools that teachers, at times, give up including parents because it appears they are apathetic. I believe in most cases a lack of involvement by parents is caused by a bit of fear. I think it is quite uncomfortable for parents to bridge the gap of communication problems. Basically, both parents and teachers want and need to have better communication in order to work as a team in the child’s education. However, it is hard to converge the two paths. One way to create daiy or weekly discussion is to use the on-line system schools now have. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#4_1281134951 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
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Lisa Marie Jones says:
Sylvia says:
Chris says:
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beryl jr. says:
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Content: I believe in most cases a lack of involvement by parents is caused by a bit of fear. I think it is quite uncomfortable for parents to bridge the gap of communication problems. Basically, both parents and teachers want and need to have better communication in order to work as a team in the child’s education. However, it is hard to converge the two paths. One way to create daiy or weekly discussion is to use the on-line system schools now have. Instead of leaving it to parents to access these sites and see what their child failed maybe it could include a more comprensive system of communication. I think parents and teachers could create a team to solve this problem and actively pursue a mutually satisfying result. Getting input from the students would be very informative. The first thing I would work on is the animosity and fear between the two groups. The culture of involvement must be nurtured and prioritized. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#5_1281136792 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
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Laurie says:
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Dee says:
Bev says:
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beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Instead of leaving it to parents to access these sites and see what their child failed maybe it could include a more comprensive system of communication. I think parents and teachers could create a team to solve this problem and actively pursue a mutually satisfying result. Getting input from the students would be very informative. The first thing I would work on is the animosity and fear between the two groups. The culture of involvement must be nurtured and prioritized. Our children need to feel the adults care about them and are providing a safety net when needed in order to feel successful in their own education. Sandra says: November 8, 2010 at 9:50 am
Teachers want parents to co-teach from home. Although that would be a ideal it is not a perfect world and in reality it is an unexpected demand considering the challenges many families face such as unemployment, multiple low paying jobs to meet their family’s basic needs. A reasonable expectation is that there is open communication between parent and teacher. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#6_1281138738 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
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Adam says:
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beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Our children need to feel the adults care about them and are providing a safety net when needed in order to feel successful in their own education. Sandra says: November 8, 2010 at 9:50 am
Teachers want parents to co-teach from home. Although that would be a ideal it is not a perfect world and in reality it is an unexpected demand considering the challenges many families face such as unemployment, multiple low paying jobs to meet their family’s basic needs. A reasonable expectation is that there is open communication between parent and teacher. When teachers make a sincere effort to know the family and make a genuine connection, the rest falls into place. Families will see the importance of making sure their children are ready to learn where learning should be taking place (in the classroom). Homework is not an extension of classroom learning but to reinforce what was taught. Parents want to be feel valued and respected by teachers. They want teachers that genuinely care about teaching. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#7_1281140658 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
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beryl jr. says:
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Joe Murchison says:
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Content: When teachers make a sincere effort to know the family and make a genuine connection, the rest falls into place. Families will see the importance of making sure their children are ready to learn where learning should be taking place (in the classroom). Homework is not an extension of classroom learning but to reinforce what was taught. Parents want to be feel valued and respected by teachers. They want teachers that genuinely care about teaching. They want teachers that raise the standards and have high expectation for ALL children. Gail Ogden says: November 8, 2010 at 3:05 am
Everything begins at home. But it must continue through the schools. Parents have to do their jobs as well. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#8_1281142269 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
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Content: They want teachers that raise the standards and have high expectation for ALL children. Gail Ogden says: November 8, 2010 at 3:05 am
Everything begins at home. But it must continue through the schools. Parents have to do their jobs as well. Parents indocternating beliefs into their children that are too advanced for even many adults is one of the problems. It blurs the line of rational thought. We are raised in a society that thinks it’s okay to label your children as whatever major belief system you are before they grasp the concept of reality! How is that sane? The reason is because it was done to us, most kids that grow up in interesting and stimulating enviroments that are educational wind up doing well. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#10_1281145675 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
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Carol says:
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tina says:
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Content: Maybe they didn’t teach you well enough in your AP class. Don’t condemn your peers for not being motivated to learn. Instead, try to look at the bigger picture and understand why they don’t want to learn. Teachers are in many classrooms, not just high school ones. At each step, there’s something that can mess it up for a student. Often, that something is a dismissive teacher. Having the tenacity to continue, despite receiving discouraging guidance, is a hard thing to do. Carol says: November 2, 2010 at 4:25 pm
An effective partnership looks like this. Teacher calls home to discuss grade/behavior and the parent demonstrates that they have knowledge of the area the student is struggling or succeeding in because they have been communicating with their child. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#11_1281147381 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
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Carol says:
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tina says:
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Laurie says:
Jewels says:
Dee says:
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Lisa Marie Jones says:
Sylvia says:
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Joe Murchison says:
Wendy says:
Content: Often, that something is a dismissive teacher. Having the tenacity to continue, despite receiving discouraging guidance, is a hard thing to do. Carol says: November 2, 2010 at 4:25 pm
An effective partnership looks like this. Teacher calls home to discuss grade/behavior and the parent demonstrates that they have knowledge of the area the student is struggling or succeeding in because they have been communicating with their child. Together we discuss a way for supporting the student. Parent calls teacher to discuss student’s difficulty with homework/behavior and ask how they can help their student. Teacher shares what they have been doing in class and shows the teacher has noticed the struggles. Together we discuss a way for supporting the student. Reality is that neither the parent nor the teacher seem to have time for the kind of in depth view this requires. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#12_1281149172 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
Catherine says:
Laurie says:
Nancy says:
Lorrie says:
Dee says:
Bev says:
Bev says:
beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Together we discuss a way for supporting the student. Parent calls teacher to discuss student’s difficulty with homework/behavior and ask how they can help their student. Teacher shares what they have been doing in class and shows the teacher has noticed the struggles. Together we discuss a way for supporting the student. Reality is that neither the parent nor the teacher seem to have time for the kind of in depth view this requires. We all wish we did. As a high school teacher I had 30 to 35 kids in each class period giving me about 180 students every semester, 360 every year. Even One minute on the phone or in email for each student is 3 hours of work. Every day I had grading, lesson planning, remediation planning, and tests to write so beyond the school day I already had 2 to 3 hours of work to do. Contacting parents by phone occurred when I really had to do it, but I did try to leave detailed comments on the computer grading system, and I sent notes home with students (especially for success stories). | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#14_1281153019 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
Catherine says:
Laurie says:
Nancy says:
Lorrie says:
Dee says:
Bev says:
Bev says:
beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: In hundreds of contacts over 19 years, I can think of 1 that met my ideal. Still its good to have the ideal to strive for. Monique says: November 1, 2010 at 8:46 pm
Communication is key. I am a parent that stays involved with my child’s education and I have had many issues with teachers not responding to my inquiries about my child’s progress or they brush it off as its ok to be below grade level. I am not okay with that and it also does not reinforce the tone I set at home about school being important when there isn’t any follow through on both sides equally. tina says: November 1, 2010 at 12:12 pm
Basically stated: “ TEAM”
Together
Everyone
Achieves
More
Parents, teachers, community leaders, and school administration will achieve more if the goals are met with a team approach. Children learn at both home and school. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#15_1281154794 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
Catherine says:
Laurie says:
Nancy says:
Lorrie says:
Dee says:
Bev says:
Bev says:
beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: I am not okay with that and it also does not reinforce the tone I set at home about school being important when there isn’t any follow through on both sides equally. tina says: November 1, 2010 at 12:12 pm
Basically stated: “ TEAM”
Together
Everyone
Achieves
More
Parents, teachers, community leaders, and school administration will achieve more if the goals are met with a team approach. Children learn at both home and school. Learning takes place during every waking hour of every day…at both home and school. Nicole Randolph says: October 31, 2010 at 10:57 am
An Effective Parent Partnership with a school and or district always invites parents to the table to make decisions about school curriculum and programs for students. This practice must be done with integrity and not as a superficial gesture to appease community. Parents are genuinely concerned and some are desperately seeking partners to help their child not only succeed academically but navigate the educational system. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#16_1281156723 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
Catherine says:
Laurie says:
Nancy says:
Lorrie says:
Dee says:
Bev says:
Bev says:
beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Learning takes place during every waking hour of every day…at both home and school. Nicole Randolph says: October 31, 2010 at 10:57 am
An Effective Parent Partnership with a school and or district always invites parents to the table to make decisions about school curriculum and programs for students. This practice must be done with integrity and not as a superficial gesture to appease community. Parents are genuinely concerned and some are desperately seeking partners to help their child not only succeed academically but navigate the educational system. Unfortunately educators, administrators and teachers do not admit that due to NCLB, state standards and new testing rules have created more barriers for parent involvement. Parents need a “judge free” partner who will provide clear and concise goals and expectations for their child. They need detailed information on how to read and understand rubrics, benchmarks and testing data. Parents also need time with teachers to learn the math and reading language and strategies used in curriculum. Without these theses meaningful encounters parents have no clue on how to help their children with basic homework lessons that come home each day. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#17_1281158853 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
Catherine says:
Laurie says:
Nancy says:
Lorrie says:
Dee says:
Bev says:
Bev says:
beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Unfortunately educators, administrators and teachers do not admit that due to NCLB, state standards and new testing rules have created more barriers for parent involvement. Parents need a “judge free” partner who will provide clear and concise goals and expectations for their child. They need detailed information on how to read and understand rubrics, benchmarks and testing data. Parents also need time with teachers to learn the math and reading language and strategies used in curriculum. Without these theses meaningful encounters parents have no clue on how to help their children with basic homework lessons that come home each day. Finally, we must utilize multiple forms of communications, in person, on line, in writing and in multiple languages. Teachers need to be willing to work with their parents no matter their assets or deficits’. Teacher must be willing to partner with the parent at the best level their parent can provide. However, the teacher must continue to attempt to communicate with the parent and support the student’s progress in the classroom. Teachers also have to admit honestly about their own cultural competency and commitment to work with students of color. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_693072468#18_1281160981 | Title: Parents and Teachers: What Does an Effective Partnership Look Like? - ED.gov Blog
Headings: Parents and Teachers: What Does an Effective Partnership Look Like?
Parents and Teachers: What Does an Effective Partnership Look Like?
30 Comments
Teri says:
Sandra says:
Gail Ogden says:
Carol says:
Monique says:
tina says:
Nicole Randolph says:
Laurie says:
Jewels says:
Dee says:
Natalie says:
Lisa Marie Jones says:
Sylvia says:
Chris says:
Cheryl says:
Lisa says:
Delores says:
Adam says:
Catherine says:
Catherine says:
Laurie says:
Nancy says:
Lorrie says:
Dee says:
Bev says:
Bev says:
beryl jr. says:
Cecelia says:
Joe Murchison says:
Wendy says:
Content: Finally, we must utilize multiple forms of communications, in person, on line, in writing and in multiple languages. Teachers need to be willing to work with their parents no matter their assets or deficits’. Teacher must be willing to partner with the parent at the best level their parent can provide. However, the teacher must continue to attempt to communicate with the parent and support the student’s progress in the classroom. Teachers also have to admit honestly about their own cultural competency and commitment to work with students of color. Many teachers will not admit to things they struggle with for fear of being labeled or judged about their performance. ( i.e behavior management and learning styles of African American and Latino children) Lastly, teachers who truly have high academic expectations for ALL students to learn and become proficient are the type of partners required in our schools today. “Poverty is not my name, it may be my current circumstance but it in no way defines my destiny in life”
Autumn Reign
Laurie says: October 29, 2010 at 8:03 am
Thank you, Natalie for that post. I love seeing what is working and how teachers and parents are partnering on behalf of the children. | http://blog.ed.gov/2010/10/parents-and-teachers-what-does-an-effective-partnership-look-like/ |
msmarco_v2.1_doc_00_697223054#5_1289576321 | Title: Eleven Ketchup Facts | Fooducate
Headings: Diet Tip
Diet Tip
Fooducate
Eleven Ketchup Facts
Description
Content: Spice too. 8. The FDA strictly regulates what products may be called ketchup; especially important are viscosity and the presence of tomatoes and tomato solids. 9. In 2005, after urging by Heinz and several other tomato product manufacturers, the FDA allowed tomato product labels to tout health claims [http://www.boston.com/business/healthcare/articles/2005/11/10/fda_limits_tomato_cancer_claims/], due to the aforementioned lycopenes. The ruling includes ketchup as well as tomato pasta sauces and marinades. 10. Squeeze bottle were introduced in the 1980's to solve the problem of ketchup not flowing out of glass containers. 11. | http://blog.fooducate.com/2009/02/24/eleven-ketchup-facts/ |
msmarco_v2.1_doc_00_697223054#6_1289577259 | Title: Eleven Ketchup Facts | Fooducate
Headings: Diet Tip
Diet Tip
Fooducate
Eleven Ketchup Facts
Description
Content: In 2005, after urging by Heinz and several other tomato product manufacturers, the FDA allowed tomato product labels to tout health claims [http://www.boston.com/business/healthcare/articles/2005/11/10/fda_limits_tomato_cancer_claims/], due to the aforementioned lycopenes. The ruling includes ketchup as well as tomato pasta sauces and marinades. 10. Squeeze bottle were introduced in the 1980's to solve the problem of ketchup not flowing out of glass containers. 11. Not everyone is a big fan of ketchup. In the Netherlands, mayonnaise is the condiment of choice with french fries. What to do at the supermarket: It seems that ketchup is a staple in every household. If you are concerned about sugar, look for ketchup products artificially sweetened as a way to reduce sweet calories. | http://blog.fooducate.com/2009/02/24/eleven-ketchup-facts/ |
msmarco_v2.1_doc_00_698288233#14_1291965927 | Title: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide | Gentlemint Blog
Headings: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Quick Navigation
What is a tomahawk steak?
How big Is a Tomahawk Steak?
Other types of Tomahawk steaks
Does the extra bone add more flavor?
How much do tomahawk steaks cost?
One big reason to buy a tomahawk steak...
Where can you buy a tomahawk steak?
Buying online
Tomahawk Steaks at Amazon
Locally
About dry-aged steaks
How to Cook a Tomahawk Steak
Universal truths about cooking a tomahawk steak
Truth #1: The meat needs to rest
Truth #2: A digital thermometer makes a huge difference
Truth #3: The Reverse Sear method works the best
Grilling a Tomahawk Streak
Ingredients
Instructions
Cooking a Tomahawk Steak in a Cast Iron Skillet
Ingredients
Instructions
Hybrid Cooking a Tomahawk Steak (Grill + Cast Iron)
Ingredients
Instructions
Sous Vide Tomahawk Steak Recipe
Ingredients
Instructions
Smoking a Tomahawk Steak
Ingredients
Instructions
Bottom Line
Did this article make you manlier?
About the Author
Glen Stansberry - Co-founder
Join the discussion…
in this conversation
Content: Finding a tomahawk steak locally is as simple as heading over to the local butcher shop. ( You an find local shops and meat markets here .) You can request a specific cut, and they'll trim it to your exact specifications. You're probably better off staying away from larger chains like Kroger, as they don't offer the customization that a butcher will. There's no hurt in asking, though. Nothing ventured, nothing gained. About dry-aged steaks
If you can buy a dry-aged steak, it’ll be much better. Dry aging is the process of letting the meat sit in a refrigerator for anywhere from a week to over 60 days. The general idea is that the longer the meat ages, the more concentrated and interesting the flavors will be. Think of it like cheese: | http://blog.gentlemint.com/2016/jul/13/tomahawk-steak-what-it-and-should-you-buy-it/ |
msmarco_v2.1_doc_00_698288233#15_1291968168 | Title: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide | Gentlemint Blog
Headings: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Quick Navigation
What is a tomahawk steak?
How big Is a Tomahawk Steak?
Other types of Tomahawk steaks
Does the extra bone add more flavor?
How much do tomahawk steaks cost?
One big reason to buy a tomahawk steak...
Where can you buy a tomahawk steak?
Buying online
Tomahawk Steaks at Amazon
Locally
About dry-aged steaks
How to Cook a Tomahawk Steak
Universal truths about cooking a tomahawk steak
Truth #1: The meat needs to rest
Truth #2: A digital thermometer makes a huge difference
Truth #3: The Reverse Sear method works the best
Grilling a Tomahawk Streak
Ingredients
Instructions
Cooking a Tomahawk Steak in a Cast Iron Skillet
Ingredients
Instructions
Hybrid Cooking a Tomahawk Steak (Grill + Cast Iron)
Ingredients
Instructions
Sous Vide Tomahawk Steak Recipe
Ingredients
Instructions
Smoking a Tomahawk Steak
Ingredients
Instructions
Bottom Line
Did this article make you manlier?
About the Author
Glen Stansberry - Co-founder
Join the discussion…
in this conversation
Content: Nothing ventured, nothing gained. About dry-aged steaks
If you can buy a dry-aged steak, it’ll be much better. Dry aging is the process of letting the meat sit in a refrigerator for anywhere from a week to over 60 days. The general idea is that the longer the meat ages, the more concentrated and interesting the flavors will be. Think of it like cheese: the older it is, the funkier it tastes. Complex flavors start to form and mix in with the beef. The meat and fat break down, making the meat more tender. Dry-aging is a hotly-debated topic that generates holy wars on meat forums across the globe. The dry-aging process is hard to do for individuals, and doesn’t really yield that much change if you’re trying to dry-age the meat yourself in your refrigerator. | http://blog.gentlemint.com/2016/jul/13/tomahawk-steak-what-it-and-should-you-buy-it/ |
msmarco_v2.1_doc_00_698288233#16_1291970441 | Title: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide | Gentlemint Blog
Headings: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Quick Navigation
What is a tomahawk steak?
How big Is a Tomahawk Steak?
Other types of Tomahawk steaks
Does the extra bone add more flavor?
How much do tomahawk steaks cost?
One big reason to buy a tomahawk steak...
Where can you buy a tomahawk steak?
Buying online
Tomahawk Steaks at Amazon
Locally
About dry-aged steaks
How to Cook a Tomahawk Steak
Universal truths about cooking a tomahawk steak
Truth #1: The meat needs to rest
Truth #2: A digital thermometer makes a huge difference
Truth #3: The Reverse Sear method works the best
Grilling a Tomahawk Streak
Ingredients
Instructions
Cooking a Tomahawk Steak in a Cast Iron Skillet
Ingredients
Instructions
Hybrid Cooking a Tomahawk Steak (Grill + Cast Iron)
Ingredients
Instructions
Sous Vide Tomahawk Steak Recipe
Ingredients
Instructions
Smoking a Tomahawk Steak
Ingredients
Instructions
Bottom Line
Did this article make you manlier?
About the Author
Glen Stansberry - Co-founder
Join the discussion…
in this conversation
Content: the older it is, the funkier it tastes. Complex flavors start to form and mix in with the beef. The meat and fat break down, making the meat more tender. Dry-aging is a hotly-debated topic that generates holy wars on meat forums across the globe. The dry-aging process is hard to do for individuals, and doesn’t really yield that much change if you’re trying to dry-age the meat yourself in your refrigerator. This is why people tend to buy dry-aged meat instead of trying to replicate the process at home. It’s just easier. That said, if you’re wanting to age the meat yourself at home, I’d recommend buying a whole cut of beef like the rib steak that you can later slice. For aging tips and how to set up your meat properly, I recommend this article by Serious Eats. Long story short: | http://blog.gentlemint.com/2016/jul/13/tomahawk-steak-what-it-and-should-you-buy-it/ |
msmarco_v2.1_doc_00_698288233#17_1291972745 | Title: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide | Gentlemint Blog
Headings: Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Tomahawk Steak: What Is It, How to Cook It (5 Recipes) and Buying Guide
Quick Navigation
What is a tomahawk steak?
How big Is a Tomahawk Steak?
Other types of Tomahawk steaks
Does the extra bone add more flavor?
How much do tomahawk steaks cost?
One big reason to buy a tomahawk steak...
Where can you buy a tomahawk steak?
Buying online
Tomahawk Steaks at Amazon
Locally
About dry-aged steaks
How to Cook a Tomahawk Steak
Universal truths about cooking a tomahawk steak
Truth #1: The meat needs to rest
Truth #2: A digital thermometer makes a huge difference
Truth #3: The Reverse Sear method works the best
Grilling a Tomahawk Streak
Ingredients
Instructions
Cooking a Tomahawk Steak in a Cast Iron Skillet
Ingredients
Instructions
Hybrid Cooking a Tomahawk Steak (Grill + Cast Iron)
Ingredients
Instructions
Sous Vide Tomahawk Steak Recipe
Ingredients
Instructions
Smoking a Tomahawk Steak
Ingredients
Instructions
Bottom Line
Did this article make you manlier?
About the Author
Glen Stansberry - Co-founder
Join the discussion…
in this conversation
Content: This is why people tend to buy dry-aged meat instead of trying to replicate the process at home. It’s just easier. That said, if you’re wanting to age the meat yourself at home, I’d recommend buying a whole cut of beef like the rib steak that you can later slice. For aging tips and how to set up your meat properly, I recommend this article by Serious Eats. Long story short: if you’re going to age meat at home, it’s going to take some effort. How to Cook a Tomahawk Steak
Now that you've bought your tomahawk steak, let's talk about how you can cook it. Just as there's more than one way to skin a cat, there are multiple ways to cook the Tomahawk. Let’s look at each so you can pick which method appeals to you more. Universal truths about cooking a tomahawk steak
No matter what method you use to cook your steaks, there are some universal truths and guidelines to follow to ensure that the meat is as tasty as possible. | http://blog.gentlemint.com/2016/jul/13/tomahawk-steak-what-it-and-should-you-buy-it/ |
msmarco_v2.1_doc_00_700251593#0_1295556540 | Title: Why do people become homeless? — Blog
Headings: Why do people become homeless?
Why do people become homeless?
Unemployment
Success!
Tracey
I'm raising money for past rent so I can move into a new apartment.
Personal or family crisis
Success!
Phillip
I’m using HandUp to raise funds for education costs, specifically a three month Phlebotomy Cours…
Affordable housing
Demographics: Youth and LGBTQ
Success!
Giselle
I'm raising money for basic needs so I can recover in full and regain my health.
No support network
Mental health or substance abuse
Aaron
I'm raising money for basic needs so I can afford healthy food and other items for my wellness**.
Content: Why do people become homeless? — Blog
Blog
Blog /
HandUp.org /
Webinars /
November 05, 2015
Why do people become homeless? November 05, 2015 / Meghan Murphy
Photo credit: Daryl Peveto, AARP
There are many different reasons an individual or family falls into homelessness. While it’s usually a combination of things, like losing a job or falling behind on rent, sometimes the cause of homelessness is one tragic incident like losing a partner that changes someone’s living circumstance. So why do people become homeless? Learn a little more about the most common reasons, and meet a few neighbors who you may not even realize are experiencing homelessness. Unemployment
Whether from losing a job, or not being able to find a job in the first place, unemployment is one of the major causes of homeless. No income, no way to keep up with living expenses. While the number of unemployed people fell to 7.4% the past few years, the number of people living in poverty hasn’t declined. | http://blog.handup.org/posts/why-do-people-become-homeless |
msmarco_v2.1_doc_00_700251593#1_1295558424 | Title: Why do people become homeless? — Blog
Headings: Why do people become homeless?
Why do people become homeless?
Unemployment
Success!
Tracey
I'm raising money for past rent so I can move into a new apartment.
Personal or family crisis
Success!
Phillip
I’m using HandUp to raise funds for education costs, specifically a three month Phlebotomy Cours…
Affordable housing
Demographics: Youth and LGBTQ
Success!
Giselle
I'm raising money for basic needs so I can recover in full and regain my health.
No support network
Mental health or substance abuse
Aaron
I'm raising money for basic needs so I can afford healthy food and other items for my wellness**.
Content: So why do people become homeless? Learn a little more about the most common reasons, and meet a few neighbors who you may not even realize are experiencing homelessness. Unemployment
Whether from losing a job, or not being able to find a job in the first place, unemployment is one of the major causes of homeless. No income, no way to keep up with living expenses. While the number of unemployed people fell to 7.4% the past few years, the number of people living in poverty hasn’t declined. At 46.7 million living under the poverty line ($20,000 year for a family of three), that’s 15.8% of the United States. “A few months ago I was forced to be homeless after I lost my job and became delinquent on my payments. I am post graduate of San Francisco State University and recently graduated May 2014 with my B.A. in Broadcast Electronic Communication Arts with minor in World Music and Dance.” Tracey - HandUp Member
Success! Tracey
Oakland, CA
I'm raising money for past rent so I can move into a new apartment. | http://blog.handup.org/posts/why-do-people-become-homeless |
msmarco_v2.1_doc_00_700251593#2_1295560341 | Title: Why do people become homeless? — Blog
Headings: Why do people become homeless?
Why do people become homeless?
Unemployment
Success!
Tracey
I'm raising money for past rent so I can move into a new apartment.
Personal or family crisis
Success!
Phillip
I’m using HandUp to raise funds for education costs, specifically a three month Phlebotomy Cours…
Affordable housing
Demographics: Youth and LGBTQ
Success!
Giselle
I'm raising money for basic needs so I can recover in full and regain my health.
No support network
Mental health or substance abuse
Aaron
I'm raising money for basic needs so I can afford healthy food and other items for my wellness**.
Content: At 46.7 million living under the poverty line ($20,000 year for a family of three), that’s 15.8% of the United States. “A few months ago I was forced to be homeless after I lost my job and became delinquent on my payments. I am post graduate of San Francisco State University and recently graduated May 2014 with my B.A. in Broadcast Electronic Communication Arts with minor in World Music and Dance.” Tracey - HandUp Member
Success! Tracey
Oakland, CA
I'm raising money for past rent so I can move into a new apartment. $1,255 raised
Read Success Story
100% of donations went to Tracey through handup.org
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Personal or family crisis
Individuals with an established support network and steady income can be forced into homelessness if a major health issue or family emergency arises. For people already living below the poverty line, managing everyday incidents such as having a car towed can push someone into homelessness even faster. One major health issue can derail an individual’s life including a family member’s poor health or a death in the family. Even divorce can quickly spin into homelessness as it can be expensive and impact income significantly. | http://blog.handup.org/posts/why-do-people-become-homeless |
msmarco_v2.1_doc_00_704508792#0_1305242459 | Title: A Beginner's Guide for Becoming a Better Problem Solver
Headings: A Beginner’s Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Three Methods of Thinking
Indispensable Problem Solver Attributes
A Problem Solver’s Attitude
A Problem Solver’s Beliefs
A Problem Solver’s Habits
Deep Probing
Associating with the Past
Recognizing Patterns
A Problem Solver’s Characteristics
Risk Taker
Persistent
Enthusiastic
Meticulous
Adaptable and Flexible
Open Minded
Lighthearted
Proactive
Curious
Non-Conforming
The Primary Problem Solving Method
The Preparation Phase
Identify the Problem
Define Problem in Writing
Question the Problem
Determine Possible Causes
Reframe the Problem
Define Desired Outcomes
The Generation Phase
Recall Past Learning, Experiences and Mistakes
Explore Strategies and Solutions
The Incubation Phase
Indulge in Brainstorming Naps
Sleep on Problem
Change Your Environment to Improve Incubation
Evolution Phase
Prioritize and Evaluate Solutions
Speculate Potential Future Outcomes and Negative Consequences
Settle on Solutions
Implementation Phase
Clarify Your Personal Vision of Outcome on Paper
Clarify the Personal Resources at Your Disposal
Create Three Alternative Plans of Action
Set Clear Defined Deadlines for these Actions
Take Action Committing Yourself to the Result
The Learning Phase
Monitor Your Outcomes
Reflect on the Problem Solving Process
Ongoing Problem Solving Tactics
Mindset Oriented Tactics
Visualize Your Desired Outcomes
Ask Questions Searching for Solutions
Always See Opportunities for New Learnings
Think Critically
Think Creatively
Think is Solitude
Let Go of Fears
Let Go of Judgments and Criticisms
Let Go of Biases and Assumptions
Allow for Fantasizing
Allow for Playfulness
Allow for Idea Incubation
Explore Funny and Foolish Ideas
Explore Alternative Perspectives Using Lenses
Childhood Lens
Athlete’s Lens
Artist’s Lens
Scientist or Inventor’s Lens
Politician’s Lens
Action Oriented Tactics
Persistently Write Out Questions
Read Broadly
Update Your Skills and Knowledge
Use Positive Language
Use Concept Maps and Mind Maps
Use Diagrams
Create and Use a Problem Solving System
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: A Beginner's Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Effective Thinker / By Adam Sicinski
How you think about a problem is more important than the problem itself. – Norman Vincent Peale
Three Methods of Thinking
Problem-solving, creative and critical thinking go hand-in-hand helping us to see the world from a number of different vantage points. Each of these ways of thinking strengthens our capacity to think flexibly and intelligently when faced with the unending problems that life throws our way. This post will specifically focus on the process of problem-solving and how you can use it to break through life’s most difficult challenges. We will specifically explore the attitude, beliefs, habits, and qualities that are indispensable for effective problem-solving. We will also outline a primary problem-solving method that will help you to break down any obstacles that stand in your way. And to finish off we will look at some ongoing problem-solving tactics you can use to keep your mind focused and proactive when dealing with life’s daily challenges. This article post is part of the Effective Thinking series of IQ Matrix maps that are designed to help you successfully deal with the problems and challenges confronting your reality. Topics within this series include: • Part 1: | http://blog.iqmatrix.com/better-problem-solver |
msmarco_v2.1_doc_00_704508792#7_1305269076 | Title: A Beginner's Guide for Becoming a Better Problem Solver
Headings: A Beginner’s Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Three Methods of Thinking
Indispensable Problem Solver Attributes
A Problem Solver’s Attitude
A Problem Solver’s Beliefs
A Problem Solver’s Habits
Deep Probing
Associating with the Past
Recognizing Patterns
A Problem Solver’s Characteristics
Risk Taker
Persistent
Enthusiastic
Meticulous
Adaptable and Flexible
Open Minded
Lighthearted
Proactive
Curious
Non-Conforming
The Primary Problem Solving Method
The Preparation Phase
Identify the Problem
Define Problem in Writing
Question the Problem
Determine Possible Causes
Reframe the Problem
Define Desired Outcomes
The Generation Phase
Recall Past Learning, Experiences and Mistakes
Explore Strategies and Solutions
The Incubation Phase
Indulge in Brainstorming Naps
Sleep on Problem
Change Your Environment to Improve Incubation
Evolution Phase
Prioritize and Evaluate Solutions
Speculate Potential Future Outcomes and Negative Consequences
Settle on Solutions
Implementation Phase
Clarify Your Personal Vision of Outcome on Paper
Clarify the Personal Resources at Your Disposal
Create Three Alternative Plans of Action
Set Clear Defined Deadlines for these Actions
Take Action Committing Yourself to the Result
The Learning Phase
Monitor Your Outcomes
Reflect on the Problem Solving Process
Ongoing Problem Solving Tactics
Mindset Oriented Tactics
Visualize Your Desired Outcomes
Ask Questions Searching for Solutions
Always See Opportunities for New Learnings
Think Critically
Think Creatively
Think is Solitude
Let Go of Fears
Let Go of Judgments and Criticisms
Let Go of Biases and Assumptions
Allow for Fantasizing
Allow for Playfulness
Allow for Idea Incubation
Explore Funny and Foolish Ideas
Explore Alternative Perspectives Using Lenses
Childhood Lens
Athlete’s Lens
Artist’s Lens
Scientist or Inventor’s Lens
Politician’s Lens
Action Oriented Tactics
Persistently Write Out Questions
Read Broadly
Update Your Skills and Knowledge
Use Positive Language
Use Concept Maps and Mind Maps
Use Diagrams
Create and Use a Problem Solving System
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: “I am going to enjoy this process.” An effective problem solver knows that unless they adopt a playful, curious and inquisitive attitude, that they will struggle to find appropriate solutions. They therefore always strive to find new and unique ways to enjoy the process of working their way through a problem. A Problem Solver’s Beliefs
An effective problem solver has a set of indispensable beliefs and convictions that direct and propels their thoughts, actions, and daily behaviors. These beliefs are so deeply ingrained in their psyche that it would take the force and willpower of the entire world to shake these feeling of certainty. Beliefs are opinions that we have about things, ourselves, others and the world around us that are injected with an undeniable sense of certainty. Let’s now take a look at a handful of beliefs that are critical for effective problem solving: “There is no failure, only feedback.” An effective problem solver believes that outcomes bring with them no failure, but rather only feedback. This feedback must be used as a source of knowledge, insight, and inspiration to help enhance the decision-making process. | http://blog.iqmatrix.com/better-problem-solver |
msmarco_v2.1_doc_00_704508792#11_1305284001 | Title: A Beginner's Guide for Becoming a Better Problem Solver
Headings: A Beginner’s Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Three Methods of Thinking
Indispensable Problem Solver Attributes
A Problem Solver’s Attitude
A Problem Solver’s Beliefs
A Problem Solver’s Habits
Deep Probing
Associating with the Past
Recognizing Patterns
A Problem Solver’s Characteristics
Risk Taker
Persistent
Enthusiastic
Meticulous
Adaptable and Flexible
Open Minded
Lighthearted
Proactive
Curious
Non-Conforming
The Primary Problem Solving Method
The Preparation Phase
Identify the Problem
Define Problem in Writing
Question the Problem
Determine Possible Causes
Reframe the Problem
Define Desired Outcomes
The Generation Phase
Recall Past Learning, Experiences and Mistakes
Explore Strategies and Solutions
The Incubation Phase
Indulge in Brainstorming Naps
Sleep on Problem
Change Your Environment to Improve Incubation
Evolution Phase
Prioritize and Evaluate Solutions
Speculate Potential Future Outcomes and Negative Consequences
Settle on Solutions
Implementation Phase
Clarify Your Personal Vision of Outcome on Paper
Clarify the Personal Resources at Your Disposal
Create Three Alternative Plans of Action
Set Clear Defined Deadlines for these Actions
Take Action Committing Yourself to the Result
The Learning Phase
Monitor Your Outcomes
Reflect on the Problem Solving Process
Ongoing Problem Solving Tactics
Mindset Oriented Tactics
Visualize Your Desired Outcomes
Ask Questions Searching for Solutions
Always See Opportunities for New Learnings
Think Critically
Think Creatively
Think is Solitude
Let Go of Fears
Let Go of Judgments and Criticisms
Let Go of Biases and Assumptions
Allow for Fantasizing
Allow for Playfulness
Allow for Idea Incubation
Explore Funny and Foolish Ideas
Explore Alternative Perspectives Using Lenses
Childhood Lens
Athlete’s Lens
Artist’s Lens
Scientist or Inventor’s Lens
Politician’s Lens
Action Oriented Tactics
Persistently Write Out Questions
Read Broadly
Update Your Skills and Knowledge
Use Positive Language
Use Concept Maps and Mind Maps
Use Diagrams
Create and Use a Problem Solving System
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: “Curiosity expands opportunities and possibilities.” An effective problem solver believes that one must be curious at all times if one desires to spot the opportunities and possibilities that lie along one’s path. Curiosity is an endearing characteristic that helps expand creativity, intelligence and one’s ability to think under pressure. A Problem Solver’s Habits
An effective problem solver has a set of daily habits and rituals. These habits assist them to think more effectively and proactively about the problems and challenges they are confronted with. Let’s take a look at three habitual thinking patterns that are indispensable for effective problem solving: Deep Probing
An effective problem solver cultivates the habit of deep-probing. This involves the process of meticulous thinking, which takes into account all angles and perspectives about a problem — making sure that nothing is left to chance. They fully realize that through a process of simple deduction that they will be better able to work their way through the problem in a more effective and efficient way. The habit of deep probing can be compared to the simple act of peeling layers off an onion. | http://blog.iqmatrix.com/better-problem-solver |
msmarco_v2.1_doc_00_704508792#12_1305287845 | Title: A Beginner's Guide for Becoming a Better Problem Solver
Headings: A Beginner’s Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Three Methods of Thinking
Indispensable Problem Solver Attributes
A Problem Solver’s Attitude
A Problem Solver’s Beliefs
A Problem Solver’s Habits
Deep Probing
Associating with the Past
Recognizing Patterns
A Problem Solver’s Characteristics
Risk Taker
Persistent
Enthusiastic
Meticulous
Adaptable and Flexible
Open Minded
Lighthearted
Proactive
Curious
Non-Conforming
The Primary Problem Solving Method
The Preparation Phase
Identify the Problem
Define Problem in Writing
Question the Problem
Determine Possible Causes
Reframe the Problem
Define Desired Outcomes
The Generation Phase
Recall Past Learning, Experiences and Mistakes
Explore Strategies and Solutions
The Incubation Phase
Indulge in Brainstorming Naps
Sleep on Problem
Change Your Environment to Improve Incubation
Evolution Phase
Prioritize and Evaluate Solutions
Speculate Potential Future Outcomes and Negative Consequences
Settle on Solutions
Implementation Phase
Clarify Your Personal Vision of Outcome on Paper
Clarify the Personal Resources at Your Disposal
Create Three Alternative Plans of Action
Set Clear Defined Deadlines for these Actions
Take Action Committing Yourself to the Result
The Learning Phase
Monitor Your Outcomes
Reflect on the Problem Solving Process
Ongoing Problem Solving Tactics
Mindset Oriented Tactics
Visualize Your Desired Outcomes
Ask Questions Searching for Solutions
Always See Opportunities for New Learnings
Think Critically
Think Creatively
Think is Solitude
Let Go of Fears
Let Go of Judgments and Criticisms
Let Go of Biases and Assumptions
Allow for Fantasizing
Allow for Playfulness
Allow for Idea Incubation
Explore Funny and Foolish Ideas
Explore Alternative Perspectives Using Lenses
Childhood Lens
Athlete’s Lens
Artist’s Lens
Scientist or Inventor’s Lens
Politician’s Lens
Action Oriented Tactics
Persistently Write Out Questions
Read Broadly
Update Your Skills and Knowledge
Use Positive Language
Use Concept Maps and Mind Maps
Use Diagrams
Create and Use a Problem Solving System
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: Let’s take a look at three habitual thinking patterns that are indispensable for effective problem solving: Deep Probing
An effective problem solver cultivates the habit of deep-probing. This involves the process of meticulous thinking, which takes into account all angles and perspectives about a problem — making sure that nothing is left to chance. They fully realize that through a process of simple deduction that they will be better able to work their way through the problem in a more effective and efficient way. The habit of deep probing can be compared to the simple act of peeling layers off an onion. Each layer that the problem solver peels allows them to dig deeper into the heart of the problem, and thusly closer to the inevitable solution. Associating with the Past
An effective problem solver realizes that any new piece of information can effectively be associated with past memories, experiences, and learnings, to further their problem-solving ability. Recognizing Patterns
An effective problem solver effortlessly recognizes patterns within every problem or circumstance. Everything within our Universe is built upon patterns and rhythmic dances that create the events and circumstances of our lives. In fact, these same patterns cause and create our life’s problems and circumstances. | http://blog.iqmatrix.com/better-problem-solver |
msmarco_v2.1_doc_00_704508792#13_1305291804 | Title: A Beginner's Guide for Becoming a Better Problem Solver
Headings: A Beginner’s Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Three Methods of Thinking
Indispensable Problem Solver Attributes
A Problem Solver’s Attitude
A Problem Solver’s Beliefs
A Problem Solver’s Habits
Deep Probing
Associating with the Past
Recognizing Patterns
A Problem Solver’s Characteristics
Risk Taker
Persistent
Enthusiastic
Meticulous
Adaptable and Flexible
Open Minded
Lighthearted
Proactive
Curious
Non-Conforming
The Primary Problem Solving Method
The Preparation Phase
Identify the Problem
Define Problem in Writing
Question the Problem
Determine Possible Causes
Reframe the Problem
Define Desired Outcomes
The Generation Phase
Recall Past Learning, Experiences and Mistakes
Explore Strategies and Solutions
The Incubation Phase
Indulge in Brainstorming Naps
Sleep on Problem
Change Your Environment to Improve Incubation
Evolution Phase
Prioritize and Evaluate Solutions
Speculate Potential Future Outcomes and Negative Consequences
Settle on Solutions
Implementation Phase
Clarify Your Personal Vision of Outcome on Paper
Clarify the Personal Resources at Your Disposal
Create Three Alternative Plans of Action
Set Clear Defined Deadlines for these Actions
Take Action Committing Yourself to the Result
The Learning Phase
Monitor Your Outcomes
Reflect on the Problem Solving Process
Ongoing Problem Solving Tactics
Mindset Oriented Tactics
Visualize Your Desired Outcomes
Ask Questions Searching for Solutions
Always See Opportunities for New Learnings
Think Critically
Think Creatively
Think is Solitude
Let Go of Fears
Let Go of Judgments and Criticisms
Let Go of Biases and Assumptions
Allow for Fantasizing
Allow for Playfulness
Allow for Idea Incubation
Explore Funny and Foolish Ideas
Explore Alternative Perspectives Using Lenses
Childhood Lens
Athlete’s Lens
Artist’s Lens
Scientist or Inventor’s Lens
Politician’s Lens
Action Oriented Tactics
Persistently Write Out Questions
Read Broadly
Update Your Skills and Knowledge
Use Positive Language
Use Concept Maps and Mind Maps
Use Diagrams
Create and Use a Problem Solving System
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: Each layer that the problem solver peels allows them to dig deeper into the heart of the problem, and thusly closer to the inevitable solution. Associating with the Past
An effective problem solver realizes that any new piece of information can effectively be associated with past memories, experiences, and learnings, to further their problem-solving ability. Recognizing Patterns
An effective problem solver effortlessly recognizes patterns within every problem or circumstance. Everything within our Universe is built upon patterns and rhythmic dances that create the events and circumstances of our lives. In fact, these same patterns cause and create our life’s problems and circumstances. By identifying and learning to understand these patterns, effective problem solvers are able to decipher clues that will lead them to reliable solutions and answers. When attempting to identify patterns look for similarities, differences, rhythms, errors, future scenarios and trends that the problem is bringing to light. A Problem Solver’s Characteristics
An effective problem solver can easily be distinguished from others by the key personality characteristics that naturally help them to break down boundaries and attain the heights of logical and constructive thought. The characteristics presented below are the primary traits we must cultivate within our own personalities if we seek to successfully overcome the problems and challenges that are confronting our daily lives. Risk Taker
An effective problem solver understands that many problems will never fully be solved if a risk isn’t involved. | http://blog.iqmatrix.com/better-problem-solver |
msmarco_v2.1_doc_00_704508792#14_1305296057 | Title: A Beginner's Guide for Becoming a Better Problem Solver
Headings: A Beginner’s Guide for Becoming a Better Problem Solver
A Beginner’s Guide for Becoming a Better Problem Solver
Three Methods of Thinking
Indispensable Problem Solver Attributes
A Problem Solver’s Attitude
A Problem Solver’s Beliefs
A Problem Solver’s Habits
Deep Probing
Associating with the Past
Recognizing Patterns
A Problem Solver’s Characteristics
Risk Taker
Persistent
Enthusiastic
Meticulous
Adaptable and Flexible
Open Minded
Lighthearted
Proactive
Curious
Non-Conforming
The Primary Problem Solving Method
The Preparation Phase
Identify the Problem
Define Problem in Writing
Question the Problem
Determine Possible Causes
Reframe the Problem
Define Desired Outcomes
The Generation Phase
Recall Past Learning, Experiences and Mistakes
Explore Strategies and Solutions
The Incubation Phase
Indulge in Brainstorming Naps
Sleep on Problem
Change Your Environment to Improve Incubation
Evolution Phase
Prioritize and Evaluate Solutions
Speculate Potential Future Outcomes and Negative Consequences
Settle on Solutions
Implementation Phase
Clarify Your Personal Vision of Outcome on Paper
Clarify the Personal Resources at Your Disposal
Create Three Alternative Plans of Action
Set Clear Defined Deadlines for these Actions
Take Action Committing Yourself to the Result
The Learning Phase
Monitor Your Outcomes
Reflect on the Problem Solving Process
Ongoing Problem Solving Tactics
Mindset Oriented Tactics
Visualize Your Desired Outcomes
Ask Questions Searching for Solutions
Always See Opportunities for New Learnings
Think Critically
Think Creatively
Think is Solitude
Let Go of Fears
Let Go of Judgments and Criticisms
Let Go of Biases and Assumptions
Allow for Fantasizing
Allow for Playfulness
Allow for Idea Incubation
Explore Funny and Foolish Ideas
Explore Alternative Perspectives Using Lenses
Childhood Lens
Athlete’s Lens
Artist’s Lens
Scientist or Inventor’s Lens
Politician’s Lens
Action Oriented Tactics
Persistently Write Out Questions
Read Broadly
Update Your Skills and Knowledge
Use Positive Language
Use Concept Maps and Mind Maps
Use Diagrams
Create and Use a Problem Solving System
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: By identifying and learning to understand these patterns, effective problem solvers are able to decipher clues that will lead them to reliable solutions and answers. When attempting to identify patterns look for similarities, differences, rhythms, errors, future scenarios and trends that the problem is bringing to light. A Problem Solver’s Characteristics
An effective problem solver can easily be distinguished from others by the key personality characteristics that naturally help them to break down boundaries and attain the heights of logical and constructive thought. The characteristics presented below are the primary traits we must cultivate within our own personalities if we seek to successfully overcome the problems and challenges that are confronting our daily lives. Risk Taker
An effective problem solver understands that many problems will never fully be solved if a risk isn’t involved. A risk may mean overcoming a fear, thinking outside-the-box, or simply making the tough decisions that at the moment may seem uncertain and unclear. Problem solvers are risk takers who believe that intelligent risk-taking will enable them to reach effective solutions to the challenges confronting their daily reality. Persistent
An effective problem solver is persistent in thought, decision, and action. They clearly understand that there are a means and way around any problem, fully believing that as long as they persist and persevere that they will always find an angle that will help them obtain a desired outcome. Enthusiastic
An effective problem solver displays passion and enthusiasm at all times. | http://blog.iqmatrix.com/better-problem-solver |
msmarco_v2.1_doc_00_704586562#1_1305346905 | Title: How to Overcome the Fear of Rejection and Regain Your Self-Confidence
Headings: How to Overcome the Fear of Rejection and Regain Your Self-Confidence
How to Overcome the Fear of Rejection and Regain Your Self-Confidence
What Exactly is the Fear of Rejection?
The Consequences of Succumbing to the Fear of Rejection
Prevents You From Sharing Your Personal Opinions
Leads to Excessive Copying of Other People’s Behavior
You Succumb Emotionally to People’s Changing Opinions
You Succumb to Excessive Neediness
You Succumb to Manipulation
You Fall Victim to Feelings of Guilt and Dissatisfaction
The Evolution of Your Fear of Rejection
You Struggle with Poor Self-Esteem
You Lack Self-Confidence
You Lack Social Skills
You Were Constantly Compared to Other People
How to Recognize the Fear of Rejection
Just Two-Steps for Overcoming Your Fear of Rejection
Step 1: Identify What You Want
Step 2: Gain Proper Perspective and Clarity
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: For this very reason, your irrational fear of rejection is likely to impact your career prospects, your relationship with others, as well as your everyday social interactions. Here, in our exploration, we will investigate how to better understand the fear of rejection. However, you may also be interested in learning more about how to handle your fear of rejection. The Consequences of Succumbing to the Fear of Rejection
Living with the fear of rejection can be quite detrimental to our quality of life as it tends to impact and influence many aspects of our everyday experience. With that in mind, let’s explore six consequences of this debilitating fear and how it negatively influences our quality of life. Prevents You From Sharing Your Personal Opinions
Fearing rejection often makes you feel as though you’re incapable or merely unable to express your own personal opinions. You hold back your opinions about certain things because you fear that other people might disapprove or disagree. This fear can become so debilitating that you literally won’t do or say anything that contradicts another person’s opinion. You essentially become a “people pleaser.” Or, in other words, you do and say things not because you believe them, but primarily because agreeing with another person reduces the likelihood that you will be rejected. | http://blog.iqmatrix.com/fear-of-rejection |
msmarco_v2.1_doc_00_704586562#2_1305349555 | Title: How to Overcome the Fear of Rejection and Regain Your Self-Confidence
Headings: How to Overcome the Fear of Rejection and Regain Your Self-Confidence
How to Overcome the Fear of Rejection and Regain Your Self-Confidence
What Exactly is the Fear of Rejection?
The Consequences of Succumbing to the Fear of Rejection
Prevents You From Sharing Your Personal Opinions
Leads to Excessive Copying of Other People’s Behavior
You Succumb Emotionally to People’s Changing Opinions
You Succumb to Excessive Neediness
You Succumb to Manipulation
You Fall Victim to Feelings of Guilt and Dissatisfaction
The Evolution of Your Fear of Rejection
You Struggle with Poor Self-Esteem
You Lack Self-Confidence
You Lack Social Skills
You Were Constantly Compared to Other People
How to Recognize the Fear of Rejection
Just Two-Steps for Overcoming Your Fear of Rejection
Step 1: Identify What You Want
Step 2: Gain Proper Perspective and Clarity
Concluding Thoughts
Time to Assimilate these Concepts
Recommended IQ Matrix Bundles
Gain More Knowledge…
About The Author
Adam Sicinski
Content: Prevents You From Sharing Your Personal Opinions
Fearing rejection often makes you feel as though you’re incapable or merely unable to express your own personal opinions. You hold back your opinions about certain things because you fear that other people might disapprove or disagree. This fear can become so debilitating that you literally won’t do or say anything that contradicts another person’s opinion. You essentially become a “people pleaser.” Or, in other words, you do and say things not because you believe them, but primarily because agreeing with another person reduces the likelihood that you will be rejected. Leads to Excessive Copying of Other People’s Behavior
The fear of rejection has such a firm hold over your life that you are afraid to be different — afraid to be uniquely yourself. As a result, you end up copying how other people act, talk, and dress. You might even adopt other people’s values and beliefs. Subsequently, you begin to live this illusory life that has absolutely no basis in reality. There is, of course, nothing wrong with modeling other people. | http://blog.iqmatrix.com/fear-of-rejection |
msmarco_v2.1_doc_00_709086719#2_1314481554 | Title: 4 Reasons We Disagree, and What to Do About It
Headings: 4 Reasons We Disagree, and What to Do About It
4 Reasons We Disagree, and What to Do About It
Related Posts and Articles
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Content: Emotion
They may agree on the objective and the method, and they may even understand that they agree on these things. But they choose to disagree anyway (or at least one of them does). There are a lot of possible emotional reasons: everything from distrust, dislike and hate, to embarrassment, fear, peer pressure, face-saving or just a steadfast commitment to a prior position. Group Disagreement
These same four reasons apply to individuals when they’re in groups. Each individual in the group has an opinion, but group dynamics influence those individual opinions and make the situation more complicated. A group opinion is more than a simple sum of individual opinions. Some members of the group are more vocal and tend to contribute more to the group opinion. Some members of the group have more clout (due to position, rank, respect, trust or just habit) and so their individual opinions carry more weight in a group discussion. Some members of the group are apathetic or afraid to express their opinions, and so their personal opinions go unheard and unrecognized. | http://blog.makingitclear.com/2009/07/29/disagree/ |
msmarco_v2.1_doc_00_711123631#3_1318170567 | Title: Understanding Hypothesis Tests: Confidence Intervals and Confidence Levels
Headings: Understanding Hypothesis Tests: Confidence Intervals and Confidence Levels
Understanding Hypothesis Tests: Confidence Intervals and Confidence Levels
How to Correctly Interpret Confidence Intervals and Confidence Levels
Confidence Intervals and the Margin of Error
Why P Values and Confidence Intervals Always Agree About Statistical Significance
Closing Thoughts
Content: "The parameter is an unknown constant and no probability statement concerning its value may be made." —Jerzy Neyman, original developer of confidence intervals. This will be easier to understand after we discuss the graph below . . . With this in mind, how do you interpret confidence intervals? Confidence intervals serve as good estimates of the population parameter because the procedure tends to produce intervals that contain the parameter. Confidence intervals are comprised of the point estimate (the most likely value) and a margin of error around that point estimate. The margin of error indicates the amount of uncertainty that surrounds the sample estimate of the population parameter. In this vein, you can use confidence intervals to assess the precision of the sample estimate. For a specific variable, a narrower confidence interval [90 110] suggests a more precise estimate of the population parameter than a wider confidence interval [50 150]. Confidence Intervals and the Margin of Error
Let’s move on to see how confidence intervals account for that margin of error. | http://blog.minitab.com/blog/adventures-in-statistics-2/understanding-hypothesis-tests:-confidence-intervals-and-confidence-levels |
msmarco_v2.1_doc_00_712673636#0_1321788187 | Title: The Woodwind Family | The MyMusicTheory.com Blog
Headings: The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
Woodwind Instruments
What are the standard orchestral woodwind instruments?
Why are some metal and plastic instruments called “ wood wind”?
What’s the difference between “wind” and “woodwind”?
How do woodwind instruments work?
How do reed instruments work?
Why do woodwind instruments have metal keys?
Why do woodwind instruments come apart?
Why are clarinets “transposing” instruments?
Which is the easiest / most difficult woodwind instrument to learn?
Content: The Woodwind Family | The MyMusicTheory.com Blog
The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
Woodwind Instruments
What are the standard orchestral woodwind instruments? Flute, Oboe, Cor Anglais, Clarinet and Bassoon
In a symphony orchestra, there are four main woodwind instruments – the flute, oboe, clarinet and bassoon. The flute is the highest in pitch, the bassoon is the lowest. The flute is usually silver-plated, while the oboe, clarinet and bassoon are usually made of wood. ( Plastic instruments are also available, but most professional musicians choose wood because the sound is better.) Each of the woodwind instruments has a very distinct sound. In addition to the main instruments, most large orchestras also have some other woodwind. The piccolo is a small flute and plays an octave higher. The piccolo can be very shrill, and although it’s the smallest instrument in the orchestra it can always be heard! | http://blog.mymusictheory.com/2011/the-mymusictheory-guide-to-orchestral-instruments-part-3-%E2%80%93-the-woodwind/ |
msmarco_v2.1_doc_00_712673636#2_1321792039 | Title: The Woodwind Family | The MyMusicTheory.com Blog
Headings: The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
Woodwind Instruments
What are the standard orchestral woodwind instruments?
Why are some metal and plastic instruments called “ wood wind”?
What’s the difference between “wind” and “woodwind”?
How do woodwind instruments work?
How do reed instruments work?
Why do woodwind instruments have metal keys?
Why do woodwind instruments come apart?
Why are clarinets “transposing” instruments?
Which is the easiest / most difficult woodwind instrument to learn?
Content: The cor Anglais is similar to the oboe, but has a more mellow sound. The clarinet has a little sister, the Eb clarinet, which has a bright chirpy sound, and a big brother, the bass clarinet which is deep and reedy. The bassoon also has a big brother, the contrabassoon, which provides solid bass notes when needed. The flute, oboe and bassoon have been around for many hundreds of years, although in a simpler form. They have been used in classical music since at least the 17th century. The clarinet, on the other hand, is a relative newcomer, and was first introduced into the orchestra by Mozart in the middle of the 18th century. Other woodwind instruments which are not normally found in orchestras are the recorder, saxophone and bagpipes. Why are some metal and plastic instruments called “ wood wind”? A Baroque flute player
In Bach’s time (around 1700 AD), woodwind instruments were very simple compared to the vast selection of technological wonders we have today, but the instruments used back then were the prototypes of our modern woodwind family. In Bach’s time, all woodwind instruments were made out of wood – hence the name! ( | http://blog.mymusictheory.com/2011/the-mymusictheory-guide-to-orchestral-instruments-part-3-%E2%80%93-the-woodwind/ |
msmarco_v2.1_doc_00_712673636#3_1321794187 | Title: The Woodwind Family | The MyMusicTheory.com Blog
Headings: The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
The MyMusicTheory Guide to Orchestral Instruments; Part 2 – The Woodwind
Woodwind Instruments
What are the standard orchestral woodwind instruments?
Why are some metal and plastic instruments called “ wood wind”?
What’s the difference between “wind” and “woodwind”?
How do woodwind instruments work?
How do reed instruments work?
Why do woodwind instruments have metal keys?
Why do woodwind instruments come apart?
Why are clarinets “transposing” instruments?
Which is the easiest / most difficult woodwind instrument to learn?
Content: The clarinet, on the other hand, is a relative newcomer, and was first introduced into the orchestra by Mozart in the middle of the 18th century. Other woodwind instruments which are not normally found in orchestras are the recorder, saxophone and bagpipes. Why are some metal and plastic instruments called “ wood wind”? A Baroque flute player
In Bach’s time (around 1700 AD), woodwind instruments were very simple compared to the vast selection of technological wonders we have today, but the instruments used back then were the prototypes of our modern woodwind family. In Bach’s time, all woodwind instruments were made out of wood – hence the name! ( Sometimes ivory instruments were also produced). Today, woodwind instruments can be manufactured out of wood, metal or plastic. The choice of material has an effect on the quality of sound made by the instrument, its weight and its cost. What’s the difference between “wind” and “woodwind”? The term “wind” instrument includes the woodwind family and the brass family, because they all use the players breath to produce sound. | http://blog.mymusictheory.com/2011/the-mymusictheory-guide-to-orchestral-instruments-part-3-%E2%80%93-the-woodwind/ |
msmarco_v2.1_doc_00_715055772#4_1327182441 | Title: Oil Spill Liability Tax Basics 2020 Update
Headings: OPIS Blog
OPIS Blog
Oil Spill Liability Tax Basics 2020 Update
The Oil Spill Tax: What Do I Need To Know?
How Does the Oil Spill Tax Translate to Diesel and Gasoline?
Oil Spill Tax History: Looking Backward
Oil Spill Liability Tax Has Been a Thorny Issue for Industry in Past
Content: 0.1929cts/gal. Oil Spill Tax History: Looking Backward
The 9 cents per barrel federal oil spill liability tax has had a bumpy ride lately. It expired Dec. 31, 2017 and then went back into effect March 1, 2018, after Congress reinstated the tax as part of a congressional budget bill. It expired again on Dec. 31, 2018 and was recently reauthorized. It's set to expire again on December 31, 2020. Since its inception in 1986, the tax has been collected on domestic crude oil and imported crude oil and petroleum products as a main source of revenue to fund the Oil Spill Liability Trust Fund to aid in the cleanup of oil spills. U.S. oil companies exposed to the tax have generally passed along the cost to their wholesale distributors as part of their wholesale rack price or as a separate line item expressed in cents per gallon. OPIS maintains an updated list of how individual companies handle the oil spill tax as part of their wholesale billing invoices. Check out the list of suppliers. | http://blog.opisnet.com/oil-spill-liability-tax-update |
msmarco_v2.1_doc_00_715055772#5_1327183962 | Title: Oil Spill Liability Tax Basics 2020 Update
Headings: OPIS Blog
OPIS Blog
Oil Spill Liability Tax Basics 2020 Update
The Oil Spill Tax: What Do I Need To Know?
How Does the Oil Spill Tax Translate to Diesel and Gasoline?
Oil Spill Tax History: Looking Backward
Oil Spill Liability Tax Has Been a Thorny Issue for Industry in Past
Content: It's set to expire again on December 31, 2020. Since its inception in 1986, the tax has been collected on domestic crude oil and imported crude oil and petroleum products as a main source of revenue to fund the Oil Spill Liability Trust Fund to aid in the cleanup of oil spills. U.S. oil companies exposed to the tax have generally passed along the cost to their wholesale distributors as part of their wholesale rack price or as a separate line item expressed in cents per gallon. OPIS maintains an updated list of how individual companies handle the oil spill tax as part of their wholesale billing invoices. Check out the list of suppliers. Oil Spill Liability Tax Has Been a Thorny Issue for Industry in Past
The oil spill liability tax has long been a sore spot for the industry, especially when it comes to including the fee as part of the wholesale price or listing it as a separate line item. The Petroleum Marketers Association (PMAA) in the past has advocated that the tax be embedded in the wholesale rack price and not listed as a separate line item since it is largely a tax on crude oil paid by refiners and producers and not by distributors and jobbers. Nonetheless, most suppliers have broken out the tax as a separate line item on invoices. As we mentioned, OPIS keeps a list of how individual companies handle the oil spill tax as part of their wholesale billing invoices. Click below to check out the list – and be sure to bookmark the page. | http://blog.opisnet.com/oil-spill-liability-tax-update |
msmarco_v2.1_doc_00_720593048#0_1339325803 | Title: How To: Managing Your LinkedIn Privacy Settings – Private WiFi
Headings: How To: Managing Your LinkedIn Privacy Settings
How To: Managing Your LinkedIn Privacy Settings
Your Public Profile
Your Privacy Settings
Jared Howe
Content: How To: Managing Your LinkedIn Privacy Settings – Private WiFi
How To: Managing Your LinkedIn Privacy Settings
by Jared Howe · December 7, 2015
LinkedIn privacy settings appear to be straightforward, but if you leave the default settings in place, you might be surprised to know what information you make public on LinkedIn. So you might want to change them to make sure you are not displaying information that you don’t want strangers to know about you. To access the privacy settings, go to Account > Privacy & Settings. Your Public Profile
While the LinkedIn Account & Settings page has a special section marked for privacy, other categories affect the amount of information other people on LinkedIn see when they visit your page or search for your name. Under Profile Settings, pay particular attention to the information you make available on your Public Profile. This information may be visible to people who are your “connections.” In other words, it is information you should feel comfortable for anyone to see. After clicking on the Profile option, you can select options that allow your profile to be seen by others. | http://blog.privatewifi.com/managing-your-linkedin-privacy-settings/ |
msmarco_v2.1_doc_00_720593048#1_1339327393 | Title: How To: Managing Your LinkedIn Privacy Settings – Private WiFi
Headings: How To: Managing Your LinkedIn Privacy Settings
How To: Managing Your LinkedIn Privacy Settings
Your Public Profile
Your Privacy Settings
Jared Howe
Content: Your Public Profile
While the LinkedIn Account & Settings page has a special section marked for privacy, other categories affect the amount of information other people on LinkedIn see when they visit your page or search for your name. Under Profile Settings, pay particular attention to the information you make available on your Public Profile. This information may be visible to people who are your “connections.” In other words, it is information you should feel comfortable for anyone to see. After clicking on the Profile option, you can select options that allow your profile to be seen by others. The default for these settings makes most of your LinkedIn profile information available to everyone, including your picture, work summary, education and past jobs. You might want to change these if you don’t want certain people or groups of people to access this information. Back on the main Account & Settings page, under Profile Settings, you can also adjust who sees your LinkedIn status message or your member feed. Your member feed displays all the actions you take on LinkedIn, such as updating your resume or changing a link within your profile. Your Privacy Settings
In general, LinkedIn does a good job of keeping your information anonymous as it relates to market research. | http://blog.privatewifi.com/managing-your-linkedin-privacy-settings/ |
msmarco_v2.1_doc_00_720593048#2_1339329136 | Title: How To: Managing Your LinkedIn Privacy Settings – Private WiFi
Headings: How To: Managing Your LinkedIn Privacy Settings
How To: Managing Your LinkedIn Privacy Settings
Your Public Profile
Your Privacy Settings
Jared Howe
Content: The default for these settings makes most of your LinkedIn profile information available to everyone, including your picture, work summary, education and past jobs. You might want to change these if you don’t want certain people or groups of people to access this information. Back on the main Account & Settings page, under Profile Settings, you can also adjust who sees your LinkedIn status message or your member feed. Your member feed displays all the actions you take on LinkedIn, such as updating your resume or changing a link within your profile. Your Privacy Settings
In general, LinkedIn does a good job of keeping your information anonymous as it relates to market research. But it’s important to remember LinkedIn is running a business, and the power of its business relies on access to your data. Turn on/off invitations to participate in research (Communications tab): LinkedIn allows companies to ask questions of the LinkedIn user base. While the information for such a survey is completely private, you can turn it off. Select who can see your connections (Profile tab): | http://blog.privatewifi.com/managing-your-linkedin-privacy-settings/ |
msmarco_v2.1_doc_00_720593048#5_1339333575 | Title: How To: Managing Your LinkedIn Privacy Settings – Private WiFi
Headings: How To: Managing Your LinkedIn Privacy Settings
How To: Managing Your LinkedIn Privacy Settings
Your Public Profile
Your Privacy Settings
Jared Howe
Content: You can also just turn it off entirely, so no information is broadcasted to other LinkedIn users when your visit their profile. Turn on/off your news mention broadcasts (Profile tab): People use LinkedIn not only to track colleagues, but to see the collective activity of businesses in the company profiles section. When you update your resume, that information gets fed into company profiles and also LinkedIn’s Movers & Shakers list. You must also decide whether or not to include your status update and make it available to your connections. Turn on/off data sharing with third party applications (Groups, Companies & Applications tab): LinkedIn has partnered with other companies to cull “non-personally identifiable information” from your LinkedIn profile. Better to turn this off. Manage Advertising Preferences (Account tab): This allows you to turn off cookie tracking by LinkedIn. | http://blog.privatewifi.com/managing-your-linkedin-privacy-settings/ |
msmarco_v2.1_doc_00_725197858#1_1349042698 | Title: WHY DO WE USE TILT IN SPACE?
Headings: WHY DO WE USE TILT IN SPACE?
WHY DO WE USE TILT IN SPACE?
What is Tilt in Space?
Why Use Tilt in Space?
To Improve Posture
To Redistribute Pressure
To Assist with Reduced Head and Trunk Control
Reduce Risk of Falls and Sliding from Chairs
Assist Corrective Positioning for those with a Kyphotic Posture
To Improve Physiological Processes
Easier Repositioning by Individual / Carer
Which Angle of Tilt is Right for my Patient?
Which Seating Matters Chairs Have Tilt in Space?
BOOK A FREE SEATING ASSESSMENT WITH YOUR LOCAL SPECIALIST
Content: What is Tilt in Space? Tilt in space is when the entire chair shifts its position on its frame as one unit, while maintaining the angles of the hips, knees and ankles. Why Use Tilt in Space? To improve posture. To assist with reduced head and trunk control. To reduce risk of falls and sliding from chairs. To assist with corrective positioning for those with kyphotic postures. To improve physiological processes. To facilitate easier repositioning by individual/carer. To Improve Posture
Tilting a patient backwards can help defy the effect of the force of gravity which can have a detrimental effect on posture, pushing down on the body and pulling a patient forward. | http://blog.seatingmatters.com/why-use-tilt-in-space |
msmarco_v2.1_doc_00_725197858#2_1349044144 | Title: WHY DO WE USE TILT IN SPACE?
Headings: WHY DO WE USE TILT IN SPACE?
WHY DO WE USE TILT IN SPACE?
What is Tilt in Space?
Why Use Tilt in Space?
To Improve Posture
To Redistribute Pressure
To Assist with Reduced Head and Trunk Control
Reduce Risk of Falls and Sliding from Chairs
Assist Corrective Positioning for those with a Kyphotic Posture
To Improve Physiological Processes
Easier Repositioning by Individual / Carer
Which Angle of Tilt is Right for my Patient?
Which Seating Matters Chairs Have Tilt in Space?
BOOK A FREE SEATING ASSESSMENT WITH YOUR LOCAL SPECIALIST
Content: To reduce risk of falls and sliding from chairs. To assist with corrective positioning for those with kyphotic postures. To improve physiological processes. To facilitate easier repositioning by individual/carer. To Improve Posture
Tilting a patient backwards can help defy the effect of the force of gravity which can have a detrimental effect on posture, pushing down on the body and pulling a patient forward. The act of tilting a patient backwards reduces the effect of gravity and helps to maintain a mid line postural position, preventing postural deviation. To Redistribute Pressure
For a patient who may be at risk of pressure injuries due to sitting in one position for long periods of time, clinicians focused on wound care such as enterostomal nurses, wound care nurses, tissue viability nurses and also occupational therapists, physiotherapists may use tilt in space to reduce their pressure risk. Tilt in space is an effective method to redistribute pressure off bony prominences such as the sacrum and ITs. When areas of the body are put under pressure the oxygen levels in cells are reduced due to the mechanical disruption of cell structure and reduced blood flow. This can lead to cell death and the possibility of pressure injuries occurring. | http://blog.seatingmatters.com/why-use-tilt-in-space |
msmarco_v2.1_doc_00_725197858#3_1349046181 | Title: WHY DO WE USE TILT IN SPACE?
Headings: WHY DO WE USE TILT IN SPACE?
WHY DO WE USE TILT IN SPACE?
What is Tilt in Space?
Why Use Tilt in Space?
To Improve Posture
To Redistribute Pressure
To Assist with Reduced Head and Trunk Control
Reduce Risk of Falls and Sliding from Chairs
Assist Corrective Positioning for those with a Kyphotic Posture
To Improve Physiological Processes
Easier Repositioning by Individual / Carer
Which Angle of Tilt is Right for my Patient?
Which Seating Matters Chairs Have Tilt in Space?
BOOK A FREE SEATING ASSESSMENT WITH YOUR LOCAL SPECIALIST
Content: The act of tilting a patient backwards reduces the effect of gravity and helps to maintain a mid line postural position, preventing postural deviation. To Redistribute Pressure
For a patient who may be at risk of pressure injuries due to sitting in one position for long periods of time, clinicians focused on wound care such as enterostomal nurses, wound care nurses, tissue viability nurses and also occupational therapists, physiotherapists may use tilt in space to reduce their pressure risk. Tilt in space is an effective method to redistribute pressure off bony prominences such as the sacrum and ITs. When areas of the body are put under pressure the oxygen levels in cells are reduced due to the mechanical disruption of cell structure and reduced blood flow. This can lead to cell death and the possibility of pressure injuries occurring. Increasing blood flow and re-oxygenating the cells of the affected area can be achieved through offloading pressure on the weight bearing area using features such as tilt in space. By offloading the pressure in this way regularly, (suggested every 1-2 hours for repositioning) then we are effectively reducing the risk of that skin breakdown and therefore the risk of pressure injuries. To Assist with Reduced Head and Trunk Control
If a client’s muscle strength is reduced as a result of their physical or mental disability or condition, tilt can help reduce the negative effects on their posture, by keeping their spine, head and thoracic region in mid line. This improves positioning and ultimately, comfort. Reduce Risk of Falls and Sliding from Chairs
Tilting a patient and changing their centre of gravity contributes to better positioning and therefore reduced risk of falls. | http://blog.seatingmatters.com/why-use-tilt-in-space |
msmarco_v2.1_doc_00_725197858#4_1349048695 | Title: WHY DO WE USE TILT IN SPACE?
Headings: WHY DO WE USE TILT IN SPACE?
WHY DO WE USE TILT IN SPACE?
What is Tilt in Space?
Why Use Tilt in Space?
To Improve Posture
To Redistribute Pressure
To Assist with Reduced Head and Trunk Control
Reduce Risk of Falls and Sliding from Chairs
Assist Corrective Positioning for those with a Kyphotic Posture
To Improve Physiological Processes
Easier Repositioning by Individual / Carer
Which Angle of Tilt is Right for my Patient?
Which Seating Matters Chairs Have Tilt in Space?
BOOK A FREE SEATING ASSESSMENT WITH YOUR LOCAL SPECIALIST
Content: Increasing blood flow and re-oxygenating the cells of the affected area can be achieved through offloading pressure on the weight bearing area using features such as tilt in space. By offloading the pressure in this way regularly, (suggested every 1-2 hours for repositioning) then we are effectively reducing the risk of that skin breakdown and therefore the risk of pressure injuries. To Assist with Reduced Head and Trunk Control
If a client’s muscle strength is reduced as a result of their physical or mental disability or condition, tilt can help reduce the negative effects on their posture, by keeping their spine, head and thoracic region in mid line. This improves positioning and ultimately, comfort. Reduce Risk of Falls and Sliding from Chairs
Tilting a patient and changing their centre of gravity contributes to better positioning and therefore reduced risk of falls. In my clinical practice, I've found that a tilt position reduces agitation in patients with neurological conditions such as Alzheimer's, which often contributes to falls from chairs. Assist Corrective Positioning for those with a Kyphotic Posture
For those patients who have a fixed or flexible spinal contracture such as kyphosis, tilt in space can be really beneficial to support their posture. They may be ‘hunched’ over with limited or no ability to make eye contact with others, due to the position of their spine, then once they are tilted back, their head neck and shoulders are supported, and their visual field improves. This leads to better social inclusion, interaction, communication and increased function. To Improve Physiological Processes
By sitting upright as opposed to slumping or in a deviated postural position, the patients' ability to breathe is greatly improved, reducing the risk of respiratory infections. | http://blog.seatingmatters.com/why-use-tilt-in-space |
msmarco_v2.1_doc_00_725197858#5_1349051304 | Title: WHY DO WE USE TILT IN SPACE?
Headings: WHY DO WE USE TILT IN SPACE?
WHY DO WE USE TILT IN SPACE?
What is Tilt in Space?
Why Use Tilt in Space?
To Improve Posture
To Redistribute Pressure
To Assist with Reduced Head and Trunk Control
Reduce Risk of Falls and Sliding from Chairs
Assist Corrective Positioning for those with a Kyphotic Posture
To Improve Physiological Processes
Easier Repositioning by Individual / Carer
Which Angle of Tilt is Right for my Patient?
Which Seating Matters Chairs Have Tilt in Space?
BOOK A FREE SEATING ASSESSMENT WITH YOUR LOCAL SPECIALIST
Content: In my clinical practice, I've found that a tilt position reduces agitation in patients with neurological conditions such as Alzheimer's, which often contributes to falls from chairs. Assist Corrective Positioning for those with a Kyphotic Posture
For those patients who have a fixed or flexible spinal contracture such as kyphosis, tilt in space can be really beneficial to support their posture. They may be ‘hunched’ over with limited or no ability to make eye contact with others, due to the position of their spine, then once they are tilted back, their head neck and shoulders are supported, and their visual field improves. This leads to better social inclusion, interaction, communication and increased function. To Improve Physiological Processes
By sitting upright as opposed to slumping or in a deviated postural position, the patients' ability to breathe is greatly improved, reducing the risk of respiratory infections. Likewise, other essential bodily functions such as swallowing, digestion and elimination are also improved as a result of this upright positioning. Easier Repositioning by Individual / Carer
For a person at risk of pressure injuries, who requires constant repositioning, (every 2 hours) a tilt in space chair takes the work out of this task, making it easy and fast to complete by the carer in a swift, controlled motion, or by the patient if they can control their own tile via a powered handset. Which Angle of Tilt is Right for my Patient? 15°-30°
Research shows that this range of angles can improve positioning, reduce sliding and contribute to increased functional ability. 30°- 45°
Larger degrees of tilt are often needed for those at risk of pressure injuries. | http://blog.seatingmatters.com/why-use-tilt-in-space |
msmarco_v2.1_doc_00_730396747#11_1360111234 | Title: In the zone: USDA's new plant hardiness map shows we're getting warmer - syracuse.com
Headings: In the zone: USDA's new plant hardiness map shows we're getting warmer
In the zone: USDA's new plant hardiness map shows we're getting warmer
Around the web
Content: "The map is not a good instrument for determining climate change," Kaplan said. " In some cases where areas changed zones there was less than a one-degree change in temperature." "I would not be so cautious as the USDA was," Wolfe said. " Taken with prior maps and other evidence, it corroborates that there is climate change." The trend toward warmer temperatures is "part and parcel of climate change," he said. Winter lows that creep upward mean more pests will survive to destroy grains, oilseeds and other crops during growing seasons, he said. Bassuk said she's been having fun playing with the new interactive map. "What I like about new map is that it gives you much more resolution. On the interactive map you can zoom in and zoom out. ... You can move around the whole country that way. | http://blog.syracuse.com/cny/2012/01/in_the_zone_usdas_new_hardiness_map_shows_were_getting_warmer.html |
msmarco_v2.1_doc_00_735023945#2_1369709342 | Title: Japanify Ingredients: Know Your Seaweed – Umami Mart
Headings: Japanify Ingredients: Know Your Seaweed
Japanify Ingredients: Know Your Seaweed
Content: Iwanori (Porphyra Yezoensis)
Iwanori literally means "rock seaweed" because it is found in the crevices of rocks. Like regular nori (see below) it is dried and eaten. It's very soft and delicate - almost like dried out lace. It's excellent to sprinkle on pasta, soba and tofu. Iwanori is much more aromatic than nori. I would almost say that it's the veal of nori. It's greener and falls apart in your mouth quicker. Kids who grew up on Japanese condiments laden with MSG are usually fond of iwanori tsukudani from the brand Gohandesuyo. Nori (Porphyra)
This is probably the type of seaweed that people see the most in the U.S. We are crazy about rolls in the U.S. so we must be crazy about nori too. Nori, sometimes referred to as laver, is made out of red alga. | http://blog.umamimart.com/2010/08/japanify-seaweed/ |
msmarco_v2.1_doc_00_735023945#3_1369710445 | Title: Japanify Ingredients: Know Your Seaweed – Umami Mart
Headings: Japanify Ingredients: Know Your Seaweed
Japanify Ingredients: Know Your Seaweed
Content: I would almost say that it's the veal of nori. It's greener and falls apart in your mouth quicker. Kids who grew up on Japanese condiments laden with MSG are usually fond of iwanori tsukudani from the brand Gohandesuyo. Nori (Porphyra)
This is probably the type of seaweed that people see the most in the U.S. We are crazy about rolls in the U.S. so we must be crazy about nori too. Nori, sometimes referred to as laver, is made out of red alga. Nori is produced by a drying process and comes in neat square or rectangle sheets. Although most commonly seen as the "black wrapping" of a roll, nori is also great right out of the bag. The crispy texture is irressistable. Unlike some other types of "seaweed" you do not soak nori in water. If you do so - it will fall apart. | http://blog.umamimart.com/2010/08/japanify-seaweed/ |
msmarco_v2.1_doc_00_735023945#4_1369711559 | Title: Japanify Ingredients: Know Your Seaweed – Umami Mart
Headings: Japanify Ingredients: Know Your Seaweed
Japanify Ingredients: Know Your Seaweed
Content: Nori is produced by a drying process and comes in neat square or rectangle sheets. Although most commonly seen as the "black wrapping" of a roll, nori is also great right out of the bag. The crispy texture is irressistable. Unlike some other types of "seaweed" you do not soak nori in water. If you do so - it will fall apart. Nori with Megumi Natto, Shiso, Ume and Rice
Wakame (Undaria pinnatifida)
Wakame is made from a sea vegetable called Undaria pinnatifida. That's a mouthful. Wakame is most commonly seen in miso soup. Before that stage, however, it's usually dry (at least in the states) and rehydrated. Wakame must be hydrated and consumed, unless you like scratch marks on your esophagus. | http://blog.umamimart.com/2010/08/japanify-seaweed/ |
msmarco_v2.1_doc_00_735490587#1_1370923323 | Title: Process-relational theory primer « immanence
Headings:
immanence
ecoculture, geophilosophy, mediapolitics
Process-relational theory primer
What is process-relational thought?
Bibliographic starting points
Process-relational theory on this blog
Share this:
Content: In contrast to materialist, idealist, dualist, and other perspectives that have dominated modern western philosophy, a process-relational perspective more explicitly recognizes the dynamic, complex, systemic, and evolving nature of reality. What follows is a brief summary of the process-relational perspective. It is followed by some bibliographic starting points and by a list of links to some of the more substantive posts on this blog that have dealt with process-relational theory. Note: An updated and much more complete version of this primer is found in Appendix 1 of Shadowing the Anthropocene, available for free (or pay-what-you-can) download from the publisher. What is process-relational thought? Process-relational thought is a form of metaphysical realism that can be found articulated in a variety of philosophies around the world, from ancient times to modern: in Heraclitus and the later Hellenistic Stoics, in Nagarjuna and the Madhyamika philosophers of India, in Zhuang Zhu and the T’ian-t’ai and Hua-Yen Buddhists in China, in the Zen Buddhism of Dogen and the later Zen-inspired Kyoto School of Japanese philosophy, but also, in one form or another, in such western philosophers as Giordano Bruno, Baruch Spinoza, Gottfried Leibniz, Friedrich Schelling, Henri Bergson, Charles Sanders Peirce, William James, John Dewey, Alfred North Whitehead, Wilmon Sheldon, Wilfrid Sellars, Justus Buchler, Charles Hartshorne, Gregory Bateson, Gilbert Simondon, Cornelius Castoriadis, Gilles Deleuze, and Felix Guattari. Contemporary thinkers working in a process-relational vein include Nicholas Rescher, Richard Neville, Robert Corrington, John Deely, David Ray Griffin, Michel Serres, Bruno Latour, Isabelle Stengers, Xavier Zubiri, William Connolly, Catherine Keller, Brian Massumi, Manuel DeLanda, John Protevi, Freya Mathews, Roland Faber, Michael Weber, and Jane Bennett. Process-relational thought also characterizes significant aspects of the thought of G. W. F. Hegel, Karl Marx, Friedrich Nietzsche, and Martin Heidegger, and of many who follow in the wake of these influential giants of modern philosophy. | http://blog.uvm.edu/aivakhiv/2010/11/05/process-relational-theory-primer/ |
msmarco_v2.1_doc_00_735490587#2_1370925939 | Title: Process-relational theory primer « immanence
Headings:
immanence
ecoculture, geophilosophy, mediapolitics
Process-relational theory primer
What is process-relational thought?
Bibliographic starting points
Process-relational theory on this blog
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Content: What is process-relational thought? Process-relational thought is a form of metaphysical realism that can be found articulated in a variety of philosophies around the world, from ancient times to modern: in Heraclitus and the later Hellenistic Stoics, in Nagarjuna and the Madhyamika philosophers of India, in Zhuang Zhu and the T’ian-t’ai and Hua-Yen Buddhists in China, in the Zen Buddhism of Dogen and the later Zen-inspired Kyoto School of Japanese philosophy, but also, in one form or another, in such western philosophers as Giordano Bruno, Baruch Spinoza, Gottfried Leibniz, Friedrich Schelling, Henri Bergson, Charles Sanders Peirce, William James, John Dewey, Alfred North Whitehead, Wilmon Sheldon, Wilfrid Sellars, Justus Buchler, Charles Hartshorne, Gregory Bateson, Gilbert Simondon, Cornelius Castoriadis, Gilles Deleuze, and Felix Guattari. Contemporary thinkers working in a process-relational vein include Nicholas Rescher, Richard Neville, Robert Corrington, John Deely, David Ray Griffin, Michel Serres, Bruno Latour, Isabelle Stengers, Xavier Zubiri, William Connolly, Catherine Keller, Brian Massumi, Manuel DeLanda, John Protevi, Freya Mathews, Roland Faber, Michael Weber, and Jane Bennett. Process-relational thought also characterizes significant aspects of the thought of G. W. F. Hegel, Karl Marx, Friedrich Nietzsche, and Martin Heidegger, and of many who follow in the wake of these influential giants of modern philosophy. In a more general sense, process-relational themes can be found scattered across a range of intellectual and artistic traditions including those of European and North American Romanticism and Transcendentalism (as in the art and thought of Coleridge, Goethe, Emerson, and Muir); a variety of African and indigenous philosophies; the writings of mystics and spiritual philosophers from Plotinus and Shankara to Jelaluddin Rumi, Jakob Boehme, Sri Aurobindo Ghose, Carl Jung, Pierre Teilhard de Chardin, and others; and much of what falls into the Buddhist, Daoist, and neo-Confucian traditions of South and East Asia (sometimes collectively referred to as “Asian field theories”). Such themes are also deeply influential in recent post-constructivist and “non-representational” scholarship in the social and cognitive sciences, including in actor-network theory (Bruno Latour, John Law), enactive cognitivism (Francesco Varela, Evan Thompson), developmental biology (Susan Oyama), ethology and biosemiotics (Jakob von Uexkull, Thomas Sebeok, Jesper Hoffmeyer), and relational and non-representational geography (David Harvey, Doreen Massey, Nigel Thrift, Sarah Whatmore, Steve Hinchliffe); | http://blog.uvm.edu/aivakhiv/2010/11/05/process-relational-theory-primer/ |
msmarco_v2.1_doc_00_735490587#6_1370936983 | Title: Process-relational theory primer « immanence
Headings:
immanence
ecoculture, geophilosophy, mediapolitics
Process-relational theory primer
What is process-relational thought?
Bibliographic starting points
Process-relational theory on this blog
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Content: on how things become rather than what they are, on emergence rather than structure. According to this understanding, the world is dynamic and always in process. As Søren Brier puts it, describing the ontology of C. S. Peirce, reality is a spontaneously dynamic “hyper-complexity of living feeling with the tendency to form habits.” That is to say that reality is emergent, evolutionary, and creative –- a view that, not coincidentally, finds much resonance with twentieth-century developments in physics and biology including quantum mechanics, ecology, and chaos and complexity theories. This reality is constituted, at its core, not by objects, permanent structures, material substances, cognitive representations, or Platonic ideas or essences, but by relational encounters and events. The term “process-relational” is most closely associated with the metaphysics developed by philosopher Alfred North Whitehead, and Whitehead’s influence on contemporary process-relational thought is undeniable. But so are the influences of others mentioned including, especially in recent thinking, the ideas of Henri Bergson, Gilles Deleuze, and C. S. Peirce. All of these philosophers (though less frequently Deleuze) are sometimes included in the broader category of “process philosophers,” but this term alone does not adequately capture the centrality of relations in process-relational ontology. Similarly, the term “relationalism,” frequently understood to be opposed to various kinds of atomism, individualism, “essentialism,” and to recent “object-oriented” philosophies (such as those of Graham Harman and Levi Bryant, “speculative realists” frequently discussed on this blog), fails to adequately emphasize the processual nature of any and all relations. “ Process-relationalism” is thus intended to highlight the temporal dynamism, emergent relational systematicity, and inherently creative openness of a living universe composed of interactive events characterized by some measure of perception, responsiveness, “mind,” or subjectivity (or subjectivation). | http://blog.uvm.edu/aivakhiv/2010/11/05/process-relational-theory-primer/ |
msmarco_v2.1_doc_00_735490587#7_1370939627 | Title: Process-relational theory primer « immanence
Headings:
immanence
ecoculture, geophilosophy, mediapolitics
Process-relational theory primer
What is process-relational thought?
Bibliographic starting points
Process-relational theory on this blog
Share this:
Content: The term “process-relational” is most closely associated with the metaphysics developed by philosopher Alfred North Whitehead, and Whitehead’s influence on contemporary process-relational thought is undeniable. But so are the influences of others mentioned including, especially in recent thinking, the ideas of Henri Bergson, Gilles Deleuze, and C. S. Peirce. All of these philosophers (though less frequently Deleuze) are sometimes included in the broader category of “process philosophers,” but this term alone does not adequately capture the centrality of relations in process-relational ontology. Similarly, the term “relationalism,” frequently understood to be opposed to various kinds of atomism, individualism, “essentialism,” and to recent “object-oriented” philosophies (such as those of Graham Harman and Levi Bryant, “speculative realists” frequently discussed on this blog), fails to adequately emphasize the processual nature of any and all relations. “ Process-relationalism” is thus intended to highlight the temporal dynamism, emergent relational systematicity, and inherently creative openness of a living universe composed of interactive events characterized by some measure of perception, responsiveness, “mind,” or subjectivity (or subjectivation). What the different kinds of processes are that characterize and make up the world (as examined, for instance, in DeLanda’s work on meshworks and hierarchies, Wilber’s work on holons and holarchies, etc.), and what the implications of a process-relational view may be for ethics and politics, are among the questions debated by contemporary process-relational thinkers. Bibliographic starting points
For general accounts of process-relational themes, see Nicholas Rescher, Process Metaphysics: An Introduction to Process Philosophy (Albany, NY: SUNY Press, 1996); | http://blog.uvm.edu/aivakhiv/2010/11/05/process-relational-theory-primer/ |
msmarco_v2.1_doc_00_737517510#0_1375217626 | Title: 10 Ways to Use Google Maps in the Classroom
Headings: 10 Ways to Use Google Maps in the Classroom
10 Ways to Use Google Maps in the Classroom
By Jessica Sanders
More: 20 Best Google Education Resources
Create a Custom Map
Investigate the Modern Version of an Ancient World
Pin Point a Book’s Setting
Use Detective Skills
Go On a Scavenger Hunt
Geography Project: Map Important Spots
Measure Distances
Conduct Student Interviews
Take Architecture Tours
Recreate a Historical Route
Pin It!
Content: 10 Ways to Use Google Maps in the Classroom
Featured
10 Ways to Use Google Maps in the Classroom
10 Ways to Use Google Maps in the Classroom
Jessica Sanders
September 15, 2016
By Jessica Sanders
Google Maps is a great free tool for teachers to engage students. They’ll love mapping major novel moments, guessing locations based on clues, and investigating cities around the world. More: 20 Best Google Education Resources
Create a Custom Map
Have students create their own custom Google Map. With this Maps feature, they can choose all the points they want to place on the map. You can use this in a variety of fun and/or educational ways. Here are a few ideas: Add all locations on the map you want to visit. Add all locations on the map you’ve been to before. Game: | http://blog.whooosreading.org/10-ways-to-use-google-maps-in-the-classroom/ |
msmarco_v2.1_doc_00_737517510#1_1375219128 | Title: 10 Ways to Use Google Maps in the Classroom
Headings: 10 Ways to Use Google Maps in the Classroom
10 Ways to Use Google Maps in the Classroom
By Jessica Sanders
More: 20 Best Google Education Resources
Create a Custom Map
Investigate the Modern Version of an Ancient World
Pin Point a Book’s Setting
Use Detective Skills
Go On a Scavenger Hunt
Geography Project: Map Important Spots
Measure Distances
Conduct Student Interviews
Take Architecture Tours
Recreate a Historical Route
Pin It!
Content: You can use this in a variety of fun and/or educational ways. Here are a few ideas: Add all locations on the map you want to visit. Add all locations on the map you’ve been to before. Game: I say a city; you pin the location the map. Game: I say a geographical monument; you pin the location on the map. | http://blog.whooosreading.org/10-ways-to-use-google-maps-in-the-classroom/ |
msmarco_v2.1_doc_00_737517510#4_1375223224 | Title: 10 Ways to Use Google Maps in the Classroom
Headings: 10 Ways to Use Google Maps in the Classroom
10 Ways to Use Google Maps in the Classroom
By Jessica Sanders
More: 20 Best Google Education Resources
Create a Custom Map
Investigate the Modern Version of an Ancient World
Pin Point a Book’s Setting
Use Detective Skills
Go On a Scavenger Hunt
Geography Project: Map Important Spots
Measure Distances
Conduct Student Interviews
Take Architecture Tours
Recreate a Historical Route
Pin It!
Content: Pin Point a Book’s Setting
If the book your students are reading takes place in an actual city, state or country, head to the map, where students can walk the streets and get a real-life feel of the setting, while giving it perspective in terms of the rest of the country or world. If it doesn’t, have students use Google Maps to find where they think the setting might be and then add notes to the pin about why they chose this location. More: 17 Ways to Make Reading More Engaging With GAFE
Use Detective Skills
Games like SmartyPins are powered by Google Maps and make for engaging, yet educational games for the classroom. The idea is simple: students must choose the location of various trivia questions. You can choose from a variety of categories, including Sports and Games, Entertainment, and History and Current Events. Go On a Scavenger Hunt
Give students a list of points via latitude and longitude and have them use Google Maps to find out what each point is. Turn it into a game: the first student to figure them all out wins. | http://blog.whooosreading.org/10-ways-to-use-google-maps-in-the-classroom/ |
msmarco_v2.1_doc_00_737517510#5_1375224998 | Title: 10 Ways to Use Google Maps in the Classroom
Headings: 10 Ways to Use Google Maps in the Classroom
10 Ways to Use Google Maps in the Classroom
By Jessica Sanders
More: 20 Best Google Education Resources
Create a Custom Map
Investigate the Modern Version of an Ancient World
Pin Point a Book’s Setting
Use Detective Skills
Go On a Scavenger Hunt
Geography Project: Map Important Spots
Measure Distances
Conduct Student Interviews
Take Architecture Tours
Recreate a Historical Route
Pin It!
Content: students must choose the location of various trivia questions. You can choose from a variety of categories, including Sports and Games, Entertainment, and History and Current Events. Go On a Scavenger Hunt
Give students a list of points via latitude and longitude and have them use Google Maps to find out what each point is. Turn it into a game: the first student to figure them all out wins. Do this in small groups or as an independent activity, in class or for homework. Geography Project: Map Important Spots
Have students take their geography project to the next level by mapping important points in the state or county their researching. Again, have them use the notes section to share the resource that explains why each spot is important. Have them include major mountains, bodies of water, monuments, capitals and more. | http://blog.whooosreading.org/10-ways-to-use-google-maps-in-the-classroom/ |
msmarco_v2.1_doc_00_737517510#6_1375226549 | Title: 10 Ways to Use Google Maps in the Classroom
Headings: 10 Ways to Use Google Maps in the Classroom
10 Ways to Use Google Maps in the Classroom
By Jessica Sanders
More: 20 Best Google Education Resources
Create a Custom Map
Investigate the Modern Version of an Ancient World
Pin Point a Book’s Setting
Use Detective Skills
Go On a Scavenger Hunt
Geography Project: Map Important Spots
Measure Distances
Conduct Student Interviews
Take Architecture Tours
Recreate a Historical Route
Pin It!
Content: Do this in small groups or as an independent activity, in class or for homework. Geography Project: Map Important Spots
Have students take their geography project to the next level by mapping important points in the state or county their researching. Again, have them use the notes section to share the resource that explains why each spot is important. Have them include major mountains, bodies of water, monuments, capitals and more. Measure Distances
Students can draw a line from one location to another and get the distance between those two points. Have students uncover the size of various countries or continents, or have them find the distance between a variety of locations that you’ve pre-selected for them. More: 10 Ways to Use Google Drawings for Learning
Conduct Student Interviews
Have students interview their peers, who are pretending to be from a specific location. Students will have to ask all the right questions to uncover where they’re from. | http://blog.whooosreading.org/10-ways-to-use-google-maps-in-the-classroom/ |
msmarco_v2.1_doc_00_740231474#3_1381420720 | Title: Recommended Temperatures for Seafood | ThermoWorks
Headings: Our Recommended Temperatures for Seafood
Our Recommended Temperatures for Seafood
Temperature is Key to Cooking Seafood!
Salmon – 125°F
Halibut – 130°F
Lobster – 140°F
Scallops – 130°F
Shrimp – 120°F
Ahi Tuna – Rare – Below 115°F
A Word On Thermometers For Cooking Fish
More on Key Temperatures and Tools
Content: But like most all seafood, due to its tightly-bound muscle structure and lack of the lubricating fat that makes cooking meat a more forgiving process, lobster cookery can go wrong easily. You want to cook lobster just through. Cooking it too much makes for a rubbery, dry and unfortunate situation, and too little will result in an odd texture and undeveloped flavors. No matter how you cook you lobster, there seems to be agreement that lobster should be cooked to an internal temperature of 140°F, as measured in the tail. Whether you’re grilling lobster, or boiling or steaming it or homemade lobster rolls, keep an eye on that temp to avoid rubbery texture and to ensure tender, succulent lobster. Scallops – 130°F
Because scallops are a lean protein source they should be cooked quickly under high heat and require some fat (such as oil or butter) during cooking. Cook to 130°F internal temperature until the flesh is milky white, or opaque and firm. Shrimp – 120°F
Constriction is the tell-tale sign that you’ve overcooked your shrimp. The longer you cook them, the tighter and tougher they will get. Look for a change in color (light pink) and an internal temperature of 120°F to tell you when your shrimp are ready to come off the heat. | http://blog2.thermoworks.com/2014/02/recommended-temperatures-seafood/ |
msmarco_v2.1_doc_00_742384263#1_1386027497 | Title: Robespierre’s Transformation and the French Revolution | Guided History
Headings: Robespierre’s Transformation and the French Revolution
Robespierre’s Transformation and the French Revolution
Robespierre’s Transformation and the French Revolution
Introduction:
Robespierre; Enlightened Radical to Terror
Understanding Robespierre Political Theories and that of the Revolution:
Robespierre
Primary Sources
Robespierre, Maximilien. Virtue and Terror.
Marxist Internet Archive. “Maximillien Robespierre Archive.” Last Modified 1997. http://www.marxists.org/history/france/revolution/robespierre/1794/terror.htm
Content: However as the Jacobins Club gained control the revolution took a dark turn where the guillotine and blood became the symbol of this radical revolution with Robespierre at its head in what would famously be known as the Reign of Terror. Robespierre remains a complicated man of history. Before the overthrow of the monarchy Robespierre was a hesitant and anxious lawyer whose physical countenance was fatigued and pale. His natural talents were mediocre and intellectually Robespierre was inferior to the leaders of the revolution, such as, Danton or Mirabeau. Robespierre politically was sympathetic toward the people especially those who were poverty-stricken and thoroughly against the death penalty. As the revolution started Robespierre eagerly joined. Robespierre managed to obtain power and popularity during the revolution and with this growing power old ideals seem to change. As the public acted in violence Robespierre supported and later he would support the execution of Louis XVI. Once Robespierre became the head of The Committee of Public Safety over 2,000 people were executed in a few months. In his last year Robespierre became reclusive and paranoid barely leaving his house. | http://blogs.bu.edu/guidedhistory/moderneurope/robespierres-transformation-and-the-french-revolution/ |
msmarco_v2.1_doc_00_744024178#0_1389476536 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: The Five Attributes of Successful Schools (Opinion)
School & District Management Opinion
The Five Attributes of Successful Schools
By Matthew Lynch — June 29, 2016 5 min read
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Matthew Lynch
Students across the globe need effective schools. While the American school system as a whole may be falling behind international standards, there are still some schools that stand out. Sure, the context of schooling will impact attributes that contribute to effectiveness in specific schools. But at the same time, there are attributes that contribute to effectiveness across schooling contexts. If we understand the attributes of effectiveness, we can observe which attributes exist at successful schools. There are five common attributes that make up an effective school. 1. Leadership
The first attribute is quality leadership. Students perform better when the principal and school board members provide strong leadership. Effective leaders are visible, can successfully convey the school’s goals and visions, collaborate with teachers to enhance their skills , and are involved in the discovery of and solutions to problems. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744024178#2_1389479850 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: 2. High Expectations
The second attribute is having high expectations of students as well as teachers. High expectations of students have repeatedly been shown to have a positive impact on student performance. Students are somewhat dependent on the expectations placed on them during this period of their lives, as they are still shaping their personal sense of ability and esteem. Teachers who are expected to teach at high levels of effectiveness can reach the level of expectations, particularly when teacher evaluations and professional development are geared toward improving instructional quality. 3. Ongoing Evaluation
The third attribute of a successful school is the ongoing screening of student performance and development. Schools should use assessment data to compare their students with others from across the country. Effective use of assessment data allows schools to identify problematic areas of learning at the classroom and school levels, so that teachers can generate solutions to address the problems. 4. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744024178#3_1389481390 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: 3. Ongoing Evaluation
The third attribute of a successful school is the ongoing screening of student performance and development. Schools should use assessment data to compare their students with others from across the country. Effective use of assessment data allows schools to identify problematic areas of learning at the classroom and school levels, so that teachers can generate solutions to address the problems. 4. Goals and Direction
The fourth attribute of a successful school is the existence of goals and direction, According to research, the successful school principal actively constructs goals and then effectively communicates them to appropriate individuals (e.g., students, teachers, and the community at large). School principals must also be open and willing to incorporate innovation into goals for school processes and practices. So it’s important to invite input from all stakeholders in the process of developing school goals. Student performance has been shown to improve in schools where the entire school community works toward goals that are communicated and shared among all in the learning environment. 5. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744024178#4_1389483044 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: Goals and Direction
The fourth attribute of a successful school is the existence of goals and direction, According to research, the successful school principal actively constructs goals and then effectively communicates them to appropriate individuals (e.g., students, teachers, and the community at large). School principals must also be open and willing to incorporate innovation into goals for school processes and practices. So it’s important to invite input from all stakeholders in the process of developing school goals. Student performance has been shown to improve in schools where the entire school community works toward goals that are communicated and shared among all in the learning environment. 5. Secure and Organized
The fifth and final attribute of a successful school is the extent to which the school is secure and organized. For maximum learning to occur, students need to feel secure. Respect is a quality that is promoted and is a fundamental aspect of an effective and safe school. Successful schools also have a number of trained staff and programs, such as social workers, who work with difficult or troubled students before situations get out of hand. Apart from the five attributes of a successful school already mentioned, the size of the school seems to be an attribute in the school’s effectiveness. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744024178#5_1389484899 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: Secure and Organized
The fifth and final attribute of a successful school is the extent to which the school is secure and organized. For maximum learning to occur, students need to feel secure. Respect is a quality that is promoted and is a fundamental aspect of an effective and safe school. Successful schools also have a number of trained staff and programs, such as social workers, who work with difficult or troubled students before situations get out of hand. Apart from the five attributes of a successful school already mentioned, the size of the school seems to be an attribute in the school’s effectiveness. Research has found that the smaller the school, the better students perform, especially in the case of older students. This is the rationale behind the concept of schools-within-schools. Students in smaller learning environments feel more connected to their peers and teachers, pass classes more often, and are more likely to go to college. Schools-within-schools involve creative use of the same teaching workforce to provide additional opportunities for learning for smaller groups of students or specialized teaching to students who require extra attention. This environment could be created in the form of divided streams for mathematics education. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744024178#8_1389491140 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: Experiences in literacy and numeracy among early learners not only prepare preschoolers for a kindergarten curriculum that has heightened expectations of prior knowledge, but also help identify early learners who need additional support to ensure they have positive learning experiences later. Additional attributes that influence effective schools include time to learn, teacher quality, and parental trust. Research supports the view that the more time a student spends learning, and the more efficiently that time is used, the higher their achievement. Schools that find creative ways to extend learning time will likely be more effective. Furthermore, schools with high-quality teachers also tend to be more effective. Schools able to hire teachers from high-quality teacher education programs are more likely to be effective. But school effectiveness can also be influenced by the frequency, relevancy, and quality of the teacher professional development offered by the school or school district. Teachers who haven’t had the opportunity to attend prestigious teacher education colleges still have several opportunities to develop after embarking on their professional career. Support for these initiatives at a school or school district level tends to improve overall teacher quality, regardless of their college of origin. Trust and parental participation are also features of a successful school. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744024178#9_1389493062 | Title: The Five Attributes of Successful Schools (Opinion)
Headings: The Five Attributes of Successful Schools
The Five Attributes of Successful Schools
Matthew Lynch
1. Leadership
2. High Expectations
3. Ongoing Evaluation
4. Goals and Direction
5. Secure and Organized
Content: Schools able to hire teachers from high-quality teacher education programs are more likely to be effective. But school effectiveness can also be influenced by the frequency, relevancy, and quality of the teacher professional development offered by the school or school district. Teachers who haven’t had the opportunity to attend prestigious teacher education colleges still have several opportunities to develop after embarking on their professional career. Support for these initiatives at a school or school district level tends to improve overall teacher quality, regardless of their college of origin. Trust and parental participation are also features of a successful school. Trust between all parties of the school community is vital for enhancing the school’s effectiveness because it supports the prospect that parents and teachers believe in each other’s motives and actions. Parental participation is also important because it sends the message to students that the adults in their lives--both teachers and parents--believe in the importance of education and are willing to make time to support students’ educational experiences and efforts. How well does your school embody the five attributes of a successful school? The opinions expressed in Education Futures: Emerging Trends in K-12 are strictly those of the author (s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications. | http://blogs.edweek.org/edweek/education_futures/2016/06/the_five_attributes_of_successful_schools.html |
msmarco_v2.1_doc_00_744067170#7_1389609966 | Title: Four Reasons Why You Should Teach About Religion in School (Opinion)
Headings: Four Reasons Why You Should Teach About Religion in School
Four Reasons Why You Should Teach About Religion in School
Anthony Jackson
Rev. Mark E. Fowler
Marisa Fasciano
1. Religiously motivated hate crimes are on the rise.
2. Our student body is more diverse.
3. Religious literacy is key to a well-rounded education.
4. Students have a First Amendment right to religious expression in school.
Content: praying in the presence of students; indoctrinating students in a particular religious belief; religiously observing holidays; erecting religious symbols on school property; distributing religious literature for persuasive purposes; or
displaying a preference for religion over non-religion, or vice versa. The Free Exercise Clause, on the other hand, affirms that certain religious activity in public schools is protected. As long as students do not coerce or otherwise infringe on the rights and learning of their schoolmates, they can
engage in private prayer during the school day; express their religious beliefs in homework, artwork, and other written and oral assignments that meet educational goals; and
obtain excusals from specific classroom discussions or activities for religious reasons. | http://blogs.edweek.org/edweek/global_learning/2014/04/four_reasons_why_you_should_teach_about_religion_in_school.html |
msmarco_v2.1_doc_00_744067170#8_1389611508 | Title: Four Reasons Why You Should Teach About Religion in School (Opinion)
Headings: Four Reasons Why You Should Teach About Religion in School
Four Reasons Why You Should Teach About Religion in School
Anthony Jackson
Rev. Mark E. Fowler
Marisa Fasciano
1. Religiously motivated hate crimes are on the rise.
2. Our student body is more diverse.
3. Religious literacy is key to a well-rounded education.
4. Students have a First Amendment right to religious expression in school.
Content: or
displaying a preference for religion over non-religion, or vice versa. The Free Exercise Clause, on the other hand, affirms that certain religious activity in public schools is protected. As long as students do not coerce or otherwise infringe on the rights and learning of their schoolmates, they can
engage in private prayer during the school day; express their religious beliefs in homework, artwork, and other written and oral assignments that meet educational goals; and
obtain excusals from specific classroom discussions or activities for religious reasons. Even though these guidelines may seem clear in the abstract, applying them to real-life situations often leaves room for interpretation and comes down to a judgment call. Educators can find it challenging to balance the requirements of the Establishment Clause, and the desire to protect students’ from unwelcome religious persuasion, with the right to free expression. To better prepare for this challenge, educators need to create conditions in their schools that allow for regular and sensitive communication about religious differences. That way, if religious tensions arise, they can be resolved more skillfully and effectively. Dr. James Banks, a renowned expert in social studies and multicultural education, states “The world’s greatest problems do not result from people being unable to read and write. | http://blogs.edweek.org/edweek/global_learning/2014/04/four_reasons_why_you_should_teach_about_religion_in_school.html |
msmarco_v2.1_doc_00_744331705#0_1390170567 | Title: Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says
Headings: Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says
Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says
Bright Spots, Depending on Whom You Ask
Caveats
Ross Brenneman
Content: Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says
Teaching Profession
Teacher Pay Starts Low, Grows Slowly, Is Generally Awful, Report Says
By Ross Brenneman — July 23, 2014 3 min read
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Which states pay their experienced teachers the worst? A new report by the Center for American Progress argues that teachers not only have bad starting pay in many states, but also that teachers are unlikely to see major salary gains even after several years of teaching. The study by the Washington-based liberal think tank collected information from every state except Hawaii (not enough data) to look at the average teacher’s salary in each state 10 years after commencing teaching, what the highest possible salary was, and how many teachers had second jobs. South Dakota pays its mid-career teachers the worst of any state, the authors found, with an average 10-year salary of just $33,100, and the salary schedule maxes out at the lowest of any state, too, at $43,600. The state’s median household income? $49,000. Even adjusting for cost of living, it’s low. Growth in teacher salaries is especially bad when comparing the U.S. to other developed countries: In only four states—Connecticut, Maryland, New Jersey, and New York—can teachers max out on the salary schedule above $80,000. New York offers the highest such rate in the country, at $90,700. | http://blogs.edweek.org/teachers/teaching_now/2014/07/teacher-salary-growth-weak-in-the-united-states.html |
msmarco_v2.1_doc_00_746954065#1_1395301084 | Title: 10 Tips to Prepare your Pig for Show - UF/IFAS Extension Jackson County
Headings: 10 Tips to Prepare your Pig for Show
10 Tips to Prepare your Pig for Show
Top 10 Tips for Preparing for a Swine Show:
Content: For spectators, it is important to understand the risks associated with disease and animals. Though rare, influenza can spread from pigs to people. The Centers for Disease Control (CDC) recommends that anyone who is at high risk of serious flu complications should avoid pigs and pig barns. For everyone else, just use good sense- don’t take food or drinks into the barn area. If you have young children, avoid taking toys or pacifiers into the barn area and make sure everyone washes their hands afterwards; most fairs provide handwashing stations just outside the barns. The CDC has some great tips for parents planning on attending livestock exhibits on their website. For exhibitors, one component of your project will be learning to show your animal. Showmanship is judged on your ability to exhibit an animal to its best advantage. These skills take a lot of time and practice to gain, but having a well-trained animal will make it easier. | http://blogs.ifas.ufl.edu/jacksonco/2016/10/20/10-tips-to-prepare-your-pig-for-show/ |
msmarco_v2.1_doc_00_751932687#4_1404242404 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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Content: This secondary eating and drinking most commonly occurred while people were watching television, followed by engaging in paid work. Other frequently reported primary activities while eating or drinking were preparing meals, cleaning up afterwards, and grooming (such as getting dressed). Although eating while engaged in another activity may be perceived as a bad health habit, not all secondary eating was associated with negative health outcomes. Those who ate or drank while working, driving, preparing meals/cleaning up, or grooming had an average body mass index (BMI) at or below the U.S. average, while those who ate or drank while watching television had a higher than average BMI. Nonetheless, the association between secondary eating/drinking and BMI doesn’t prove cause and effect. It may not be the multitasking aspect of eating that affects health, but rather the specific patterns of eating, other activities, and food choices. The ERS and National Cancer Institute survey supplement also included queries about time spent grocery shopping and preparing meals, and whether respondents received SNAP assistance (formerly known as food stamps) or school-provided meals. All of these responses provide a rich data source for researchers to investigate Americans’ eating patterns. More information can be found in our report, How Much Time Do Americans Spend on Food? and at http://ers.usda.gov/Data/ATUS/
Category/Topic: | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_751932687#5_1404244413 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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Content: It may not be the multitasking aspect of eating that affects health, but rather the specific patterns of eating, other activities, and food choices. The ERS and National Cancer Institute survey supplement also included queries about time spent grocery shopping and preparing meals, and whether respondents received SNAP assistance (formerly known as food stamps) or school-provided meals. All of these responses provide a rich data source for researchers to investigate Americans’ eating patterns. More information can be found in our report, How Much Time Do Americans Spend on Food? and at http://ers.usda.gov/Data/ATUS/
Category/Topic: Food and Nutrition Research and Science
Tags: ERS How Much Time Do Americans Spend on Food? National Cancer Institute REE Science Science Tuesday
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morella DeRosa
Nov 22, 2011
I would like to see the new data between 2009-2011 since the economy slow down and people has modify their eatings habits (selection healthy vs unhealthy, price vs quality, price vs quantity. Abe Schreier
Nov 23, 2011
Is there any estimate to how much time a average person spends during their lifetime eating? Did the average time spent eating have a range across different socio-economic groups? | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_751932687#7_1404247883 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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Content: Mark Douglas
Nov 29, 2011
@morellaDeRosa I agree. Abe Schreier
Dec 01, 2011
This is in addition to my previous comments. America is facing a major public health crisis. Obesity is rising to critical levels nation-wide as more and more people spend time inside sitting around and eating either large quantities of food or cheap, low-quality food. I thought it was interesting that the BMI index was higher for those that multitasked while watching television (common sense...). Karen makes a good point when she says it isn't necessarily cause and effect. Those that commonly eat while watching television don't have a higher BMI because of multitasking, but not to overly generalize, of general bad habits. I think it would be wise to tie the study in with socio-economic data. Across-the-board health programs are probably less effective than those that are designed for a specific demographic. It will also give us a better picture of how obesity arises, and how the government can help combat this epidemic. | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_751932687#8_1404249464 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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morella DeRosa
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Content: Karen makes a good point when she says it isn't necessarily cause and effect. Those that commonly eat while watching television don't have a higher BMI because of multitasking, but not to overly generalize, of general bad habits. I think it would be wise to tie the study in with socio-economic data. Across-the-board health programs are probably less effective than those that are designed for a specific demographic. It will also give us a better picture of how obesity arises, and how the government can help combat this epidemic. Karen Hamrick
Dec 02, 2011
@morella DeRosa and @Mark Douglas—Thanks for your questions. The data for secondary eating and secondary drinking beverages was only collected over 2006-08. ( The Eating & Health Module of the American Time Use Survey.) However from the American Time Use Survey data we can look at primary eating and drinking. Since the survey started in 2003, time spent in primary eating/drinking has been essentially constant, which is expected as time use patterns are unlikely to change year-to-year. | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_751932687#9_1404251088 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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Content: Karen Hamrick
Dec 02, 2011
@morella DeRosa and @Mark Douglas—Thanks for your questions. The data for secondary eating and secondary drinking beverages was only collected over 2006-08. ( The Eating & Health Module of the American Time Use Survey.) However from the American Time Use Survey data we can look at primary eating and drinking. Since the survey started in 2003, time spent in primary eating/drinking has been essentially constant, which is expected as time use patterns are unlikely to change year-to-year. 2010 did, however, show a small increase (1 minute) of average time spent in primary eating/drinking, which may or may not be meaningful—when the 2011 data are available we will see if that increase is a real change in behavior. The data do show an increase in time spent in food preparation and cleanup, from an average of 31.2 minutes over 2003-08, to 32.4 minutes in 2009, and 33.6 minutes in 2010. So while time spent in eating/drinking is essentially unchanged, food preparation time has increased possibly indicating that Americans are preparing more meals at home. More statistics using the 2003-10 American Time Use Survey data are here: http://stats.bls.gov/tus/#tables To answer your question on healthy vs unhealthy food choices and price vs quality/quantity, USDA-ERS has ongoing research on these topics. | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_751932687#10_1404253001 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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morella DeRosa
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Content: 2010 did, however, show a small increase (1 minute) of average time spent in primary eating/drinking, which may or may not be meaningful—when the 2011 data are available we will see if that increase is a real change in behavior. The data do show an increase in time spent in food preparation and cleanup, from an average of 31.2 minutes over 2003-08, to 32.4 minutes in 2009, and 33.6 minutes in 2010. So while time spent in eating/drinking is essentially unchanged, food preparation time has increased possibly indicating that Americans are preparing more meals at home. More statistics using the 2003-10 American Time Use Survey data are here: http://stats.bls.gov/tus/#tables To answer your question on healthy vs unhealthy food choices and price vs quality/quantity, USDA-ERS has ongoing research on these topics. One example is Geographic Differences in the Relative Price of Healthy Foods, http://ers.usda.gov/Publications/EIB78/
Karen Hamrick
Dec 02, 2011
@Abe Schreier—Thanks for your questions. No, we do not have estimates of how much time an average person spends eating/drinking over a lifetime. Individuals may change their eating patterns as they age, and also Americans patterns of eating and food preparation has changed over time as well. So, with our data for 2006-08 we did not estimate time spent eating/drinking over an individual’s lifetime. However, the topic of changing eating patterns over one’s lifetime is an interesting one. | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_751932687#11_1404255045 | Title: How Much Time Do Americans Spend Eating? | USDA
Headings: How Much Time Do Americans Spend Eating?
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Content: One example is Geographic Differences in the Relative Price of Healthy Foods, http://ers.usda.gov/Publications/EIB78/
Karen Hamrick
Dec 02, 2011
@Abe Schreier—Thanks for your questions. No, we do not have estimates of how much time an average person spends eating/drinking over a lifetime. Individuals may change their eating patterns as they age, and also Americans patterns of eating and food preparation has changed over time as well. So, with our data for 2006-08 we did not estimate time spent eating/drinking over an individual’s lifetime. However, the topic of changing eating patterns over one’s lifetime is an interesting one. Karen Hamrick
Dec 02, 2011
@Abe Schreier—Yes, there are differences in time spent eating/drinking by various demographic and socioeconomic groups. In particular, individuals age 65 and over spent considerably more time in primary eating and drinking than other age groups, and less time in secondary eating and secondary drinking. Those with household income greater than 185 percent of the poverty threshold spent more time in all eating/drinking activities than those with incomes below 184 percent. Those in households participating in the Supplemental Nutrition Assistance Program (SNAP, formerly the Food Stamp Program) spent less time in primary eating and drinking than individuals in income-eligible nonparticipating households. For more information, see How Much Time Do Americans Spent on Food?, | http://blogs.usda.gov/2011/11/22/how-much-time-do-americans-spend-eating/ |
msmarco_v2.1_doc_00_752982060#3_1406063981 | Title: Indirect Media Effects: The Unknown Quantity in Policy Making | People, Spaces, Deliberation
Headings: Indirect Media Effects: The Unknown Quantity in Policy Making
Indirect Media Effects: The Unknown Quantity in Policy Making
Expert videos
Archive
Bloggers
Guest Bloggers
Content: But then - the electorate is not considered to be all that influential either. Public opinion ranks way behind the President, Capitol Hill, and interest groups in their importance for policy making in the 1970s in the U.S. Moreover: since, as Kingdon argues, the media mostly report on what the government does, it's actually the government that influences public opinion via media coverage, which then feeds back to the government, leaving the government as the key player in the end. Kingdon agrees that the administration pays more attention to issues that are covered in the press. He also shows that policy decision makers base their decisions on what they perceive as the "mood of the nation." Their perception of that mood is shaped by, among other sources, newspaper editorials and issue coverage in general and specialized media. His conclusion: the media shape and structure issues that someone else brought up, but they can't create them. Directly rebutting the latter statement, we have evidence from all over the world how investigative journalism brought up issues that subsequently became a priority on the policy agenda and led to substantial political changes, without the government initiating any of it. At the Harvard-World Bank Workshop on The Role of the News Media in the Governance Agenda, Sheila Coronel told us about the Second People Power Revolution in the Philippines, where the media helped bring down a corrupt president by making his excesses public. | http://blogs.worldbank.org/publicsphere/indirect-media-effects-unknown-quantity-policy-making |
msmarco_v2.1_doc_00_756157388#24_1411992163 | Title: Why Do Parents Abuse Their Children? – 10 Real Reasons Behind
Headings:
Why Do Parents Abuse Their Children? – 10 Real Reasons Behind
What Is Abusive Parenting?
10 Vital Signs Of Abuse In Children
1. Behavioral Changes
2. Unexplained Injuries
3. Scared To Go Home
4. Going Back To His Or Her Early Behaviors
5. Eating Pattern Changes
6. Changes In Sleeping Pattern
7. His Or Her Performance In School Changes
8. Lack Of Hygiene Or Personal Care
9. Risk-Taking Behavior
10. Inappropriate Sexual Behavior
Why Do Parents Abuse Their Children?
1. The Relationship
2. Unrealistic Expectations
3. If The Parent Himself Or Herself Has Experienced Abusiveness In Childhood
4. Parents With Some Violent Histories
5. Parents With Financial Problems
6. Lack Of Proper Support
7. Drug And Alcohol Abuse
8. Emotional Disorders
9. Kids With Special Care At Times Turns Parents Abusive
10. Parental Situations
How Does Abuse Affect A Child?
How To Prevent Child Abuse?
1. Set Yourself As A Good Example
2. Be A Friend
3. Become Foster Parent
4. Volunteer
5. Become A Mentor
6. Work At A Daycare Center
Related posts
Content: When they cannot care for themselves, how can you expect them to care for others? They might be neglectful, withdrawn, angry and violent most of the time (even if it’s their own kids). If this is the case, treating the disorder is something they should do first, as this improves coping abilities, makes them feel better and decreases the child abuse chances. 9. Kids With Special Care At Times Turns Parents Abusive
Caring for a special kid or one with emotional or medical problem in the initial life years can be very stressful to few parents. These circumstances can involve anywhere from colicky babies to premature infants, who are mentally retarded, exhibiting behavior issues or chronically ill. Parents of kids like this frequently feel frustrated or ashamed of their own kids. Caring for special kid is overwhelming to few parents. Moreover, the bond between the child and parent goes low. 10. | http://bloomintoparenting.com/why-do-parents-abuse-their-children/ |
msmarco_v2.1_doc_00_756157388#25_1411994423 | Title: Why Do Parents Abuse Their Children? – 10 Real Reasons Behind
Headings:
Why Do Parents Abuse Their Children? – 10 Real Reasons Behind
What Is Abusive Parenting?
10 Vital Signs Of Abuse In Children
1. Behavioral Changes
2. Unexplained Injuries
3. Scared To Go Home
4. Going Back To His Or Her Early Behaviors
5. Eating Pattern Changes
6. Changes In Sleeping Pattern
7. His Or Her Performance In School Changes
8. Lack Of Hygiene Or Personal Care
9. Risk-Taking Behavior
10. Inappropriate Sexual Behavior
Why Do Parents Abuse Their Children?
1. The Relationship
2. Unrealistic Expectations
3. If The Parent Himself Or Herself Has Experienced Abusiveness In Childhood
4. Parents With Some Violent Histories
5. Parents With Financial Problems
6. Lack Of Proper Support
7. Drug And Alcohol Abuse
8. Emotional Disorders
9. Kids With Special Care At Times Turns Parents Abusive
10. Parental Situations
How Does Abuse Affect A Child?
How To Prevent Child Abuse?
1. Set Yourself As A Good Example
2. Be A Friend
3. Become Foster Parent
4. Volunteer
5. Become A Mentor
6. Work At A Daycare Center
Related posts
Content: These circumstances can involve anywhere from colicky babies to premature infants, who are mentally retarded, exhibiting behavior issues or chronically ill. Parents of kids like this frequently feel frustrated or ashamed of their own kids. Caring for special kid is overwhelming to few parents. Moreover, the bond between the child and parent goes low. 10. Parental Situations
A child cannot choose his/her parents. Majority of people say that the way a child is been parented will have an important impact on how he or she will raise or bring up his or her own children. According to United States Department of Health and Human Services, there is a weak connection between abused adults and becoming abusers of their offspring. There are certain situations, which are said to push parents to become perpetrators. Frequently, these include circumstances like: | http://bloomintoparenting.com/why-do-parents-abuse-their-children/ |
msmarco_v2.1_doc_00_763343094#0_1423573277 | Title: Native Americans - What did they call themselves? [Archive] - Straight Dope Message Board
Headings:
Content: Native Americans - What did they call themselves? [ Archive] - Straight Dope Message Board
Straight Dope Message Board > Main > General Questions > Native Americans - What did they call themselves? PDA
View Full Version : Native Americans - What did they call themselves? welby
05-06-2003, 08:10 AM
Back when North America was dicovered, explorers called the natives "Indians" becasue they thought they had found a part of India. Today, to be politically correct we call them "Native Americans." But what did these people call themselves before the white man came? I know that they had tribe names, but was there a term to refer to all of the people, much as some might say "Englishmen" or "Frenchman?" What did they call the land they lived on? It certainly wasn't America, so what was it? | http://boards.straightdope.com/sdmb/archive/index.php/t-182092.html |
msmarco_v2.1_doc_00_763343094#2_1423575493 | Title: Native Americans - What did they call themselves? [Archive] - Straight Dope Message Board
Headings:
Content: CalMeacham
05-06-2003, 08:20 AM
I suspect that most folks ' names for themselves mean "us" or "real people" or "original People" or "human beings" (as Berger used it in Little Big Man. As opposed to "them", "the heathen", "foreigners". See Cecil's column on why the Germans call themselves what they call themselves. Kalhoun
05-06-2003, 08:26 AM
I think they went strictly by their tribal names. Chippewa, Cherokee, etc. Just a guess. pravnik
05-06-2003, 08:27 AM
It varries greatly, since "Native Americans" refers to a large and disparate group of peoples, with different languages, cultures, and worldviews. The name for themselves was very often something corresponding to "the people", like with the Dineh. Their name for others was often something corresponding with "enemy." Often the name that we think of when thinking of an Indian tribe is another tribes' name for them (often "enemy"), which was the first we learned. " | http://boards.straightdope.com/sdmb/archive/index.php/t-182092.html |
msmarco_v2.1_doc_00_763343094#3_1423576758 | Title: Native Americans - What did they call themselves? [Archive] - Straight Dope Message Board
Headings:
Content: Just a guess. pravnik
05-06-2003, 08:27 AM
It varries greatly, since "Native Americans" refers to a large and disparate group of peoples, with different languages, cultures, and worldviews. The name for themselves was very often something corresponding to "the people", like with the Dineh. Their name for others was often something corresponding with "enemy." Often the name that we think of when thinking of an Indian tribe is another tribes' name for them (often "enemy"), which was the first we learned. " Navajo", the common name for the Dineh, comes from a Spanish version of a Tewa word, while "Mowhawk" is a Narraganset name meaning "flesh eaters", "Apache" is said to be a Spanish corruption of a Zuni word meaning "enemy," "Sioux" is a French corruption of a Anishinabe word also meaning "enemy." Makes sense..."What do you call those people over there?" "Oh, them? We call them 'enemy'!" John Mace
05-06-2003, 08:31 AM
Pravnik has it right. | http://boards.straightdope.com/sdmb/archive/index.php/t-182092.html |
msmarco_v2.1_doc_00_763343094#6_1423580123 | Title: Native Americans - What did they call themselves? [Archive] - Straight Dope Message Board
Headings:
Content: peepthis
05-06-2003, 09:27 AM
Originally posted by CalMeacham
See Cecil's column on why the Germans call themselves what they call themselves. The column in question (http://www.straightdope.com/classics/a2_162.html) on why people call themselves what they do. Sofa King
05-06-2003, 10:05 AM
To this day, if you ask an American Indian, "what are you?" he or she will, in my experience, usually identify with his or her tribe. Because of the close similarity of many Algonquian dialects and the vagaries of 17th Century phonetic spelling in English, there has been a lot of confusion about tribal names. One of the more shining examples of that confusion was by James Fennimore Cooper, whose Last of the Mohicans manages to thoroughly confuse the Mahican tribe of the Hudson River area with the Mohegan tribe of Connecticut. I think that both names are a variant of the word "Muhhekunneuw (http://www.dickshovel.com/Mahican.html)," which means "people of the great river." This would make sense since the Mahicans were along the Hudson and the Mohegans were located along the Thames. On a vaguely related note, Herman Melville (http://www.literaturepage.com/read/mobydick-81.html) saw fit to name Captain Ahab's ship Pequod, which "you will no doubt remember," says Melville, "was the name of a celebrated Indian tribe of Massachusetts Indians, now extinct as the ancient Medes." Even though Melville got the tribe's location wrong (they're in Connecticut, not Massachusetts) and the tribe's status (not only do they exist, they're now the wealthiest tribe in America), Melville may have known that "Pequot" means "the destroyers." | http://boards.straightdope.com/sdmb/archive/index.php/t-182092.html |
msmarco_v2.1_doc_00_763343094#8_1423584273 | Title: Native Americans - What did they call themselves? [Archive] - Straight Dope Message Board
Headings:
Content: Dogface
05-06-2003, 12:52 PM
My old fencing master called himself a "Lakotah". I think the concept of a "continental" identity that transcended tribe boundaries was introduced by the Europeans, although the Haudenosaunee* were beginning to develop a confederation identity--but even that identity denied equal status to anyone not of the Cayuga, Mohawk, Oneida, Onandoga, or Seneca (even the Tuscarora did not have voting rights). *aka "Iroquois", which actually means "rattlesnakes" or "bad snakes"--they were a very expansionistic empire in their day. Xema
05-06-2003, 01:55 PM
What Dogface says agrees with what a Cherokee man (who claimed to have studied the issue) told me some years ago: that tribes typically has an "us and them" worldview and there was little or no tendency toward a collective term for all native peoples. I've also been told that the term "Indian" is now in common use among Indians, and that they find "Native American" to be affected and effete. ( Anyone know if this is so?) light strand
05-06-2003, 02:35 PM
My SIL is Hopi. If you ask her what she is, she'll tell you she's Hopi. If you call her an Indian, she's not offended, nor is she offended if you call her Native American. | http://boards.straightdope.com/sdmb/archive/index.php/t-182092.html |
msmarco_v2.1_doc_00_763343094#9_1423585812 | Title: Native Americans - What did they call themselves? [Archive] - Straight Dope Message Board
Headings:
Content: I've also been told that the term "Indian" is now in common use among Indians, and that they find "Native American" to be affected and effete. ( Anyone know if this is so?) light strand
05-06-2003, 02:35 PM
My SIL is Hopi. If you ask her what she is, she'll tell you she's Hopi. If you call her an Indian, she's not offended, nor is she offended if you call her Native American. Just don't call her Navajo. As for the Indian term, I believe it came into use when more Indians form India immigrated to the US and it became a confusing term. As least that why I call them Native Americans. S Puppy
05-06-2003, 06:20 PM
Originally posted by Xema
I've also been told that the term "Indian" is now in common use among Indians, and that they find "Native American" to be affected and effete. ( Anyone know if this is so?) | http://boards.straightdope.com/sdmb/archive/index.php/t-182092.html |
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