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(and hence subjectivity) within the scientific process – but non-scientific writing needs individuality. So rephrase passive sentences by focusing on the subject of the sentence – the thing or person that’s doing something. Then rewrite the phrase, putting the subject first and choosing the verb that correctly follows.... |
non-descriptive verb “is”. It’s easy to inadvertently chain together these monster sentences, but they’re a clear warning sign of overloading. To untangle the knot, follow the same principle as for passives: identify the subject first, then the natural verb. Split into multiple sentences if you like. Here’s one way to |
rewrite the sentence above: “Teachers tend to start with inadequate writing. This limits students’ understanding of composition and style.” Singulars and plurals Look at the subject of your sentence, and make sure that your verbs and pronouns match. - “The user (singular) might not understand why she (singular) needs t... |
the visual hierarchy of the masthead brandmark” - “Make it obvious what to do”, not “Expose the primary function of the interface”. The Plain English Campaign offers a range of free guides that can help those with a jargon affliction. Just like music, language has a tempo. An album of |
songs at the same speed quickly becomes boring, so use different sentence lengths to vary the pace of your writing. The paragraph on the right mixes long, detailed sentences and short, punchy ones. Different sentence lengths give rhythm and variety to your writing. So mix it up. Proofing your work |
Some people say writing should be like speech. I don’t agree – I believe writing presents more scope for density and precision – but a writer must find her own voice. However, the common tip of reading your work aloud is definitely helpful. It will help you to draw out |
clumsy phrases, and show where you need to quicken the pace or elaborate on a point. Some swear by reading their work backwards, from the last paragraph to the first. Other suggestions include proofing on paper, or changing the typeface to force you to re-parse the text. What works for |
minutes without checking their laptop, smartphone, or ereader. Notes are taken with keyboards instead of paper, presentations are carried by flash drives instead of poster board, and questions are asked in pixels. Number 2 pencils? Haven’t seen one in years. Our current education system is failing our students in two a... |
students behind. They see a world growing smaller each day, woven tighter by a web of digital and Internet-based connections. Unfortunately, we too often look at the flawed, underfunded education system with tired eyes as we dust off old ‘solutions’ to persisting problems. The 21st century school bell is ringing with a... |
and richer. It must be faster and more complete. It must be inclusive and more accessible. And above all, it must speak to our children’s passion for technology, mathematics, engineering, and other science related fields (STEM). Tapping into that innate curiosity is paramount if we expect to see innovative ideas brough... |
Rita J. King, Executive VP of Business Development at Science House, a period between the dark and grimy industrial era and the embedded technological revolution. At its very core is “collaboration, rapid prototyping, a deeper understanding of failure as part of the process and the ability to think in the long-term des... |
the 19th century, and that’s desperately what we need again on a global scale. And what can we learn from all of that? Well, we can learn a lot because our education systems are failing desperately in many ways. They fail to reach the people they most need to serve. They often hit the target but miss the point. Improve... |
organize. Our faith in these systems, incredibly fraught. And this is just a very simple way of understanding what kind of innovation, what kind of design we need.” According to Leadbeater, sustaining and disruptive innovations are essentially kindling to fuel the fire behind an educational reinvention. What the world ... |
education could be—we mustn’t be afraid to dream a little bigger. - Community efforts to supplement schools because just as much, if not more, learning takes place outside of the classroom walls. - And transformational innovation to empower all the world’s citizens with information and learning. When President Obama de... |
win that future. They way forward is not to fold in the face of adversity, but to re-up with a new course of action. There must be a greater emphasis on math and science, on research and new technologies, on innovation and imagination. So while this nation is transforming the American Dream, shouldn’t we give the lates... |
a reality? It is a pass-or-fail examination and the big, fat clock on the wall is ticking. The choice is simple: we must evolve as educators to prepare our children, our students with STEM education in order for them to succeed in the future. A curriculum built around cross-border, cross-cultural collaboration and tied... |
our students to view their world through the bifocals of iron and steel, when they should be exploring an open sourced world of global connections in three dimensions? Such a dedication to innovation and entrepreneurship, when adopted by faculty and peer-educators worldwide, will shift the worldviews of students. They’... |
That brand of education is the key to America’s economic growth and prosperity and our ability to compete tomorrow's labor market. STEM education is the root of success, growing compelling opportunities for relevant, vibrant, and up-to-the-minute learning. Can we nurture that nature? Photo courtesy of pastel (cc) |
"Heavy womenís chances higher." By Lindsey Tanner from The Washington Times. CHICAGO ó Obesity during pregnancy may increase chances for having a child with autism, provocative new research suggests. Itís among the first studies linking the two and, though it doesnít prove obesity causes autism, the authors say their r... |
raise public health concerns because of the high level of obesity in this country. Studied women who were obese during pregnancy were about 67 percent more likely than normal-weight women to have autistic children. They also faced double the risk of having children with other developmental delays. On average, women |
face a 1-in-88 chance of having a child with autism; the results suggest that obesity during pregnancy would increase that to a 1-in-53 chance, the authors said. The study was released online Monday in Pediatrics. Since more than one-third of U.S. women of child-bearing age are obese, the results are |
potentially worrisome and add yet another incentive for maintaining a prescribed normal weight, said researcher Paula Krakowiak, a study co-author and scientist at the University of California, Davis. Previous research has linked obesity during pregnancy with stillbirths, premature births and some birth defects. Dr. Da... |
behavioral pediatrics at Nationwide Children's Hospital in Columbus, Ohio, said the results ďraise quite a concern.Ē He noted that U.S. autism rates have increased along with obesity rates and said the research suggests that may be more than a coincidence. More research is needed to confirm the results. But if |
mothersí obesity is truly related to autism, it would be only one of many contributing factors, said Dr. Coury, who was not involved in the study. Genetics has been linked to autism, and scientists are examining whether mothersí illnesses and use of certain medicines during pregnancy might also play a |
part. The study involved about 1,000 California children, ages 2 to 5. Nearly 700 had autism or other developmental delays, and 315 did not have those problems. Mothers were asked about their health. Medical records were available for more than half the women and confirmed their conditions. Itís not clear |
how mothersí obesity might affect fetal development, but the authors offer some theories. Obesity, generally about 35 pounds overweight, is linked with inflammation and sometimes elevated levels of blood sugar. Excess blood sugar and inflammation-related substances in a motherís blood may reach the fetus and damage the... |
Krakowiak said. The study lacks information about blood tests during pregnancy. Thereís also no information on womenís diets and other habits during pregnancy that might have influenced fetal development. There were no racial, ethnic, education or health insurance differences among mothers of autistic children and thos... |
Heart disease: first signs different, but threat similar for men and women (BPT) - While heart disease continues to receive a lot of attention, certain myths surrounding the disease persist. A couple of the most common myths are that heart disease is more common in men than women, and that the first signs of a heart at... |
women, says Dr. Mary Ann McLaughlin, medical director of the cardiac health program at The Mount Sinai Medical Center in New York. Heart disease remains the leading cause of death in men and women in the United States , affecting both sexes relatively equally. "Women are more afraid of dying from cancer," says McLaughl... |
from heart disease." Also, the first signs of a heart attack can manifest themselves in different ways between men and women. While both men and women can experience the more well-known symptoms like chest pain or tightness and a shooting pain in the left arm, here are the most common differences in symptoms by sex, ac... |
prevalent in men, which might be why research shows that men go to the emergency room with symptoms much earlier in than women. More subtle symptoms are more likely in women. These include shortness of breath, sweating or dizziness, nausea, severe fatigue, sudden sleep disturbances, pain radiating through the jaw, smal... |
twice as susceptible to heart attacks as men with the condition," says McLaughlin. "Increased risk factors for women also include having an autoimmune disorder and a history of gestational diabetes or preeclampsia during pregnancies." Knowing the first signs of a heart attack is important, but reducing your risks for h... |
for a healthy heart: * Reduce salt intake. Limiting your consumption of processed foods can help with this, as they are often high in salt. * Choose your fats wisely. Use olive oil instead of butter, snack on nuts instead of other sugary and high-fat snacks, and take supplements like flax seed oil that can boost your l... |
reduce artery inflammation. Consuming more omega-3s can also help you reduce your LDL (bad cholesterol) levels. * Get regular exercise. A good rule of thumb is when balanced with a proper diet, 30 minutes of exercise a day will help you maintain your current weight, while 60 minutes will help you lose weight. If that s... |
to your daily tasks by taking the stairs instead of the elevator or walking or biking to work. Maintaining a healthy weight lowers your risk for cardiovascular disease. * Ask your doctor whether a daily regimen of low-dose aspirin would be appropriate for you, as it could lower your risk of a heart attack. * Maintain a... |
D, which can be found in some of the same fatty fish that contain high levels of omega-3 fatty acids. Vitamin D supplements can also help you achieve this, as low levels are associated with heart disease and high blood pressure. Exposure to sunshine also helps your body produce vitamin D, but don't forget your sunscree... |
you get your readings and give you advice on how to meet the following goals for optimum heart health: Total cholesterol: less than 200 LDL (bad cholesterol): less than 100 HDL (good cholesterol): greater than or equal to 40 Total cholesterol to HDL ratio: less or equal to 4.4 for women and less than or equal to 5 for ... |
With the economic situation as bad as it is, can we really afford to support sustainable agriculture? It’s a question of priorities, says Carlo Petrini, founder of the international Slow |
Food movement, and a question of waste. If we as a society were more conscientious eaters, we could cut our waste and not have to spend as much on food. |
And the price of food must be fair—which does not, of course, necessarily mean cheap. Over the last two decades, journalist and political activist Carlo Petrini has led the grassroots |
Slow Food movement - which began as a critique of fast food fast life - and watched it grow into a global phenomenon with nearly 100,000 members in 150 countries |
around the world. This past weekend, Mr. Petrini was in Toronto to receive an Eco-Hero award from the Planet in Focus International Environmental Film & Video Festival. He also met |
with Slow Food leaders from across Canada who had gathered in Toronto to incorporate Slow Food Canada. The Globe and Mail spoke to him on his first visit to English-speaking |
Canada. Never before has food been such a popular topic in newspapers, magazines and on television. Does this mean progress? We are in the presence of many paradoxes. We have |
never talked so much about food, and yet we have never had so much soil that is infertile, or a water table so polluted. We have never talked so much |
about food, and yet farmers are disappearing. We have never talked so much about food, and yet it has never been less tasty. Everywhere, all over the world, at every |
hour of the day, there is always someone on television with a frying pan. You get the recipe, the aesthetic vision of food, but not the history or where it |
comes from. It risks becoming food pornography. We need instead a new gastronomy, a fuller vision of gastronomy. What kind of food should we be eating? Food must be good |
to eat, because it must be pleasurable. It must be clean, because the production must respect the environment. It must be fair because it must respect those who work the |
land. If one of those things is not present, quality is not there. There must be a fair price for the people who produce our food, and a fair price |
for the co-producer. A fair price does not mean a low price. How can we afford to pay more for our food when our budgets are shrinking with the economic |
recession? Why don’t we look at what we waste, instead of what we spend? In Italy, we throw away 4,000 tones of food everyday. If we waste less, we can |
afford to consume better. You prefer to call consumers “co-producers.” Why? Because we can decide what we consume - this is where our power lies. We are all accomplices of |
the current system. When you go home, open your refrigerator and see what a family tomb it is! The parsley is dying, little jars are filled with mould. The refrigerator |
was invented to preserve food, not to bury it. What do you say to people who call Slow Food elitist and see it as a gourmet tasting club rather than |
a political movement? The day we become elitist, we have lost our mission. I think we are called elitist because society has a bad relationship with food and pleasure. Slow |
Your child needs elective surgery and a date has been scheduled. Unlike emergency surgery, an elective procedure isn't done as an immediate matter of life and death. Having an elective |
procedure gives you the time to prepare your child psychologically for the hospital and the surgery. Good preparation can help kids feel less anxious about the anesthesia and surgery and |
get through the recovery period faster. But, like parents everywhere, you're probably uncertain about the best way to prepare your child. The key is to provide information at your child's |
level of understanding, correct misunderstandings, and get rid of fears and feelings of guilt. Help your child understand why the surgery is needed and become familiar with the hospital and |
some of the procedures he or she will undergo. Kids of all ages cope much better if they have an idea of what's going to happen and why it's necessary. |
To do that, prepare yourself first and correct any misconceptions of your own. If a parent is anxious and nervous, a child will often reflect these feelings and behaviors as |
well. It's a good idea to educate yourself, feel comfortable with the process, and make sure all your questions are answered. The horror stories you heard from grandparents and parents |
about traumatic parent/child separations and very limited hospital visiting hours belong to days gone by. Hospitals have changed enormously and have become more family-friendly and patient-centered. For example, many surgeries |
are now "same-day" procedures requiring no overnight or prolonged stays; most kids are back home, in their own beds, the same night. Furthermore, most U.S. hospitals permit at least one |
parent to stay with the child at all times except during the operation. After the surgery, you may return to your child in the recovery room. As your child awakens, |
he or she will not even realize you left. Ask the doctors, nurses, or staff for the information you need about what will take place so that you can prepare |
your child and deal with your own fears or concerns. To parents, one of the most fearful aspects of surgery is anesthesia. Anesthesia is much safer today than in the |
past, but still carries some risk. You should discuss any concerns you have in advance with the anesthesiologist. When hospitalization is required overnight or longer, most hospitals avoid separation anxiety |
by permitting at least one parent to stay with the child day and night. Check with the hospital about its rules regarding parents staying over and when other close family |
members can visit. As soon as your child is able, he or she may be playing with other children, toys, and games in a children's recreation room — even if |
that involves taking along an intravenous (IV) bag on a rolling support. Explain the Problem Now that you're more at ease, start preparing your child. Begin by explaining the reason |
for the surgery in simple, nonthreatening words. Explain — at your child's level of understanding — about the medical problem and why surgery is necessary. Don't use alarming language like |
"the doctor will cut you," "open you up," or "sew you with a needle." Say that the doctor will fix the problem, and explain that many kids have this problem |
and must get it fixed at the hospital. Although they seldom express it, kids may fear that their parents aren't telling them everything — that their health problem is worse |
than they've been led to believe. To build trust, don't mislead your child — tell as much of the truth as your child can understand. Many kids fear that an |
operation will be painful. It can help to explain that a special doctor, called an anesthesiologist, gives medicine to make patients sleep very deeply so they won't feel anything during |
the operation and once it's finished, they'll wake up. (Older kids, in particular, need special assurances that they will wake up.) Again, avoid frightening language — don't say, "You'll be |
given gas" or "You'll be put to sleep." Young kids may confuse "gas" with the fuel that can poison or kill and "put to sleep" with what can happen to |
sick pets. Explain that you'll be there when your child wakes up — and a favorite toy can come along, too. Tell your child that if anything feels sore right |
after the operation, a doctor or nurse can give medication that will make it feel better. Common surgery-related fears of young children are the possibility of separation from (or abandonment |
by) parents and the possibility of pain. School-age kids also fear needles, knives, and damage to their bodies. Give a child this age clear, rational information as well as assurances |
that the surgery is to fix an existing problem, not create a new one. The fears of teens go well beyond those of younger kids. Besides pain, change of appearance, |
and disfigurement, a teen might be afraid of losing control, missing out on events, being embarrassed or humiliated in public, and sounding childish by expressing fear, anxiety, or pain. A |
teen may also be afraid of waking up during the operation — or not waking up afterward. Anticipate these fears, then emphasize that expressing fear, anxiety, and response to pain |
is quite normal (and OK) at any age, even adulthood. Correct any misconceptions about disfigurement or injury. And explain that anesthesia is very safe today and that patients do not |
wake up during operations but will certainly wake up afterward. Encourage your teen to read up on the medical condition and share the information with the family. Reading and sharing |
information is an excellent coping mechanism. One further fear that affects kids of all ages is being seen naked and having their "private parts" touched. If the operation involves the |
genital or anal area, your child will cope better if you explain in advance that although it might be embarrassing, doctors and nurses will need to examine these private areas, |
especially to check if they're healing after the operation. Explain that doctors, nurses, and parents are the only exceptions to the rules about privacy. Encourage your child's questions about the |
health problem and hospital experience, so that other fears and anxieties can be expressed. Take all questions seriously and answer them to the best of your ability. If you don't |
know an answer, tell your child that you'll find it out, and explain that the doctors and nurses are happy to answer questions, too. Children often believe that their medical |
problem and operation are really punishments for "being bad." They may not say so, but they may feel guilty and believe that they've brought events on themselves. Explain that the |
medical problem is not the result of anything your child may have done or failed to do, and that the operation is not a punishment, but simply the way to |
"fix" the problem. On the other hand, if the medical problem was caused by an accident that could have been avoided by obeying safety rules, make sure your child understands |
the reason for the rules and will follow them in the future. Explaining What Will Happen Find books, appropriate to your child's level of understanding, about what to expect at |
the hospital. Reading together and discussing the surgery will make the hospital seem less threatening. Discuss each idea and encourage your child's questions. Young kids also will benefit from practicing |
on a doll or stuffed teddy bear with toy doctor-kit "instruments." Your child can take the toy's "temperature" and "pulse" and listen to its "heartbeat" and "breathing." Ask your doctor |
for suggested videos or multimedia tools for parents or kids that can help explain the procedure. As you discuss the hospital and surgery, remember that in addition to your words, |
your nonverbal cues convey assurance: your tone of voice, facial expressions, gestures, and body language send powerful messages. If you appear fearful, your child is likely to feel fearful regardless |
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