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msmarco_v2.1_doc_34_1423444516#4_2969947143 | Title: The Importance of Happiness - Breakthrough Play
Headings: The Importance of Happiness
The Importance of Happiness
Happy people are more productive
Happier = Healthier
Happiness makes you feel good about yourself, and life in general
What do you do to stay happy? Leave me a comment and share your tips.
Content: When you are happy, working hours seem to fly by. You channel your high energy into your tasks, finishing off your to-do list faster and more efficiently. When you are not preoccupied with worry or sad thoughts, your creative juices flow freely. Happier = Healthier
Does someone who have a more positive outlook in life have higher chances of avoiding life-threatening illnesses? That is the question scientists and a study conducted by Harvard University have been trying to answer. According to the research in 2007 that followed more than 6,000 men and women aged 25 to 74 for 20 years, for example, Laura Kubzansky, HSPH associate professor of society, human development, and health, found that emotional vitality—a sense of enthusiasm, of hopefulness, of engagement in life, and the ability to face life’s stresses with emotional balance—appears to reduce the risk of coronary heart disease. The protective effect was distinct and measurable, even when taking into account such wholesome behaviors as not smoking and regular exercise. Whereas when you’re constantly stressed, the body decreases its immunity against diseases and increases inflammation all throughout, making you susceptible to heart problems and a variety of other serious conditions. If you can avoid being sick while living a fulfilling life simply by not dwelling so much on negative thoughts and emotions, then why not, right? Happiness makes you feel good about yourself, and life in general
Life is too short to spend it being miserable, they say. | https://www.breakthroughplay.com/importance-happiness/ |
msmarco_v2.1_doc_34_1423444516#5_2969949192 | Title: The Importance of Happiness - Breakthrough Play
Headings: The Importance of Happiness
The Importance of Happiness
Happy people are more productive
Happier = Healthier
Happiness makes you feel good about yourself, and life in general
What do you do to stay happy? Leave me a comment and share your tips.
Content: According to the research in 2007 that followed more than 6,000 men and women aged 25 to 74 for 20 years, for example, Laura Kubzansky, HSPH associate professor of society, human development, and health, found that emotional vitality—a sense of enthusiasm, of hopefulness, of engagement in life, and the ability to face life’s stresses with emotional balance—appears to reduce the risk of coronary heart disease. The protective effect was distinct and measurable, even when taking into account such wholesome behaviors as not smoking and regular exercise. Whereas when you’re constantly stressed, the body decreases its immunity against diseases and increases inflammation all throughout, making you susceptible to heart problems and a variety of other serious conditions. If you can avoid being sick while living a fulfilling life simply by not dwelling so much on negative thoughts and emotions, then why not, right? Happiness makes you feel good about yourself, and life in general
Life is too short to spend it being miserable, they say. Being happy doesn’t necessarily mean not allowing yourself to feel sad or disappointed or lonely. Of course you can! It won’t be really healthy if you’re just all smiles all the time right? Choosing to be happy means that while you feel bad at times, you don’t let it rule your life. You acknowledge the emotions, but you move on as soon as you let it wash over yourself. | https://www.breakthroughplay.com/importance-happiness/ |
msmarco_v2.1_doc_34_1431762961#3_2988887236 | Title: Sexual Assault Remains Dramatically Underreported | Brennan Center for Justice
Headings: Sexual Assault Remains Dramatically Underreported
Sexual Assault Remains Dramatically Underreported
Content: Twenty percent, according to the DOJ report, worry about retaliation — not just from the perpetrator, but from society at large. Thirteen percent said they think the police would not do anything to help. Tragically, 8 percent said they didn’t think the rape or sexual assault was important enough to report. Sexual assault survivors struggle with a wide range of emotions that make coming forward difficult: fear of revictimization, distortion of allegations, and generally not being believed. As psychotherapist Beverly Engel puts it, “victims are often too ashamed to come forward. Sexual assault is a very humiliating and dehumanizing act against someone.” Why do victims often blame themselves? Engel continues: “ [ A]ttached to that shame is a lot of self-blame [. . .] | https://www.brennancenter.org/our-work/analysis-opinion/sexual-assault-remains-dramatically-underreported |
msmarco_v2.1_doc_34_1432592058#20_2990203855 | Title: Doctors and Hospitals | KidsHealth | Wake Forest Baptist Health: Brenner Children's Hospital
Headings: Doctors and Hospitals
Doctors and Hospitals
Caring for a Seriously or Chronically Ill Child
Checkups
Doctor and Hospital Visits
Health Care Resources and Information
Immunizations
Medical Procedures
Medical Tests and Exams
Medicine
Surgical Conditions
When Your Child Has Surgery
Content: Hepatic (Liver) Function Panel
Urine Tests
Stool Tests
Magnetic Resonance Imaging (MRI): Brain
Magnetic Resonance Imaging (MRI): Lumbar Spine
Magnetic Resonance Imaging (MRI)
Nasopharyngoscopy
Newborn Screening Tests
PET/MRI Scan
Prenatal Test: Contraction Stress Test
Prenatal Test: Chorionic Villus Sampling (CVS)
Prenatal Test: Multiple Marker Test
Prenatal Test: First Trimester Screening
Prenatal Tests: FAQs
Prenatal Test: Ultrasound
Pulse Oximetry (Pulse Ox)
Ultrasound: Renal (Kidneys, Ureters, Bladder)
Blood Test: | https://www.brennerchildrens.org/KidsHealth/Parents/Doctors-and-Hospitals/Medical-Tests-and-Exams/Blood-Test-Immunoglobulin-A-IgA.htm |
msmarco_v2.1_doc_34_1432592058#21_2990205063 | Title: Doctors and Hospitals | KidsHealth | Wake Forest Baptist Health: Brenner Children's Hospital
Headings: Doctors and Hospitals
Doctors and Hospitals
Caring for a Seriously or Chronically Ill Child
Checkups
Doctor and Hospital Visits
Health Care Resources and Information
Immunizations
Medical Procedures
Medical Tests and Exams
Medicine
Surgical Conditions
When Your Child Has Surgery
Content: Multiple Marker Test
Prenatal Test: First Trimester Screening
Prenatal Tests: FAQs
Prenatal Test: Ultrasound
Pulse Oximetry (Pulse Ox)
Ultrasound: Renal (Kidneys, Ureters, Bladder)
Blood Test: Reticulocyte Count
CAT Scan: Neck
Sleep Study (Polysomnogram)
Blood Test: Somatomedin C (IGF-1)
Spirometry
Cystic Fibrosis (CF) Chloride Sweat Test
Blood Test: T3 Total (Triiodothyronine)
Blood Test: Alanine Aminotransferase (ALT, or SGPT)
Blood Test: | https://www.brennerchildrens.org/KidsHealth/Parents/Doctors-and-Hospitals/Medical-Tests-and-Exams/Blood-Test-Immunoglobulin-A-IgA.htm |
msmarco_v2.1_doc_34_1433718654#5_2992414831 | Title: Jobs in the Catholic Church – Brescia University
Headings: Jobs in the Catholic Church
Jobs in the Catholic Church
Priests
Pastoral associates
Liturgists
Sacramental moderators
Parish administrators
Catechists
Musicians and cantors
Content: The Catholic Church follows a liturgy calendar, so Catholic liturgists must review sermons to ensure they meet guidelines. The liturgist coordinates with the music director, if the church has one. In some churches, the liturgist and music director are merged into one position. The liturgist is responsible for developing a budget for each service. This budget may include provisions for decorations, service bulletins and payment for church workers. Last, but not least, the liturgist maintains the cleanliness of the church and maintains any equipment, like sound systems or other electronics, used in the church. Sacramental moderators
The sacramental moderator position is relatively new within the Catholic Church. Due to a priest shortage, parish priests are frequently assigned more than one parish by their bishop. A sacramental moderator is a type of priest that performs Mass and the Catholic sacraments (Baptism, First Reconciliation, First Eucharist, Confirmation, Marriage, Vocations to Religious Life), but the daily duties of running the parish are left to the parish administrator. Parish administrators
The parish administrator is a lay person who runs the administrative operations of the church while the pastor is away. | https://www.brescia.edu/jobs-in-the-catholic-church/ |
msmarco_v2.1_doc_34_1434008898#8_2993088090 | Title: What is Native American sovereignty?
Headings: What is Native American sovereignty?
What is Native American sovereignty?
Content: Native American land cessions (1809-1891) Courtesy: Invasion of America / ArcGIS
Today, the American government still recognizes that Native Americans are defined by sovereignty and nationhood, but has taken it upon itself to limit the definition of tribal sovereignty to an arbitrary definition of “domestic dependent nations” that exist within the borders of the United States. The federal government currently recognizes 573 Native American nations. These nations still fight to regain the complete sovereignty over their internal affairs they enjoyed prior to entering into United States treaties. One of the most important contemporary examples of the relevance of tribal sovereignty is in the case of Carpenter v. Murphy currently pending before the Supreme Court. In Carpenter, the Supreme Court justices will determine whether an 1866 treaty between the United States and the Muscogee Creek Nation pertaining to land in the former Indian Territory of eastern Oklahoma constitutes an “Indian reservation” today under federal law. The case has the potential to revolutionize Native American sovereignty going forward. Depending on how the Supreme Court rules, jurisdiction over a significant portion of Oklahoma may be restored to the Creek Nation over lands they were dispossessed of well over a century ago. The Carpenter case is one of the most important Supreme Court cases on tribal sovereignty in the 21st century and I have spoken on the importance of affirming tribal sovereignty in the media as a favorable ruling for the Creek Nation would be revolutionary to all 573 Native American nations in their fight for the restoration of sovereignty and lands.⁵
"Brett Chapman, a criminal defense attorney and member of the Pawnee Nation argues this case affirms the tribe’s sovereignty. 'What I've got to say to is America has to honor our treaty promises I mean that's what this goes back to. | https://www.brettachapman.com/post/what-is-native-american-sovereignty |
msmarco_v2.1_doc_34_1454449041#2_3044192115 | Title:
Headings:
Content: to lessen congestion in the streets; to secure safety from fire, panic, flood and other dangers; to provide adequate light and air; to prevent the overcrowding of land; to avoid undue concentration of population; to facilitate the adequate provision for transportation, water, sewerage, schools, parks and other public requirements, with reasonable consideration of the character of each district and its peculiar suitability for particular uses and with a view to conserving the value of buildings and encouraging the most appropriate use of land throughout the city; and to promote the health and general welfare of its people, particularly in the following ways: 1-3-1 Urban Environment: To direct the future development of the city in accordance with the adopted municipal plan of conservation and development so that the city may be preserved and revitalized as an attractive, vital, and safe place in which to live, work, recreate, and do business, giving particular attention to: ( a) the protection and rehabilitation of those areas of the city where the existing buildings and configuration of open spaces constitute positive elements of the urban landscape; ( | https://www.bridgeportct.gov/filestorage/341650/341652/345965/343658/2020_Regulations.pdf |
msmarco_v2.1_doc_34_1454449041#3_3044193528 | Title:
Headings:
Content: to facilitate the adequate provision for transportation, water, sewerage, schools, parks and other public requirements, with reasonable consideration of the character of each district and its peculiar suitability for particular uses and with a view to conserving the value of buildings and encouraging the most appropriate use of land throughout the city; and to promote the health and general welfare of its people, particularly in the following ways: 1-3-1 Urban Environment: To direct the future development of the city in accordance with the adopted municipal plan of conservation and development so that the city may be preserved and revitalized as an attractive, vital, and safe place in which to live, work, recreate, and do business, giving particular attention to: ( a) the protection and rehabilitation of those areas of the city where the existing buildings and configuration of open spaces constitute positive elements of the urban landscape; ( b) the encouragement of street, sidewalk, public space and ground floor commercial | https://www.bridgeportct.gov/filestorage/341650/341652/345965/343658/2020_Regulations.pdf |
msmarco_v2.1_doc_34_1455427136#12_3045216957 | Title: Aspire Public Schools: From 10 Schools to 6 Million Kids | Bridgespan
Headings: Aspire Public Schools: From 10 Schools to 6 Million Kids
Aspire Public Schools: From 10 Schools to 6 Million Kids
Summary
Key Questions
Setting the Strategy
Defining the Organization’s Theory of Change
Finding the Right Scale for Change
Exhibit A: Aspire’s Theory of Change
Exhibit B: Aspire’s rank among districts serving over 70 percent F/RL students [8]
Reality Checking the Answer
Exhibit C: Decision Tree for Going to Los Angeles
Reality Checking the Answer
Determining the Staffing Required to Deliver the Strategy
Exhibit D: Exhibit D: Advocacy staffing example
Determining Who Works Where
Planning for Financial Sustainability
Making Changes and Moving Forward
Notes
Content: Among Aspire’s leadership, there were two competing theories for how this change would occur. Some members of the team wanted to concentrate Aspire schools in a single district. This approach (dubbed the “competitive approach”) relied on market-based competitive pressure to drive change. As Aspire schools drew students away from the existing public schools, the financial pressure from the accompanying loss of per-pupil revenue would, they reasoned, force the district to adopt new practices to retain students. Others on the team believed that the organization should spread schools across a broad geographic area, to show that the model worked in a variety of environments. This approach (named the “cooperative approach”) hinged on using the successes of Aspire schools to encourage districts to adopt similar practices and establishing statewide policies that required them to do so. Charters simply had not been around long enough to allow Aspire’s leadership to decide definitively between the competitive and cooperative approaches. But they did know that if they took too many students from a given district, it was likely to fight back. Districts historically had responded to large-scale encroachment by making critical services for charter schools very expensive or threatening to revoke the schools’ charters. If the charters withstood these threats, over time they could push the district to change—but that would be a long and difficult road to travel. | https://www.bridgespan.org/insights/library/education/aspire-public-schools-from-10-schools-to-6-mil |
msmarco_v2.1_doc_34_1455427136#13_3045219494 | Title: Aspire Public Schools: From 10 Schools to 6 Million Kids | Bridgespan
Headings: Aspire Public Schools: From 10 Schools to 6 Million Kids
Aspire Public Schools: From 10 Schools to 6 Million Kids
Summary
Key Questions
Setting the Strategy
Defining the Organization’s Theory of Change
Finding the Right Scale for Change
Exhibit A: Aspire’s Theory of Change
Exhibit B: Aspire’s rank among districts serving over 70 percent F/RL students [8]
Reality Checking the Answer
Exhibit C: Decision Tree for Going to Los Angeles
Reality Checking the Answer
Determining the Staffing Required to Deliver the Strategy
Exhibit D: Exhibit D: Advocacy staffing example
Determining Who Works Where
Planning for Financial Sustainability
Making Changes and Moving Forward
Notes
Content: This approach (named the “cooperative approach”) hinged on using the successes of Aspire schools to encourage districts to adopt similar practices and establishing statewide policies that required them to do so. Charters simply had not been around long enough to allow Aspire’s leadership to decide definitively between the competitive and cooperative approaches. But they did know that if they took too many students from a given district, it was likely to fight back. Districts historically had responded to large-scale encroachment by making critical services for charter schools very expensive or threatening to revoke the schools’ charters. If the charters withstood these threats, over time they could push the district to change—but that would be a long and difficult road to travel. And they would end up spending precious resources fighting the district instead of educating kids. This clearly argued for the cooperative approach. One question nagged at them, though. What if cooperation wasn’t forceful enough to move the needle of district reform? To address this concern, the team decided on a strategy that would focus its efforts on the cooperative approach, but leave the competitive option open if it became necessary to use it. | https://www.bridgespan.org/insights/library/education/aspire-public-schools-from-10-schools-to-6-mil |
msmarco_v2.1_doc_34_1455519742#8_3045335677 | Title: Four Steps to Developing Your Future Leaders | Bridgespan
Headings: Four Steps to Developing Your Future Leaders
Four Steps to Developing Your Future Leaders
Summary
Step 1: Cultivate Talent Champions
Step 2: Identify Organizational Needs and Craft Development Opportunities
Step 3: Co-create Individualized Development Plans
Step 4: Follow Through on Development Plans
Content: The key is to identify activities that your organization already performs. The day-to-day work of your organization offers ample opportunity to put your rising stars in leadership situations, at little cost and with minimal disruption to your operations. You could assign a leadership candidate to make a presentation to your board or to important stakeholders, for example, or place several candidates on a cross-functional task force. Whatever the assignment, the Corporate Leadership Council recommends that, for maximum effectiveness, the opportunities involve four elements: Discomfort – Assignments should take candidates out of their comfort zones and call on skills other than those they have already mastered. Accountability – Candidates must take ownership of their assignments and be held responsible for the results of their work. Clarity – The lesson the assignment is intended to teach should be clear to the candidate. Relevance – Each assignment should teach a skill or competency that a leadership candidate needs in his or her current role, as well as in roles s/he may play in the future. Step 3: Co-create Individualized Development Plans
When senior leadership has assessed the organization's talent and identified the activities where future leaders can build their competencies, it's time for line managers to sit down with staff members and collaborate on plans to build the competencies they need to develop. | https://www.bridgespan.org/insights/library/leadership-development/four-steps-to-developing-your-future-leaders |
msmarco_v2.1_doc_34_1455675786#1_3045612303 | Title: RAPID Decision-Making: What It Is, Why We Like It, and How to Get the Most Out of It | Bridgespan
Headings: RAPID Decision-Making: What It Is, Why We Like It, and How to Get the Most Out of It
RAPID Decision-Making: What It Is, Why We Like It, and How to Get the Most Out of It
Featured Organization
Summary
The Benefits of RAPID
Side Effects and Trade-offs
RAPID In Practice: Aspire Public Schools
Is This the Right Time and Place for Your Organization to Use RAPID?
Getting the Most Out of RAPID
Greater Value Over Time
Appendix: RAPID Essentials
Sources Used for This Article
Content: Twelve busy staff members spend multiple hours discussing a fairly minor issue—whether the organization should hire a summer intern—but no one is clear who has the final say, and every meeting ends without a decision. Several organizations are working together to support a single initiative, but none of the partners fully understand where their responsibilities begin and end. When they disagree, who gets to decide? Do any of these situations resonate? If so, you are far from alone. Decision making can be difficult for reasons ranging from vague reporting structures to the complexities that naturally arise when an organization is growing and more people have seats at the leadership table. The result is often wasted time, confusion, and frustration. Individually, everyone’s intentions are good, yet the whole performs poorly. And in the worst cases, decision-making difficulties can create a climate of mistrust, and even undermine an organization’s mission. What can be done? | https://www.bridgespan.org/insights/library/organizational-effectiveness/rapid-decision-making |
msmarco_v2.1_doc_34_1457263453#4_3048337090 | Title: The Dangers of Mental Health Misdiagnosis: Why Accuracy Matters – Bridges to Recovery
Headings: The Dangers of Mental Health Misdiagnosis: Why Accuracy Matters
The Dangers of Mental Health Misdiagnosis: Why Accuracy Matters
Quick Links
Begin Your Recovery Journey.
Prevalence of Mental Health Misdiagnosis
Causes of Misdiagnosis
The Effects of Inaccurate Diagnosis of Mental Illness
Call for a Free Confidential Assessment.
Achieving Diagnostic Clarity
Content: she didn’t have major depressive disorder. Sitting in her psychiatrist’s office with tears in her eyes, talking about her sense of dread, her lethargy, her pervasive sadness, she certainly appeared depressed. But the psychiatrist wasn’t there on the weeks of elevated energy, the nights she forewent sleep, the days her thoughts raced with excitement, nor was she ever asked if she experienced such episodes. Magda never mentioned them because she didn’t recognize them as part of the problem. Those times were when she felt most alive; they were a respite from the pain of her depressive episodes, not something alarming that needed treatment. And so her bipolar disorder went unrecognized, her hypomania remaining invisible to both her and her physician, and the resulting mental health misdiagnosis prevented her from healing. Begin Your Recovery Journey. 877-727-4343
Prevalence of Mental Health Misdiagnosis
Magda is hardly alone in her experience of mental health misdiagnosis. A 2012 study by Bipolar UK, the Royal College of Physicians, and Bipolar Scotland found that “people with bipolar disorder wait for an average of 13.2 years before they are diagnosed, and often spend years receiving treatment for other conditions.” | https://www.bridgestorecovery.com/blog/the-dangers-of-mental-health-misdiagnosis-why-accuracy-matters/ |
msmarco_v2.1_doc_34_1457263453#5_3048339062 | Title: The Dangers of Mental Health Misdiagnosis: Why Accuracy Matters – Bridges to Recovery
Headings: The Dangers of Mental Health Misdiagnosis: Why Accuracy Matters
The Dangers of Mental Health Misdiagnosis: Why Accuracy Matters
Quick Links
Begin Your Recovery Journey.
Prevalence of Mental Health Misdiagnosis
Causes of Misdiagnosis
The Effects of Inaccurate Diagnosis of Mental Illness
Call for a Free Confidential Assessment.
Achieving Diagnostic Clarity
Content: they were a respite from the pain of her depressive episodes, not something alarming that needed treatment. And so her bipolar disorder went unrecognized, her hypomania remaining invisible to both her and her physician, and the resulting mental health misdiagnosis prevented her from healing. Begin Your Recovery Journey. 877-727-4343
Prevalence of Mental Health Misdiagnosis
Magda is hardly alone in her experience of mental health misdiagnosis. A 2012 study by Bipolar UK, the Royal College of Physicians, and Bipolar Scotland found that “people with bipolar disorder wait for an average of 13.2 years before they are diagnosed, and often spend years receiving treatment for other conditions.” Of 706 people surveyed, only 15% received a prompt diagnosis, while 85% experienced diagnostic delay. “ Most of those were wrongly told they had depression,” writes Denis Campbell for The Guardian. “ Among the 85% whose diagnosis was delayed, 71% said that their symptoms had become worse as a result of receiving inappropriate treatment, such as antidepressants or sleeping pills.” As Suzanne Hudson, chief executive of Bipolar UK, says, “A delay of this length has a significant impact for individuals and families, with sometimes devastating consequences, as bipolar has the highest rate of suicide of any psychiatric illness.” Of course, people with bipolar disorder are not the only ones vulnerable to misdiagnosis. “ | https://www.bridgestorecovery.com/blog/the-dangers-of-mental-health-misdiagnosis-why-accuracy-matters/ |
msmarco_v2.1_doc_34_1459916216#4_3054023306 | Title:
Headings: Contraindications / Precautions for Treatment:
Department
of
Rehabilitation
Services
Case
Type
/
Diagnosis:
Indications
for
Treatment:
Contraindications
/
Precautions
for
Treatment:
Evaluation
History
of
Present
Illness
and/or
Mechanism
of
Injury:
(obtain
via
chart
review)
Analysis
of
Occupational
Performance:
Motor
Skills:
Process,
Communication/Interactive
Skills:
Performance
in
Areas
of
Occupation:
Patient
Factors:
Assessment
Problem
List
:
Prognosis
and
Expected
Outcomes:
Goals
Treatment
Planning
/
Interventions
Frequency
&
Duration:
Patient
/
family
education
Recommendations
and
referrals
to
other
providers
Re-evaluation
Discharge
Planning
Original:
Revision:
Reviewers:
REFERENCES:
Content: All
rights
reserved
Analysis
of
Occupational
Performance: Motor
Skills: ROM
–
Assess
active
range
of
motion
(AROM)/
passive
ROM
measurements
of
bilateral
upper
extremities
(UE)
Strength
–
Assess
upper
bilateral
UE
strength
Coordination
–
Assess
manipulation
of
objects
during
functional
activity,
coordination
of
movements
Functional
Mobility
–
Assess
functional
transfers/mobility
in
patient’s
room,
(indicate
need
for
assistive
device). Progress
to
higher
level
of
function
as
appropriate
Vision
–
Assess
functional
acuity
(need
for
corrective
lenses)
and
general
fields
of
view
Activity
tolerance/endurance: Monitor
for
Shortness
of
Breath
(SOB)
with
exertion,
activity
intolerance,
and
need
for
supplemental
O24
Process,
Communication/Interactive
Skills: Cognition
–
Assess
level
of
arousal,
alertness,
orientation,
attention,
ability
to
follow
commands,
memory,
ability
to
learn
new
information,
problem
solving
and
insight
into
deficits,
as
well
as
best
mode
of
learning. Communication
–
Assess
the
patient’s
ability
to
express
and
understand
information
Performance
in
Areas
of
Occupation: Activities
of
Daily
Living
–
Assess
self-feeding,
grooming,
hygiene,
bathing,
dressing
and
toileting
skills. Note
the
need
for
adaptive
equipment
or
adaptive
strategies
to
complete
activity
and
how
patient’s
recent
surgery,
pain,
and
endurance
level
may
affect
performance. Note
participation
in
education,
regarding
family
members
who
are
present. | https://www.brighamandwomens.org/assets/bwh/patients-and-families/rehabilitation-services/pdfs/hip-total-hip-arthroplasty-bwh.pdf#:~:text=Short%20Term%20Goals%3AAnticipated%20to%20be%20met%20within%20one,and%20from%20toilet%20with%20use%20of%20adaptive%20devices. |
msmarco_v2.1_doc_34_1462360691#9_3059673867 | Title: Community Organizing 101 - Learn, Organize, Empower, and Change
Headings: Community Organizing 101
Community Organizing 101
What is Community Organizing?
What do Community Organizers do?
1. Identifying and understanding a vulnerable community, its root problem (s), and how the existing social system has created the problem (s)
2. Developing a shared solution (and narrative) for how the solve the community's problem (s)
3. Creating an action plan to achieve the desired solution by winning collective power - often through the political system
4. Building relationships, bringing people together, and educating them on how they can help carry out the plan
5. Keeping the plan moving forward toward its intended goal through trainings, actions, media relations, regenerative support, building solidarity and coalitions, and other movement strategies
What Should My Organizing Strategy Be?
Think About Your Brand
Organizing structure
Start with an event
Need help planning your first meeting? Use our kickoff meeting agenda template
Build your event toward action (and an affinity group)
Managing Movement Energy and Power
Illustrative DSA Working Groups
The Best Organizing Tactics for Creating Real Change
Your Next Steps as an Organizer
Start Organizing on Brightest.
We make simple, effective software to organize, gather, and mobilize people to do amazing things.
Content: Other movements balance central power at the top with distributed, local responsibility and decision-making freedom. Successful movements establish structure, limits on structure, or "semi-structure" early, and make that a part of their movement identity. Is the group a democracy? Is there a leader or board of directors? Are the leaders elected (and if so, how)? How do decisions get made? Do your best to figure out answers to these questions early. In our experience, you're most likely to run into problems if (1) you have too much structure slowing decisions and progress, or (2) you have too little structure so no one knows what to do or who's responsible for certain work. Feminist author and activist Jo Freeman has a famous essay about the difficulty of working in movements with no power hierarchy, "The Tyranny of Structurelessness," which you can read (free) here. Start with an event
Effective organizing always starts with meeting people in person. | https://www.brightest.io/community-organizing |
msmarco_v2.1_doc_34_1464103689#2_3064015062 | Title: How to Encourage Children to Get Good Grades | Bright Horizons®
Headings: How to Encourage Children to Get Good Grades
How to Encourage Children to Get Good Grades
How to Help Kids Get Better Grades
Tips on Offering Tangible Rewards for Good Grades
More on This Topic
Categories in this article:
Topics in this article:
About The Bright Horizons Parenting Newsletter
Bright Horizons Education Team
Content: But don't go overboard with your expectations. Having high expectations is important, but having too high expectations can put unnecessary pressure on your child and that is not usually helpful. Provide homework help. Creating homework space and offering help is a good thing. Sometimes all that is needed with homework help is to listen while your child thinks through a project. Showing your interest in and of itself is helpful. You can also ask open-ended questions (like "What do you think?") to help the process along, but not give the answers. Asking open-ended questions works even after the content of your child's homework exceeds what you remember from school. Encouragement over praise. | https://www.brighthorizons.com/family-resources/how-to-encourage-children-to-get-good-grades |
msmarco_v2.1_doc_34_1464299974#0_3064613057 | Title: How to Be a Good Father: Tips & Advice for Dads | Bright Horizons®
Headings: How to Be a Good Father: Tips & Advice for Dads
How to Be a Good Father: Tips & Advice for Dads
Parenting Tips for Dads: Being an Engaged, Supportive & Loving Father
The Work-Life Equation Podcast: Talking Fatherhood with Millennial Dads
More on Fatherhood:
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About The Bright Horizons Parenting Newsletter
Bright Horizons Education Team
Content: How to Be a Good Father: Tips & Advice for Dads | Bright Horizons®
Resources for Families
How to Be a Good Father: Tips & Advice for Dads
The role of a father is always changing in our modern world. Read our advice and tips for being an engaged, supportive and loving dad. What does it mean to be a dad? The art of fatherhood is evolving as society and the traditional family changes. With these positive parenting tips, dads can help their children build confidence and self-esteem, and in turn, learn how to be an engaged, supportive, and loving father to their children. Todays families are increasingly more diverse, including single parent families, blended families, same gender parents, unmarried parents, and multi-generational families. Over the past three decades, societal changes including the rise in numbers of women working outside the home, escalating divorce rates, remarriages, and blended families are causing shifts in both maternal and paternal roles. Ask a dad today and he will probably tell you that his father-daughter or father-son relationships differ widely from those he experienced with his own father. | https://www.brighthorizons.com/family-resources/the-art-of-being-a-father |
msmarco_v2.1_doc_34_1464299974#1_3064614885 | Title: How to Be a Good Father: Tips & Advice for Dads | Bright Horizons®
Headings: How to Be a Good Father: Tips & Advice for Dads
How to Be a Good Father: Tips & Advice for Dads
Parenting Tips for Dads: Being an Engaged, Supportive & Loving Father
The Work-Life Equation Podcast: Talking Fatherhood with Millennial Dads
More on Fatherhood:
Categories in this article:
Topics in this article:
About The Bright Horizons Parenting Newsletter
Bright Horizons Education Team
Content: The art of fatherhood is evolving as society and the traditional family changes. With these positive parenting tips, dads can help their children build confidence and self-esteem, and in turn, learn how to be an engaged, supportive, and loving father to their children. Todays families are increasingly more diverse, including single parent families, blended families, same gender parents, unmarried parents, and multi-generational families. Over the past three decades, societal changes including the rise in numbers of women working outside the home, escalating divorce rates, remarriages, and blended families are causing shifts in both maternal and paternal roles. Ask a dad today and he will probably tell you that his father-daughter or father-son relationships differ widely from those he experienced with his own father. Changes in parenting styles have given men more options for responding to obligations as fathers, husbands or partners. Todays dad is less likely to automatically rely on his own childhood experiences for fatherhood guidance. With the constantly changing roles of dads, what worked well for his father 30 years ago, may not work at all with the complex and varied challenges modern fathers face. Current research reveals that warm accepting fathers tend to have children with higher self-esteem. An affectionate and nurturing father-child relationship furthers the development of childrens achievement, peer popularity and personal adjustment. | https://www.brighthorizons.com/family-resources/the-art-of-being-a-father |
msmarco_v2.1_doc_34_1465619005#0_3067689172 | Title: Pain in Arm Days after Blood Test - Bright Hub
Headings: Pain in Arm Days after Blood Test
Pain in Arm Days after Blood Test
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
Content: Pain in Arm Days after Blood Test - Bright Hub
Pain in Arm Days after Blood Test
2010-10-21
Medical Science, Science
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
The Causes of Pain in Arm Days after Blood Test
Getting blood drawn may be painful but only for a few minutes in most cases. Once the needle is removed from the vein – it’s sweet relief. On the other hand, in a small number of cases the pain of venipuncture can persist even after the needle is removed, and you’ve returned home. What causes pain in the arm days after a blood test? It Could Be a Hematoma
One cause of pain is a hematoma. A hematoma is a collection of blood that forms outside the vein. During a blood draw when the needle pierces the vein, it can become temporarily damaged causing blood to leak out into the tissue. The leaked blood forms a pocket of blood, which can be painful. It’s not uncommon for the area around a hematoma to turn red or blue, and the surrounding tissue to become swollen. | https://www.brighthub.com/science/medical/articles/92029.aspx |
msmarco_v2.1_doc_34_1465619005#1_3067690821 | Title: Pain in Arm Days after Blood Test - Bright Hub
Headings: Pain in Arm Days after Blood Test
Pain in Arm Days after Blood Test
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
Content: It Could Be a Hematoma
One cause of pain is a hematoma. A hematoma is a collection of blood that forms outside the vein. During a blood draw when the needle pierces the vein, it can become temporarily damaged causing blood to leak out into the tissue. The leaked blood forms a pocket of blood, which can be painful. It’s not uncommon for the area around a hematoma to turn red or blue, and the surrounding tissue to become swollen. Fortunately, the body gradually reabsorbs the displaced blood cells, and the hematoma slowly resolves – although it can look pretty ugly in the meantime. A hematoma is quite easy to see and is a very visible cause of pain in the arm days after a blood test. Doctors usually recommend that people treat hematomas by applying ice packs, elevating the arm, and taking anti-inflammatory medications for the pain. Hematomas usually resolve in five to seven days. In rare cases, a hematoma can become infected, causing worsening arm pain and redness. | https://www.brighthub.com/science/medical/articles/92029.aspx |
msmarco_v2.1_doc_34_1465619005#2_3067692318 | Title: Pain in Arm Days after Blood Test - Bright Hub
Headings: Pain in Arm Days after Blood Test
Pain in Arm Days after Blood Test
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
Content: Fortunately, the body gradually reabsorbs the displaced blood cells, and the hematoma slowly resolves – although it can look pretty ugly in the meantime. A hematoma is quite easy to see and is a very visible cause of pain in the arm days after a blood test. Doctors usually recommend that people treat hematomas by applying ice packs, elevating the arm, and taking anti-inflammatory medications for the pain. Hematomas usually resolve in five to seven days. In rare cases, a hematoma can become infected, causing worsening arm pain and redness. This type of skin infection or cellulitis needs immediate antibiotic treatment. Another Cause of Pain: Nerve Injury
During a blood test, the phlebotomist withdraws blood from a vein in the arm using a needle. Unfortunately, nerves are in close proximity to the major blood vessels in the arm. Sometimes during a blood draw, the needle hits a nerve. | https://www.brighthub.com/science/medical/articles/92029.aspx |
msmarco_v2.1_doc_34_1465619005#3_3067693728 | Title: Pain in Arm Days after Blood Test - Bright Hub
Headings: Pain in Arm Days after Blood Test
Pain in Arm Days after Blood Test
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
Content: This type of skin infection or cellulitis needs immediate antibiotic treatment. Another Cause of Pain: Nerve Injury
During a blood test, the phlebotomist withdraws blood from a vein in the arm using a needle. Unfortunately, nerves are in close proximity to the major blood vessels in the arm. Sometimes during a blood draw, the needle hits a nerve. This can cause not only pain, but numbness and tingling in the arm or hand. If the phlebotomist hits a large nerve, a person may feel a brief, shock-like pain as the needle nicks the nerve. Fortunately, most venipuncture nerve injuries heal, but it may take weeks or months for the arm discomfort and nerve symptoms to completely go away. In rare cases, the nerve damage can be permanent. Sometimes, swelling that comes from a hematoma causes pain, numbness, and tingling by putting pressure on a nerve. | https://www.brighthub.com/science/medical/articles/92029.aspx |
msmarco_v2.1_doc_34_1465619005#4_3067695092 | Title: Pain in Arm Days after Blood Test - Bright Hub
Headings: Pain in Arm Days after Blood Test
Pain in Arm Days after Blood Test
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
Content: This can cause not only pain, but numbness and tingling in the arm or hand. If the phlebotomist hits a large nerve, a person may feel a brief, shock-like pain as the needle nicks the nerve. Fortunately, most venipuncture nerve injuries heal, but it may take weeks or months for the arm discomfort and nerve symptoms to completely go away. In rare cases, the nerve damage can be permanent. Sometimes, swelling that comes from a hematoma causes pain, numbness, and tingling by putting pressure on a nerve. This usually subsides once the hematoma has resolved. Not All Arm Pain after a Blood Test is Serious
It’s normal to experience a little discomfort and soreness for a day after a blood test, but arm pain that lasts longer is less common. When it occurs, the best course of action is to see a doctor and make sure there’s no sign of nerve damage, hematoma, or infection at the site of the needle stick. Most needle sticks hurt, but, fortunately, they don’t cause lasting damage. References
Journal of Family Practice, May, 1992 by Harold J. Galena. | https://www.brighthub.com/science/medical/articles/92029.aspx |
msmarco_v2.1_doc_34_1465619005#5_3067696670 | Title: Pain in Arm Days after Blood Test - Bright Hub
Headings: Pain in Arm Days after Blood Test
Pain in Arm Days after Blood Test
Page content
The Causes of Pain in Arm Days after Blood Test
It Could Be a Hematoma
Another Cause of Pain: Nerve Injury
Not All Arm Pain after a Blood Test is Serious
References
Content: This usually subsides once the hematoma has resolved. Not All Arm Pain after a Blood Test is Serious
It’s normal to experience a little discomfort and soreness for a day after a blood test, but arm pain that lasts longer is less common. When it occurs, the best course of action is to see a doctor and make sure there’s no sign of nerve damage, hematoma, or infection at the site of the needle stick. Most needle sticks hurt, but, fortunately, they don’t cause lasting damage. References
Journal of Family Practice, May, 1992 by Harold J. Galena. Merck Manual. Eighteenth edition. 2006. | https://www.brighthub.com/science/medical/articles/92029.aspx |
msmarco_v2.1_doc_34_1466809477#2_3071009149 | Title: Notes on American Romanticism: Copy and Paste Handout. - BrightHub Education
Headings: Notes on American Romanticism: Copy and Paste Handout.
Notes on American Romanticism: Copy and Paste Handout.
Page content
Romanticism
American Romanticism
Important Writers
This post is part of the series: Literary Movements
Content: The romance may include the traditional hero with white hat on the white horse; the evil villain with the long black mustache; the lovely young woman in need of rescue, and the hairbreadth rescue itself. Romanticism as a movement began in the late 18th century, moved to England where it developed an emphasis in the glorification of nature, the supernatural, and the rebel—the individual against society. It spread to America in the early to mid 19th century and is represented in such writers as Hawthorne, Poe, and Cooper. American Romanticism
In the 1830’s, America began to experience the impact of the Romantic Movement that was transforming European civilization. Like the European movement of which it was an offshoot, American Romanticism was in a broad sense a new attitude toward nature, humanity, and society that espoused individualism and freedom. Many trends characterized American Romanticism. Among the most important are the following: An impulse toward reform (temperance, women’s rights, abolition of slavery)
A celebration of individualism (Emerson, Thoreau)
A reverence for nature (Cooper, Emerson, Thoreau)
A concern with the impact of new technology (locomotive)
An idealization of women
A fascination with death and the supernatural (Hawthorne, Poe)
Important Writers
Ralph Waldo Emerson (1803-1882): | https://www.brighthubeducation.com/high-school-english-lessons/6429-notes-on-american-romanticism-class-handout/ |
msmarco_v2.1_doc_34_1467012584#1_3071573148 | Title: Why Is the Emancipation Proclamation Important? - BrightHub Education
Headings: Why Is the Emancipation Proclamation Important?
Why Is the Emancipation Proclamation Important?
The Limitations of the Document
How It Changed the War
Other Effects of the Proclamation
References
This post is part of the series: US History Study Guides
Content: In fact, it only applied to states that had already seceded from the Union and had not yet been returned to Union control. That meant that the Border states, as well as the Confederate states that the North had already brought back into their control, were not affected by the proclamation at all. The only slaves that were theoretically affected by the Proclamation were those that were in Confederate-controlled states - which were not under Lincoln’s jurisdiction at the time. In other words, the slaves were not yet free until the Union won the war. Lincoln’s Secretary of State William Seward noted this irony when he said, “We show our sympathy with slavery by emancipating slaves where we cannot reach them and holding them in bondage where we can set them free.” How It Changed the War
So then what was the purpose of the Emancipation Proclamation? How did it change the course of the Civil War? In fact, the Proclamation was more of a symbolic statement than anything else. It didn’t change the existence of slavery, but it did change the meaning of the Civil War. Originally, the war was merely a fight in which the North was trying to preserve the Union by reuniting the North and South. | https://www.brighthubeducation.com/history-homework-help/111009-why-was-the-emancipation-proclamation-written/ |
msmarco_v2.1_doc_34_1467012584#2_3071574960 | Title: Why Is the Emancipation Proclamation Important? - BrightHub Education
Headings: Why Is the Emancipation Proclamation Important?
Why Is the Emancipation Proclamation Important?
The Limitations of the Document
How It Changed the War
Other Effects of the Proclamation
References
This post is part of the series: US History Study Guides
Content: How It Changed the War
So then what was the purpose of the Emancipation Proclamation? How did it change the course of the Civil War? In fact, the Proclamation was more of a symbolic statement than anything else. It didn’t change the existence of slavery, but it did change the meaning of the Civil War. Originally, the war was merely a fight in which the North was trying to preserve the Union by reuniting the North and South. The Proclamation changed the war into a war on slavery. After the Proclamation, each Union victory was a victory for those who opposed slavery. It gave slaves who were fighting for their freedom a reason to hope again, and it gave those who supported the Union moral support to depend on. On the heels of the Proclamation, Lincoln proposed that part of the Republican Party’s platform in 1864 should address a possible constitutional amendment that would abolish slavery. This suggestion eventually led to the 13th Amendment, which made slavery illegal. | https://www.brighthubeducation.com/history-homework-help/111009-why-was-the-emancipation-proclamation-written/ |
msmarco_v2.1_doc_34_1467961283#7_3074220949 | Title: George Orwell - 1984 Chapter Summary and Analysis - BrightHub Education
Headings: George Orwell - 1984 Chapter Summary and Analysis
George Orwell - 1984 Chapter Summary and Analysis
Page content
Book 1
Book Two
Book Three
This post is part of the series: 1984 Study Guide
Content: Book Two
Chapter One: The girl who earlier Winston wanted to strike in the face with a cobblestone passes him a note that says “I love you.” It takes several attempts, but the two are able to converse and schedule a meeting at Victory Square. Winston feels he has a reason to live. Chapter Two: The two meet in the country and engage in romantic love acts. Chapter Three: The two return to normal party lives and manage to meet only for short amounts of time. They rendezvous at an abandoned church. Winston realizes that Julia is not interested in a wide rebellion. | https://www.brighthubeducation.com/homework-help-literature/40936-1984-chapter-summaries/ |
msmarco_v2.1_doc_34_1467961283#8_3074222033 | Title: George Orwell - 1984 Chapter Summary and Analysis - BrightHub Education
Headings: George Orwell - 1984 Chapter Summary and Analysis
George Orwell - 1984 Chapter Summary and Analysis
Page content
Book 1
Book Two
Book Three
This post is part of the series: 1984 Study Guide
Content: The two meet in the country and engage in romantic love acts. Chapter Three: The two return to normal party lives and manage to meet only for short amounts of time. They rendezvous at an abandoned church. Winston realizes that Julia is not interested in a wide rebellion. She is only interested in outsmarting the party and having intercourse. Chapter Four: Winston rents a room above Mr Charrington’s shop, where he purchased the diary and the paper weight. He realizes it’s a huge risk but he feels it’s worth it. Chapter Five: | https://www.brighthubeducation.com/homework-help-literature/40936-1984-chapter-summaries/ |
msmarco_v2.1_doc_34_1468405495#10_3075540046 | Title: Ender's Game: Important Themes and Motifs - BrightHub Education
Headings: Ender's Game: Important Themes and Motifs
Ender's Game: Important Themes and Motifs
Page content
Shades of Grey
Children and Adults
Games and Reality
Good and Evil, Friends and Enemies
The Ends and the Means
This post is part of the series: Study Guides for Ender’s Game
Content: He is never fully at peace with himself, though, and must deal with the consequences of what he has done. Ender faces the same dilemma again with the Buggers. If an alien race is possibly trying to destroy your world, is it justified to destroy them first? In many ways the adults who created Battle School have made this decision for Ender, believing that as long as humanity survives anything they do is all right. But this is never so easy for Ender to accept, and the end of the novel deals with his guilt and eventual acceptance of his role in the genocide. Card himself makes no judgments; he only asks us to consider just how far this kind of justification can be taken. It is up to us to decide if the ends in the novel—self preservation, saving the human race—justified the means taken to achieve them. This post is part of the series: Study Guides for Ender’s Game
Ender’s Game, by Orson Scott Card, is a psychological science fiction novel used in classrooms to illustrate a variety of themes and concepts. | https://www.brighthubeducation.com/homework-help-literature/66211-enders-game-important-themes-and-motifs/ |
msmarco_v2.1_doc_34_1472547322#0_3086793007 | Title: Understanding the Three Branches of Government: Executive, Judicial and Legislative - BrightHub Education
Headings: Understanding the Three Branches of Government: Executive, Judicial and Legislative
Understanding the Three Branches of Government: Executive, Judicial and Legislative
Page content
Government Responsibility
Three Great Powers
The Executive Branch
Legislative Branch
Judicial Branch
Separation of Powers
Purpose of the Separation of Powers
Did You Know?
References
Content: Understanding the Three Branches of Government: Executive, Judicial and Legislative - BrightHub Education
Understanding the Three Branches of Government: Executive, Judicial and Legislative
2014-12-06
Social Studies Help: Cultures, Governments & More
Page content
Government Responsibility
Three Great Powers
The Executive Branch
Legislative Branch
Judicial Branch
Separation of Powers
Purpose of the Separation of Powers
Did You Know? References
We give people the rights to assign others who ensure that we are protected from other outside entities and, on a daily basis that the U.S. government is going to protect our rights as individuals. This means we can hold meetings and express opinions, choose the friends and organizations we want to belong to and protect our family and property, among other entitlements. Government Responsibility
We want the right to vote for what we believe in and we want to be able to ask the government to change laws we feel are unfair. The U.S. Constitution, an important, historical document that describes and places limits on the power of the national government, provides these rights. In another respect, the Constitution gives the national government the power to raise an army (a military force) to defend us, the ability to collect taxes and the authority to make economic rules. Three Great Powers
Within the federal government are the three great powers: | https://www.brighthubeducation.com/social-studies-help/128808-learning-the-3-government-branches/ |
msmarco_v2.1_doc_34_1472806071#6_3087460223 | Title: Improving Active Listening Skills for Students in Special Education - BrightHub Education
Headings: Improving Active Listening Skills for Students in Special Education
Improving Active Listening Skills for Students in Special Education
Active Listening Tips
Content: They may not be able to hear it, but they can certainly feel it. Some Special Education students with hearing impairments may also have problems with speech. They may enjoy the use of music to express their emotions. Atmosphere: Always do your best to maintain a calm atmosphere. This makes it easy for students to approach you and for you to communicate with them. If you are unable to leave the classroom for a private conference, you may want to consider developing an area of the classroom that is reserved for private conversations. Make sure the other students are occupied doing an activity while you hold a private conference. This will limit distractions and allow you to focus on what your student has to say. Words: | https://www.brighthubeducation.com/special-ed-inclusion-strategies/22896-developing-active-listening-skills-in-special-education/ |
msmarco_v2.1_doc_34_1472820220#0_3087483975 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
2009-07-22
Inclusion Strategies for Mainstreamed Classrooms
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Considering Inclusion
Since the implementation of the Individuals with Disabilities Education Act (IDEA), which advocates the placement of special needs students in the least restrictive classroom environment, children with hearing loss have increasingly been included in mainstream settings. Inclusion provides several advantages. Deaf and hard of hearing students can more efficiently learn to communicate with their hearing peers, they may feel less physically and socially isolated from other children, and they may have more access to certain academic or vocational opportunities. When determining whether inclusion is the ideal option for a hearing impaired student, parents, teachers, and school administrators need to consider factors such as the availability of trained support aides, the district’s access to assistive technological devices, the student’s linguistic and academic levels, and the potential for effective peer and teacher communication. Hearing Impaired Children In The Mainstream Classroom
A range of services are available to ease the adjustment of a deaf or hard of hearing student into an inclusive school environment. These services may consist of technological devices such as amplification systems and captioning services, or personal support through note takers and interpreters. Even without paraprofessionals, teachers can implement a few basic strategies to help hearing impaired students get the information they need, such as pre-teaching specialized vocabulary, writing readings and homework on the board, posting schedules and providing lesson outlines ahead of time. | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1472820220#1_3087486818 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: Deaf and hard of hearing students can more efficiently learn to communicate with their hearing peers, they may feel less physically and socially isolated from other children, and they may have more access to certain academic or vocational opportunities. When determining whether inclusion is the ideal option for a hearing impaired student, parents, teachers, and school administrators need to consider factors such as the availability of trained support aides, the district’s access to assistive technological devices, the student’s linguistic and academic levels, and the potential for effective peer and teacher communication. Hearing Impaired Children In The Mainstream Classroom
A range of services are available to ease the adjustment of a deaf or hard of hearing student into an inclusive school environment. These services may consist of technological devices such as amplification systems and captioning services, or personal support through note takers and interpreters. Even without paraprofessionals, teachers can implement a few basic strategies to help hearing impaired students get the information they need, such as pre-teaching specialized vocabulary, writing readings and homework on the board, posting schedules and providing lesson outlines ahead of time. Arranging buddy systems can also be a benefit if students are missing information. Educators can usually access more information and training through itinerant staff in their school district, if they wish to learn more about classroom accommodations, teaching strategies or specialized equipment. Teaching children with hearing impairments can be challenging for mainstream educators, therefore some specific accommodations and inclusion strategies should be outlined by the IEP team prior to a student being placed in the regular classroom. Communication Strategies
Some individuals and families rely on American Sign Language for communication and education, and others, who have slight to moderate hearing impairment, wear hearing aids and rely on lip-reading in the classroom. Either way, when a classroom includes students with hearing impairment, teaching strategies will need to be a little different from the norm. | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1472820220#2_3087489787 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: Arranging buddy systems can also be a benefit if students are missing information. Educators can usually access more information and training through itinerant staff in their school district, if they wish to learn more about classroom accommodations, teaching strategies or specialized equipment. Teaching children with hearing impairments can be challenging for mainstream educators, therefore some specific accommodations and inclusion strategies should be outlined by the IEP team prior to a student being placed in the regular classroom. Communication Strategies
Some individuals and families rely on American Sign Language for communication and education, and others, who have slight to moderate hearing impairment, wear hearing aids and rely on lip-reading in the classroom. Either way, when a classroom includes students with hearing impairment, teaching strategies will need to be a little different from the norm. Teachers should provide seating with an unobstructed view of the instructor and lesson materials. They may also need to become more linear in their activities to increase the student’s understanding. For example, they should write on the board, then turn around and give instructions, rather than teaching with their back to students. This may take practice, since teachers tend to be natural multi-taskers. Regular education teachers and peers should strive to maintain eye contact when instructing or conversing with a hearing impaired student, even if an interpreter is needed to communicate information through sign language. | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1472820220#3_3087492105 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: Teachers should provide seating with an unobstructed view of the instructor and lesson materials. They may also need to become more linear in their activities to increase the student’s understanding. For example, they should write on the board, then turn around and give instructions, rather than teaching with their back to students. This may take practice, since teachers tend to be natural multi-taskers. Regular education teachers and peers should strive to maintain eye contact when instructing or conversing with a hearing impaired student, even if an interpreter is needed to communicate information through sign language. It is important for everyone to wait until the student with hearing loss knows who to turn their attention to, before beginning to speak. Embracing Acceptance
One way to encourage feelings of inclusion and confidence when teaching children with hearing impairments in the regular classroom, is for teachers to familiarize themselves with fingerspelling or basic sign language. School districts that have the means to offer hearing children an extracurricular course in sign language can help to foster communication and friendships for students with hearing difficulties. Peers and school staff can access online simulators to gain an understanding of what it might be like to have a hearing loss. It would be helpful if they learned that hearing aids amplify every noise in the classroom, not just the teacher’s voice. | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1472820220#4_3087494325 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: It is important for everyone to wait until the student with hearing loss knows who to turn their attention to, before beginning to speak. Embracing Acceptance
One way to encourage feelings of inclusion and confidence when teaching children with hearing impairments in the regular classroom, is for teachers to familiarize themselves with fingerspelling or basic sign language. School districts that have the means to offer hearing children an extracurricular course in sign language can help to foster communication and friendships for students with hearing difficulties. Peers and school staff can access online simulators to gain an understanding of what it might be like to have a hearing loss. It would be helpful if they learned that hearing aids amplify every noise in the classroom, not just the teacher’s voice. This might help them to keep extraneous noise, such as tapping pencils and side conversations, to a minimum. It is often helpful for the student with hearing loss, their parents or an educator to teach basic communication strategies to peers, at the beginning of the school year. Additionally, peers will benefit from learning about the technology they may see throughout the school year. Understanding equipment like hearing aids, cochlear implants and FM systems will eliminate any fear or anxiety about these devices, increasing the chances of positive interactions with the students who use them. Encouraging Self-Advocacy Skills
When students with special needs attend general education classes, it is essential that they learn how to get their needs met early on. | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1472820220#5_3087496681 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: This might help them to keep extraneous noise, such as tapping pencils and side conversations, to a minimum. It is often helpful for the student with hearing loss, their parents or an educator to teach basic communication strategies to peers, at the beginning of the school year. Additionally, peers will benefit from learning about the technology they may see throughout the school year. Understanding equipment like hearing aids, cochlear implants and FM systems will eliminate any fear or anxiety about these devices, increasing the chances of positive interactions with the students who use them. Encouraging Self-Advocacy Skills
When students with special needs attend general education classes, it is essential that they learn how to get their needs met early on. Many IEPs for students with hearing impairment include self-advocacy goals such as identifying optimal learning conditions, utilizing communication repair strategies and knowing who to ask for help. Another helpful strategy is to pair younger children with older hearing impaired students or adult mentors for additional support and sharing of their own personal learning strategies. Over time, educators who work with students with special needs may find their methodology evolving. As they learn to cater to students with a hearing impairment, teaching strategies put in place for one child may become useful for several others in the classroom. Flexibly teaching in the general education classroom may lead to greater success for all. | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1472820220#6_3087498949 | Title: Hearing Impairment: Teaching Strategies for an Inclusive Classroom - BrightHub Education
Headings: Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Hearing Impairment: Teaching Strategies for an Inclusive Classroom
Page content
Considering Inclusion
Hearing Impaired Children In The Mainstream Classroom
Communication Strategies
Embracing Acceptance
Encouraging Self-Advocacy Skills
References
This post is part of the series: Inclusion and Disabilities
Content: Many IEPs for students with hearing impairment include self-advocacy goals such as identifying optimal learning conditions, utilizing communication repair strategies and knowing who to ask for help. Another helpful strategy is to pair younger children with older hearing impaired students or adult mentors for additional support and sharing of their own personal learning strategies. Over time, educators who work with students with special needs may find their methodology evolving. As they learn to cater to students with a hearing impairment, teaching strategies put in place for one child may become useful for several others in the classroom. Flexibly teaching in the general education classroom may lead to greater success for all. References
Strategies for Teaching Students With Hearing Impairment, http://www.as.wvu.edu/~scidis/hearing.html
Special Needs Opportunity Window: Students Who are Deaf and Hard of Hearing, http://snow.idrc.ocad.ca/content/view/31/44/
This post is part of the series: Inclusion and Disabilities
Find out about Inclusion strategies, methodologies, and benefits for using it in the classroom
Inclusion Teacher Duties and Responsibilities
Inclusion and High School: Students Left Behind in Educational Reform
Students Who Are Severely Emotionally Disturbed and Inclusion
Inclusion Strategies For Teaching the Hearing Impaired
Teaching Tips for Including Students with Severe and Multiple Disabilities | https://www.brighthubeducation.com/special-ed-inclusion-strategies/42913-hearing-impairment-teaching-strategies-for-an-inclusive-classroom/ |
msmarco_v2.1_doc_34_1474021602#16_3090554747 | Title: Set Long Term Learning Goals to Become a Better Teacher - BrightHub Education
Headings: Set Long Term Learning Goals to Become a Better Teacher
Set Long Term Learning Goals to Become a Better Teacher
Great Teachers Set Goals
Why Set Goals?
Setting Goals Increases Morale and Teaching Ability
Devising a Plan for Professional Development
Step 1: Check the Standards for the Teaching Profession
Step 2: Rate Yourself on the Standards
Step 3: Pick a Standard to Work On
Step 4: Work on that Standard During Your Next Few Lesson Plans
Step 5: Get Someone to Observe
Step 6: Evaluate Your Attempt to Improve at that Standard
Always be Improving!
Content: Why not? Don’t skip this part of the process, it’s the key. Teachers that love their jobs for the long term are reflective. Don’t just complain about students who don’t care or blame the parents for your lesson not working. You can only control what you can control - so reflect on your practice in the classroom and consider what you can do to make it better. As you evaluate your lesson, be sure to focus on the elements you are trying to improve. Always be Improving! You can repeat this cycle as many times as you want for as many standards as you want. If you want to keep working on the same standard, go for it. If you want to do something else, move on to another standard. | https://www.brighthubeducation.com/teaching-methods-tips/69625-professional-learning-goals-for-teachers/ |
msmarco_v2.1_doc_34_1474046631#0_3090599641 | Title: Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students - BrightHub Education
Headings: Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students
Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students
Multiple Intelligence & Howard Gardner Basics
Reasons to Give MI a Try
Practical Uses of Multiple Intelligences in the Classroom
Using MI in Language Arts Class
Sources:
Content: Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students - BrightHub Education
Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students
2010-06-29
Teaching Methods, Tips & Strategies
Multiple Intelligence & Howard Gardner Basics
Howard Gardner has been called a “paradigm shifter." He turned the psychometric and behaviorist world on its ear in 1983 when he
shared his Multiple Intelligences (MI) theory in his book Frames of Mind: The Theory of Multiple Intelligences. The second edition was released ten years later. He questioned Piaget and the idea that intelligence can be derived from a single assessment, such as IQ tests. He believed that children can be at different stages of development at different times in their lives. Reasons to Give MI a Try
Some criticism and questions surround Gardner’s ideas. However, Mark Smith believes that they are still worthwhile to use in the classroom. “ | https://www.brighthubeducation.com/teaching-methods-tips/75816-overview-of-gardners-eight-intelligences-in-the-classroom/ |
msmarco_v2.1_doc_34_1474046631#1_3090601349 | Title: Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students - BrightHub Education
Headings: Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students
Learning About Howard Gardner's Multiple Intelligences: Applying Them to Your Students
Multiple Intelligence & Howard Gardner Basics
Reasons to Give MI a Try
Practical Uses of Multiple Intelligences in the Classroom
Using MI in Language Arts Class
Sources:
Content: The second edition was released ten years later. He questioned Piaget and the idea that intelligence can be derived from a single assessment, such as IQ tests. He believed that children can be at different stages of development at different times in their lives. Reasons to Give MI a Try
Some criticism and questions surround Gardner’s ideas. However, Mark Smith believes that they are still worthwhile to use in the classroom. “ For example, Mindy Kornhaber and her colleagues at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory)” in Smith’s article, “Howard Gardner, Multiple Intelligences and Education” on the Infed website. Gardner’s Multiple Intelligences theory distinguishes between eight main types of intelligence: Verbal-linguistic intelligence ( word smart ): using language to store, process and transmit information
Logical-mathematical intelligence ( number smart ): using patterns to think and reason logically
Musical intelligence ( music smart ): using music and rhythm to learn
Bodily-kinesthetic intelligence ( body smart ): using the body or physical activity to learn
Spatial intelligence ( picture smart ): using visual sources to interpret information
Interpersonal intelligence ( people smart ): able to interact with others, understand them, and interpret their behavior
Intrapersonal intelligence ( self smart ): able to understand self: strengths, weakness, reactions and emotions
Naturalist intelligence ( nature smart ): able to use patterns to connect to nature
A more in-depth explanation of the eight intelligences is on The Education Coalition website, which is directed by Dr. Carla Lane. Practical Uses of Multiple Intelligences in the Classroom
Students learn differently. | https://www.brighthubeducation.com/teaching-methods-tips/75816-overview-of-gardners-eight-intelligences-in-the-classroom/ |
msmarco_v2.1_doc_34_1475371414#4_3094032595 | Title: Why We Need Air Conditioners? Reasons we Need AC. Causes - Bright Hub Engineering
Headings: Why We Need Air Conditioners? Reasons we Need AC. Causes
Why We Need Air Conditioners? Reasons we Need AC. Causes
Sources of Heat
This post is part of the series: Why We Need AC?
Content: The coffee make and glass water heater can also increase humidity inside the room. Due to above various sources of heat the temperature inside the room becomes very high and the relative humidity can also be high. Further, there can also be less flow of air inside the room. All these factors lead to creation of highly uncomfortable conditions inside the room. As per the research carried out by various HVAC engineers, it is found that the human body feels comfortable at 25 degree Celsius of temperature, 50% relative humidity and with sufficient flow of clean air. The AC removes all the heat that is generated inside the room and maintains the temperature of 20 degree Celsius. It also removes the excess amount of moisture from the air and maintains relative humidity of 50%. The air conditioner has fan that produces necessary flow of air and the filter removes all the dust and dirt particles from the air. In short the AC produces comfort conditions in which the human beings tend to feel highly comfortable. In these conditions the working efficiency of the human beings becomes maximum; | https://www.brighthubengineering.com/hvac/16526-why-we-need-air-conditioners-part-two/ |
msmarco_v2.1_doc_34_1479115999#4_3103593471 | Title: Simple Ways To Teach Map Skills – Bright Ideas Press
Headings: Simple Ways To Teach Map Skills
Simple Ways To Teach Map Skills
Simple Ways To Teach Map Skills
For The Love Of Maps
Teaching Map Skills Organically
Making Maps Part Of Life
Tools For Teaching Map Skills
Author
Marci Goodwin
Content: Just because your GPS gives you directions doesn’t mean they are the best or most accurate. I am not opposed to GPS and use Google Maps all the time to find ice rinks during travel hockey season. However, I do take a peek at the route in full map view to make sure it makes sense first. I’ve had too many friends make the 30 minute trip in 60 because the GPS rerouted them, and they couldn’t figure out where they were to correct the situation. Here’s a tip: Learn to use a map, people. ( But, I digress…)
Teaching Map Skills Organically
Reading and using maps is a life skill that is dying with the invention of GPS navigation and Google Maps. That is a shame. Maps not only help you not get lost, they help you learn spatial reasoning. Being able to realize the distance between places and where things are in the world in relationship to others, is a crucial skill in understanding our place in the world. | https://www.brightideaspress.com/2018/04/teach-map-skills/ |
msmarco_v2.1_doc_34_1479115999#5_3103594905 | Title: Simple Ways To Teach Map Skills – Bright Ideas Press
Headings: Simple Ways To Teach Map Skills
Simple Ways To Teach Map Skills
Simple Ways To Teach Map Skills
For The Love Of Maps
Teaching Map Skills Organically
Making Maps Part Of Life
Tools For Teaching Map Skills
Author
Marci Goodwin
Content: Learn to use a map, people. ( But, I digress…)
Teaching Map Skills Organically
Reading and using maps is a life skill that is dying with the invention of GPS navigation and Google Maps. That is a shame. Maps not only help you not get lost, they help you learn spatial reasoning. Being able to realize the distance between places and where things are in the world in relationship to others, is a crucial skill in understanding our place in the world. When we started homeschooling, my daughter’s first lesson was about maps. I knew that map skills would help her in almost all of her subjects. Just knowing where places are in relationship to each other helps us understand more as we learn. For instance, knowing the distance across the Atlantic Ocean from Europe to North America helps us understand why it was such a dangerous voyage for explorers and the first settlers. My daughter and I looked at all types of maps from simple maps with just streets and symbols to atlases and travel road maps to early mariner maps to topographical maps. | https://www.brightideaspress.com/2018/04/teach-map-skills/ |
msmarco_v2.1_doc_34_1479115999#9_3103600871 | Title: Simple Ways To Teach Map Skills – Bright Ideas Press
Headings: Simple Ways To Teach Map Skills
Simple Ways To Teach Map Skills
Simple Ways To Teach Map Skills
For The Love Of Maps
Teaching Map Skills Organically
Making Maps Part Of Life
Tools For Teaching Map Skills
Author
Marci Goodwin
Content: Since then, we have created many other map projects like: Treasure maps
History maps
Vacation travel routes
Salt maps
Habitat maps
Making Maps Part Of Life
After that initial lesson, we wove maps into everything from history to geography to science to a trip to grandma’s house. We hung a world map and a United States map on my son’s wall. There were atlases and maps in the book basket. Whenever we read about a new place, we found it on one of our maps. When we took a field trip, we mapped out a route before we left and followed along on the map on our way. Maps were just part of life. My children are teens now and you can still find maps in the glove box of our car. Although we do use Google Maps, we do break out the paper map from time to time to get the big picture or just to be sure. When we plan a travel hockey trip or vacation out of state, the kids know that there will be maps of each state along the way and we will use those maps. | https://www.brightideaspress.com/2018/04/teach-map-skills/ |
msmarco_v2.1_doc_34_1480949061#5_3107645969 | Title: Can Schizoaffective Disorder Be Caused by Trauma? The Relationship Between PTSD and Psychosis – BrightQuest Treatment Centers
Headings: Can Schizoaffective Disorder Be Caused by Trauma? The Relationship Between PTSD and Psychosis
Can Schizoaffective Disorder Be Caused by Trauma? The Relationship Between PTSD and Psychosis
Quick Links
Schizoaffective Disorder and Psychosis
PTSD and Trauma
Can Schizoaffective Disorder Be Caused by Trauma?
Begin Your Recovery Journey Today.
The Importance of a Differential Diagnosis
Treatment for Schizoaffective Disorder and PTSD
Content: PTSD can also trigger psychotic symptoms. Not everyone with the condition will experience them, but studies with veterans indicate that between 30 and 40 percent have hallucinations, delusions, or both. Some experts advocate for a sub-type of PTSD, known as PTSD-SP, or PTSD with secondary psychotic features. Can Schizoaffective Disorder Be Caused by Trauma? There is definitely some overlap between trauma and PTSD and psychosis. No one can currently say, though, that one thing causes another definitively. The more accurate way to describe the relationship is that they are risk factors for each other. There are studies that show the experience of trauma in childhood, whether or not it develops into PTSD, is a risk factor for schizophrenia and psychosis later in life. An extensive review of 27,000 studies has definitively confirmed that trauma puts people at risk for psychotic conditions and symptoms. The researchers looked at three different groups of people: | https://www.brightquest.com/blog/can-schizoaffective-disorder-be-caused-by-trauma-the-relationship-between-ptsd-and-psychosis/ |
msmarco_v2.1_doc_34_1481067595#1_3107951487 | Title: Mental Health Conservatorship: A Family Guide – BrightQuest Treatment Centers
Headings: Mental Health Conservatorship: A Family Guide
Mental Health Conservatorship: A Family Guide
Quick Links
What Is a Mental Health Conservatorship?
How Does a Conservatorship Work?
Establishing a Conservatorship
I’m a Conservator, Now What?
The Financial Side of Conservatorship
Begin Your Recovery Journey Today.
When and How to Intervene
Content: Quick Links
What Is a Mental Health Conservatorship? How Does a Conservatorship Work? When and How to Intervene
Mental health disorders can make the most loving, bright individuals unable to care for themselves or make appropriate decisions about their everyday lives. Disorders like schizophrenia, schizoaffective disorders, and severe cases of bipolar disorder can result in a parent or other loved being granted a mental health conservatorship, but that’s just the beginning of the process. What does your newfound status as a conservator mean? What does this role entail? And, most importantly, where do you go from here? No doubt, you’ve tried multiple options to help your loved one before arriving at this point. Hospitalization. Doctors. | https://www.brightquest.com/blog/mental-health-conservatorship-a-family-guide/ |
msmarco_v2.1_doc_34_1481067595#2_3107952905 | Title: Mental Health Conservatorship: A Family Guide – BrightQuest Treatment Centers
Headings: Mental Health Conservatorship: A Family Guide
Mental Health Conservatorship: A Family Guide
Quick Links
What Is a Mental Health Conservatorship?
How Does a Conservatorship Work?
Establishing a Conservatorship
I’m a Conservator, Now What?
The Financial Side of Conservatorship
Begin Your Recovery Journey Today.
When and How to Intervene
Content: What does this role entail? And, most importantly, where do you go from here? No doubt, you’ve tried multiple options to help your loved one before arriving at this point. Hospitalization. Doctors. Medications. Mental health treatment is a long road, and conservatorships and long-term care are never the first choices. But when mental health issues are so severe that individuals are unable to hold down a job or follow an educational path and have difficulty with basic daily living activities, they can be the best options. What Is a Mental Health Conservatorship? Before you can determine what’s best for your loved one, though, it’s important to understand conservatorships and just how they work. | https://www.brightquest.com/blog/mental-health-conservatorship-a-family-guide/ |
msmarco_v2.1_doc_34_1481067595#3_3107954284 | Title: Mental Health Conservatorship: A Family Guide – BrightQuest Treatment Centers
Headings: Mental Health Conservatorship: A Family Guide
Mental Health Conservatorship: A Family Guide
Quick Links
What Is a Mental Health Conservatorship?
How Does a Conservatorship Work?
Establishing a Conservatorship
I’m a Conservator, Now What?
The Financial Side of Conservatorship
Begin Your Recovery Journey Today.
When and How to Intervene
Content: Medications. Mental health treatment is a long road, and conservatorships and long-term care are never the first choices. But when mental health issues are so severe that individuals are unable to hold down a job or follow an educational path and have difficulty with basic daily living activities, they can be the best options. What Is a Mental Health Conservatorship? Before you can determine what’s best for your loved one, though, it’s important to understand conservatorships and just how they work. “A mental health (LPS) conservatorship makes one adult (called the conservator) responsible for a mentally ill adult (called the conservatee),” according to the Superior Court of California. It’s important to note that these conservatorships are only for adults with mental illnesses listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM). The most common illnesses covered by a conservatorship include serious, biological brain disorders like: Schizophrenia
Bipolar Disorder
Schizoaffective Disorder
Clinical Depression
Obsessive-Compulsive Disorder
LPS conservatorships (named for the California legislators who wrote the LPS Act in the 1970s, Lanterman, Petris, and Short) are not for people with organic brain disorders, brain trauma, retardation, alcohol or drug addiction, or dementia, unless they also have one of the serious brain disorders listed in the DSM. How Does a Conservatorship Work? | https://www.brightquest.com/blog/mental-health-conservatorship-a-family-guide/ |
msmarco_v2.1_doc_34_1495938587#1_3145150931 | Title: Celebrities Who Have Joined the #MeToo Movement (So Far) - Brit + Co
Headings: Celebrities Who Have Joined the #MeToo Movement (So Far)
Celebrities Who Have Joined the #MeToo Movement (So Far)
Controversy
Content: Cover photo by Terry Wyatt/Getty)
Alyssa Milano: Shortly after allegations of sexual misconduct began to be leveled against Hollywood heavyweight Harvey Weinstein, actress Alyssa Milano asked people who had also suffered abuse to identify themselves using the words "Me Too." Although the actress was, at the time, unknowingly piggybacking on a hashtag launched a decade earlier by activist Tarana Burke, Milano's timing and high profile helped grow the grassroots movement into what we know today. ( Photo by Dimitrios Kambouris/Getty)
Reese Witherspoon: Shortly after Milano’s initial message, Reese Witherspoon admitted at an event that she was assaulted at the age of 16 by a Hollywood director. “ I have my own experiences that have come back to me very vividly and I find it really hard to sleep, hard to think, hard to communicate a lot of the feelings that I’ve been having about anxiety, about being honest, the guilt for not speaking up earlier,” Witherspoon said, according to People. “ [ I feel] true disgust at the director who assaulted me when I was 16 years old and anger at the agents and the producers who made me feel that silence was a condition of my employment.” ( Photo by Alberto E. Rodriguez/Getty)
America Ferrera: The Sisterhood of the Traveling Pants star has become an outspoken activist and advocate over the last few years, sharing on Instagram that she wants to make sure that women are no longer silent. “ First time I can remember being sexually assaulted,” the actress shared, “I told no one... Ladies, let’s break the silence so that the next generation of girls won’t have to live with this bullshit.” ( | https://www.brit.co/celebrities-me-too/ |
msmarco_v2.1_doc_34_1505873837#0_3169165362 | Title: Pinworm | nematode | Britannica
Headings: Pinworm
Pinworm
nematode
Learn More in these related Britannica articles:
Pinworm
Content: Pinworm | nematode | Britannica
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Alternative Titles: Enterobius vermicularis, Oxyuris vermicularis, seat worm, threadworm
Pinworm, also called seat worm, or threadworm (species Enterobius, or Oxyuris, vermicularis), worm belonging to the family Oxyuridae in the order Ascaridida (phylum Nematoda). Pinworms are common human intestinal parasites, especially in children. They are also found in other vertebrates. Male pinworms are 2 to 5 mm (about 0.08 to 0.2 inch) long; females range in length from 8 to 13 mm. The long tails of the worms give them a pinlike appearance. pinworm
Pinworm ( Enterobius vermicularis ). Walter Dawn
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digestive system disease: Pinworms
Pinworm s, or Enterobius vermicularis, live mainly in the cecum. | https://www.britannica.com/animal/pinworm |
msmarco_v2.1_doc_34_1508327760#0_3174248618 | Title: Chinese art | Britannica
Headings: Chinese art
Chinese art
Learn about Chinese art including their sculptures during the Han dynasty
Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
The role of linearity in Chinese art
Content: Chinese art | Britannica
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Christensen Professor Emeritus of Oriental Art, Stanford University, California. Author of The Birth of Landscape Painting in China and The Arts of China. See Article History
Learn about Chinese art including their sculptures during the Han dynasty
A discussion concerning Chinese art, from the documentary China: West Meets East at the Metropolitan Museum of Art. Great Museums Television ( A Britannica Publishing Partner) See all videos for this article
Chinese art, the painting, calligraphy, architecture, pottery, sculpture, bronzes, jade carving, and other fine or decorative art forms produced in China over the centuries. The following article treats the general characteristics of Chinese art as a whole. For a detailed discussion of each of the arts mentioned above, see Chinese painting, Chinese calligraphy, Chinese architecture, Chinese pottery, Chinese bronzes, Chinese lacquerwork, Chinese jade, and silk. Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
One of the outstanding characteristics of Chinese art is the extent to which it reflects the class structure that has existed at different times in Chinese history. Up to the Warring States period (475–221 bce ), the arts were produced by anonymous craftsmen for the royal and feudal courts. It is believed that during the Shang and early Zhou periods the production of ritual bronze s was exclusively regulated under the authority of the court, which could grant or withhold authorization for production by regional workshops among the various states or others who paid fealty to the court. | https://www.britannica.com/art/Chinese-art |
msmarco_v2.1_doc_34_1508327760#1_3174250846 | Title: Chinese art | Britannica
Headings: Chinese art
Chinese art
Learn about Chinese art including their sculptures during the Han dynasty
Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
The role of linearity in Chinese art
Content: The following article treats the general characteristics of Chinese art as a whole. For a detailed discussion of each of the arts mentioned above, see Chinese painting, Chinese calligraphy, Chinese architecture, Chinese pottery, Chinese bronzes, Chinese lacquerwork, Chinese jade, and silk. Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
One of the outstanding characteristics of Chinese art is the extent to which it reflects the class structure that has existed at different times in Chinese history. Up to the Warring States period (475–221 bce ), the arts were produced by anonymous craftsmen for the royal and feudal courts. It is believed that during the Shang and early Zhou periods the production of ritual bronze s was exclusively regulated under the authority of the court, which could grant or withhold authorization for production by regional workshops among the various states or others who paid fealty to the court. Under the careful regulation of court patrons in the Shang and Zhou periods, design features were shared among specialists working in the various media and were remarkably uniform from bronzes to lacquerwares to textiles. During the Warring States period and the Han dynasty (206 bce –220 ce ), the growth of a landowning and merchant class brought new patrons. After the Han there began to emerge the concept of cultural practice as the product of the leisure of the educated gentry, many of whom were amateur practitioners of the arts of poetry, music, calligraphy, and, eventually, painting. At this time a distinction began to arise between the lower-class professional and the elite amateur artist; this distinction would have a great influence on the character of Chinese art in later times. | https://www.britannica.com/art/Chinese-art |
msmarco_v2.1_doc_34_1508327760#2_3174253088 | Title: Chinese art | Britannica
Headings: Chinese art
Chinese art
Learn about Chinese art including their sculptures during the Han dynasty
Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
The role of linearity in Chinese art
Content: Under the careful regulation of court patrons in the Shang and Zhou periods, design features were shared among specialists working in the various media and were remarkably uniform from bronzes to lacquerwares to textiles. During the Warring States period and the Han dynasty (206 bce –220 ce ), the growth of a landowning and merchant class brought new patrons. After the Han there began to emerge the concept of cultural practice as the product of the leisure of the educated gentry, many of whom were amateur practitioners of the arts of poetry, music, calligraphy, and, eventually, painting. At this time a distinction began to arise between the lower-class professional and the elite amateur artist; this distinction would have a great influence on the character of Chinese art in later times. Gradually one tradition became identified with the artists and craftsmen who worked for the court or sold their work for profit. The scholarly amateurs looked upon such people with some contempt, and the visual arts of the literati became a separate tradition that was increasingly refined and rarefied to the point that, from the Song dynasty (960–1279) onward, an assumed awkwardness ( zhuo) or understatement ( pingdan) in technique was admired as a mark of the amateur and gentleman. As a medium of highly individual expression, painting and calligraphy also became important media of exchange in a social economy where the giving of gifts was central to the building of an interpersonal network. Like skill in letters, poetry, or music, skill and expressive quality in the practice of calligraphy and painting helped establish one’s status in a society of learned individuals. Get a Britannica Premium subscription and gain access to exclusive content. | https://www.britannica.com/art/Chinese-art |
msmarco_v2.1_doc_34_1508327760#3_3174255312 | Title: Chinese art | Britannica
Headings: Chinese art
Chinese art
Learn about Chinese art including their sculptures during the Han dynasty
Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
The role of linearity in Chinese art
Content: Gradually one tradition became identified with the artists and craftsmen who worked for the court or sold their work for profit. The scholarly amateurs looked upon such people with some contempt, and the visual arts of the literati became a separate tradition that was increasingly refined and rarefied to the point that, from the Song dynasty (960–1279) onward, an assumed awkwardness ( zhuo) or understatement ( pingdan) in technique was admired as a mark of the amateur and gentleman. As a medium of highly individual expression, painting and calligraphy also became important media of exchange in a social economy where the giving of gifts was central to the building of an interpersonal network. Like skill in letters, poetry, or music, skill and expressive quality in the practice of calligraphy and painting helped establish one’s status in a society of learned individuals. Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
One effect of the revolutions of the 20th century was the breaking down of the class barriers between amateur and professional. During the Cultural Revolution of 1966–76, literati art and artists were denigrated and an emphasis was placed on anonymous, proletarian-made art like that of the Tang dynasty (618–907) and earlier. The role of linearity in Chinese art
Since the 3rd century ce, calligraphy, or writing as a fine art, has been considered supreme among the visual arts in China. Not only does it require immense skill and fine judgment, but it is regarded as uniquely revealing of the character and breadth of cultivation of the writer. Since the time when inscribed oracle bones and tortoise shells (China’s oldest extant writing) were used for divination in the Shang dynasty ( c. 1600–1046 bce ), calligraphy has been associated with spiritual communication and has been viewed in terms of the writer’s own spiritual attunement. | https://www.britannica.com/art/Chinese-art |
msmarco_v2.1_doc_34_1508327760#4_3174257716 | Title: Chinese art | Britannica
Headings: Chinese art
Chinese art
Learn about Chinese art including their sculptures during the Han dynasty
Aesthetic characteristics and artistic traditions
Art as a reflection of Chinese class structure
The role of linearity in Chinese art
Content: Subscribe Now
One effect of the revolutions of the 20th century was the breaking down of the class barriers between amateur and professional. During the Cultural Revolution of 1966–76, literati art and artists were denigrated and an emphasis was placed on anonymous, proletarian-made art like that of the Tang dynasty (618–907) and earlier. The role of linearity in Chinese art
Since the 3rd century ce, calligraphy, or writing as a fine art, has been considered supreme among the visual arts in China. Not only does it require immense skill and fine judgment, but it is regarded as uniquely revealing of the character and breadth of cultivation of the writer. Since the time when inscribed oracle bones and tortoise shells (China’s oldest extant writing) were used for divination in the Shang dynasty ( c. 1600–1046 bce ), calligraphy has been associated with spiritual communication and has been viewed in terms of the writer’s own spiritual attunement. It is believed that the appreciation and production of calligraphy requires lofty personal qualities and unusual aesthetic sensitivity. The comprehension of its finer points is thought to require experience and sensibility of a high order. The Chinese painter uses essentially the same materials as the calligrapher—brush, ink, and silk or paper —and the Chinese judge his work by the same criteria they use for the calligrapher, basically the vitality and expressiveness of the brush stroke itself and the harmonious rhythm of the whole composition. Painting in China is, therefore, essentially a linear art. The painters of most periods were not concerned with striving for originality or conveying a sense of reality and three-dimensional mass through aids such as shading and perspective; | https://www.britannica.com/art/Chinese-art |
msmarco_v2.1_doc_34_1508411299#2_3174429736 | Title: Chinese painting - Characteristics of painting | Britannica
Headings: Characteristics of painting
Characteristics of painting
From the Shang dynasty to 220 ce
Zhou dynasty (1046–256 bce)
Content: Other forms are fan painting and the album leaf. The artist’s carefully placed signature, inscription, and seals are an integral part of the composition. In Chinese eyes a picture may gain considerably in interest and value from the colophons added by later connoisseurs on the painting itself or, in the case of a hand scroll, mounted after it. The mounting of paintings is a highly skilled craft and, if carefully done, will enhance the appearance of a scroll and ensure its preservation for many centuries. From the Shang dynasty to 220 ce
Zhou dynasty (1046–256 bce)
The arts of the Zhou dynasty, the longest dynasty in Chinese history, reflect the profound changes that transformed Chinese society during this period of nearly 800 years. The first Zhou rulers virtually took over the Shang culture; indeed, the earliest bronze vessels bearing Zhou inscriptions might, from their style, have been made in the Shang dynasty. The Zhou kings parceled out their expanding territory among feudal lords, each of whom was free to make ritual objects for his own court use. As the feudal states rose in power and independence, so did the central Zhou itself shrink, to be further weakened by the eastward shift of the capital from sites in the Wei River valley near modern-day Xi’an to Luoyang in 771 bce. Thereafter, as the Zhou empire was broken up among rival states, many local styles in the arts developed. | https://www.britannica.com/art/Chinese-painting/Characteristics-of-painting |
msmarco_v2.1_doc_34_1508411299#3_3174431570 | Title: Chinese painting - Characteristics of painting | Britannica
Headings: Characteristics of painting
Characteristics of painting
From the Shang dynasty to 220 ce
Zhou dynasty (1046–256 bce)
Content: The first Zhou rulers virtually took over the Shang culture; indeed, the earliest bronze vessels bearing Zhou inscriptions might, from their style, have been made in the Shang dynasty. The Zhou kings parceled out their expanding territory among feudal lords, each of whom was free to make ritual objects for his own court use. As the feudal states rose in power and independence, so did the central Zhou itself shrink, to be further weakened by the eastward shift of the capital from sites in the Wei River valley near modern-day Xi’an to Luoyang in 771 bce. Thereafter, as the Zhou empire was broken up among rival states, many local styles in the arts developed. The last three centuries of the Zhou dynasty, known as the Warring States period (475–221 bce ), saw a flowering of the arts in many areas. The breakdown of the feudal hegemony, the growth of trade between the states, and the rise of a rich landowning and merchant class all brought into existence new patrons and new attitudes that had a great influence on the arts and crafts. Practically nothing survives of Zhou painting, although from literary evidence it seems that the art developed considerably, particularly during the period of the Warring States. Palaces and ancestral halls were decorated with wall paintings. Late Zhou texts tell of a craftsman working for the Zhougong (duke of Zhou) who covered the stock of a whip with minute paintings of dragons, snakes, horses, chariots, and “all the ten thousand things” and of another painter who told the king of Qi that spirits and ghosts were easier to draw than dogs and horses, whose precise appearance is known to all. | https://www.britannica.com/art/Chinese-painting/Characteristics-of-painting |
msmarco_v2.1_doc_34_1508433169#1_3174470986 | Title: Chinese painting - Qin (221–206 bce) and Han (206 bce–220 ce) dynasties | Britannica
Headings: Qin
(221–206
bce
) and Han (206
bce
–220
ce
) dynasties
Qin (221–206 bce) and Han (206 bce –220 ce) dynasties
From 220 to 1206 ce
Three Kingdoms (220–280) and Six Dynasties (220–589)
Content: The art of the Han dynasty is remarkable for its variety and vigour, which resulted from its foreign contacts, from the contemporary sense of being a united nation within which many local traditions flourished, and from the patronage of a powerful court and the new, wealthy landowning and official classes. Literature and poetry indicate that the walls of palaces, mansions, and ancestral halls were plastered and painted. Themes included figure subjects, portraits, and scenes from history that had an ethical or didactic purpose. Equally popular were themes taken from folk and nature cults that expressed the beliefs of popular Daoism. The names of the painters are generally not known. Artists were ranked according to their education and ability from the humble craftsmen-painters ( huagong) up to the painters-in-attendance ( daizhao ), who had high official status and were close to the throne. This bureaucratic system lasted into the Qing dynasty (1644–1911/12). In addition to wall paintings, artists painted on standing screens, used as room dividers and set behind important personages, and on long rolls of silk. Paper was invented in the Han dynasty, but it is doubtful whether it was much used for painting before the 3rd or 4th century ce. Surviving Han paintings include chiefly tomb paintings and painted objects in clay and lacquer, although incised and inlaid bronze, stamped and molded tomb tiles, and textile designs provide further indications of the painting styles of the time. | https://www.britannica.com/art/Chinese-painting/Qin-221-206-bce-and-Han-206-bce-220-ce-dynasties |
msmarco_v2.1_doc_34_1508433169#7_3174483164 | Title: Chinese painting - Qin (221–206 bce) and Han (206 bce–220 ce) dynasties | Britannica
Headings: Qin
(221–206
bce
) and Han (206
bce
–220
ce
) dynasties
Qin (221–206 bce) and Han (206 bce –220 ce) dynasties
From 220 to 1206 ce
Three Kingdoms (220–280) and Six Dynasties (220–589)
Content: the other continues the dynamic linear convention already noted on the embroidered textiles from Jiangling, in the Warring States period (475–221 bce ), as well as on late Zhou painted lacquers, on inlaid bronze tubes used as canopy fittings for chariots, and on woven silks found at Noin-ula, in Mongolia. Elsewhere, in the late Han, a new feeling for pictorial space in a more open outdoor setting appeared on molded bricks decorating tombs near Chengdu; these portrayed hunting and harvesting, the local salt-mining industry, and other subjects. Landscape scene from a bronze fitting of a chariot canopy from Dingxian, Hebei province, drawing, c. 2nd–1st century bc, Western Han dynasty; in the Hebei Provincial Museum, Wuhan, China. Zhang Ping/ChinaStock Photo Library
From 220 to 1206 ce
Three Kingdoms (220–280) and Six Dynasties (220–589)
For 60 years after the fall of Han, China was divided between three native dynasties: the Wei in the north, Wu in the southeast, and Shuhan in the west. It was briefly reunited under the Xi (Western) Jin; but in 311 Luoyang and in 316 Chang’an fell to the invading Xiongnu, and before long the whole of northern China was occupied by barbarian tribes who set up one petty kingdom after another until, in 439, a Turkish tribe, the Tuoba, brought the region under their rule as the Bei (Northern) Wei dynasty. They established a capital at Pingcheng (modern Datong) in Shanxi that they populated through the forced immigration of tens of thousands of Chinese. | https://www.britannica.com/art/Chinese-painting/Qin-221-206-bce-and-Han-206-bce-220-ce-dynasties |
msmarco_v2.1_doc_34_1508716580#5_3175008181 | Title: English literature - The post-Romantic and Victorian eras | Britannica
Headings: The post-Romantic and
Victorian
eras
The post-Romantic and Victorian eras
Early Victorian literature: the age of the novel
Content: the age of the novel
Several major figures of English Romanticism lived on into this period. Coleridge died in 1834, De Quincey in 1859. Wordsworth succeeded Southey as poet laureate in 1843 and held the post until his own death seven years later. Posthumous publication caused some striking chronological anomalies. Percy Bysshe Shelley’s “A Defence of Poetry” was not published until 1840. Keats’s letters appeared in 1848 and Wordsworth’s Prelude in 1850. Despite this persistence, critics of the 1830s felt that there had been a break in the English literary tradition, which they identified with the death of Byron in 1824. The deaths of Austen in 1817 and Scott in 1832 should perhaps have been seen as even more significant, for the new literary era has, with justification, been seen as the age of the novel. More than 60,000 works of prose fiction were published in Victorian Britain by as many as 7,000 novelists. The three-volume format (or “three-decker”) was the standard mode of first publication; | https://www.britannica.com/art/English-literature/The-post-Romantic-and-Victorian-eras |
msmarco_v2.1_doc_34_1509346133#11_3176231940 | Title: Modernism | Definition, History, & Examples | Britannica
Headings:
Modernism
art
Top Questions
What is Modernism?
What did Modernism do?
Where is Modernism today?
Know about modernism in art and design and its influence on society during the 20th century
Modernism in literature
Modernism in other arts and architecture
The birth of postmodernism
Content: Courtauld Institute Galleries, London (Courtauld Collection)
By the beginning of the 20th century, architects also had increasingly abandoned past styles and conventions in favour of a form of architecture based on essential functional concerns. They were helped by advances in building technologies such as the steel frame and the curtain wall. In the period after World War I these tendencies became codified as the International style, which utilized simple geometric shapes and unadorned facades and which abandoned any use of historical reference; the steel-and-glass buildings of Ludwig Mies van der Rohe and Le Corbusier embodied this style. In the mid-to-late 20th century this style manifested itself in clean-lined, unadorned glass skyscrapers and mass housing projects. Seagram Building in New York City
The Seagram Building (1958), designed by Ludwig Mies van der Rohe and Philip Johnson; in New York City. ©Laurent Ruamps/Dreamstime
The birth of postmodernism
In the late 20th century a reaction against Modernism set in. Architecture saw a return to traditional materials and forms and sometimes to the use of decoration for the sake of decoration itself, as in the work of Michael Graves and, after the 1970s, that of Philip Johnson. In literature, irony and self-awareness became the postmodern fashion and the blurring of fiction and nonfiction a favoured method. | https://www.britannica.com/art/Modernism-art |
msmarco_v2.1_doc_34_1512361502#4_3181885320 | Title: Instrumentation | music | Britannica
Headings: Instrumentation
Instrumentation
music
Types of instrumentation
String techniques
Wind techniques
Muting
Content: two harps, first and second violins, violas, violoncellos, double basses. 4. Percussion: four timpani (played by one player), several other instruments (shared by a group of players). The orchestra has arrived at this complement through centuries of evolution; the present size is needed to perform music from the Baroque, Classical, and Romantic, periods, as well as the varied repertoires that followed. The various sections, with the exception of percussion, divide themselves in somewhat the same manner as a choir. The woodwinds, for example, divide into flutes (sopranos), oboes (altos), clarinets (tenors), and bassoons (basses), although this distinction must be greatly qualified. Instrumental range is larger than vocal range, and the clarinets of an orchestra may play higher than the flutes in a woodwind passage. The standard instrumental groups of Western chamber music include the string quartet (two violins, viola, and violoncello), the woodwind quintet (flute, oboe, clarinet, horn, and bassoon), the combinations employed in sonatas (one wind or stringed instrument with piano), and the brass quintet (frequently two trumpets, horn, trombone, and tuba). | https://www.britannica.com/art/instrumentation-music |
msmarco_v2.1_doc_34_1512361502#5_3181886841 | Title: Instrumentation | music | Britannica
Headings: Instrumentation
Instrumentation
music
Types of instrumentation
String techniques
Wind techniques
Muting
Content: the present size is needed to perform music from the Baroque, Classical, and Romantic, periods, as well as the varied repertoires that followed. The various sections, with the exception of percussion, divide themselves in somewhat the same manner as a choir. The woodwinds, for example, divide into flutes (sopranos), oboes (altos), clarinets (tenors), and bassoons (basses), although this distinction must be greatly qualified. Instrumental range is larger than vocal range, and the clarinets of an orchestra may play higher than the flutes in a woodwind passage. The standard instrumental groups of Western chamber music include the string quartet (two violins, viola, and violoncello), the woodwind quintet (flute, oboe, clarinet, horn, and bassoon), the combinations employed in sonatas (one wind or stringed instrument with piano), and the brass quintet (frequently two trumpets, horn, trombone, and tuba). In addition to these standard groups there are, however, hundreds of other possible combinations. Other groups that deserve mention are those used in popular music. The dance band, popular in the 1930s and 1940s, consisted of five saxophones, four trumpets, four trombones, double bass, piano, guitar, and drums. The basic rock ensemble consists of two electric guitars, electric bass, electronic keyboard, drums, and frequently one or more singers. The concert band, which is particularly popular in North America, consists of mixed wind and percussion players totalling from about 40 to well beyond 100 players. | https://www.britannica.com/art/instrumentation-music |
msmarco_v2.1_doc_34_1514197723#0_3185483479 | Title: Salsa | music | Britannica
Headings: Salsa
Salsa
music
Content: Salsa | music | Britannica
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Salsa
music
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Susan V. Cashion
Senior Lecturer in Dance, Stanford University. See Article History
Salsa, hybrid musical form based on Afro-Cuban music but incorporating elements from other Latin American styles. It developed largely in New York City beginning in the 1940s and ’50s, though it was not labeled salsa until the 1960s; it peaked in popularity in the 1970s in conjunction with the spread of Hispanic cultural identity. The roots of salsa (Spanish: “ sauce”) are in the son. Combining elements of the Spanish guitar-playing tradition with the rhythmic complexity and call-and-response vocal tradition of African musical sources, the son originated in rural eastern Cuba and spread to Havana in the first decades of the 20th century. Highly syncopated, it employs an “anticipated” rhythm structure wherein the bass line precedes the downbeat by a half-beat, creating a distinctive pulse. Pioneered by bandleader Arsenio Rodríguez, the son became the framework on which was hung a wide variety of dance-oriented Afro-Cuban musical styles, from the bolero to the conga and from the rumba to the mambo. Afro-Cuban music spread throughout Latin America, notably to Mexico. | https://www.britannica.com/art/salsa-music |
msmarco_v2.1_doc_34_1514197723#1_3185485077 | Title: Salsa | music | Britannica
Headings: Salsa
Salsa
music
Content: sauce”) are in the son. Combining elements of the Spanish guitar-playing tradition with the rhythmic complexity and call-and-response vocal tradition of African musical sources, the son originated in rural eastern Cuba and spread to Havana in the first decades of the 20th century. Highly syncopated, it employs an “anticipated” rhythm structure wherein the bass line precedes the downbeat by a half-beat, creating a distinctive pulse. Pioneered by bandleader Arsenio Rodríguez, the son became the framework on which was hung a wide variety of dance-oriented Afro-Cuban musical styles, from the bolero to the conga and from the rumba to the mambo. Afro-Cuban music spread throughout Latin America, notably to Mexico. However, New York City became the forge for its transformation into salsa, beginning in the 1940s with the contributions of the orchestra led by Cuban émigré Machito (Frank Grillo), which blended Afro-Cuban styles with jazz and big band approaches. Another Cuban émigré, Celia Cruz, became the reigning diva of Afro-Cuban dance music in the 1960s, as it evolved into salsa with smaller ensembles comprising rhythm and horn sections and through huge contributions by a number of musicians of Puerto Rican heritage, most notably bandleaders Tito Rodríguez, Tito Puente (a virtuoso timbale player and vibraphonist), and Eddie Palmieri (a pianist who brought progressive jazz influences into the mix). Frequently but not always up-tempo, or “ hot,” salsa grew to incorporate increasingly diverse influences and performers—from Panamanian activist-singer-songwriter Rubén Blades to Mexican American rocker Carlos Santana. Although its international popularity crested in the 1970s, salsa retained an audience into the 21st century. History at your fingertips
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msmarco_v2.1_doc_34_1515483177#0_3187966838 | Title: Woodwind | musical instrument | Britannica
Headings: Woodwind
Woodwind
musical instrument
Content: Woodwind | musical instrument | Britannica
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Woodwind
musical instrument
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Woodwind, any of a group of wind musical instruments, composed of the flutes and reed pipes (i.e., clarinet, oboe, bassoon, and saxophone ). Both groups were traditionally made of wood, but now they may also be constructed of metal. Britannica Quiz
The Sound of Music: Fact or Fiction? Is s sousaphone a bass horn made for marching? Is there a musical instrument made from a sheep? From guitar strings to steel drums, see what your smarts are made of in this study of instruments. Woodwinds are distinguished from other wind instruments by the manner in which the sound is produced. Unlike the trumpets or other instruments of the brass family, in which the airstream passes through the player’s vibrating lips directly into the air column, the flutes are sounded by directing a narrow stream of air against the edge of a hole in a cylindrical tube. With the reed pipes (e.g., clarinets and saxophones), a thin strip of flexible material, such as cane or metal, is placed against the opening of the mouthpiece, forcing the airstream to pass through the reed before it reaches the column of air that is to vibrate. | https://www.britannica.com/art/woodwind |
msmarco_v2.1_doc_34_1515483177#1_3187968673 | Title: Woodwind | musical instrument | Britannica
Headings: Woodwind
Woodwind
musical instrument
Content: Is there a musical instrument made from a sheep? From guitar strings to steel drums, see what your smarts are made of in this study of instruments. Woodwinds are distinguished from other wind instruments by the manner in which the sound is produced. Unlike the trumpets or other instruments of the brass family, in which the airstream passes through the player’s vibrating lips directly into the air column, the flutes are sounded by directing a narrow stream of air against the edge of a hole in a cylindrical tube. With the reed pipes (e.g., clarinets and saxophones), a thin strip of flexible material, such as cane or metal, is placed against the opening of the mouthpiece, forcing the airstream to pass through the reed before it reaches the column of air that is to vibrate. In double-reed instruments (oboes and bassoons), two thicknesses of reeds are used. The woodwind section of a band or orchestra usually consists of three flutes, one piccolo, three oboes, one English horn, three clarinets, one bass clarinet, three bassoons, and one contrabassoon. History at your fingertips
Sign up here to see what happened On This Day, every day in your inbox! Thank you for subscribing! Be on the lookout for your Britannica newsletter to get trusted stories delivered right to your inbox. | https://www.britannica.com/art/woodwind |
msmarco_v2.1_doc_34_1517479343#0_3192133400 | Title: Andrew Carnegie | Biography, Company, Steel, Philanthropy, Books, & Facts | Britannica
Headings: Andrew Carnegie
Andrew Carnegie
American industrialist and philanthropist
Learn about Andrew Carnegie's and his philanthropic works
When was Andrew Carnegie born?
When did Andrew Carnegie die?
Where did Andrew Carnegie go to school?
What was Andrew Carnegie best known for?
Content: Andrew Carnegie | Biography, Company, Steel, Philanthropy, Books, & Facts | Britannica
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Andrew Carnegie
American industrialist and philanthropist
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Learn about Andrew Carnegie's and his philanthropic works
A discussion of Andrew Carnegie and his philanthropic work, from the documentary Riches, Rivals & Radicals: 100 Years of Museums in America. Great Museums Television ( A Britannica Publishing Partner) See all videos for this article
Andrew Carnegie, (born November 25, 1835, Dunfermline, Fife, Scotland—died August 11, 1919, Lenox, Massachusetts, U.S.), Scottish-born American industrialist who led the enormous expansion of the American steel industry in the late 19th century. He was also one of the most important philanthropists of his era. Top Questions
When was Andrew Carnegie born? Andrew Carnegie was born on November 25, 1835, in Dunfermline, Fife, Scotland. When did Andrew Carnegie die? Andrew Carnegie died on August 11, 1919, in Lenox, Massachusetts. Where did Andrew Carnegie go to school? Andrew Carnegie lacked a lengthy formal education. | https://www.britannica.com/biography/Andrew-Carnegie |
msmarco_v2.1_doc_34_1517479343#8_3192149689 | Title: Andrew Carnegie | Biography, Company, Steel, Philanthropy, Books, & Facts | Britannica
Headings: Andrew Carnegie
Andrew Carnegie
American industrialist and philanthropist
Learn about Andrew Carnegie's and his philanthropic works
When was Andrew Carnegie born?
When did Andrew Carnegie die?
Where did Andrew Carnegie go to school?
What was Andrew Carnegie best known for?
Content: Andrew Carnegie. © Photos.com/Thinkstock
In 1900 the profits of Carnegie Steel (which became a corporation) were $40,000,000, of which Carnegie’s share was $25,000,000. Carnegie sold his company to J.P. Morgan ’s newly formed United States Steel Corporation for $480,000,000 in 1901. He subsequently retired and devoted himself to his philanthropic activities, which were themselves vast. Carnegie wrote frequently about political and social matters, and his most famous article, “ Wealth,” appearing in the June 1889 issue of the North American Review, outlined what came to be called the Gospel of Wealth. This doctrine held that a man who accumulates great wealth has a duty to use his surplus wealth for “the improvement of mankind” in philanthropic causes. A “man who dies rich dies disgraced.” Booker T. Washington, Andrew Carnegie, and others
Booker T. Washington (front row, centre left), with Andrew Carnegie and other sponsors of the Tuskegee Normal and Industrial Institute (later Tuskegee University), Alabama, 1903. Library of Congress, Washington, D.C.
Carnegie’s own distributions of wealth came to total about $350,000,000, of which $62,000,000 went for benefactions in the British Empire and $288,000,000 for benefactions in the United States. His main “trusts,” or charitable foundations, were (1) the Carnegie Trust for the Universities of Scotland (Edinburgh), founded in 1901 and intended for the improvement and expansion of the four Scottish universities and for Scottish student financial aid, (2) the Carnegie Dunfermline Trust, founded in 1903 and intended to aid Dunfermline’s educational institutions, (3) the Carnegie United Kingdom Trust (Dunfermline), founded in 1913 and intended for various charitable purposes, including the building of libraries, theatres, child-welfare centres, and so on, (4) the Carnegie Institute of Pittsburgh, founded in 1896 and intended to improve Pittsburgh’s cultural and educational institutions, (5) the Carnegie Institution of Washington, founded in 1902 and contributing to various areas of scientific research, (6) the Carnegie Endowment for International Peace, founded in 1910 and intended to disseminate (usually through publications) information to promote peace and understanding among nations, (7) the Carnegie Corporation of New York, the largest of all Carnegie foundations, founded in 1911 and intended for “the advancement and diffusion of knowledge and understanding among the people of the United States” and, from 1917, Canada and the British colonies. | https://www.britannica.com/biography/Andrew-Carnegie |
msmarco_v2.1_doc_34_1517479343#9_3192152874 | Title: Andrew Carnegie | Biography, Company, Steel, Philanthropy, Books, & Facts | Britannica
Headings: Andrew Carnegie
Andrew Carnegie
American industrialist and philanthropist
Learn about Andrew Carnegie's and his philanthropic works
When was Andrew Carnegie born?
When did Andrew Carnegie die?
Where did Andrew Carnegie go to school?
What was Andrew Carnegie best known for?
Content: This doctrine held that a man who accumulates great wealth has a duty to use his surplus wealth for “the improvement of mankind” in philanthropic causes. A “man who dies rich dies disgraced.” Booker T. Washington, Andrew Carnegie, and others
Booker T. Washington (front row, centre left), with Andrew Carnegie and other sponsors of the Tuskegee Normal and Industrial Institute (later Tuskegee University), Alabama, 1903. Library of Congress, Washington, D.C.
Carnegie’s own distributions of wealth came to total about $350,000,000, of which $62,000,000 went for benefactions in the British Empire and $288,000,000 for benefactions in the United States. His main “trusts,” or charitable foundations, were (1) the Carnegie Trust for the Universities of Scotland (Edinburgh), founded in 1901 and intended for the improvement and expansion of the four Scottish universities and for Scottish student financial aid, (2) the Carnegie Dunfermline Trust, founded in 1903 and intended to aid Dunfermline’s educational institutions, (3) the Carnegie United Kingdom Trust (Dunfermline), founded in 1913 and intended for various charitable purposes, including the building of libraries, theatres, child-welfare centres, and so on, (4) the Carnegie Institute of Pittsburgh, founded in 1896 and intended to improve Pittsburgh’s cultural and educational institutions, (5) the Carnegie Institution of Washington, founded in 1902 and contributing to various areas of scientific research, (6) the Carnegie Endowment for International Peace, founded in 1910 and intended to disseminate (usually through publications) information to promote peace and understanding among nations, (7) the Carnegie Corporation of New York, the largest of all Carnegie foundations, founded in 1911 and intended for “the advancement and diffusion of knowledge and understanding among the people of the United States” and, from 1917, Canada and the British colonies. The Carnegie Corporation of New York has aided colleges and universities and libraries, as well as research and training in law, economics, and medicine. Cartoon depiction of Andrew Carnegie, 1903. © Photos.com/Thinkstock
Chief among Carnegie’s writings are Triumphant Democracy (1886; rev. ed. | https://www.britannica.com/biography/Andrew-Carnegie |
msmarco_v2.1_doc_34_1520110391#0_3197682524 | Title: Boris Yeltsin | Biography & Facts | Britannica
Headings:
Boris Yeltsin
president of Russia
Political rise and fall
Comeback and first term as president
Second term and resignation
Boris Yeltsin
Content: Boris Yeltsin | Biography & Facts | Britannica
Home Politics, Law & Government World Leaders Presidents & Heads of States
Boris Yeltsin
president of Russia
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Last Updated: Apr 19, 2021 See Article History
Alternative Title: Boris Nikolayevich Yeltsin
Boris Yeltsin, in full Boris Nikolayevich Yeltsin, (born February 1, 1931, Sverdlovsk [now Yekaterinburg], Russia, U.S.S.R.—died April 23, 2007, Moscow, Russia), Russian politician who became president of Russia in 1990. In 1991 he became the first popularly elected leader in the country’s history, guiding Russia through a stormy decade of political and economic retrenching until his resignation on the eve of 2000. Britannica Quiz
Russia: A History Quiz
Russia is the world’s largest country by area, and it has a history to match. Test your knowledge of Russian (including Soviet) history with this quiz. Political rise and fall
Yeltsin attended the Urals Polytechnic Institute and worked at various construction projects in the Sverdlovsk oblast from 1955 to 1968, joining the Communist Party in 1961. In 1968 he began full-time work in the party and in 1976 became first secretary of the Sverdlovsk oblast party committee. Thereafter he came to know Mikhail Gorbachev, then his counterpart in the city of Stavropol. | https://www.britannica.com/biography/Boris-Yeltsin |
msmarco_v2.1_doc_34_1520110391#1_3197684499 | Title: Boris Yeltsin | Biography & Facts | Britannica
Headings:
Boris Yeltsin
president of Russia
Political rise and fall
Comeback and first term as president
Second term and resignation
Boris Yeltsin
Content: A History Quiz
Russia is the world’s largest country by area, and it has a history to match. Test your knowledge of Russian (including Soviet) history with this quiz. Political rise and fall
Yeltsin attended the Urals Polytechnic Institute and worked at various construction projects in the Sverdlovsk oblast from 1955 to 1968, joining the Communist Party in 1961. In 1968 he began full-time work in the party and in 1976 became first secretary of the Sverdlovsk oblast party committee. Thereafter he came to know Mikhail Gorbachev, then his counterpart in the city of Stavropol. After Gorbachev came to power, he chose Yeltsin in 1985 to clean out the corruption in the Moscow party organization and elevated him to the Politburo (as a nonvoting member) in 1986. As the mayor of Moscow (i.e., first secretary of Moscow’s Communist Party committee), Yeltsin proved an able and determined reformer, but he estranged Gorbachev when he began criticizing the slow pace of reform at party meetings, challenging party conservatives, and even criticizing Gorbachev himself. Yeltsin was forced to resign in disgrace from the Moscow party leadership in 1987 and from the Politburo in 1988. Comeback and first term as president
Yeltsin was demoted to a deputy minister for construction but then staged the most remarkable comeback in Soviet history. His popularity with Soviet voters as an advocate of democracy and economic reform had survived his fall, and he took advantage of Gorbachev’s introduction of competitive elections to the U.S.S.R. Congress of People’s Deputies (i.e., the new Soviet parliament) to win a seat in that body in March 1989 with a landslide vote from a Moscow constituency. | https://www.britannica.com/biography/Boris-Yeltsin |
msmarco_v2.1_doc_34_1520110391#2_3197686602 | Title: Boris Yeltsin | Biography & Facts | Britannica
Headings:
Boris Yeltsin
president of Russia
Political rise and fall
Comeback and first term as president
Second term and resignation
Boris Yeltsin
Content: After Gorbachev came to power, he chose Yeltsin in 1985 to clean out the corruption in the Moscow party organization and elevated him to the Politburo (as a nonvoting member) in 1986. As the mayor of Moscow (i.e., first secretary of Moscow’s Communist Party committee), Yeltsin proved an able and determined reformer, but he estranged Gorbachev when he began criticizing the slow pace of reform at party meetings, challenging party conservatives, and even criticizing Gorbachev himself. Yeltsin was forced to resign in disgrace from the Moscow party leadership in 1987 and from the Politburo in 1988. Comeback and first term as president
Yeltsin was demoted to a deputy minister for construction but then staged the most remarkable comeback in Soviet history. His popularity with Soviet voters as an advocate of democracy and economic reform had survived his fall, and he took advantage of Gorbachev’s introduction of competitive elections to the U.S.S.R. Congress of People’s Deputies (i.e., the new Soviet parliament) to win a seat in that body in March 1989 with a landslide vote from a Moscow constituency. A year later, on May 29, 1990, the parliament of the Russian S.F.S.R. elected him president of the Russian republic against Gorbachev’s wishes. In his new role, Yeltsin publicly supported the right of Soviet republics to greater autonomy within the Soviet Union, took steps to give the Russian republic more autonomy, and declared himself in favour of a market-oriented economy and a multiparty political system. Yeltsin, Boris
Boris Yeltsin, 1990. © David Fowler/Dreamstime.com
In July 1990 Yeltsin quit the Communist Party. His victory in the first direct, popular elections for the presidency of the Russian republic (June 1991) was seen as a mandate for economic reform. | https://www.britannica.com/biography/Boris-Yeltsin |
msmarco_v2.1_doc_34_1520110391#3_3197688806 | Title: Boris Yeltsin | Biography & Facts | Britannica
Headings:
Boris Yeltsin
president of Russia
Political rise and fall
Comeback and first term as president
Second term and resignation
Boris Yeltsin
Content: A year later, on May 29, 1990, the parliament of the Russian S.F.S.R. elected him president of the Russian republic against Gorbachev’s wishes. In his new role, Yeltsin publicly supported the right of Soviet republics to greater autonomy within the Soviet Union, took steps to give the Russian republic more autonomy, and declared himself in favour of a market-oriented economy and a multiparty political system. Yeltsin, Boris
Boris Yeltsin, 1990. © David Fowler/Dreamstime.com
In July 1990 Yeltsin quit the Communist Party. His victory in the first direct, popular elections for the presidency of the Russian republic (June 1991) was seen as a mandate for economic reform. During the brief coup against Gorbachev by hard-line communists in August 1991, Yeltsin defied the coup leaders and rallied resistance in Moscow while calling for the return of Gorbachev. When the coup crumbled a few days after it had begun, Yeltsin emerged as the country’s most powerful political figure. In December 1991 he and the presidents of Ukraine and Belarus (Belorussia) established a new Commonwealth of Independent States that would replace the foundering U.S.S.R. When the Soviet Union collapsed after Gorbachev’s resignation as Soviet president on December 25, the Russian government under Yeltsin’s leadership then assumed many of the former superpower’s responsibilities for defense, foreign affairs, and finance. Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
As president of an independent Russia, Yeltsin set about the formidable task of transforming his country’s decaying command economy into one based on free markets and private enterprise. | https://www.britannica.com/biography/Boris-Yeltsin |
msmarco_v2.1_doc_34_1520110391#4_3197690917 | Title: Boris Yeltsin | Biography & Facts | Britannica
Headings:
Boris Yeltsin
president of Russia
Political rise and fall
Comeback and first term as president
Second term and resignation
Boris Yeltsin
Content: During the brief coup against Gorbachev by hard-line communists in August 1991, Yeltsin defied the coup leaders and rallied resistance in Moscow while calling for the return of Gorbachev. When the coup crumbled a few days after it had begun, Yeltsin emerged as the country’s most powerful political figure. In December 1991 he and the presidents of Ukraine and Belarus (Belorussia) established a new Commonwealth of Independent States that would replace the foundering U.S.S.R. When the Soviet Union collapsed after Gorbachev’s resignation as Soviet president on December 25, the Russian government under Yeltsin’s leadership then assumed many of the former superpower’s responsibilities for defense, foreign affairs, and finance. Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
As president of an independent Russia, Yeltsin set about the formidable task of transforming his country’s decaying command economy into one based on free markets and private enterprise. Early in 1992 he ended government price subsidies and controls over food and other consumer goods, while also allowing the unhindered growth of free markets in the cities. At the same time, Russia’s parliament, the Congress of People’s Deputies, had grown increasingly hostile toward his free-market reforms. Yeltsin and the Congress were also deeply divided over the question of the balance of powers in Russia’s proposed new constitution, which was needed to replace the obsolete 1978 Soviet-era Russian Constitution. On September 21, 1993, Yeltsin unconstitutionally dissolved the Congress and called for new parliamentary elections. In response, hard-line legislators attempted a coup in early October but were suppressed by army troops loyal to Yeltsin. | https://www.britannica.com/biography/Boris-Yeltsin |
msmarco_v2.1_doc_34_1520110391#7_3197696761 | Title: Boris Yeltsin | Biography & Facts | Britannica
Headings:
Boris Yeltsin
president of Russia
Political rise and fall
Comeback and first term as president
Second term and resignation
Boris Yeltsin
Content: In another spectacular comeback, however, he won reelection over a communist challenger in the second round of elections held in July 1996. He spent the months after his electoral victory recovering from a heart attack he had suffered that June during the rigours of the campaign. The state of Yeltsin’s health was a recurring issue. Early in his second term, Yeltsin signed a cease-fire agreement with Chechnya and in 1997 negotiated a peace treaty; tensions, however, continued. In August 1999 Islamic rebels from Chechnya invaded Dagestan, and the following month a series of bombings in Russia were blamed on Chechens. Soon after, Yeltsin ordered the return of troops to the republic. In the late 1990s political maneuvering dominated much of the country’s government as Yeltsin dismissed four premiers and in 1998 fired his entire cabinet, though many were later reappointed. The following year the State Duma initiated an impeachment drive against Yeltsin, charging that he had encouraged the breakup of the Soviet Union in 1991, among other allegations. The Duma, however, was unable to secure the necessary votes to proceed. | https://www.britannica.com/biography/Boris-Yeltsin |
msmarco_v2.1_doc_34_1522584344#6_3202828750 | Title: Constantine I - Commitment to Christianity | Britannica
Headings: Commitment to Christianity of Constantine I
Commitment to Christianity of Constantine I
Final years
Content: Constantine’s refusal to take part in a pagan procession offended the Romans, and, when he left after a short visit, it was never to return. Final years
These events set the course of the last phase of the reign of Constantine. After his defeat of Licinius he had renamed Byzantium as Constantinople, and immediately upon his return from the West he began to rebuild the city on a greatly enlarged pattern as his permanent capital and the “second Rome.” The dedication of Constantinople (May 330) confirmed the divorce, which had been in the making for more than a century, between the emperors and Rome. Rome had long been unsuited to the strategic needs of the empire. It was now to be left in splendid isolation, as an enormously wealthy and prestigious city—still the emotional focus of the empire—but of limited political importance. mosaic
Justinian I (left, holding a model of Hagia Sophia) and Constantine the Great (right, holding a model of the city of Constantinople) presenting gifts to the Virgin Mary and Christ Child (centre), mosaic, 10th century; in Hagia Sophia, Istanbul. Dumbarton Oaks/Trustees for Harvard University, Washington, D.C.
It was perhaps in some sense to atone for the family catastrophe of 326 that Constantine’s mother, Helena, embarked on a pilgrimage to the Holy Land. Her journey was attended by almsgiving and pious works and was distinguished by her church foundations at Jerusalem and at Bethlehem. | https://www.britannica.com/biography/Constantine-I-Roman-emperor/Commitment-to-Christianity |
msmarco_v2.1_doc_34_1527519478#0_3213065305 | Title: Gaius Marius | Roman general | Britannica
Headings: Gaius Marius
Gaius Marius
Roman general
Early career
Election to the consulship
Content: Gaius Marius | Roman general | Britannica
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Gaius Marius
Roman general
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John P.V. Dacre Balsdon
Fellow of Exeter College, University of Oxford, 1928–69. Author of Life and Leisure in Ancient Rome. See Article History
Gaius Marius, (born c. 157 bce, Cereatae, near Arpinum [Arpino], Latium [now in Italy]—died January 13, 86 bce, Rome), Roman general and politician, consul seven times (107, 104–100, 86 bce ), who was the first Roman to illustrate the political support that a successful general could derive from the votes of his old army veterans. Early career
Gaius Marius was a strong and brave soldier and a skillful general, popular with his troops, but he showed little flair for politics and was not a good public speaker. As an equestrian, he lacked the education in Greek normal to the upper classes. He was superstitious and overwhelmingly ambitious, and, because he failed to force the aristocracy to accept him, despite his great military success, he suffered from an inferiority complex that may help explain his jealousy and vindictive cruelty. As a young officer-cadet, along with Jugurtha (later king of Numidia), on Scipio Aemilianus’ staff in the Numantine War in Spain (134 bce ), he, like Jugurtha, made an excellent impression on his commanding officer. Marius’ family enjoyed the patronage of more than one noble family, in particular the distinguished and inordinately conceited Caecilii Metelli, then at the height of their political power. They backed his candidacy for tribune (defender) of the plebs (common people) in 119. As tribune, Marius proposed a bill affecting procedure in elections and legislative assemblies by narrowing the bridges—the gangway across which each voter passed to fill in and deposit his ballot tablet—as a result of which there was no longer room on the gangway for observers, normally aristocrats, who abused their position to influence an individual’s vote. | https://www.britannica.com/biography/Gaius-Marius |
msmarco_v2.1_doc_34_1527519478#1_3213067667 | Title: Gaius Marius | Roman general | Britannica
Headings: Gaius Marius
Gaius Marius
Roman general
Early career
Election to the consulship
Content: He was superstitious and overwhelmingly ambitious, and, because he failed to force the aristocracy to accept him, despite his great military success, he suffered from an inferiority complex that may help explain his jealousy and vindictive cruelty. As a young officer-cadet, along with Jugurtha (later king of Numidia), on Scipio Aemilianus’ staff in the Numantine War in Spain (134 bce ), he, like Jugurtha, made an excellent impression on his commanding officer. Marius’ family enjoyed the patronage of more than one noble family, in particular the distinguished and inordinately conceited Caecilii Metelli, then at the height of their political power. They backed his candidacy for tribune (defender) of the plebs (common people) in 119. As tribune, Marius proposed a bill affecting procedure in elections and legislative assemblies by narrowing the bridges—the gangway across which each voter passed to fill in and deposit his ballot tablet—as a result of which there was no longer room on the gangway for observers, normally aristocrats, who abused their position to influence an individual’s vote. When the two consuls tried to persuade the Senate to block the bill, Marius threatened them with imprisonment, and the bill was carried. Marius showed himself no unprincipled candidate for popular favour, for he vetoed a popular grain bill, and the following years offered him little promise of a conspicuous career. He failed to secure the aedileship (control of markets and police) and was only just elected praetor (judicial magistrate) for the year 115 after bribing heavily, for which he was lucky to escape condemnation in court. The next year he governed Further Spain, campaigned successfully against bandits, and laid a foundation for great personal wealth through mining investments. After that, he made a good marriage into a patrician family that, after long obscurity, was on the point of strong political revival. | https://www.britannica.com/biography/Gaius-Marius |
msmarco_v2.1_doc_34_1530646039#4_3219667098 | Title: Hernando de Soto | Spanish explorer | Britannica
Headings: Hernando de Soto
Hernando de Soto
Spanish explorer
Early years
Exploration of southern North America
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Content: Instead, he was commissioned by the Spanish crown to conquer what is now Florida. In addition, he was made governor of Cuba. Exploration of southern North America
In April 1538 de Soto embarked from the port of Sanlúcar de Barrameda in command of 10 ships and 700 men. After a brief stop in Cuba, the expedition landed in May 1539 on the coast of Florida, at a point somewhere between present-day Tampa Bay and Charlotte Harbor. After spending the winter at the small Indian village of Apalache (near Tallahassee, Florida), de Soto moved northward and through Georgia and then westward through the Carolinas and Tennessee, led by native guides whom he abducted along the way. Though he did not find the gold he was looking for, he did collect a valuable assortment of pearls at a place called Cofitachequi, in present-day Georgia or South Carolina (sources differ on its location). Near Lookout Mountain in southeastern Tennessee, de Soto and his men turned southward into Alabama and headed toward Mobile Bay, where they expected to rendezvous with their ships. But at the fortified Indian town of Mauvila (near Mobile), a confederation of Indians attacked the Spaniards in October 1540. The natives were decimated, but the Spanish were also severely crippled, losing most of their equipment and all their pearls. After a month’s rest, de Soto decided to turn north once again and head inland in search of treasure. | https://www.britannica.com/biography/Hernando-de-Soto |
msmarco_v2.1_doc_34_1531008817#0_3220441702 | Title: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Headings: Howard Gardner
Howard Gardner
American psychologist
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Content: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Home Health & Medicine Psychology & Mental Health
Howard Gardner
American psychologist
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WRITTEN BY
Lynn Melby Gordon
Professor, Department of Elementary Education, California State University at Northridge. Her contributions to SAGE Publications's Encyclopedia of Human Development (2005) formed the basis of...
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Howard Gardner, (born July 11, 1943, Scranton, Pennsylvania, U.S.), American cognitive psychologist and author, best known for his theory of multiple intelligences. First presented in Frames of Mind: The Theory of Multiple Intelligences (1983) and subsequently refined and extended in Multiple Intelligences: The Theory in Practice (1993), Intelligence Reframed: Multiple Intelligences for the 21st Century (1999), and Multiple Intelligences: New Horizons (2006), Gardner’s theory inspired teachers, school leaders, and special educators to embrace the notion that there are many ways to be intelligent. Gardner was the son of Jewish refugees from Nazi Germany. He was a studious child who loved to read, and he developed into a gifted pianist. He retained a lifelong passion for music that contributed to his nonunitary conception of human cognitive capacity. | https://www.britannica.com/biography/Howard-Gardner |
msmarco_v2.1_doc_34_1531008817#1_3220443435 | Title: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Headings: Howard Gardner
Howard Gardner
American psychologist
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Content: Multiple Intelligences for the 21st Century (1999), and Multiple Intelligences: New Horizons (2006), Gardner’s theory inspired teachers, school leaders, and special educators to embrace the notion that there are many ways to be intelligent. Gardner was the son of Jewish refugees from Nazi Germany. He was a studious child who loved to read, and he developed into a gifted pianist. He retained a lifelong passion for music that contributed to his nonunitary conception of human cognitive capacity. Gardner undertook most of his formal training and graduate work at Harvard University, where he earned a bachelor’s degree in social relations in 1965 and a doctoral degree in developmental psychology in 1971. His many academic appointments included a professorship of neurology at Boston University School of Medicine (1984–2005) and a professorship of education at the Harvard Graduate School of Education (1986–98), where he was appointed the John H. and Elisabeth A. Hobbs Professor of Cognition and Education in 1998. In Frames of Mind, Gardner faulted earlier, unitary models of intellectual ability, in which intelligence was typically reported as a single IQ (intelligence quotient) score. He detailed instead a more complex paradigm in which human intelligence comprises eight or more relatively autonomous intellectual capacities: logical-mathematical intelligence, musical intelligence, linguistic intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence (the capacity to understand oneself), and naturalist intelligence (the ability to recognize and make use of certain aspects of the environment). | https://www.britannica.com/biography/Howard-Gardner |
msmarco_v2.1_doc_34_1531008817#2_3220445527 | Title: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Headings: Howard Gardner
Howard Gardner
American psychologist
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Content: Gardner undertook most of his formal training and graduate work at Harvard University, where he earned a bachelor’s degree in social relations in 1965 and a doctoral degree in developmental psychology in 1971. His many academic appointments included a professorship of neurology at Boston University School of Medicine (1984–2005) and a professorship of education at the Harvard Graduate School of Education (1986–98), where he was appointed the John H. and Elisabeth A. Hobbs Professor of Cognition and Education in 1998. In Frames of Mind, Gardner faulted earlier, unitary models of intellectual ability, in which intelligence was typically reported as a single IQ (intelligence quotient) score. He detailed instead a more complex paradigm in which human intelligence comprises eight or more relatively autonomous intellectual capacities: logical-mathematical intelligence, musical intelligence, linguistic intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence (the capacity to understand oneself), and naturalist intelligence (the ability to recognize and make use of certain aspects of the environment). Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
The theory of multiple intelligences affected many school-improvement efforts in the United States. Gardner and others promoted efforts to understand diverse student capacities and emphasized the need for personalized educational environments, improved interdisciplinary curricular programs, and the use of performance-based assessments. Other works by Gardner included The Mind’s New Science: A History of the Cognitive Revolution (1985) and Truth, Beauty, and Goodness Reframed: | https://www.britannica.com/biography/Howard-Gardner |
msmarco_v2.1_doc_34_1531008817#3_3220447694 | Title: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Headings: Howard Gardner
Howard Gardner
American psychologist
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Content: Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
The theory of multiple intelligences affected many school-improvement efforts in the United States. Gardner and others promoted efforts to understand diverse student capacities and emphasized the need for personalized educational environments, improved interdisciplinary curricular programs, and the use of performance-based assessments. Other works by Gardner included The Mind’s New Science: A History of the Cognitive Revolution (1985) and Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the 21st Century (2011). Lynn Melby Gordon The Editors of Encyclopaedia Britannica
Learn More in these related Britannica articles: human intelligence: Cognitive-contextual theories
…that of the American psychologist Howard Gardner and that of Sternberg. In 1983 Gardner challenged the assumption of a single intelligence by proposing a theory of “multiple intelligences.” | https://www.britannica.com/biography/Howard-Gardner |
msmarco_v2.1_doc_34_1531008817#4_3220449087 | Title: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Headings: Howard Gardner
Howard Gardner
American psychologist
Learn More in these related Britannica articles:
Content: Educating for the Virtues in the 21st Century (2011). Lynn Melby Gordon The Editors of Encyclopaedia Britannica
Learn More in these related Britannica articles: human intelligence: Cognitive-contextual theories
…that of the American psychologist Howard Gardner and that of Sternberg. In 1983 Gardner challenged the assumption of a single intelligence by proposing a theory of “multiple intelligences.” Earlier theorists had gone so far as to contend that intelligence comprises multiple abilities. But Gardner went one step farther, arguing that…
genius
…developed by the American psychologist Howard Gardner, is the theory of multiple intelligences. Gardner identified at least eight particular types of intelligence. Like all human traits, these so-called “multiple intelligences” are thought to be distributed relatively evenly throughout a population. It is likely that the genius, however, is born with…
prodigy
…proposed by the American psychologist Howard Gardner —linguistic, mathematical-logical, spatial-visual, musical, kinesthetic, interpersonal, intrapersonal, or naturalistic. | https://www.britannica.com/biography/Howard-Gardner |
msmarco_v2.1_doc_34_1531008817#5_3220450631 | Title: Howard Gardner | Biography, Theory, Multiple Intelligences, Psychology, & Facts | Britannica
Headings: Howard Gardner
Howard Gardner
American psychologist
Learn More in these related Britannica articles:
Content: Earlier theorists had gone so far as to contend that intelligence comprises multiple abilities. But Gardner went one step farther, arguing that…
genius
…developed by the American psychologist Howard Gardner, is the theory of multiple intelligences. Gardner identified at least eight particular types of intelligence. Like all human traits, these so-called “multiple intelligences” are thought to be distributed relatively evenly throughout a population. It is likely that the genius, however, is born with…
prodigy
…proposed by the American psychologist Howard Gardner —linguistic, mathematical-logical, spatial-visual, musical, kinesthetic, interpersonal, intrapersonal, or naturalistic. This occurs because the achievement of extraordinary expertise in these broader areas requires more life experience than is usually available to a child. Interpersonal intelligence, such as that of successful leaders, is usually cultivated through…
Sign up here to see what happened On This Day, every day in your inbox! Thank you for subscribing! Be on the lookout for your Britannica newsletter to get trusted stories delivered right to your inbox. | https://www.britannica.com/biography/Howard-Gardner |
msmarco_v2.1_doc_34_1532339757#9_3223310270 | Title: James Comey | Biography & Facts | Britannica
Headings: James Comey
James Comey
American attorney and law enforcement official
Top Questions
Where was James Comey educated?
What were James Comey’s jobs?
What did James Comey write?
Why is James Comey famous?
Early life
Legal career and acting attorney general
FBI director: Hillary Clinton e-mail inquiry, Donald Trump, and firing
Memoir and later activities
Content: However, Comey did confirm that since July 2016 the FBI had been investigating whether members of Trump’s campaign had colluded with Russian officials to win the election. Some criticized the director for not having publicly revealed the probe during the election—as he had when the FBI reviewed additional Clinton e-mails. At a Senate hearing in May, Comey defended his handling of the Clinton inquiry and claimed that he felt “mildly nauseous” over the possibility that the FBI’s actions influenced the election. In addition, he touched on his agency’s investigation into Trump’s campaign advisers and alleged that Russian interference in U.S. elections would continue to be a major threat. Less than a week later, on May 9, Trump abruptly fired Comey, citing the recommendation of DOJ officials who faulted Comey’s conduct during the Clinton probe. Notably, the FBI director was accused of treating Clinton unfairly, with both the July press conference and the October letter to Congress being deemed inappropriate. Critics, however, alleged that Comey was dismissed because of the Russia inquiry, and Trump later conceded that the investigation had been one of his reasons for firing Comey. The DOJ’s inspector general oversaw a lengthy investigation into the FBI’s handling of the Clinton case, and the final report was released in June 2018. While it was critical of Comey’s actions—notably, it called him “insubordinate” and concluded that his deviations from the FBI’s standard procedures damaged the agency’s reputation for fairness—it found no evidence that he had been politically motivated. In addition, the FBI was not faulted for its decision not to charge Clinton. | https://www.britannica.com/biography/James-Comey |
msmarco_v2.1_doc_34_1536667323#2_3232378457 | Title: Kenenisa Bekele | Biography, Olympic Medals, Marathons, & Facts | Britannica
Headings: Kenenisa Bekele
Kenenisa Bekele
Ethiopian athlete
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Kenenisa Bekele
Content: In 1999 Bekele placed ninth in the junior race at the world cross-country championships and took the silver medal in the 3,000 metres at the International Association of Athletics Federations (IAAF) world youth championships. Illness kept him off the Ethiopian squad for the 2000 IAAF world cross-country championships, but at that year’s world junior championships he won the silver medal in the 5,000 metres. At the 2001 world cross-country championships he placed second in the senior short-course event and raced to a 33-second victory margin in the junior race. Bekele won the senior long-course (12-km [7.5-mile]) and short-course (4-km [2.5-mile]) titles at the 2002 world cross-country championships—a feat never before accomplished by a male runner. An Achilles tendon injury cut short Bekele’s 2002 track season, but in March 2003 he was healthy and competed in the world cross-country championships, where he repeated his astonishing double victory. He would go on to win both races at the world cross-country championships in 2004, 2005, and 2006, setting a record for most career wins in the history of the championships. On June 1, 2003, Bekele finally showed what he could do on a track, defeating world record-holder Gebrselassie in the 10,000 metres at the IAAF Grand Prix in Hengelo, Netherlands. Later that year he won gold medals at both the IAAF world championships (in the 10,000 metres) and at the IAAF World Athletics Final (in the 3,000 metres). Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
Bekele made his Olympic debut in 2004 at the Athens Games, where he won the silver medal in the 5,000 metres and the gold in the 10,000 metres. | https://www.britannica.com/biography/Kenenisa-Bekele |
msmarco_v2.1_doc_34_1540555152#0_3240619240 | Title: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Headings: Maximilien Robespierre
Maximilien Robespierre
French revolutionary
Who was Maximilien Robespierre?
How did Maximilien Robespierre come to power?
What is Maximilien Robespierre known for?
When and how did Maximilien Robespierre die?
Early life
Learn about the life of Maximilien Robespierre
Leadership of the Jacobins
Work in the National Convention
Content: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Home World History Age of Revolutions
Maximilien Robespierre
French revolutionary
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WRITTEN BY
Marc Bouloiseau
Former Secretary, Commission for the Economic and Social History of the French Revolution. Emeritus Teaching Assistant in History of the French Revolution, University of Paris. Author of Robespierre...
Last Updated: May 2, 2021 See Article History
Alternative Title: Maximilien-François-Marie-Isidore de Robespierre
Maximilien Robespierre, in full Maximilien-François-Marie-Isidore de Robespierre, (born May 6, 1758, Arras, France—died July 28, 1794, Paris), radical Jacobin leader and one of the principal figures in the French Revolution. In the latter months of 1793 he came to dominate the Committee of Public Safety, the principal organ of the Revolutionary government during the Reign of Terror, but in 1794 he was overthrown and executed in the Thermidorian Reaction. Top Questions
Who was Maximilien Robespierre? Maximilien Robespierre was a radical democrat and key figure in the French Revolution of 1789. Robespierre briefly presided over the influential Jacobin Club, a political club based in Paris. He also served as president of the National Convention and on the Committee of Public Safety. | https://www.britannica.com/biography/Maximilien-Robespierre |
msmarco_v2.1_doc_34_1540555152#1_3240621279 | Title: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Headings: Maximilien Robespierre
Maximilien Robespierre
French revolutionary
Who was Maximilien Robespierre?
How did Maximilien Robespierre come to power?
What is Maximilien Robespierre known for?
When and how did Maximilien Robespierre die?
Early life
Learn about the life of Maximilien Robespierre
Leadership of the Jacobins
Work in the National Convention
Content: In the latter months of 1793 he came to dominate the Committee of Public Safety, the principal organ of the Revolutionary government during the Reign of Terror, but in 1794 he was overthrown and executed in the Thermidorian Reaction. Top Questions
Who was Maximilien Robespierre? Maximilien Robespierre was a radical democrat and key figure in the French Revolution of 1789. Robespierre briefly presided over the influential Jacobin Club, a political club based in Paris. He also served as president of the National Convention and on the Committee of Public Safety. French Revolution
Learn more about the French Revolution. Jacobin Club
Read about the most famous political group of the French Revolution. National Convention
Learn about the assembly that governed France during the most critical period of the French Revolution. How did Maximilien Robespierre come to power? Maximilien Robespierre began his political career in 1789, when he was elected to represent the Third Estate of Artois in the pre-Revolutionary Estates-General. | https://www.britannica.com/biography/Maximilien-Robespierre |
msmarco_v2.1_doc_34_1540555152#9_3240635353 | Title: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Headings: Maximilien Robespierre
Maximilien Robespierre
French revolutionary
Who was Maximilien Robespierre?
How did Maximilien Robespierre come to power?
What is Maximilien Robespierre known for?
When and how did Maximilien Robespierre die?
Early life
Learn about the life of Maximilien Robespierre
Leadership of the Jacobins
Work in the National Convention
Content: By 1788 Robespierre was already well known for his altruism. As a lawyer representing poor people, he had alarmed the privileged classes by his protests in his “Mémoire pour le Sieur Dupond” (“Report for Lord Dupond”) against royal absolutism and arbitrary justice. When the summoning of the Estates-General (a national assembly that had not been called since 1614) was announced, he issued an appeal entitled À la nation artésienne sur la nécessité de réformer les Etats d’Artois (“To the People of Artois on the Necessity of Reforming the Estates of Artois”). In March 1789 the citizens of Arras chose him as one of their representatives, and the Third Estate (the commons) of the bailiwick elected him fifth of the eight deputies from Artois. Thus he began his political career at the age of 30. Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
Leadership of the Jacobins
Robespierre preserved his frugal way of life, his careful dress and grooming, and his simple manners both at Versailles and later in Paris. He quickly attracted attention in an assembly that included some distinguished names. He probably made his maiden speech on May 18, 1789, and he was to speak more than 500 times during the life of the National Assembly. He succeeded in making himself heard despite the weak carrying power of his voice and the opposition he aroused, and his motions were usually applauded. | https://www.britannica.com/biography/Maximilien-Robespierre |
msmarco_v2.1_doc_34_1540555152#10_3240637516 | Title: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Headings: Maximilien Robespierre
Maximilien Robespierre
French revolutionary
Who was Maximilien Robespierre?
How did Maximilien Robespierre come to power?
What is Maximilien Robespierre known for?
When and how did Maximilien Robespierre die?
Early life
Learn about the life of Maximilien Robespierre
Leadership of the Jacobins
Work in the National Convention
Content: Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now
Leadership of the Jacobins
Robespierre preserved his frugal way of life, his careful dress and grooming, and his simple manners both at Versailles and later in Paris. He quickly attracted attention in an assembly that included some distinguished names. He probably made his maiden speech on May 18, 1789, and he was to speak more than 500 times during the life of the National Assembly. He succeeded in making himself heard despite the weak carrying power of his voice and the opposition he aroused, and his motions were usually applauded. Proofs of his growing popularity were the ferocious attacks made by the royalist press on this “Demosthenes,” “who believes everything he says,” this “monkey of Mirabeau’s” ( the comte de Mirabeau, a politician who wanted to create a constitutional assembly). Auguste Couder: Opening of the Estates-General, May 5, 1789
Opening of the Estates-General, May 5, 1789, oil on canvas by Auguste Couder, 1839; in the Museum of the History of France, Palace of Versailles. Hulton Archive/Getty Images
Robespierre was kept out of the committees and from the presidency of the National Assembly; | https://www.britannica.com/biography/Maximilien-Robespierre |
msmarco_v2.1_doc_34_1540555152#13_3240643198 | Title: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Headings: Maximilien Robespierre
Maximilien Robespierre
French revolutionary
Who was Maximilien Robespierre?
How did Maximilien Robespierre come to power?
What is Maximilien Robespierre known for?
When and how did Maximilien Robespierre die?
Early life
Learn about the life of Maximilien Robespierre
Leadership of the Jacobins
Work in the National Convention
Content: Grounded in ancient history and the works of the French philosophers of the Enlightenment, he welcomed the Declaration of the Rights of Man and of the Citizen, which formed the preamble of the French constitution of September 3, 1791, and he insisted that all laws should conform to it. He fought for universal suffrage, for unrestricted admission to the national guard, to public offices, and to the commissioned ranks of the army, and for the right to petition. He opposed the royal veto, the abuses of ministerial power, and religious and racial discrimination. He defended actors, Jews, and Black enslaved people and supported the reunion of Avignon, formerly a papal possession, with France in September 1791. In May he had successfully proposed that all new deputies be elected to the next legislature so that, as a new body, it would better express the people’s will. His passionate fight for liberty won him more enemies, who called him a dangerous individual—and worse. After the flight of Louis XVI (June 20–21, 1791), for which Robespierre vainly demanded his trial, the slanders against the Revolutionary deputy became twice as violent. He hastened the vote on the constitution so as to attract “as many of the democratic party as possible,” inviting in his Adresse aux Français (July 1791; Address to the French) the patriots to join forces. Martial law was proclaimed, and at the Champ-de-Mars the national guard—under the command of the marquis de Lafayette, a moderate who wanted to save the monarchy—opened fire on a group demanding the abdication of the king. | https://www.britannica.com/biography/Maximilien-Robespierre |
msmarco_v2.1_doc_34_1540555152#14_3240645484 | Title: Maximilien Robespierre | Biography, French Revolution, Reign of Terror, Facts, & Death | Britannica
Headings: Maximilien Robespierre
Maximilien Robespierre
French revolutionary
Who was Maximilien Robespierre?
How did Maximilien Robespierre come to power?
What is Maximilien Robespierre known for?
When and how did Maximilien Robespierre die?
Early life
Learn about the life of Maximilien Robespierre
Leadership of the Jacobins
Work in the National Convention
Content: His passionate fight for liberty won him more enemies, who called him a dangerous individual—and worse. After the flight of Louis XVI (June 20–21, 1791), for which Robespierre vainly demanded his trial, the slanders against the Revolutionary deputy became twice as violent. He hastened the vote on the constitution so as to attract “as many of the democratic party as possible,” inviting in his Adresse aux Français (July 1791; Address to the French) the patriots to join forces. Martial law was proclaimed, and at the Champ-de-Mars the national guard—under the command of the marquis de Lafayette, a moderate who wanted to save the monarchy—opened fire on a group demanding the abdication of the king. Robespierre, his life threatened, went to live with the family of the cabinetmaker Maurice Duplay. He managed to keep the Jacobin Club alive after all of its moderate members had joined a rival club. When the National Assembly dissolved itself, the people of Paris organized a triumphal procession for Robespierre. Although he had excluded himself and his colleagues from the new Legislative Assembly, Robespierre continued to be politically active, giving up the lucrative post of public prosecutor of Paris, to which he had been elected in June 1791. Henceforth, he spoke only at the Jacobin Club, where he was to be heard about 100 times, until August 1792. | https://www.britannica.com/biography/Maximilien-Robespierre |
msmarco_v2.1_doc_34_1541248213#7_3242120776 | Title: Mikhail Gorbachev | Biography, Facts, Cold War, & Significance | Britannica
Headings: Mikhail Gorbachev
Mikhail Gorbachev
president of Soviet Union
Top Questions
Who was Mikhail Gorbachev?
How did Mikhail Gorbachev become president of the Soviet Union?
What is Mikhail Gorbachev known for?
What did Mikhail Gorbachev do after the fall of the Soviet Union?
Early life
General secretary of the CPSU: perestroika to the fall of the Soviet Union
Learn about Mikhail Gorbachev, his policy of perestroika, and his contribution to ending the Cold War
Learn about Mikhail Gorbachev's reforms in the Soviet Union and his contribution to German unification
Content: It was replaced by the Commonwealth of Independent States (CIS), a free association of sovereign states founded by the elected leaders of Russia, Ukraine, and Belarus (Belorussia). The CIS began operations in early 1992. At that time, Boris Yeltsin was president of Russia. The Russian government under Yeltsin assumed many of the responsibilities of the former Soviet Union. Dissatisfaction with the Yeltsin administration prompted Gorbachev to run for president of Russia in 1996. Gorbachev’s bid for the presidency was unsuccessful: he earned less than 1 percent of the vote. Read more below: Later life
Commonwealth of Independent States
Read about this association of states. Collapse of the Soviet Union
Learn about the collapse of the Soviet Union. | https://www.britannica.com/biography/Mikhail-Gorbachev |
msmarco_v2.1_doc_34_1545449353#1_3251043538 | Title: Reies Tijerina | American activist | Britannica
Headings: Reies Tijerina
Reies Tijerina
American activist
Content: Tijerina began working with his migrant family in farmers’ fields at age four. Stories of Texas Rangers ’ assaults on Mexicans and the near lynching of his grandfather by white racists shaped his political consciousness. At age 17 Tijerina met an itinerant preacher who enabled his attendance at an Assemblies of God Bible institute near El Paso, Texas. Upon his graduation as an ordained Pentecostal minister, Tijerina worked along the Texas-Mexico border, and in Arizona he helped establish a cooperative village, the Valley of Peace, with 19 other families in 1955. Accused of being the getaway driver in a failed attempt to free his brother from jail, Tijerina, with his family and some of his followers, fled to New Mexico in 1957. Two years later Tijerina joined families who had been dispossessed of their lands in the late 1800s in an appeal to the Mexican government to petition the United Nations to force U.S. compliance with the Treaty of Guadalupe Hidalgo and the Universal Declaration of Human Rights. Although they were ultimately unsuccessful, that appeal served as a catalyst for Tijerina’s interest in land grants and the injustice he perceived in the historical dispossession of Chicanos and Latinos. After researching land-grant titles in Mexico City and Spain, Tijerina popularized the land-grant movement during the early 1960s on a daily radio program, The Voice of Justice, and in a regular column in Albuquerque, New Mexico’s News Chieftain. In February 1963 Tijerina established La Alianza Federal de Mercedes (Federal Alliance of Land Grants). La Alianza’s first convention included 800 delegates representing 48 New Mexico land grants and voted to focus on two major grants in northern New Mexico: | https://www.britannica.com/biography/Reies-Lopez-Tijerina |
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