text stringlengths 1 1.04M | language stringclasses 1
value | warc_record_id stringlengths 36 36 | url stringlengths 13 4.48k |
|---|---|---|---|
Graphic Designing Courses Career Scope in Pakistan
Graphic Designing courses in Pakistan offer promising career prospects with abundant job opportunities. Graphic design involves visual communication and problem-solving using typography, photography, and illustration. It is an art form that combines images, words, and ideas to convey information to the audience with special effects. This field is rapidly emerging, not only in Pakistan but worldwide.
To become a professional graphic designer, one can start with a diploma in graphic design. However, for broader job prospects, obtaining a Bachelor's degree in Design (BD or B.Des) is recommended. A degree opens more doors in the job market and provides a comprehensive understanding of design principles and techniques.
Both men and women can pursue graphic designing as a career. The field is inclusive and welcomes creative individuals from all backgrounds. The selection procedure for graphic designing courses may vary among institutions. Some may have their own entrance tests, while others might consider academic qualifications and portfolios.
Graphic Designing Courses Career Scope in Pakistan
Graphic Designing Jobs, Career & Scope
The government can combat unemployment by promoting web development and graphic designing in the country. Graphic designers enjoy a vast scope of opportunities worldwide, and unemployment in this field is rare. Learning graphic design can lead to freelancing possibilities on platforms like Elance, Upwork, and Fiverr, enabling individuals to earn from home.
A Bachelor of Design degree opens doors to diverse career options such as architecture, ceramics, fashion, industry, interior decoration, leather works, jewelry, knitwear, multimedia designs, textile industry, website development, social media, video games, and graphic designing. Further specialization in any of these areas can be pursued at the Bachelor and Master's level, enhancing career prospects and contributing to a thriving job market in Pakistan.
Graphic Designing Employment Areas
After earning a professional diploma or degree, you can get employment with ease in the following fields.
Graphic Designing Tips & Required Skills
We've included 12 excellent tips for graphic design students below.
Success in this profession depends on practice.
You need to be inventive and creative.
Try to think creatively.
Pay close attention to every last element of the most used graphic designs in your industry.
Keep up with the most recent design-related research.
Attend the retraining sessions.
Become a specialist in one topic and stick to it.
Work on honing your computer abilities.
Never duplicate someone else's ideas; instead, have faith in your own. You may only borrow ideas from designs created by other experts in your area.
One fantastic recommendation for you is to treat your job as your pleasure and passion.
Study the works of art in your field scrutinise the root of their fame in great detail.
Always keep a winning attitude while working.
Graphic Designing Degrees
Below are some Bachelor's degree programs in various fields related to design and communication offered by reputable institutions in India:
Bachelor of Interior Design at Sathyabama Institute of Science and Technology.
B.Sc. Visual Communication at Vellore Institute of Technology (VIT).
Bachelor of Graphics and Communication Design at School of Design.
These programs cover a wide range of design disciplines, including animation, interior design, visual communication, and graphics. Pursuing these degrees can lead to exciting career prospects in the dynamic world of design and communication, where creativity and innovation play a vital role.
Graduates from these programs can find opportunities in various industries, such as film and animation, advertising, media, web design, and more, contributing to India's thriving design landscape. | eng | ff154a26-16f2-4aaa-b993-53b35b3d6e0b | https://reading.pk/graphic-designing-courses-career-scope-in-pakistan/ |
Designer & Web Strategy Consultant in Sheffield, UK
Menu
Success is a habit
Success is one of the things we like talking about most – what someone has done, achieved, seen, experienced, attained. All the awards and certificates that we treasure. We see it and we want it.
Static
We see success as a position, a condition, a state. As such it is static, a moment in time. For example, if you become the best javelin thrower at the Olympics, the achievement is for that moment in time. Next year someone else might get it and even beat your results.
All too often, we think success is about the result.
Dynamic
"Action is the fundamental key to all success" – Pablo Picasso
In fact, I believe success is not a static thing, we are used to measure and understand it based on it's last state, but the larger part of success is what happens before that final place.
Success, is the sequence of smaller events that lead to a result.
What must not be forgotten is that any achievement or success can be seen as a display of discipline and perseverance on the small, daily level. When we break it down to simple actions it becomes easier see how to reach success. Repeating those actions day after day, being harder in the beginning, until we slowly establish them as habits and fall into a rhythm that starts to work for us.
Anyone that has gone through the process, knows it. They can stand on the confidence of their experience and can simply repeat the process. Defining the goal, breaking it down into simple steps, zealously repeating those steps in the beginning until a habit is established and then protecting that habit, slight pushing the "wheel" so that it keeps "spinning" in the chosen direction.
Enjoying every step that leads to reaching the goal is much more valuable – it builds a character that is harder to loose than the "success" achieved in the end.
Worth
If you could win a gold medal at the Olympics by training for a month before that, the gold medal would have a completely different value compared to the consistent, regular training required for years before that. The gold medal in that sense is not a valuable thing in itself, the value is in what it represents – the hard work put, the character built during that process of persisting, enduring and continuing with determination even in the face of doubt, pain and difficulties.
The process is worth much more than the outcome.
Even if you don't win the Olympics this year, the character you built is a solid foundation to that will allow you to compete next year. Not winning becomes just another step in the process. With determination and more hard work, you could win next year and for you that would be just part of what you do anyway – it will be your habit.
Habit
Building a habit is key to success. A habit is something wired in us, once we repeat an activity for more than 66 days in a row. It gets to the point where if you don't do it, it is unnatural, you miss it, it is part of who you are. Success is not just about the end goal anymore, but because through the execution of that habit you express yourself.
Start with repetition, not goals
He writes two posts per week. He is where I found the inspiration to start writing my single post per week. But even before I found his writings, I have used this little principle in my life and through experience I have found it valid.
The process of success
Success is achievable by anyone. The process is in 3 steps. First, having and idea and committing to it as a goal – "I will do this". I see it as around 10% of the overall effort.
Second is putting the hard work to get to the goal. Every day, even when you don't feel like it, even more when you do, no matter the weather and the conditions, just keep going. This for me is around 80% of the work.
Third, is combining everything you have learned and worked for into one perfect moment to get the best out of yourself and to achieve what you set out to achieve. I would say that's 10% of the effort.
Summary
You know how to do it, you have done it before. When you challenged yourself to stay up that night and finish a project, to get into that university, to walk those extra 5 km on a hike. You know the process.
We have a limited amount of time in each day, so instead of filling it with random activities, lets fill it with the things we consciously choose to do. Build the habits that in turn, over time will bring us the results that we desire. If we don't something else will fill that time instead.
I committed to write a blog post a week, even if I don't believe some of them are good, even if some of them I like, my commitment is to write every week. What is yours?
Subscribe to receive free updates
Post navigation
5 thoughts on "Success is a habit"
A very inspiring post, Smilyane. I particularly like that it is not based on how 'bad' something is, it is very much focused on the negative. Of course, I can think of myself and how often I procrastinate, indeed, 'filling the day with [whatever else]'.
Your article made me think and made me remember something my mum always used to tell me: "The habit is your second nature". How true!
A fun note: Reading your article, I could only think of one activity I did in the last 66 days: drink coffee every single day 🙂 I can do better than that! 🙂
Hi Alex, I am really glad the article stirred you and made you re-consider. I write it as a self-note as well, to remind myself of the value of the habits I have started to develop and also on the importance of creating new ones that utilize the rest of my time for the achievement of what I want for me or for the people around me.
Your mum is right – we do live based on habits or patterns in general that make up our days. | eng | 887438f4-18b4-49bb-a9c1-1fa6a0cb09af | http://smilyanp.com/success/ |
This isn't @Salah WG hint I think. But Tenguyama says fire rising high up symbolizes death as we all know. Right now there's a fire within Onigashima as we speak. Onigashima is in the sky meaning the smoke from the fire of Onigashima is closer to the heaven. Meaning some head aboutta roll
Form of Dread
I see you are also on the Captain Morgans fight parallel train i've been saying for over an year on this forum so far. Good.
That has been my one good theory as why Luffy gets to fight and defeat Kaido, but at the same time we can get ZKK. And it's also the only other arc Zoro defeats the main villain. And the parallels of what happens to Zoro in that arc and what happened to Oden in this arc is just too much.
So yeah, please tag me, this thread is more hype than a Marvel trailer.
Form of Dread | eng | 09a14745-3c80-4003-a7ba-d75bdb5af627 | https://worstgen.alwaysdata.net/forum/threads/progress-of-my-full-one-piece-analysis.15654/page-5 |
What Is Litecoin and Why Should You Invest in It?
Litecoin is a decentralizedcryptocurrency that was created in 2011 by Charlie Lee. It is similar to Bitcoin in that it operates on a blockchain network and uses a proof-of-work consensus algorithm. However, some differences between LTC and Bitcoin make Litecoin a unique investment opportunity.
One of the main differences between LTC and Bitcoin is the transaction confirmation time. Bitcoin transactions can take up to 10 minutes to confirm, while LTCtransactions only take around 2.5 minutes. This makes LTC a faster and more efficient payment option.
Another difference between LTC and Bitcoin is the total supply. Bitcoin has a limited supply of 21 million coins, while Litecoin has a complete collection of 84 million. This means there will be more LTCs in circulation, potentially making them more accessible to investors.
Exploring the Differences Between Bitcoin and Litecoin
Bitcoin and Litecoin are two of the most well-known cryptocurrencies, but investors should be aware of some critical differences between them. One of the main differences is the transaction confirmation time. As mentioned earlier, LTC transactions are much faster than Bitcointransactions.
Another difference between Bitcoin and Litecoin is the mining algorithm. Bitcoin uses an SHA-256algorithm, while LTC uses a Scrypt algorithm. This means that LTC is more accessible to individual miners who don't have access to expensive mining equipment.
Finally, the total supply of Bitcoin is limited to 21 million coins, while LTC has an entire collection of 84 million coins. This means that LTC has a higher potential for growth, as there will be more Litecoins in circulation.
LTCtransactions are faster and more efficient than Bitcoin transactions.
Litecoin has a higher potential for growth than Bitcoin, as there will be more LTCs in circulation.
LTC is more accessible to individual miners who don't have access to expensive mining equipment.
LTC has gained popularity over the past few years, and its price has steadily increased.
LTC Price
As of February 27, 2023, the price of LTC is $ 94.09. While this is significantly lower than the priceofBitcoin, it presents a potentially lucrative investment opportunity for early-entry investors. It is important to note that the cryptocurrencymarket is highly volatile and prices can fluctuate rapidly. Investors should research their risk tolerance before investing in LTC or any other cryptocurrency. In conclusion, LTC is a decentralized cryptocurrency that offers investors a potentially lucrative investment opportunity. | eng | 4713fe46-ba53-4edf-a100-b9073113be93 | https://www.dailytokenews.com/what-is-litecoin-and-why-should-you-invest-in-it/ |
Top 10 Dos and Dont's For Doing Business Internationally
1. Understand that Doing Business Overseas is Different than Doing Business in the USA.
The vast majority of American business people and lawyers have no experience with business or law outside the US. This is not surprising. Only 1% of American college students spend even a single semester studying outside the US, and a minuscule number of US high school students study abroad. The US education system is notoriously poor at creating fluent speakers of other languages. On top of that, even the largest US companies rarely send US employees overseas for extended periods of work.
2. Do Appropriate Due Diligence on the people you hire to run your overseas operations and the people/companies you engage to sell distribute and service your product. When you hire a Country Manager, head of Sales, head of Service or Finance or other senior manager for your operation in another country, what are the most important qualifications? For most US companies they are:
A) that she/he made their numbers in their last job, and
2) that she/he speaks fluent, only lightly accented English. Those are certainly important, but they do not mean this will be the right person for your company.
3. Train your employees – and your management – and your Board.
It is fair to assume that US business people will have, at best, a tourist's knowledge of the foreign countries and cultures where your company does business – and no knowledge at all of foreign laws. American business managers are notoriously ethnocentric and chauvinistic. Many will not recognize that they need training and be unwilling to devote time to it.No matter how hard your company tries, it is unlikely many junior employees, let alone senior managers, will learn a foreign language on the job. But companies can provide incentives to learn more about the places where the company is doing business and how to do business effectively in the company's foreign locations.
4. Consider Exclusive Distribution Arrangements –but agree to them only if absolutely necessary.
Many companies starting business in a new country are pressured by the prospective local distributor to grant exclusive rights to the territory. Granting a single company the right to market, sell and service your products in a country or territory may be the fastest, easiest and least expensive way to gain entre into a new market, but an exclusive distribution agreement is a marriage. You are new in town and do not know what is available in the field, so probably should only be dating rather than marrying the first eligible person you meet.
5. Consider joint ventures – but enter into them only if necessary.
Joint Ventures area another form of marriage – and may be a shotgun wedding for the US company. In some jurisdictions foreign companies wishing to enter the market are strongly advised or required by the local government to do so in the form of a joint venture.This can be an overt way of preventing market domination by foreign companies and subsidizing the local royal family or ruling elite.
6. Maintain responsibility for Finance, Legal and Compliance.
A US company will have Compliance, Financial and Legal obligations under US law and regulations that apply to its foreign operations. Even if your local employees speak fluent business English, it is doubtful they are going to understand the unique cultural intentions behind a US company's Rules of Business Conduct, the nuances of ethical constraints on US businesses, the reality of laws such as US Export Controls or the Foreign Corrupt Practices Act or the need for accurate financial records and US GAAP accounting. The training provided by US companies for foreign employees in these areas is usually inadequate – if it is done at all. Does anyone really believe an employee has been"trained" on the Foreign Corrupt Practices Act by going through a 30-minute on-line program?
7. Understand Local Law and its Role in Society.
Americans often think that because Japan has very little litigation, Japanese companies are not concerned about contracts and legal rights. That is an enormous cultural misunderstanding that can lead to major business mistakes. In fact, Japanese businesses are very legalistic and concerned with preserving their rights – though they are not litigious, in part because the Japanese court system is slow, expensive and cumbersome.
8. Show Up.
In foreign countries, American business people are famous for being the ones who show up, act very busy for a short time, make a lot of promises, then leave and are never seen again. That is, if they ever show up at all.
9. Protect your business by Respecting the Foreign Corrupt Practices Act and setting up a real compliance program.
Bluntly speaking, in many parts of the world and in many industries, bribery and falsification of business records by US companies and their subsidiaries are very common. Even though most US lawyers and business people know that paying bribes and falsifying company records are bad for business, the mentality of "Don't ask/Don't tell" is alive and well when it comes to corruption in international business. Corporate lawyers need to recognize this reality and stop kidding themselves that they work for clean companies who hire only ethical employees. Conduct that constitutes a felony violation of the Foreign Corrupt Practices Act is common and companies are well advised to set up a strong anti-corruption compliance program.
10. Conduct a Thorough Risk Assessment for your international business and keep it up to date.
Very few companies do a complete risk assessment before entering into new international business. This includes decisions to do business in extremely corrupt countries such as Russia, Vietnam, China and many other countries, where the legal systems are not impartial or free from political influence and where courts are not particularly good for resolving business disputes between local citizens, let alone cases between foreign companies and locals. | eng | 23d70f72-ae64-41b4-9a76-13e019a49506 | https://linkglobalbiz.com/forums/topic/top-10-dos-and-donts-for-doing-business-internationally/ |
Pharmacoeconomics in Healthcare: More Than Dollars
Course Summary
Pharmacoeconomics is a relatively new subset of economics in which researchers measure and value the outcomes of different healthcare interventions, including medications, medical procedures, medical devices, and many others. However, valuing healthcare interventions via pharmacoeconomic studies is not sufficient for real-world application and is typically combined with outcomes research. Outcomes from pharmacoeconomic research affect nearly every part of the pharmaceutical industry. The increasing national drug expenditure highlights the importance of pharmacoeconomics and outcomes research and rising healthcare costs year-over-year. This course discusses the four main analysis tools used to evaluate the cost and outcomes of medical interventions. After reviewing this CE, pharmacists and staff will be able to identify how they currently use the basics of pharmacoeconomics in their daily practice, improve their foundational understanding of pharmacoeconomics, and apply some of these evaluation methods to improve patient care.
Course Objectives
Define pharmacoeconomics
Explain how pharmacoeconomics is used in healthcare
Differentiate analytical tools used in pharmacoeconomics
Review the clinical effects of weighing the costs, benefits, and harms of healthcare interventions Angel A. Rodriguez, PharmD, BCAngel A. Rodriguez | eng | b55e7d4c-6dea-46bc-9f2b-82f722604d2e | https://rxce.com/Pharmacoeconomics-in-Healthcare-More-Than-Dollars-Tech-ACPE-CEU |
Abstract: Solid waste management is a challenge both at the global level and the local level. Solid wastes must be properly managed by determining that they are hazardous wastes. Methane is the major greenhouse gas, which emit from landfill areas and contribute significantly to global warming. Moreover, that the global warming potential of methane is 21 times higher than that of carbon dioxide and it has highest generation (60%) than other gases. The composition of municipal solid waste (MSW) in developing countries has higher (40%-60%) organic waste. This would have potential to emit higher GHG's from per ton of MSW compared to developed world. Beside that landfill areas in India are not planned. This leads to uncontrolled emission of trace gases, foul smell, bird menace, ground and surface water pollution, etc. In the present paper, we had quantified the methane emission from the MSW landfill areas of Kota City. | eng | adab3d22-fb2a-47f8-90c4-26669956a4ba | https://www.inderscience.com/info/inarticle.php?artid=108068 |
Addiction Reaches Sesame Street
America's addiction crisis is now so pandemic that it features on one of the most popular TV programs for children. As was revealed in a recent episode, one of the Muppet characters on "Sesame Street" is struggling with a big, "grown-up" problem. Show producer Sesame Workshop created a series of videos in which young Karli talks to her friends about her mom's struggle with addiction. Karli came to "Sesame Street" in May to stay with a foster family because her mother was "having a hard time."
The description of the YouTube video "Lending a Hand" reads "Children struggling with the effects of their parents' addiction need the support of safe friends, family members, and other children dealing with the same problem."
The series marks an interesting effort to advance the public dialogue about the disease of addiction—and what it may mean for children. It attempts to explain to a young audience that the "grown-up" problem of substance abuse is "not something you can just stop doing." The show is trying to reassure viewers that addicted parents are not cruel and irresponsible people who don't love their children but rather are struggling with a devious disease. Karli calmly explains that her mom needs some time to recover which is why Karli is staying with her "for-now" parents at the moment.
Karli is not alone. According to the federal Substance Abuse and Mental Health Services Administration (SAMHSA), about 1 in 8 children (8.7 million) aged 17 or younger have lived in households with at least one parent who had a past year substance use disorder (SUD). Many of them move on to foster care. "After more than a decade of declines in the foster care caseload in the United States, cases have risen steadily since 2012," according to a research letter published in July. One suggested explanation is the escalating addiction crisis.
Traumatized Children
"Sesame Street" only hints at the real toll that children take from having parents with SUD. If living with addicted parents isn't traumatizing enough—you can easily correlate six of the ten most commonly screened for adverse childhood experiences or ACEs to substance abuse in the household—removing children from their parents and given them into foster care because of a substance use disorder is piling more trauma on the already traumatized child.
Addiction is driven by a multitude of complex, interacting factors and research has shown that some people get more easily addicted than others when using the same substances. The difference is typically a genetic predisposition and exposure to extreme stress, especially of the kind of stress that amounts to a traumatic experience. Geneticists know that "substance use disorder often runs in families. That's because there is an inherited component, meaning it can pass from parent to child by way of genes. For this reason, your family history offers clues about how vulnerable to addiction you might be."
It is worth noting that children removed from their addicted parents are strongly affected by the first two elements: they have direct relatives with addiction and they have been severely traumatized. All that is missing, is access to addictive substances that activate the reward system in their brain to numb their pain.
Some experts believe that childhood trauma is at the root of the entire addiction problem. In an interview with California Healthline, Dr. Gabor Maté, a well-known addiction specialist and author, explained that "all addictions—alcohol or drugs, sex addiction or internet addiction, gambling or shopping—are attempts to regulate our internal emotional states because we're not comfortable, and the discomfort originates in childhood." And while not every traumatized person automatically becomes addicted, "every addicted person was traumatized," said Maté.
On "Sesame Street," Karli shows her friends some breathing exercises they could do if they feel sad or anxious. She also reassures them that it's "okay to be sad, mad, or scared" and that it's "good to talk about those things."
Sesame Street has never shied away from difficult topics, but we sure have come a long way from teaching pre-school kids the alphabet.
The Harmony Foundation will be hosting Hazelden Betty Ford Children's Program from May 28th to the 31st at our Recovery Center in Ft. Collins. This program is for Children between the ages of 7 and 13 who have parents or loved ones living with a substance use disorder. For more information about this program or how to register please contact Lindsey Chadwick at Lchadwick@hazeldenbettyfod.org or call 303-745-2275. | eng | c3a71d28-956d-4134-add5-76e3c3dd296f | https://harmonyfoundationinc.com/addiction-reaches-sesame-street/ |
It is a mask that you do not often see in Hawaii because there is no custom to wear a mask in the United States, but since yesterday it has become Hawaii that is promoting mask wearing!
Introduction of masks to make easily! We have summarized how to make masks that can be easily handmade from masks that are needed immediately and can be made from things at home. I think that those who need it will refer to it from now on.
Wear a mask rather than the risk of transmitting the virus, to avoid transferring it to others when you become infected! It seems that I heard from the doctor, so it's a good opinion!
Japanese people have hay fever, so they have a mask culture. The caterer was always wearing a mask!
※English is Google Translate
規則 外出時は、マスクをつける 帰宅したら ・手洗い ・うがい ・除菌で手を消毒 ・トイレの後も手を除菌する
Rules Wear a mask when you go out After returning home ・ Hand wash ・ Gargle ・ Disinfection of hands by disinfection ・ Disinfect your hands after the toilet
ミシンを利用してつくる立体マスク
A mask that can be easily made, but requires thick fabric. If the mask is too thick, it will make it hard to breathe when worn, and some materials contain synthetic fibers, so be careful when choosing a fabric! | eng | aa096558-4991-4d1e-983f-9b09296cdeed | https://honeeycomb.com/how-to-make-mask/ |
Vlog
Details
A Labor of Love: Making the Best Wine - Tuscany, Italy
So as we are finishing up here with the vineyards at Zonin it is so clear, in order for wine to be made, the amount of effort and the amount of science and art that is combined to make this amazing, when we say fruits of labor, this is truly a fruits of labor.
The fruits of the labor that come here are really a mix of chemistry, of nature, of really artistry all coming together in one place and Tuscany is no better place to really experience that.
What is clear to me is that anything that you want to get good in it life it takes a mix of things. It takes a mix of people, and takes a mix of effort, it takes a mix of knowledge.
As you think of things that you are wanting to become more extraordinary at, how can you mix the best of nature, science, and your passion for something in order to bring it to fruition? | eng | 3bffc58c-d275-4975-959d-31ac41e0e2a4 | https://www.gisellechapman.com/vlogs/a-labor-of-love-making-the-best-wine-tuscany-italy |
Where Can You Find Resources for Power Distribution Upgrade in Texas?To know more visit here:
What Are Those Strange AC Noises?
Cool Blew Inc. specializes in deciphering mysterious AC noises. Our expert technicians are well-equipped to identify and resolve unusual sounds coming from your air conditioning system. From rattling and hissing to clanking and humming, we diagnose the issue with precision, ensuring your comfort and peace of mind. Trust us to keep your AC running smoothly and quietly.
To know more visit here:
What is The Impact of the NYDFS Cybersecurity Risk Assessment
Explore the significant impact of the NYDFS Cybersecurity Risk Assessment and its integration with Sharken Assess. Discover how this regulatory framework influences businesses, ensuring robust cybersecurity measures and compliance. Uncover the insights into navigating this landscape effectively, optimizing security, and safeguarding sensitive data in the ever-evolving digital realm. Stay informed to stay secure.
To know more visit here: | eng | 09ca2427-66d8-423b-b0dd-680e288e65f9 | https://www.e-sathi.com/mrdanial |
Even complicated and confusing topics will be easily
developed and covered if you request our help writing an
essay.
Place an order today!
When faced with a problem, what do you do to solve it? This
assignment asks you to apply a six-step to problem solving process
to a specific problem scenario. You will write a paper that
presents a synthesis of your ideas about solving the problem using
this systematic approach. As Voltaire said, "No problem can
withstand the assault of sustained thinking."Choose one (1) of the
problem scenarios as a topic choice for your paper (Note: Your
professor must approve your topic choice before you begin work on
the assignment.)Scenario 1: You have worked at your company for
eleven (11) years. You have returned to college to earn a
Bachelor's degree in order to increase your chances for a
promotion. You are nearly finished with your degree, when a
supervisor's position in a competing company becomes available in
another state. The start date is in two (2) weeks, during your
final exam period for your courses. The position offers a $15,000
per year salary increase, a car allowance, and relocation expenses.
Your former supervisor works for the company and is recommending
you for the position based on your outstanding job performance; if
you want the job, it's yours. All of the other supervisors at this
level in the company have Master's degrees, so you know that you
would be expected to earn your Bachelor's degree and continue on to
a Master's degree. Your present company offers tuition
reimbursement, but the new company does not.Scenario 2: Your child
comes home from school with an assignment sheet for a school
project. He / she is very excited about the project and begins work
immediately, doing research on the Internet and gathering
materials. You read over the assignment sheet and notice that your
child is not including all of the required items in the project,
and you have some ideas for how to improve the quality of the
presentation. You recently read an article in a parenting magazine
about the importance of a child developing responsibility for his/
her own learning. You recall the many ways in which your parents
took over your school projects. You, on the other hand, want to
encourage your child's confidence in his / her ability to complete
a project independently. The next day, you are at the grocery store
when you see a parent of a student in your child's class. That
parent has spent over $30 in supplies for the science project and
is taking a day off of work to put the pieces of the project
together.Scenario 3: You have two jobs—one during the week from
9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm.
You are taking two classes—one that meets from 6:00 to 10:00 pm,
and one class online. You have two kids—one who plays soccer, and
one who is in band. You have two elderly parents who no longer
drive. You have two siblings—one who lives two (2) miles away, and
one who lives in another state. You have two (2) papers due in your
classes the same week that one (1) of your children has a soccer
tournament, and the other child has a band concert. You are
coaching the soccer team, and you are in charge of fundraising for
the band. You have a goal to complete your degree in two (2) years.
Your doctor tells you that your blood pressure, your cholesterol,
and your weight are too high and recommends several medications
that cost you nearly $200 per month after your insurance
co-pay.Scenario 4: You are a sales representative for a company
that encourages staff to log time in the field and away from the
office. You are expected to begin and end your day at the office.
You notice that each day when you arrive and return another
co-worker is already there, and you wonder whether this person
spends most of his / her time at the office. At your weekly sales
meeting, you are informed of your co-workers' outstanding sales
performance. You suspect that this co-worker is spending more time
flattering the boss instead of working leads in the field, and as a
result is getting the best client referrals. Your own sales numbers
have steadily decreased since this other sales representative was
hired.Review the six-step problem solving process outlined in the
webtext, based on the article "The Problem Solving Process" located
at
Step One: Define the problem
Step Two: Analyze the problem
Step Three: Generate options
Step Four: Evaluate options
Step Five: Make your decision
Step Six: Implement and reflect
Write a four to five (4-5) page paper in which you: 1. Define
the problem in the scenario that you have chosen. 2. Analyze the
problem in the scenario. 3. Generate options for solving the
problem in the scenario. 4. Evaluate the options for solving the
problem. 5. Decide on the best option for solving the problem. 6.
Explain how you will implement the decision made and reflect on
whether this option was the most effective. | eng | 67795f08-129c-4d92-a3e6-f110f33d5556 | https://essay-services.org/74222dd62dbb22ea/none |
Organizations
You are about to embark on a journey to explore the fascinating world of organizations. Get ready to delve into the inner workings, structures, and functions of various types of organizations. Discover the importance they hold in society, as well as the challenges they face. We will also take a glimpse into the future of organizations and what lies ahead. So, fasten your seatbelt and prepare to gain mastery over this complex yet essential aspect of our modern world.
Key Takeaways
Understanding the different types of organizations helps in making informed decisions when starting or joining one.
Organizational structure encompasses roles, responsibilities, relationships, culture, and hierarchy, and understanding it is crucial for effective management and leadership within an organization.
The functions of organizations include achieving specific goals and objectives, facilitating collaboration and teamwork, generating economic growth, and providing goods and services to meet societal needs.
Types of Organizations
Are you curious about the various types of organizations that exist in the world today? Organizations can be classified into different types based on their structure, purpose, and ownership. The most common types include sole proprietorships, partnerships, corporations, and non-profit organizations. Each type has its own advantages and disadvantages.
Sole proprietorships are owned and operated by a single individual, offering the advantage of simplicity and full control. However, they also carry the disadvantage of unlimited personal liability. Partnerships involve two or more individuals sharing ownership and responsibility. They provide shared decision-making but can face challenges in terms of disagreements and shared liability. Corporations, on the other hand, offer limited liability to their owners but involve complex legal and financial requirements. Finally, non-profit organizations focus on achieving a social mission without generating profits, but they may struggle with fundraising and financial sustainability.
Understanding the different types of organizations can help you make informed decisions when starting or joining one.
Organizational Structure
As you delve into the topic of organizational structure, understanding the different types of organizations mentioned previously will serve as a foundation for your exploration. Organizational structure refers to the way in which an organization is designed and organized to achieve its goals and objectives. It encompasses the arrangement of roles, responsibilities, and relationships within the organization. Two key components of organizational structure are organizational culture and organizational hierarchy.
Organizational culture refers to the values, beliefs, and norms that guide the behavior of individuals within the organization. It influences how people interact, make decisions, and work together towards common goals. Organizational hierarchy, on the other hand, refers to the formal system of authority and levels of management within the organization. It establishes the chain of command and outlines the reporting relationships between different positions.
To help you visualize the different aspects of organizational structure, here is a table summarizing some key characteristics:
Aspects of Organizational Structure
Description
Organizational Culture
The shared values, beliefs, and behaviors that shape the organization's identity and guide employee behavior.
Organizational Hierarchy
The formal system of authority and levels of management within the organization, establishing the chain of command.
Understanding these aspects of organizational structure is crucial for effectively managing and leading within an organization. By aligning the organizational culture and hierarchy with the organization's goals, leaders can create an environment that fosters collaboration, innovation, and success.
Functions of Organizations
To understand how organizations operate, it is important to explore the functions they perform. Organizations have various functions that contribute to their overall purpose and success. One of the primary functions of organizations is to achieve specific goals and objectives. They do this by planning, organizing, and coordinating activities and resources. Organizations also serve as a platform for individuals to work together towards a common goal and facilitate collaboration and teamwork. Additionally, organizations provide structure and stability to society by creating jobs, generating economic growth, and contributing to the overall well-being of communities. They also play a crucial role in providing goods and services to meet the needs and demands of society. Overall, the functions of organizations are vital in shaping the role they play in society and their ability to achieve their mission and purpose.
Importance of Organizations
One important aspect of organizations is their significant role in providing numerous opportunities for individuals to collaborate and contribute to collective goals. Organizations play a crucial role in society by promoting social cohesion, economic growth, and innovation. Effective organizational management brings a wide range of benefits, both for the organization itself and for the individuals involved. It ensures efficient allocation of resources, enhances productivity, and fosters a positive work culture. With effective management, organizations can effectively respond to challenges and adapt to changing environments, leading to their long-term sustainability and success. Additionally, organizations provide avenues for individuals to develop skills, gain experience, and achieve personal growth. By creating a structure and framework for collaboration, organizations enable individuals to collectively achieve goals that would be difficult to accomplish alone.
Role of Organizations in Society
Benefits of Effective Organizational Management
Promote social cohesion
Efficient allocation of resources
Drive economic growth
Enhanced productivity
Foster innovation
Positive work culture
Adaptability to changing environments
Long-term sustainability and success
Skill development and personal growth
Challenges Faced by Organizations
Managing organizations can be a complex task, especially when faced with various challenges that require effective problem-solving and decision-making. To successfully navigate these challenges, organizations must adapt to the ever-changing landscape of the business world. Here are three key challenges that organizations face:
Managing remote teams: With the rise of remote work, organizations must find ways to effectively manage teams spread across different locations. This requires implementing communication tools and strategies that promote collaboration and productivity.
Adapting to technological advancements: Technology is constantly evolving, and organizations must stay updated to remain competitive. This includes integrating new software and systems, leveraging automation and artificial intelligence, and ensuring data security.
Embracing change and innovation: Organizations must be open to change and willing to innovate in order to stay ahead of the curve. This involves fostering a culture of creativity, encouraging employees to think outside the box, and embracing new ideas and approaches.
The Future of Organizations
As organizations face the challenges of managing remote teams, adapting to technological advancements, and embracing change and innovation, the future of organizations will be shaped by their ability to navigate these complexities and thrive in an ever-evolving business landscape. In order to stay competitive, organizations must keep a keen eye on future trends and changing dynamics. One of the key future trends is the increasing reliance on technology for various business processes. This includes utilizing artificial intelligence, automation, and data analytics to streamline operations and make data-driven decisions. Additionally, changing dynamics in the workforce, such as the rise of the gig economy and the demand for flexible work arrangements, will require organizations to adapt their organizational structures and policies. The future of organizations lies in their adaptability and agility in responding to these trends and dynamics.
Frequently Asked Questions
How Do Organizations Impact the Local Community?
Organizations impact the local community through community engagement and economic development. They actively participate in initiatives and projects that benefit the community, fostering growth and creating opportunities for all.
What Are Some Common Ethical Dilemmas Faced by Organizations?
When faced with ethical dilemmas, organizations must navigate the treacherous waters of decision making. Balancing profit and social responsibility is no easy task, but it's a responsibility they must bear.
How Do Organizations Manage Diversity and Inclusion?
To manage diversity and inclusion, you must promote equality and foster an inclusive workplace culture. This involves valuing different perspectives, providing equal opportunities, and creating an environment that respects and celebrates diversity.
What Are the Key Factors That Contribute to the Success of Organizations?
To achieve success, key factors include team collaboration and leadership development. When individuals work together effectively and leaders are equipped with the necessary skills, organizations can thrive and meet their goals.
How Do Organizations Adapt to Technological Advancements?
To adapt to technological advancements, you must embrace digital transformation. Think of it like a chameleon changing its colors to blend in with its environment. Organizations must be flexible, innovative, and willing to evolve to stay relevant in the digital age | eng | aa1fa7cb-f943-4b45-8149-703a203b768f | https://iph.wiki/organizations.html |
Abstract
Why tropical forests harbor an exceptional number of species with striking differences in abundances remains an open question. We propose a theoretical framework to address this question in which rare species may have different extirpation risks depending on species ranks in tree growth and sensitivities to neighborhood interactions. To evaluate the framework, we studied tree growth and its responses to neighborhood dissimilarity (ND) in traits and phylogeny for 146 species in a Neotropical forest. We found that tree growth was positively related to ND, and common species were more strongly affected by ND than rare species, which may help delay dominance of common species. Rare species grew more slowly at the community-wide average ND than common species. But rare species grew faster when common species tended to dominate locally, which may help reduce extirpation risk of rare species. Our study highlights that tree growth rank among species depends on their responses to neighborhood interactions, which can be important in fostering diversity maintenance in tropical forests. | eng | bb88988c-7ecd-4ae0-91c3-861bb5f0a9cf | https://datadryad.org:443/stash/dataset/doi:10.5061/dryad.gk76q |
Biting 102: A Focus on Prevention
Monday, June 25, 2018 @ 6:30 pm - 8:45 pm
Taken the basic biting training and biting seems to continue? Let's dive a little deeper into biting! During this training we will produce a list of why toddlers bite, then use that list to focus on preventing biting from every happening in the first place. We will assess how to promote self-regulation for each of reasons for biting, break down the teacher's role in building social-emotional development & distinguish between typical and atypical social-emotional milestones. | eng | 081cbf92-dcca-45f5-a7e6-89548d0f9b41 | https://childcareanswers.org/events/biting-102-a-focus-on-prevention-2/ |
News
Home › Learning Center › Overlooked No More: Elizabeth Wagner Reed, Who Resurrected the Legacies of Women in Science
Overlooked No More: Elizabeth Wagner Reed, Who Resurrected the Legacies of Women in Science
April 22, 2023
In 1992, the geneticist Elizabeth Wagner Reed self-published "American Women in Science Before the Civil War," a book highlighting 22 19th-century scientists. One of them was Eunice Newton Foote, who wrote a paper on her remarkable discovery about greenhouse gases, "a phenomenon which is of concern to us even now," Reed wrote.
Foote was forgotten soon after the paper was read aloud by a male scientist at a conference in 1856 and published the following year. A male scientist was eventually credited with the discovery.
Like Foote, Reed herself fell into obscurity, a victim of the erasure of female scientists that the historian Margaret Rossiter coined the Matilda Effect — named for the sociologist Matilda Joslyn Gage, whose 1870 pamphlet, "Woman as Inventor," condemned the idea that women did not have the skills to succeed in the field.
Reed, however, made significant contributions to the sciences.
She wrote a landmark study about intellectual disability genetics, helped found a field of population genetics and wrote many more papers on botany, the biology of women and sexism in science.
Reed persisted in her research even when she found herself a widow with a toddler during World War II. By the time of her death, in 1996, in spite of publishing more than 34 scholarly papers, public school curriculums and two books, the record didn't bend in her favor. It wasn't until 2020, when the scientist and scholar Marta Velasco Martín published a paper on Reed, that her legacy was resurrected.
Reed was born Elizabeth Wagner on Aug. 27, 1912, in Baguio, in what was then called the Philippine Islands, to Catherine (Cleland) and John Ovid Wagner. John was from Ohio and worked in construction there at the time; Catherine, from Northern Ireland, was working in the Philippines as a nurse.
The family later settled on a farm in Ohio, where Elizabeth grew up picking raspberries "from dawn to dusk," her son William Reed said in a phone interview | eng | dc666980-a109-491a-9dd1-0e00a1442238 | https://scwomenlead.net/overlooked-no-more-elizabeth-wagner-reed-who-resurrected-the-legacies-of-women-in-science/ |
ABSTRACT
Methodism assumed a distinctive shape in colonial South Australia where it
became a confident, assertive and broadly-based religious movement. It was not
homogeneous, for it contained three streams with different styles of worship and
government: the Wesleyan Methodists, who formed their first society in 1837;
the Primitive Methodists, founded in 1840; and the Bible Christians who were
established in 1849. Alongside these were two small offshoots: the Methodist
New Connexion, which formed a permanent congregation in Adelaide in 1862
and merged with the Bible Christians in 1888, and the United Methodist Free
Church, 1878-84.1 The three Methodist denominations united to form the
Methodist Church of South Australia on 1 January 1901. | eng | 5e4651cb-217c-4b9e-9bab-c081713ed93d | https://uat.taylorfrancis.com/chapters/edit/10.4324/9781315595085-12/methodism-south-australia-1855%E2%80%931902 |
Historical Significance of Empire Theatre
It's fascinating to delve into the historical significance of Empire Theatre, a landmark that's become integral to Belleville's culture. You've probably admired its grandeur from the outside but understanding its rich history deepens your appreciation.
Established in 1938 during the golden age of cinema, Empire Theatre symbolizes freedom and resilience. It has survived numerous challenges including wars, economic depressions and digital disruptions. Its architectural design, an eloquent testament to Art Deco style, beckons you – a call to traverse corridors of time and experience a mélange of cultural experiences.
As an ardent theatre enthusiast, imagine yourself sitting amongst vibrant crowds watching classic films or witnessing live music performances; you're not just partaking in entertainment but also engaging with remnants of history. Indeed, it's a sanctuary for free spirits like yours seeking solace in art.
Empire Theatre isn't just a building. It is a living monument narrating tales from bygone eras while embracing modern times – epitomizing Belleville's spirit. Exploring its historical significance encourages you to value your freedom more deeply while appreciating how far we've come as a society.
Architectural Splendor of Empire Theatre
You'll be awestruck by the architectural splendor of this venue, with its intricate designs and grandeur. The Empire Theatre, located at 321 Front St in Belleville, ON Canada, is a testament to the artistic prowess of its architects. It's not just a building; it's an emblem of historical resilience and architectural beauty.
As you enter through the elegant façade, you're greeted by ornate interiors that echo back to Belle Époque aesthetics. There's an elaborate blend of modernism and classic design elements that make it distinctively stylish yet warmly familiar. Its richly decorated auditorium with plush seating arrangements ensures every spectator gets a taste of luxury while enjoying their favorite performances.
However, what truly sets Empire Theatre apart is its transformative quality. Depending on what's being hosted – be it theatre productions, concerts or film screenings – the space morphs into a different ambiance altogether; thus proving itself as an adaptable stage for varying art forms.
Showcasing Local Talent at 321 Front St Belleville ON K8N 2Z9
We're proud to showcase local talent at our distinguished venue on 321, making it a hotspot for culture and art enthusiasts. You'll find that each performance embodies the spirit of freedom you crave, delivered with an authenticity that's palpable.
The Empire Theatre provides a platform for artists to express themselves freely, unbound by mainstream constraints. We know you value this originality, which is why we're deliberate in curating shows that reflect diversity and innovation.
These local talents bring fresh perspectives to the stage – they're not just actors and performers; they are storytellers who interpret narratives through their craft. Their performances breathe life into characters and situations, fostering empathy and understanding among audiences.
You'll notice how these artists leverage their unique backgrounds to enrich their roles – they don't shy away from challenging conventions or pushing boundaries. This courage contributes significantly towards creating a theatre scene teeming with creativity and energy.
Exploring the Surroundings: Belleville ON K8N 2Z9 Canada
After soaking in the vibrant local talent, don't forget to explore the surrounding area's charming attractions. Belleville ON K8N 2Z9 isn't just a hotspot for theatre arts, it's also filled with unique sites that complement your theatrical experience.
Just steps away from Empire Theatre, you'll find The Pinnacle Playhouse. Here, you can appreciate the grassroots of community theatre. It's not as grandiose as Empire Theatre but its intimacy and authenticity will speak to your love for raw performances.
Beyond theatres, Belleville boasts an array of artistic pursuits. Dive into visual arts at Gallery 121 or Parrott Gallery where local artists paint freedom on their canvas. If music is more your thing, Zwick's Park hosts Music in the Park every summer – a treat for freedom-loving individuals like you.
You shouldn't miss Glanmore National Historic Site either; it offers a peek into Victorian lifestyle – perhaps inspiring context for period plays? Lastly, indulge in culinary delights at nearby restaurants like Earl & Angelo's Steak and Seafood – food is art too!
In exploring Belleville's surroundings, you're not just sightseeing but engaging in diverse forms of art that enhance your understanding and appreciation of theatre arts. | eng | 8c4ff02a-9502-4b75-9ea4-ff87f0fbc2ea | https://trentonpaving.com/empire-theatre/ |
Director Brad Peyton and actor Dwayne Johnson return, following their previous successful collaboration, "San Andreas". This time around, the film follows the premise of a scientific experiment going terribly awry. The film introduces us to a scientist in space, who perishes trying to evacuate the station and carrying with her the results of her research. When her shuttle is destroyed, the results of that research crash land on earth, come in contact with and mutate a few animals. One of them is George, a silverback Gorilla, currently being taken care of by Primatologist Davis Okoye. George starts increasing his physical size, the same going for the other animals that came in contact with that debris. That debris is property of a company under the ruthless tutelage of Claire Wyden. When she summons the animals to Chicago, it's up to Davis, with the assistance of Kate Caldwell to try to discover the antidote, save George and prevent the city from being completely destroyed.
"Rampage" is loosely based on the video game by the same name, and ends up being a film as hollow as the game upon which it's based on. Director Brad Peyton focuses primarily on the action set pieces, leaving the character development under-nourished. Whatever sketches are on screen, exist mainly due to the actors charisma and capability to be engaging, since the script provides no substance to any of the characters that are suppose to be the human element of the film. Peyton hasn't learnt much from Roland Emmerich, who is the director typically in charge of big catastrophe films, since at least on Emmerich's films, there's an attempt at building a rapport between the characters. "Rampage" is mostly a canvas to showcase the excellent visual effects, and they make the chaos and destruction look plausible, the same occurring for the gigantic creatures (the film is oddly reminiscent of Emmerich's "Godzilla" in some parts). It's unmemorable and a sad waste of talent for everyone involved | eng | 84e09d2a-d5b2-4c20-828b-a173042857e1 | https://joaopedrocanhenha.blogspot.com/2018/12/rampage.html |
When you begin thinking about estate planning and which assets to leave to certain family members or friends, the china, photo albums, or expensive jewelry may come to mind. But what about your Facebook account, your online banking account, or a personal website? As we increasingly rely on technology for our social, consumer and business activities, it's essential that individuals include their digital assets in the legal documents that protect their legacy. Here are a few things to think about when planning ahead in the digital age.
Know what your digital assets are. Computers, iPhones, and hard drives are tangible assets, but the non-tangible, electronic data they contain falls under the category of digital assets and is often password protected. These assets range from ones of pure sentimental value, like family photos on social media sites or email correspondence, to assets that carry monetary potential – such as PayPal accounts, company websites, etc.. In fact, a 2013 McAfee study showed that the average consumer has digitally stored assets worth approximately $35,000. Unfortunately, an estate executor may be unable to pay certain bills or even unaware of their existence in cases where this digital property was left out of an estate plan. To prevent this, take time to make a complete inventory of your digital assets and what should be done with each of them at the time of your death or disability.
Understand your service user agreements. We tend to click "I have read and accepted these terms of service." when we sign up for online accounts without thinking of the implications these agreements may have on our loved ones who are tasked with settling our estates after we're gone. While Facebook allows you to designate a "Legacy Contact" to monitor your account if something happens to you, Yahoo! specifically states that user accounts may not be transferred to a different user and will be permanently deleted with all content upon proof of a user's death. It's also important to recognize that eBooks or iTunes files are licensed to – not owned by – the consumer and may not be given away at death like other assets.
Discuss legal directives for digital assets with your attorney. Discuss your digital assets with your attorney to make sure that you, your estate, and your beneficiaries are protected. You may need to incorporate language in your wills, trusts or powers of attorney to account for these assets. It's always discouraging to hear of parents who went through 8 weeks of court processes to gain access to a child's computer or a spouse who was denied their loved one's records – not because the deceased denied them access, but simply because those digital assets were not considered in their estate planning.
While it may be burdensome to regularly manage your digital assets, consider making it a yearly or quarterly habit to download online pictures, family videos or documents – especially ones from accounts that will be deleted by the service provider at the time of your death. Also consider leaving a list of usernames and passwords in one secure location. There are many online providers where you can store all of your usernames and passwords. Finally, for true business enterprisers, make sure that you have a qualified appraiser value your digital assets for tax and estate planning purposes.
Many individuals already have estate planning documents that don't mention directives for digital assets. Living in the digital age may mean that some of your most important records aren't in your home where a successor can walk through and find them. Don't wait until it's too late to make your digital assets a part of your legacy! | eng | 15f958ec-dbde-4302-9103-8ec3db19e934 | https://legacycenterla.com/digital-assets-in-estate-planning/ |
Song Zhongping, a Chinese military expert and TV commentator, said it was the US who was militarising space and that China believes the Moon belongs to humanity and not any one nation.
China's space programme is a peaceful one, Song told Global Times, who claimed the US is mistakenly looking at Beijing's space programme in the same way it looked at Russia's in the 1960s and 1970s.
The report went on to argue that the US's real concerns are over China's scientific and technological development but added there was hope for cooperation between the superpowers in space.
It called on the US to repeal the Cox Report, which accused China of "covert operations within the US during the 1980s and 1990s," and the Wolf Amendment, passed by Congress in 2011, which bans NASA from using government funds to cooperate with China without explicit authorisation.
Song argued the world's nations need to cooperate in space and said the US was wasting its energies looking for enemies as it looks to secure a technological monopoly over its rivals | eng | ca76a21e-07f6-4707-b2a2-d86b70832446 | https://www.asiafinancial.com/nasa-chief-slated-for-china-moon-takeover-claims |
CPV One Reviews
What is CPV Lab Pro?
CPV One is a comprehensive tracking tool designed for affiliate marketing campaigns. It offers a range of features to help users effectively track and optimize their marketing efforts.
The platform includes various subscription plans, each providing a different level of service. Key features across these plans include a significant number of events per month, data retention for up to 24 months, unlimited campaigns, and various campaign types/layouts. Users also benefit from unlimited pages, offers, traffic sources, and affiliate networks, along with multiple API integrations and custom domains with SSL.
CPV One stands out for its advanced tracking capabilities, including bot detection and filtering, proxy detection, landing page protection, and geographically targeted redirects. It also offers a modern, responsive design with both light and dark mode layouts, and varying levels of support based on the chosen plan. | eng | 7e824279-b49f-4107-bafd-812d21482796 | https://tekpon.com/software/cpv-one/reviews/ |
meteorites
How many creatures are there on earth? Birds, whales, lizards, monkeys &hellip… It is believed that the vast majority of people cannot count all species in their lifetime. According to the statistics of scientists, at present, the number of species registered in our register has reached 2.33 million, and the number of species that really exist on the earth may be more than 10 million. There are thousands of species on earth. Where did they first come from? How did it happen? This problem has been puzzling paleontologists. Recently, a… | eng | ccf9cf25-9022-4b23-8934-605fa7d1ccf2 | https://www.todaynews.cc/news/tag/meteorites |
Understanding Engulfment in Relationships
Have you ever felt like the relationship you are in is consuming your entire life? That's a feeling of engulfment, and it can be very difficult to manage. Engulfment is a term used to describe feeling overwhelmed and consumed by a relationship. It can make someone feel trapped in an unhealthy situation.
Let's dig into what engulfment looks like and how to deal with it.
What Does Engulfment Look Like?
Engulfment is often experienced as an imbalance of power between two people. One person may feel they have given up too much of themselves to their partner, while their partner continues to take more and more without reciprocating any emotional support or love in return. This can manifest itself in different ways, such as one person constantly putting the needs of their partner above their own or one person taking control of all decisions for both people in the relationship.
Engulfing relationships often come with feelings of guilt and shame for not being able to "do enough" for the other person or not meeting their partner's expectations. This feeling of guilt can make it even harder to escape from an engulfing relationship because guilt prevents us from taking care of ourselves first before our partner.
Dealing With Engulfment
If you find yourself in an engulfing relationship, there are some steps you can take to regain power and start healing from this experience. The first step is recognizing that this type of relationship is harmful and not normal, no matter what your partner may tell you otherwise. Once you have identified that this behavior is toxic, take time away from the situation if possible—even if it's just a few hours every day—to clear your head.
You don't owe anyone anything; so don't let anyone make you feel guilty about needing some space or time away from them. Taking a break will also give you some much-needed perspective on the situation, allowing you to see things more clearly and gain insight into what's really going on between you two. If needed, reach out to friends or family members who can provide emotional support during this trying time as well.
Conclusion:
Engulfment can be incredibly damaging to our self-esteem, mental health, and overall wellbeing if left unchecked for too long, so it's important that we recognize when we are in an unhealthy relationship before it gets too far out of hand. Remember that no one deserves to be treated with disrespect or without love and understanding; if someone isn't giving those things back to us then we shouldn't hesitate to leave them behind for healthier relationships elsewhere! Take care of yourself first before tending to others; only then will true healing begin! | eng | 50ee30e5-b634-4a85-95f0-9254e1ab47c8 | https://www.modernman.com/understanding-engulfment-in-relationships/ |
Mind Missions Digital – Michigan 4United States Studies
Engage in collaborative and creative problem-solving as students study the United States. Learn about physical geography, the interaction between people and their environment, the systems of the government of the United States, and industries around America.
Mind Missions are aligned with Social Studies and Language Arts standards for your state. | eng | d2d8156e-0ff7-4350-8f54-3f0e6f70e298 | https://mindmissions.com/store/mind-missions-digital-state-mi-grade-4/ |
Does baking soda dry out bed bugs?
Myth or Fact:Does putting baking soda on your bed kill bed bugs?
Unfortunately, there is no scientific evidence that baking soda works to kill bed bugs. Baking soda is said to dehydrate bed bugs. While baking soda may kill off one or two bugs, it's rarely strong enough to get rid of an entire infestation.
How do you dry out bed bugs?
Just put them in the dryer on medium to high heat for 30 minutes.) that can't be washed – Store items like this in sealed plastic bags or bins until you can inspect and treat them. them. You can remove items from the bags and bins once you've killed all of the bed bugs.
Does baking soda kill bed mites powder kills bed bugs instantly?
Diatomaceous earth kills bed bugs by acting as a desiccant. The waxy coating that it abrades normally helps bed bugs keep moisture and nutrients inside their bodies. When the coating is perforated or damaged by DE powder, moisture escapes and causes the bed bugs to eventually dehydrate and die.
Bed Bug FAQ: Can Baking Soda Kill Bed Bugs?
What kills bedbugs completely?
Laundering in hot water is an effective way of killing bed bugs on fabrics. Bed bugs die when their body temperature is over 45° Celsius , or 113° Fahrenheit. Exposing the bugs for an hour to temperatures higher than these can kill all stages. At temperatures over 60°C (140°F), all bed bugs are killed rapidly.
What liquid kills bed bugs?
What baking soda kills bed bugs instantly?How do you draw bed bugs out of hiding?
Heat draws bed bugs out of hiding because humans also emit heat. The bugs will think that they are traveling towards a human target. The bugs will likely linger by the target for a few minutes before attaching and feeding. This is why steamers are such popular devices.
How do you break the cycle of bed bugs?
Wash Infested Items - Aside from your mattress, bed bugs like to hide in your bedding, clothing and fabrics the most. Strip away your bed sheets, pillowcases and take any clothing you suspect to be infested and run it through your washer and dryer on the highest heat setting for both.
What smell drives away bed bugs?
There are many smells that bed bugs don't like. If you're spraying your luggage, clothing, or bedding, use a scent that you like. Lavender, peppermint, or lemon can do the trick. There are many essential oils to choose from.
How do I know if the bed bugs are gone?
You can either manually inspect the same areas each day, or some clients find it helpful to put a sticky adhesive trap around the bed legs which would pick up bed bugs that are on the move. If no bed bugs show up in the trap after several days, that's one indication that they have been completely eradicated.
Can I leave baking soda on my bed?
If you can't put your mattress out in the sun and fresh air, baking soda is the next best thing. Sprinkle a layer over the entire top of the mattress and leave for several hours (or better yet, apply before an overnight trip). Baking soda will break down acid and absorb any remaining moisture or odor.
What happens when you spread baking soda on your bed?
Baking soda is a natural deodorizer which makes it perfect for cleaning a mattress. It's also relatively mild, which means you can use it on fabrics safely without fear of damage. Combining baking soda with vinegar is a well-known cleaning tip for shifting difficult stains.
What does rubbing alcohol do to bedbugs?
Most rubbing alcohol contains around 70% or 91% of isopropyl alcohol. In a study conducted by Rutgers University, scientists sprayed rubbing alcohol directly on bed bugs, and it was only effective in killing a maximum of 50% of the insects.
How do you get rid of bed bugs in one day?
Heat Treatment – If your main concern is killing bed bugs fast, heat treatment may be a good option for you. Heat treatments can kill bed bugs in one day by a licensed pest control company. The affected room is heated to between 135°F (57.2°C) and 145°F (62.7 °C).
Is hydrogen peroxide good for bed bugs?
Hydrogen peroxide, like bleach, can kill bed bugs. But this tip has the same problems as using bleach: hydrogen peroxide is a bleaching agent, which means that spraying it will discolor (and ruin) your bedding, carpet, and other items in your home. There are definitely better ways to get rid of bed bugs!
Can you have bed bugs for 2 years and not know it?
"People may have bed bugs and not know it because many people have no physical reaction to bed bug bites," Dr. Harrison says. "That's why it's important for people everywhere to inspect for bed bugs regularly." | eng | f35e9bcb-3fc3-421c-a208-e80706f255a5 | https://www.calendar-canada.ca/frequently-asked-questions/does-baking-soda-dry-out-bed-bugs |
Web/əˈflɪkʃən/ /əˈflɪkʃən/ IPA guide Other forms: afflictions An affliction makes you suffer, but you have to deal with it anyway. Diseases are often said to be afflictions, but the word can mean just about anything that causes great suffering. The word afflict, which makes up the first part of the word, means to cause this type of trouble.
WebTo afflict is to cause suffering, pain, or misery. It's often associated with medical conditions. Carpal Tunnel Syndrome is most likely to afflict someone who spends many hours every day typing on our computers. | eng | 2e85ba10-767d-489f-be3e-e743b5266954 | https://www.freedirectorysite.com/search/afflictions |
Tag: Aging
long
Aging is the process of becoming increasingly older. Our bodies, minds, and lives experience changes associated with advance in age. Health professionals recommend leading an active lifestyle, developing proper eating habits, maintaining a healthy emotional state, and remaining engaged in meaningful activities to promote healthy aging. As we all age, there are useful resources available to help support a healthy and productive lifestyle with age | eng | 1cf9cbfa-18c2-49b6-84db-02298e6b8566 | https://vapepodshop.com/tag/aging/ |
October 19, 2023
helps businesses automate key processes and streamline team communication and collaboration.
But what Acumatica communication and collaboration tools are available, and how do these tools help teams thrive by breaking down communication barriers? Read more to learn about how Acumatica Cloud ERP empowers SMBs to achieve more together!
The Challenges of Collaboration and Communication
Modern SMBs face several challenges with collaboration and communication that require a tailored approach to overcome. First, they often struggle because of a lack of clear communication channels because of limited technology resources.
Another common problem SMBs face with communication is geographical and time zone differences. Communication gets tricky quickly for companies with remote and distributed teams, and many team members feel left out of the collaboration process due to scheduling challenges. Without face-to-face communication, advanced tools are essential to streamline collaboration efforts.
Disconnected systems and siloed data also hinder collaboration. These factors result in inefficient decision-making based on incomplete and disjointed information. Without data integration, teams don't have a unified view of their organization's performance and suffer from reduced data accuracy. What results is poor decision-making that worsens problems instead of solving them.
Unifying Data and Processes with Acumatica Cloud ERP
Acumatica Cloud ERP helps you leave ineffective communication behind by unifying data and processes in a centralized database. This platform is a single source of truth for an organization's departments, providing instant information for effective decision-making.
ERP systems integrate various processes to foster collaboration by including data from every department in a centralized database for real-time, synchronized data. This solution allows teams to streamline their workflows and access automated business processes remotely while encouraging transparent communication and collaboration between departments, regardless of location. With Acumatica Cloud ERP, all data flows between departments, making information available at the user's fingertips.
Real-Time Collaboration Features
Acumatica Cloud ERP has several communication and collaboration features to enable teams to work seamlessly in real-time. The platform stores and synchronizes information across businesses so team members with permissions can access the same information and collaborate effectively. Having accurate, up-to-date data and an open communication channel means team members can instantly collaborate on company projects and coordinate efforts.
Among the many features Acumatica Cloud ERP has to foster collaboration include shared workspaces with real-time data that are instantly accessible and tools to automate and streamline various collaborative processes, such as
Financial management
General ledger
Accounts payable and receivable
Cash management
Tax accounting
Time management
Project accounting
Reporting
These details go a long way in enhancing your company's communication and collaboration efforts, encouraging better results.
Case Studies: SMBs Excelling with Enhanced Collaboration
Acumatica Cloud ERP has provided several Acumatica customers with the resources necessary to improve collaboration. For instance, Design Studio has significantly improved its communication processes by implementing Acumatica Cloud ERP.
Design Studio's initial home-grown software was full of siloed information and relied on manual data processes that caused notable data entry errors. The company only communicated through email, making it more difficult to capture problems in the system and manage information between departments effectively. This disorganized system also made it tough for Design Studio to communicate with and update customers on their orders because of processes like manual inventory counts.
Acumatica eliminated the need for manual processes that led to organizational issues and provided Design Studio with the resources necessary to collaborate effectively across departments. The system's unlimited user access and connections with other applications and modules transformed how Design Studio previously communicated.
Improved Customer Communication and Service
Acumatica promotes seamless communication between departments and between SMBs and their customers. Acumatica Cloud ERP has several customer relationship management (CRM) tools to streamline communication between organizations and customers. The platform allows businesses to manage customer orders and sales for improved customer service processes, making meeting customer needs and expectations easier.
Acumatica's CRM features include the following to improve customer communication and service:
Automation to reduce the time and energy spent on managing customer relationships so businesses can focus on building relationships.
Improved customer experience by providing resources for customer service and support.
Enhanced sales and marketing efforts by offering tools for sales and marketing automation.
Overcoming Remote Work Challenges with Acumatica Cloud ERP
Acumatica Cloud ERP is an essential resource for SMBs with remote teams across geographical locations. Acumatica Cloud ERP gives remote teams the same communication abilities they would have when working in an in-person environment by offering a platform for seamless collaboration and real-time insights. Without Acumatica, remote teams cannot communicate effectively and encounter several organizational problems that can lead to serious results.
Cloud-based ERP solutions like Acumatica enable accessibility and collaboration from anywhere. So, if a user has the right permissions, they can access all the information they need to succeed at the job. No matter how separate your team members are from one another, you can eliminate common remote work challenges with Acumatica | eng | 6364567b-3808-410a-9f39-29ae4f124677 | https://www.inteltech.com/acumatica-communication-and-collaboration-tools-empowering-smbs-to-achieve-more-together/ |
Researchers on the College of Massachusetts Amherst have discovered a technique to generate electrical energy by harvesting moisture within the air.
In line with a paper revealed within the journal Superior Supplies, electrical energy will be harvested from air utilizing a tool made from practically any materials, merely requiring the fabric to be dotted with nanopores lower than 100 nanometers (nm)—0.000004 inches—in diameter.
"That is very thrilling," Xiaomeng Liu, lead creator of the paper mentioned in an announcement. "We're opening up a large door for harvesting clear electrical energy from skinny air," mentioned Xiaomeng Liu, lead creator of the paper. Liu is a graduate pupil in electrical and laptop engineering at UMass Amherst's Faculty of Engineering.
Scientists have found out the best way to will cross by the skinny layer of fabric.
Which means the higher a part of the Air-gen could be bombarded with heaps extra charge-carrying water molecules than the decrease half, making a cost imbalance as in a cloud, which is the elemental precept of producing a circulation {of electrical} cost, like lightning.
"The air comprises an unlimited quantity of electrical energy," Jun Yao mentioned within the assertion. Yao is an assistant professor {of electrical} and laptop engineering on the Faculty of Engineering at UMass Amherst and the paper's co-author. "Think about a future world through which clear electrical energy is out there wherever you go," he mentioned. "The generic Air-gen impact signifies that this future world can develop into a actuality."
Inventory picture of water molecules. Researchers have found out the best way to use nanopores to reap {the electrical} cost of water molecules within the air.ISTOCK / GETTY IMAGES PLUS
"Consider a cloud, which is nothing greater than a mass of water droplets," Yao mentioned. "Every of these droplets comprises a cost, and when circumstances are proper, the cloud can produce a lightning bolt—however we do not know the best way to reliably seize electrical energy from lightning.
"What we have achieved is to create a human-built, small-scale cloud that produces electrical energy for us predictably and repeatedly in order that we are able to harvest it. What's extra stunning is that this gadget will be produced from practically any materials.
"The flexibility to generate electrical energy from the air—what we then known as the 'Air-gen impact'—seems to be generic: actually any type of materials can harvest electrical energy from air, so long as it has a sure property," Yao mentioned.
This concept has been tried earlier than, however the authors mentioned that this design can work for longer durations of time than earlier ideas, giving them hope that it might someday present a steady and sustainable supply of energy.
The authors hope that their groundbreaking discovery might assist generate electrical energy from the air internationally, utilizing any materials. Because the air is all the time considerably humid, these electrical energy harvesters wouldn't must depend on the solar or the wind, like different types of renewable vitality..
"The concept is straightforward," says Yao, "however it's by no means been found earlier than, and it opens every kind of potentialities. You can picture harvesters made of 1 type of materials for rainforest environments, and one other for extra arid areas."
Moreover, the Air-gen could possibly be stacked, scaling up the quantity of electrical energy generated. In line with the authors, 1000's of Air-gens stacked collectively might ship kilowatt-level energy for basic electrical utility utilization.
Do you have got an animal or nature story to share with Newsweek? Do you have got a query about electrical energy? Tell us through nature@newsweek.com. | eng | d12c9e83-139d-4318-ab73-5f37fec049b9 | https://newsnmio.com/scientists-determine-out-how-to-make-electrical-energy-from-skinny-air/ |
Other Books in Series
Description
From the Kew Experts series, this book is perfect book for the house plant gardener, filled with invaluable tips, tricks and handy advice to help your plants thrive!
Are your house plants forlorn? Do they need more knowledgeable attention? With the help of experts from the Royal Botanical Gardens, Kew, discover which plants are delicate and which indestructible, whether these are cacti, succulents, air plants or those famous for their flowers, foliage, fragrance and even air freshening powers.
Learn how to nurture your house plants and cultivate an oasis of calm using the advice and projects in this pretty guide to 70 of the best. Here you'll find plants for all tastes, all rooms, cold and warm temperatures, all light levels and every skill set. Find the right home for your plants and the right plants for your home.
This beautifully illustrated guide mixes exquisite botanical prints with 12 step-by-step photographed projects that show how to create and display the trendiest and lushest arrangements today. Author Kay Maguire goes back to the basics of choosing, potting, feeding and care, then looks further at pruning and propagating in order to make more plants.
This is the perfect book for new or experienced stay-at-home gardeners wanting to improve their outlook, freshen their air and cultivate a little bit of calm.
This book is from the Kew Experts series, in which the top gardeners and botanical scientists from the Royal Botanic Gardens, Kew offer up advice and information as well as suggesting handy projects on a range of gardening topics. Other titles include: Companion to Medicinal Plants, Guide to Growing Bulbs, Guide to Growing Fruit, Guide to Growing Orchids, Guide to Growing Roses, Guide to Growing Succulents and Cacti, Guide to Growing Trees, Guide to Growing Herbs and Guide to Growing Vegetables.
About the Author
Kew Royal Botanic Gardens has built a global resource for medicinal plant names that enables health professionals and researchers to access information about plants and plant products relevant to pharmacological research, health regulation, traditional medicine and functional foods. | eng | 4b243d21-33dd-4854-b76d-c92d5ae9744b | https://www.roscoebooks.com/book/9780711240001 |
MINE IS KINDA MY OPINION. YOU MAY DISAGREE WITH ME.
NO MORE WORLD WARS
GET RID OF TECHNOLOGYS SUCH AS IPHONES,HAND GIZMOS.
GET RID OF PORNOGRAPHY
GET RID OF CORRUPTION AND EVIL ELITEST OF NEW WORLD ORDER AND
GOVERNMENTS.
GET RID OF BRAINWASHING SCHOOL SYSTEMS. EVRYTHING YOU'VE BEEN
TAUGHT IS A LIE.
WELL, IDC YOU ARE A SHEEP BUT IF YOU KNOW THE TRUTH. YOU KNOW
WHAT AM I TALKING ABOUT?
Greed is the origin of evry inhuman activity. We should love each and care everyone not only human but also animal and nature. For nature it is said "There is enough for need , but not for Greed. So follow motto of Vashudev Kuttumbhkam.
@ᑕyᑎiᑕᗩᒪ Okay I know this is stupid. But I think, it would be religion. Most of the conflicts are caused due to stupid religion.
Okay another stupid thing, When I was a kid ( maybe 13-14), I had a strong opinion about universal religion and I even wrote an article for that in a daily.
@scottish Don't know the answer to the Kate Bush question. And I think the last time I went to Cheltenham was when I accidentally went too far past Gloucester, like an astronaut losing his grip on his spacecraft and drifting off into space.@scott-xaiver I mean they misuse the term, it's not like you'd go to a girl and say you want to get her in bed as your first sentence right. And about that flirting most of these people would ask you for a nude in their 4th reply, give them and they will disapear forever, don't give them and they will keep bringing it up till you despair so idk how much of flirt they do | eng | cf90b328-c6c0-44a8-8d69-98165c081873 | https://chatrooms.talkwithstranger.com/topic/16875/what-is-something-we-can-get-rid-of-to-improve-humanity |
Michael Jordan's legendary ring collection
Michael Jordan has finally revealed the real story behind his legendary ring collection. He was asked by Nike to design a new logo for the brand's "Just Do It" campaign, but he politely declined. So, instead of designing a new logo, he came up with a different idea-creating his own high-end shoe and giving Nike the rights to use the logo on every pair of shoes. This ended up being one of the most lucrative deals in history, netting MJ over $100 million in royalties annually!
Michael Jordan is not just a basketball player. He on Friday September 20th at 9PM EST.
Related articles
Background on Michael Jordan
Michael Jordan is not just a basketball player, he jets
How many rings do Michael Jordan have?
How Michael Jordan became a superstar?
Michael Jordan had humble beginnings but went on to become one of the wealthiest athletes ever- all because he was willing to turn down an offer from Nike and create his own line instead! It also takes you inside MJ's never-before seen personal spaces that include his Chicago mansion, private jets, and the world's most expensive car collection.
MJ credits his father for teaching him how to work hard and not take "no" for an answer. It may have been tough on MJ growing up in a single parent household with 5 brothers and 3 sisters, but he managed through it by using basketball as a way to escape.
What are Michael Jordan's most famous moments in sports?
The greatest highlight of MJ's career was when he beat the LA Lakers for his sixth NBA championship on June 13, 1991. The game is also known as "The Flu Game" because MJ played the entire game with the flu and led his team to victory.
Another memorable moment occurred during the 1996 Olympics, which had a record-breaking TV audience. This was when MJ almost lost a finger after playing against a French player who kept poking him in the finger with his finger which caused blood to pour out. MJ scored a layup with 8 seconds left to win the game and keep it close enough to send it into overtime.
His impact on the world, including Nike and the NBA
He has had a significant impact on the world as more than just a basketball player. He is "Michael Jordan: The Man Behind the Brand" seen personal
Why is Michael Jordan so successful as an athlete and business man?
Jordan is a very successful athlete and a business man because he was willing to turn down offers from Nike and create his own line instead. He has an estimated net worth of $1 billion which includes his shoe line that is one of the most popular shoes in the world. His success as a businessman is seen as well since MJ's contract with Nike pays him over $100 million annually.
Conclusion
It's no surprise that Michael Jordan is one of the most successful athletes in history. From humble beginnings to becoming an international icon, MJ has achieved unprecedented success through hard work and dedication. His story teaches us that it doesn't matter where you come from or how much support you have- if you're willing to put in the effort, anything is possible! | eng | 383107a6-648a-4385-9831-6d639308d7c1 | https://sportsfanfare.com/2021/11/25/michael-jordans-legendary-ring-collection/ |
A Spanish Language Learning Journey – A Student's Experience
A Spanish Language Learning Journey
Hello, friends. You may be wondering what this video is about. Well, I've always had students who study Spanish out of love for this language and who want to be able to travel to different countries and use it. Similarly, there are students who don't travel much but see language learning as a gateway to another culture, another style of music, another cinema. On the other hand, there are students who come because they have a goal of total immersion in that culture. This is the case with the student I am introducing to you today.
If you like my content, and want to help me keep creating it, donations are welcome. Thanks!
Her name is Joan, she is from Texas, United States, and she has been immersed in the language learning process for many years, so one day I said to her, 'Why don't you share your experience with all the people who follow me in videos and podcasts?' She agreed. So, once again, thank you, Joan, for your generosity.
Like many students, language proficiency is a goal, but not always. There are many people who know they make mistakes and take it easy. I believe this is the best attitude. Mind you, I'm not saying we shouldn't strive for correctness when we speak. I'm saying we shouldn't obsess over it so much. I believe this has been Joan's attitude ever since I met her.
Living in the United States, she encountered the closest Spanish variant, that of Mexico, but she also discovered that there were dialectal variations in Spanish. In fact, in this video podcast, she talks to us about her first immersion learning experience in Ecuador. You're going to enjoy it, and you'll also be surprised by what she tells us.
At a certain point in her life, she decided that she wanted to settle down in South Spain as an expat. So, she showed up in one of my classes and said, "I know that among all the Spanish dialects in Spain, Andalusian is not the easiest, but I want to live there." And so, we began this adventure.
I'm sure that for a person who is already retired, staying in their own country, playing golf, and watching streaming platforms for movies and series on the Internet is much more comfortable than going through all the challenges of living as an expat in South Spain. Not just here, but anywhere in the world! Everything becomes complicated when we leave our country. Bureaucracy is tough, and in the case of Spain, it's quite inefficient, which can easily make one feel disheartened. However, Joan has gone through that entire process, and although she will certainly experience language immersion difficulties now, I believe that, for the time being, the language immersion benefits outweigh them, despite our absurd bureaucracy and its timeframes.
So now, Joan has a highly valuable experience not only with the immigrant population in the southern United States but also in Ecuador and Spain. In fact, if we were to talk about language immersion success, I believe this is the case considering how she and her partner have quickly adapted to life outside their country. That's why she can share with us some anecdotes related to the expat lifestyle in South Spain.
Well, I have told you enough. Actually, it's best if you watch this relaxed conversation and let her tell you herself, don't you think? Remember that this video has a podcast version which can challenge you even more since you can't see the movement of our mouths and gestures. In that version, you have the transcript, translation, and a vocabulary list. I'll leave it for you to click right here.
And you? Are you up for coming and immersing yourself in the culture of people who eat lots of delicious food, filled with people named "Pepe," speak loudly at any hour of the night, and almost always arrive late everywhere | eng | 17433efa-442f-4097-9f6d-9a396052a305 | https://fluentinspanish.org/podcast/a-spanish-language-learning-journey/ |
BUSINESS COMMUNICATION TRAINING
In business, productivity is directly related to the effectiveness of communication that happens in the workplace. This training focuses in organizational and personal development, encompassing communications, management, personality, relationships and behavior. It helps to enrich your dealings with people and your understanding of yourself. The training focuses on three core areas of communication: 1. Improving your understanding of your transactions with people 2.Providing you alternate ways of conducting your transactions with people 3.Understanding yourself and others and communicating accordingly
Training Topics: The Basics of Interpersonal Communication • To educate participants on tips and strategies that will enable them to create powerful results in Business Relationships. 1.Structuring communication: Having a clear objective Highlighting critical points Being clear and concise 2.Understanding the audience Rapport building 3.Developing effective probing skills Asking the right questions Paraphrasing Summarizing 4.Listening Active Listening Reflective Listening Passive Listening 5.Dealing with difficult conversations o Giving and receiving feedback
• Powerful Body Language 1.Non-verbal 2.Smiling 3.Posture 4.Handshake 5.Eye Contact • Spoken Communication Elements of Spoken Communication: 1.Inflection 2.Pausing 3.Reducing rate of speech 4.Volume and tone 5.Pitch 6.Clarity and enunciation • The Art of Assertiveness: 1.Agreeing before you disagree 2.The art of saying 'No' politely 3.Overcoming submissive behavior 4.Avoiding Aggressive Behavior • Tell vs Ask Styles: 1.Asking questions that help understand the stakeholder's objectives 2.Breaking down one's questions to enhance understanding 3.Summarizing understanding to ensure information has been understood correctly • Effectively Communicating with Various Stakeholder 1.Understanding the stakeholder's perspective 2.Positioning information based on the stakeholder's perspective 3.Using inductive and deductive communication • Role Play Simulations for Confidence Building: 1.Multiple role play scenarios will be simulated based on the challenges that the participants face on a regular basis 2.As many participants as possible will be involved 3.Feedback from the facilitator as well as peers will be used as learning tools | eng | f583c4f0-8b4a-4730-83fe-3f65f9b9c1aa | https://inspire.qa/courses/business-communication-training-2/ |
[SOLVED]
1.Ensure that you consider the issue as deeply as possible. You can use external material for answering each question; be sure to cite your sources for each answer. 2.Consider all the interests involved in each question and explain them. 3.Take a position – you must commit yourself to one side or another | eng | e65c3a20-e950-4afb-ab42-0dbc76a6640c | https://advancedessaywriters.com/solved-1464/ |
In the layout guidelines for TPS562209/TPS563209 (section 11) point 5 states:
5. Do not allow switching current to flow under the device.
What is the reason for this layout restriction? In particular, does it really mean current, or does it mean switching voltages (the SW node)?
Routing to VIN under the device package looks like it works well in a layout we are working on, but this violates recommendation 5.
I find it hard to believe that routing VIN under the device would have much impact on the circuits behavior. Given the size of the package, I even find it hard to believe that routing SW under the package would make much of any difference to the circuit since we are already pushing the pad around and the added trace area under the device is not much more than the pad area | eng | a5fe96d6-5fdc-403b-beaa-ad6d9c439736 | https://e2e.ti.com/support/power-management-group/power-management/f/power-management-forum/469100/tps562209-tps563209---layout-guidelines-restricting-current-flow-under-device?tisearch=e2e-sitesearch&keymatch=TPS562209 |
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui
Mandarin ducks are considered to be one of the most beautiful ducks, and they are commonly seen in pairs, not only in artwork and Asian themes but also in real life. They represent marital contentment and faithfulness, as well as good luck and joy in Chinese culture.
Mandarin ducks are known as "yuanyang" (鸳鸯) in China, where 'yuan' (鸳) and 'yang' (鸯) represent male and female mandarin ducks, respectively. Because the plumages of male and female Mandarin ducks differ greatly, the phrase "yuan-yang" is often used informally in Cantonese to refer to a "odd couple" or "unlikely pair"—a mixture of two dissimilar types of the same category.
Mandarin Ducks are frequently seen together in the wild, where they are known for their long-term relationships. They have become a symbol of love, dedication, affection, and fidelity in Chinese culture as a result of their peculiar behavior. Their rich, enticing colors further added to their allure as symbols. These ideas expanded to the Japanese, Koreans, and Vietnamese, who all utilize a pair of birds to symbolize a committed couple's love.
In most civilizations, weddings are regarded as one of the most auspicious and pleasant occasions. The pair receives an infinite amount of auspicious qi (life force energy) on their wedding day, according to feng shui. On their wedding day, a new couple is traditionally given a pair of mandarin ducks to bring them happiness and help them get along.
It is such a common symbol of love that it is used as a metaphor in a Chinese proverb for couples in love: "Two mandarin ducks playing in water"
(鸳鸯戏水 – yuānyāng xì shuǐ)
Motif
A pair of mandarin ducks is a motif that can be seen in Asian artworks such as vases, textiles, screens, and sculptures. The ducks can be combined with other ornaments such as the lotus, which symbolizes serenity; the double happiness, which symbolizes joy; or other auspicious symbols.
Myth
Although "yuan yang" is a symbol of lifelong affection, its origin myth involves an unusual pairing: a gardener and the daughter of an official. Let's look at this interesting origin myth, and in addition, we will deal with how we can use this auspicious symbol in feng shui.
What is the role of Mandarin Ducks in Chinese literature?
In poetry written 300 years after the 3rd century, mandarin ducks were originally used to symbolize a brotherly bond. However, during the Tang era (618–907), the association of mandarin ducks with romance became widespread. Lu Zhaolin, a poet from the 7th century, expressed in his poem "Changan Guyi" that lovers envied the happiness of a pair of mandarin ducks more than that of the immortals.
This line from Lu's poetry became so renowned during the Tang dynasty, and beyond that, the connection between Mandarin ducks and inseparable couples in love became deeply rooted in the Chinese consciousness.
The Story of Ying Mei and Yuan Ge
The origin of this timeless symbol of love is the story of an unlikely couple. Yuan Ge, a gardener, was hired by Hong Fu, an official, to tend to his yard. Hong Fu's daughter, Ying Mei, fell in love with Yuan Ge, but her father misunderstood his heroic act of saving her from drowning in the lotus pond as an attempt to take advantage of her.
Despite Ying Mei's pleas, Yuan Ge was imprisoned and sentenced to death by drowning in the same pond. In a final act of love, Ying Mei joined him in the water, and they both transformed into Mandarin ducks with colorful feathers, forever united in love.
The Feng Shui Significance of Mandarin Ducks
In the practice of Feng Shui, the presence of a pair of mandarin ducks is believed to enhance the flow of love energy. Practitioners of Feng Shui strategically position these ducks in various areas of the home with the intention of attracting good fortune in matters of romance.
Mandarin ducks are renowned for their unwavering commitment to their chosen mate. Consequently, it is customary to arrange the duck figurines in close proximity to one another, symbolizing unity. Together, they emanate positive energy that nurtures love, marriage, and the formation of strong bonds.
The Feng Shui symbol serves as a solution for married couples to resolve conflicts, enhance their connections, and achieve marital happiness. Additionally, for single individuals, Feng Shui recommends the use of mandarin ducks to attract their desired life partner. To enhance your love fortune, position the pair in the central area of your dining room, living room, or bedroom.
In the case of individuals in a loving relationship who aspire to marry, it is advised to adorn the ducks' necks with a red ribbon or string, symbolizing the union of marriage.
Feng Shui Placement for Mandarin Ducks
Consider the placement of a mandarin duck pair in accordance with the principles of feng shui, as their significance is well-known in this practice. Depending on the specific feng shui school you adhere to, there are various options available to you. Below are a few recommendations to guide your decision-making process.
How to Identify Mandarin Ducks in the Southwest Sector
In classical (traditional) feng shui, a pair of Mandarin ducks should be put in areas connected with marriage and love ties. If you wish to strengthen your marriage or a romantic relationship, place the couple at the southwest corner of your home.
In Feng Shui, we employ a tool known as the feng shui bagua map, which is an energy pattern that is placed over the floor plan of your property. Bagua's map is organized into eight pieces that circle a central point. One of the most well-known regions is Kun, which means "love and partnerships" in Chinese. Pink, the yin earth element, and the feminine element are also associated with this area.
This region can be found by standing in your front entryway and looking inside. The partnership area is at the extreme back right corner of the floor plan. To improve the harmony and durability of your current relationship, activate this area with a pair of Mandarin ducks.
A Guide to Mandarin Ducks in Your Bedroom
Bedrooms have a more regular shape and are your most private space in the house. You would proceed in the same manner. Look into the room from the master bedroom's entryway. Your partnership area is located in the room's far right-back corner.
Activate this partnership area with a pair of mandarin ducks to promote harmony and longevity in your current marriage or partnership.
It is preferable if the ducks exchange glances.
The strong energies from the mandarin ducks keep married couples together and increase their love for each other.
The figurines must be put on the husband's side of the bed in a married couple.
Singles should put the ducks on the side table.
Alternative Places to Keep Mandarin Ducks
If you don't want to put the pair of mandarin ducks in your bedroom or the southwest corner of your house, you might put them in your living room or home office. Either of these locations will give your marital or romantic relationship a much-needed boost.
What Are the Best Feng Shui Rules for Mandarin Ducks?
Once the location of your Mandarin Ducks has been determined, there are certain regulations regarding their display and upkeep that must be adhered to.
You only need one pair of ducks. People think it's better to have a lot of ducks, but Feng Shui is all about having a few.
You can use illustrations, drawings, or photos of a couple, but only two Mandarin ducks—male and female—should be shown.
Don't use two works with different ducks, because that means they're separated.
Some Feng Shui experts say that two Mandarin ducks should fly, stand, or walk together to symbolize togetherness. This shows that the couple has the same values, goals, and dreams, and that their relationship is strong and unbreakable.
A pair facing each other could mean they're on opposite sides of the house or have different ideas.
A painting of two ducks floating apart or in opposite directions shows a lack of unity and a desire to live the same life as each other.
The red ribbon around the neck adds a bit of excitement and symbolizes loyalty and connection.
A Mandarin Duck wearing a lotus or lotus leaf is happy because it can ward off bad luck and bring good fortune, peace, and luck.
Never keep a broken duck; replace it with a new one.
Feng Shui ducks need to be cleaned and dusted regularly, which both partners should do if they want to strengthen their bond.
Put your Mandarin Ducks in a clean, well-lit spot.
Don't keep them at work, on your desk, or in your bathroom.
Your attitude should reflect the love you have for each other, and you should be ready and willing to show and receive that love.
Feng Shui Mandarin Duck Varieties
If you're looking to make a Mandarin duck, you can get them made from a bunch of different materials, like wood, crystal, and jade, as well as metal and rose quartz. Most Feng Shui experts suggest avoiding synthetic materials like plastic and resin, since they don't have a connection to nature.
Mandarin Duck in Rose Quartz
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui 8
If you're looking for a way to show off your Mandarin ducks, rose quartz sculptures are a great option. Rose quartz, also known as the "love stone," is a powerful love charm that's associated with love and marriage. It's perfect for miniatures of mandarin ducks, and it's especially popular in the southwest since the earth element is so prevalent. Plus, in Feng Shui, crystals and stones are seen as symbols of the earth. You can use any type of ceramic figure, like porcelain or glass, if you want. Rose quartz is a pink color that symbolizes love and affection.
Mandarin Ducks in Crystal
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui 9
If you're looking for a way to show your love, crystal Mandarin ducks are a great way to do it. They're used to help lovers and couples come back together, and they symbolize the joy of marriage.
If you're looking for something special, why not get a pair carved out of a red stone, like jasper or cornelian? Red is a color that symbolizes passion and love, so it's a great choice for the partnership area. Plus, red is a fire element, so it's great for helping the earth.
Mandarin Ducks in Jade
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui 10
Jade is said to be the "stone of heaven" by the Chinese, and it's said to have powerful healing powers. Mandarin ducks are said to be a good luck charm that can help you stay calm, have fun, and be independent. They can also be used to make love stronger in bad relationships.
Mandarin Ducks in Wood
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui 11
Wood is important in Feng Shui because it symbolizes growth and strong family connections. If you have a Mandarin duck in your home, it can bring a lot of love and peace. But if you're a true believer, you won't want to get a wooden statue of a duck because it won't help you get the element of earth you need.
Mandarin Ducks in Brass
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui 12
Metal is known to help you stay focused, and it can also help you stay healthy, make more money, and be more in love. Plus, brass mandarin ducks are said to make your marriage happier and more fulfilling, and they can also help create a nurturing atmosphere.
Mandarin Duck Paintings
Understanding the Symbolism of Mandarin Ducks in Chinese Culture and Feng Shui 13
In addition to mandarin duck dolls, you could hang a picture of two ducks in your bedroom's southwest corner. If you're thinking of starting a family, you might want to consider getting two pairs of ducks with ducklings. Don't use ducks in paintings where they're swimming in opposite directions or away from one another, as it implies a lack of unity and connection.
Summary
Basically, Mandarin Ducks are a big deal in Asian culture and have become a powerful symbol of love, commitment, and marriage. They represent long-term love and are said to bring luck and happiness to couples.
During the Tang Dynasty, the relationship between ducks and romance spread, and they were seen as an inseparable pair in Chinese society. When it comes to Feng Shui, Mandarin ducks are used to create love energy and a harmonious relationship. The southwest sector of the house or bedroom is the best spot for these birds.
Showing a pair of ducks together and keeping them in good shape will increase their symbolic power. Mandarin ducks are made from a range of materials, like rose quartz, crystal, and jade, as well as wood and brass.
They're a great way to show love and togetherness, and they can be used as a wedding gift or to help with love-related issues | eng | 74928c26-d20f-4d16-9263-1a860f251045 | https://tsaen.com/understanding-the-symbolism-of-mandarin-ducks-in-chinese-culture-and-feng-shui/ |
Berlioz on the Flute in the Orchestra
Hector Berlioz (1803–1869)
The section on the flute in Hector Berlioz's
Grand Traité d'Instrumentation
et d'Orchestration Modernes is schizophrenic and confusing.
He starts out by praising the perfection of the new Boehm flute
and urging its adoption.
Soon he is waxing poetic about the sadness of the
"veiled and weak" sounds of the flute in the middle register,
particularly the medium F and of the Bb above the stave
in Gluck's Dance of the Blessed Spirits. Only the flute
could impart the right effect, the right "expression of desolation
to a sad melody", he explains.
But wait. The Boehm flute does not have a veiled and weak
f'' and b''b. Not even on the mid-19th century
multi-keyed flute are these notes normally veiled.
It is the one-key flute that has a veiled sound
on those notes, because of its forked fingerings.
What is going on? Berlioz originally published his
treatise in 1843/44. He presumably added the
introductory material praising the Boehm flute in
1855 when he revised and expanded his treatise.
He had, in the interim, been captivated by the
silver Boehm flute with its "soft and crystalline
quality"; see
his report on the instruments in the London Exhibition of 1851 on this
Berlioz Website.
But Berlioz, I assume, just left much of this chapter on
flutes as he originally wrote it (and even then
seems to have been recalling the flute from an earlier time).
Would Berlioz, in 1855, have wanted to hear Gluck's
"sublime lament of a suffering and despairing spirit" on an even-toned
Boehm flute, or would he still want to hear the sadness imparted by the
veiled f'' and b''b on an early flute?
I don't know. He does not address this question.
Berlioz's chapter on flutes tells us something of what a 19th century orchestral
composer expected of an orchestral flutist.
In 1904, Richard Strauss was asked to revise and update Berlioz's Treatise
for a new publication.
Strauss chose not to rewrite Berlioz, but to insert his own remarks
in clearly indicated sections. Thus we also have some idea
of what a composer at the turn of the century thought about
the flute and its capabilities, and the contrast with the earlier views.
We reprint here the text from Theodore Front's
translation of Richard Strauss' edition, taken from
A Treatise on Instrumentation, Berlioz and Strauss,
Dover, New York, 1991.
Berlioz's original text is in black. Strauss'
addenda are indented, in blue italics.[My own comments are
in dark red, between brackets.]
Musical illustrations, scores, and references to them are here mostly omitted.
I have changed the notation for notes and pitch.
There is also a chapter on the piccolo that we do not discuss.
Berlioz knew flutes well; he studied the flute (and guitar) as a youth.
He probably played the one-key flute, and perhaps, later, multi-keyed
flutes. It seems a bit strange to me that many of Berlioz's comments
concerning keys (modes) would appear to apply more to the older
one-key flute than to the mid-19th century simple system flutes
he would have worked with professionally (see the section on
French simple system flutes).
For example, when he mentions the "soft timbre of the instrument"
in the keys of Eb and Ab.
Strauss would have worked with all kinds of flutes,
including simple system flutes, reform flutes, and Boehm flutes.
He does not appear to distinguish between simple system and reform
flutes, but, I think, includes both as "old flutes".
Berlioz was much enamored of Gluck and many of the scores
are from Gluck's works. Strauss in turn was much enamored of Wagner
and admits that Wagner's scores are "the alpha and omega of [his] additions".
The Flute (from Berlioz's Treatise on Instrumentation)
The Ordinary, Large Flute
This instrument, for a long time so imperfect in many
respects, has now achieved such perfection and evenness
of tone that no further improvement remains to be desired.
We owe this to the skill of some manufacturers
and to Boehm's method, following Gordon's discovery.
[Berlioz evidently subscribed to the now discredited idea
that much of the Boehm flute's design was first
conceived by a certain Captain Gordon.]
The same will soon happen with the other wood-wind
instruments. The purity of their tones remained far
from perfect as long as the holes were placed according
to the natural distance of the fingers instead of the rational
division of the sound-tube, i.e. a division based on
the laws of acoustics and determined by the nodal points
of vibrations. Gordon and subsequently Boehm* started
by boring the holes of their wind instruments at the
points fixed by acoustical laws without considering
whether the fingers could reach these holes with ease,
with difficulty, or perhaps not at all. They felt sure that
the difficulties thus created would be resolved in the
course of time through some new contrivances.
After the instruments had been bored in this fashion
and thus tuned to correct pitch, they invented a mechanism
of keys and rings which could easily be reached by
the fingers of the player. This device opened or closed
the holes which otherwise would not be accessible to the
fingers. This necessitated a complete change in fingering;
but the difficulty was soon conquered. In view of the
compensations offered by the new instruments built
according to Gordon's and Boehm's system, we have no
doubt that they will displace the old wood-wind
instruments within a few years.
Unfortunately, this is still not so in Germany.
Some of Boehm's flutes as well as the old flutes
have the b below middle c', but flutes without this low B are
said to have a better intonation. The b'''b and b''' can
still be produced in piano, the c'''' only with caution.
In forte c''''# and d'''' can also be played.
Wooden flutes have a finer tone than metal ones (silver
or gold), but the latter respond more easily.
[By 'wooden flutes', does Strauss mean 'wooden Boehm flutes' or
'simple system flutes'? I don't know.]
[Berlioz was wrong about Boehm wind instruments
displacing the other systems. Though a footnote remarks
"In France, there are also Boehm clarinets, bassoons and oboes in use",
the full Boehm system instruments, other than the flute,
never became standard—because the loss of "character"
entailed by that system was judged too great. And even
for the flute, it was more than "a few years" before
the Boehm flute displaced all others outside of France, as
Strauss' remark of 1904 shows.]
Just a few years ago the flute had a range of only two
octaves and a fifth: d' to a''', chromatically.
Two semitones below and three above were gradually
added to this scale; this increased the range to three
complete octaves: c' to c'''', chromatically.
However, not all flutists having instruments with the
device necessary for producing the lowest C and C#, it
is usually better not to use these tones in the orchestra.
[The five-key flute with a D-foot was still common in
mid-19C France.]
This restriction is no longer valid. I must not fail
to warn the composer against using the high C as in
my "Heldenleben."
The end of Act 2 of "Meistersinger" is also extremely
difficult for the flutes, especially in staccato; in
legato the figure b#-c'#-d'#-e' is easier. Compare
also the end of "Goetterdaemmerung", which is very
difficult for the flute. The trill a'''# with b''' etc.
in the "Ride of the Valkyries" is
very difficult to execute on the old flute.
[The figures that appear in "Ride" are not really trills, but are
fast alterations of two notes. The quick alteration of a''' with b'''
is also extremely difficult on the old flute.]
The two highest tones, b''' and c'''', are rather difficult
to produce and sound somewhat shrill; they should not
be employed in pianissimo. High b'''b , however,
can be sounded easily and sustained in the softest
piano without any danger.
The number of tones permitting trills was rather
limited on the old flute. Thanks to the keys added to the
new flute, major and minor trills are practicable over
the greater portion of its range:
[I beg to disagree re
the third staff. The trills involving
two notes up to g''' can be done acceptably on a mid-19C simple system flute, and are
not particularly hard, and there is an
acceptable g'''#/f'''# trill as well if one doesn't mind using three fingers.
By the way, the trill b''/a''# seems to be missing from the table above.]
The trills marked * are all practicable today; the
two marked + in a circle impracticable on the old flute unless
a special key is provided for them.
[I don't know why Strauss says a'''/g'''# is
impracticable on the old flute while a'''/g''' is OK.
I find the former much easier, as long as one has a low C# key.
Both are easy with Schwedler's
first trill key.]
Up to the trill g'''#/f'''#,
the modern mechanism also permits the execution in piano.
On the flute built according to Boehm's system all
trills are practicable up to the extreme high range (i.e.
from low D# to the highest C); moreover, their intonation
is much purer.
The flute is the most agile of all wind instruments. It
is just as suitable for fast diatonic or chromatic passages—slurred
or detached—as for arpeggios and figures
with wide jumps, e.g.
Even repeated notes, like those played staccato on the
violin, can be played by means of double-tonguing:
[illustration omitted].
A special effect on the flute is the Flatterzunge
(flutter-tonguing). (Cf. my "Don Quixote"). It is
applicable to the oboe and clarinet. The player
pronounces "drrrrr" during a moderately fast chromatic
scale. The effect is something like the sound of birds
fluttering through the air, or — in pp — like the soft
chuckling of frolicsome girls in the distance.
The keys of D, G, C, F, A, E, Bb, Eb and their relative
minors are the favorite keys on the flute; the others
are much more difficult.
On the contrary, keys with flats are easier.[...on the Boehm flute.]
However, on Boehm flutes the key of Db is almost as
easy as D.
The sound of the flute is soft in its medium range,
rather piercing in its high notes, and very characteristic
in its low register. The medium and high tones have no
especially characteristic expression They are suitable
for the most varied melodies and accents; however, they
do not possess the artless gaiety of the oboe or the noble
tenderness of the clarinet. One might, therefore, assume
that the flute is an instrument almost devoid of expression,
and that it may be used anywhere and for any purpose
because of the facility with which it executes rapid
passages or sustains the high tones so useful in the
orchestra for filling out the high harmonies.
Generally speaking, this is true; yet a closer scrutiny
will show that the flute is endowed with a character
peculiarly its own and with a special aptitude for expressing
certain feelings, in which it is matched by no
other instrument. For instance, if one desires to give an
expression of desolation to a sad melody, combined with
a feeling of humility and resignation, the weak medium
tones of the flute, especially in C# minor and D minor,
will certainly produce the intended effect. As far as I
know, only one master knew how to avail himself of this
pale tone-color—Gluck. When listening to the D-minor
melody of the pantomime in the Elysian-Fields scene in
"Orfeo", one is immediately convinced that only a flute
could play this melody appropriately. An oboe would
be too child-like, and its tone not sufficiently clear. The
English horn is too low. A clarinet would doubtless
have been more suitable, but it would have been too
strong for some of the passages; for even its softest
tones cannot be reduced to the weak and veiled sound
of the medium F and of the Bb above the stave, which
imparts so much sadness to the flute in the key of D
minor where these notes frequently occur. Finally,
neither the violin, nor the viola, nor the violoncello—solo
or in groups—could express this sublime lament of
a suffering and despairing spirit. It required precisely
the instrument selected by the composer. Moreover,
Gluck's melody is conceived in such a way that the flute
can follow every impulse of this eternal grief, still imbued
with the passions of earthly life. The voice starts
almost inaudible, seemingly afraid to be overheard; then
its sighs softly and rises to the expression of reproach,
of deep pain, to the cry of a heart torn by incurable
wounds: gradually it sinks back into a plaint, a sigh
and the sorrowful murmur of a resigned soul. Gluck was,
indeed, a great poet!
An effect remarkable for its tenderness can be achieved
by two flutes playing successions of thirds in the
medium range in the keys of Eb and Ab, which are so
favorable to the soft timbre of this instrument.
A beautiful
example of this can be found in the cavatina of the
duet in "La Vestale": "Les Dieux prendront pitie". The
tones Bb, Ab, G, F and Eb, linked together in the flutes
in this fashion, have something of the sound of a
harmonica. Thirds in the oboes, English horns or clarinets
could not produce a similar effect.
Very few composers know how to employ the low
tones of the flute advantageously. However, Gluck in
the religious march in "Alceste" and later Weber in
numerous passages of "Freischuetz" have shown how
effective they are in harmonies of a serious or dreamy
character. As mentioned above, these low tones blend
very well with the low tones of the English horns and
clarinets, providing the more subdued shade of a dark color.
Cf. the passage in the second act of "Lohengrin"
in Ortrud's scene, where three flutes sustain an E unisono
as the bass for the oboes and English horns.
In his later works Wagner employed the flute very rarely,
but always very characteristically, as, for instance,
in the third act of "Tristan"—the fluttering
of the flag on Isolde's boat; in the second act of "Walkuere"—the
expression of frivolous voluptuousness with Fricka's words
"wie des Wechsels Lust du gewaennest"; in the third
act of "Tannhausser"—the expression of holiness.
One can see from these brief examples how varied
are the expressive possibilities of even so soft and
relatively neutral an instrument as the flute—in the
hands of a great musical poet utilizing it for his symbolic language.
Compare also the previously quoted example from
Weber's "Freischuetz" [omitted]. There is
something wonderfully dreamy in the low, sustained
tones of the two flutes as Agatlie, during her prayer,
beholds the tree tops in the silvery light of the moon.
The modern masters generally keep the flutes too persistently in the
higher ranges. They always seem afraid
that they will not be sufficiently clear amidst the mass
of the orchestra. Consequently the flutes predominate
in the ensemble instead of blending with it; the instrumentation
thus becomes hard and sharp rather than sonorous and harmonious.
(very true indeed!)
The flutes constitute a family just as numerous as
that of the oboes and clarinets. The large flute—with
which this chapter deals—is the one most frequently
used. In normal orchestras it is generally used in two
parts, although soft chords sustained by three flutes
would frequently produce wonderful effects. The combination
of one high flute with four violins in a high,
sustained five-part harmony sounds very charming. Although
it is natural to assign the highest tones of the
harmony to the first flute, there are many occasions
where an inverse arrangement would be equally satisfactory. | eng | 4d5b854e-ad1a-4ed5-a8e1-567223ce909b | http://www.oldflutes.com/articles/berlioz.htm |
Menu
Tag: Valencia
Known now as 'The Ivory Lady' she was buried in a tomb filled with the largest collection of rare and valuable items in the region, including ivory tusks, high-quality flint, ostrich eggshell, amber, and a rock crystal dagger | eng | 9fc74a9c-fb2e-44ad-9ef1-44d611dc5758 | https://theorkneynews.scot/tag/valencia/ |
Tax Strategy Saves You Big Bucks
Don't Get Blindsided
When you structure your tax situation properly, you could be paying less than 10% of your income in taxes. Yes, less than 10%.
If you plan poorly in this area or neglect to plan at all, you could be paying as much as 50% of your income in taxes.
Strategic planning makes the difference.
Paying more in taxes means so many things you really don't want:
✓ You're leaving less for your family, your message, and your legacy.
✓ You're living on less and limiting what you can invest in your business.
✓ You're operating in fear because you have no idea what this year's tax liability will be.
✓ You're dreading the next meeting with your CPA because they'll ask for records you don't have readily available, making the meeting a whole list of to-do's that you feel you don't have time for.
While we aren't tax advisors, this is another one of those areas where, with our creative business strategy plans, we'll support you by ensuring you're meeting regularly with your CPA, strategizing in advance of tax season, and avoiding getting blindsided by a huge tax burden you didn't plan for.
We'll even meet personally with you and your CPA on our higher-level Business Growth Membership programs so that you understand the tax strategies your CPA recommends, and so you're able to easily make decisions about sometimes complex issues.
You can look to us to save money on taxes, understand your taxes easily, and most importantly, take action on the advice you receive when it comes to reducing your tax liability. | eng | 090ca9c3-7220-43bf-9f42-0c0092a4dbf2 | https://goldmanlawatx.com/how-tax-strategy-saves-you-big-bucks/ |
Darknet Websites
By
Apr 06, 2022
Source: A video screenshot, Reuters
Most Interesting Legal Deep Web Sites 1. Illinois Institute of Technology Tunnels 2. American Journal of Freestanding Research Psychology 3. The dark web is where peoplecan buy illegal drugs and firearms. Paranoia Party Tote 15. Those larger than you will try to devour you, the fire is dead. Similarly, the other portion of the deep web uses authentication features to restrict access. For example, some websites require credentials like a login to. Dark net websites have a .onion address and agian that onion is for that layer of that encryption. That's what it's referencing in terms of the onion layers. So. 15 Best Dark Web Websites You Should Explore 1. Mail2Tor 2. Facebook 3. The Hidden Wiki 4. ProPublica 5. DuckDuckGo 6. SoylentNews 7. The dark web is often the first place your organization's breached data lands from compromised credentials, third party leaks, ransomware dump listings.
Let's take a deep-dive into the dark web to see how it all started. It all started back in October 1969, when the Advanced Research Projects. The truth is rather that dark web intellectuals, like Donald Trump supporters and the online alt-right, have experienced a sharp dark market 2022 decline in. While there is a debate whether this is the actual original Alphabay market place or a spin-off site utilizing the name, it is a moot point the marketplace is. The Dark Web refers specifically to websites that exist behind multiple layers of encryption and cannot be found by using traditional search. The dark web isn't just for buying drugs and hiring assassins. It's a massive network of websites and communities that exists outside of. The number of Hacking communities in the Deep Web is very high as reported by several investigations published by security firms and cyber-experts.
Dark web search engines Ahmia Haystak Torch DuckDuckGo The Hidden Wiki. The dark web is sometimes called onionland because of its content accessible only using services like Tor. The rest of the internet is. The dark web is a subset of the deep darknet websites is a collection of private networks (darknet) that darknet websites constitute what is known as the dark web. We cannot access the. Darknet websites, click the 'Get NordVPN' button. There is a lot of misconception around the dark web, and most of the people think that it is not poss... Tagged with security, linux. A level beyond the deep web is the dark web, which is a small segment of the internet containing purposefully hidden websites accessible only using an encrypted.
Dark web search engines Ahmia Haystak Torch DuckDuckGo The Hidden Wiki. Tor Hidden Services, or the Tor Network, is an encrypted, hidden network of about 50,000 websites that can't be accessed with a daeva market traditional. That question led to the creation of The Torist, the Dark Web's first literary magazine. It features short fiction, poetry, and nonfiction. Currently estimated to be over 100 times larger than the surface web, the Deep Web houses billions of documents in databases and other sources. There is a lot of misconception around the dark web, and most of the people think that it is not poss... Tagged with security, linux. For individuals living under oppressive regimes that block large parts of the internet or punish political dissent, the dark web is a lifeline that provides.
The tools used to access the dark web focus on anonymity by incorporating encryption and specialized privacy browsers like Tor. Also known daeva market url as. Of course, this privacy allows criminal activities to flourish and the dark web can be used to buy things like illegal drugs or stolen credit. The dark web is more of a set of "dark silos," they write in a preliminary paper posted on arXiv yesterday. Dark websites linked to surface websites and to. Results 1 - 20 of 248 Dark Web Dark Web Markets 2022 Market Links. The dark web, also known as darknet websites, are accessible only through networks. SOCRadar Cyber Intelligence Inc. - Under the Spotlight: Most Popular Dark Web Marketplaces (DWMs) - Dark Web. The secret "darknet" includes websites that can be accessed only with specific software or authorisations, ensuring anonymity for users.
Nation state threat actors are suspected of having made use of such services for darknet websites that reason. Tails can be used in conjunction with Tor and Mozilla Firefox as another level of anonymity to use. The money was in my PayPal account less than 48 hours later. Tensions rise during the years before the Civil War, and then an attack near the end of the war raises the stakes to a fatal level. This website have a huge number of online complaints on Reddit, like this one or on Ripoff Report, like for example this one. Each lookup at Antinalysis costs roughly USD $3, with a minimum $30 purchase. On July 12, Cazes, the founder of AlphaBay, was found dead in his cell, and news reports said he hung himself with a piece of cloth. Operation Hyperion was followed by the shutdown of Alphabay, which contained 250,000 reported listings, mainly for illegal substances. Yahoo's front page and note how they create post titles darknet websites to grab viewers to open the links. Participation Nodes are the most powerful nodes that make up the Algorand blockchain network and are responsible for running Algorand's Pure Proof of Stake (PPoS) consensus mechanism. The average quality of the information in a social network is inversely proportional to the square of the size of the networkAmazon Prime subscribers get 5GB of storage for their files, as well as unlimited photo darknet websites storage book sheds valuable light on the origins of modern disputes, including the ongoing war in Chechnya, conflicts in Georgia and Azerbaijan, and debates over oil from the Caspian Sea and its impact on world markets. | eng | c9e05fd3-6047-4542-bc9d-984f39925b7b | https://premiumwebdarklink.com/darknet-websites/ |
Dark & Moody Cable Knit Hat
This 100% merino wool hat has a slouchy fitting style. This size fits most. It'll be a little looser on smaller heads and slightly more form fitting on larger head sizes. For perspective, I have a large head and this size isn't too tight. I can wear this size all day and it's long enough to cover my ears.
Can be hand washed in cold water and laid flat to dry. This hat automatically ships without a pom unless Pom option is chosen at checkout.
Only ethically sourced Merino wool is used. What makes it ethically sourced? I only use yarn brands that are guaranteed mulesing-free, ensuring that no sheep are harmed in the growing and gathering of their wool. The sheep are free range, meaning they're allowed to live along the hillside just like old-style shepards used to do. How is the wool "harvested"? They give the sheep a buzz cut! Using electric clippers similar to those our hairstylists use, they cut the wool close to the sheep's skin without harming the sheep. The sheep only receive their haircuts before lambing season, ensuring that newborns are not disturbed in the process. | eng | b0b33e81-23c0-423f-89cb-448b9b1b5a86 | https://whitetreedesigns.com/products/dark-moody-cable-knit-hat |
How do you spell fith?
fifth This they reached in a few minutes and passed quicklythrough, while Dot and Tot looked eagerly ahead to see what theFifth Valley was like.
filth The girl misused some precious water to try washing thealley-filth from her clothes.
Find out everything you need to know about it here. Besides, how do you spell 4th in words?
If you are using the word as an adverb, it shouldbe spelled forth. A trick to remember forth vs. fourth: Youcan remember that fourth is an adjective describing a numberin a sequence since it corresponds with the number four, and youwrite four on your way to spelling fourth.
Similarly, how do you write 5th in Word? For example, to write "2 raised to the 5thpower," type "25" with no space between the numbers.Highlight just the "5" and press "Control-Shift-Equals" or clickthe superscript icon on the "Home" tab, which looks like an "xsquared."
Similarly, what are ordinal numbers from 1 to 10?
Table of Ordinal Numbers
1
st
first
7
th
seventh
8
th
eighth
9
th
ninth
10
th
tenth
What do you call 1st 2nd 3rd 4th etc?
A Cardinal Number is a number that says how many ofsomething there are, such as one, two, three, four, five.Most ordinal numbers end in "th" except for: one ⇒ first(1st) two ⇒ second (2nd) three ⇒ third(3rd) | eng | da352f35-1d10-4ac0-bcd0-a8d2a97a6a08 | https://pmixi.com/how-do-you-spell-fith |
Tag: data analysis
Q: Let's assume we have a process that is under control and we want to monitor a number of key quality characteristics expressed through small subjective scales, such as: excellent, very good, good, acceptable, poor and awful. This kind of data is typically available from customer satisfaction surveys, peer reviews, or similar sources.
In my situation, I have full historical data available and the process volume average is approximately 200 deliveries per month, giving me enough data and plenty of freedom to design the control chart I want.
What control chart would you recommend?
I don't want to reduce my small scale data to pass/fail, since I would lose insight in the underlying data. Ideally, I'd like a chart that both provides control limits for process monitoring and gives insight on the repartition of scale items (i.e., "poor," "good," "excellent").
A: You can handle this analysis a couple of ways. The most obvious choice and probably the one that would give you the most information is a Q-chart. This chart is sometimes called a quality score chart.
The Q-chart assigns a weight to each category. Using the criteria presented, values would be:
excellent = 6
very good =5
good =4
acceptable =3
poor =2
awful=1.
You calculate the subgroup score by taking the weight of each score and multiply it by the count and then add all of the totals for the subgroup mean.
If 100 surveys were returned with results of 20 that were excellent, 25 very good, 25 good, 15 acceptable, 12 poor, and 3 awful, the calculation is:
6(20)+5(25)+4(25)+3(15)+2(12)+3(1)= 417
This is your score for this subgroup. If you have more subgroups, you can calculate a grand mean by adding all the subgroup scores and dividing it by the number of subgroups.
If you had 10 subgroup scores of 417, 520, 395, 470, 250, 389, 530, 440, 420, and 405, the grand mean is simply:
The control limits would be the grand mean +/- 3 √grand mean. Again, in this example, 423.6 +/-3√423.6 = 423.6 +/-3(20.58). The lower limit is 361.86 and the upper limit is 485.34. This gives you a chance to see if things are stable or not. If there is an out of control situation, you need to investigate further to find the cause.
The other choice is similar, but the weights have to total to 1. Using the criteria presented, the values would be:
The control limits would be the grand mean +/- 3 √grand mean. Therefore, the limits would be 21.207+/-3 √21.207= 21.207+/-3(4.605). The lower limit is 7.39 and the upper limit is 35.02.
The method is up to you. The weights I used were simply arbitrary for this example. You would have to create your own weights for this analysis to be meaningful in your situation. In the first example, I have it somewhat equally weighted. In the second example, it is biased to the high side. | eng | a93b137a-d9db-40e2-b2b4-dfa444da1483 | https://asqasktheexperts.com/tag/data-analysis/ |
Preaching, Teaching, and Notes
When Jesus came forth to do His Father's Will; He proclaimed that the kingdom of heaven is at hand. (Matthew 4:17)
He spoke to the people, of the Father in heaven which wanted their good; and had given laws and commandments which reflected His holiness and their duty; which if they followed, would bring about their blessing.
"Blessed are the poor in spirit; for theirs is the kingdom of heaven.
Blessed are they that mourn; for they shall be comforted. "(Matthew 5:3-4)
Simply, if you know that you are "poor" (without strength and power to do the law and commandments, because of your sin); and mourn over them (repent)…..
Then….because you see and know your sin, you can be saved from them and enter the kingdom of heaven, now.
("..theirs is", not will be. Eternal life is a condition of life, here and now; and a life in heaven, hereafter.)
I am going to use a blind man, who gained his sight by Jesus;………
….and seeing men, who refused to acknowledge Jesus……..and were blind; for an example:
John 9:1-3,5 "And Jesus passed by, He saw a man which was blind from his birth.
And His disciples asked Him, saying, Master, who did sin this man, or his parents, that he was born blind?
Jesus answered, Neither hath this man sinned, nor his parents: but that the works of God should be made manifest in him.
As long as I am in this world, I am the light of the world."
Here was a blind man,….from birth;…….and Jesus said that he was blind so that the glory of God should be shown by him.
Notice the Name He speaks here…."I am the light of the world".
There is no reason that any should walk in darkness….Jesus is the light of the world"!
John 9:6-7 "."
Making clay, Jesus puts it on the eyes of the blind man, and tells him to go and wash in the pool of Siloam.
(Notice, even mud is called "anointed" by the Holy Spirit, when Jesus does it.)
When the man obeys,……he sees,….his blindness is gone.
Now you would think, that it would be finished. But, not so.
This set in motion what Jesus had said: the works of God should be made manifest by this man.
And it all started with the neighbors: it was a back and forth about whether he was really the blind man.
'Yes, he was.'
'Then how did you get your sight?'
''A man called Jesus.'
And he told them how Jesus healed him. (John 9:8-11)
This leads to the neighbors bringing the blind man to the Pharisees.
(Now it was the Sabbath when Jesus spit upon the ground, made clay and put that on the eyes of the blind man.)
The Pharisees asked him how he got healed.
And when he shared his testimony with them….it started a argument.
Some argued that Jesus had not kept the Sabbath because He healed on him on the Sabbath……..and so He was a sinner.
And some said that He could not be a sinner, and do such miracles.
Then the Pharisees asked the blind man who now could see,……what did he think of Jesus:
and he said, "He is a prophet."
(See how Jesus separates people? Some see Him as He is; from God. Others will not see any thing good about Him.)
Then the Pharisees called this man's parents: who did not want anything to do with the whole thing. They were afraid of being put out of the synagogue.
So they reinterviewed the man born blind, but who now was seeing…..again.
They wanted him to say that he knew that Jesus was a sinner.
But he didn't.
Instead he took his faith in Jesus, a step further.
(Seeing always leads to more light)
John 9:25, 30-33 "He answered and said, Whither He be a sinner or no, I know not: one thing I know, that, whereas I was blind, now I see.
The man answered and said unto them, Why herein is a marvelous thing, that ye know not from whence He is, and yet He hath opened mine eyes.
Now we know that God heareth not sinners: but if any man be a worshipper of God, and doeth His will, Him will He heareth.
Since the world began was it not heard that any man opened the eyes of one that was born blind.
If this man was not of God He could do nothing."
So the Pharisees excommunicated him.
But Jesus "found him".
(Has He not said that He came to seek and to save that which was lost?)
John 9:35-38 "Jesus heard that they had cast him out; and when He had found him, He said unto him, Dost thou believe on the Son of God?
He answered and said, Who is He, Lord, that I might believe on Him?
And Jesus said unto him, Thou hast both seen Him, and it is He that talketh with thee | eng | f9785db7-d982-4fce-9a36-1675b5a3e8cf | https://preachingteachingandnotes.com/2021/09/04/preaching-teaching-and-notes-1025/ |
At the Permanent Mission of Trinidad and Tobago to the United Nations, delegates from around the world joined Control Arms for an important discussion: How can the ATT help reduce armed violence? The event was co-sponsors by the governments of Trinidad and Tobago,...
Trinidad and Tobago has publicly confirmed that they will be adding their signature to the Arms Trade Treaty on 3 June when the Treaty officially opens for signature. As a signal of their high level of support, Winston Dookeran [pictured left], Foreign Minister of... | eng | 9584c4f7-47e1-4438-ac15-b31e26b03828 | http://controlarms.org/blog/tag/trinidad-and-tobago/ |
Mr. Sunil Kaurav-(Head-Finance)
He | eng | 8ead6bfd-ad07-49d7-aabc-73fd61992212 | https://www.uttamphosphates.com/mr-sunil-kaurav-head-finance/ |
Black Mental Health Summit
On Wednesday, July 19, 2023, NAMI Keystone Pennsylvania hosted its second annual Black Mental Health Summit at Hosanna House in Wilkinsburg.
For Black Americans, historical trauma, discrimination, community violence, and economic insecurity all impact mental health. The summit addresses the unique challenges that members of Pittsburgh's Black community are facing, how stigma can be a barrier to seeking treatment, and the obstacles experienced when getting help.
This year's summit featured a keynote presentation, personal stories, a panel discussion, and networking opportunities.
Summit at a Glance
Keynote Presentation
In this keynote presentation, Darnell Drewery, Trauma Education and Wellness Facilitator at the Center for Victims will describe the many sources of trauma and the impact that trauma is having in Pittsburgh's Black community. He will also examine the far-reaching and long-lasting effect that trauma has on mental health.
Presentation and Personal Stories
Ali Deen, Houze of Waxx Dana Zang, Houze of Waxx
Mindful Melodies: Using Music to Spread Community Mental Health Awareness
Houze of Waxx is a community mental health advocacy organization that brings awareness to the mental health crisis by way of music, music collecting, programming, fundraising, and events. Members Ali Deen and Dana Zang will share their personal experiences will mental health, as well as talk about how they use their love of music to raise awareness and connect the community to mental health resources.
Community Panel Discussion
NAMI Sharing Hope
NAMI Sharing Hope is a presentation for African American communities designed to promote mental health awareness, explore signs and symptoms of mental health conditions, and highlight how and where to find help. During this community discussion, attendees and panelists will watch a video and engage in conversation about the issues that were raised and how we can achieve mental wellness in Pittsburgh's Black communities.
There are a number of sponsorship opportunities available for the 2023 Black Mental Health Summit. All levels receive verbal recognition during the event and their name listed on NAMI Keystone Pennsylvania's website and event marketing materials.
If you have questions about sponsoring the 2023 Black Mental Health Summit, contact Sara Levine Steinberg by email at slsteinberg@namikeystonepa.org or by phone at 412-366-3788 ext. 122 | eng | 7f37d4a6-c96f-4582-9a90-499b1d9eeda1 | https://www.namikeystonepa.org/education/conferences/black-mental-health-summit/ |
civil disobedience
the refusal to obey certain laws or governmental demands for the purpose of influencing legislation or government policy, characterized by the employment of such nonviolent techniques as boycotting, picketing, and nonpayment of taxes.Compare noncooperation (def. 2), passive resistance.
(initial capital letters, italics) an essay (1848) by Thoreau civil disobedience (2 of 2)
"Civil Disobedience"
(1849) An essay by Henry David Thoreau. It contains his famous statement "That government is best which governs least," and asserts that people's obligations to their own conscience take precedence over their obligations to their government. Thoreau also argues that if, in following their conscience, people find it necessary to break the laws of the state, they should be prepared to pay penalties, including imprisonment.
notes for "Civil Disobedience"
Thoreau himself went to jail for refusing to pay a tax to support the Mexican War. | eng | 9e63f293-923b-4e7a-83aa-d258ab77e1c1 | https://www.dictionary.com/browse/civil-disobedience |
How do you get the white and blue "simple" interface
Also how do I change the number of posts per page?(you can have 200 maps in one page or 50 posts in a thread unless that was removed) | eng | e955357f-9924-49c7-a96a-72a66abeea50 | https://www.hiveworkshop.com/threads/how-do-you-get-the-white-and-blue-simple-interface.293173/ |
Status
Recent Statuses
6 mos ago
Current
A Perpetual Motion Engine of Anxiety and Self-Loathing
BioKali's a dropout so they probably have the same views on formal education, but still seeing the value in knowledge and always learning and growing. I could see her picking up any languages she doesn't know from him.
And since Kali's been in an all girls' school and traveling the world with mercenaries and assassins during her puberty and hormonal development I could see her and Red giving into physical desires once they started training together, but it never went anywhere further than that romantically. Since she'd see him as a friend, but also someone that could keep up with her in every way.
Edit: I forgot the most important. I can see them initially connecting and really bonding over being kindred spirits with not wanting to be like their fathers.@King Kindred
That works well, and would probably have helped Red figure some things out in terms of his rampaging hormones. Since two years ago we saw him very much at the whim of them, without understanding why - whilst simultaneously being intelligent and informed enough on biology to have a theoretical understanding of hormones and puberty on a conceptual level. He just had no experience to connect his theoretical understanding to the practical.
In other words, it'd have him realise why he was getting distracted all the time when female teammates (it hadn't even clicked with him that it happened to be the female teammates) would enter the room. And understanding and recognising what's happening is most of the battle... he's smart enough once that connection happens.
His view towards his father is complex. He never met or knew him, and because of that he wonders often whether his father actually had a point or solid reasoning for his issues with the Justice League. He asks his brother a lot of questions about him. But at the same time, he WANTS to do good himself, and shaves often because a moustache keeps growing through and makes him look very much like the man.
In summary, he doesn't know his father well enough to know for a fact that he WAS evil, but he knows that he himself wants to be good. And he's wary of being perceived of being someone others might think of as being evil.
Before she had time to answer, she felt the familiar presence of one of her few colleagues remaining, Red. A strange name, she had always thought - since in actual fact he always felt like more of a blue to her.
Oh, cool! I never even considered the possibility of a blind synesthete,@spicykvnt.
I've also had Red fulltime at the Penthouse. To him, he doesn't really have any other place to go that feels like it could be a "home". Even despite (as yet unmentioned) reconnecting with surviving family, and forming a closer relationship with his "brother" Red Tornado in the missing past two years - we'll see that later!
The Justice League are aware of him, as such, but ironically him being human actually makes them (and particularly the Batman) MORE wary of him and the possibility of his being a brainwashed Manchurian Candidate-esque mole than his "brother", despite his vouching for him.
Because it's one thing when you can access someone's source code and SEE that all the evil is gone. People are more complicated.
Still, he keeps working, and intends to make the most of any opportunities to do good that he gets.
He's never sought out formal education and doesn't see the value in it, valuing knowledge itself and the never ending pursuit of knowledge over any piece of paper an organisation would give you for it.
As @spicykvnt mentioned, I view the two years they've kind of been thrust upon each other as doing wonders for their communication and platonically (after Red became desensitised to his own torrential hormones) forged bond.
I could see Kali making use of Red as a viable sparring and training partner though.
A wardrobe with a mattress stored vertically in there, cushion on the floor. The wardrobe door left open. An immaculately made bed held a thin coating of dust, that looked untouched for a long time.
An egg cracked, and its innards were dropped into a well greased pan.
Precision. There was still joy in precision. A perfectly cooked egg, the bacon and blood pudding that Eilidh quite liked. There weren't many of them left together anymore. She liked her self-sufficiency, and was proud of her ability to make her own tea as she liked it, but he did like to be able to make her breakfast at least.
She had been thoughtful enough to refill the kettle, with her same precise amount for his cup of coffee to go with the perfectly assembled meal he was making the pair.
He placed her plate in front of her, making just enough noise with the plate on the benchtop to let his presence be known. She returned a smile.
He knew she was lonely. Truth be told, he was too. It had nothing to do with the quality of company that she provided, and he assumed and hoped the same was the case with her. But he missed the bustle and diversity of friends, so busy and loud. So full of life. Neither of them were the loudest of people, and the fact that they remained held the Penthouse in stark contrast to how it had once been.
He'd often found himself thinking of them and wondering what many of them were up to. He still had the smart phone that Julian had given him, but he'd begun to notice that the conversations he'd had with them tended to be very one sided and there was a lot of him speaking to the void. Not in all cases. But enough. And it began to make him realise that walking a person through so much of the common sense of life probably grew frustrating.
He didn't bring them up with Eilidh, because he suspected that in that way led pain, even if they both would have revelled in the nostalgia at least for a little while. Instead he enjoyed the quiet company, and the other events and musings of the day. It would be the social time that would carry him through the day. While he worked.
His workouts became all consuming. Kevin had been one of the first to go, but even without someone to spot him, his drive to prepare himself and better himself physically became stronger. Ever since the first conflict, the flykick that saw ligament damage done to his ankle, it became apparent that there would always be those stronger. There was always more work that could be done. That combined with his smart-phone there was no excuse for not doing everything he could to prepare himself physically, mentally, culturally and socially to be able to handle the task at hand. He suspected something about him would always be offputting to some. He hadn't had a "usual" upbringing. But he thought he was making some headway on being... well, maybe not 'normal', but less strange. Less of a foreign entity. He was bridging the gap. But it was an infinite gap, and there was always more he could do.
He jumped on a treadmill to start his warm-up run. Just a two and a half mile run. A ten minute 'jog'. His actual aerobic workout would come later in the day.
He cast his smartphone's screen to a large screen on the wall, and began his day's 'mental calisthenics'. He had begun to organise his learning. Today he was reading up on a few topics of interest; the birth of jazz music, the cultural shift that intertwined with the invention of the television and for recent social growth, the ouevre of Jon Favreau films.
Then he heard talking. A male voice. An unrecognised male voice. From the kitchen.
Eilidh was there.
Alone.
He fired off a one word query in hopes of giving himself some idea of what they were dealing with, which went unanswered. Either she was too busy, or not yet sure of how to respond to it:
'Trouble?'
He jumped off the treadmill and his pace increased, this was no longer a 4-minute mile paced jog, Red sprinted through the halls of the penthouse and burst into the kitchen. His facial expression covered by a practised 'intimidating' sneer.<div style="white-space:pre-wrap;">.</div> | eng | 2b8437d3-a581-4193-8e5b-205a8c1966c1 | https://www.roleplayerguild.com/users/hound55 |
Europe
Study MBBS InMBBS IN CZECH REPUBLIC
MBBS in Czech Republic
MBBS IN Czech Republic OVERVIEW
It's clear that the Czech Republic has become an attractive destination for Indian students pursuing MBBS studies, with its high educational standards, advanced teaching methods, and increasing popularity. The fact that the number of Indian students studying there has significantly increased over the years underscores its growing appeal. The combination of quality education, practicality, and modernization, along with the support of EU investments, has elevated the Czech Republic's reputation in the global education sector.
The availability of free education for foreign nationals who study in Czech language at public universities is a significant incentive for international students, including Indians, looking to pursue medical studies. The establishment of strong bilateral relations between India and the Czech Republic has opened doors to various opportunities, particularly in the form of scholarships, further enhancing its appeal.
Charles University and Palacky University being recognized by the National Medical Commission adds a layer of credibility to the medical education provided in the Czech Republic. These universities offer a promising pathway for Indian students aspiring to build successful careers in the field of medicine.
Overall, the Czech Republic's medical education system seems to offer a combination of academic excellence, practical training, and potential career opportunities, making it an optimistic choice for Indian students seeking to pursue an extraordinary career in medicine.
Czech Republic Medical College Admission Form
Name
Email
Mobile No
Select University
12th Passing Year
Are You NEET Qualified
The Courses Offered by Czech Republic Medical Universities
Medical universities in the Czech Republic offer a wide range of courses in various medical and healthcare fields. The courses typically cover undergraduate, graduate, and postgraduate levels of education. Here are some of the common courses offered by medical universities in the Czech Republic:
General Medicine (Medicine, MBBS): This is the most common medical course offered by Czech medical universities. It prepares students to become medical doctors and provides comprehensive training in various medical disciplines.
Physiotherapy: Courses in physiotherapy train students to provide physical therapy and rehabilitation services to patients with musculoskeletal disorders.
Public Health: Public health programs focus on promoting health and preventing diseases at the community and population level.
Medical Informatics: This field involves the use of information technology and data management in healthcare settings.
Medical Laboratory Science: Students learn about laboratory procedures, diagnostics, and techniques used in medical testing and research.
Radiology: Radiology courses cover medical imaging techniques such as X-rays, CT scans, and MRIs, along with their interpretation.
Occupational Therapy: Occupational therapy programs teach students how to assist individuals in regaining or developing skills for daily living and work activities.
Emergency Medical Services (EMS): Courses in EMS prepare students to provide medical care and respond to emergencies in pre-hospital settings.
It's important to note that the availability of these courses may vary among different universities, and each university might offer its own specializations within these fields. Additionally, language options for these courses may include both Czech-taught and English-taught programs, with English-taught programs being more suitable for international students.
Prospective students should carefully research the specific medical universities in the Czech Republic, their course offerings, admission requirements, language of instruction, and accreditation before making a decision to apply.
The Intakes for MBBS in Czech Republic
The intake periods for MBBS (or other medical) programs in the Czech Republic can vary depending on the university and the specific program. Generally, Czech universities offer two main intakes for international students: the Fall (September) intake and the Spring (February/March) intake. However, it's important to note that the exact intake periods and application deadlines may differ from one university to another.
Here's a general overview of the typical intakes for MBBS programs in the Czech Republic:
Fall Intake (September): This is the main intake period for most universities. Application deadlines for the Fall intake can vary, but they are usually in the earlier months of the year, such as January to April. It's advisable to start the application process well in advance to ensure timely submission.
Spring Intake (February/March): Some universities may also offer a Spring intake for certain programs, including MBBS. Application deadlines for the Spring intake are typically in the latter part of the previous year, around October to December.
It's important to check the official website of the specific medical university you're interested in to obtain accurate and up-to-date information about their intake periods, application deadlines, and admission requirements. Additionally, consider reaching out to the university's admission office for any inquiries you may have regarding the application process and timeline.
Keep in mind that competition for MBBS programs can be high, so it's recommended to plan your application well in advance and ensure that you meet all the eligibility criteria and documentation requirements.
Quick Highlights – MBBS in Czech Republic
Here is a brief overview of features of studying medicine at Czech Republic:
Course Duration
6 Years
Basic Eligibility
50% In PCB (10 + 2) 45% In PCB (SC/ST/OBC)
NEET Entrance Test
Yes, it is compulsory
IELTS & TOEFL
Not required
Minimum Tuition Fee
15000$ Per Annum
Maximum Tuition Fee
25000$ Per Annum
Cost of Living in czech-republic
200$ – 300$ Per Month
Medium of Teaching
English Language
Universities Recognition
NMC & WHO
Top Medical University
Charles University
Advantages of studying MBBS in Czech Republic
Studying MBBS in the Czech Republic offers several advantages for international students, including those from India. Here are some key benefits:
High-Quality Education: Czech medical universities are renowned for their rigorous academic standards, modern teaching methods, and advanced scientific approaches. The quality of education is on par with international standards, ensuring a strong foundation for medical careers.
Global Recognition: The Czech Republic's medical education system has gained global recognition and reputation, enhancing the value of a degree obtained from Czech universities.
English-Taught Programs: Many universities offer MBBS programs in English, making it accessible to international students who may not be proficient in the Czech language.
Affordability: Compared to some Western European countries, the cost of education and living in the Czech Republic is relatively affordable, providing a cost-effective option for international students.
EU Investment: The European Union has invested in the development and modernization of the Czech education system, resulting in state-of-the-art facilities and resources.
Bilateral Relations: Strong diplomatic ties between India and the Czech Republic have led to various opportunities, including scholarships and support for Indian students pursuing medical education.
Free Education: Foreign nationals can study for free if they enroll in Czech-taught programs at public universities, reducing the financial burden for eligible students.
Cultural Experience: Living in the Czech Republic offers a chance to immerse oneself in European culture, history, and traditions while exploring neighboring countries.
Global Career Opportunities: A medical degree from the Czech Republic opens doors to international career opportunities due to the country's respected medical education system.
Reputable Medical Universities: Notable institutions like Charles University and Palacky University are recognized by the National Medical Commission, adding credibility to their medical programs.
Intakes: Universities typically offer two main intakes each year, allowing flexibility in joining the program.
It's important to conduct thorough research, assess individual preferences and goals, and consider factors such as language of instruction, location, curriculum, and admission requirements when choosing to study MBBS in the Czech Republic.
Eligibility Criteria for MBBS in Czech Republic for Indian students
Eligibility criteria for Indian students aspiring to study MBBS in the Czech Republic can vary depending on the university and the specific program. However, here are some general eligibility requirements that are commonly observed by Czech medical universities:
Academic Qualifications: Applicants must have completed their higher secondary education (12th grade or equivalent) with a strong emphasis on science subjects, particularly Physics, Chemistry, and Biology. Minimum aggregate marks in these subjects are typically required, often ranging from 50% to 60% or higher.
Language Proficiency: For English-taught programs, applicants may need to demonstrate proficiency in the English language through standardized tests such as TOEFL or IELTS. Some universities may waive this requirement for students who have completed their previous education in English.
Entrance Exams: Certain universities might require applicants to take an entrance exam that assesses their knowledge of relevant subjects (e.g., Biology, Chemistry). These exams can vary in format and difficulty.
Medical Examination: Some universities may request a medical examination or health clearance to ensure that students are physically fit to pursue medical studies.
Minimum Age: There is typically a minimum age requirement for admission, often set at 17 years old by the time of enrollment.
Application Documents: Applicants will need to provide a set of application documents, which may include academic transcripts, certificates, passport copy, letter of motivation, letters of recommendation, and a CV.
Visa Requirements: Students need to apply for a student visa to study in the Czech Republic. The visa application process and requirements should be carefully followed.
Interviews: In some cases, universities may conduct interviews as part of the selection process to assess the applicant's suitability for the program.
Admission Process to study MBBS in Czech Republic for Indian students
The admission process to study MBBS in the Czech Republic for Indian students typically involves several steps. Keep in mind that specific requirements may vary between universities, so it's important to thoroughly review the admission guidelines of the university you're interested in. Here's a general overview of the process:
Research and Choose a University: Research different medical universities in the Czech Republic that offer MBBS programs. Consider factors such as program details, language of instruction, accreditation, location, and student reviews.
Collect all required documents, which may include academic transcripts, certificates, passport copy, English language proficiency test scores (if applicable), and any other documents specified by the university.
Prepare a letter of motivation explaining why you wish to study MBBS in the Czech Republic and why you've chosen the specific university.
Application Submission:
Complete the online application form provided by the university. Some universities may require you to create an online applicant account.
Upload the necessary documents as part of the application process.
Pay any required application fees.
Entrance Exam (if applicable): Some universities may require you to take an entrance exam that tests your knowledge of subjects like Biology and Chemistry. Prepare for the exam if it's part of the admission process.
Interview (if applicable): Some universities may conduct an interview, either in person or via video call, to assess your suitability for the program.
Offer of Admission: If your application is successful, you'll receive an offer of admission from the university. This offer may include details about the program, fees, and other relevant information.
Acceptance and Enrollment: If you decide to accept the offer, follow the university's instructions to confirm your acceptance and secure your place in the program. You may need to pay an enrollment or confirmation fee.
Student Visa Application:
Apply for a student visa for the Czech Republic from the nearest Czech embassy or consulate in India.
Provide required documents, which may include the university's acceptance letter, proof of financial means, medical insurance, and a valid passport.
Travel and Arrival: Once your visa is approved, make travel arrangements to the Czech Republic. Attend any orientation sessions organized by the university for international students.
Start of Classes: Begin your MBBS studies according to the university's academic calendar.
Remember that the application process and requirements can change, so always refer to the official website of the university for the most accurate and up-to-date information. It's advisable to start the application process well in advance to ensure you meet all deadlines and have sufficient time for visa processing and travel arrangements.
Requisite Documents for a visa to study in Czech Republic for MBBS
When applying for a student visa to study MBBS in the Czech Republic, you will need to provide a set of required documents to the Czech embassy or consulate in your home country. Here's a list of typical documents you may need:
Acceptance Letter: A formal acceptance letter from the Czech university confirming your admission to the MBBS program.
Completed Visa Application Form: The application form should be filled out accurately and completely. You can usually download the form from the official website of the Czech embassy or consulate.
Passport: A valid passport with a minimum of two blank pages and a validity that extends beyond your intended stay in the Czech Republic.
Passport-Sized Photographs: Recent passport-sized photographs that meet the specifications set by the embassy/consulate.
Proof of Financial Means: Documents showing you have sufficient funds to cover your tuition fees, living expenses, and other costs during your stay in the Czech Republic. This can include bank statements, scholarship letters, or a financial guarantee from a sponsor.
Medical Insurance: Proof of comprehensive medical insurance that covers medical expenses and emergencies during your stay in the Czech Republic.
Health Certificate: A health certificate stating that you are in good health and fit for travel and study.
Criminal Record Certificate: Some embassies may require a criminal record certificate or police clearance from your home country.
Scholarship Opportunities: Scholarships and funding options are available for international students, especially those from India, due to strong bilateral relations.
Career Preparation: Practical training and exposure prepare you well for a successful medical career, whether you choose to practice in the Czech Republic or internationally.
Before making your decision, thoroughly research the universities, program details, admission requirements, and the overall student experience. Each university may have its unique advantages, so ensure your choice aligns with your career goals and personal preferences.
Top Medical Universities in Czech RepublicPalacky University
Palacky University is the second oldest university in the Czech Republic occupying a significant position in Czech and European education, culture, and research. The university has a 6-year MBBS program in English where students actively participate in practicals, seminars, and conferences. The General Medicine or MBBS program of Palacky University is accredited by the US and Canada and has recently received the accreditation from the Association of Medical Schools in Europe (AMSE) for providing high-quality medical education as per European standards in Olomouc.
Charles University
Also called Charles University in Prague or University of Prague, Charles University is one of the top 100 universities in Europe that also lists in the top 2% universities worldwide. It is the oldest and largest university in the Czech Republic and Europe in operations. Charles University has five faculties of medicine,out of which three are located in Prague, Pilsen and one Hradec Králové. All these faculties are independent academic institutions having their medical facilities. They have an MBBS program in English at par with international standards and adopt varied teaching methods and approaches.
MBBS in Czech Republic Fee Structure : 2023-24
You can check out aggregate fee structure of popular universities in Czech Republic in the table given below:
Name of the Universities
Tuition Fees/Year
Hostel Fees/Year
Charles University
13,300 USD
9,31,000 INR
Palacky University
25,000 USD
17,50,000 INR
Course structure and details: MBBS in Czech Republic
Here you can refer a syllabus of medicine in Czech as per each semester: 1st Year
1st Semester
2nd Semester
Anatomy
Anatomy & Histology
2nd Year
3rd Semester
4th Semester
Histology
Physiology
Physiology
Microbiology
Biochemistry
Biochemistry
Anatomy
–
3rd Year
5th Semester
6th Semester
Pathology
Pathology
Pharmacology
Pharmacology
Path Physiology
Pathophysiology
Micro-biology
–
4th – 6th Year
7th-12th Semester
Clinical Subjects & Clinical Posting
Internal Medicine
Physiology
Pediatrics
Oncology
General Surgery
ENT
Gynecology
Cardiology
Emergency Medicine
Course Duration: MBBS in Czech Republic
The duration of the MBBS program in the Czech Republic, like in many countries, can vary depending on the specific university and its curriculum structure. However, as a general guideline, the duration of an MBBS program in the Czech Republic is typically six years for international students. This duration includes both theoretical studies and practical training, which are essential components of medical education.
During these six years, students cover various medical disciplines, gain clinical experience, and prepare for a career in medicine. The curriculum includes classroom lectures, laboratory work, clinical rotations, and practical training in hospitals and medical facilities.
It's important to note that the program duration might be subject to change, and the specifics can vary between universities. To get accurate and up-to-date information about the course duration for MBBS programs in the Czech Republic, I recommend checking the official websites of the medical universities you are interested in or contacting their admissions offices directly.
Medium of teaching in Czech Republic
In the Czech Republic, the medium of instruction for various academic programs, including MBBS (medicine), can vary based on the university and the specific program. Here are the two primary language options you might encounter:
Czech Language: Many programs, including MBBS, are offered in the Czech language, especially at public universities. International students who wish to study in Czech-taught programs usually need to demonstrate proficiency in the Czech language by passing language proficiency tests or completing a preparatory language course.
English Language: Several universities in the Czech Republic offer MBBS and other programs in English. These English-taught programs are designed to cater to international students who may not be proficient in Czech. The lectures, coursework, and exams are conducted in English, allowing international students to study comfortably.
When considering studying in the Czech Republic, especially for MBBS, it's important to confirm the language of instruction for the specific university and program you are interested in. This information is typically available on the university's official website or through their admissions office.
If you're interested in an English-taught program but are unsure about language requirements or proficiency tests, it's recommended to check the university's admission guidelines or contact their international student office for clarification.
Lifestyle in Czech Republic
The lifestyle in the Czech Republic offers a mix of historical charm, vibrant cultural experiences, and modern amenities. Here's an overview of what you can expect from the lifestyle in the Czech Republic:
Cultural Richness: The Czech Republic is known for its rich history, architecture, and cultural heritage. You can explore medieval towns, castles, and historic sites that offer a glimpse into the country's past.
City Life: Cities like Prague (the capital) and Brno offer a lively urban experience. You'll find a mix of modern amenities, shopping centers, restaurants, cafes, and nightlife options.
Affordable Living: The cost of living in the Czech Republic is generally lower than in many Western European countries. This includes affordable accommodation, transportation, and everyday expenses.
Cuisine: Czech cuisine is hearty and traditional, with dishes like goulash, schnitzel, and dumplings. You'll also find international cuisine options in cities.
Education and Research: The country has a strong emphasis on education and research, and you'll have access to well-equipped libraries, laboratories, and educational institutions.
Outdoor Activities: The Czech Republic offers opportunities for outdoor enthusiasts. You can enjoy hiking, cycling, and exploring the picturesque countryside.
Public Transportation: The public transportation system is efficient, including trams, buses, and trains, making it easy to travel within cities and to neighboring countries.
Festivals and Events: The Czech Republic hosts various cultural events, festivals, and celebrations throughout the year, giving you the chance to experience local traditions and entertainment.
Healthcare and Safety: The country has a well-developed healthcare system and is considered safe for residents and visitors.
Language: While Czech is the official language, English is widely spoken, especially in urban areas and among younger generations.
Travel Opportunities: The central location of the Czech Republic in Europe makes it a great base for exploring nearby countries and cities.
Seasonal Changes: You'll experience distinct seasons, with warm summers and cold winters. This offers a range of recreational activities depending on the time of year.
Cultural Scene: The Czech Republic has a vibrant cultural scene with theaters, music venues, museums, and art galleries, catering to various interests.
It's important to note that the lifestyle can vary based on factors such as the city you choose to live in, your personal preferences, and your activities. As an international student, you'll have the opportunity to immerse yourself in Czech culture while also connecting with other international students from around the world.
General hostel and accommodation facilities in universities of Czech Republic MBBS
Accommodation options for MBBS students in the Czech Republic can vary depending on the university and city. While specifics can differ, here's a general overview of the types of accommodation facilities you might find at universities in the Czech Republic:
University Dormitories: Many universities offer on-campus dormitories or student residences. These dorms are often equipped with basic amenities such as furnished rooms, shared kitchens, laundry facilities, and common areas. Living in a university dormitory can provide a convenient and social living environment, especially for international students.
Private Apartments: Some universities assist students in finding private apartments or flats in the city. Private apartments offer more independence and privacy but might come at a higher cost compared to university dorms.
Off-Campus Housing: Students might choose to rent apartments or rooms off-campus. This option offers a greater variety of housing choices but requires more effort in terms of finding suitable accommodation and managing the rental process.
Hostels and Guesthouses: In the initial stages, international students might stay in hostels or guesthouses before arranging more permanent accommodation. These options are generally more affordable and offer a temporary solution while students settle in.
Homestays: Some students prefer to live with local families, allowing them to immerse themselves in the culture and language. Homestays can provide a supportive environment for adjusting to a new country.
Cooperative Housing: Cooperative housing involves sharing accommodation with other students and sharing responsibilities for managing the space and household tasks.
Shared Apartments: Students can also opt to share apartments with fellow students, which can be a cost-effective and social living arrangement.
Student Services: Universities often have international student support services that can assist you in finding suitable accommodation and navigating the housing market.
When considering accommodation options, it's important to consider factors such as location, budget, facilities, and your personal preferences. Contacting the international student office of the university you plan to attend can provide you with detailed information about available accommodation options, costs, and application processes. Additionally, researching housing options well in advance can help ensure a smooth transition to living in the Czech Republic during your MBBS studies.
Safety of Indian students in Czech Republic
The safety of Indian students in the Czech Republic, as in any foreign country, is a valid concern. However, the Czech Republic is generally considered a safe destination for international students, including those from India. Here are some key points to consider regarding the safety of Indian students in the Czech Republic:
Low Crime Rates: The Czech Republic has relatively low crime rates compared to many other European countries. Violent crime is rare, and the country is generally considered safe for residents and visitors.
Police Presence: The police presence is noticeable in urban areas, contributing to a sense of security. Police officers are generally helpful and responsive.
International Community: The Czech Republic is home to a diverse international student community, and Indian students are an integral part of this. Many universities have dedicated support services for international students.
Respect for Diversity: The Czech Republic is known for its openness and tolerance. While cultural differences may exist, the majority of locals are welcoming and respectful of diversity.
Safety Precautions: As with any location, it's important to practice common safety precautions. Be aware of your surroundings, take care of your belongings, and avoid walking alone in unfamiliar areas at night.
Emergency Services: The country has well-established emergency services, including police, medical assistance, and helplines that you can contact in case of need.
Healthcare: The Czech Republic has a well-developed healthcare system, ensuring that medical assistance is readily available if required.
Consular Support: The Indian Embassy and Consulates in the Czech Republic provide consular services and assistance to Indian citizens in the country.
Language Barrier: While English is widely spoken, learning a few basic phrases in Czech can help you navigate everyday situations and enhance your overall experience.
Cultural Sensitivity: Familiarize yourself with local customs and cultural norms to ensure smooth interactions with locals.
It's important to remember that safety is a shared responsibility. Staying informed, exercising caution, and seeking assistance when needed are key aspects of ensuring your safety as an international student. Before traveling to the Czech Republic, it's recommended to familiarize yourself with local laws and regulations and to stay updated on any travel advisories issued by your home country's authorities.
NEET Requirement for Studying MBBS Czech Republic
As of my last knowledge update in September 2021, Indian students who wish to study MBBS in the Czech Republic are generally required to meet the eligibility criteria set by both the Medical Council of India (MCI) and the specific Czech medical university they are applying to. One of the important eligibility criteria for Indian students is to qualify for the National Eligibility cum Entrance Test (NEET) conducted by the National Testing Agency (NTA) in India.
NEET is a mandatory entrance exam for students seeking admission to medical and dental programs in India and abroad. Most foreign medical universities, including those in the Czech Republic, require Indian students to have a valid NEET score as part of their admission requirements.
It's important to note that the specific NEET score required for admission can vary between universities and may change from year to year. To get accurate and up-to-date information about the NEET requirement for studying MBBS in the Czech Republic, I recommend checking the official websites of the Czech medical universities you are interested in or contacting their admissions offices directly.
Always ensure that you meet the NEET requirement and any other eligibility criteria set by the university before applying for MBBS programs in the Czech Republic.
Benefits of MBBS in Czech Republic after NEXT Exam
The National Exit Test (NEXT) is an upcoming licensing examination for medical graduates in India. It is intended to serve as a common final examination that medical graduates need to pass to practice medicine in India and also for those seeking further education or specialization. Studying MBBS in the Czech Republic can offer several benefits for Indian students, even after taking the NEXT exam:
Quality Education: Czech medical universities are known for their high educational standards and modern teaching methods, which provide a strong foundation for medical knowledge and practice.
Global Recognition: A medical degree from a recognized Czech university can enhance your global reputation as a qualified medical professional.
Clinical Experience: The practical training and clinical exposure you gain during your MBBS program in the Czech Republic can contribute to your clinical skills and readiness for the NEXT exam.
Preparation for NEXT: The comprehensive education and training you receive while studying MBBS in the Czech Republic can contribute to your preparation for the NEXT exam, as the exam aims to assess the competence and readiness of medical graduates.
Language Proficiency: Studying in an English-taught program can improve your English language proficiency, which is an advantage in the medical field, given the international nature of medical literature and research.
Global Opportunities: A Czech medical degree can open doors to various international career opportunities, whether you choose to practice in India or abroad.
European Standards: Czech medical universities often adhere to European medical education standards, which can provide a solid foundation for your medical career.
Network and Contacts: Studying in a diverse international environment can help you build a network of colleagues and mentors that extends beyond borders.
Postgraduate Studies: If you're considering further specialization or postgraduate studies, a medical degree from the Czech Republic can be a strong foundation for pursuing higher education in various medical fields.
It's important to note that while studying MBBS in the Czech Republic can offer numerous benefits, success in the NEXT exam will ultimately depend on your dedication, preparation, and performance. As you plan your educational journey, consider how the advantages of studying abroad align with your career goals and aspirations in the medical field.
About Czech Republic
The Czech Republic, often simply referred to as Czechia, is a landlocked country located in Central Europe. It is bordered by Germany to the west, Austria to the south, Slovakia to the east, and Poland to the north. Here's an overview of key aspects of the Czech Republic:
Capital and Major Cities: The capital city of the Czech Republic is Prague, which is one of the most beautiful and historic cities in Europe. Other major cities include Brno, Ostrava, and Plzeň.
Language: The official language is Czech. English is widely spoken, especially in urban areas and among the younger population.
Currency: The currency used is the Czech koruna (CZK).
History and Culture: The Czech Republic has a rich history, dating back to the medieval era. It was part of the former Czechoslovakia until its peaceful dissolution in 1993. The country has a strong cultural heritage, with contributions to literature, music (notably composers like Antonín Dvořák and Bedřich Smetana), and art. It's also known for its historic castles, picturesque towns, and beautiful architecture.
Education: The Czech Republic has a well-developed education system, including universities with a strong emphasis on research and academic excellence. It has become a popular destination for international students seeking quality education.
Healthcare: The country has a well-functioning healthcare system with modern medical facilities and services.
Economy: The Czech Republic has a developed and export-oriented economy, with industries such as manufacturing, automotive, electronics, and information technology playing significant roles.
Natural Beauty: The Czech Republic boasts diverse landscapes, from rolling hills and forests to mountains. The Bohemian and Moravian regions are known for their natural beauty.
Transportation: The country has a well-connected transportation network, including an efficient public transportation system in cities and an extensive train network for traveling within the country and to neighboring countries.
Tourism: The Czech Republic is a popular tourist destination, with Prague being a major draw for its stunning architecture, historic sites, and vibrant cultural scene. Other attractions include spa towns, castles, and natural parks.
Cuisine: Czech cuisine is hearty and flavorful, featuring dishes like goulash, svíčková (marinated beef), and traditional dumplings. Czech beer is famous worldwide, and the country has a long brewing tradition.
Overall, the Czech Republic offers a mix of historical charm, cultural richness, and modern amenities, making it an appealing destination for travel, education, and exploration | eng | 54369751-769f-4816-abe1-fe66a71c7d81 | https://blossomglobaleducation.com/study-mbbs-inmbbs-in-czech-republic/ |
Using std::unordered_map to create associative containers
Professional C++
Comprehensive course covering advanced concepts, and how to use them on large-scale projects.
Ryan McCombe
Posted 1 year ago
Maps are a form of data structure where every element in the collection is a pair of related values. For example, a character's equipment set is a common use for a map. It would be a collection of equipment slots, and the item equipped in each one.
Because every item in the map is a pair of two associated objects (eg, an equipment slot, and a piece of equipment in that slot), maps are an example of an associative container.
The two items that make up each pair within the map are commonly called the "key" and "value". Maps are designed such that, if you have a specific key, you can find the associated value quickly.
Because of this property, maps are sometimes also called "dictionaries" in other programming languages.
Maps can either be ordered or unordered. An ordered map means the elements are evaluated in a controllable order when iterated over. That advantage comes with two drawbacks:
Extra computing resources need to be diverted into maintaining that order, causing a performance impact.
The type of the key used needs to define what it means to be "in order". If our keys are of type int, it's generally understood what "in order" would look like, but it's less clear what it means to put something like Character or Weapon objects in order.
The need to iterate over a map in a specific order is somewhat uncommon. As a result, unordered maps tend to be much more common, and they're what we'll focus on in this lesson.
Creating Maps
The standard library's implementation of an unordered map is available by including <unordered_map>
1#include<unordered_map>2
To create a map, we need to provide the type of each key and value. For example, an Equipment map for storing all of a characters equipped items might have a key type of Slot and a value of type Item:
In the above example, we never specify the exact type of either our pair or our map. This is another example of class template argument deduction (CTAD). Each pair can infer its required type based on the types of values it is initialised with. The map can, in turn, infer its type from the types of pair it is initialised with.
Finding how many elements are in a map
Maps have the size() method, which will return how many elements are being stored.
If we need to store multiple values per key, we could use a different data structure. A map that can have duplicate keys is sometimes called a "multimap". We won't be covering them in this course, as they're not that useful.
Instead, the need to store multiple values under the same key is often better solved by making the value a collection type, such as an array or a vector. For example:
1unordered_map<Slot, vector<Item>> Equipment;23Item Sword {"Sword of Poking"};4Item Axe {"Axe of Chopping"};5Equipment[Slot::Weapon].push_back(Sword);6Equipment[Slot::Weapon].push_back(Axe);78cout <<"I only have "<< Equipment.size()9<<" slot filled but I have "10<< Equipment[Slot::Weapon].size()11<<" weapons in that one slot!";12
Removing Elements from a Map
Maps have the erase() method, which will remove the element with the specific key. They also have the clear() method, which will remove all the elements, leaving an empty map with a size of 0.
Finally, we could also switch to using structured bindings. This removes the need to have the intermediate Entry variable in our loop heading, and also gives us the opportunity to give first and second more meaningful names :
Remember, with an unordered_map, there is no guarantee on the order in which we iterate over these items. If the order is important, we should switch to an ordered map instead.
Key Requirements
Similar to sets, the type of data we can use for keys in a map has some requirements:
It needs to define a hash function
It needs the ability to compare itself against other objects of the same type, using the == operator
Many of the C++ built-in types already have these abilities.
However, many types will not, and this includes custom types we create. As a result, the following will not work, because the type we are using as the key - Slot - doesn't meet either of the two requirements:
1#include<unordered_map>2#include<string>34structItem{5 std::string Name;6};78intmain(){9// Item cannot be hashed in its current form10// Therefore, it cannot be the key in a hashmap11 std::unordered_map<Item,int> MapA;1213// This also applies to references to Items14 std::unordered_map<Item&,int> MapB;1516// It can still be the value in a hashmap - only17// the keys need to be hashable18 std::unordered_map<int, Item> MapC;19}20 recognize is just that a type needs to meet these hashing requirements in order to be used in a map | eng | 482954fe-aefd-4824-bb3d-769d349d3c0f | https://www.studyplan.dev/pro-cpp/unordered-maps |
UMBRELLA HOLDER
$66.00
The QOD electric golf buggy Umbrella Holder accessory is custom-designed to stay permanently mounted so you'll never lose it. Its extendable arm allows for a clear sightline while walking and its constructed of strong Nylon 66 to ensure it will stand the test of time. | eng | 64baefbe-18be-4a7c-869e-3757f37e163c | https://www.qodgolf.com/products/umbrella-holder |
Search This Blog
Books about Freshwater Fish for Kids
We're preparing as a family for a road trip to the Oregon Coast, which will include a short field trip to a fish hatchery. In the Northwest USA, trout and salmon are some of our most common fish for eating. Because they're a popular fishing target, they have human help for reproduction to restock the lakes, rivers, and streams. We're hoping to learn a little about that process (and see a huge, old sturgeon) when we visit the hatchery.
In anticipation of our trip, I wanted to start gathering some resources for learning about freshwater fish (look for more in the near future). To start, I grabbed these science books about them, focusing on their life cycles and ecology of the forest. I also included a few toys, because I couldn't resist.
When we're learning about a new subject, we often check out Youtube to see if there's an interesting videos we can find. Here's an interesting National Geography documentary on salmon. Click the box to watch the movie | eng | 8c8a6b50-7425-4fb3-b32e-dec8808ca310 | https://www.inourpond.com/2019/05/books-about-freshwater-fish-for-kids.html |
Continuing Education with Basi Pilates
Pilates for Injuries & Pathologies
Friday, November 30, 2018 to
Sunday, December 2, 2018
This three-day certificate course presents a Physical Therapy approach to working with clients who have injuries, physical limitations, or movement dysfunctions. Focusing primarily on the cervical and lumbar spine, shoulder, hip, knee, ankle and foot, the course covers functional anatomy, biomechanics and a review of current literature. Specific injuries and pathologies, such as disc disease, post-surgical conditions, rotator cuff syndrome, tendinopathies and osteoarthritis, are examined. Students learn about precautions and/or contraindications for these conditions, as well as exercise options and modifications to the original BASI Pilates repertoire. Course participants learn safe ways to work with clients who suffer from some of the most commonly encountered pathologies and injuries, via lectures, discussions, demonstrations and practice.
DAY ONEOBJECTIVES:
1. Review anatomy, biomechanics, and current literature related to the spine.
Innovations in Pilates Reformer
Tuesday, December 4, 2018 to
Wednesday, December 5, 2018
Anthony Lett, author of the popular book "Innovations in Pilates" will teach and present on the major themes from his book. This 2 day course will cover important themes in the education and development of any serious Pilates teacher or advanced student.
"Innovations in Pilates" details the integration of Therapeutic Muscle Stretching on the Pilates reformer. It has been described as the 'missing element" in Pilates repertoire and teacher education. Anthony's course will introduce you to the latest research in stretching biomechanics and neurophysiology in practical ways that will give you new insights into the Pilates system and dozens of new and effective ways of using your reformer. Whether you teach in a clinical or well-being based Pilates model, the work will enable you to increase the effectiveness of your programs and offer and new and exciting class formats. With the latest 3d analysis of movement, the course will also clarify and develop your anatomical knowledge in theoretical and experiential ways.
It is going to be a weekend jam-packed with information designed to inform, improve and challenge the way that you think about and teach your Pilates work!
This course is approved by the PMA for 12 CECs
OPENING LECTURE (3 hours)
TOPICS
Joe Pilates and his interest in flexibility/why stretch
New directions/perspectives in Pilates training with case studies
Relationships: Dynamic exercise and flexibility, Biomechanics and physiology of stretching
Embodying the work: correct mechanics in partnering, adjusting and supporting | eng | 93c026da-1b0f-45b9-8aa8-53cfc38be52b | https://www.pilatesnosara.com/basi-continuing-ed |
Classroom Blog
This week in our classroom: Students have been learning about different multiplication strategies that they can use whenever they encounter factors difficult to remember. They have practiced strategies such as double-doubles to multiply by 4, and half-tens plus one to multiply by 6. Students have also played several games involving multiplication facts, like Arrays to 100, and Multiple Wheel. To become better mathematicians, students have been trying to use more math vocabulary like factors, product, factor pairs, dimensions, and arrays when explaining their thinking. Students have been participating more and more this week. For about an hour each day, students have been taking the i-Ready diagnostic assessment for reading and math, that will help narrow down the skills that they need to work on to become proficient readers and mathematicians. In the afternoon, students have been creating their North America map books, using transparencies and generously donated Sharpies. Thank you to those of you who purchased those markers for us, we deeply appreciate it!. Students have been learning about the countries that form the continent of North America, are learning to outline its shape, find the most important rivers, mountain ranges, deserts and other bodies of water. We will continue with this unit next week, and students will have to complete a questionnaire upon finishing their maps. Students have also reviewed the most important features in a map, such us the compass rose, scale, cardinal directions, key or legend, and title. Take a look at this week's slide show!
What a fun filled week we've had! This week we have successfully launched a new math structure called "Math Rotations", where the students work together in a small group, partner work, or work with me in different math related activities. When a small group of students works with me, I explain a Bridges Math lesson, review math concepts, and students feel less intimidated to participate than with the whole group. When I worked with small groups yesterday, there were many aha moments for students when concepts like prime and composite numbers were finally understood. Small group interactions work better for many students. In the meantime, other students were working on Work Places (games), Math pages, quizzing each other on vocabulary, practicing math facts on XTra Math, or other skills on STMath. Even though some adjustments need to be made to our structure, I was very impressed with my students, that showed amazing problem solving skills, collaboration and independence. During Daily 5, this week we have been working on setting the purpose for reading, and tuning in to interesting words. We have added more words to our Word Collectors, and depending on their choices, students have been able to work on their drafts for writing, read with a partner, or practice vocabulary. Yesterday for our Read Aloud, our very own Principal, Mrs. Garden, came to our class to read a beautiful book to our students, titled "My First Day", by Phung Nguyen Quang and Huynh Kim Lien, a story about a Vietnamese child's first day of school. And Principal Garden impressed all of us, but learning the names of all the students right away! On Science, students have explored what makes our hands and fingers move, learning about muscles, tendons, joints, and bones, and creating their own robotic fingers and hands. Finally, the students have completed a 5 Love Languages questionnaire, so that I can make sure that I "speak" their love language in every interaction. Take a look at this week's slide show :)
The first full week is coming to an end. The students have been busy working on several projects and reading for longer periods of time. Here are some of the highlights: During Math, we have been working on practicing four different strategies to explain multiplication problems: number lines, ratio tables, tiled arrays and area models. Students have taken on the challenge of learning to use models that are a little out of their comfort zone, and then using the ones that work for them. We have used the same models to review division problems, and have been working on finding factor pairs of different numbers and create array posters. During Literacy, this week we have continued adding lessons to our Work on Writing Daily 5, and we have also introduced Listen to Reading, bringing our choices for Daily 5 to four. Students are starting to master the mini-lesson and independent practice model of work, and are up to 11 minutes of independence. When called their name, the students are able to verbalize their Daily 5 and literacy strategy choices, and move to their chosen spots. This has given me a chance to confer on reading with all my students one-on-one and to start a round of writing conferences. The strategies that the students are able to practice during reading are "check for understanding", "three ways to read a book", "coaching or time", "generating tiny thoughts for writing", "generating bigger ideas", and what to do when they encounter a word that they don't know how to spell when writing. This week we have also celebrated "International Dot Day", based on the book "The Dot", by our local author Peter Reynolds, a book that celebrates creativity and courage. Also, during Social Studies, we have rolled up our sleeves and created three dimensional world maps using continents cutouts and balloons. Take a look at this week's slide show:)
Dear families, Welcome to the classroom blog! Every week (or every other week) I will post a summary of the week's events in our classroom, along with some pictures, so that you can take a peek at what your children have been working on, and have a broader context for your conversations about school with your child :) These first six days of school have started in high gear. Your children have been incredibly flexible in adjusting to the new schedule, agenda and routines for every day. Changing from a summer vacation mode to a 6 hour daily learning mode is not an easy task, and it takes some adjustment, but your children have shown me from day one that they are ready for the challenge. This week we have already been working on the following topics: During Math we started by introducing some community building activities, writing down on a chart what we like others to say and do when we are working on math, and what we don't like them to say and do. Some of the things your children said were that they like to be encouraged, but not to be told the answer, that they don't like to be rushed, that they don't like to be distracted, and that they like to receive positive feedback. Creating a community of learners that care about each other and respect each other's way of learning is extremely important. Our math time has been filled with independent thinking, partner sharing, and group work, as it will be throughout the year. We have also talked about the learning zones circle, and that even when we are able to solve a math problem right away, we can challenge ourselves to figure out different ways to get to the answer, for example, how can they use (4 x 2) and (8 x 2) to solve 12 x 2? Is there more than one way? During reading we have started practicing Read to Self, where students get their book bags, find a spot in the classroom where they feel comfortable, and start reading independently for a short amount of time. We are slowly building up our stamina to read for longer periods of time without any interruptions and distractions, staying in one spot, and reading all the time. Yesterday we also learned how to read with a partner in a way that both students practice the same skills as in read to self, but together, helping each other, reading the same book, and checking for understanding. Your children have been so fantastic during this reading time, that I have had the chance already to use their independent and partner reading time to confer with individual students and get to know them better as readers. As we start reading for longer periods of time, both Mrs. Parent and I will be able to create reading groups based on skill building, and practice more close reading activities that will help your child become a better reader. Students have also learned to pick the just right books for them, using the acronym I-PICK that stands for I- I (your child) choose the book, P - Purpose, I- Interest, C - Comprehension and K - Know the majority of the words. If you want to know a little more about the Daily 5 literacy structure, click here. And finally, your children have also been working on the All About Me poster, and have been sharing their summer adventures with the rest of the class. I hope your children have enjoyed getting back to school as much as I have! Please, don't hesitate to contact me if you have any questions. I am looking forward to the rest of the school year! | eng | 93b0a4d5-e855-41d5-b464-7ee6fe39146c | http://www.srawillinski.com/classroom-blog/archives/09-2022 |
Abrasion
A Abrasion mostly affects the skin surface and in these cases usually heals without complications. Depending on the severity of an abrasion, doctors recommend various treatment measures after an injury.
What is an abrasion?
An abrasion on the hand is often caused by falling and reflexively catching the body with the arms and hands.
According to its name, it is a Abrasion a skin lesion caused by an abrasion. In most cases, an abrasion is accompanied by pain in the affected person.
In addition, the abrasion often oozes due to the leakage of tissue fluid. Depending on the severity of the injury, an abrasion may or may not be associated with blood leaking from the wound; If blood leaks from a severe abrasion, there is a risk that germs will penetrate the wound.
With most abrasions, however, there is no leakage of blood, since an abrasion often affects upper layers of skin that are not crossed by blood vessels. Characteristic of an abrasion are, among other things, the often irregular wound edges.
causes
A Abrasion is usually the result of grazing falls that can occur, for example, in various sports. Corresponding sports include cycling, skateboarding and inline skating.
Grazing falls and a resulting abrasion can also occur, for example, when falling against a wall or a wall that is rough or rough-edged. Scraping past such rough or coarse-edged materials can also cause an abrasion without a previous fall.
Symptoms, ailments & signs
An abrasion is caused by an abrasion of the skin and is characterized by fairly clear symptoms. The most typical symptoms include a little bleeding, but this should subside after a short time. In the case of larger and deeper abrasions, heavy bleeding occurs, which under certain circumstances should even be stopped accordingly.
In appearance, abrasions are usually irregular and flat. In addition, the affected area is reddened and there is a strong burning sensation. In many cases, an abrasion leads to inflammation of the affected area. When the wound is scraped off, germs and bacteria often get into the wound and cause such inflammation.
Anyone who lets an inflammation persist without any treatment or medication must expect a significant deterioration. There is a strong formation of pus, so that the wound should urgently receive medical attention and medication. A scrape is usually accompanied by clear symptoms, which can, however, occur in different degrees of severity.
If the abrasion is dirty and infected with germs, then a clear worsening of the individual symptoms must be expected. Those who seek medical treatment at an early stage can combat the symptoms quickly and effectively.
Diagnosis & course
If an abrasion is diagnosed based on the appearance of a wound, a doctor often asks about accompanying factors such as the incident that led to the abrasion. For example, it can be assessed how high the risk is that foreign bodies could penetrate the abrasion.
As an abrasion can lead to infections on the wound, a current tetanus vaccination protection of the person concerned is usually checked; if necessary, this vaccination will be refreshed.
The course of an abrasion depends, among other things, on the severity of the injury; a weak abrasion usually has a good prognosis: it usually heals after a few days. Scars are also rare after weak abrasions.
If an abrasion affects not only the epidermis, but also deeper layers of the skin, the healing process can take a few weeks. The risk of festering infections from an abrasion and remaining scars is higher with a deep abrasion than with a superficial wound.
Complications
Contamination can lead to infection of an abrasion. This can lead to inflammation, tetanus and, in rare cases, blood poisoning. Should the wound become infected, this can lead to serious wound healing disorders. Large abrasions that bleed heavily can sometimes lead to anemia. The injury can also cause shock. Injuries that occur as part of a serious accident can lead to trauma that must be dealt with in conversation with a therapist.
If an abrasion doesn't heal properly, a scar is likely. Occasionally, there are also sensory disorders in the area of the injury. In addition, the wound or scar can ooze and cause unpleasant sensations on the skin. Incorrect treatment of an abrasion can cause infections or scars.
In addition, there may be allergic reactions to the materials and agents used. Unpleasant skin reactions can occur, especially if the creams and powders are used improperly, and the wound becomes inflamed or scarred. The use of painkillers is associated with the typical side effects and interactions such as pain in the limbs and muscles, fatigue and headaches.
When should you go to the doctor?
Whether a doctor should be consulted usually depends on the extent of the wound. If the abrasion is so deep that high blood loss occurs, a doctor should always be consulted. Even if the wound has a yellowish coating after a few days, it is advisable to consult a doctor.
Even if the person concerned feels a throbbing or warm feeling in the area of the injury, it is imperative to seek medical help. If the doctor is not contacted in these cases, it can lead to painful inflammation. In addition, blood poisoning can result from a lack of disinfection. In order to avoid these unpleasant long-term effects, a doctor should be consulted in the case of severe abrasions. If it is only a small wound that is not oozing or bleeding, treatment by a doctor is not absolutely necessary.
Treatment & Therapy
Just like the course of a Abrasion The appropriate treatment of an abrasion also depends on the severity of the injury: If there is a superficial abrasion that is not bleeding, it is often sufficient to clean the wound under cold running tap water and with a disinfectant within the first hour after the injury supply.
Further treatment measures are often not necessary because the natural healing process starts immediately after the injury. A small abrasion pretreated in this way can be left without a plaster or, if it is covered by clothing, protected with an appropriate wound cover.
If there is a more severe abrasion that is bleeding and shows signs of inflammation, it is often advisable to have the wound treated by a doctor: The abrasion is now usually professionally cleaned and a bandage is applied, which should be changed daily in order to control the healing process.
In consultation with the attending physician, the bandage can often be dispensed with if a protective scab has formed on the abrasion. This scab protects the newly forming skin on the injured skin area.
prevention
One can Abrasion can only be prevented to a limited extent, for example by providing appropriate protective clothing for risky sporting activities or corresponding professional activities. When inline skating, appropriate protective equipment can include protectors for knees and elbows. In order to prevent possible infections in the case of a severe abrasion, for example, appropriate wound treatment and appropriate vaccination protection are important.
Aftercare
In most cases, abrasions heal quickly and without complications, provided that the first aid was given properly. Even so, patients with abrasions should regularly inspect the injury to see if there are any problems with wound healing. In particular, severe reddening and a feeling of heat that does not subside after a few days indicate an inflammation that a doctor should assess.
Otherwise it is advisable to protect the injured body region. Depending on the location of the injury, protective wound dressings, for example, are recommended. In the case of abrasions on stressed joints, exercise should be avoided until the wound has completely healed. If the size of the wound has made a dressing necessary, the first dressing change should take place after 24 to 48 hours at the earliest.
If the dressing sticks to the wound, it can be loosened with saline. Under no circumstances should a stuck bandage be torn off suddenly, because then the wound can tear open again. If the abrasion is already closed, a wound and healing ointment can accelerate healing and prevent annoying itching. The latter is important because scratching the wound can disrupt wound healing and lead to inflammation.
You can do that yourself
The abrasion is an everyday and often harmless medical event, which in many cases can be adequately treated with self-help. In this context, it is important that the wound is largely free of contamination. This applies to particles of dirt as well as traces of rust, paint, chemicals or similar negative influences. Disinfection, for example with iodine, may be advisable.
It is often enough to simply let a graze dry and heal in the fresh air. The connection is only sometimes necessary for larger areas or when the affected skin area is exposed to constant stress in everyday life or at work. In the case of abrasions, it is usually sufficient to simply wait until the natural scab has formed. It protects the superficial wound until the skin under it has regenerated. After that he falls off alone. In return, this means that the scab should not be removed in one night because it might be annoying.
A graze is to be protected from infection in the best possible way and to be observed in this regard. Throbbing and reddening indicate an infection of the area, which should then be cooled and protected. In order to rule out blood poisoning, it is often helpful to see a doctor for a brief check-up.
Most Visited
Editor'S Choice
An abrasion usually affects the surface of the skin and in these cases usually heals without complications. Depending on the severity of an abrasion, doctors recommend various treatment measures after an injury. | eng | 81fc4fc2-4077-4523-968f-129a76a528bb | https://healthandmedicineinfo.com/sch-rfwunde-G05 |
[Ich weiß, da ist eine andere Welt. Der Mond hat mir davon erzählt. Sie sei schön und still und so wunderbar weit… doch zugleich voll tiefer Einsamkeit.] I know there is another world. The moon has told me about it. It is beautiful and quiet… and so wonderfully wide. But at the same time so bitterly lonely. | eng | 3af805ae-b944-4ff0-8da3-84cf3fc1bead | https://nannimensch.com/author/nannimensch/ |
Day 4: Giveaway
challenge description
Santa's SOC team is working overtime during December due to Christmas phishing campaigns. A new team of malicious actors is targeting mainly those affected by the holiday spirit. Could you analyse the document and find the command & control server? | eng | b793f475-7c5b-4e1a-9155-a514880955b8 | https://ctf-writeups.0xf00dface.com/Writeups/HTB%20Cyber%20Santa%202021/Forensics/Day%204 |
These magazines would make for a great gift, and Discount Mags will send a FREE e-card to the recipient letting them know they will be getting a subscription. Or, for a small charge you can choose to have a post card sent instead!
Looking for other magazine deals? You are in luck! Coupon code: TOTALLYTARGET will also get you 20% off on almost all other titles at DiscountMags! | eng | bf38acd8-908a-4315-a67a-0b0e2be1f98a | https://www.totallytarget.com/2016/12/23/last-minute-magazine-gifts-deals-on-people-food-network-disney-frozen-popular-mechanics-more/ |
Letter: How has Obama 'destroyed our nation'?
I'm always amused by folks who write and say, "President Obama has destroyed this country!" Gosh, I can't guess where you get your information.
In 2009, our economy was tanking, unemployment was skyrocketing, the stock market had crashed, and Reno homes lost 60 percent of their value. Also, we were fighting two wars; only the heir to the kingdom of idiots slashes taxes during a war, and we had George Bush to fill the bill. Presto, we suddenly had a massive deficit where once we had surpluses.
Since Obama took office, we've had 55 months of economic improvement, the stock market is up 114 percent, unemployment has been slashed in half (and more people than ever before have health insurance), our economy is doing better than anyone else's in the developed world, the deficit has been cut in half, corporate profits are up 184 percent, and Reno house prices are back to being ridiculous. On top of that, Osama bin Laden is dead, and so is Muammar Gaddafi.
President Obama is far from perfect, but if he were a white Republican, he'd be the GOP's new patron saint! | eng | 6dc7047b-b879-4eec-b490-6d4f48aa4288 | https://www.rgj.com/story/opinion/readers/2014/11/07/letter-obama-destroyed-nation/18594347/ |
Category: Build Self-Confidence
Overcoming adversity builds your personal character and develops yourself into a better person. Maintaining a positive attitude, and adopting a tenacious spirit are a few ways to secure your ability to overcome difficult situations. No matter what stage in life you are, this article will remind you how to benefit from overcoming any obstacle that has gotten in your way.
To be empowered is to hold yourself accountable. Personal responsibility is your ability to accept that your words, actions, and decisions have consequences. Read this article if you are ready to take control of your life and start getting what you want from this world. The moment you take personal responsibility is the time you put yourself in control of your future.
Throughout life, we will face a variety of negative and positive experiences. Life is diverse. We can cherish joyous moments yet quickly forget all those happy times when faced with adversity. Instead, allow adversity to catapult you to growth and success. It would help if you viewed life as a constant celebration of growth. Try changing your view of trouble and recognize them as moments of reflection and allow you to find the lesson.
To be strategic, you must be willing to take the time needed to make the right decisions, not just expedient ones, and to look for all the information you can to inform your choices. To improve your strategic thinking, start by becoming more disciplined in your approach to decisions, from trivial things to more meaningful decisions, and learn to include many different perspectives and ideas.
Scientists, business leaders, and psychologists agree that these five key factors influence your decision: Socioeconomic Factors, Information Input, Past Experiences, Bias and Goals. Next time you need to make a decision, consider the key factors that influence you. Understanding these key factors helps explain why you chose what you do.
Perseverance separates the success stories from failures. It separates the winners from the quitters. Any exceptional person significant enough to write about in the world's history books has faced tremendous challenges in their various pursuits. What clinches success is the determination to win despite those challenges. We should never leave success to chance or luck.
Positive thoughts help you heal and let go of the past. Instead of worrying about why you failed, start to think creatively allow yourself to be open to opportunities. If you find it difficult to forgive past mistakes, you can never find peace. Regrets you have will not help you with the healing process. Release yourself from your self-imprisonment, then you will be able to go after the future you desire.
Failure to find our true self and our value confront many people to feel less self-worth. Instead of looking at ourselves for the truly higher potential, we look to the external to find meaning. It always leaves you less fulfilled and drearily unhappy. Don't you think it is time to look within and see your uniqueness?
What is success? It's the outcome you seek to benefit your work and personal life. Know your inner strengths and your unique talents. Believe yourself and embrace the truth that your dreams are your valued asset. Focus, visualize and use your personal mantras daily to feed your motivation. Realize all you desire is waiting for you. | eng | 275de4f9-e46a-44a2-b419-ac1027fac596 | https://believeyourself.website/category/build-self-confidence/ |
Beware data science in ecology
Oct. 1, 2018
I finished reading Everybody Lies, a book on how Big Data is
changing the way we can understand how humans think (specifically the subset of
humans using Google and Facebook, but that is besides the point). The book
relies on a lot of illustrations of numerical experiments, and it was difficult
for me (because I am preparing manuscripts and talks on this topic) to not have
ecological research as a background task in my brain.
One thing I tell the students in the data science class I give in the winter is
that working on large or small amount of data is difficult for different
reasons. In a small dataset, the challenge is finding signal, and then having
statistical power to discuss it. In a large dataset, the challenge is deciding
which signal to ignore.
This is because data science (this weird interaction of statistics and machine
learning, with the goal to extract insights from data) is fantastic at three
things: identifying signal, matching different signals, and sometimes (because
of dimensionality issues and overfitting), creating signal where none exists.
This is not surprisingly different from some methods we use in ecology. PCA for
example is good at placing similar things together, and we in turn are good are
deriving meaning from the clustering (whether we do this by reading the figure,
or by trying different algorithms until we find one whose output makes "Good
Ecological Sense" is not really important).
The problem with the usual data science algorithms is that, when given
sufficient amount of data, they can do this at scale. It becomes much easier
to get dozens of correlations to sift through, and decide whether to care about
them or not. If not, we will end up in the situation previously occupied by
evolutionary biology in the late 1970s, where @GoulLewo79 for example criticized
the adaptationists for providing more "just-so stories" than they did anything
else.
In a sense, this is because data science is widely used in the business world,
which (not shockingly) has both different priorities and different standards of
evidence than research does. In fact, Everybody Lies is very explicit about
the fact that data science often replaces understanding of the mechanisms, or
is the starting point to weave a compelling narrative, often ultimately to sell
products. So we can use the algorithms (I am very insistent that we should,
and in fact there is a clear movement in that direction), but we need to be
aware of their dangers.
Ultimately, this has implications for training. Because if we want to apply data
science to ecology, we have two paths: either we train algorithmically competent
students in ecology, or we train ecologists in machine learning. I am a firm
believer in the second solution – applying these tools is not the difficult
part (and everyone treats them as black boxes anyways…). The difficult part is
to decide which to apply based on specific hypotheses and intuitions about the
mechanisms. A prediction, no matter how robust, is not going to get us very far
if we do not understand the mechanisms involved. For this reason alone, I have
more hope in training ecologists in these methods, than the other way around.
Proceeding differently leaves us, as a field, wide open to post-hoc
theorizing, and this is not a skill we should equip students with. | eng | 0ea61bd4-aa53-4333-874d-67d9d598ffe4 | https://armchairecology.blog/dangers-data-science-ecology/ |
Discussion: Post-Traumatic Stress Disorder (PTSD)
Post-traumatic stress disorder (PTSD) is a mental health condition that may occur in individuals who have experienced a traumatic event during their lifetime. The symptoms occur within a few weeks of the traumatic event, but it takes years to manifest in other cases. Patients with PTSD manifest a number of cognitive, emotional, and physical symptoms, including; upsetting nightmares, memory problems, depression, anxiety, confusion, muscle tremors, nausea, feeling hopelessness, not remembering important aspects of their lives, having negative thoughts, and severe emotional distress (Alexander, 2012). If the events keep reoccurring, an individual need to seek medical help as there are off-label, FDA-approved drugs and non-pharmacological interventions for treating PSTD among children and adolescents. An example of FDA- approved drug for treating PSTD is Paroxetine HCI, while an off-label drug is a Benzodiazepines. On the other hand, prolonged exposure can be used as a non-pharmacological intervention for PTSD (Alexander, 2012).
FDA medications refer to drugs whose side effects have been reviewed by the Center for Drug Evaluation and Research and determined to provide benefits that outweigh the risks for the intended individuals (Alexander, 2012). These drugs have various benefits and risks. The benefits include; a sense of safety to the consumers. Considering the extensive review of the drugs, harmful medications are disposed off before getting to the consumer. Second, FDA drugs are meant for a specific illness. These drugs are manufactured to cure a wide variety of illnesses and are under high scrutiny. For example, there are drugs to treat different types of cancer or depression. On the other hand, the risks of FDA medication are overpriced medicine. Since the drugs are approved, most vendors tend to overprice them since they know most customers will choose them over other medications. Second, FDA medicines are not readily available. Off-label drugs refer to drugs given to a patient for another use rather than the prescribed medication. For example, the use of Benzodiazepines to treat PSTD (Akiki & Abdallah, 2019). The benefits of off-label drugs are they can be used to relieve pain. Second, they are cheap and readily available in medicine outlets. However, there is a risk of buying a harmful drug that will bring more pain rather than curing the intended illness. The risk assessment that I would used to make a treatment decision of PTSD is checking the patients symptoms and taking them through various texts before making a decision.
There exist clinical guidelines for the treatment of PSTD in adults. The current guidelines strongly recommend the use of prolonged exposure therapy, cognitive processing therapy (CPT), cognitive processing therapy and cognitive behavioral therapy (Courtois et al., 2017). Prolonged exposure therapy is an intervention strategy that may take a period of three months or more. It may involve imaginal exposure or in vivo exposure. Imaginal exposure is where a patient describes to the therapist their past experiences and the symptoms they have been experiencing. With the therapist's guidance, the patient can practice breathing techniques to overcome the traumatic events. On the other hand, in vivo exposure involves exposing the individual to the fears until they are able to confront them. Apart from the treatments, the clinical guidelines does not address yoga or acupuncture as a form of treatment for PTSD. Therefore, it is vital for medical professionals to familiarize themselves with the guidelines before treating a patient.
In conclusion, PTSD is a common disease around the globe. It affects not only children but also adults. Therefore, there is a need for different intervention strategies to help the patients dealing with PTSD. Moreover, the government should create programs that create awareness about the disease in society so that individuals can recognize symptoms at an early age and seek medication where necessary Self-Determination Theory and Meyer's Minority Stress Theory are two well-known psychological theories used to examine how people behave in various situations. These two theories have diverse viewpoints and concentrate on various facets of the human experience, but they also have some things in common. Meyer's Minority Stress Theory and the Self-Determination Theory are closely ... Read More ... Read More
Introduction This reflective essay will explore three class activities through the lens of pertinent theories and concepts while considering the module content in order to analyze the events with personal reflection. The activities discussed will be 'The Alligator River' story activity, the 'Desert Survival' activity, and the 'Car Pool' activity. Through each activity, a better ... Read More
Introduction Leadership is the process through which one person encourages others to achieve a common goal or set of goals by providing them with direction and leadership. "Leaders are born, not made" is an unbalanced and prejudiced remark. Both statements are possible; however, it is clear that only 30% of leadership qualities are innate, and ... Read More
Scenario 1: In the first scenario, the theory explains how the invention of wearing bicycle helmets spread in New Zealand. Despite being an innovation, few riders at first adopted helmets, which aligns with the theory's assertion that innovators are the ones who accept new ideas first. Rebecca Oaten (a helmet law activist) promoted initiatives that ... Read More
Introduction | eng | 7de46280-6626-45bf-9faa-f7f3fc6ebff3 | https://samples.freshessays.com/discussion-post-traumatic-stress-disorder-ptsd.html |
Tooth Decay Prevention
Prevent Tooth Decay: Easy Tips for the Entire Family
Tooth decay is the most common form of disease, and according to the Centers for Disease Control and Prevention, it is six more times more common in children than asthma. Fortunately, most of all forms of tooth decay are preventable in both children and adults.
Plaque, a sticky film of bacteria, is constantly forming on your teeth, especially when you eat or drink foods containing sugars. The bacteria in plaque produce acids that attack tooth enamel. The stickiness of the plaque keeps these acids in contact with your teeth, and over time, the enamel can break down. This is when tooth decay can begin, and it could eventually cause what is commonly known as cavities.
Preventing Tooth Decay:
Brushing after every meal, at lease twice a day, is the best way to prevent tooth decay and keep your smile healthy. The plaque that forms on your teeth is easily disrupted by simply brushing away the food particles in and around your teeth, which will prevent the formation of acids that can lead to tooth decay. Along with a soft-bristled toothbrush, brushing for at least two minutes with an American Dental Association Accepted fluoride toothpaste will help you keep your mouth free of decay. The fluoride in the toothpaste acts to harden the outer enamel surface of all teeth, making them more resistant to decay.
Dr. Ebrahimi highly recommends that you use floss FIRST to remove particles that are found in hard-to-reach places, and then brush before you go to sleep at night, since overnight is the longest period of time that your teeth will have to fight off acid attacks. Using a fluoride rinse before bedtime will coat the teeth while you sleep and provide long-lasting protection against tooth decay.
Along with good daily habits, a diet with lots of fruits and vegetables and low-starch foods will also promote less tooth decay. It is extremely important for young children to drink water while playing sports instead consuming sport drinks and juices that have a lot of sugar. A good rule of thumb is that if it is healthy for the rest of your body, it is healthy for your mouth and teeth as well!
Twice a Year Dental Visits:
Finally, the importance of routine visits to the dentist at least twice a year for all adults and children cannot be overstated. According to the American Dental Association, only 37 percent of the American population goes to see the dentist at least once a year. Routine visits to the dentist and dental hygienist will be less costly to families in the long run, as preventive visits will ensure a lifetime of good oral health and prevent minor dental problems such as tooth decay. If left untreated, these minor problems have the potential to become major dental issues that can lead to toothaches, infection and costly treatment.
Don't forget, you can prevent tooth decay, so with proper oral hygiene habits and timely preventive visits, all adults and children can live a healthy, tooth-decay-free lifestyle! | eng | 289418a6-bce2-4bec-b07e-44e8e51296fa | http://my90210dentist.com/toothdecayprevention.html |
Can Anubias Grow Floating?
Anubias is a genus of aquatic and semi-aquatic plants that are native to tropical Africa. They are popular in aquaristics and are often used as decorative plants in aquariums and terrariums. Anubias are also used for water filtration, oxygenation, and as a source of food for some aquatic species. The question of whether anubias can grow floating has been asked by many aquarists over the years. The answer is that anubias can indeed be grown floating, however, there are some important considerations that must be taken into account.
Advantages of Floating Anubias
The biggest advantage of growing anubias floating is that it allows for easier access to the roots. This is important because the roots are the most important part of an anubias plant, as they are responsible for absorbing nutrients, providing oxygen to the plant, and providing stability. When anubias is grown in an aquarium, it is often difficult to reach the roots in order to clean them or provide additional nutrients. Growing anubias floating allows for easier access to the roots, which can help maintain the health of the plant.
Another advantage of growing anubias floating is that it can provide additional oxygen to the aquarium. Anubias has a unique ability to absorb oxygen from the water, which can help to improve the water quality in the aquarium. This is especially important in aquariums with high levels of nitrates, as the additional oxygen can help to reduce the nitrate levels in the water.
Disadvantages of Floating Anubias
One of the main disadvantages of growing anubias floating is that it can lead to an imbalance in the aquarium. This is because the anubias can take up more nutrients than it needs if it is floating freely in the aquarium. This can lead to an increase in algae growth, as the extra nutrients will feed the algae instead of the anubias. It is also important to remember that anubias is a slow-growing plant, so it may take a lot of time for the anubias to grow and settle in the aquarium if it is floating.
Another potential disadvantage of growing anubias floating is that it can make it difficult to maintain the right temperature in the aquarium. Anubias requires a certain temperature range in order to grow properly, and this can be difficult to maintain if it is floating freely in the aquarium. This is because the temperature of the water can fluctuate more easily when the anubias is floating, which can lead to problems with the plant's growth.
Conclusion
In conclusion, anubias can indeed be grown floating, however, there are some important considerations that must be taken into account. It is important to remember that anubias can take up more nutrients than it needs if it is floating freely in the aquarium, which can lead to an imbalance in the aquarium. Additionally, it can be difficult to maintain the right temperature in the aquarium if the anubias is floating. Despite these potential drawbacks, growing anubias floating can provide many benefits, such as easier access to the roots and additional oxygen for the aquarium. | eng | 5a76d42e-9ae3-444b-abfb-f1a1afb1a9d6 | https://www.migiverse.com/2023/03/can-anubias-grow-floating.html |
The pandemic outbreak has upended the healthcare system of most countries, including India. However, one thing that it could not alter is the non-communicable disease burden in the country that still stares us in the face. During COVID-19 crisis, the governments have requested people to stay indoors to contain the spread of a novel virus. However, this plea has stalled the treatment of other life-threatening emergencies such as stroke as people refrain from visiting hospitals with the fear of contracting the virus. Even though there is no such data available from India, as per reports, the number of people going to hospitals for strokes has fallen in the US and UK, hence, it is critical at this juncture to spread awareness among masses about staying vigilant to any symptom of stroke-like speech problems and arm and facial weakness. Considering the disease as an exception, one should rush to the hospital immediately.
According to the Indian Stroke Association, 17 million people suffer a stroke each year of which six million dies and five million remain permanently disabled. Additionally, eighty per cent of stroke deaths occur in lower- and middle-income countries, including India, due to inadequate preventive and stroke management facilities.
How Does A Stroke Occur
There are numerous causes of stroke. An unexpected shunt from a PFO is one such cause. All foetuses in the womb have a small opening called a foramen ovale in the wall between the right and left atria. This hole allows umbilical blood to pass from the right atrium to left atrium. Once the lung expands from the first breath of a new-born baby, the foramen ovale closes functionally, and it seals entirely within a few months in almost 75 per cent of the cases. But in the rest 25 per cent, the condition is called a patent formane ovale (PFO). PFO lets a small amount of blood to pass from the right side to the left side of the heart. For the majority of people, PFO does not cause any medical problems and requires no treatment. In rare cases, it may allow a blood clot to pass from the right side to the left side of the heart and travel to the brain where it can block a blood vessel leading to a stroke.
Even though the condition is a common one, most people with PFO never know they have it as it causes no symptoms. It is usually discovered when a person has symptoms like severe migraines, transient ischemic attack or stroke. The prevalence of the condition is one-quarter in the general population, which increases to 40 to 50 per cent in patients who have a stroke of unknown cause referred to as a cryptogenic stroke. In some patients, the PFO combines with another condition called atrial fibrillation which increases the risk of stroke. PFO is diagnosed with an echocardiogram, also known as a cardiac echo that creates an image of the heart using ultrasound.
Managing Strokes With Less-Invasive Techniques
Patients with stroke need a thorough evaluation for cause by a neurologist. If the PFO is the likely culprit after extensive investigations, it's an easy problem to treat. A minimally invasive procedure to close the PFO with devices such as an occluder lowers the likelihood of another stroke as compared to the drug therapy. During the process, a doctor passes a thin wire called a catheter into a vein in the upper leg and guides the occlude through the blood vessels to the heart. When the cardiologist is satisfied with the setting of the device, it is released to remain in the heart permanently. Heart tissue grows over it with time, making the device a part of the heart.
To prevent stroke, there is a dire need of spreading public awareness and capacity building at different levels of healthcare. Technological advancements are paving the way for quality treatment and are revolutionizing healthcare industry like never before. With all medical treatments being available, in times of COVID-19, living a heart healthy life is of paramount importance. This can be achieved by increasing physical activity, eating a healthy diet, avoiding smoking, limiting or avoiding alcohol and reducing stress | eng | 5e6f42d2-0a99-4e48-a4d4-adcb2738b887 | https://www.onlymyhealth.com/how-does-a-heart-stroke-occur-and-stroke-care-tips-for-management-of-heart-condition-1590563816 |
Awards: * Motor Trend Automobiles of the year | eng | cbfb3a18-5222-496d-a3e7-212e6ec53dd4 | https://www.jackingramsignatureusedcars.com/used-cars/2018-honda-cr-v-ex-2HKRW2H50JH613080 |
Landscaping 101 – The Key Write-up
Garden can be defined as the farming of crops with regards to improving the environment. Horticulture is definitely a essential approach to enhance the grade of existence within your back garden. Landscaping continues to be applied for years and years throughout the world, with a few different versions in approaches. Some styles of landscaping have unique kinds of vegetation that happen to be precise to a particular spots around the world. On this page, we are going to investigate horticulture, including a brief description of the sorts of landscaping.
One type of horticulture that is certainly most common in the United States is veggie gardening. Vegetables gardening is the process of developing and rising veggies as part of horticultural artistry. In this method, vegetation are lifted with regard to their fruit, foliage, or both practical plants and flowers, like alfalfa or potatoes, are planted at a mattress together with the beds engrossed in soil. Canned fruit and vegetables are really a popular way of organic growing plants as they are easily migrated from a location to a different, in the event of unexpected weather. Heightened bed organic horticulture is most effective with minimal drinking water as well as being much more ecologically-hospitable than other kinds of plant landscaping.
Yet another common type of garden is vegetables and berries garden, that happen to be most widely used in the Southern. vegetable and Fruit garden is completed generally for the creation of fresh new fruits and veggies it does not involve crop rotation, dirt efficiency, or crop rotation with livestock. This technique of landscaping is most effective with small, and limited varieties of plants and flowers and can also be customized to certain desires. Lots of fruits gardens are made with insects and disorder troubles planned and include an elevated standard of look after the plants' well being. A number of conditions and unwanted pests impacts all crops, especially flowers with terrible basic systems or all those in whose makes and blooms have not got the time to acclimatize towards the environment. This style of horticulture will not be very effort-intensive.
One other common type of gardening is compartment garden, that requires the growing of modest vegetation in canisters. This permits a gardener to advance plant life from just one spot to a different more readily. Plants and flowers is often containerized for helpful and aesthetic good reasons, like the cabability to regulate insect infestations, seasonal upkeep, or the capability to shift flowers while in periods of drought. Boxes can be created of an array of resources, such as remade materials,plastic material and aluminum, and also other man made components.
Numerous gardeners opt to surroundings their backyards instead of growing plants and flowers. Landscaping design is performed for private beauty and capability. It is almost always done to improve a property's entrance charm and increase the landscaping all around the residence. Landscape design is a valuable part of garden knowledge. Numerous backyards also incorporate components of artistry and good disciplines to their design. Growing plants vistas not just include aesthetic importance to your property but in addition purposeful importance.
Organic growing plants, in contrast, highlights the organic and natural rising of flowers and the usage of organic garden compost for top soil. This differences with non-natural and organic garden which in turn uses chemical compounds and pesticides to safeguard crops and boost the crop generate. Organic and natural gardening produces a nutritious foodstuff give by reassuring farmers to build their crops without using manufactured pesticide sprays and fertilizers. Natural landscaping likewise helps the community by reduction of the application of standard agricultural chemical substance fertilizers and pesticides that pollute theair and normal water, and ground.
nutrients and Earth, and liquid will be the about three most crucial regions of a successful garden. The most effective landscapes use confirmedprocedures and methods, and materials that are recognized to work best using the place life and ground which one can find in the region. The key content below has more info around the essentials of garden and approaches to set up a back garden. | eng | fe84d8c9-e42c-49f4-bbbb-3d442307223d | https://2taurus.com/8438-landscaping-101-the-key-write-up-41/ |
Soft Skills for Leaders with Lisa Evans
051: How To Overcome Imposter Syndrome with Fiona Redding
Often when we are put in a place
where we have to show our knowledge and expertise about a certain
topic, we doubt ourselves and feel like we are a
fraud.
These self-limiting beliefs and
harmful narratives are known as the Imposter Syndrome.
Imposter Syndrome is usually
seen in accomplished people who feel uncomfortable accepting or
even recognising their achievements.
In this episode, I have a
value-filled conversation about how to overcome Imposter Syndrome
aka Imposter Phenomenon with Fiona Redding. Fiona is a mindset and
meditation coach, speaker, and author.
The term Imposter Syndrome was
originally coined by university professor Pauline Rose Clance in
1978. She had women students who were academically good but would
downplay or dismiss their potential.
She realised that it's not just
a syndrome but it's a phenomenon that happens to all genders. From
then on, the concept of the Imposter Syndrome was widely
explored.
Fiona explains that we have a
set of programs and beliefs about ourselves that affects our
emotional state. When we do things that we haven't done before,
we're going to get shown that this is not okay.
This is what we call stepping
out of our comfort zone. The moment we step into unfamiliar
territory, self-doubt starts creeping in. We fail to see our
brilliance, and we resort to feeling inadequate and reducing our
self-worth.
Fiona mentions that this
phenomenon can happen anytime, and it's best to know the actions
that you can do when it strikes. The initial phase should start
with having awareness. We have to be aware of what we're thinking
and feeling.
It also helps to know your
truth, ask yourself if your thoughts and feelings are true or are
they a product of the imposter phenomenon. You can also employ the
help of other people who see things from a different
perspective.
Remember that the Imposter
Syndrome doesn't choose its victim, you need to be ready when it
shows up, and eventually, you will get better at how to deal with
it. | eng | 52c85146-6da0-4b27-8b4b-9aa6dc8b4f72 | https://businesschat-lisaevans.libsyn.com/051-how-to-overcome-imposter-syndrome-with-fiona-redding |
Plant Quiz: Flowers, Seeds And Sprouting young plant growing from a seed is called a ...
A.
Seedling
B.
Seeding
C.
Seedlet
D.
Baby plant
Correct Answer A. Seedling
Explanation A young plant growing from a seed is called a seedling. This term is commonly used to describe the early stage of a plant's growth, when it has just sprouted from the seed and is starting to develop its first set of leaves. The term "seedling" accurately captures the concept of a young plant that is still in its early stages of growth and has not yet fully matured. The other options, such as seeding, seedlet, and baby plant, do not specifically refer to this stage of growth and are not as commonly used or recognized.
Rate this question:
3
1
2.
We conducted some experiments: we put a pea seed in each of three pots; none of the pots had soil in them, they had a paper towel in the bottom. One pot we watered and put on the bench in the light. The second pot we watered, but kept in a dark cupboard. The third pot we kept in the light, but didn't water it.The pea seeds only sprouted in the first two pots. What can we infer (figure out) from this
A.
Pea seeds need light, soil and water (moisture) to sprout
B.
Pea seeds need light and soil to sprout
C.
Pea seeds only need light to sprout
D.
Pea seeds only need moisture to sprout
Correct Answer D. Pea seeds only need moisture to sprout
Explanation From the given information, we can infer that pea seeds only need moisture to sprout. This is because the seeds in the first pot, which was watered and placed in the light, sprouted. Similarly, the seeds in the second pot, which was also watered but kept in a dark cupboard, also sprouted. However, the seeds in the third pot, which was kept in the light but not watered, did not sprout. This suggests that while light and soil may be beneficial for sprouting, the essential requirement for pea seeds to sprout is moisture.
Rate this question:
3.
If we took three seeds and treated them differently as stated below, which would you expect to sprout? (They all get water and air).Seed A is kept at 50 degrees C Seed B is kept at room temperature (approx. 20 degrees C)Seed C is kept in the fridge at 4 degrees C
A.
Seeds A and B
B.
Seeds A and C
C.
Only seed C
D.
Only seed B
Correct Answer D. Only seed B
Explanation Seed B, which is kept at room temperature, would be expected to sprout. This is because most seeds require a specific temperature range for germination, and room temperature is generally within that range. Seed A, which is kept at a high temperature of 50 degrees C, is likely to be too hot for germination and may be damaged. Seed C, which is kept in the fridge at 4 degrees C, is likely to be too cold for germination and may remain dormant.
Rate this question:
0
1
4.
Which three things do seeds need to enable (let) them to sprout (put out plant parts)?
A.
Moisture, light and air
B.
Moisture, warmth and air
C.
Moisture, cold and air
D.
Light and air
Correct Answer B. Moisture, warmth and air
Explanation Seeds need moisture to soften the seed coat and activate enzymes for germination. Warmth is required to provide the optimal temperature for the enzymatic activity and metabolic processes involved in sprouting. Air is necessary for the exchange of gases, particularly oxygen, which is essential for cellular respiration during germination. Light is not mentioned as a requirement for seeds to sprout, so it is not one of the three things needed.
Rate this question:
1
0
5.
How is a seed produced?[HINT: check the wording of the question carefully - always do this in a test. It is easy to misread a question and give the wrong answer]
A.
A seed is the product of pollen from the male part of a flower and the ovule inside the female part of a flower.
B.
Seeds are found inside fruit, for example there are seeds inside a tomato
C.
Seeds produce tiny little plants called 'seedlings'. This process is called 'sprouting'.
D.
Seeds make new plants and can be spread around by wind, water or animals. This is called dispersal
Correct Answer A. A seed is the product of pollen from the male part of a flower and the ovule inside the female part of a flower.
Explanation A seed is produced through the process of pollination, where pollen from the male part of a flower fertilizes the ovule inside the female part of a flower. This fertilization results in the formation of a seed. Seeds can be found inside fruits, such as tomatoes, and when they are planted, they sprout into tiny plants called seedlings. Seeds also have the ability to be dispersed by wind, water, or animals, allowing them to produce new plants in different locations.
Rate this question:
1
1
6.
Tick ALL the statements that are involved in POLLINATION
A.
Pollen sticks to a bee's hairy sides
B.
The bee flies to another flower and the pollen rubs off on the sticky stigma (a female part) of the new flower
C.
The pollen grows down the style (long female part) of the flower (this forms the 'pollen tube')
D.
The pollen cell fuses with the ovule (egg cell) inside the ovary of the flower
E.
A seed forms inside the ovary of the flower, and the ovary matures into a fruit
Correct Answer(s) A. Pollen sticks to a bee's hairy sides B. The bee flies to another flower and the pollen rubs off on the sticky stigma (a female part) of the new flower C. The pollen grows down the style (long female part) of the flower (this forms the 'pollen tube')
Explanation The statements involved in pollination are: pollen sticks to a bee's hairy sides, the bee flies to another flower and the pollen rubs off on the sticky stigma (a female part) of the new flower, and the pollen grows down the style (long female part) of the flower (this forms the 'pollen tube'). These statements describe the process of pollen transfer from one flower to another, which is essential for fertilization and the formation of seeds and fruits.
Rate this question:
1
0
7.
What is is called when a pollen cell fuses with an ovule (plants) or a sperm cell fuses with an ovum (animal egg)?
A.
Mating
B.
Courtship
C.
Development
D.
Fertilisation
E.
Pollination
Correct Answer D. Fertilisation
Explanation Fertilisation is the process in which a pollen cell fuses with an ovule in plants or a sperm cell fuses with an ovum in animals. This fusion combines the genetic material from both parents, resulting in the formation of a zygote, which eventually develops into a new organism. Mating refers to the overall process of sexual reproduction, which includes fertilisation but also involves other behaviors and activities. Courtship is a specific behavior or ritual that animals engage in to attract a mate. Development refers to the growth and maturation of an organism after fertilisation. Pollination, on the other hand, is the transfer of pollen from the male reproductive organ to the female reproductive organ in plants.
Rate this question:
0
1
8.
Which of the following is/are a method of POLLINATION? (There may be more than one answer).
A.
Wind (e.g. maize pollen blows over to the female flower parts)
B.
Water (e.g. coconuts drift to new islands and sprout there)
C.
Insect (e.g. bees transfer pollen to new flowers as they move around collecting nectar)
Explanation B is NOT correct, because coconuts are a giant fruit with a giant seed in them - this is seed dispersal, not pollination.
Rate this question:
1
1
9.
Once a seed has formed, plants have to have a way to spread the seeds away from them so that they have room to grow. Which of the following is/are a method of SEED DISPERSAL? (There may be more than one answer).
A.
Hooks (e.g. bidibids have tiny hooks on them and stick to passing animals or clothing like velcro, thus travelling long distances before falling off or being rubbed off)
B.
Wind (e.g. grass seed is very light and gets blown away from the parent plant in a strong breeze)
C.
Water (e.g. coconuts drift to new islands and sprout there)
D.
IngestE.
Bee (bees put the seeds into the tiny sacks on their legs and carry them away to drop in new places)
Correct Answer(s) A. Hooks (e.g. bidibids have tiny hooks on them and stick to passing animals or clothing like velcro, thus travelling long distances before falling off or being rubbed off) B. Wind (e.g. grass seed is very light and gets blown away from the parent plant in a strong breeze) C. Water (e.g. coconuts drift to new islands and sprout there) D. IngestExplanation Plants need to disperse their seeds away from them to ensure they have enough space to grow. The given answer options explain different methods of seed dispersal. Hooks, such as bidibids, have tiny hooks on them that stick to passing animals or clothing, allowing them to travel long distances before falling off or being rubbed off. Wind dispersal occurs when lightweight seeds, like grass seeds, are blown away from the parent plant by a strong breeze. Water dispersal happens when seeds, like coconuts, drift to new islands and sprout there. Ingestion dispersal occurs when animals eat the fruit of a plant, digest the fleshy part, and pass out the hard seed in their feces, allowing it to grow in a new location. | eng | a381473a-581e-4b60-90de-a26884ec7afb | https://www.proprofs.com/quiz-school/story.php?title=plant-quiz-flowers-seeds-sprouting |
Hi Anas,
here we're creating a line chart that's why we're using color, instead of fill. Fill controls the "fill" of the figure, like the inside of the area chart areas or the inside of scatter points on a scatter plot. In case of a line chart you can use the colour argument instead.
Hope this helps! | eng | dfc9ed70-4a10-4bb9-8e4f-f44711383b0e | https://365datascience.com/question/why-not-fill-instead-of-color-and-group-5-05/ |
2023-2024 Course of Study
Let there be no doubt you'll leave here with the fundamentals of science, math, history, English, world language, and the arts. You'll be ready for college. But facts and figures only get you so far. We aim to equip you for the entire journey.
The Visual Art curriculum of Holton-Arms actively engages each student in the process of discovering their creative vision while acquiring technical skills and gaining historical and cultural perspectives grounded in our Live Well, Learn Well, Lead Well philosophy of education. Art courses in Middle School provide general introductions to studio art, photography, and ceramics, and reinforce skills and concepts learned at the primary level. Courses in the Upper School offer students opportunities to concentrate their studies within specific disciplines. Students work closely with members of the art faculty who encourage inquiry, experimentation, and excellence. Studios are spacious, well-equipped, and open to students throughout the day. In addition to acquiring the various skills and techniques involved in a specific art discipline, the experience of creating art directly relates to the development of critical thinking, mental discipline, self-confidence, and the ability to solve problems. The art curriculum provides developmentally appropriate and challenging training for each student to express themselves while nurturing the artistic process so that it becomes incorporated into their daily life.
Four (4) credits in the Fine and/or Performing arts are required for graduation.
LOWER SCHOOL
Art 3, Grade Level: 3
Introduction to the Elements of Art while exploring "Self". Students will reflect on their perspectives and how their experiences impact how they view the world.
Art 4, Grade Level: 4
Exploration of the Elements of Art While recognizing and Identifying the Identity of Others. Students will explore how community, race, and social groups impact our perspectives.
Art 5, Grade Level: 5
Students will compare the Elements of Art to the Principles of Design while exploring the identity of the group.
Art 6, Grade Level: 6
Students will develop designs using the Elements of Art and Principles of Design to reflect social, cultural, and group identities.
MIDDLE SCHOOL
Art 7, Grade Level: 7 (required)
Art 7 is a studio art class that provides students with a multi-media approach to the visual arts. This is a transitional course that continues to build upon skills introduced in Lower School and begins to lay the foundation for further Middle and Upper School art study. Techniques in graphic design, drawing, painting, collage, and photography are explored. Although these may vary slightly from year to year, emphasis is placed on the development of observational and technical skills, exploration of personal identity, and the use of visual tools to communicate effectively. Integration with other Middle School disciplines is practiced frequently.
Art 8, Grade Level: 8 (elective)
Art 8 is a studio art class that students may elect to take for one, two, or three trimesters. Each trimester new media are explored through a combination of short- and long-term projects. Over the course of the full year, students explore drawing, painting, photography, ceramics, and design, preparing students for more specialized art courses offered in the Upper School. Emphasis continues to be placed on the development of observational and technical skills, exploration of personal identity, and the use of art to communicate big ideas. This course encourages creativity and a variety of solutions to design problems. Students should indicate a preference for one, two, or three trimesters on their course registration form.
Art Tech Exploration, Grade Level: 7-8 (elective)
Art Tech Exploration is a project-based class where students will tackle one real-life design challenge within the trimester using lessons in art/design, science, technology, engineering, and math. This one-trimester "STEAM" course (Science, Technology, Engineering, Art, and Math) will build off of the Design Technology classes experienced in the Holton Lower School.
UPPER SCHOOL
Introductory level, trimester-long courses that meet half as often as core academic subjects.
Advanced level, year-long courses that meet as often in a cycle as core academic subjects. Once a student has completed a full year of an advanced art course, they can drop down to two trimesters the following year.
All Upper School courses can be repeated for credit. With each successive enrollment, increasing emphasis is placed on individualizing the curriculum to accommodate the student's personal direction in the visual arts. Students who have taken multiple art courses are encouraged to submit a slide/digital portfolio with their college applications.
Drawing and Painting, Grade Level: 9-12, Credit: 1 per trimester
This introductory Upper School studio course concentrates on drawing and oil painting, as well as watercolor and collage. Students are encouraged to explore many forms of creative expression as they continue to develop basic skills and an understanding of aesthetic expression. This course may be repeated, and students should register for one, two, or three trimesters.
Ceramics, Grade Level: 9-12, Credit: 1 per trimester
This course introduces students to clay as a medium of expression through hand-building techniques of pinching, coiling, and slab construction. Special attention is given to craftsmanship and the development of aesthetic expression. Both terracotta and stoneware are used, and various techniques of surface decoration are explored. Students will continue to build their visual literacy through class discussions and critiques. This course may be repeated, and students should note if they want to register for one, two, or three trimesters.
Photography, Grade Level: 9-12, Credit: 1 per trimester
This course explores the art of seeing and self-expression in black-and-white photography. It introduces the use of the 35 mm camera, film exposure and processing, and darkroom printing. Equal emphasis is given to technical understanding and compositional ideas. The course briefly explores the history of photography and the role of aesthetic principles in making strong images. The school owns 35 mm cameras which students may borrow. Students supply their own photographic paper and film, which are available for purchase in the School Store. All other basic supplies are provided. This course may be repeated, and students should note if they want to register for one, two, or three trimesters.
Graphic Design 1, Grade Level: 9-12, Credit: 1 per trimester
This course introduces students to the fundamentals of Graphic Design, with a focus on the principles of design and the larger cultural context in which design serves as a powerful tool for communication and empowerment. Students complete a combination of hand-drawn projects and foundational computer exercises which introduce them to the standard graphic design software in the Adobe Suite. This project-based class further develops students' understanding of design thinking and how it is applied both functionally and aesthetically in the creation of graphic works. This course may be repeated, and students should note if they want to register for one, two, or three trimesters.
Advanced Drawing and Painting continues the study of art as a visual language explored in Drawing and Painting. Students wishing to take Advanced Drawing and Painting for the first time will be required to take it for the whole year. In subsequent years, students whose course load precludes them from taking the major for all three trimesters may register for two trimestersAdvanced Ceramics continues and intensifies the study of ceramics begun in Ceramics. Students wishing to take Advanced Ceramics for the first time will be required to take it for the whole year. In subsequent years, students whose course load precludes them from taking the major for all three trimesters may register for two trimesters. Hand-building is the main focus of the Advanced Ceramics curriculum. Both functional and sculptural projects are assigned in the exploration and development of personal expression. Other important aspects of Advanced Ceramics include working with a larger variety of different clays, and both oxidation and reduction (when applicable) firing processes. The course will also help students prepare a portfolio for the college admissions process.
Advanced Photography continues and intensifies the study of photography begun in Photography. Students wishing to take Advanced Photography for the first time will be required to take it for the whole year. In subsequent years, students whose course load precludes them from taking the major for all three trimesters may register for two trimesters. Advanced Photography explores various styles of shooting: landscape, documentary, and portraiture, with an emphasis on developing a point of view. Students learn to use different films and basic studio lighting. This course includes a unit on digital color photography in which students shoot with digital cameras provided by the school, manipulate the print in Photoshop, and learn the mechanics of color printing. Students are responsible for providing film and paper, which are available for purchase in the School Store. All other basic supplies are provided, including 35 mm cameras as well as digital SLR cameras. All advanced art classes will share trimester-long themes to facilitate dialogue and understanding across disciplines. Themes will be revealed in the Fall of each year. The course will also help students prepare a portfolio for the college admissions process.
This course provides students who have taken the Graphic Design 1 class the opportunity to work at a more advanced level, exploring the Adobe Suite further as well as focusing on digital art, publication layout, poster design, and website design. The course consists of a combination of directed assignments and individual work as students begin to develop their own style and area of interest within the wider field of Graphic Design. Looking toward the college application process, students will create a personal website as a portfolio for their artwork and other interests. Students who hope to participate in the leadership level of the Scroll or Scribe publications are highly encouraged to take this course (and its prerequisite).
This independent course is specifically designed for Scroll and Scribe leadership and the most dedicated club members. It is not a scheduled class. Assessment will be based on the student's ability to meet predetermined benchmarks, including, but not limited to, periodic critiques with a panel of art teachers and the publications advisor.
We believe that a student finds their unique voice when given opportunities for self-expression. At the core of each experience in Dance and Drama is a commitment to collaboration, creativity, and risk-taking, grounded in our Live Well, Learn Well, Lead Well philosophy of education. Every creative process represents a journey and every aspect of a student's Holton education informs that process. Likewise, a student's experience in the performing arts will impact their work in their academic disciplines.
Courses in dance and drama promote the acquisition of knowledge and technical skills while encouraging the development of imagination, and aesthetic sensitivity. Course opportunities in dance, drama and production technology are offered during the curricular day. Curricular study in dance and drama also extends beyond the school day. Opportunities include dramatic productions and workshops (some require an audition), hands-on experience in technical theater and design, and the Orchesis Dance Ensemble (which requires an audition). Spacious dance studios and three theaters (including a Black Box and an amphitheater) support the performing arts experience.
Four (4) credits in the Fine and/or Performing arts are required for graduation.
LOWER SCHOOL
Dance 3, Grade Level: 3
In third-grade dance, students use a collaborative approach to find and use their artistic voice and creatively problem-solve. They work on building a movement vocabulary based on the core elements of dance, as well as exploring basic dance techniques in Modern, Ballet, and Jazz. They use experiential learning to create thematic dances based on topics that explore ideas that could range from identity to gratitude, to storytelling.
Dance 4, Grade Level: 4
In fourth-grade dance, students learn to use a global perspective to explore and create dance. They broaden their skills, knowledge, and understanding of different styles of dance, while also learning to use dance as a way to better interpret and interact with the world around them. They work collaboratively on thematic dances that connect to content from their History and Stories class.
Dance 5, Grade Level: 5
In fifth-grade dance, students explore the positive impact artists of color and female artists have had in dance. While deepening their skills, knowledge, and understanding of different dance styles, they also learn about famous choreographers and discuss their influence in the dance world. Students participate in technique classes and choreography activities inspired by these artists and reflect on their own creative work and that of their peers..
DANCE
MIDDLE SCHOOL
Middle School Dance Workshop, Grade Level: 7-8
In Dance Workshop, students expand their views and perspectives on what dance is, through the exploration of multiple styles of dance and choreography. They participate in technique classes in a variety of dance genres and work on creating dances based on different thematic prompts. Through class discussions and reflections, they compare and contrast different styles of dance, and learn to appreciate the benefits of knowing a variety of genres.
Middle School Junior Orchesis, Grade Level: 7-8
In Middle School Junior Orchesis, students work as an ensemble to begin to develop their voices as artists. They build a technical foundation in multiple styles of dance and learn how to bring the artistic vision of others to life, by exploring the skills necessary to learn and perform dances composed by their peers, teacher, and guest artists. They also work collaboratively to choreograph thematic dances in small groups. Middle School Junior Orchesis is a two-season commitment (fall and winter sports). Students build a repertoire of dances that they perform in the Annual Orchesis Dance Concert, alongside the Upper School Orchesis Dance Ensemble, as well as in their own assembly performance for their peers.
UPPER SCHOOL
Dance Composition and Choreography, Grade Level: 9-12, Credit: 1 per trimester.Credit is given for either Physical Education or Performing Arts.
In Dance Composition and Choreography, students learn how to use dance as a voice to communicate with and to better understand the world around them. This course is designed to introduce students to the creative process and compositional tools that are at the core of making dances. Students explore various choreographic tools through short movement studies and in longer works-in-progress. Each student, regardless of ability level, is encouraged to expand their movement vocabulary, their perception of dance, and their understanding of music and sound as expressive partners. Solo studies and small group choreographic projects help students explore the source of movement ideas and movement development, and gain a greater appreciation for dance as a vehicle for artistic expression. This course may be repeated.
Dance Technique (During the School Day, Spring Trimester), Grade Level: 9-12,Credit is given for either Physical Education or Performing Arts.
Dance Technique (After School, Spring Trimester), Grade Level: 9-12 (open to 8th graders, but not for credit), Credit: 1 per trimester.Credit is given for either Physical Education or Performing Arts.
In Dance Technique, students find and develop their voices as artists. They build a technical foundation by participating in dance classes in a variety of genres. They may also begin exploring basic student choreography through the creation of short dances based on different thematic prompts. They compare the similarities and differences among different styles of dance and work on being able to demonstrate these in their performance of different movement combinations. This work allows students to develop a sense of pride in their personal growth, based on individual learning goals. This course is geared towards students of any skill level in dance. The after-school option allows students to take Dance Technique outside of the conventional school day by participating in two technique classes per week (during the spring trimester) after school. This course may be repeated.
Intermediate-Advanced Dance Technique, After School (Fall Trimester), Grade Level: 9-12, Prerequisite: Permission of the department, Credit: 1 per trimester.Credit is given for either Physical Education or Performing Arts.
This course allows a student to enroll in dance technique classes outside the conventional school day by taking two technique classes per week (during the first trimester) with the Orchesis company members. Modern, ballet, jazz, hip-hop, and musical theater techniques are studied, with students participating in warm-up, center, traveling exercises, and/or short dances appropriate to each style of dance. This is designed for students who are not members of the Orchesis Ensemble but are intermediate or advanced dancers. This course may be repeated.
Orchesis Dance Ensemble, After School (Fall & Winter Trimesters),* Grade Level: 9-12, Prerequisite/Co-requisite: Dance Composition and Choreography and permission of the department, Credit: 2 (1 for each of the two required trimesters).Credit is given for either Physical Education or Performing Arts.
Orchesis Associate Member, After School (Fall & Winter Trimesters),* Grade Level: 9-12, Prerequisite: Permission of department, Credit: 2 (1 for each of the two required trimesters). Credit is given for either Physical Education or Performing Arts.
This course provides interested students with a more intense dance experience. Company members meet four days a week, for up to two hours, for technique classes and rehearsals. Students may also opt to be Associate members, meeting only three days a week, for up to two hours, for technique classes and rehearsals (contact the Dance Director for additional details). Modern, ballet, jazz, hip-hop, and musical theater techniques are studied, with students participating in warm-up, center, traveling exercises, and/or short dances appropriate to each style of dance. Students also participate in various aspects of the choreographic process. Performance opportunities are offered through peer, faculty, and guest artist choreography. The commitment to Orchesis as a class and company spans the first two trimesters. *Participation by audition only.
DRAMA
MIDDLE SCHOOL
Middle School Acting Workshop, Grade Level: 7-8
In Middle School Acting Workshop we focus on playing characters broadly and boldly. Students are encouraged to grow their range of personal expression with a particular focus on physical and vocal characterization. We explore the work of an actor by reading and performing scenes from a variety of plays. Students have ample opportunity to try multiple characters and performance styles. Students may also work on skills by preparing and presenting scenes to share. This course may be repeated.
Middle School Production Technology, Grade Level: 7-8
Students in Middle School Production Technology will learn the basic skills, tools, and techniques for creating scenery, properties, lighting, sound, and costumes for the theater. Students will learn the safety standards and practices utilized within a working theater and scene shop and study theater vocabulary, backstage procedures, and theater etiquette. Students will also be exposed to the collaborative creative process and will have opportunities to use their new skills to create actual elements for use in Middle and Upper School drama productions, musical concerts, and dance performances. This course may be repeated.
UPPER SCHOOL
Acting: Improv and Devising provides a foundation for acting through improvisation and devised works. Through units on improvisation, devised theater, character study, ensemble-building, and physical and vocal expression, students explore the work of the actor as part of a theatrical community. Students are introduced to fundamentals of performance and gain verbal and nonverbal communication skills that promote creativity and confidence for the stage, and life. Brief written assignments and readings, as well as memorization and rehearsal time, support classwork. Specific assignments will be tailored to the developing skills and interests of the students enrolled. This course may be repeated.
This course builds on the skills of acting with greater emphasis on scene study and monologue work. In-depth interpretation, text analysis, and characterization are explored in support of performance. Students work to develop the skills necessary to analyze and perform any realistic scene, including defining specific actions and objectives, living within the "truth of the moment," and physical and vocal characterization. Students work together to prepare scenes and individually on monologues. Students may also complete projects designed to provide a window into the process of play production, including audition preparation, play proposals, and the preparation of a theatrical resume. Specific term projects will be tailored to the developing skills and interests of the students enrolled. Students are encouraged to experiment beyond their individual comfort zones. Written assignments, readings, memorization, rehearsal time, and/or play reviews support classwork. This course may be repeated.
Production Technology, Grade Level: 9-12, Credit: 1 per trimester
This course provides instruction in the creation of live performances (drama, music, dance, etc.) from the perspective of a non-performing artist. The creation of scenery, properties, lighting, sound, and costume are explored and the safety standards and practices utilized within a working theater and scene shop. Topics covered include the tools and materials used to create a production, the safe and proper methods for using such tools and materials, basic scientific theory supporting these methods, and initial explorations into the process of designing for the stage. Students undertake construction and assembly projects in support of the school's performing arts ensembles. This course may be repeated.
This course expands upon the basic knowledge and skills acquired in Production Technology. Unusual materials, advanced techniques, and scientific underpinnings are explored. This includes topics such as electrical theory, sound propagation, color theory, the organization of a production company, stage management, and rehearsal techniques. Students also apply the tools and techniques they have learned in previous courses as they explore the theatrical design process and create a fully realized design for a stage production in one of the areas of scenery, lighting, sound, or costume. Students also undertake more complex projects in support of the school's performances. This course may be repeated.
Dramatic Performance: US Play or Musical,* Grade Level: 9-12; Credit: 1 per trimester
Students participate in Holton productions in the Fall or Winter. Students performing as actors receive 1 credit per trimester of participation, regardless of the size of their roles. Following the current rotation, In odd-numbered years, Holton produces a musical in the Fall season. In even-numbered years Holton produces a play. *Participation by audition only.
Students who perform technical roles in association with the Fall or Winter Upper School play receive 1 credit per trimester of participation, regardless of the size of their roles. This includes Stage Managers, Running Crew, Wardrobe, etc. *Participation by application only.
INTERDISCIPLINARY ARTS
In this interdisciplinary arts course, students will learn the basics of video production and video editing and hone their skills through projects and practical applications. The class will provide an Introduction to Adobe Premiere Pro, as well as learning the basics of shooting quality videos (lighting techniques, framing, the rule of 3rds, wide-medium-closeup shots), editing techniques, effects, color correction, titles, and shooting/editing styles. This course may be repeated.
The English program provides students with the skills and insights necessary for academic excellence and for growth as independent and creative thinkers. We strive to introduce students to a variety of literary genres as well as to great writers from diverse backgrounds and perspectives. Students begin to see literature as an art, as a mirror that reflects their lived experiences, as a window that illuminates the experiences of others, and as a powerful tool for raising consciousness regarding pressing issues. Our curriculum is grounded in our Learn Well, Live Well, Lead Well goals and competencies and endeavors to cultivate thoughtful readers and adept writers of the English language. Students take English each year in the Middle and Upper Schools.
Twelve credits of upper school English and a final grade of at least 70 in Senior English are required for graduation.
LOWER SCHOOL
History & Stories, Grade level: 3
History and Stories combines Language Arts and Social Studies. Students in third grade learn about themselves and their identities they grow their comprehension skills to become readers who learn. Third graders also write about their reading and about what they have three programs such as Lucy Calkins' Reading and Writing Units of Study and Level Up Village, students shape their perspectives and come together to understand others' perspectives. In the end, they ponder the essential question: How can I make the world a better place? This question is the start of their journey of growing into leaders that make the world a better place.
Language Arts, Grade level: 5
In fifth-grade language arts, students explore identity and consider multiple perspectives in poetry, short stories, personal narratives, realistic fiction, and nonfiction articles. Students develop skills in reading, critical thinking, speaking, and writing. Supporting ideas with detail in creative, expository, and persuasive writing is an integral part of their writing development in grade five. As students broaden their vocabulary through embedded instruction and the Wordly Wise program, they strengthen their ability to decode word meanings of unfamiliar words. The texts they study provide windows and mirrors through which students discover diverse cultures and experiences. As they analyze and discuss multicultural works, fifth-graders deepen their empathy and understanding. Students investigate actions related to Sustainable Development Goals to inspire positive change. Themes of developing one's identity, considering multiple perspectives, and appreciating diversity support students' growing awareness of their community at a personal, national, and global level.
Language Arts, Grade level: 6
Sixth grade language arts is designed to increase communication skills through reading, writing, speaking and the study of grammar and vocabulary. Students read a variety of fiction and non-fiction texts including novels, short stories, poetry, memoirs, mythology, and folktales. These texts model the various styles, voices, genres, and tones students will encounter in their writing. Writing will include responses to literature, reflective essays, creative pieces, and dialogue journals. Students use graphic organizers to lay out their ideas and plan their writing. Grammar and vocabulary will be taught in context and through mini lessons. Students will participate in class discussions and art enrichment activities and deliver presentations. Students will take their prior knowledge and explore deeper and subtler themes. Unit themes include developing different perspectives, embracing heritage, perseverance, and overcoming obstacles.
MIDDLE SCHOOL
English 7: Windows and Mirrors, Grade level: 7
This course concentrates on the development of skills necessary in all subject areas: reading, writing, grammar, vocabulary, discussion, and critical thinking. Students study the genres of short stories, memoirs, graphic novels, lyrical prose and poetry, and fantasy. Each work of literature provides a window and a mirror through which students see themselves and others' perspectives. Class discussion supports reading-comprehension and analytical skills. Writing activities include expository and creative options: students analyze and write about literature with detail, organization, and depth; they also have opportunities for creative expression in order to draw meaningful connections between literature and their lives. Students study and apply vocabulary words gleaned from each work of literature and become well versed in the parts of speech as well as parts of a sentence. Literary themes include coming of age in a fallen world of racism, classism, and sexism, discovering one's identity, multi-generational struggles and connections, and finding one's voice.
English 8: Finding Voice, Grade level: 8
This course reinforces the skills of critical thinking, reading comprehension, discussion, close-reading analysis, creative and analytical writing, grammar, and vocabulary. Students engage with various genres: short stories, a graphic novel, a memoir, an allegory, and a play. Each work of literature provides an opportunity to understand and explore individual voices. Writing activities include expository and creative options in order to draw meaningful connections between literature and their lives. Students strengthen their analytical ability, organization of paragraphs, argumentation skills, and logical progression of ideas. Students learn and apply vocabulary words gleaned from each work of literature, and they become well versed in the parts of speech, parts of sentence, sentence structure, and commas. Literary themes include being yourself and not following in others' footsteps, how language persuades for good and ill, coming of age, and the power of friendship.
UPPER SCHOOL
In English 9, we move from the concrete to the abstract. We will study several genres of literature, expand our study of vocabulary and grammar, and further develop our writing skills, particularly with regard to analytical essays. Example texts: the novels The Catcher in the Rye, Disobedience, and Their Eyes Were Watching God; the graphic novel Persepolis; a choice of contemporary independent reading books; and the play Romeo and Juliet.
English 10: Literary Lenses of the American Dream, Grade level: 10, Credit: 3
This American literature course explores the American Dream as it relates to immigration, race, gender, sexuality, and personal identity. Students read novels as well as a range of personal essays, short stories, poems, and plays. Authors include Amy Tan, F. Scott Fitzgerald, and August Wilson. The course stresses skills in expository writing techniques, which extend both to close textual readings as well as an extensive, properly documented research paper. Additionally, the class emphasizes vocabulary skills and the basic rules and usage errors of English grammar.
English 11: Pride, Prejudice, and Pariahs: Deconstructing Power in English Literature, Grade Level: 11, Credit: 3
This course introduces students to major writers in each of the significant periods of English literary history from the Anglo-Saxons to the Romantics to the Post-colonial era. Students study works from a variety of genres—epic poetry, lyric poetry, plays, and novels—to examine the major themes of British literature. The course investigates the way the society of a historical era influences its artistic works and the way those works influence society, then and now; key themes include the definition of the hero, the concept of the Other, the role of gender, the role of the individual in society, the power of ambition in creating good or evil, and the ways literature conceives of love. The writing program prepares students for college-level expository writing and also includes creative assignments.
This course is intended for students to hone their skills as writers, and as readers. It is intended to engage their literary interests and talents so they can get a better sense of who they are as writers. The greatest writers are invariably avid readers. By engaging with writers such as David Sedaris, Chimamanda Ngozi Adichie, Ann Patchett and Jhumpa Lahiri, students will leave this class with an appreciation of what great writing means to them. They will have the opportunity to write and share their own work through participation in a writing workshop setting. For this course students will be required to write an essay, a short story or a creative piece of their choice.
No Prerequisite.
SENIOR ENGLISH, Grade Level: 12, Credit: 3
Seniors elect one of the following sections of English 12. Course availability is subject to sufficient enrollment. All English 12 courses conclude with a term paper.
The first half of this course is designed to help seniors write effectively and to become discriminating judges of their own work. All teachers use Ken Macrorie's Telling Writing as the basic text. Students read aloud what they write for class, hear comments and suggestions, then rewrite and revise. They also study the writing of professionals and end the course by writing a longer personal narrative in multiple sections focused on a unifying theme.
English 12: Love in Literature
This course examines women in their relationships with family, friends, lovers, and significant others of all types in fiction and drama. Students read novels and plays that present various roles of women (wife, mother, sister, daughter, friend, sex object, ideal, spinster), keeping in mind what Coleridge believed — that a great mind is androgynous. Works include Toni Morrison's Beloved and others chosen by the class; recent groups have read Nabokov's Lolita, Chopin's The Awakening, McEwan's Atonement, Roy's The God of Small Things, and Jones' An American Marriage.
English 12: Sixties Protest Literature
John Lennon said, "We were all on this ship in the Sixties, our generation, a ship going to discover the New World." Through music, a novel, and non-fiction, this course aims to make the Sixties spirit of protest come alive for seniors. The words of the writers and musicians under study helped fuel the Civil Rights Movement, Black Power, the Women's Liberation Movement, and the fight against the Vietnam War. Authors will include: Malcolm X, Ken Kesey, Eldridge Cleaver, Joni Mitchell, Jimi Hendrix, and Bob Dylan. Considering the legacy of the Sixties today, students will also have the opportunity to explore issues of social justice meaningful to them.
English 12: War and Literature
This course will examine how we portray the experience of war in works of art. Students will read works of poetry, fiction, memoir, and drama and also explore other evocations of war—in the visual arts, music, and film. Recognizing that art both reflects and reshapes the way we think, the class will look at how war literature has changed society's views of war and how war has changed artists' visions. The course will begin with a brief review of early texts about war and then focus primarily on the works of the twentieth century. Works include excerpts from Homer, Shakespeare, and the WWI war poets, Catch 22, and The Things They Carried among others. We will also read critical works such as Paul Fussel's The Great War and Modern Memory.
English 12: African American Literature
In this course, students will begin to develop an understanding of African American literature as a distinct literary tradition by examining the themes and aesthetics that connect works by African American authors. Students will examine how African American forms of artistic expression are necessarily in conversation with their historical and political contexts. Finally, students will trace the ways in which the African American literary tradition has helped to construct African American racial and cultural identities. Major texts include Toni Morrison's Song of Solomon, Julie Dash's Daughters of the Dust, Spike Lee's Do the Right Thing and Jesmyn Ward's Sing, Unburied, Sing as well as various musicians and critics.
English12: Digitopia - The Implications of a Digitizing World
This course examines the consequences of an increasingly digitized world. It begins with a look at the physiological and psychological effects of our devices before turning to an investigation of social media in terms of social construction of identity and then examining the significance of the burgeoning world of artificial intelligence. Students will research the history of the computing world, examine memoirs about the creation of the digital world, and read short stories and novels, such as Ted Chiang's Exhalation, envisioning the future of our world in light of this technological revolution.
The Department of History and Social Sciences believes that it is essential in cultivating responsible global and democratic citizenship to have a good understanding of the past, human culture, and social behavior. Together with our students, we strive to make sense of an ever more complex, diverse, and interconnected world by exploring our place in world history and society. We share our passion for studying the forces that shape our local and global communities and thus hope to inspire life-long learning and to motivate students to lead lives of positive influence. To impart them with life-long competency in critical reflection and empathetic communication, we teach them historical awareness, analytical thinking, and effective reading, research, writing, and public speaking.
Nine (9) credits in history are required for graduation
LOWER SCHOOL
History & Stories, Grade level: 3
HAS or History and Stories is a class that combines Language Arts and Social Studies. Students in third grade learn about themselves and their identities grow their comprehension skills to help them become readers who learn. Third graders also write about their reading and about what they've 3 Lucy Calkins' Reading and Writing Units of Study, students shape their perspectives and come together to understand others' perspectives. In the end, they ponder the essential question: How can I make the world a better place? This is the start in their journey of growing into leaders that make the world a better place.
History, Herstory, Ourstory: Moving Beyond A Single Story in American History, Grade level: 5
Fifth-grade Social Studies explores the themes of Identity, Community, Leadership, Diverse Perspectives, and Justice. Students make connections across subject areas to enhance understanding of the social studies themes and topics, which include Civics and Government, Current Events, Early America, Colonial America, and the American Revolution. An interdisciplinary approach is the cornerstone of fifth-grade social studies. Active projects, field studies, discussion, and analysis of primary sources to develop a connection to time, place, and perspective are all methods used to create a meaningful learning experience for every child.
Sixth grade social scientists embark on an exciting journey backward in time as they investigate the human evolutionary trail and examine the beginnings of civilization and human cultures. The content serves as the vehicle for teaching a variety of skills, which help the student access, assimilate, use, and evaluate information. Throughout this journey, students develop their skills in discussion, problem-solving, collaboration, and reflection. They will learn and hone research and expository writing skills, and increase their comprehension of critical reading. Several note-taking methods are introduced and perfected, and essential study strategies are explored. All through the year, students are encouraged to develop a global perspective, respect for themselves and others, and think critically. Hands-on activities, special days, projects, maps and globes, field trips, and use of technology enhance the students' understanding of and appreciation for the area of study and provide valuable means for making connections. Units of study include: Archaeology, Human Origins, Mesopotamia and the Ancient Near Eastern World, Ancient Egypt, and Ancient Greece. The goal is to make history exciting and fun!
MIDDLE SCHOOL
This course teaches students how geography, history, and culture are interrelated aspects of human activity by studying the region of Latin America and the continent of Africa. Themes include the impact of geography, development of complex societies, the effects of colonization and resulting independence movements, and the role history and geography play in the regions today. Students develop reading, writing, and research skills necessary for the study of history and social studies, as well as skills in critical thinking, problem-solving, and collaboration.
United States Political History, Grade level: 8
In this course, students study United States history through the lens of the American government. Thematic in nature, the course is divided into three trimesters based on the Preamble to the Constitution. Trimester one, "To Form a More Perfect Union," focuses on the creation of the American government, how government works today, and how government impacts the lives of students. The second trimester, "To Promote the General Welfare," showcases times in American history where the government has promoted the interests of certain groups of citizens as well as the times the government has failed to protect or actively oppressed certain groups. We will also explore the ways groups respond to the actions or inaction of the government. Trimester three, "To Provide for the Common Defense," allows students to dig into topics related to American foreign policy throughout history. Throughout the year, students hone their skills in discussion, oral presentation, critical thinking, research, and writing through a variety of projects and activities focused on developing the skills of a historian. The goal of this class is for students to leave with a better sense of the purpose of government and the role it has played in American history. Furthermore, students will be able to evaluate how the government affects their lives and, knowing this, how they can have a positive impact on their communities.
UPPER SCHOOL
Nine (9) credits in history are required for graduation: The Historian's Craft, U.S. History, Modern Global History, and one 11th grade History capstone elective
The Historian's Craft, Grade level: 9, Credit: 3
This course serves as an introduction to the discipline of history. It is designed to teach students the skills they will need to be effective historians, including the ability to analyze historical documents, weigh evidence, expose bias and authorial intent, and conduct independent research. Students will explore premodern cultures through various lenses, including politics, social structures, religion, technology, and the arts. Societies we will examine include the Middle East, China, India, Africa, and Europe. The goal of the course is to guide students toward achieving mastery of historical thinking skills such as causation, continuity and change, and comparison, as well as honing the intellectual skills of reading complex historical texts, writing persuasively, making effective oral presentations, and writing persuasively.
This course introduces students to the history of the United States, starting with the era of first contact between the indigenous peoples of North America and European colonists, and extending to the modern era. Students will examine competing conceptions of the American nation, of what it means to be an American, and of who gets to decide. They will study how systems of power and privilege developed in U.S. history, and how those systems were perpetuated and challenged. Students will also explore how global forces and trends shaped the history of the United States, and how the United States' role in the world has unfolded over the course of its history. Students will develop the reading, writing, and research skills necessary for the study of history, as well as skills in critical thinking, discussion, oral presentation, and collaboration.
The Honors section of this course is reading and writing-intensive. In addition to summer reading, students should expect more challenging nightly assignments that emphasize the reading of complex philosophical, religious, and political texts. Assessments will include blind essays that require strong skills in analysis and synthesis.
Modern Global History, Grade level: 11, Credit: 2
Modern Global History Honors, Grade level: 11, Credit: 2
This two-trimester course serves as the core course of the junior year, followed by an elective capstone course in the third trimester (see below). It introduces students to the defining themes of the modern world. Starting with the Industrial Revolution, students analyze the causes and consequences of the global events and forces that have led to the world we live in today. The underlying theme is the recurrent struggle between the promotion of liberal democracies and the ideologies of fascism, communism, and virulent nationalism. The essential question is: How have democratic ideals been promoted, undermined, and dismantled, and to what costs, over the past 150 years? Students discuss case studies from Europe, Russia, China, India, Japan, and Sub-Saharan Africa. The goal is to give students the skills and foundational knowledge to understand and analyze the current geopolitical world order, societal trends, and competing worldviews.
Honors students read and discuss additional primary and secondary sources and take assessments on the honors level. Assessments will include blind essays that require strong skills in analysis and synthesis.
Electives
This elective course serves as the third trimester of, and capstone to, the core course Modern Global History. The course examines and circulates Black women's voices as students listen to and appreciate words, ideas, activism, artistic creations, and the lived, unique experiences of Black women of the past and today. Students study Black women who have worked in many different arenas, from the nineteenth-century sculptor Edmonia Lewis to the contemporary author Mikki Kendall, whose book Hood Feminism (2020) calls for a major rethinking of the intersection of race and feminism. The course also examines a series of contemporary issues through discussions led by members of the Holton community, with topics that range from representations of Black women in the media to Black women in independent schools and universities. The course centers student-led discussions of readings. Writing assessments allow students to develop a strong, persuasive voice. The Honors section runs concurrently with the regular section.
This elective course serves as the third trimester of, and capstone to, the core course Modern Global History. The course introduces students to major concepts and actors in international relations. A project-based approach offers students opportunities to apply their learning to current issues in international politics. Source materials draw on several fields, including history and political science, as well as current media. Topics include the formation of the modern state system; the roles of race, class, and gender in world politics; globalization; global security; human rights; climate and the environment; and current military and political conflicts. Discussions and projects emphasize oral and written communication, collaboration, and problem-solving skills as students address global challenges. The Honors section runs concurrently with the regular section.
This elective course serves as the third trimester of, and capstone to, the core course Modern World History. It offers an introduction to the history of science from its ancient origins, with a focus on the period often called the Scientific Revolution, in which new ways of understanding the natural world were developed and refined. We will consider how scientific modes of thinking developed and the interplay between science, philosophy, religion, and other fields of human enquiry. Our readings and discussions will focus on understanding major trends and debates in the history of science, and on seeing how the concept of modern science has enmeshed itself as the preeminent system of knowledge and belief in the modern world. The Honors section runs concurrently with the regular section.
Comparative World Religions, Grade Level: 11, 12, Credit: 3
In Comparative World Religions, students examine the tenets, practices, institutions, and histories of the world's major religions; develop appropriate vocabulary and research skills for the academic study of religion; and acquire a greater awareness of, and appreciation for, the great diversity of cultural traditions. The focus is on Hinduism, Buddhism, Judaism, Christianity, and Islam, but other religions and religious trends will also be addressed. The course is primarily discussion-based with an emphasis on class participation, student presentations, and writing assignments. Documentaries and field trips to local museums and places of worship will serve as supplements to course reading materials.
Washington, D.C. is one of the world's best places to study art history. Focusing on the abundance of works of art of exceptional quality in local museums, students investigate diverse artistic global traditions: Europe and the Americas (National Gallery of Art, The Hirshhorn Museum, The Phillips Collection), Asia (Freer Sackler Galleries), and Africa (National Museum of African Art). They develop a deep understanding of representative works of art from each global tradition and look for connections between them.
The course is structured like an undergraduate art history seminar. In addition to class discussions, the emphasis is on research papers for which students use books and scholarly articles to investigate and create arguments about works of art that they view in person. These papers, approximately 4-5 over the course of the year, require immersion in the topic over a period of weeks and synthesis of scholarly literature that is more specialized and challenging than in previous Holton research projects. Students are expected to manage their time well in order to make steady progress on research and writing, submitting work that is polished and contains sophisticated depth of thought.
Advanced Topics in Psychology will introduce students to scientific methodology and core concepts and theories in psychology. The course will promote psychological literacy through the study of established research findings and scholarly publications. The course will be divided into three major themes: scientific research, biopsychology, and the application of psychological science. Each theme will last one trimester and include research and topics that explore the contributions of psychologists from diverse backgrounds. Readings for the course will draw on challenging and foundational psychological texts drawn from The Norton Psychology Reader and landmark studies presented in Forty Studies That Changed Psychology. There will be one project each during the second and third trimesters.
Advanced Topics in U.S. Government examines key concepts and functions of government through a project-based approach. Students analyze how the government has worked to empower and to disadvantage different groups throughout history. Students will be able to explain local and national government processes, how those processes have perpetuated or addressed injustice, and how perspective can shape understanding in our present-day political landscape. The class focuses on the development of skills including research, analysis, and various forms of communication.
Advanced Principles of Economics develops the tools of economics to explore a range of contemporary topics in the United States and internationally. Issues studied in recent years include the economics of voters' decisions, the healthcare industry, the disparity of income and wealth in the United States, the economic effects of discrimination, and effects of tariffs on imported wine. The class enjoys in-person and distance meetings with eminent women economists throughout the year. Two post-baccalaureate interns at the Federal Reserve coordinated an annual visit to run some simulation games from the Fed and a visit from a Holton alumna investment banker described the world of Wall Street and opportunities for young women. A unit on personal financial planning covers budgeting for retirement and developing and tracking an investment portfolio.
Advanced Principles of Economics investigates how markets work, how the macroeconomy functions, how economic policies are formulated, and how and why individuals make decisions to enhance personal welfare. This course provides a framework for understanding personal choices about what products are manufactured and consumed, how and why the economy generates jobs and production, and how students can plan for the future to budget for current expenses while planning for major life events and retirement. Skills include graphing and developing spreadsheets. No knowledge of calculus is assumed or necessary.
This one semester minor class is designed to give students the foundation necessary to link what they are learning in their courses to the role they will play in an increasingly global world. We hope the course promotes intellectual curiosity, encourages students to investigate their world, and helps them become active agents of change. In this discussion-based class, students interact with guest speakers, faculty, and media sources as they investigate challenges and opportunities in Latin America, China, and the Indian subcontinent. While this class culminates in the Global Education Journeys to China, Peru, and India during the summer after grade 11, it is open to, and valuable for, all juniors and approved seniors. The course does not have regular homework and it is graded high-pass, pass, fail. It is a requisite for taking a Junior Journey.
Seminar Structure
Learn Well, Live Well, Lead Well Seminar ("Seminar") is a comprehensive 3-12 integrated, interdisciplinary curriculum that directly addresses the school-wide goals and competencies that embrace Holton's institutional priorities of Diversity, Equity and Inclusion, Health and Wellbeing, and Global Education. In Seminar, the students will engage in learning opportunities designed to further develop their knowledge, skills, and habits of mind addressing:
Physical and Emotional Health
Self-Knowledge and Identity
Open-mindedness and Perspective Taking
Communication, Collaboration, and Community Building
Creative and Critical Thinking
Curiosity, Knowledge, and Discernment
Local, National and Global Engagement
Social Justice
Learn Well, Live Well, Lead Well Seminar is housed in the Office of Diversity, Wellbeing, and Global Education and is currently running in grades 3-12. Host teacher(s) at each grade level is responsible for creating and maintaining a safe and brave classroom environment where students have the time and space to explore a range of topics and issues the students in classes and the world around us. Teachers use pedagogic practices centered in social-emotional learning strategies that empower student voice and choice and deepen students' journey in developing their true authentic selves.
The Mathematics Department at Holton-Arms offers a sequence of rigorous courses that cover traditional college preparatory material. At the same time, Holton recognizes that all girls do not acquire mathematical skills at the same rate or develop the ability for abstract thinking at the same age. There is no grade 9 mathematics course, for instance; rather, our offerings provide a variety of placement options at any given grade level. The goal of placement decisions is to offer each girl a course that challenges her and allows her to take risks, but at the same time provides her with a reasonable opportunity to experience the satisfaction of success.
After the building a solid foundation in algebra, all students study Geometry followed by Algebra 2 and Trigonometry. Goals for students throughout the sequence include mastery of fundamental operations along with development of calculator and problem solving skills and an appreciation for the structure and applications of mathematics. Students are required to have a TI-84 Plus graphing calculator beginning in Algebra 1. In addition, students will use computer and web-based technology to explore concepts.
The Mathematics Department recognizes the importance of having students work with data throughout the curriculum. In many courses, including Algebra 2 & Trigonometry and Precalculus, students are given the opportunity to learn about the modeling of functions by using data taken from real world situations. The girls will learn how to apply "continuous mathematics" to data taken from disciplines including science, politics, and current events.
Although any student's greatest resource is herself, she will learn that even more can be accomplished through working with her classmates and teachers. Individual conversations and one-to-one help sessions between a student and her mathematics teacher are an integral part of the Holton experience.
Nine (9) credits are required for graduation: one of which is Algebra 2 & Trigonometry.
LOWER SCHOOL
This course focuses on concepts, procedures, and applications in four areas:
understanding of multiplication and division and strategies for multiplication and division within 100;
understanding of fractions, especially unit fractions;
understanding of the structure of rectangular arrays and of area; and
describing and analyzing two-dimensional shapes.
Practice standards emphasize problem-solving, the use of multiple representations, reasoning, mathematical modeling, tool use, communication, and other ways of making sense of mathematics. Students learn how productive struggle and growth mindset benefit them as mathematicians.
In Grade 4, instructional time will focus on four critical areas: (1) developing understanding and fluency with multi-digit multiplication including familiarity with patterns, factors and multiples, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction/decimal equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry; and (4) solving problems involving length, weight, liquid, mass, volume, time, area, and perimeter.
The curriculum focuses on developing students' deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Our core math resource, Everyday Mathematics, blends direct instruction, structured investigation, and open exploration. Teachers tap into the intelligence and strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful. This course encourages students to verbalize ideas, ask questions, take risks, and actively engage in their own learning.
In Grade 5, instructional time will focus on three critical areas: (1) Developing an understanding of volume; (2) Developing fluency with addition, subtraction, multiplication and division of fractions (3) Extending division to 2-digit divisors; integrating decimal fractions into the place value system and developing fluency with whole number and decimal operations.
Our core math resource, Everyday Mathematics, focuses on both conceptual and procedural understanding. We continue to strive to explain the "why" before the "how". This program provides meaningful learning experiences where students solve problems, reason about their mathematical thinking and communicate their ideas in oral and written form. An engaging selection of visual models, manipulatives, games, apps and other unique learning materials help bring math alive for all students! Our math program also offers opportunities for interested students to pursue additional math challenges through Math Olympiad- a popular international math competition focusing on problem solving strategies.
Math 6: Investigating Pre-Algebra, Grade level: 6
Grade 6 Mathematics is an integrated study of arithmetic, algebra, and geometry. Topics include properties of real numbers, proportions, integers, equations and expressions, probability and statistics, and elementary geometric concepts, problems, and constructions. The concept of a variable is introduced to provide a background for elementary algebra.
In this class, we will cross the bridge from the numerical world to the algebraic world. We will accomplish this goal by developing abstract thinking and problem-solving skills and exploring real-world connections to mathematical concepts. This course is rigorous and fast-paced and requires students to take responsibility for learning by recognizing their strengths and viewing any difficulties as opportunities for learning and growth.
Algebra is a generalization of arithmetic in which letters representing numbers are combined according to the rules and properties of arithmetic. In other words, anything you can do to numbers, you can also do to variables - this is algebra. Algebra provides development and practice of logical problem-solving, allowing us to consider those quantities that vary and those that remain constant in a given situation.
This exploratory middle school elective course starts with an introduction to the concept of data and moves to lessons that invite students to explore their own data sets. These lessons teach important content through a pattern-seeking, exploratory approach, and are designed to engage students actively. The culminating unit is a citizen science project that gives students an opportunity to conduct a data inquiry.
UPPER SCHOOL
Honors classes are offered to challenge students who are capable of working independently, require less review, and have a desire to think more deeply about mathematics. For example, while the content of the on-level courses and the honors courses are very similar, honors students will explore more open-ended, abstract questions and apply what they have learned to novel problems. Honors courses require an advanced fluency in Algebra and flexible thinking. Click here to learn more about The Transition from Middle School to Upper School and Course Readiness.
+ Statistics may be taken as a 6th major, or in addition to another full-year math course.
Geometry, Grade level: 9, 10 (required), Credit: 3
Geometry involves the study of points, lines, planes and other geometric figures as they relate to our physical world. Students will learn to analyze and interpret geometric figures and their properties, areas and volumes. Emphasis will be placed on developing logic skill through proofs as well as overall and inductive and deductive reasoning skills. The relationship between figures and properties that make figures unique will be developed and applied to real world situations.
This rigorous course in geometry integrates coordinates and transformations with a traditional approach to 2-dimensional and 3-dimensional Euclidean geometry. A variety of methods will be used to prove geometric theorems. We approach and solve problems from different perspectives to gain an appreciation of the interconnectivity among concepts in mathematics. Writing will be used to help students develop their understanding of geometry by applying concepts to their own experiences and constructing meaning for mathematical symbols, procedures and concepts. Technology will be incorporated to strengthen and explore geometric properties. The ability to absorb and master large amounts of material quickly and with little review is essential first course will explore geometry and trigonometry while advancing algebraic skills. Topics will include linear, quadratic functions; linear, quadratic, polynomial and rational equations; analytical geometry through conics; Euclidean geometry, including proof, parallelism and perpendicularity, triangle congruence, properties of quadrilaterals and polygons, similarity, triangle centers; right triangle trigonometry; transformations, and other integrated spatial topics such as - depending on time - parametric equations, vectors in two- and three-dimensions, fractals or other type of geometries This is a more structured Algebra 2 and Trigonometry course than Algebra 2 and Trigonometry with Data Analysis.
This course includes a study of functions (linear, quadratic, polynomial, and rational), systems of equations in two and three variables, inequalities and complex numbers, exponential and logarithmic functions, and trigonometric functions. The focus is on the representation of problems algebraically, numerically, and graphically. Applications include an introduction to data analysis and modeling through regression analysis.
This second-year algebra course consists of a thorough and fast-paced study of algebra and an extensive study of trigonometry. Its emphasizes the structure of mathematical systems and their underlying concepts. Problems are studies both algebraically and graphically. Topics include a study of functions (linear, quadratic, polynomial, and rational), systems of equations in two and three variables, inequalities and complex numbers, exponential and logarithmic functions, and trigonometric functions. Applications include an introduction to data analysis and modeling through regression analysis. Strong algebraic skills are presumed. The ability to absorb and master large amounts of material quickly and with little review is essential for success in an honors course second course will focus on nonlinear functions, equations and inequalities beyond polynomials, including exponential and logarithmic functions, trigonometric functions, rational functions, and polar functions and their applications to modeling real-world data. Abstract algebraic skills will be practiced through analytical trigonometry and complex algebra. Students will explore additional discrete topics including counting theory, probability, and sequences and series. The course will conclude with an introduction to calculus concepts including limits, the derivative, and integration is for students who want to develop a fuller understanding of earlier courses and to explore applications of mathematics. Topics include properties of functions, matrices, sequences and series, logarithms, trigonometry, and probability, as well as a review of elementary algebra.
This rigorous course prepares students for study of the Calculus. Functions are emphasized, including polynomial and rational, circular (trigonometric), exponential, and logarithmic functions. Other topics may include matrices and determinants, sequences and series, the binomial theorem, probability, and limits. A strong recall and working knowledge of Geometry and Algebra 2 and Trigonometry are essential for success in this class.
This course includes an extensive study of trigonometric, exponential, and logarithmic functions. Particular attention is paid to the properties of their graphs. Other topics include polynomials, analytic geometry, matrices and determinants, sequences and series, the binomial theorem, polar coordinates, and probability. During the fourth quarter, students begin their formal study of calculus. The ability to absorb and master large amounts of material quickly and with little review of Geometry and Algebra 2 and Trigonometry is essential. Offered if numbers allow.
This course provides students with an intuitive approach to the fundamentals of differential calculus and integral calculus. The language of calculus will play an important role in developing the definitions of derivatives and integrals. Focusing on algebraic functions, students explore limits, leading to the definition of derivative. The concepts of average and instantaneous rate of change are investigated. Students develop the rules of differentiation, including the chain rule and implicit differentiation, and apply them to problems in optimization, related rates, and curve sketching. Students are introduced to the concepts of finding area under a curve, the integral regarded as the anti-derivative, and the Fundamental Theorem of Calculus. Applications of integration are also included. Generally, the content of this course is not as broad or as deep as the content of Calculus I. Offered if numbers allow.
The course provides a comprehensive, college level introduction to statistics. An introductory statistics course, similar to this course, is typically required for majors such as social sciences, health sciences and business. Students study the tools for collecting, organizing, and displaying data. They learn about planning and conducting surveys and experiments and drawing conclusions from their results. The course includes probability, the properties of the normal distribution, and statistical inference.
This rigorous course follows the syllabus typical for a college level first semester calculus course as well as exploring some topics presented in the second semester of such a course. Topics include functions, analytic geometry, limits, differentiation, and integration.
* This permission is seldom granted unless a student has earned at least a B in Precalculus.
This course covers a syllabus that is both more intensive and more extensive than that of Calculus I. It completes the content that typically would be covered in two semesters of college calculus. In addition to the topics covered in Calculus I, other topics covered include vectors, parametrically defined curves, and infinite series. Students taking this course should come with a thorough knowledge of limits, continuity, and the derivative and its applications. Offered if numbers allow.
This rigorous advanced level math course, designed for students who have completed Calculus I & II, deals with functions of more than one independent variable. Topics will include lines and planes, partial differentiation, multiple integrals, vector-valued functions and differential operators, and Green's Theorem. The physical concepts of flux, circulation, divergence, and work will receive special attention, as will the central notion of a conservative field. Students will have opportunities to work both independently and cooperatively with their Landon counterparts in order to demonstrate mastery of concepts.
MATHEMATICS ELECTIVES - offered every two years on a rotating basis These courses may fulfill STEM Scholar Requirements
This course emphasizes the many interdisciplinary applications of mathematics and its "unreasonable effectiveness" in a wide range of contexts. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a variety of mathematical topics. In particular, it examines the applications of mathematics focusing on the mathematics of social choices and decision-making and the mathematics of the physical and visual world. Possible topics include, but are not limited to, mathematic models of fairness, elections, global data, consumer structures, mapping, and optimization. This study of patterns – the core of mathematics – will be extended to other real-world realms, such as nature, art, and architecture, and may include symmetry and regularity from crystals to Platonic solids to motion, the fourth dimension in art, and the geometry of origamiMathematical modeling utilizes mathematical approaches to understand and make decisions about the real world and therefore focuses on creative problem-solving, number sense and quantitative literacy, and mathematical thinking –the most fundamental of mathematical skills. Mathematical modeling is a process that uses mathematics to represent, analyze, make predictions, or otherwise provide insight into real-world phenomena. It involves constraining a real situation to its important aspects so that theoretical math can help solve a problem. It requires making assumptions about some things while neglecting others altogether. In other words, there are value judgments throughout this kind of modeling and there is no one "right" answer, only models that are more or less useful depending on what one needs to know. To this end, we may use diagrams of various kinds, spreadsheets, and other technology, and discuss applications of linear, polynomial, rational, exponential, and logarithmic functions, curve fitting, and logistic equations. Mathematical modeling highlights the importance and relevance of mathematics in answering important questions and helps students gain transferable skills and habits of mind - such as problem-solving, reasoning abstractly and quantitatively, recognizing structures and patterns, collaborative work, and communication - that are pervasive across subject matters.
By its very nature, this course will be interdisciplinary and will discuss applications from all realms and use global data, thus fostering global competencies. There may be opportunities to participate in regional and/or national modeling challenges, if possible.
This course will be one trimester in length and will meet as a major. Offered only if numbers allow.
The Architectural Design course will give students an introduction to drafting, modeling, and designing with digital design software. While learning to use the SketchUp program, the students will be given the opportunity to digitally create several structures. A capstone project at the end of the course may include digitally creating a "dream home", a "dream school", or a famous landmark building. The skills learned in this course are transferable and can then be applied to design projects for many courses in high school and beyond. This course will encourage the girls to practice their spatial skills and visual thinking, all foundational abilities for any STEM field. SketchUp, formerly Google SketchUp, is a 3D modeling computer program for a wide range of drawing applications such as architectural, interior design, landscape architecture, civil and mechanical engineering, film, and video game design. It is available as a web-based application, SketchUp Free, a freeware version, SketchUp Make, and a paid version with additional functionality, SketchUp ProWe believe that a student finds their unique voice when given opportunities for self-expression. At the core of each experience in Music is a commitment to collaboration, creativity, and risk-taking, grounded in our Live Well, Learn Well, Lead Well philosophy of education. The study of music develops cultural literacy and aural sensitivity. General music classes and performing ensembles promote the development of musical understanding and technical skills and encourage the development of imagination and aesthetic sensitivity. Students explore music from a wide range of cultures, styles, and musical traditions. In doing so, they develop a deeper understanding of music as a reflection of society and humanity, and a way to connect with others. Opportunities for making music are available to all interested students. The large performing ensembles (chorus, string orchestra, and wind ensemble) rehearse during the curricular day and do not require an audition. Additional ensembles for highly motivated and capable musicians meet before, during, or after school, and students are selected by audition. Outstanding rehearsal spaces, two theaters, a music technology lab, and individual practice rooms support the musical experience.
Four (4) credits in the Fine and/or Performing arts are required for graduation.
LOWER SCHOOL
General Music, Grade Level: 3-5
Students in General Music explore musical concepts through exposure to a variety of styles and genres of music. They will focus on the importance of music within different cultures while attaining key musical skills such as reading, writing, playing instruments, and singing. In addition to developing their musical competencies, students in General Music will learn to use music as a form of expression and story-telling.
Instrumental Music, Grade Level: 3
In this course, 3rd Graders begin their exploration of instrumental music through introductions to a variety of musical instruments and techniques. This course prepares them for their continued study of either a band or string instrument throughout the rest of Lower School and beyond.
Band, Grade Level: 4-6
Students who select a band instrument will begin learning to play and develop their skills as musicians in the 4th Grade. This musical journey continues throughout their time in the Lower School. Through the study of instrumental music, students collaborate with each other and build musical communities.
Strings, Grade Level: 4-6
Students who select a string instrument will begin learning to play and develop their skills as musicians in the 4th Grade. This musical journey continues throughout their time in the Lower School. Through the study of instrumental music, students collaborate with each other and build musical communities.
Chorus, Grade Level: 4-6
Students in the 4th, 5th, and 6th Grade Choruses learn about the value and importance of working together as an ensemble in order to produce a beautiful choral sound. They are exposed to songs from a variety of genres and styles, and they make connections between the songs they are singing and the people or groups that originally sang them. Chorus members learn to listen critically to the group's sound and they become confident in their ability to sing with expression and musicality.
MIDDLE SCHOOL
Middle School Music Composition, Grade Level: 7-8
Music Composition is a one-trimester elective course open to any seventh or eighth-grade students interested in exploring how to create and compose their own music. By learning basic music theory techniques, along with fundamental tools and technology, this course will allow students the creative space to write their own music and develop their craft and their voice as a songwriter. This course may be repeated.
Music Ensembles: All 7th Graders are required to participate in at least one of the four Music Ensembles (MS Chorus, MS Handbells, MS String Orchestra, MS Wind Ensemble) during their 7th-grade year. 8th graders are encouraged to continue their participation in the music ensembles but are not required. Interested students may be able to participate in two ensembles at a time with the exception of String Orchestra and Wind Ensemble.
Middle School Chorus, Grade Level: 7-8
Middle School Chorus is open to seventh and eighth-grade students interested in the study and performance of choral music. Emphasis is placed on basic vocal technique, music literacy, two and three-part singing, stylistic interpretation, and musical understanding through the study and preparation of choral literature from various cultures and musical traditions. The Middle School Chorus prepares music for at least two concert appearances each year. This is a full-year course.
Middle School Handbells, Grade Level: 7-8
Middle School Handbell Choir affords interested students the opportunity to grow through the study and performance of handbell music. Emphasis is placed on improving technique and music expressiveness and understanding the stylistic characteristics of literature from various cultures and musical traditions. Annual concerts are presented in the fall and spring to showcase the work of the ensemble. The unique techniques of handbell performance are taught through instruction and demonstration and the class is open to all students in the middle school. This is a full-year course.
Middle School String Orchestra is an ensemble for all string players, which affords interested students the opportunity to grow through performance. Emphasis is placed on improving tone quality, developing technique/musical expressiveness, andMiddle School Wind Ensemble is an ensemble consisting of wind and percussion players, which affords interested students the opportunity to grow through performance. Emphasis is placed on improving tone quality, developing technique/musical expressiveness,UPPER SCHOOL
This is a one-trimester course in the Music Technology Lab designed for students interested in applying their technical and musical skills and knowledge in creative pursuits. Projects range from songwriting and arranging to orchestration, to the creation of video soundtracks. Instruction is individualized according to each student's level of experience. This course may be repeated.
Music Theory, Grade Level: 9-12, Credit: 1 per trimester
This one-trimester course will cover the fundamentals of written music theory, while simultaneously cultivating aural skills. This class will serve as a traditional course that covers the comprehensive subject matter of music theory. The topics covered include pitch, pitch class, scales, the basics of rhythm, intervals, triads, seventh chords, two-voice counterpoint, and notation and scoring. In addition, this course develops aural, sight-reading, and keyboard skills that will correlate to all musicians in each of Holton's performing ensembles. This course may be repeated.
This course aims to provide students with a basic introduction to vocal pedagogy/voice function, breath management and control, repertoire study and selection, and on-your-feet experimentation in audition techniques, choices, best practices, and rules/tips of the trade. Each student will receive individual coaching, song choice, monologues, cold readings, and movement auditions. It is the hope that students will walk away from the course with a personalized repertoire (art songs, audition sides, and monologues to add to their book for college, community, or regional audition opportunities). Work with professionals and outside experts will be a highlight of this course. This course may be repeated.
Upper School Chorus, Grade Level: 9-12, Credit: 3
Chorus is open to interested students who share a passion for choral singing. Emphasis is placed on teamwork, vocal training, part singing, stylistic interpretation, music literacy, and musical studying, preparing, and performing choral literature from various cultures and musical traditions. Upper School choral ensembles study and prepare the music for at least three concert appearances each year. All ensembles are full-year courses. Annual concerts are presented in addition to collaborations with other schools and the yearly ISCF Choral Festival at the National Cathedral. This is a full-year course
The Chamber Singers are selected by audition from the Upper School Chorus membership. The Chamber Singers explore acapella singing from the Renaissance to contemporary styles. The ensemble meets two mornings per week from 7:10-7:55 am. This is a full-year course. *Participation by audition only.
Swing Choir,* Grade Level: 9-12, Co-requisite: Upper School Chorus, Credit: 3 for the full year
Swing Choir members are selected by audition from the Upper School Chorus membership. Singers/actors/dancers come together for this unique ensemble that explores a wide range of music from pop to musical theater. The ensemble rehearses during the school day. This is a full-year course. *Participation by audition only.
Upper School Handbell Choir, Grade Level: 9-12, Credit: 3
Upper School Handbell Choir affords interested students the opportunity to grow through performance. Emphasis is placed on improving technique and music expressiveness and understanding the stylistic characteristics of literature from various cultures and musical traditions.Annual concerts are presented in the fall and spring to showcase the work of the ensemble. The unique techniques of handbell performance are taught through instruction and demonstration and the class is open to all students in the upper school. This is a full-year course.
Upper School instrumental music ensembles afford interested students the opportunity to grow through performance and practice. This course develops the string player through musical technique and artistry. Repertoire from all musical time periods allows the students to develop the skills to play in many different styles and musical genres. Emphasis is placed on collaboration, teamwork, skill-building, and enhanced musical understanding. Annual concerts are presented in addition to optional local and regional events and competitions. This is a full-year course.
Chamber Orchestra combines advanced strings with wind and brass players to explore symphonic orchestra repertoire. This course further develops the musician through more advanced musical technique and artistry in a smaller more select ensemble. Further emphasis is placed on collaboration, teamwork, skill-building, and advanced musical understanding. Annual concerts are presented in addition to optional local and regional events and competitions. This is a full-year course. *Participation by audition only.
Upper School Wind Ensemble affords interested students the opportunity to grow through practice and performance. Emphasis is placed on improving tone quality, developing technique/musical expressiveness, and understanding the stylistic characteristics of literature from various cultures and musical traditions. This is a full-year course.
In the Jazz Band, jazz woodwind and brass sections (saxophones, trumpets, and trombones) join forces with a rhythm section (guitar, piano, bass, and drums) to explore a wide range of jazz music. Further emphasis is placed on improving tone quality, more advanced techniques, improvisation, and musical expressiveness, as well as acquiring an understanding of the stylistic characteristics of a variety of jazz literature. The Jazz Band performs in the Winter and Spring Upper School instrumental music concerts. The ensemble meets two mornings per week from 7:15-7:55 am. This is a full-year course .*Participation by audition only.
Physical education is an essential component of a curriculum that serves to educate the whole child. Physical activity improves both physical and mental health, by implementing carefully selected and diverse activities, we hope to encourage and promote healthy habits. Risk taking is encouraged in an environment that is supported by respect and positive reinforcement. Cooperative team situations provide the student with the opportunity to problem solve and feel successful through a group effort. A major goal of the physical education program is to promote an interest in physical activity that continues throughout the student's time and school and beyond.
All students must earn six credits and must have passed a swim competency test by the end of the second trimester of their senior year. If a student fails the swim competency test, they must enroll in, and pass, the Aquatic Fitness course. Credits can be accomplished by completing six activities, which may include taking physical education classes and/or participating on interscholastic teams. Students earn one credit for the successful completion of each of these activities. Freshmen must earn at least one credit during their ninth grade year. Learn more aboutathletic teams.
LOWER SCHOOL
Physical Education 3, Grade level 3
The goal of third grade physical education is to create in every child a love of movement, and enthusiasm for active play, and the knowledge and skills to enjoy success in a variety of physical activities and sports. Every third grader will have the opportunity to reach their full kinesthetic and motor potential through meaningful drills and activities. To foster positive social relationships they will learn to work with their classmates to accomplish team goals by demonstrating good sportsmanship and collaboration. Introducing competitive games gives the students a chance to demonstrate the skills they've learned and prepares them to deal with the game's outcome in a positive way! With proper guidance, children learn to persevere with occasional setbacks that arise during game play.
Physical Education 4, Grade level 4
The fourth grade curriculum is designed for students to work toward mastering core physical and motor skills and combining them into purposeful and coordinated movement patterns fundamental to all sports. Throwing and catching, striking an object purposefully with force and accuracy, and kicking are specific motor skills covered. These skills become kinesthetically established as the girls learn to use offensive and defensive strategies in games that lead up to the sports played in fifth and sixth grades. Cooperation, teamwork, good sportsmanship and sustained effort are as essential as skill performance to successful athletic participation.
Physical Education 5, Grade level 5
The fifth grade physical education curriculum is designed to help students develop motor competency in a variety of sports, as well as build on their overall fitness. Skill-based instruction in a variety of sports offer many opportunities for students to engage in learning the basic skills, proper technique and beginning the fundamentals of competitive play. A sequential progression of motor skills is introduced through exploration, sport-specific drills, guided practice, and small group game play. One unique aspect of the fifth grade physical education curriculum is the concept of student choice. Throughout the year students will be given the option to choose which activities and units they would like to explore. Healthy competition is encouraged, with the emphasis on the intrinsic satisfaction derived from one's personal growth. We celebrate success through their participation in daily activities and help them develop skills in teamwork, cooperation, leadership and fun.
Physical Education 6, Grade level 6
The goal of sixth grade physical education is designed for students to participate in healthy competition and skill based instruction. Skill-based instructional units will offer many opportunities for students to engage in learning the basic skills and beginning the fundamentals of competitive play through intramural competition. As a member of an intramural team students will learn the importance of leadership, collaboration, sportsmanship, resilience, and problem solving. Healthy competition is encouraged, with the emphasis on the intrinsic satisfaction derived from one's personal growth. Students build individual skills in a variety of sports and develop cardiovascular endurance that will help them prepare for an find success in our Middle School sports program in seventh and eighth grade.
MIDDLE SCHOOL
Middle School Physical Education/Athletics
The Holton-Arms Middle School program recognizes and responds to the unique characteristics of young adolescents in its instruction, activities, expectations, and goals. In Middle School, we seek to develop and strengthen fundamental skills in a variety of activities. Coaches encourage students to explore rather than specialize in athletic opportunities. Middle School athletics focus on teamwork, sportsmanship, healthy competition, responsibility, leadership, and building meaningful relationships.
Fall Season
Winter Season
Spring Season
Dance (MS Junior Orchesis)
Field Hockey
Soccer
Tennis
Volleyball
Cross Country
Fitness
Basketball
Dance (MS Junior Orchesis)
Fitness
Ice Hockey
Swimming
SPENGA
Indoor Track
Dance
Fitness
Lacrosse
Softball
Tennis
Track and Field
UPPER SCHOOL
The physical education instructional curriculum places major emphasis on developing lifetime habits of cardiovascular and physical fitness. The following minor courses are open to all students in grades 9-12 and can be repeated.
Must have completed swim competency test
Foundations of Fitness, Grade level: 9-12 Credit: 1 per trimester – offered during the school day.
Foundations of Fitness provides students with the concepts and skills which are basic to acquiring and maintaining physical fitness. Classes consist of a variety of strength and cardio activities where students work individually, with partners, or as a whole group. One of our main initiatives of Foundations is to introduce an assortment of workouts and lifelong love of fitness, to show the students that there are many ways to stay active. We understand that finding joy in working out is important so exploring the numerous avenues to achieve this is an area of focus. We want the students to walk away from the class with the ability to have confidence, utilize the weight room and various campus facilities on their own, and continue to use the equipment with proper safety precautions.
In this course, students will learn how to implement a comprehensive strength and conditioning program designed to target their personalized physical fitness goals. This course will utilize resistance and weight training in addition to cardiovascular elements. All students will gain a deeper understanding of their relationship with physical fitness as it relates to their overall health and well-being. This class is designed for students interested in building their fitness as well as athletes who are looking to prepare for upcoming seasons with sport specific needs.
Spenga will be divided into three components - spin/cycle, strength, and yoga. Each class will focus on one component and will rotate based on the schedule. Each component will be given equal time throughout the trimester. During spin/cycle class students will start by learning how to set up their bikes, basic form and technique, and developing an understanding of different terms. The yoga portion of the class will focus on learning basic yoga sequences through video and in-class demonstrations. During our strength classes, students will perform exercises using bodyweight, free weights, specialized equipment, and machines. Our main focus will be on technique and teaching students a variety of exercises so that they feel comfortable going into a weight room, entering a spin room or joining a yoga class.
This swimming course provides varying aquatic based activities to meet the needs of each student in the class. In addition, the concepts and skills needed to pass the swim competency test required for graduation will be taught to those that may need it. The swim test consists of 150 yards of nonstop swimming, jumping into the deep end, surfacing and treading water for two minutes.
Lifeguarding, Grade level: 9-12, offered outside of school for an added cost.
Interscholastic Athletic Program
Holton-Arms is a member of the Independent School League. Students grades 9-12 are eligible to tryout for an interscholastic team listed below. Teams are made based on skill level. Students who are selected to participate on one of the interscholastic sports teams as a player are granted one credit in physical education.
Dance
Physical Education credit may be received by participating in Dance classes. Please refer to the Dance and Drama section to see what classes are offered.
Sports
Fall Season
Winter Season
Spring Season
Varsity Cross Country
Varsity and Junior Varsity Field Hockey
Varsity and Junior Varsity Soccer
Varsity and Junior Varsity Tennis
Varsity and Junior Varsity Volleyball
Varsity and Junior Varsity Basketball
Winter Club Crew
Varsity Ice Hockey
Varsity Indoor Track
Varsity Swimming and Diving
Varsity and Novice Crew
Varsity Golf
Varsity and Junior Varsity Lacrosse
Varsity and Junior Varsity Softball
Spring Club Tennis
Varsity Track and Field
Physical Education FAQs
What is the physical education requirement for Upper School students?
Each Upper School student must complete six full credits. Four credits must be earned in the ninth and tenth grade year, and two in the eleventh and twelvth grade year. At least one credit their ninth and tenth grade year must be a strength based physical education class taken during the school day: Foundations of Fitness, Strength & Conditioning or SPENGA. All students must also pass a swim competency test prior to the second trimester of their senior year to graduate.
What courses are offered at the Upper School level?
Foundations of Fitness
Strength and Conditioning
SPENGA
Aquatic Fitness
Lifeguarding – offered outside of school at additional cost– NO credit
Dance - please refer to the Dance and Drama section for Dance offerings
Does Holton offer a physical education exemption for outside activities?
On occasion, special consideration is given to students intensely involved at an advanced level of physical activity not offered at Holton, and where practice and competition schedules leave very little study time. Permission and paperwork must be completed with the Athletic Director within the first week of the trimester.
What interscholastic sports are offered each season?
Fall - Cross Country, Field Hockey, Soccer, Tennis, Volleyball
Winter – Basketball, Swimming and Diving, Ice Hockey, Indoor Track
Spring – Crew, Lacrosse, Golf, Softball, Track and Field
What club sports are offered?
Winter Crew training, and Spring Tennis.
When do sport tryouts begin in the fall?
Monday, August 21, 2023 at 8 a.m. All fall athletes must be in attendance at preseason in order to participate.
When do practices occur?
Practices take place five days a week, typically from 3:45 - 5:45 p.m., and occasionally on Saturdays as well.
How are teams selected?
Teams are selected according to ability. Prior participation on a team still requires an individual to try-out, and one's year in school does not determine playing status or position.
What if I am involved on an outside team?
A number of our athletes participate on outside teams. Students communicate with their coaches and prioritize their Holton commitment over that of an outside team. Communication between the student and coach is essential to ensure the student-athlete has the best experience at Holton and on their outside team.
Does the Athletic Department assist students in exploring potential opportunities at the collegiate level?
Of Course! The Athletic Department offers a number of workshops throughout the year for students and parents to learn more about the college recruiting process and answer questions. The Athletic Department works closely with the College Counselors to fully support the process for our student-athletes. Holton coaches play a crucial role in assisting students throughout their recruiting journey. The athletic staff provides a Student and Parent Guide for the Student-Athlete. Individual meetings are scheduled with the Athletic Directors and coaches to assist in understanding and navigating the recruiting process.
In a world increasingly shaped by and comprehended in terms of science and technology, it is important that our students be prepared to understand, evaluate, and use the knowledge and methods of those disciplines. The science program seeks to teach basic scientific principles, skills, and habits of critical and analytical thinking through strong foundations of learning in the biological, physical, and environmental sciences. Students with high interest and ability have the opportunity to pursue these disciplines at advanced levels. We strive to instill in each student an awareness of her natural environment, including the principles and processes that govern it. We also hope to offer students the opportunity to explore problem solving through applications in forensics, engineering, robotics, computer programming and our Science Research Program.
Nine (9) Upper School credits, including Biology, are required for graduation. Most colleges now recommend 4 years of lab science.
A student typically takes one science course at a time for each of her four years. If a student is particularly interested in this discipline and has received the approval from her teachers, Class Dean, and Upper School Director, then she may consider doubling up in science after 9th grade depending on the course.
LOWER SCHOOL
Integrated Science 3, Grade level: 3
In Integrated Science, third graders are introduced to science as a way of knowing, as well as a process for gaining knowledge and understanding of the natural world. Third grade students are active learners, they "do" science. Throughout the year, they have the opportunity to use scientific inquiry and Above all, Integrated Science in the third grade seeks to ignite and enhance the sparks of curiosity and creativity in our youngest students.
Integrated Science 4, Grade level: 4
In Integrated Science, fourth graders continue to develop and hone their skills in the use of scientific inquiry as they further Fourth graders are also becoming more sophisticated in their ability to explain and describe scientific concepts. Speculation about their observations are encouraged, as is the ability to connect topics they are exploring to their own experiences. Ideally, Integrated Science inspires every fourth grader to love science as an area of study as it also promotes confidence in their ability to "do" science. The units taught serve as a launchpad for each student's curiosity, turning them into investigators and problem-solvers. This course builds upon the knowledge, skills, and concepts from Third Grade Integrated Science which enables students to gain a deeper understanding of scientific concepts.
Integrated Science 5, Grade level: 5
Fifth-grade general science is designed to build upon Lower School experiences and covers topics in life science, physical science, and computer science. In the investigation of these topics, students develop critical thinking skills by observing, questioning, inferring, identifying patterns and relationships, developing and supporting conclusions, and employing models to illustrate abstract concepts. Students also learn a variety of laboratory skills such as working cooperatively with partners, working independently, following directions, time management, safety within the laboratory, and data collection. To help each student be successful and enjoy science, students are taught scientific concepts experientially through experimentation, simulation, and observation. We encourage students to ask questions and take risks, additionally, concepts of technology, engineering, and math are interwoven seamlessly into the curriculum to develop and strengthen scientific process skills to support student learning, a variety of teaching methods are incorporated into each class.
Integrated Science 6, Grade level: 6
Integrated Science 6 is designed to prepare students for the advanced science courses they will be taking in Middle and High School. Building on skills learned in previous years, students gain confidence in their science abilities and find topics that they are interested in. Students practice the process of scientific inquiry, critical thinking, questioning, experimental design, observation, data collection, using and creating models, precise measurement, identifying and analyzing patterns, drawing and supporting conclusions, and communicating scientific information in creative and concise ways. Through a variety of interactive, student-centered labs, they will practice valuable laboratory skills, organization, collaboration, problem-solving, and communication. To create a love of science and technology in all students, topics from across the 6th-grade curriculum are woven into the science classroom, showing students how science has real-world applications and encouraging students to find their place in the scientific community. Integrated Science 6 is an Earth Science-based course, covering topics a variety of topics including the metric system, sound and light energy, weather, climate change, and space.
MIDDLE SCHOOL
Science 7, Grade level: 7
Seventh grade science is an integrated science course that will investigate aspects of Chemistry, Life Science, and Earth Science. Students study things as small as atoms to concepts as large as global climate. Each one of these areas of study not only encompasses scientific content but also includes related scientific skills and processes. Throughout the year, there is a focus on the development of lab skills, experimental design, and scientific writing, ultimately enabling students to complete independent laboratory experiments and write full lab reports.
Science 8, Grade level: 8
Eighth-grade science is a general science experience designed to demonstrate the integration of earth, physical sciences and biology. This exploratory course begins with a look at the internal organization of unicellular and multicellular organisms, with a focus on the systems of life. This leads to investigations of atomic structure, the periodic table, and compounds. Chemical reactions are studied using cellular processes including photosynthesis and cellular respiration. We then transfer this chemistry background into a unit on the chemistry of life, including a study of DNA. We continue our life science unit by studying mitosis, meiosis, Mendelian genetics, and heredity. Eighth grade students will end the year with a comparative biology investigation that will showcase their ability to synthesize the concepts of the year. Throughout the year, there is a focus on the development of lab skills, experimental design, and scientific writing, ultimately enabling students to complete independent laboratory experiments and write full lab reports.
UPPER SCHOOL
Upper School Sequence
There are many possible ways to fulfill science requirements.
Physics, Grade level: 9, Credits: 3
This is an introductory course that explores major topics in physics including fundamentals of waves, mechanics, matter, and thermodynamics. Students will apply basic algebra skills to problem-solving throughout this course. Student skills are taught and emphasized in this level of physics, and practice quizzes and review days are incorporated. Laboratory investigations allow hands-on explorations of the concepts and are an integral component of the student learning experience. Data analysis and graph interpretation are emphasized throughout. The course focuses on the application of skills and concepts rather than memorization.
This is a demanding introductory course that explores major topics in physics including fundamentals of waves, mechanics, matter, and thermodynamics. Students will apply advanced algebra skills in addition to the skills being learned concurrently in Geometry to problem solving throughout this course. Laboratory investigations and hands-on explorations of the concepts will be integral components of the student learning experience. Students must exhibit a willingness to take risks, learn from mistakes, and manage the uncertainty that comes from learning concepts through experimentation. The course focuses on application of skills and concepts rather than memorization. Units on matter and thermodynamics will help to prepare students for Chemistry or Chemistry Honors.
Geosciences, Grade level: 10 - 12, Credits:3
Geosciences is a lab based course that will focus on content from geology, oceanography, and meteorology to investigate, both qualitatively and quantitatively, the major earth systems (atmosphere, hydrosphere, lithosphere, biosphere) and their dynamic interrelationships. Students will gain a deep understanding of our changing planet. This course is open to 10th or 12th graders as their primary science and to 11th and 12th graders who would like to double up in science.
Chemistry, Grade level: 10, Credits: 3
Chemistry is a quantitative laboratory science in which students examine the composition and behavior of matter and the physical and chemical changes matter undergoes. The fundamental structure of atoms is used to understand interactions between matter, energy, and their environment. Analytical thinking, problem-solving, and laboratory experimentation are used to deepen and strengthen understanding of key topics. Units of study include: scientific measurement and problem solving, compound naming and formula writing, types of chemical reactions, stoichiometry, electron configurations, periodicity, chemical bonding, phases of matter, intermolecular forces, gas behavior, solution properties and concentration, thermochemistry, acids and bases, and nuclear chemistry. Laboratory skills and concise technical analysis are emphasized throughout the course.
This course begins with nomenclature and laboratory skills then gradually builds students' knowledge and ability to work with chemical quantities and chemical reactions. Designed for students with high motivation and strong mathematical skills, the course takes a rigorous and thematic approach addressing central topics in general inorganic chemistry with deliberate integrations of quantitative analysis and frequent laboratory experience. Students are assessed by unit through lab reports and other written assessments. Students also practice reading scientific articles and making a presentation on the topic chosen. Students are introduced to a full range of chemistry concepts in this fast-paced course which prepares them for advanced courses in chemistry and biology.
Biology 11 is a comprehensive view of the living environment. We begin at a micro level with biomolecules and cellular structures and processes. Then we build to studying heredity and inheritance by exploring the molecular basis of the gene through DNA, and heredity and evolution of populations. The last trimester we explore how animal body systems maintain homeostasis, and the classification of life, ending with the study of plant structure and diversity. Major activities in the course include scientific inquiry in the form of structured lab investigations, and group activities and projects to strengthen collaboration and more applied understanding of course topics.
In this course, students will learn about the science of life. We will study the structure and function of cells, genetics and heredity, DNA science, evolution, the diversity of life, plant and animal physiology and relationships between organisms and their environment. Not only will students study and explore these topics and their associated processes, but they will also make connections about how they are related, and how they apply to our daily lives. Through activities and investigations, students will strengthen their scientific skills of observation, questioning, proposing and testing hypotheses, and experimentation. Finally, students will develop and grow their skills of communication and collaboration through in-class discussions and projects.
Using reference materials such as Saferstein's Criminalistics, Deslich's and Funkhauser's Forensic Science and Henry Lee's Cracking Cases, students will explore introductory forensic science through a variety of class discussions, laboratory experiments/simulations and case analyses. Topics will include crime scenes, physical evidence, toxicology, fingerprints, and forensic serology. Students are assessed through tests, written critical analyses, and lab activities.
Microbiology (Winter Trimester), Grade Level: 11, 12, Credit: 1
Using Zimmermans' Killer Germs and Bergey's Determinative Guide, students will explore basic microbiology and infectious disease. The course will examine the common features of prokaryotes and other unicellular life including a survey of microbiology, virology, and parasitology. Students will keep regular lab journals chronicling their experiences with sterile technique, culturing methods, bacterial metabolism, classification and staining techniques. Research into global infectious disease is the culminating project of the course. (This course is required for students pursuing a science research internship in biological studies, but open to all eligible students)
Astronomy (Fall Trimester - asynchronous), Grades: 11, 12, Credit: 1
How did our solar system form? What is our place in the universe? Is Earth the only planet capable of sustaining life? What is the eventual fate of the Milky Way? In this trimester course, students will explore these answerable and unanswerable questions. They will get an overview of universal structures large and small, ranging from the pieces of our own solar system to stars and galaxies, and will learn how each component in the universe has formed and is evolving. Students will have the opportunity to work both individually and collaboratively to explore each part of the universe, even taking part in citizen science along the way.
When has scientific inquiry led people to challenge and question the status quo? Why has policy often lagged behind scientific findings related to the environment and public health? In this seminar-style course, students will study scientific theory and practice by learning to read and critique scientific literature. We will also explore diverse perspectives in STEM through an anti-racist lens, and examine key case studies at the intersection of science and policy. Together, we will discuss how these case studies are relevant today, and what challenges still exist for future scientific innovation. The course will end with a research project on a case study of the student's choice.
Molecular Biology (Spring trimester), Grades: 11, 12, Credit: 1
Molecular Biology will introduce students to the applied science of recombinant DNA, biotechnology, and how knowledge of DNA is informing the use of science in social, medical, legal, and environmental issues. Topics will include an analysis of DNA technologies including restriction enzymes digests, recombinant DNA technologies, Polymerase Chain Reaction, gel electrophoresis, and bacterial transformation. The bulk of the course focuses on laboratory techniques and hands-on activities. (This course is required for students pursuing a science research internship in biological studies, but open to all eligible students)
Introduction to Engineering is a project-based course where students learn about different types of engineering. Students work to solve problems faced by biomedical, civil, and architectural engineers. Basic concepts of the engineering design process, creativity, and teamwork are central to each activity. Students are engaged in hands-on experiences and learn through doing. The course relies on modeling, problem-solving, and documenting the progress of each project through write-ups and video. The course also discusses the ethical challenges faced by engineers and how technology can make an impact on society. Introduction to Engineering is designed to encourage problem solving and communication.
Will be offered if numbers allow:
In this advanced-level applied science course, students will examine and apply concepts from biology, chemistry, earth science, politics, economics, and global education. In addition to a traditional textbook, students read current events articles, and reports from the United Nations, federal agencies, and non-governmental organizations to learn scientific concepts in real-world contexts. In addition, students will listen to podcasts and watch films that highlight different perspectives on national and global issues. Students will complete authentic assessments throughout the course to demonstrate their understanding of course topics, including inquiry-based scientific investigations and a variety of multimedia projects. Some project examples include an endangered species TEDTalk applying their knowledge of ecosystem ecology, and the creation and development of infographics and podcasts on current event topics including population demographics and case studies in environmental justice, as well as developing a regional presentation for a town hall on specific kinds of energy development. In the projects, students have the opportunity to demonstrate mastery of the concepts, collaborate with their peers, and express their own thoughts about how we should address the needs of both people and the planet.
The Advanced Topics in Biology course is designed to be the equivalent of one introductory course usually taken by biology majors during their first year of college. Building on concepts learned in the first year of Biology, the course examines complex cell energetics, molecular biology, gene expression, evolutionary relationships, and biodiversity. Students will learn to synthesize and connect information through inquiry-based laboratory investigations, discussion-based case analyses and traditional assessments.
This course takes a thematic and empirical approach to exploring a range of techniques for analyzing chemicals in water solution. Inquiry-based lab investigations challenge students to answer a specific laboratory question using methods they have recently learned to use. Visible light spectrometry and titration are emphasized. Students also do experimental work with chromatography, buffers, reaction rates, and calorimetry. Laboratory challenges provide the setting for reviewing or learning pertinent topics to understand the chemical basis of each analytical technique.
Advanced Analytical Physics, Grade level: 12, Credits: 3
In this year-long advanced applied science course, students will build on what they learned in 9th grade Physics and delve deeply into material through hands-on experiments and application problems. Students will engage in real-world scenarios to solve problems ranging from one- and two-dimensional mechanics to waves to electrostatics. In-depth research, application, and practice in problem-solving will be central facets of the course. Major projects, labs, and assessments will allow students the chance to work individually and collaboratively to synthesize their knowledge and demonstrate mastery of each concept.
Science Research Program, Grade level: 11, Prerequisite: Permission of department; limited to up to 8 students, to be selected through an application, interview and permissions process. Credit: 1/3 (Pass/Fail)
The Science Research Program prepares students for a summer internship in a field of scientific study. Course registration initiates an application-based process including an interview with the science department, teacher and dean recommendations, and demonstration of student interest. Academic aptitude, social maturity, and emotional intelligence are considered for participation in the program. Students wishing to pursue a science research internship in a biomedical related field are required to take Molecular Biology and Microbiology (two separate trimester electives); students wishing to pursue an internship in an engineering or physical science lab are required to take Computer Programming and Robotics and either Astronomy or Seminar in Scientific Practice & Policy (two separate trimester electives). The coursework will help prepare the student for work in a professional research lab. Students will be placed under the supervision of an on-site supervisor, with whom she will collaborate to construct a plan for summer study. The time commitment for the internship is eight consecutive weeks to be decided upon by both student and mentor. The student must understand that seeking a science research internship is a priority, and thus it may not be possible to pursue other lengthy summer commitments in addition to the science research internship. At the end of the summer, the student will present her research at a poster session for the Upper School community.
It is increasingly obvious that the future of our world is digital, and coding languages are the backbone of that interconnected world. Computer skills are no longer just vocational but rather foundational. No matter what fields graduates enter, computer science is often among the skills necessary to succeed. Learning to code provides students with a rich foundation in integral thinking and problem solving skills that will be valuable for future success, regardless of the pursued discipline. The ability to write and understand code becomes more important in a world where computer programs underlie everything from business, marketing, science, and medicine, to the simplest basic daily activities. The rapid pace of technology change creates a need for students to be taught the underlying principles and concepts upon which digital technology is built. Believing in the strength, intellect and vitality of women in computing, the Computer Science Department teaches students how to leverage the power of the computer to implement algorithms for solving problems and engage in creative self-expression.
One (1) credit, can be earned by taking Introduction to Computer Science, Web Development, Computer Programming and Robotics, 2D-3D Computer-Aided Design or an approved CS course through One Schoolhouse. Credit must be earned in grades 9-12
LOWER SCHOOL
Computer Science 3, Grade level: 3
Computer Science in the third grade introduces students to basic computing terms and concepts, such as what are programs and algorithms, along with what is coding and how computer programs get bugs. Students learn to use computing systems in order to model attributes and behaviors associated with a concept. The accurate use of terminology, as well as the responsible use of technology is emphasized throughout the year. Computer Science introduces third graders to events (an action or occurrence detected by a program) when constructing algorithms. Typical events in third grade include human actions, such as clicking a mouse, or pressing a key, or system occurrences, such as a timer. Third graders learn to use block-based programming, as they develop basic programs that include sequences, loops, and events. Programming with Ozobots enables third graders to create programs based upon a wide range of combinations of four different colors.
Design Technology 3, Grade level: 3 third grade begins building a solid foundation of specific technical skills as well as habits of the mind for thinking critically, learning continuously and for designing, constructing, testing and improving solutions to all types of problems. Students learn to use science knowledge for background research, technology as a tool to find answers and solutions, the engineering design process to efficiently solve problems, and data analysis to examine ideas critically.
Computer Science 4, Grade level: 4
Computer Science in fourth grade focuses on constructing programs and utilizing algorithms to accomplish a task. Students continue to decompose larger problems into smaller tasks. In fourth grade, students begin to think about the impacts of computing and computing devices. The accurate use of terminology as well as the responsible use of technology will continue to be built upon. The foundational understanding of computing and the use of technology will be an integral component of successful acquisition of skills across content areas. Students continue to use block-based programming to develop basic programs that include sequences, loops and variables. Fourth graders learn how to design objects for 3D printing using Tinkercad and a simplified constructive solid geometry method of constructing models. Fourth graders also expand their programming by working with Spheros. Students again use a block-based, drag-and-drop interface to create a wide variety of actions and variables.
Design Technology 4, Grade level: 4 fourth grade continues to build a solid foundation of specific technical skills as well as habits of the mind for thinking critically, learning continuously and for designing, constructing, testing and improving solutions to all types of problems. Students continue to use science knowledge for background research, technology as a tool to find answers and solutions, the engineering design process to efficiently solve problems, and data analysis to examine ideas critically.
Computer Science 5, Grade level: 5
In fifth grade, students learn to code using Scratch. Through video tutorials and block based code, students learn to code interactive story books and video games. In conjunction with science, the students also learn to program Lego NV3 robots as a part of their human body project.
Design Technology 5, Grade level: 5
In fifth grade design technology, the major focus is to expose students to the design engineering process, build teamwork, develop communication methods, and deepen their knowledge regarding global and human impacts, and engineering standards. Students dig deep into the engineering design process, applying math, science, and technology to hands-on projects like improving an existing product, or by 3D printing solutions to design engineering challenges. By engaging in hands-on, real-world projects, students understand how the material covered in class can be applied in their everyday lives.
Design Technology Studio, Grade level: 6
Design Tech Studio is a STEAM (Science Technology Engineering the Arts & Mathematics) is a pre-engineering skills course that provides students with hands-on experience using the Design Thinking Process. Students explore and create with materials and tools that empower them to shape their environment, develop evaluation skills, and solve real-world problems. In Design Tech Studio, students work collaboratively with others, reflect thoughtfully about the Design Thinking Process, and are encouraged to embrace "failure" and push through design challenges with grit. Each project challenges students to practice and apply creativity, perseverance, and collaboration.
MIDDLE SCHOOL
Problem Solving Grade level: 7 (required)
This course is a highly interactive and collaborative introduction to the field of computer science, as framed within the broader pursuit of solving problems. Students develop and adopt a more formal, structured problem-solving process by reflecting on problems they have encountered, both in the classroom and everyday life. By working through a diverse set of problems, such as logic puzzles, engineering challenges, and planning a trip, students learn to identify different classes of problems, decompose large problems, and develop their personal problem-solving skills. The course concludes with students proposing an application that could be used to solve a problem they are passionate about.
Computational Thinking Grade level: 8 (required)
This course gives students an opportunity to strengthen their problem-solving and critical thinking skills through robotics challenges and programming exercises. Students apply computational thinking practices to breakdown complex problems, recognize patterns and make connections, identify important information, and create algorithms to solve problems. This course focuses on programming, modeling, and problem-solving explored through a variety of methods and programs including unplugged exercises. block-based programming, and more advanced text-based programming. The goal of this course is to build students' confidence in dealing with complexity, persistence in working with difficult problems, and tolerance for ambiguity. In addition, students will learn to approach open-ended problems and communicate and collaborate with others to achieve a common goal.
Art Tech Exploration, Grade level: 7-8
Art Tech Exploration is a project-based class where students will tackle one real-life design challenge within the trimester using lessons in art/design, science, technology, engineering, and math. This one trimester "STEAM" course (Science, Technology, Engineering, Art and Math) will build off of the Design Technology classes experienced in the Holton Lower School.
UPPER SCHOOL
Web Development (1 Trimester) Grades 9, 10, 11, 12; Credit: 1
In this course, students are challenged to design and develop intermediate-level web pages. Throughout the course, students are exposed to a number of coding challenges, which push their ability to collaborate, tinker, test, and refine their skills. Students will learn the proper use of several basic HTML tags, such as header, paragraph, and images, and list tags, as well as how to layer CSS elements on top of their semantic HTML knowledge. Diving into more complex topics, such as grid-layout hyperlinks, margins, classes, and IDs, students are challenged to move elements around their web page and create a multi-page website in groups. Some students take the course a step further, exploring the basics of JavaScript, an object-oriented programming language commonly used to create interactive effects within websites. At the end of the course, students compile their work to create a personal website they can share.
This Introduction to Computer Science is a course covering several different areas of computer science including the history of computer science, the digital divide, and a light introduction to programming. The course is highly collaborative and discussion-based with a handful of required readings. The programming portion of the course focuses on teaching core concepts using the JavaScript programming language and p5.js graphical library. Taking this class will help any student as they navigate an increasingly digital world.
2D and 3D Computer-Aided Design is an introductory course offered by the Computer Science Department that will empower students to create authentic artifacts and engage with a modern approach to design as a medium for creativity, collaboration, communication, and problem-solving. While CAD is not specifically a computer science topic, the ideas and material experienced in a course are very much in line with the approaches and goals of computer science as a field. This includes the Design Thinking process, parametric design, and iterative workflows.
The focus of this course will be programming, modeling, and problem solving explored through the use of student-built robots. Students will develop their technical problem-solving skills both with physical designs and building and through implementation of programs that drive the robot to use a variety of sensors to interact with the world around it. Students will have to consider problems, plan possible solutions, and finally implement and test their choices in a series of challenges that mimic real-world, modern day robotics issues.
Python Programming (Full Year) Grades 10, 11, 12; Credit: 3
This course aims to make students comfortable with the Python programming language and several of the key ideas in Computer Science and coding including data management, conditional statements, iteration, sorting and searching, classes and objects, and data structures. Students will apply these skills to strengthen their understanding and confidence, building increasingly complex programs to solve a variety of problems and challenges. Finally, students will explore graphical application development including GUI programming and other graphics concepts. Students leaving this course will have a strong foundation in programming and the confidence to apply it in the real world.
The World Languages Department seeks to nurture dialogue and culturally sensitive interaction with people of diverse languages, perspectives, and practices. Our main goal is for our students to communicate effectively in the target language, with respect and empathy, accounting for the thoughts, opinions, and norms of others. Every year, we work to bring in missing voices from different communities through the study of literature, history, the arts, and current events. We want our students to investigate and reflect through comparisons of cultures studied and their own and to share their voices.
The department promotes students to become self-directed learners and empowers students to Learn well, Live well, Lead well by strengthening their emotional, intellectual, physical, ethical, and social capacity rooted in diversity, equity, and inclusion; health and wellbeing; and global education.
The department leads inquiry-based curriculum that develops language proficiency through experiential and interdisciplinary projects with other departments, and partners with ACTFL (American Council on the Teaching of Foreign Languages) on assessment of biliteracy skills and proficiency and recognition of the value of language diversity.
Nine (9) credits in one language and the successful completion of level 3 are required for graduation.
Chinese
LOWER SCHOOL
Chinese 3, Grade level: 3
Third grade Chinese is a one trimester course to explore Chinese in collaboration with other trimester courses to explore French and Spanish. Students have an opportunity to experience a thematically organized curriculum in one trimester that encourages students to explore learning Chinese through songs, Chinese art and crafts, movements, Chinese cultural games, and hands-on activities. Students will develop speaking and listening skills and be exposed to Chinese characters. Cross-disciplines and technologies will be integrated into student learning. Students will develop their understanding of the Chinese language and culture through their studies.
Chinese 5, Grade level: 5
Through songs, games, video clips, voice recordings, hands-on activities, and the celebration of Chinese culture and holidays, students in Fifth grade Chinese class will be introduced to relevant listening and speaking skills that they can employ to interact with Chinese friends and local diverse communities. Students will build up their vocabulary and sentences and strengthen their communication skills through a theme-based curriculum. Students will engage in the active learning of themes such as greetings, family members, animals, colors, numbers and dates, food and drink items, daily living routines, and going places. Students will learn Chinese culture through studying Chinese classic poems, arts and crafts, and traditional holidays and customs.
Chinese 6, Grade level: 6
Sixth Grade Chinese is a beginning level course to develop a foundation for learning Chinese. Students learn the Chinese phonetic system of Pinyin and basic conversation for daily life. Students in Sixth grade Chinese class will be introduced to relevant listening and speaking skills that they can employ to interact with Chinese friends and local diverse communities. Over the course of the year we will be focused on helping students develop basic communicative Chinese skills. These skills comprise learning to: demonstrate listening comprehension, use new vocabulary, communicate orally comprehend text, use proper spelling, and apply basic sentence structures. Units' themes include: personal and public identities, families/communities, breakfast food items, telling time, daily schedule, hobbies, basic Chinese characters, school subjects and common places in the community. Students will continue studying Chinese culture through songs, games, video clips, arts and crafts, hands-on activities, and the celebration of traditional Chinese holidays.
MIDDLE SCHOOL
Chinese 1A Grade level: 7; Credits: 1.5
Chinese 1 A is a foundation course in the study of Chinese designed for students who start a world language in Middle School. Both Pinyin (a Chinese phonetic system) and characters (the writing system) will be taught so that students will be able to communicate both orally and in written form in essential everyday life situations. Students will develop both writing skills, hand writing characters and keyboarding. Students will develop their understanding of Chinese culture and gain knowledge through Chinese arts and crafts, songs, movies, comprehensive projects and cultural events including celebrations of Chinese holidays.
Chinese 1B Grade level: 8; Prerequisite: Chinese 1A; Credits: 1.5
The primary goal of Chinese 1B is to build upon the content covered in Chinese 1A and continue to lay a solid foundation in oral communication and writing skills for learning at higher levels. The course places a great emphasis on Chinese culture and engages students in research and group projects on such topics as calligraphy, Chinese cooking, and the history of China. Students read "American Born Chinese" by Gene Luen Yang to explore stereotypes and how difficult for the minoritized population to fit in.
UPPER SCHOOL
Chinese I Grade level: 9-12; Credits: 3
Chinese 1 is an introductory course designed for Upper School students who are either beginning learners or do not have a sufficient background in language to enroll in Chinese 2. Both Pinyin (a Chinese phonetic system) and characters (the writing system) will be taught so that students will be able to communicate both orally and in written form in most essential everyday life situations. Students will celebrate Chinese holidays and engage in other hands-on activities to explore different aspects of Chinese culture. The course is offered only if there is sufficient enrollment.
Chinese 2 reinforces and further develops the skills acquired in Chinese 1 or Chinese 1A and 1B of Middle School. Students tackle more grammatical features and expressions that are Chinese-specific and expand their vocabulary to increase the ability to communicate in Chinese. The development of oral proficiency continues to be a key component of the learning process. Exploration of a changing China in the 20th and 21st centuries, as well as its cultural traditions, is incorporated into learning through research projects, videos, and short stories.
Chinese 3 Grade level: 10-12; Prerequisite: Chinese 2; Credits: 3
Chinese 3 further develops the knowledge and skills acquired in Chinese 1 and mastery of the core of Chinese grammar.
Chinese 3 Honors further develop the knowledge and skills acquired in Chinese mastery of the core of Chinese grammar. Students are expected to meet higher standards on their course work in the target language and demonstrate a strong ability to apply the content, skills and cultural concepts learned. Chinese is the predominant language of instruction and learning in the classroom.
Chinese 4 Grade level: 10-12; Prerequisite: Chinese 3; Credits: 3
Chinese 4 is designed for the students who have successfully completed the study of Chinese at the intermediate level. Using the themes that bear much relevance to students' lives and Chinese culture as the contexts for learning, the course introduces complex sentence structures and builds a significantly larger vocabulary to increase the depth and expressiveness of communication. Students are engaged in the communication tasks that not only develop oral proficiency but also require integration of all four skills - listening, reading, speaking and writing.
See Chinese 4 for a general description. The course is recommended for the students who have demonstrated the potential to gain a solid mastery of its content and intend to take a course at the next level in their senior year. Students will follow the same curriculum designed for the non-honors class, but will develop their skills in listening, speaking, reading and writing in depth and train to communicate fluently in the Chinese language. They will also work to acquire the knowledge of specific aspects of the Chinese culture and be able to present the acquired knowledge effectively in the target language.
Chinese 5 Grade level: 10-12; Prerequisite: Chinese 4; Credits: 3
Chinese 5 is an advanced course designed for the students who have successfully completed the study of intermediate-high level Chinese in the previous year. It trains the students to increase depth and expressiveness of communication in a variety of personal, social, and cultural settings. Classes engage students in producing discourses on a range of topics in the descriptive, narrative and evaluative modes of expression and in developing insights into the Chinese cultural and social values through discussions and presentations.
Chinese 5 Honors is offered to qualified and motivated students who are prepared to engage in an intensive study of the Chinese language and culture. The course is to sharpen students' language proficiency and deepen their cultural inquiry through substantial exposure to films and literary works in Chinese and translation. Each thematic unit of the course uses a combination of textual, cinematic, and auditory materials to build effective communication skills in Chinese. It also places an equal emphasis on developing an empathetic understanding of the Chinese culture, both traditional and changing, through exploring the multiple facets of ordinary people's lives in China.
French
LOWER SCHOOL
French, Grade level: 3 and 4
The third and fourth grades are part of a two-year World Language program that offers Lower School students the opportunity to explore two romance languages, French and SpanishFrench, Grade level: 5
Fifth-grade students explore the French language structures with specific communicative skills. Daily language practice and review are implemented in the classroom to build upon a solid foundation of their building language skills: writing, speaking and listening. They learn with the Q-talk method in which translation is eliminated and students learn intuitively as natives do. Language is presented and learned in a meaningful context rather than in isolation. In this student-centered learning environment, they are able to produce spontaneous culturally authentic dialogues that can be easily transferred into everyday life situations.
French, Grade level: 6
The sixth-grade students develop proficiency through speaking, listening, understanding, writing, and reading in French. They learn new sentence structures and vocabulary skills including infinitives, conjugations of verbs in the present tense, pronouns, articles, and recognizing cognates among many others. Everyday dialogue practice is an essential part of their learning experience. Students also research French-speaking countries around the world and learn of their diverse history through a multitude of lenses that replace an ethnocentric one. They also create ePortfolio projects, choose a meta category, reflect on their work and make meaningful connections to their language learning.
MIDDLE SCHOOL
French 1A Grade level: 7 Credits: 1.5
French 1A builds on the skills acquired in lower school to solidify students' language foundation. They continue to develop communicative proficiency as well as cultural awareness. Projects and assessments are designed to ensure that students develop the appropriate skills to communicate using French purposefully in authentic situations. There are frequent learning checks and guided activities. Students work individually, in pairs, or in small groups to exchange information, explore texts, watch videos, develop scripts, rehearse dialogues, play games, or tackle and practice a specific grammar point. Themes revolve around self, school, friends, family, activities, and community.
French 1B Grade level: 8; Prerequisite: French 1A; Credits: 1.5
French 1B is designed to deepen and reinforce students' previous language acquisitions. They continue to practice communicating orally and in writing in the past, present, and future tenses using increasingly complex structures. They gain perspectives on the Francophone world to develop respect and openness to others.
UPPER SCHOOL
French 1 Grade level: 9-11; Credits: 3
French I is an introductory course designed for Upper School students who are either beginning French learners or whose background in the language is insufficient to enable them to enroll in a second-level French course. Students are introduced to the Francophone culture and learn basic vocabulary and grammar structures that enable them to communicate and engage in simple conversations about daily life. They study the present tense and the past tense of regular verbs. This class is offered only if there is sufficient enrollment.
French 2 Grade level: 9-12; Prerequisite: French 1B or French 1; Credits: 3
French 2 builds on the skills acquired in French 1 to solidify and expand students' language acquisition. Learners continue to work toward developing a functional proficiency in French, and an understanding of and appreciation for other cultures. Through thematic units and projects students deepen and grow their speaking, listening, reading, and writing skills to communicate purposefully in authentic situations, and to gain perspectives on the Francophone world. There are frequent learning checks and guided activities.
French 3 Grade level: 10-12; Prerequisite: French 2; Credits: 3
French 3 is a course for students who have satisfactorily completed two levels of French and who wish to increase their communicative competence in French. Emphasis is put on strengthening students' ability to communicate and function effectively in a wide variety
French 3 Honors is a course for students who have satisfactorily completed two levels of French and who wish to increase their communicative competence in French. Emphasis is put on strengthening students' ability to communicate and function effectively in a wide variety Elements of advanced courses are included, the class follows a discussion format, and complete immersion is expected.
French 4: French Conversation and Composition Grade level: 11, 12; Prerequisite: French 3 or its equivalent; Credits: 3
French 4 is a course for students who have satisfactorily completed three levels of French and who wish to increase their communicative competence. The intensive development of communicative competence in French is oriented around the investigation and discussions of a theme or themes culturally relevant to French or Francophone societies. Emphasis is put on the continued development of spoken and written expressions in the French language through readings and discussions of cultural materials. Conversations and compositions in French are integral part of the course. Culture is emphasized throughout the year, as well as reinforcement of grammar.
French 4 Honors is a course for students who have successfully completed French 3 or 3H. Students are exposed to the study of cultural topics and more complex language structures through francophone literature, films, current events and world challenges. The intensive development of communicative competence in French is oriented around the investigation and discussions of a theme or themes culturally relevant to French or Francophone societies. Emphasis is put on a continued development of spoken and written expressions in the French language through readings and discussions of civilization and cultural materials. Projects and presentations are an integral part of this course. Students are trained in aural, oral, and written exercises.
French 5 is a course for students who have satisfactorily completed four levels of French and who wish to pursue their study of the language and its culture. The focus of this course is to expand and enrich the students' knowledge of French and Francophone countries through movies, with emphasis placed on spontaneous use of the language. It is offered only if there is sufficient enrollment.
French 5H is a course for students who have satisfactorily completed four levels of Honors French and who wish to pursue their study of the language and its culture. The focus of this course is to expand and enrich the students' knowledge of French and Francophone countries through movies, with emphasis placed on spontaneous use of the language.It is offered only if there is sufficient enrollment.
Latin
MIDDLE SCHOOL
Latin 1A Grade level: 7 Credits: 1.5
Studying Latin provides the opportunity to explore the incredibly diverse world of the ancient Roman empire while learning the language that has served as the template for many modern languages. In Latin 1A, a story-based reading approach will introduce students to the basic workings of the Latin language and encourage reading proficiency. Activities and projects will foster writing, speaking, and listening skills as well, and we'll examine the close connections between English and Latin vocabulary. We will also seek out the stories of those who have been underrepresented or largely ignored, and we will employ our critical thinking skills as we search for a more comprehensive and authentic perspective of this fascinating time in history.
Latin 1B Grade level: 8; Prerequisite: Latin 1A; Credits: 1.5
Latin 1B picks up where Latin 1A left off, and the goals are much the same. Students will continue to build their foundation in Latin grammar while they travel throughout the Roman empire and view the expansion from different perspectives. Through passages and dialogues, students continue to develop their ability to read, understand, and translate simple and complex Latin sentences. Students use their expanding Latin vocabulary to facilitate their understanding, and they continue to strengthen their understanding of English by examining the connections in word origins. Projects provide opportunities for students to demonstrate their understanding of various cultural and historical topics such as travel, communication, and elections in the ancient world.
UPPER SCHOOL
Latin 1 Grade level: 9-11; Credits: 3
Latin I is for students who begin the study of the Latin language and Roman culture in the Upper School. They learn grammar and vocabulary through reading and doing exercises from a text-based on the adventures of a Roman family. There is a significant emphasis on the relationship of Latin to English vocabulary and grammar and on showing the connections between the ancient and modern worlds. The course is offered only if there is sufficient enrollment.
In Latin 2, students complete the study of basic grammar through reading and exercises. They learn about daily life in Rome and follow the political struggles as Romans faced the dissolution of the republic and the establishment of the Empire. There is significant emphasis on the relationship of Latin to English vocabulary and grammar and emphasis on showing the connections between the ancient and modern worlds.
In this course, students make the transition from reading the adapted passages and dialogues found in grammar texts to working with authentic Latin literature. Students further develop their translating skills by reading unaltered Latin with the support of commentaries; units include prose and poetry from a variety of authors. By studying the rhetorical, poetic, and metrical devices employed by each author, students are able to gain a deeper understanding of and appreciation for each work. They are also charged with considering each author's personal background as well as the complex historical and political climate in which they lived. Singing poetry in its meter is an important (and fun!) endeavor for this level, and projects allow students to explore topics such as Roman religious practices, communication, and art.
See Latin 3: Roman Prose and Poetry for a general description. Students who have opted for the Honors designation will attend the same class as non-honors students, but will meet additional areas of challenge, including fewer resources on assessments; additional sight-reading opportunities; translation of extra lines of a passage; demonstrating a higher level of analysis of the texts; and providing thoughtful exploration and examination of themes and contexts.
The Latin Pathways 4 & 5 courses follow two distinct maps of curriculum, offered in alternating years. Each path allows students to explore a range of authors, from the well-known writers of the Augustan era to those whose voices and works provide a perspective of Latin that reaches beyond the traditional canon. There is a strong emphasis on context building, analysis, and interpretation while examining works through the lens of a particular theme. Time is also allotted to practice reading for comprehension, expanding vocabulary, and reviewing grammar. An emphasis on poetry will allow students to build both facility with interpretation and a command of the vocabulary of poetic criticism. Projects (both small and large) will encourage students to explore and develop their particular interests.
See Latin Pathways 4 & 5 for a general description. Students who have opted for the Honors designation will attend the same class as non-honors students, but will meet additional areas of challenge, including fewer resources (vocabulary) on assessments; additional sight-reading opportunities; translations of extra lines of a passage; demonstrating a higher level of analysis of the texts, and providing thoughtful exploration and examination of themes and contexts.
Spanish
LOWER SCHOOL
Spanish, Grade level: 3 and 4
The third and fourth grades are part of a two-year World Language program that offers Lower School students the opportunity to explore two romance languages, Spanish and FrenchSpanish, Grade level: 5
In this course, fifth-grade students learn basic vocabulary and develop their knowledge of grammar and its proper implementation in simple communicative situations. They enjoy a multi-modal approach to learning a new language while solidifying their Spanish foundation. Every Spanish activity includes four integrated areas: reading, writing, speaking, and listening. Spanish is the primary language used by the teacher and students. Our Reading Program starts in fifth-grade and itSpanish, Grade level: 6
This course focuses on communication. While grammar and vocabulary are essential tools for communication, this course provides students with the opportunity of learning how to communicate in meaningful and appropriate ways in Spanish. Students engage in conversations, provide and obtain information, and express feelings and emotions using Spanish. They explore various Spanish-speaking communities and learn about the nature of the Spanish language and the concept of culture. Our Reading ProgramMIDDLE SCHOOL
Spanish 1A, Grade level: 7 Credits: 1.5
Spanish 1A is an introductory course for beginners and advanced beginners in which students learn basic vocabulary and grammar concepts relevant to daily life and beyond. Students are introduced to reading, writing, speaking, and listening in numerous contexts that emphasize their growth in these areas through exposure to authentic material, cultural comparisons, and hands-on learning experiences. Students also learn about the cultures of the Spanish-speaking world with a view toward developing their global competency skills.
Spanish 1B, Grade level: 8; Prerequisite: Spanish 1A; Credits: 1.5
Spanish 1B builds on the themes and concepts introduced in Spanish 1A. This course further develops student skills in listening, reading, speaking, and writing through exposure to higher-level authentic material. Furthermore, students learn about the racial and cultural diversity of the Spanish-speaking world through a specific emphasis on "afrolatinidad." Finally, students engage in written, presentational and interactive activities that aim to prepare them for the transition into upper school Spanish.
UPPER SCHOOL
Spanish I, Grade level: 9-11 Credits: 3
Spanish I is an introductory course designed for Upper School students who are either beginning Spanish learners or whose background in the language is insufficient for them to enroll in Spanish 2. The course will focus on building basic vocabulary, learning communication skills, and using different strategies to convey meaning and develop an appreciation of the Hispanic culture. Upon successful completion of this course, students will be able to communicate with ease basic facts and ideas in Spanish, both verbally and in writing. The course is offered only if there is sufficient enrollment.
Spanish 2 is a novice-high to an intermediate-low level course. Students are expected to have mastered the vocabulary and grammar points learned in Spanish 1 (1A/1B) to be able to succeed in this course. Students will work extensively in acquiring vocabulary and developing a grammar foundation to improve their communication skills in listening, speaking, reading, and writing in Spanish. Students will be exposed to the different cultures of the Spanish world so that they learn to identify them and explore their interconnectedness. Students will start reading articles, short stories, and poems as an introduction to Hispanic literature. Technology will be used to enhance daily instruction and extended language practice to facilitate learning both inside and outside the classroom.
Spanish 3, Grade level: 10-12; Prerequisite: Spanish 2; Credits: 3
Spanish 3 is an intermediate-level course. Students work extensively on grammar and vocabulary and continue to develop their communication skills through listening, speaking, reading, and writing in the target language. Students expand their knowledge and understanding of the Spanish-speaking world while improving self-expression and comprehension through the use of adapted media and literary sources.
This course is designed for students who show proficiency in the content learned in Spanish 1 (1A/1B) and Spanish 2. This course is intended to prepare students to continue progressing into an advanced proficiency level in Spanish. Students will engage in communicative activities that require working cooperatively and at an accelerated pace using the four language skills in the three modes of communication: Interpretive, interpersonal, and presentational. The course will focus on improving students' ability to comprehend the language from different authentic and adapted sources through the study of classic and contemporary Latin American literature from well-known authors. Students will gain a better understanding of Latin American societies today as they explore the contributions, belief systems, and cultural practices of the Aztecs, the Incas, and the Mayans. The daily use of technology will enhance the student experience in using the language both inside and outside the classroom.
Spanish 4 is an advanced course for students who have completed three years of Spanish language study. It focuses on building communication skills while developing a deeper cultural understanding of the Hispanic culture. Students utilize a variety of sources to explore the rich diversity of Spanish-speaking communities in Latin America, the U.S., and Spain. Projects are integral to this course to help students further develop their aural, oral, and written proficiency. Upon successful completion, students will be able to communicate with ease in Spanish.
Students taking this course are interested in continuing an in-depth study of the language and further developing their communicative and reading skills in Spanish. Students read a variety of authors whose work reflects the diversity of Spain, Latin America, and the U.S. Hispanic population. They also review the more advanced grammatical topics. Students taking this course will achieve a high level of mastery of grammatical topics covered in previous levels and will demonstrate the ability to revise their own work effectively. Projects and presentations are an integral part of this course. Students are trained in aural, oral, and written exercises.
Spanish 5 is designed for students who have successfully completed Spanish 4 and who wish to pursue their study of the Spanish language and culture at the non-honors level. This course will focus on using the media to delve into the study of different historical contexts and their connection to current events of various Spanish-speaking communities in Latin America, Spain, and the U.S.A. The class follows a discussion format and students will be engaged in activities that require a high level of proficiency in language production.
Spanish 5 Honors: Spain and USA in the 20th and 21st centuries, through Films and Media, Grade level: 12; Prerequisite: Spanish 4 Honors and approval of the World Language Department; Credits: 3
Spanish 5 Honors, is an advanced Spanish course devoted to expanding the student's knowledge of the language and culture of Spain through excerpts from novels and plays, movies, short stories, literary and journalistic articles, websites, and television programs. In this course, "Culture of Spain:20th and 21st centuries, through cinema, theater, arts, and the press". Students will learn about the culture and development of Spain through the study and analysis of the historical, artistic, and social events in these two centuries. The materials and program activities will allow students to develop critical thinking, collaboration, and empathy toward other cultures and identities. The movies, short stories, videos, and the students' projects will provide many opportunities for the students to maintain, develop and improve their language skills. Projects and presentations are an integral part of the student learning process.
Spanish Seminar is designed for seniors with advanced language proficiency (heritage and non-heritage learners) who wish to explore Latin American social challenges through the study of literary works from renowned authors. The course is divided into three main thematic modules and will follow a discussion format. Complete immersion is expected. A final capstone project will allow each student to present their findings of a research topic of their choice. The course is offered only if there is sufficient enrollment.
SPANISH ELECTIVES
Miradas has the singularity of using short fictional films as the main resource. The Academy of Motion Picture Arts and Sciences defines a short film as "an original motion picture that has a running time of 40 minutes or less". Short films are both engaging and authentic; offering experiences close to real life, and real use of living language. Students receive comprehensible input and build listening skills and engage in authentic communicative opportunities. Short films also stress cultural competency and the ability to make connections as students expand their cultural knowledge, and recognize diverse viewpoints and lifestyles.
Explore Upper School Courses by Grade:
2023-2024 Graduation Requirements
World Languages (9 credits in one language; successful completion of level 3)
History and the Social Sciences (9 credits - The Historian's Craft, US History: Perspectives and Experiences, Global History Since 1900)
Mathematics (9 credits, 3 of which are Algebra 2 and Trigonometry, in Upper School. Summer work will not count toward graduation credits)
Pure & Applied Sciences (9 credits, including Biology and 6 additional credits in Upper School science, the final 3credits can be earned through a One Schoolhouse school year class, not through summer course work; 3 credits of science must be earned during grade 9)
Physical Education (6 credits, 1 credit for each trimester or season by taking physical education or dance classes or participating on interscholastic teams in Upper School; 4 credits must be earned during freshman and sophomore years; 2 of the credits must be taken during junior or senior year. Students are required to take Fundamentals of P.E. by the end of grade 10)
Fine and Performing Arts (4 credits in Art, Music, Drama, or Dance if not taken for P.E. credit)
Computer Science (1 credit, can be earned by taking Introduction to Computer Science, Web Development, Computer Programming and Robotics, 2D-3D Computer-Aided Design, or an approved CS course through One Schoolhouse. Credit must be earned in grades 9-12 )
The minimum course load in grade 9 is five major courses. In grades 10 through 12, the minimum load is four major courses each trimester. The recommended course load for most students is five majors.
Students may take an additional sixth major with permission of the Upper School Director, although carrying additional academic classes is not advised.
To graduate, a student must have a 70 average in each of her last two years, and her final grade in Senior English must be at least a 70.
Other Programmatic Graduation Requirements
Community Engagement
Class of 2024
Prior to senior year, students will complete 50 hours of direct engagement addressing a community need(s). Students may begin during the summer between grades 8 and 9.
Class of 2025 and beyond
All Upper School students are required to complete 50 hours of community engagement for graduation. The total number of hours must be completed before entering Senior year. Please note, you may do more if you choose to, but you will still be expected to complete the required hours per year.
At least 40 hours of these hours must be completed at the same location, this is called "The 40-Hour Project." This project must address a specific community need. A "need" is the gap between what is and what should be. This can be felt by an individual, a group or an entire community.
All community engagement hours must be direct engagement. Direct engagement is defined as students' interaction with the recipients of the project or the physical environment they have targeted for improvement. This differs from indirect engagement, channeling resources to a need. For example, serving the homeless at a soup kitchen (direct) versus holding a canned food drive for a local food pantry (indirect). Therefore, drives, fundraisers, 5k's, etc. will not count towards the graduation requirement.
Swimming Competency
Students must pass a swimming competency test by the end of the first trimester of the senior year | eng | 10e5be85-5be5-4b39-9498-dd2346537251 | https://www.holton-arms.edu/scholar/course-of-study |
How to Help Seniors Manage Seasonal Depression
24 Jul How to Help Seniors Manage Seasonal Depression
Seeing summer fade away and the first colorful leaves of fall appear is an exciting time for many of us – the kids go back to school and the holidays are on the way. For seniors in a nursing home, though, the advent of a new season could be a time of sadness or depression. SAD, or Seasonal Affective Disorder, can impact people of all ages, but seniors are particularly hard hit, according to the National Institute of Mental Health.
What is Seasonal Affective Disorder?
This form of depression is prevalent in fall and winter and may be totally absent in the longer days of summer and spring, especially in a variable climate like BIg Bear and Lake Arrowhead. SAD can leave your senior feeling depressed and alone; the signs are similar to ordinary depression, but occur each year like clockwork. Seniors can be misdiagnosed, so it is important to consider SAD if your loved one is feeling fatigued and not up to their usual level of activity. Shorter days, less sunlight and even fewer visitors to the care home (as family members return to school and work) can contribute to SAD as well.
The lack of sunlight is considered a primary cause of SAD. Shorter days and inclement or cold weather mean less time in the sun – and less Vitamin D. A Lake Arrowhead senior experiencing SAD could lose interest in socializing and hobbies and even alter their sleeping patterns. If you see the signs of SAD and they linger for more than a week or so, it is time to investigate more thoroughly.
Help for SAD Seniors
Talk to your loved one's doctor about SAD and about the symptoms your senior is experiencing. While the effects of SAD can be profound, the interventions available are easily implemented in the assisted living setting and are swiftly effective. You may be advised to try one or more or the following:
Spend time outdoors: Lack of sunlight is a primary factor in SAD, so getting outside for a walk, even a slow one to accommodate a senior's elder care needs, can combat the condition. If your senior is able, this can also be a valuable bonding time for the two of you.
Phototherapy: Lights are used to simulate sunlight and longer days. Personal devices or room lighting can be used and help your loved one get the light they need to avoid SAD.
Vitamin D: Your doctor could recommend a Vitamin D supplement to help your loved one cope with the changing season. Depending on the other medications your loved one takes and any medical conditions they have, this could be a fast and easy remedy.
The arrival of cool weather does not mean that your loved one needs to struggle with seasonal depression. Being aware of the possibility and available remedies can help you both feel better, year round. | eng | 88afcb38-ed54-41ea-855d-944427cc788c | https://pacific-pines.com/help-seniors-manage-seasonal-depression/ |
Synopsis Research Brief #13: COVID-19 is highly contagious. Transmission during the presymptomatic and early symptom phases, such as occurs with the influenza virus, could make it difficult to institute effective quarantine procedures. These researchers from China studied the temporal pattern of viral shedding in 94 patients who tested positive for COVID, and they modeled viral shedding in another 77 infector-infectee transmission pairs. The 94 COVID-19 patients had a total of 414 throat cultures for COVID-19 from symptom onset to 32 days after onset. The greatest viral load shedding was at the time of symptom onset, and the authors surmise that infectiousness peaks at or before symptom onset. In the study of 77 infector-infectee pairs, based on epidemiologic modeling and a mean incubation period of 5.2 days, the authors inferred that infectiousness starts 2.3 days before symptom onset with a peak infectiousness at 0.7 days prior to symptom onset. They estimated that 44% of the secondary cases they studied were infected during the presymptomatic phase of the person who infected them. The researchers conclude that there is substantial presymptomatic transmission of COVID-19.
John Hickner, MD, MS Professor Emeritus Dept of Family Medicine Michigan State University East Lansing, MI | eng | fa5a0f41-f123-4043-ab6e-0579072332f0 | https://cwsuat.essentialevidenceplus.com/content/poem/220508 |
Petzl Actik Lamp · Black
Ask a camping expert a question about this product
What should I compare this to?
What's a cheaper option?
What's a more premium option?
Is this right for me?
Can you show me more like this?
Ask your own question
Product details
| eng | d849afc3-fbcf-4ea8-898d-118e05037413 | https://www.curated.com/products/2954925/petzl-actik-lamp-black |
When three baby owls awake one night to find their mother gone, they can't help but wonder where she is. Stunning illustrations from unique and striking perspectives capture the owls as they worry about their mother: What is she doing? When will she be back? What scary things move all around them? Not surprisingly, a joyous flapping and dancing and bouncing greets her return, lending a celebratory tone to the ending of this comforting tale. Never...
Nancy Elizabeth Wallace has done it again with her adorable three dimensional artwork created with cut paper, scissors, and a glue stick. She invites children to enter an alphabet house and join a family of bunnies as they look for familiar objects starting with the letters A to Z. An almost wordless text makes Alphabet House a great introduction to visual literacy.
A brand-new batch of rubber ducks is loaded onto a ship and sent off to be delivered to children everywhere. But when a storm strikes, 10 little ducks are tossed into the sea and swept away in 10 different directions -- with some wonderfully unexpected adventures along the way. Come ride the waves as legendary children's book author and illustrator Eric Carle explores numbers, directions, opposites, geography, animals, and more in an extraordinary...
Throughout the school day, the teacher helps Llama Llama and the other children practice their letters, shows word cards, reads stories, and brings them to the library where they can all choose a favorite book. By the end of the day, Llama Llama is recognizing words and can't wait to show Mama Llama that he's becoming a reader! | eng | a9b8c176-db5b-43f9-b400-9aaa5a997386 | https://ins.swanlibraries.net/MyAccount/MyList/3781 |
Leave a Message
Attach FilesPlease select file
The difference between powder spraying and oil spraying
October 31, 2023
The difference between powder spraying and oil spraying
Powder Coating and Oil Coating are two different surface coating and coating technologies. They have important differences in coating materials, processes and performance. Here are the main differences between them:
1. Coating material:
Powder spraying: Powder spraying uses solid powder coatings, usually composed of resins, pigments and other additives. These powder pigments do not need to be diluted or evaporated before painting because they are solid.
Oil spraying: Oil spraying uses liquid paint that usually needs to be diluted to the proper viscosity before application. Liquid paint usually consists of organic solvents and pigments.
2. Coating process:
Powder spraying: The process of powder spraying involves spraying powder coating evenly onto the surface of the workpiece, usually using electrostatic adsorption or electric charge to attract the powder particles, and then curing it in a drying chamber. The process of curing involves heating so that the powder particles melt and adhere to the surface to form a strong coating.
Oil spraying: The process of oil spraying involves spraying liquid paint onto the surface of a workpiece, usually using a spray gun or spray equipment. After liquid paint is sprayed on a surface, it needs time to evaporate the organic solvent and usually needs to dry or cure in the air.
3. Environment and health:
Powder spraying: Powder spraying is generally more environmentally friendly because it contains no organic solvents and no volatile organic compounds (VOCs) are released in the process. This helps reduce air pollution and improves the safety of the work environment.
Oil spraying: Oil spraying may release organic solvents and VOCs, which may pose potential risks to the environment and worker health. Therefore, measures are often required to reduce these emissions.
4. Coating performance:
Powder-coated: Powder-coated coatings are generally more resistant to wear, corrosion, and chemicals, and have better scratch resistance. They also provide uniform coating thickness.
Oil Spray: The performance of oil spray coatings depends on the type and quality of paint used. They may require more maintenance and are not as durable as powder-coated coatings in some applications.
5. Appearance:
Powder-coated: Powder-coated coatings typically provide a uniform, smooth, semi-gloss or glossy appearance. They can achieve a variety of colors and effects.
Oil Sprayed: The appearance of an oil-sprayed coating can be customized depending on the paint used, allowing for different gloss levels, colors and textures.
In summary, powder spraying and oil spraying are two different methods of painting and coating technology, which are suitable for different types of applications and have different characteristics and effects. The choice of technology usually depends on the requirements and nature of the workpiece and the desired coating properties. | eng | a1a883b2-0313-4b9b-b5a8-81d6a9abd033 | https://www.parts-cnc.com/news/the-difference-between-powder-spraying-and-oil-spraying-158785.html |
Following a six month grace period, California has begun enforcing its new privacy regulation, effective July 1.
The California Consumer Protection Act (CCPA) was signed into law on January 1. Similar to the EU's GDPR, the CCPA is a robust set of laws designed to protect individual privacy and give consumers more control over the data companies collect about them. Companies were given a six month grace period before enforcement began, but that grace period ended on June 30.
The CCPA likely impacts more companies than many realize. It directly applies to companies that do $25 million in annual revenue, companies that derive at least half of their revenue from selling their customers' data or companies that collect data on at least 50,000 individuals.
Potential penalties are high enough to ensure compliance. Non-intentional violations could cost as much as $2,500 per incident, while intentional violations could cost as much as $7,500.
While many companies have struggled to be ready for the new law, privacy advocates have praised it for protecting the interests of consumers. | eng | bf47b2ba-9eb2-44a0-8dd5-0d535e94fa21 | https://www.webpronews.com/california-begins-enforcing-new-privacy-law/ |
Chicago Neighborhoods: Millennium Park
Millennium Park is situated at the northern edge of Grant Park, and opened in 2004 to quickly become one of Chicago's most popular attractions. The architecturally distinctive park hosts hundreds of free concerts and programs in Frank Gehry's stunning Jay Pritzker Pavilion. Innovative pieces of public art, like Jaume Plensa's Crown Fountain and Anish Kapoor's Cloud Gate, are among Chicago's most recognizable symbols. The Lurie Garden's native prairie landscape comes alive in the summer, while an outdoor ice rink attracts thousands for free skating every winter.
There is magic at Millennium Park, but the level depends on how willing visitors are to interact with it. The attractions within this most unique 24.5-acre parcel of Chicago greenery are easily listed and impossible to miss: There's the Jay Pritzker Pavilion, where the music happens outside. The Harris Theater for Dance and Music is the indoor theater.
Architectural Point – Michigan/Madison
Art & Architecture
From the intersection of Madison and Wabash, one can easily access the Michigan Avenue Historic drag and be surrounded by architectural relics of Chicago's past, such as the Montgomery Ward Building (6 N. Michigan Ave., 1899), the intricate Willoughby Tower (8 S. Michigan Ave., 1929), the traditional gothic Chicago Athletic Association (12 S. Michigan Ave., 1893), as well as the Crown Fountain just across Michigan Avenue in Millennium Park.
Free Admission | N. Michigan Ave. & E. Madison Ave.
Architecture at Michigan and Randolph
Art & Architecture
This densely packed intersection is filled with examples of the diverse and magnificent architecture and urban planning strategies present in Chicago. The "diamond-topped" Smurfit Stone Building (150 N. Michigan Ave.), the Chicago Cultural Center (78 E. Washington St.), the Aon Center (200 Upper Randolph Dr.), and Millennium Park are all accessible from this intersection.
Free Admission | N. Michigan Ave. & E. Randolph St.
Carbide and Carbon Building
Art & Architecture
Built in 1929 by Daniel and Hubert Burnham, sons of Daniel Burnham, the 37-story Art Deco Carbide and Carbon Building is a dark green terra cotta building with gold accents.
Free Admission | 333 N. Michigan Ave.
Chicago Cultural Center
Art & Architecture,
Cultural Centers,
Museums & Zoos,
Music,
Popular Attractions,
Theater & Dance
The nation's first free municipal cultural center, the Chicago Cultural Center is one of the city's ten most popular attractions and is considered one of the most comprehensive arts showcases in the United States.
Free Admission | 78 E. Washington St | 312.744.6630
Cloud Gate in Millennium Park
Art & Architecture,
Music,
Parks & Gardens,
Popular Attractions,
Theater & Dance
See yourself and a reflection of the city skyline in artist Anish Kapoor's interactive sculpture that sits in the center of Millennium Park.
Harris Theater for Music and Dance
From September to May, the non-profit Harris Theater in Millennium Park partners with Chicago's premiere performing arts and cultural institutions, bringing music and dance to the public.
205 E. Randolph St. | 312-334-7777
Haskell Building
Art & Architecture
Located in Jewelers row, the Haskell building was designed by John Mills van Osdell, the city's first accredited architect after the Chicago Fire.
Free Admission | 18 S. Wabash St.
Historic Michigan Boulevard District
Historical Landmarks
Michigan Avenue is one of the world's most-recognized one-sided streets;an incomparable backdrop to Grant Park and Lake Michigan. Michigan Avenue is the most enduring image of the Chicago skyline, the image of the city which most often represents Chicago to the rest of the world. The district strongly reflects the city's development as a handsome lakefront metropolis during the late nineteenth and early twentieth centuries.
Free Admission | S. Michigan Ave. & E. Congress Dr.
Jay Pritzker Pavilion in Millennium Park
Art & Architecture,
Music,
Parks & Gardens,
Popular Attractions,
Theater & Dance
The Jay Pritzker Pavilion outdoor concert venue at Millennium Park is home to the Grant Park Music Festival and other FREE concerts and events.
McDonald's Cycle Center in Millennium Park
Millennium Park
Art & Architecture,
Beaches & Pools,
Music,
Parks & Gardens,
Popular Attractions,
Theater & Dance
Millennium Park
Dining
Park Grill and Café
American (New)
Located within the friendly confines of Millennium Park, the Park Grill and the Park Café offer the opportunity to have an upscale or casual meal and still be in close proximity to the Pritzker Pavilion, the Bean, and the Crown Fountain.
11 N. Michigan Ave. | 312.521.PARK (7275)
Pastoral
Food Retail: Specialty Food
Pastoral is a Europeanesque gourmet wine, cheese, and bread shop. All of their products are made by small producers, many of which are imported from Europe. Perfect for a picnic, you can choose your own items in the store or call 24-hours in advance and Pastoral will prepare a pre-packed picnic for two.
53 E. Lake St. | 312.658.1250
Pittsfield Café
American (Traditional)
Classic diner located by the atrium in the Pittsfield building that offers the traditional American dishes.
55 E. Washington St. | 312.641.1806
Russian Tea Time
Russian
Russian Tea Time serves cuisine from all parts of the former Soviet Union with specialties from the Central Asian, Slavic, Russian, and Jewish traditions in the region. Mahogany birch wood, brass samovars (ancient tea urns), modest but classy brass light fixtures, slightly-dimmed lights and heart-warming balalaika music create a very elegant and intimate atmosphere.
77 E. Adams St. | 312.360.0000
Sweetwater Tavern and Grille
American (Traditional)
Sweetwater Tavern and Grille is a 200 seat restaurant that offers a warm and cozy atmosphere complimented by upscale tavern fare.
225 N. Michigan Ave. | 312.698.7111
Tavern at the Park
American (New)
Voted favorite restaurant in Chicago for business dining by Crain's readers, Tavern at the Park offers contemporary American cuisine with an Italian twist amidst great views of Millennium Park.
130 E. Randolph St. | 312.552.0070
The Gage
Gastropubs
Located across the street from Millennium Park in a 120-year-old building designed by Holabird & Roche, The Gage takes traditional Irish pub-grub to a new level, providing a sophisticated dining experience.
24 S. Michigan Ave. | 312.372.4243
Shopping
Graham Crackers Comic Books
Comic Books
This well-known Chicago comic book chain stocks all the popular comics and graphic novels in publication as well as some rare and classic issues. Of their eight locations, the downtown store holds their finest and most valuable collection.
77 E. Madison St. | 312.629.1810
Tours
Absolutely Chicago Segway Art and Architecture Tours
Segway
This extraordinary tour is exciting and educational -learn about our city's art installations, world-class architecture and architects while riding a segway. Glide along the lakefront, through the fragrant gardens of Grant and Millennium Parks, and view the statues, Buckingham Fountain, The Bean and more.
337 E Randolph St. | 312.552.5100
Absolutely Chicago Segway Fireworks Tours
Segway
You have not seen Chicago until you have seen it at night. Enjoy Buckingham Fountain's evening light show with the illuminated skyline as a backdrop. Glide along the lakefront to our secret spot for viewing the city's fireworks. You decide what is more spectacular, the fireworks or the skyline in its evening splendor.
337 E. Randolph St. | 312.552.5100
Chicago Cultural Center Building Tours
Walking
Gaze at the world's largest Tiffany stained-glass dome, as well as beautifully ornate, multi-colored mosaics, marble and molding during guided architectural tours of the Chicago Cultural Center. Tours are presented Wednesdays, Fridays and Saturdays at 1:15pm.
Free Admission | 78 E. Washington St. | 312.744.6630
Chicago For Kids Audio Tour
Audio & Self-Guided
Take an adventure to Chicago's coolest places without ever leaving your home! The FREE Chicago for Kids Audio Tour will take kids on adventures throughout the city and features eight destinations, games and challenges that highlight the rich culture and history of Chicago.
Free Admission | 78 E. Washington St
Millennium Park Self-Guided Enhanced Audio Tour
Audio & Self-Guided
Now you can explore the 24.5 acre Park with its creators as your guide, including architect Frank Gehry, and artists Anish Kapoor and Jaume Plensa.
Free Admission | 201 E. Randolph St. | 312.742.1168
Events
International Summer Screenings Program
Film
Cinema/Chicago, in collaboration with the Chicago Cultural Center and international and cultural partners throughout the city, is pleased to host free public film screenings at the 7th Annual International Summer Screenings Program. | eng | 1b4f31f3-70ff-439e-a045-a0797efc6a75 | https://www.chicagomomsource.com/millennium-park-neighborhood/ |
Sed de venganza Película 2010 from A Quick Overview For movie enthusiasts, 2023 is the year of excitement and anticipation. Among the most-awaited films to look forward to is Venganza Pelicula Completa. The movie is a Spanish-language action thriller directed by the renowned filmmaker, Juan Martinez Moreno. The film boasts an all-star cast, including Mario Casas, Blanca Suarez, and Antonio Resines. The storyline revolves around a man seeking revenge for the death of his wife and daughter. The Plot The movie follows the story of a former soldier, Alejandro, who lives a peaceful life with his wife and daughter. However, his life turns upside down when a gang of criminals invades his home, killing his family. Alejandro, who manages to escape the attack, goes into hiding, plotting his revenge against those responsible for the brutal murder of his loved ones. The movie takes a thrilling turn when Alejandro discovers that the mastermind behind the attack is none other t | eng | 80b6e7c5-4202-483a-8883-13dcbd9bcaad | https://www.ile-anticosti.com/search/label/venganza |
Your writing, at its best
You've likely heard the word content used to describe how someone feels, but did you know that it has a ton of other definitions? Despite what many people may think, the term content has more than one meaning.
Interested in learning more? We can help! Read on to discover everything you need to know about the term content, including its definition, origin, synonyms, antonyms, and more.
Let's get started!
What Is the Definition of Content?
If you text a group of your friends asking for the definition of content, you'll likely get a mixed bag of answers. Why? Because "content" and "content" are heteronyms — two separate words that are spelled identically but are pronounced differently and have different meanings.
So, what does content mean? Let's take a look at a few definitions provided by trusted dictionaries listed below:
According to the Macmillan Dictionary, when content is pronounced "kon-tent," it refers to any material — such as writing, music, or video — that appears on a website or other electronic medium.
Also pronounced "kon-tent," Dictionary.com defines content as something that is contained. The Cambridge Dictionary suggests this pronunciation of content also refers to the articles or parts contained in a book or magazine, with the number of the page they begin on.
When pronounced "kuhn-tent," the Collins English Dictionary says if you're content with something, you're willing to accept it, rather than wanting something more or something better.
As you can see, the word content can be used as a noun, adjective, or verb and has many meanings in the English language.
What Is the Origin of Content?
According to the American Heritage Dictionary of the English Language, 5th Edition, the word content is Middle English, borrowed from Anglo-French contenter and Medieval Latin contentare.
These both come from the Latin contentus, meaning contained or satisfied. Contentus is the past participle of continere, meaning to hold together, enclose, or have as contents.
In France during the 13th century, however, the word contenere became contenir and was brought back to English. It was common when transferring words from French to English to do away with the native word endings, thus 'contenir' became contain, from which content was derived.
The word continued to evolve, with its meaning eventually becoming "to fill" and then "to satisfy."
In the 15th century, the term traveled back to the English language, where its word ending was removed once again, creating the derivative "content."
What Are Synonyms and Antonyms of Content?
Now that we've covered the many definitions of content, it's time to discuss synonyms and antonyms. Learning the synonyms and antonyms of content won't only strengthen your understanding of the term but can help you express yourself better and more clearly, too!
Using the Word Content in Example Sentences
At this point, you should have a pretty good understanding of what the word content means. So, if you're ready and feel comfortable, go ahead and practice using it in a sentence.
To get you going, we've put together several usage examples for you below:
Most snacks these days have either a high sugar content or high salt content.
The newborn smiled contentedly after finishing her morning meal.
I'm really content with my job and not interested in changing jobs.
The content of the course is described in the course outline.
I am not too sure what the contents are in that mixture, but it smells amazing!
The contents in the cookie jar are for me and me only!
The marketing content for our new skincare product launching in October will be ready to email blast in August.
Suzie was quite content after realizing her boyfriend upgraded from a motel to a fancy hotel.
We need less content and more pictures on our blog.
Are you content with a warm meal during rainy weather?
The television producer is on the hunt for content that is more entertaining than what's currently on the air.
You do have creative material, but your current content is kinda lame.
The angry voters caused hours of traffic preventing us from making it to the intended destination, so we had to content ourselves with a relaxing day at home.
A deluxe suit isn't necessary; I'd honestly be perfectly content with a warm meal and a clean place to sleep.
Surrounded by a number of soft toys, the baby appears to be content in her crib after and ready to drift off to dreamland.
Eggs have a high protein content making them a great post-workout snack.
Look, I'm not really content about the current circumstances, OK?
Conclusion
Derived from Old French, when content is used as a noun, it can refer to something contained, an affirmative vote, the topics treated in written work, or the principal substance offered by a website.
When used as an adjective, on the other hand, the word content simply means satisfied.
Whether you decide to use content as a noun or an adjective, we hope you are beyond content with this guide. To discover more interesting words, check out our website where you'll also find grammar tips, useful tools and more | eng | a20671fa-e631-4b60-9342-04516b67ff83 | https://thewordcounter.com/meaning-of-content/ |
How To Find VIN Number Toyota Yaris – VIN F.A.Qs
If you're seeking for any car, truck, or any other type of vehicle, you've probably Find VIN Number Toyota Yaris – Benefit From Specialist Aid Or Continue Reading >>>
What Is A VIN Number
A VIN number is a distinctive code that contains the vehicle's serial number and is used inside the automotive industry to determine a car. It really is defined within the ISO 3779 and 4030 standards published by the International Organization for Standardization (ISO).
The first digit of a VIN represents the nation where a vehicle was made. It really is a normal way to maintain track of which vehicles are made in which nation. The first three digits will be the manufacturer's code. The fourth by means of eighth digits indicate the model, engine, transmission, physique type, and restraint program. The ninth digit is the verify digit. It really is a code number or letter that's unique to a specific vehicle. >>> How To Find VIN Number Toyota Yaris – Find Specialist Advice Or Read On >>>
The National Highway Visitors Security Administration (NHTSA) developed the VIN program in 1981. Each and every car manufactured following that year includes a VIN. Occasionally, it is even stamped around the chassis. The goal of this code would be to aid law enforcement locate stolen cars and trace components. Vehicles that have been manufactured in the European Union are assigned a 17-character VIN. Older automobiles may have as few as eleven characters.
How Do I Lookup A VIN Number – How To Find VIN Number Toyota Yaris
You are able to lookup the VIN number of any vehicle by locating it around the dashboard in the lower left corner from Find VIN Number Toyota Yaris – Benefit From Specialist Advice Or Otherwise Please Read On >>> As soon as you've discovered the VIN, you'll be able to enter the info into a search engine and get the particulars of one's car.
You are able to search a car's VIN number on-line using a VIN decoder. Some websites let you enter the last seven digits of the VIN to determine what options it has. Others provide information on the fuel economy, expense to own, and value analysis. A VIN is created up of 17 or 11 characters and is distinctive to each and every motor vehicle. The very first character around the VIN indicates the country of origin, although the second and third tell you the manufacturer and division.
You are able to locate several beneficial info making use of the VIN. In the event you have ever had to deal with a stolen vehicle, the VIN number will allow you to find the owner in the vehicle. Using the VIN number lookup service, you will also have the ability to discover the history in the vehicle, which includes any safety recalls, warranty claims, and accidents. When you have bought a new vehicle, you may need to verify the particulars of the seller.
The Best Way To Obtain A VIN Number
You'll find a couple of techniques to verify a car's VIN number, which includes looking in the title and registration. A finance organization may also have the VIN listed on file. A VIN decoder lookup is only achievable when the vehicle was manufactured following 1981. However, in the event you have an older vehicle, the best method to verify its VIN is always to pay a visit to your state Department of Motor Automobiles. >>> How To Find VIN Number Toyota Yaris – Get Specialist Advice Or Otherwise Continue Reading >>> This will require you to present all relevant records and documents, including the title, registration, and vehicle's VIN.
The easiest way to find the VIN would be to look within the driver's door jamb or dashboard. This info is normally printed on a sticker in the driver's door jamb. Should you can't locate the VIN, you'll be able to try contacting the automobile dealership or manufacturer from the automobile. Obtaining the VIN number of your vehicle is easy – it is fundamentally a bar code that includes details particular towards the vehicle. You'll find no two VIN numbers precisely the identical.
The second method to find a vehicle's VIN is to verify the manufacturer's site. It really is crucial to remember that most vehicles have a special VIN, and that some models have multiple VINs. The manufacturer will tell you if the vehicle is really a 2010 or perhaps a 1989 model. Nonetheless, you will find instances when each VINs are the identical. >>> How To Find VIN Number Toyota Yaris – Receive Professional Help Or Otherwise Continue Reading >>> That's why it really is crucial to verify the VIN prior to buying a vehicle.
In many ways, the VIN number is a lot more essential than a license plate. This can be because your car's VIN number serves as your vehicle's social security number. It aids the insurance coverage business or repair shop determine your vehicle and is used to help recognize it if an issue occurs. In case of a recall, the VIN number could be employed to identify the vehicle's owner. It is also used for warranty service.
The Best Way To Get A VIN Verification – How To Find VIN Number Toyota Yaris
There are numerous reasons why you could want to get a VIN verification on your vehicle, but initial you need to know what to appear for. A VIN verification is distinct than a Carfax report or NMVTIS report, which are documents that reveal information about the vehicle's history and title status. In reality, a VIN verification is simply an inspection in the make, model, and year of a vehicle.
You are able to contact the Sandy Springs Police Division to acquire a VIN verification on your vehicle. They've a call box at the primary entrance, exactly where you can push to acquire the number. They are going to then get in touch with you to schedule an appointment to come and inspect your vehicle. >>> How To Find VIN Number Toyota Yaris – Take Advantage Of Professional Support Or Otherwise Read On >>> Should you are without a vehicle, you can fill out a kind just before you visit get your VIN verified. These offices also have totally free parking and are hassle-free for many drivers.
The National Insurance coverage Crime Bureau is yet another place to acquire a VIN verify. The database contains the vehicle's history and can be used for a variety of purposes, from checking the title to purchasing a employed car. You are just before you come to the verification center, and make sure you bring your paperwork for the office. Private verification centers usually charge $10 to $40 for the service. As soon as you have had it verified, you'll be able to register your vehicle at the DMV. >>> How To Find VIN Number Toyota Yaris – Access Professional Aid Or Please Read On >>> Nonetheless, if you are not inside the state, it really is better to visit a private center.
How Can I Study A VIN Number
You may not know how to study a VIN number should you don't know exactly where to appear. But studying the best way to read a VIN number is definitely an important talent for securing a vehicle. You'll find three major areas on a vehicle where you'll be able to locate a VIN: the engine block, the front of the frame, and also the wiper fluid container. A VIN can also be situated in some vehicles' rear-wheel wells.
Just before the National Highway Traffic Security Administration standardized VINs in 1981, they were often longer than 17 digits. In fact, you may have seen cars with ten or five digit VINs. Shorter VINs may have different digits that stand for different things, and you can use an internet decoder to figure out the worth of one's vehicle. >>> How To Find VIN Number Toyota Yaris – Get Professional Guidance Or Otherwise Continue Reading >>> Even though you can not study the VIN in its entirety, you are able to still use an internet decoder to decide if you possess a automobile that meets security standards.
The Vehicle Identification Number (VIN) is an 17-digit code that uniquely identifies a certain car. It is like a vehicle's fingerprint, and no two autos may have the identical VIN. You are able to find out how to read a VIN within this write-up and get info in your car's history. As soon as you understand exactly where to appear, you will have the ability to recognize the vehicle's details and register it in the future. This details will probably be useful once you trade within your automobile or apply for insurance.
The very first two characters of a VIN number tell you the nation and manufacturer from the vehicle. Cars manufactured within the United states have a VIN code of 1, although those created in Germany have a VIN of W. Check out Wikipedia to determine the complete list of VIN codes. The second and third digits help you narrow down your search by identifying the manufacturer. You are able to also discover the vehicle's make and model using the help from the last six digits. >>> How To Find VIN Number Toyota Yaris | eng | 1b7f9fa3-10db-4252-bded-d7d9d4b00a9a | https://www.carvinnumber.net/faq-02/how-to-find-vin-number-toyota-yaris-vin-f-a-qs/ |
How the Hype Became Bigger Than the Presidential Election
Blame the media for making whole generations hate The Process candidates and | eng | d1f18f16-faa4-4ee4-a9a5-3030db334ca5 | https://www.commondreams.org/views/2012/10/10/how-hype-became-bigger-presidential-election |
Dentures are a great solution for those who have lost all or some of their teeth. They can improve your smile, make it easier to eat and speak, and even boost your confidence. However, dentures are not a one-and-done solution. They require proper care, just like natural teeth, to ensure their longevity. Here's a quick look at five care tips for dentures that will help keep them looking and functioning at their best.
Clean Your Dentures Daily
Just like natural teeth, dentures also require regular cleaning. Be sure to remove your dentures from your mouth and brush them daily with a soft-bristled brush and non-abrasive denture cleaner. Don't use regular toothpaste, as it can scratch the surface of your dentures. Rinse them thoroughly with water before putting them back in.
Handle Your Dentures with Care
When you're removing or cleaning your dentures, be sure to do so with care. Dropping your dentures can cause them to crack, chip, or even break, requiring costly repairs or replacements. When you remove your dentures, lay a folded towel or fill your sink with water to cushion them in case they fall.
Soak Your Dentures Overnight
To help keep your dentures clean and fresh, soak them overnight in water or a denture-cleaning solution. This will help remove any stains, plaque, or bacteria that may have accumulated on them during the day. Be sure to follow the manufacturer's instructions for cleaning your dentures.
Visit Your Dentist Regularly
It is essential to have regular dental check-ups, even if you have dentures. Your dentist can carefully examine your mouth, check for any damages or wear in your dentures, and professionally clean them. Additionally, it is an ideal occasion to discuss any concerns or issues you may be experiencing with your dentures.
Keep Your Mouth Clean
Taking care of your dentures is important, but it's equally important to take care of your mouth, too. Brush your gums, tongue, and the roof of your mouth with a soft-bristled brush or a damp cloth to help remove any bacteria and debris that may be present. Also, make sure to rinse your mouth with mouthwash or salt water after removing your dentures.
Taking care of your dentures is not difficult, but it's important to be consistent. Practicing good oral hygiene habits and taking care of your dentures properly can help extend their lifespan and keep your mouth healthy. Always follow your dentist's advice on denture care and attend regular check-ups to ensure your dentures are fitting comfortably and functioning properly. With proper care and maintenance, your dentures will continue to enhance your life and give you the confidence to smile brightly.
For more information about dentures, contact a dental professional in your area. | eng | d6610d79-6923-4eff-a346-f11b901a3fa7 | http://jobsproactive.com/2023/11/08/five-care-tips-for-dentures---a-guide-for-elderly-patients/ |
Time Period: World War II through the Faubus Era (1941 - 1967) - Starting with M
General of the Army Douglas MacArthur, one of the six men to attain that rank, was born in Little Rock (Pulaski County). MacArthur Park and the MacArthur Museum of Arkansas Military History in Little Rock bear his name. Douglas MacArthur was born in the Tower Building of the Little Rock Barracks (previously the Little Rock Arsenal) on January 26, 1880, the third son of Captain Arthur MacArthur and his wife, Mary Pinkney Hardy. Arthur MacArthur had served in the Wisconsin Twenty-fourth Volunteer Infantry Regiment during the Civil War and was stationed at the Little Rock Barracks. The MacArthurs remained in Arkansas only six months before the captain was reassigned to New Mexico. Before departing Little Rock, Douglas MacArthur was baptized …
James "Uncle Mac" MacKrell made a name for himself in Arkansas, first through radio and then through politics. Known as "Uncle Mac" to his adolescent radio audience and as a radio evangelical to others, he is perhaps most remembered for his two campaigns for governor of Arkansas, in 1948 and in 1970. James MacKrell was born in Houston, Texas, on August 8, 1902. He lived in Texas until 1929, and there he attended primary and secondary schools as well as Southern Methodist University in Dallas. After moving to Arkansas in 1929, MacKrell began his career in radio in Fayetteville (Washington County). In 1930, he moved to Little Rock (Pulaski County) and accepted a job at KLRA. In 1934, MacKrell began …
Futha Cone Magie helped pioneer community journalism in Arkansas during a period when most newspapers were family owned. He also furthered the interest of tourism in the state through his service on the Arkansas Parks and Tourism Commission. Cone Magie was born on October 12, 1924, in England (Lonoke County) to Albert Hugh Magie and Rose Beauchamp Magie. His father was an army barber in World War I, and both his parents operated a grocery store on Main Street in England as well as farmed. He was the third of five sons. Magie's newspaper career began at age eight as a carrier for the Arkansas Gazette. He also milked cows and delivered bread to earn money. Magie was editor of …
Woodrow Wilson Mann Sr. served as the fifty-third mayor of Little Rock (Pulaski County) during a tumultuous two-year term that included the 1957 desegregation of Little Rock Central High School. Woodrow Mann was born in Little Rock on November 13, 1916, to Fred Mann and Ruby Pritchard Mann. In 1934, he graduated from Little Rock High School. Growing up, he delivered ice for his father's business and played baseball. He attended the University of Illinois on a music scholarship. While there, he played trombone in the First Regimental Band and was a member of business organizations. Also while in college, he met his future wife, Beverly Burnett, whom he married in 1938. They had two sons. Following graduation in 1938, …
Dean Manuel played piano for several noteworthy bands of the mid-twentieth century, on the West Coast and in Nashville, Tennessee. Most notably, he played with Jim Reeves and the Blue Boys. Manuel died in a plane crash with Jim Reeves after leaving Independence County, where he had been helping Reeves with a land purchase. Dockie Dean Manuel was born in Cleveland (Conway County), where his family was working, on January 1, 1934. His parents were Dockie Dickson "Doffie" Manuel, who was a noted fiddle player, and Josephine Clementine (Josie) Burks; he was the youngest of four children and grew up in Jamestown (Independence County). Dean Manuel learned piano on his own at an early age and devoted much of his …
Rosa Zagnoni Marinoni was poet laureate of Arkansas from 1953 to 1970. A prolific poet herself, she worked to promote a greater appreciation of poetry, to establish an annual Poetry Day in Arkansas, and to encourage poets in her own time and place. Rosa Zagnoni was born in Bologna, Italy, on January 5, 1888, and came to the United States with her parents in 1898. They lived in Brooklyn, New York. Her father, Antero Zagnoni, was a journalist and drama critic. Her mother, Maria Marzocchi, was a poet and artist, and her uncle, Federico Marzocchi, was also a poet. She married Antonio Marinoni in Brooklyn on July 30, 1908, and moved to Fayetteville (Washington County), where her husband was on …
The Marion County Courthouse is located in downtown Yellville (Marion County). The Arkansas Historic Preservation Program recognizes the two-story building as architecturally and historically significant as an example of a Queen Anne-style building with Art Deco influences. It was added to the National Register of Historic Places on May 19, 1994. Even with all its contributions to Arkansas history, Marion County has been unlucky in keeping a courthouse. Since the Civil War, four courthouses have burned down. Union soldiers burned the first one, and additional courthouses burned down in 1887, 1899, and 1943. The fourth courthouse, set afire by an arsonist in 1943, had stood as an impressive representation of the Queen Anne and Romanesque styles. Law enforcement determined that …
aka: Roberta Evelyn Winston Martin Austin
Roberta Evelyn Winston Martin Austin was one of the most significant figures during gospel music's golden age (1945–1960). A performer and publisher, she reached iconic status in Chicago, Illinois, where she influenced numerous artists (such as Alex Bradford, James Cleveland, and Albertina Walker) and had an impact on an entire industry with her innovation and business acumen. Roberta Evelyn Winston was born in Helena (Phillips County) on February 12, 1907, one of six children of William and Anna Winston, proprietors of a general store. She began studying piano at age six. Her family relocated to Cairo, Illinois, before she was ten, after arriving in Chicago in 1917, Winston played for various church functions, working with Thomas A. Dorsey, the "Father …
Mary Elizabeth Massey was a history professor noted for her early studies of women in the Civil War, years before women's history courses became common in university history departments. Her books have continued to be important decades after their publication. Mary Elizabeth Massey (she used her full name throughout her life) was born on December 25, 1915, in Morrilton (Conway County) to Mary McClung Massey and Charles Leonidas Massey. After graduation from Morrilton High School, she attended Hendrix College in Conway (Faulkner County). For multiple years, Massey was president of her sorority (in an era when Hendrix had fraternities and sororities), and she served on the Interfraternity Council, the dormitory council, and the Student Senate, in addition to serving one-year …
Samuel Proctor Massie Jr. overcame racial barriers to become one of America's greatest chemists in research and teaching. As a doctoral candidate during World War II, he worked on the Manhattan Project with Henry Gilman at Iowa State University in the development of uranium isotopes for the atomic bomb. In 1966, the U.S. Naval Academy appointed him as its first black faculty member. Massie's research over fifty years led to the development of drugs to treat mental illness, malaria, meningitis, gonorrhea, herpes, and cancer. Chemical and Engineering News in 1998 named him one of the top seventy-five chemists of all time, along with Marie Curie, Linus Pauling, George Washington Carver, and DNA pioneers James Watson and Francis Crick. Samuel Massie …
Jess Matthews had a forty-four-year career in Little Rock (Pulaski County) with the Little Rock School District as teacher, coach, and administrator. For nearly two decades, he was principal of Little Rock High School, which was renamed Little Rock Central High School in 1953. He guided that school through the troubled years of desegregation, including the mob protest and military intervention in 1957 and the 1958–59 school closure. Jess Walton Matthews was born on June 7, 1900, in Blue Mound, Kansas, to Jesse W. Matthews and Lutie Woods Matthews. He graduated from high school in La Harpe, Kansas, and was in the U.S. Army during World War I. After receiving a bachelor's degree from Kansas State Teachers College of Pittsburg …
Wilson Matthews was a legendary Arkansas high school and university football coach and administrator. In his eleven years as head coach at Little Rock High School (later renamed Little Rock Central High School) in Little Rock (Pulaski County), his teams won ten state championships. He later joined the staff of coach Frank Broyles at the University of Arkansas (UA) in Fayetteville (Washington County). As assistant coach there, he participated in the successful Razorback football program and later moved to administrative duties in the athletic department. He served at UA for over forty years, retiring as associate athletic director. Wilson David Matthews was born on July 18, 1921, in Atkins (Pope County) to Andy O. Matthews and Ester Sproles Matthews. In …
Maumelle Ordnance Works Bunker No. 4, located at 4 Willastein Drive in Maumelle (Pulaski County), is a reinforced concrete structure built in 1942 to store picric acid and ammonium picrate produced to create explosives during World War II. It was listed on the National Register of Historic Places on May 24, 2006. The U.S. War Department approved the contract with the Cities Service Defense Corporation on July 15, 1941, to construct a plant to produce picric acid and ammonium picrate to be used in American weapons in World War II on 7,614 acres near West Marche (Pulaski County). Construction began on September 2, 1941, and by March 29, 1942, the first ammonium nitrate manufacturing facility began production. The Maumelle Ordnance …
When the Maxie Theatre opened in August 1947 in Trumann (Poinsett County), it was considered to be one of the most modern theaters in the area. The Maxie represented a prime example of Art Deco–style architecture in the Trumann area. For many years, the theater was one of the few single-screen movie theaters in the northeastern Arkansas area in operation. The theater was added to the National Register of Historic Places on April 7, 2011. It closed its doors in 2012. Local entrepreneur Zell Jaynes served three and a half years in the U.S. Army during World War II. Zell and his brother Lonnie ran and operated several businesses in the Trumann area, including the Allis-Chalmers tractor dealership, a taxi …
Dean Depew (D. D.) McBrien was a college professor and academic administrator at Henderson State Teachers College (HSTC)—now Henderson State University (HSU)—in Arkadelphia (Clark County) for eighteen years. D. D. McBrien was born on November 14, 1892, in Tecumseh, Nebraska, to Jasper Leonidas McBrien and Eva Forbes McBrien. The oldest of five children, McBrien graduated from high school in Lincoln, Nebraska, in 1909 and entered the University of Nebraska. McBrien first worked at the high school level, serving as principal of the high school in Phillips, Nebraska, in the 1912–13 school year. He graduated from the University of Nebraska in 1914 and obtained a position at Arkansas State Teachers College (ASTC)—now the University of Central Arkansas (UCA) in Conway (Faulkner | eng | 1e213186-be79-49d9-b6df-c823d487cc03 | https://encyclopediaofarkansas.net/time-period/1941-1967-world-war-ii-through-the-faubus-era/?startswith=M |
Criminal Justice vs. Criminology: What's the Difference?
If you are interested in a career in law enforcement, the correctional system, or the judicial system, you've likely come across programs with bachelor's degrees in Criminal Justice and Criminology.
These two terms sound similar, and it is easy to lump these two types of programs together. They both deal with crime and try to determine the best ways to handle criminal behavior. Furthermore, both degrees can lead to exciting law enforcement or criminal justice careers.
However, these degree programs have distinct differences, and it's essential to understand them to choose the best program for you and your career goals.
This article will discuss the difference between Criminal Justice vs. Criminology, the degree paths available to students, and the career outcomes of these two majors.
What is Criminal Justice?
Criminal Justice is the study of the law enforcement system and those who work in it, including police officers, judges, correctional officers, and border patrol agents.
The three main components of the criminal justice system in the US include law enforcement, the courts, and corrections. All three branches work to prevent and punish criminal behavior. The department and agencies in this system investigate crimes, enforce laws, conduct trials, and rehabilitate convicted felons.
Students, in turn, develop the skills and experience they need to join a rich network of domestic and international security experts who understand criminal behavior and create solutions to contemporary policing issues using the latest forensics and criminal justice technology.
What Career Can I Pursue With a Criminal Justice Degree?
Earning a criminal justice degree opens candidates up to various career paths. And upon graduation, graduates can choose a specialization and earn advanced degrees to improve their skills and qualifications.
What is Criminology?
Criminology is a social science that studies aspects of crime and criminal behavior, such as the forecast, reasons, and control of people who break the law and the reasons for their behavior.
This field utilizes economics, psychology, sociology, psychiatry, and anthropology to explain the offender's conduct and the methods, reasons, and places crimes occur. Criminologists then use this information to suggest procedures and policies to approach and prevent crimes from happening.
While criminologists sometimes correspond with the media and publish their findings in journals, most of their work is done outside the public eye. Their day-to-day job involves the collection of precise and accurate statistics to understand, predict, and ultimately help prevent criminal behavior.
What Does a Criminology Program's Curriculum Entail?
Unlike Criminal Justice programs, Criminology programs focus on developing students' analytical skills to use those skills within the law enforcement system by helping law enforcement and government organizations.
Students focus on research methodology and techniques for generating and evaluating evidence. A Criminology program's curriculum varies, much like a bachelor's in Criminal Justice degree program. Criminology programs generally include courses like:
Overview of Criminal Justice Systems
Psychology of Criminal Behavior
Theory of Crime and Punishment
Law
Crime Analysis
Research Methodology
Forensic Science and Investigative Skills
What Career Can I Pursue With a Criminology Degree?
Criminologists work in a variety of environments. They might find themselves investigating crime scenes, interviewing suspects, profiling criminals, and even participating in autopsies. They also work as consultants for government agencies, law firms, courts, and private security companies.
Additionally, criminologists can work at academic institutions as teachers, researchers, and lecturers. Common career paths for graduates of criminology programs and their annual median salaries are:
Jury Consultant – $137,000
Postsecondary Criminal Justice and Law Enforcement Teachers – $64,990
Detectives and criminal investigators – $86,280
What Is the Difference Between Criminal Justice and Criminology?
As discussed, Criminal Justice and Criminology are pretty different. Criminal Justice is the field that deals with the punishment and prevention of crime, whereas Criminology is the study of crime, its causes, and its effects on society.
Additional differences include:
Focus of study: Students in Criminology programs look at crime from a sociological perspective to understand why crime happens. Criminal Justice students look at crime from a legal perspective to prevent and punish crime.
Approach to studying crime: The field of criminal justice utilizes a practical approach by using the law to handle crime, whereas criminologists utilize a scientific approach to investigating crime and criminal behavior.
Work location: People who study Criminal Justice work in institutions like courts or law enforcement offices. Criminology students typically work in research centers, laboratories, or policy positions.
A career in criminal justice and a career in criminology are incredibly worthwhile and fulfilling. However, students should consider their personal and career goals, interests, and personality to choose the best major for them and their needs.
At University of Bridgeport, our comprehensive support services staff is committed to helping you make the best decision for you and your future. | eng | d0710876-3630-4622-b638-2c79a2a8f21c | https://www.bridgeport.edu/news/criminal-justice-vs-criminology/ |
Mancunian shunt which allows electric current to pass around another point in the circuit. The Mancunian shunt features a piece of resistor with three connecting wires. Its compact size ensures more design space in a meter housing. | eng | 8d229bfe-5ec0-4483-bc85-a6619841e9db | https://sourcing.hktdc.com/en/Product-Detail/Shunt/1X0FP2JB |
How is that even possible? It's because other companies either failed to make a profit or actually lost money — among them, HTC and LG.
In a very distant second-place is Samsung, with just 0.9% of industry profits in Q3 2016. This is after its flagship Note 7 smartphone started exploding, sparking a global recall of millions of devices that cost the South Korean company billions, wiping out its mobile profits.
Apple's achievement is all the more impressive when you remember what a tiny segment of the smartphone industry it claims in terms of shipments. BMO estimates that Apple was responsible for just 13.2% of smartphone sales in Q3. (Samsung was number one, with 21.7%.) | eng | c584c832-0b55-42fd-b1cc-c4ed14d74adf | https://www.businessinsider.com/apple-104-percent-smartphone-industry-profits-q3-2016-bmo-capital-markets-samsung-2016-11?r=UK&IR=T&nr_email_referer=1&utm_source=Sailthru&utm_medium=email&utm_content=COTD&utm_campaign=Post%20Blast%20%28sai%29:%20Chinese%20smartphones%20are%20catching%20up%20to%20Apple%20and%20Samsung&utm_term=Tech%20Chart%20Of%20The%20Day |
NIGERIA: Bauchi NBA chair faults Govs on scrapping of LGs
Share
Bauchi State Chairman of the Nigerian Bar Association, NBA, Mohammed Alhassan, has decried calls by the Nigerian Governors' Forum, NGF, for the scrapping of local government councils from the Nigerian Constitution, saying that such a development would increase the level of poverty in the country.
Alhassan spoke against the backdrop of calls by the governors on the National Assembly not to grant autonomy to the councils while amending the 1999 Constitution.
However, the NBA Chairman, yesterday, in Bauchi, faulted the position of the NGF, insisting that the 774 councils in the country should be granted autonomy to ensure grassroots development.
He said: "The state governors are kicking against the autonomy of the local government councils in their respective states because they are serving their interests. If the local government councils in the country are scrapped, what would now be left would be the governors and the central power, which is the Federal Government."
''From the trend of events in the country, you will observe that the governors have been competing with Mr President on issues that affect them personally in their respective states. It has come to a stage where, if the governors do not approve of anything in the country, they will oppose and definitely succeed in frustrating such things because all the powers of the constitution have been taken over by them.
"The source of the power of the governors lies in the finances of the state. The Governors consider the finances of their states as their own personal estate or empire and that is why they can do whatever they want. They can give the local government council s whatever allocations they feel like because they determine the directions of capital projects. The local governments do not have budgets; it is what the Governors decide that will be done."
He then maintained that the local government structure as envisaged in the constitution including direct allocation of resources to the local councils; the way the framers of the constitution intended it to be, should be implemented 100 per cent | eng | eba9d047-0cd7-4a50-995e-156ceffba47b | https://www.codewit.com/nigeria-news/4799-nigeria-bauchi-nba-chair-faults-govs-on-scrapping-of-lgs/ |
Healthy Tips
The world is changing. Global populations continue to migrate to urban areas. These ongoing relocations have a profound impact on deeply interconnected environmental systems and also lead to substantial distortions in human biosystems. In a word and to no one's surprise, living in big cities comes with human body is remarkably resilient. Your body can withstand a great deal of abuse. It bounces back to fight off many infections, repair strains and sprains, and heal broken bones. You may drive hundreds of miles in a day, fly across multiple time zones, and travel to other countries and other continents. | eng | 75e48d69-e992-499b-80c2-247418315d48 | https://www.palmdesertchiro.com/articles/general/category/41045 |
family health assessment essay
Family Health Assessment
The family assessment involves a simultaneous data collection on individual family members or if able the whole family. The nurses and other healthcare professionals interview individuals and family as a whole to understand and assess the health of the family. This interview help professionals detecting the possible origin or factors contributes to the family's health problems. The Gordon's functional health pattern will be used as a model to collect and organize
Family Health Assessment
A family health assessment is an important tool in formulating a health care plan for a family. This paper will discuss the nurse's role in family assessment and how this task is performed. A nurse has an important role in health promotion. To perform these tasks the author has chosen a nuclear family. By the use of family focused open ended questions, 11 functional health patterns were covered. This principle is known as the Gordon's functional health patterns.
Family Health Assessment
Using Gordon's functional health patterns to assess a family will guide the nurse in developing a comprehensive nursing assessment that is holistic in nature. Gordon's functional health patterns are founded on 11 principles that are incorporated within the nursing practice. These 11 principles serve as a framework for a thorough nursing assessment in which to build a holistic and individual family care plan (Grand Canyon University, 2011). The author has developed family-focused
remember the family has an important role in the paradigm of health promotion for the patient. The roles in which the family plays in assisting the patient and providing care are crucial to the health of the patient and the well being of the family as a whole. One tool to assess not only a patient and their views on different aspects of health, but an entire family or even community is Gordon's Functional Health Patterns. This assessment tool incorporates eleven topics of health patterns. Health patterns
Heritage Assessment: Evaluation of families, cultures and views on health
Anniemae Stubbs
Grand Canyon University
Culture and Cultural Competency in Health Promotion
NURS 429
Professor Alma Celaya
June 19, 2016
Heritage Assessment: Evaluation of families , cultures and views on health
Cultural Heritage is a concept that is passed on from one generation to the next that depicts how people live, act, behave, or think. It can be a noticeable or vague manifestation. It includes various customs
FAMILY HEALTH ASSESSMENT
This assessment was conducted after interviewing the Nelson family using Gordon's functional health pattern. Marjorie Gordon developed a method to be used by nurses in the nursing process to provide a comprehensive nursing assessment. It includes eleven principles for the collection of data and helps the nurse identify two or more wellness nursing diagnoses. It is a systematic and standardized approach to data collection ("functional health" n.d.)
Health is directly related to the activities in which we participate in, the food we eat, and the substances to which we are exposed to daily. Where we live and work, our gender, age, and genetic makeup also impact our health. (Nies, 2011)
Assessments of family's health are to help focus on the control and prevention of diseases. Health assessment assist in determining an individual's perception of their quality of life along with the family's perception as a whole. This also helps to define a person's
Running head: FAMILY HEALTH ASSESSMENT
Family Health Assessment
Thresiamma John
Grand Canyon University
Family-Centered Health Promotion
NRS-429V
Stout, Kimberly
March 11 2012
Family Health Assessment
Introduction
A comprehensive family assessment provides a foundation to promote family health (Edelman & Mandle, 2011). 1987 Marjorie Gordon purposed 11 functional health patterns to use for guidance in order to facilitate nurses to have a frame work for the family assessment
Family Health Assessment
Shaila Rahman
Grand Canyon University
Family-Centered Health Promotion
NRS-429V
Melanie Gray MSN
October 19, 2014
Family Health Assessment
Gordon's Functional Health Patterns provide a useful structural guideline that help nurse or any health care provider to assess any family's health status and develop a nursing diagnosis according to their need to improve their quality of life. Through each of these eleven patterns of health assessment, nurse can create a systemic
Running head: FAMILY HEALTH ASSESSMEN
Family Health Assessment
Open-Minded, Family Focused Questions:
I interviewed my dad on all11 Functional Health Patters.
Values, health perception:
1. Do you have any past medical history like surgery or chronic illness?
2. Do you use tobacco, alcohol or drugs?
3. Are you taking any prescription/nonprescription medications?
4. What religion are you?
5. Is there any religious restrictions or practices?
Nutrition:
1. Are you in any kind of diet | eng | e90a3b2d-64f5-43bc-917c-64b6454a3fc4 | https://www.bartleby.com/topics/family-health-assessment |
Event Handling/Communication
How information is communicated in Horta
This section briefly covers how information is shared throughout the GUI in Horta
EventBus
To preserve code independence between different modules in Horta, an EventBus from Google is used. This acts likes an internal publish/subscribe framework within the client, allowing methods to listen for certain events to happen. Events are sent asynchronously on the EventBus, so they are managed in a separate thread than the main AWT thread.
In Horta, the EventBus is mainly used to communicate events that concern multiple GUI components. Events that are mostly concerned with communication within a GUI component are still managed using Listeners.
ViewerEventBus is the main wrapper around the eventbus for Horta, and is managed by TmViewerManager.
`Each main component has a Controller class that is the main hub for incoming eventbus messages (eg, PanelController for the Horta Command Center). Messages are then appropriately routed to local GUI components from the controller.
All the eventbus events are listed in the org.janelia.workstation.controller.eventbus package and include events such as SampleCreateEvent, WorkflowEvent, etc. Because events can have inheritance, methods can listen to the super Event class and get notifications on the whole stack of events that inherit from the super class. | eng | 970b7413-375d-405f-96cb-3ec34fd74eac | https://hortacloud.janelia.org/docs/development/systemoverview/eventhandling/ |
Category Archives: Reviews of Books for 11-13 Year Olds
Post navigation
Tweet Twelve-year-old Emma knows how to put in a good day's work. Times are tough in Racine, Wisconsin during the Great Depression, but her mother has enough work to put food on the table and Emma helps with chores. Emma's … Continue reading →
Tweet Charlie the beaver used to welcome animals to the Shelter for Rejected Familiars, but since he left one day, Holly the squirrel has done her best to make the other animals feel valued even if their magic is considered Dear Student by Elly Swartz opens on Autumn's first day of sixth grade. Even though her dad has left their home for a two-year stint in the Peace Corps, he still offers her a suggestion: get involved in one … Continue reading →
Tweet The River Between Hearts by Heather Mateus Sappenfield starts on the first day of summer after fourth grade, when Rill Kruse follows her cat Clifford into the woods and to the family tree house. The one her dad helped … Continue reading →
Tweet Every January governments, workplaces, and people around the U.S. pause to honor Dr. Martin Luther King, Jr., and his legacy. But the national holiday that falls on or near his birthday each year didn't simply arise on its own … Continue reading →
Tweet Puzzle Odyssey, An Epic Maze Adventure by Helen Friel & Ian Friel introduces young readers to Homer's classic tale of Odysseus's long journey home after the Trojan War. The authors provide a synopsis of the story, told a few … Continue reading →
Tweet Betsy and Liz dub themselves Bumble and Lizard when they become friends in elementary school. And they stay fast friends, a fact Betsy's mom is not thrilled about, as she worries that Betsy lets Liz have too much control … Continue reading → | eng | ffeccdae-bf46-4351-bccd-dab9a0af0e22 | https://motherdaughterbookclub.com/category/book-reviews/reviews-of-books-for-11-13-year-olds/page/3/ |
Robotic wheelchairs may soon be able to move through crowds smoothly and safely. As part of CrowdBot, EPFL researchers are exploring the technical, ethical and safety issues related to this kind of technology. The aim of the project is to eventually help the disabled get around more easily.
Clinical work begins with MagTrack, a cutting-edge assistive technology that enables power wheelchair users to control their connected devices and drive their power wheelchairs using an alternative, multimodal controller.
A system developed by Grégoire Courtine and Jocelyne Bloch now enables patients with a complete spinal cord injury to stand, walk and even perform recreational activities like swimming, cycling and canoeing. | eng | 52244c3d-84a1-4824-90e1-06ee5a59103f | https://www.wevolver.com/category/human-machine-interaction-(hmi) |
why did captain america give nick fury $10 in 2023
What did Steve Rogers bet with Nick Fury?
In The Avengers, Nick Fury made a bet with Steve Rogers (Captain America) of $10 that he could surprise him. Who won the bet? – Quora. In The Avengers, Nick Fury made a bet with Steve Rogers (Captain America) of $10 that he could surprise him.
What was the message Nick Fury sent?
Just before he disappeared from existence in Avengers: Infinity War, Nick Fury managed to send a distress signal to Captain Marvel. We saw the symbol of the superhero in the pager-like device that Fury used to call her for help. Nick Fury in Avengers: Infinity War
Why did Steve gave money to Nick Fury?
Steve Rogers: ?At this point I doubt anything would surprise me.? Nick Fury: ?Ten bucks says you're wrong.? Steve was handing Fury a ten-dollar bill, because the advanced Helicarrier and specifically its ability to fly and go into stealth mode was surprising to him.
Who is Nick Fury's favorite Avenger?
In an interaction with The Hollywood Reporter, the actor was asked who is his favourite Avenger. He first joked it's his character, Nick Fury. However, he further said that it's Black Widow aka Natasha Romanoff, played by Scarlett Johansson.
What is Nick Fury's special power?
He was injected with a serum that gave him super-strength, which he used to free himself and the other prisoners, who then escaped. The scientists who were working on him let him escape, deciding that they have all the information that they needed for now.
Why didn t Nick Fury call Captain Marvel before did Captain America give Nick Fury a ten dollar bill?
Why did Captain America give Nick Fury a ten dollar bill? When Captain America walks onto the bridge of the ship, he gives Nick Fury a ten dollar bill. Is this because he is amazed by the ship or is it some reference to the fact that he is from a time when African Americans weren't quite treated as equals yet? wbogacz14.9k7 gold badges67 silver badges91 bronze badges asked May 7, 2012 at 19:48 PhyllostachysPhyllostachys5391 gold badge4 silver badges6 bronze badges Earlier, when Nick Fury meets Captain America at the gym, they have the following conversation. NICK FURY: He's called Loki. He's not from around here. There's a lot we'll have to bring you up to speed on if you're in. The world has gotten even stranger than you already know. STEVE: At this point, I doubt anything would surprise me. NICK FURY: Ten bucks says you're wrong. Source: The Avengers transcript on The Internet Movie Script Database It turns out a camouflaged flying Helicarrier was enough to make Cap pay up. answered Apr 17, 2017…
In The Avengers (2012), Steve Rogers gives Nick Fury $10 for …
r/shittymoviedetails – In The Avengers (2012), Steve Rogers gives Nick Fury $10 for an N-word pass. This is a nod to Samuel Jackson's previous n-word pass approval to Quentin TarantinoBefore this scene started, in the gym, Cap said to Fury something along the lines of, "I don't think much is going to surprise me anymore" (in regards to technology since he was frozen for all those years). Nick Fury then says something like, "ten bucks says you're wrong". When Cap first sees Fury on the warship, which he is surprised by, he gives Fury 10 bucks.
Why Does Captain America Hand Nick Fury Ten Dollars?
Why Does Captain America Hand Nick Fury Ten Dollars? – TGDM This is payback for Nick fury's wager that anything else Captain America showed him would be unlikely to have made a big impact on him. In this post, you will see some activity. Nick Fury had bet Captain America things would not go as expected. Why Did Captain America Give Money To Nick Fury? As Nick Fury saw in The Avengers, he could possibly surprise Cap by giving him ten dollars. It has long been thought that Rogers was the greatest of all science, but nothing could surprise him. On arriving at an underground shelter, Captain Cap caught hold of an agent named Fury and handed him a ten dollar note. How Did Nick Fury Lose His Eye? Though in the comic there is a Nazi grenade blast that left Fury without an eye, in the MCU he is reluctant to discuss why he wears an eyepatch and is sensitive about the subject. In Captain Marvel, Goose scratches him and he loses his eye. How Does Captain America Grow Old? Steve is implied to go through the Avengers' time travel machine in his attempt…
Why does Captain America hand Nick Fury the… *spilers*
Why does Captain America hand Nick Fury the… *spilers*You're browsing the GameFAQs Message Boards as a guest. Sign Up for free (or Log In if you already have an account) to be able to post messages, change how messages are displayed, and view media in posts.RAY_LEWlS 10 years ago#1money#TDEStrangerSirKai 10 years ago#2Earlier in the movie in the gym, they made the bet that Nick Fury couldn't surprise Cap.Savott loves corporations everyone else hates more than I love dinosaurs. -Helix SnakeMephistopheles 10 years ago#3cap: i don't think anything could surprise me anymorefury: i bet you 10 bucks you're wrongGFqsGangster 10 years ago#4Lmao i thought it was a racist thing all along or something like that hahah i totally forgot about that partRAY_LEWlS (Topic Creator)10 years ago#5damn i thought he was "tipping" Fury lol#TDEShadow_Cloud 10 years ago#6I have to wonder now what sort of salary The Avengers receive from SHIELD.The_Senator 10 years ago#7How'd anyone miss this? Sure, a lot was going on, but it wasn't exactly a hidden detail…
Why did Captain America give money to Fury? – Interview Area
Why did Captain America give money to Fury? Captain America pays Nick fury $10 in response to the bet he made with him in the gym about not likely going to be amazed by anything else he was shown. Show activity on this post. Nick Fury bet Captain America that things would get stranger. Why did Captain America give money to Nick Fury? Steve was handing Fury a ten-dollar bill, because the advanced Helicarrier and specifically its ability to fly and go into stealth mode was surprising to him. What did Captain Marvel give to fury? ' The film, which had the second biggest box office opening of an MCU film, sees Carol Danvers/Captain Marvel (Brie Larson) give Nick Fury (Samuel L Jackson) a modified pager device, with instructions to only contact her through it in "a real emergency" at the end of the movie. Is Nick Fury immortal? Fury later expended the last sample of the Infinity Formula to save Bucky's life. He remains immortal due to trace amounts of the formula in his body. Why did Rogers give fury $10? Captain America pays Nick fury $10 in response to the bet he made with him in…
Why did Steve Rogers give $10 Fury? – Celebrity.tn – N°1 Official Stars & People Magazine, Wiki, Biography & NewsCaptain America gives $10 to Fury as it was a bet in the gym where Captain America says he is not likely going to be amazed by anything else he was shown, and boy, he was wrong. Nick Fury had said things would get stranger, and Captain America did not think so and had bet him $10.Moreover What was in the box Bucky give Sam? Given the timing of the moment and the music that swells up around it, it's pretty clear there's a new Captain America costume in the box Bucky gives to Sam, likely one made at least partly of vibranium, but it will also feature new wings as well.How did Loki know about the Avengers? It was adorable to see Loki come forward to help capture the Avengers for their time-traveling crime tho. So, basically, Loki says a few lines only about how he knew they time traveled. Then, in a hissy fit, he recalls smelling two people with Axe Body spray, and that was about Tony.Herein Why does Steve Hand fury money? Steve was handing…
Why did Steve Rogers give Fury money? – Celebrity.tn
Why did Steve Rogers give Fury money? – Celebrity.tn – N°1 Official Stars & People Magazine, Wiki, Biography & NewsCaptain America pays Nick fury $10 in response to the bet he made with him in the gym about not likely going to be amazed by anything else he was shown.Similarly What was the 10 dollar bet in Avengers? In the Avengers, Nick Fury bet Cap 10 dollars that he could surprise him. Rogers thought he was the pinnacle of science and nothing could surprise him. Fury brought Cap onto a SHIELD Hellicarrier and once he saw everything going on inside he took out a 10 dollar bill and handed it to Fury.Who is Nick Fury talking to in the Avengers? Iron Man deleted scene: Samuel L Jackson's Nick Fury talks to Robert Downey Jr about Spider-Man, X-Men for Avengers initiative. Marvel president Kevin Feige has released a deleted scene from 2008 film Iron Man, showing Nick Fury referring to Spider-Man and X-Men.Beside above, Why did Steve give Nick Fury 10 dollars? Captain America gives $10 to Fury as it was a bet in the gym where Captain America says… | eng | a73c0ba1-32e0-4879-a1e7-cbdc9c079b74 | http://dohongseo.com/why-did-captain-america-give-nick-fury-10-28395933/ |
You'll get the best performance if you drive AD9684 input(s) differentially.
For driving the AD9684 input(s), you could use a FDA like LTC6419, as shown below to attenuate your signal from a maximum of 2.6Vpp to make sure you don't exceed the ADC maximum FS voltage of 2.06V, as shown below, with a CM voltage of 2.05V per AD9684 input CM voltage specification:
Thankful to your response, i have few basic doubts in high speed adcs and its Vcm
conventionally i understand that Vref is a ceiling of the ADC Full-scale valuewhat is the input equivalent value of digital 0x0000 ? 0V ?
what is the range of input then 0-2.06V, where 0x000 is 0V and 0x3FFF is 2.06V ?
How to read the negative values which are less than 0V ? how to use Vcm as a tool to read negative values
Can you please expalin with some picture how the ADC 9684 sees input and transaltes to digital equivalen with Vcm played arround, that would help me to do any signal conditioning requried
you may see back my signal which is Q Channle is 2580mVpp and I channel is 2100mVpp
Attenuation would cause low voltage signals which are not shown which are arround 200-250mV to go un noticed, is there any other way arround ?Response: When Vin+ = 2.05V + 2.06/4 = 2.56, and Vin- = 2.05-2.06/4 = 1.54V, you'd register all 1's digital output. On the other hand, all 0's would correspond to Vin+ = 1.54V, and Vin- = 2.57V by looking at the specs above.
Attenuation would cause low voltage signals which are not shown which are arround 200-250mV to go un noticed, is there any other way arround ?
Response: As long as the input to the ADC is greater than 1 LSB, the ADC will digitize the analog input accordingly. I don't know what you mean by "it would go un-noticed"! That's another reason I should be moving your query to the ADC forum for better support in case I'm not fully understanding your problem.
Interested in the latest news and articles about ADI products, design tools, training and
events? Choose from one of our 12 newsletters that match your product area of interest,
delivered monthly or quarterly to your inbox. | eng | 46b29800-79cb-4bcc-af5a-7c0538377863 | https://ez.analog.com/data_converters/high-speed_adcs/f/q-a/560276/afe-for-250mhz-2-5vpp-signal-for-ads9684?pifragment-56889=2 |
Fighting Fire with Firewalking Transcript- Dave Albin
Fighting Fire with Fire – Dave Albin
Dave Albin
Hey guys, I am excited for this interview, but I did wanna let you know there are some tough things that are discussed at one point, some drug use, an attempted suicide, some gun violence. I just wanted you to know so that you have the opportunity to skip the episode if you want to
it's a great episode, so I hope you join us, but definitely not at the expense of your mental health.
Miriam: [00:00:00] Okay guys, I am so excited to introduce you to Dave Albin. He's someone I have actually been really looking forward to having a conversation with partly because of what your current business is right now, fire Walk adventures, but also partly because you spent 20 years with Tony Robbins and anybody who knows anything about self-development and growth and business growth and mindset knows Tony Robbins
[00:00:35] Dave's Fire in His Life
Miriam: So I know you have like this incredible story and the story, you
know, goes from maybe high to the lowest of the lows and then coming back up, do you mind just giving us some of your history and then we'll get into where you've been and what you're doing now?
Dave: Sure. So when I was born, I, I was born to a single mom mom was hardworking. She was [00:01:00] Rosie the Riveter in World War ii.
She helped build airplanes. She worked for McDonald Douglass, and she also worked at the Roosevelt Hotel in Hollywood, which is right down, you know, on Hollywood Boulevard. And so when I was born, she also had two other sons. Both different fathers, and so it was just too much. It was just, I, I, I was way more than, you know, she could handle, so she put me up for adoption.
And who would've been my aunt and uncle? My, my biological mother's sister adopted me at the age of five. And so then I moved in with them. I moved from Hollywood. They lived in Long Beach, California. And when I was around 11. They told me that I was adopted. . And shortly after that, things changed because my dad had sworn off drinking when they adopted me at five, and now I'm 11.
Childhood
And right after they told me they both started drinking. And so that sh that changed and altered everything. [00:02:00] You go from. Now being told these aren't your parents and now they're drinking and they're acting out. So things got really bumpy, if you will, at around 11 years old. And I became fascinated with what happened.
You know, I had this beautiful childhood, you know, we used to go camping. We went, I was in Southern California. , we'd go to Big Bear, we'd go to Yosemite, we'd go to Lake Arrowhead. We went to all these really cool places and all of a sudden, boom, it just kind of came to a screeching hall. So I took a fascination on with alcohol because I was watching these two really cool people who were supposed to be my mom and dad turn into, you know, not such nice people.
Alcohol Fire
And so I tried alcohol at a very young age. Well, I had no. I mean, literally the first time I drank at a very young age, I, I, I was an alcoholic. I, it just took over. I mean, I, it was exhilarating. It was just, you know, it was like pouring rocket fuel into your blood
it just took over with all that, well, the alcohol, you [00:03:00] know, Got me into, into drugs. It was a gateway, no doubt about it. And I got into hard drugs pretty, pretty quickly. Well, to fast forward all that I didn't get sober until June of 1988, June 8th, 1988. I woke up that morning and I couldn't. I was done.
I just, I, I couldn't, I couldn't imagine living another day as painful as I had been living over the last couple of years. The emotional pain, the physical pain, the spiritual pain, I was done. And I, and the only thing I thought was to end this is put a, put a bullet in your head and it'll stop. I knew that, I knew this pain would stop.
And so, and can
[00:03:41] Substance Abuse Fire
Miriam: I interrupt and ask really quickly, how, how many years had you been abusing substances at that point?
Dave: So I was, what? I was in my early thirties and I had been, I had been drinking and doing drugs since I was 12. So close to 20. Close to 20 years. Right. And, and, [00:04:00] and, you know, and when you're doing drugs like that, You're in that environment, you know, like Tony Robbins likes to say, you know, we are who we spend time with, and you better be really careful who you decide to spend time with because you will become who you spend time with.
Well, when you're around drug dealers and pimps and prostitution and guns and violent, that was my peer group, right? Yeah. So that, that morning, June 8th, 88, guns in the mouth ready to pull the trigger, and I was married to a woman who had three kids. They were my stepchildren. And I thought, you know what?
This isn't fair to them. Cuz when you pull that trigger, yeah, your pain goes away. But what about them? You're in their basement, their house as well, and they're gonna see, yeah. Now their pain starts. Their pain starts. They're gonna have P T S D. Now, I didn't know that at the time, but I know now that's what would've developed.
Sure. And so now I'm kind of wrestling with it and I said, well go outside and do it. Go walk out into the woods. But they still would've had to deal with it. Right? It would've permeated through school. Oh my gosh. You know, these [00:05:00] kids father killed themselves. You know, and, and so really what it became was a moment of compassion for them.
Alcoholics Anonymous
And I thought, all right, so well now what are you gonna do? You know, I'm almost upset at them because I can't kill myself. And I called a little organization, some of, I'm sure your listeners have, have probably heard of called Alcoholics Anonymous, and that was it. I, I, I called, they sent somebody to come pick me up.
I went, I went to four meetings on day. . Literally I went to a 1230, a four 30, a six 30, and an eight 30 meeting. So one meeting turned into a week, turned into a month, and they gave you a chip. They gave you a medallion for that, right?
And then a month turned into two, then three months, and then six months, and then a year. And, and then, you know, I picked up one, I don't know if you can see it but that one there says 34 years. Wow. And I'll pick up one. This year and June for 35 years. Wow. So what happened there was [00:06:00] that opened me up, you know, not only are you working the 12 steps, which put your life back together, I had also kind of opened me up to the personal development industry.
Tony Robbins and Fire
Well, I had a lot of insomnia. In the beginning cuz it was rough. Cuz when you're coming off cocaine and heroin and alcohol all at the same time, I'm gonna tell you right now, it's not easy. And I was up late one night. Like I, like I was a lot. I had in som. And there he was the man himself Tony Robbins Young, Tony Robbins. Really, you know, RA he's talking about this.
And we'll do more to a Was was this on tv? Is that what you're saying? Yeah, no. Oh, yeah, yeah, yeah. Late night tv. Okay. It was, it was an infomercial was what it was. And you know, he was really enthusiastic. And actually I was like even mad at him.
[00:06:42] Pain and Pleasure
Dave: Like, what a jerk, how, how can you be this positive about life? Right? Because I was so miserable and he talked about pain and pleasure, right? That we'll do more to avoid pain than we will to gain pleasure. And I went, well, I'm in a lot of pain. And then he said, you know, the two, the two motivating factors in everybody's life is that we're [00:07:00] either motivated out of inspiration or desperation.
And I went, wow, I'm pretty. Yeah, and I bought, and I bought his program and, and it came on little white things called cassette tapes, and and I, and I got 'em. I unwrapped it, I plugged it in and I did, I went through the entire program and I did everything that man asked me to do. Then I read his book and then I loaned the tape program to a friend of mine and who was also an aa.
He had about a year and a half on me. He was about a year and a half ahead of me and. He called me seven years later and said, Hey, Alvi Tony Robbins is coming to town. W we can go see him live. He goes, dude, you got me into this. Let's go see this guy. Calls me back an hour. And he said, done. We pick up the tickets that we'll call. Here's what they told us to do. Number one, bring snacks. You're gonna spend a lot of time in the room. Number two, hydrate. Drink a lot of water.
Bring a Good Attitude
Number three, bring a [00:08:00] good attitude. And number four, be ready to play full out. I said, Dan, how much was the ticket? He said, 700 bucks, . I said, I'll play full out, don't you worry. Yeah. And this is, I'm ready to hang up the phone. He goes, oh, oh, oh, oh, wait, wait, wait. By the way, guess what? We're gonna be doing a fire walk.
I mean, literally when he started to say that, it was almost like everything just slowed down. Yeah. And I remember. We're gonna do what? And my brain's going, no, Uhuh ain't gonna happen.
Miriam: Yeah, so let me, let me interrupt you for a second because I wanna hear about this piece, but I wanna give a little bit of background. I know what you're talking about, but not all our listeners do.
So before we get to the fire walk, what were named three things that were in Tony's tapes or the books or whatever, that helps you get your life on track because self-develop. Is like a river and you can step in it any place [00:09:00] along, you know, wherever you are in your life, it's gonna pull you forward in a couple different ways.
What were a couple things that took you, from what I'm gonna assume, your life was in total chaos with all this drugs and everything. Yep. You're starting to get off the drugs, you still don't know the right people yet, blah, blah. Tell, gimme a couple tips. Self-development things that took you from chaos to less chaos.
We are the Architects Fire
Dave: Wow. That's really a great, great stopping point to ask those questions. No one's ever done that. I think the first one would be, I learned early on that what doesn't challenge you, doesn't change you. Okay. Which, which was number one. Number two was we are who we spend time with. Yeah, for sure. And then number three was, why don't we get what we want?
And the answer to that is there's a story that we, that we, that we make up along the way, right? Because everything that happens to any human being on this planet, we create a story [00:10:00] in and around whatever that was, whether it's good or bad. Yeah. Right. So some people, bad things happen. They create a bad story.
And so the bottom line is that, you know, we're the architects of that story.
Yeah.
Miriam: So what was the, in a sentence, what was the story you were telling yourself at the time.
Dave: You know that I was, you know, I got kicked outta high school. I was stupid. I had never amount to anything. It doesn't matter. I'll never get out of this.
Miriam: And you were living U up or down to that, down to that story?
Dave: Yeah. Oh yeah. I, it, it had
e everything that I was living is what I told myself. Yeah, it totally, and a lot of it makes sense and a lot of it wasn't true. Of
Miriam: course. No, of course not. But it's what you believed and so then it's what you lived out.
Right.
[00:10:43] The Firewalk Conference Fire
Miriam: Okay, so hang on then. So your buddy gets you these tickets and $700 back then. I don't remember. I think it was probably a lot of money. I'm pretty sure Tony charges something like five or $7,000 for these conferences now, which was probably comparable. That was a lot of [00:11:00] money. So now you're going in, going, yeah, I'm gonna play full out.
Okay. You're gonna play full out. Take us back to the conference and the fire walk.
Dave: All right. So we get there. It's the day of the event. Yeah. And we, and we we get, we take our seats at around two o'clock in the a. So Tony takes the stage at around two. Well, the next thing I know, it's after midnight and, and, and, and as he's getting ready to take us out into this giant parking lot.
I'm with 3000 people. Yeah. So there's a lot of people there, right? Well, as he's getting ready to take us out into this giant parking lot, he says, take your shoes off. And I'm like, uhoh. Whoa, whoa, whoa. Wait a minute. I'm not doing this fire.
So, and as he gets you ready to go out there, he gets you to start chanting.
Right. So everybody's going, yes, yes. Yeah. And so when you've got 3000, 3,500 people chanting, it's intense. And they're all doing it walking out there, right? There's a giant [00:12:00] fire over here in the corner.
Fight or Flight
It's just massive. It's been burning all day. And so what they did was, is they would take wheelbarrows over to the fire and, and the coals burned all day and they render, they burn down, then they load them into, into a wheelbarrow. Then they would take a wheelbarrow and they would pull it in between two lanes of sod of grass.
Right about oh three feet wide, maybe 15 feet long, and then they would take a flathead shovel and they would just shovel the coals out onto that grass. Sure. And that's what you, that's what you would walk on? Yeah. Well, in addition to the chanting, he's got African drummers, right. So it's like, dun, dun, dun, dun, dun dun, dun dun.
And you're like, you know, your brain is, you're fried. Yeah. You've got no references for this. Your brain is just full. You know, fight or flight and it's, it's intense is all I can say. Well, remember, I'm not gonna walk, so what's my strategy? I'll just go hide out in the [00:13:00] back. Now I, now I'm dealing with the other times in my life where I ran from fear. I let fear take things away from me, or fear control me, right? So what's it gonna be? Forget everything and run, which is what I'm doing. Or is it gonna be face everything and rise?
I'm going to the back cuz that's what I'm used to. That's my pattern that I'm running and it's not a good strategy. . And the reason this is not a good strategy is Tony's people know where all the cowards are . And so here they come.
You're Not Alone Fire
They come looking for us because I wasn't alone. I can tell you that. Yeah, yeah, I'm sure. And here comes this guy out of nowhere and he gets probably 20 feet from me and he makes eye contact with me and he gets a little closer and he looks in, he kind of leans in a little bit very calmly, and he goes, are you okay
And when we're not, okay, what do we say? Oh yeah, I'm fine. I'm fine. I'm fine. I'm good. Oh yeah. All good here, buddy. You betcha. Never been. Right. I'm outta my [00:14:00] mind right now at this point. And so he asked me a question. He said, well, are you gonna walk tonight ? And I was like, absolutely not.
He goes, Hey, that's cool. That's not a problem. We don't want you to do anything you don't want to. And I went, wow, okay. I like this guy. He's my ticket outta here. And then he asked me a question that changed my life forever.
And the question was, well, wouldn't you at least like to watch? And I said, well, I'm thinking, yeah, I'd like to watch these idiots burn their feet off. This should be pretty enter. And I said, sure. He goes, well, you're not gonna be able to see anything from way back here. And he is right. I, there was a hundred yards between me and where they were, the lanes were, and where they were actually walking.
Getting in Line Fire
And I had nothing but a sea of 3000 people in front of me. I couldn't see anything. So he said, well, you're not gonna be able to see anything from back here. You're gonna have to, you're gonna have to get in line. All right. . [00:15:00] Now in his defense, he was telling the truth. Yeah. Because I couldn't see anything and I wouldn't be able to see anything.
So I got in line thinking, I'll just get in line. No big deal. And I saw them and they were walking on fire and my brain is like, what?
In? What, how is this possible? What's going on? What, what's wrong with these people? I mean, my brain's going nuts. And the next thing I know, this guy comes up and he whispers in my ear and he said, he knows when you're ready. When he says, go, you go. And I remember thinking you didn't get the memo, pal. Let me tell you where you can go.
[00:15:39] Keep Your Eyes Up
Dave: I'm not doing this. Yeah. And so I just, and all of a sudden I'm watching and I'm watching, and. I look down and there I am. Yeah, I'm at the front of the line. My heart's beating outta my chest. I'm looking down. You can see the coals on the grass. They're bright red, glowing. [00:16:00] There's a wheelbarrow there. You can feel the heat coming off, and there's a trainer standing at every lane for guys like me, and I'm staring into the abyss under these calls, and all of a sudden the trainer goes Eyes.
And I went, oh geez. Yeah. Okay. Eyes up. Well, yeah, I'm in a room with Tony Robbins for 10 hours and guess what he teaches you? Keep your eyes up. Don't stare at what you fear. You wanna look to the celebration in, so the outcome that you're looking for to break through, breaking through that fear. And my eyes are up and he goes, squeeze your fish and say, yes.
And I went, yes. And he went stronger. And I went, yes. You know, I'm kind of like, what, who is this guy? And then he got in my face and he screamed at me and he said, screamer. And, and now I'm ticked off, right? And I threw my hands in the air and I screamed at the top of my voice, yes. And he goes, go.
And I took off. [00:17:00] And so they positioned two guys at the end of the. And they stop you. They're like, stop, wipe your feet and celebrate. If those guys weren't there, I would've walked all the way to Albuquerque at that point, right? Cause you're in such a mm-hmm. in such an incredible state. And, and here's what's interesting.
Success
And so next thing I know, I thought I burnt my feet. It felt like I burnt them and I looked at my feet and they were dirty, but they weren't burnt. Hmm. So I just walked on Cole's for that are a thousand degrees. I was successful at it and I had no clue how I did. None. Zero. And I could get into all kinds of science and technology and physics and all this kind of stuff.
And to this day, having done this now for, what, almost three decades, I, I don't know. I just don't know, and I don't even, right,
Miriam: so, so pause for a second because our audience doesn't know that. Then after this, at some point you started to work for Tony and you were his fire guide. Like this became your job at a certain point in time.
[00:17:59] The FireWalk
Dave: [00:18:00] And of course I don't know any of that at in the moment, right? No, I just know I'm standing with 3000 people and I literally started interviewing people. I. They gotta, people have gotta be burnt.
And so I started asking people, Hey did you, did you walk? Yeah. Did you get burnt? They're like, no, no, no. Everybody said no, but here's where it got really interesting for me was the next day when I came to that event with 3000 other people that all fire walked the night before, it was the most unbelievable.
Connection humanistically with a group of people that I'd ever experienced in my entire life. Yeah. And that includes, that includes playing sports, the camaraderie of all that. I'd never seen anything like it in my life. People
Miriam: would, well, you guys faced your hugest fear and you did it and it bonded you.
It bonded us, yeah. Because here's, here's what was happening. People were laughing, they were crying, they were telling their stories, and it was all in and around that. That fight or flight [00:19:00] moment when they decided to walk and, and they did it right? So that's what intrigued me. What's going. That if that brought people together like that, unlike anything I'd ever saw or experienced, I wanted to know more.
Yeah. And so what I found out, Tony uses a lot of volunteers and I found out later, after the event I could get an application, fill it out, send it in, and they might approve you to come crew, cuz Tony will use 300 people.
Family First
So I did that, and then the next thing I know, that was in 95, and by the time 96 rolled around, I got hired as a subcontractor because I had a security background and I had a military background. So they brought me into help with his celebrities. Next thing I know, I'm, I'm on the fire team. And then in 2003 Tony brought me in and said, Al we'd like you to take over all of my fire walks [00:20:00] globally.
But I homeschool my kids. No, my kids, my family are more important. Period. That's, that's non-negotiable. And he, he spoke right up. He said, oh wow, I missed that.
He said, well, what if we pay to have them travel with us? Would that help? And I'm like, well, yeah, of course it would.
Where's our first event? And I said, Sydney Australia. And so that's how we started literally, you know, their first event. And then, you know, they went everywhere. They went to Hawaii with me. They went to London went to Europe. They, we went all over to United States. And I just want to go on record saying that Tony and his wife Sage who he married later in the process during all this, treated my family like gold, They loved my kids.
And then we just went along and I, and it was just, you know, event after event, after event, after event and celebrities and just all over the world and, you know, it was spectacular. It's a dream. I mean, you know,
Miriam: [00:21:00] What kept it from getting boring to you? Because sometimes when people do the same thing over and over and over, it gets boring.
What kept your heart in it?
[00:21:09] Fulfillment vs Failure
Dave: Because it's, And this is what a lot of entrepreneurs miss, right? They achieve at a high level, but it's not matched with fulfillment. And if you don't match your achievement with fulfillment, it's failure. And I learned that early on. Right, you can make all the money in the world.
And I got news for you. That doesn't mean you're successful. It doesn't mean anything. It just means you got a, on a bunch of money. But how do you feel inside?
Getting to Google
And so, I mean, and I, and I continue to do that to this day. It's, it's one of the coolest experiences anyone can. To see people raise their self-worth, raise their self-confidence, raise the belief about themselves, cuz I don't know of anything else on the planet that changes a human being in the powerful state that fire walking does.[00:22:00]
And that's why, you know, and, and here's where this starts to get interesting, right? In 2014, I'm driving down the road and my phone rings right. And it's Google and Google wants to hire me. If you're not under any contractual obligation or non-compete, we'd like to talk to you about hiring you to do a gig for us in Mountain View for 148 of our executives.
And you know, what's your budget for this? And they. This. And I went, okay, I can work with you guys. there were enough zeros on that one that allowed you to do it. . Right? .
So, and can I ask, at this point, were you still working full-time for Tony or had you guys parted ways at that
Dave: point?
Had I had tapered off a little bit, but I was still with Robin's research. Mm-hmm. Yes. Mm-hmm. . Okay. And then, you know, so the next thing I know I'm on an airplane headed to, to, you know, San Mateo. You're a high school dropout. You're, you, you thought you were dumb and stupid and you do weren't gonna amount to anything. And all this [00:23:00] limiting beliefs and that story that we talked about earlier that I had created. And the next thing I know, I'm standing on stage in front of Google.
Fixing Company Culture
Yeah. And the next thing I know I'm at NASA. And, and I'm in front of, you know, astronauts and then I'm at Notre Dame, and then I'm at Virginia Tech, and then I'm at Remax and Heineken and the eo, the EO organization and this on and on and on and on and on. And so it, it, it just, it, it built mo, it built momentum.
I was really the only guy that could bring that level of intensity of a paradigm shift experience you know, to a company, cuz you know what CEOs get it. Most of them, most, most top entrepreneurs know that what doesn't challenge you doesn't change you. You wanna bring a bunch of people together and play Jeopardy.
Great. You wanna bring a bunch of people together and play golf, you know, for, for, you know, for these corporate meetings. Great. But that's not gonna change anybody. No. And right now, as you, I'm sure you'd agree, [00:24:00]
we just went through the biggest, you know, we got ripped. For all kinds of different reasons.
Right, right. Mask wearing, not wearing masks, vaccines not getting vaccine political. I love Donald Trump. I hate Donald Trump. And it just tore people apart within companies. Yeah. And so I've had conversations with CEOs and I'm like, so, you know, you got a lot of dissension going on. Yeah. How are you gonna fix it?
They're like, we don't know. Yeah. And I'm, and I'm, I'm here to tell you, if you don't fix it, guess what? It's gonna cost you production. Because if you can take two people that hate each other and they're not working together, harmonistically, their production's gonna go down.
[00:24:39] Transition to Dave's Company
Miriam: It's not gonna work at all. Lemme ask this transitional question about good. I mean, really, Tony, obviously, he doesn't have a corner on the market on fire walks, but he's the one who made it a thing. Why was it okay for you to go and do this with other companies or how, I mean, I don't know. I know since Covid, [00:25:00] he's moved a lot of his stuff to entirely virtual and stuff like that, and so maybe it's not that he's not doing it in person, but.
It seemed from your bio that you went with this blessing. So, and you know, you developed your own company doing this and obviously it's doing really well. A lot of times I think there is Enmity between people within companies because someone feels like someone stole something from them or you know, took their ip.
There's non-competes all of this stuff where it's like, Hey, this is mine and now you're taking it, but I'm not under the impression. That's what it was like. So how, how did that transition happen? I think that's just important as my listeners are, you know, working with people, trying to work with people, trying to work with ideas and these sort of things can destroy friendships.
Dave: First of all, great question and you're absolutely spot on. Tony certainly doesn't have, you know, an edge on the market [00:26:00] when it comes to fire walking cuz fire walking in and of itself has been around for hundred.
Where Firewalking Came From
They're, it may even be over a thousand years. The Tahitians. Yeah. Go look at the Tians fire wire. They do fire walking, fire handling, all kinds of stuff. The people of India, oh my gosh, you wouldn't believe them. They do fire walking at a level that's unlike anything we've ever seen here in the west.
So, you know, and the Indu Europeans, before they went into battle, they went, they had fire walking.
The Polynesians, the Hawaiians, the Native American Indians. I live here in the
Appalachian Mountains in the northwestern part of the state of North Carolina. So I'm very close to the Tennessee and the Virginia border. And, and a lot of this area up here was inhabited by the Cherokees. They fire walked up here.
So, you know, again, Tony learned from an individual who taught him how to do fire walking many, many years ago. And so it wasn't like he's the guy that [00:27:00] l figured it out. He learned it from somebody else who learned it from somebody else who learned it from somebody else, right? So there's nothing new in the world as they say.
It's just recycled for. And that's really what, what happened here, and that's what I did with it. I took it to another. I, I brought in, well, tell me about the Cherokees. How did they do it? Tell me about the Ians, how did they do it? Tony Robbins only did it one way. Sure. High, high energy, you know, peak state and, and go across.
Right. If you wanna see what it looks like, go Google Oprah's Fire Walk and you'll see exactly how it's taught at a, at a Robin's event. But I don't do it that way.
No.
[00:27:43] Being Different
Miriam: And let me pause you for a second because I think the point that I'm interested in is what was the conversation like between you and he where you're like, I want to do this on my own.
what he teaches from the stage, right? Because I had a group of people that worked with me who were like my assistant captains, who could take over my position just like that, no problem.
And, and that's part of what I convey to him. Tony, you're in good shape. I'm not leaving you an lurch. You don't need me anymore. Yeah. You see that guy and you see that girl and you see this, you see these people, any one of them can take over this fire walk. Yeah. And, and they, and they've learned everything from me.
Which I learned from, you know? Right. It all got passed down. Right, right. So you're in, you're in good shape. I'm not leaving you. And you know, we had a really long conversation. We talked for hours in the green room about all kinds of things because, you know, we were together at nine 11. We did a big fire walk there.
Going His Own Direction
And, and so, you know, all the people's lives and I mean, we [00:29:00] had a really good. Yeah, I mean, it was fun. My family got to go with me, right? So I was a very, very, very blessed guy, and I got. Be in a position to be able to facilitate something that is literally probably one of the most life-changing experiences any human can experience on this planet.
Yeah, right, right. You can jump out of a plane, but it's not like fire walking. It's just not No, you can go.
Miriam: Yeah. So let me interrupt and ask what made you want to go. Your own direction, like as you were doing it. Good things. I love it. My family, Tony's awesome, blah, blah. What made you want to do it on your own?
Dave: Because it was time for me to, to, to create my own legacy. Yeah. The Dave Alban Fire Walk Legacy. Yeah. Not the time. It's time for you to fly.
You know, it's like, it's like knowing, it's like being a professional athlete, if you will, and knowing when to leave. Yeah. Knowing when to go. It was my time. Yeah.
Miriam: Yeah, there was a deep knowing. That's what I hear you saying, you're your soul kind of knew and [00:30:00] it was time.
Miriam: I'm sure there were tons of connections because of Tony and whatever, but it, what, how long would you say from inception of your business to present day did it take to get it really to take off? And I mean, when Google's calling you, that's a thing that helps.
Glass Walk
That helps. It does. I did two gigs for Google. I went back the following year and two and, and after. And by the way, we did a glass walk.
And so they were graduating and so we did the, we did the glass walk because I won't do a fire walk during the day. Gotta be done at night. I have to see the color of those coals.
It's a safety issue. So we did the glass walk.
Well at the second one we did for Google, two of the executives set me down. Well, they were sitting, I was sitting at the table with them at lunch, and they basically said, Hey listen Dave, we're not here to try to tell you what to do, but you may want to consider [00:31:00] doing this and taking this out to corporate america.
Because I can tell you right now, there's no one else out here doing it at this level. Yeah, yeah. And we know we're Google . Yeah. So, you know. That's awesome.
The dominoes have fallen perfectly and so I knew Yeah. And I, and it was all those things, right. Everything in my life. That it ever happened to me, brought me to that moment when they said, if I were in your shoes, this is what I do.
Yeah. And so that makes sense.
[00:31:28] Why Does Firewalking Work?
Miriam: Yeah. So I don't know if this is you know, like magicians can't share their secrets. But I'm wondering if you're able to share at least a little bit of why it works, that people don't get cut walking on the glass or they don't get burned walking on the coals. Or, I'd even saw some of the things on your website where, you know, the, I don't know what it's called, but the arrow test, the arrow to the throat and stuff like that.
Yes, that one. Can you explain to me a little bit about It's, it has to do with [00:32:00] mindset and then a whole bunch of other factors.
Dave: It goes back to what I learned, that first question you asked me, what doesn't challenge you, doesn't change you. If you don't, if you don't face fear and deal with it, it's gonna deal with you the rest of your life. It will continue to lie to you.
It will continue to take things from you. It will tell you that you're not worthy, what? You're not smart enough, you're gonna get burnt. I mean, all those things don't get married. You know, it's overrated. Have kids. Oh my gosh. I mean, it's just on and on and on. And so again, the, the fears we don't overcome become our limits.
Mm. Period. Yeah. And that's just how that works. So the fire itself you've gotta believe, and here's the thing, when you go out there to that fire, you better give it it's full attention.
If you think you're gonna go out there and you're gonna take this ego and you're not gonna pay much attention to it, and you're gonna talk at it and scream at it.
Give 100%
But I wouldn't recommend you do. Because I can tell you I've seen guys do that [00:33:00] and they take about that second step and they are high step in it, or they jump off the lane. So you gotta believe, right? I think Henry Ford said it best, right? If you think you can, or you think you can't, you're right.
You're right. Either way, you gotta go out. You gotta be in a peak state. You have to focus. Hundred percent right now. Don't think about what happened yesterday or tomorrow in that right now. Stay in the moment, just like Eckhart Toll teaches in the power of now. You wanna stay right there in that moment.
I'll show you the Tony Robbs. You know, it's high intensity. It's kind of like, it's like an MMA fighter coming into the ring, right? They're just not kind of walking in going, okay, I'm gonna go kick his butt now. No, it's not like that, right?
they're like intense, right? And so all those chemicals are firing off in their brain, so that's one way to do it. High intensity physiology will get you across, but the Cherokees don't do it that way. The Ians don't do it. That. [00:34:00] They basically, they're looking at this as an element. They're respecting it, they're loving it.
Respecting the Fire
They know without fire, life doesn't exist. So they give it, they honor it with that. And so they just put their hands up, they put their, they put their eyes up and they completely submit and they just walk across it and it's beautiful. They just mo, you know, some people like the high intensity, they walk really fast, right?
Thinking that's the I That's the idea to do it right? Nah, no, you can. You can just take your time and walk right across it. And if you're loving the fire and respecting the fire and honoring the fire, you just walk right across it. Yeah.
Miriam: Yeah.
[00:34:42] Honor and Respect
Miriam: So what does that mean in terms of your life? What does it mean to honor and respect and keep your eyes up and your shoulders back in your life?
Dave: Physiology is. You, you know, how you, how you posture, how you hold yourself, how you talk, how you move, how [00:35:00] you communicate. You're, you're sending messages to yourself and those around you. So it's very, very important in terms of the physiology and how you move and what you say to yourself. I teach this all the time in my seminars.
I'm like, you know what? You better be really, really careful what you tell yourself, because if you tell yourself that you suck and you're not smart, man, it's one of the worst things you can. Because you start to believe that. You have to believe. One of the things you have to believe is for you to be, for any listener right now to be on your podcast listening to this, do you know what it took for all of us to be here right now?
And here's what I mean by that. What were the, what were the odds mathematically, what had to happen for you to be alive right now listening to this podcast? What were the chances? What were the odd. Well, right, cuz you got a mom that's over there and a dad that's over there. They're the only two people outta 6 billion people that could create you.
Write a Better Story
Right? How many eggs did mom drop in her lifetime? [00:36:00] Well, there's only one that can create you and dad's like, whoa. I hoped. Okay, dad, you did, you know, you contributed a group of swimmers, let's say a nice way of saying it. And, and how many swimmers were in that group? Well, if you, if you talk to an O G B Y N, you'll get a number somewhere around 60 to a hundred million.
Yeah. So you were in a group of 60 to a hundred million and you got there and you broke through. You were one in 600 or 60 million. So again, mathematically, what does that look?
Well, and I'm not even bringing in your grandparents, your great-grandparents, and your great-great-grandparents. The miracle of life is a miracle. Y you're about one in 400 trillion. So the decisions you make now rise you up in, in the future generation, just the way it works.
Eric Wyer
I've got a guy that I love. His name is Eric Wyer, and Eric's a cool dude. Put him in a kayak. You had a see him. He's a nutcase man. He can go down any river you throw him into, put him on a mountain bike and he can mountain bike, just about anything.
In addition to that, he's climbed the seven highest mountains on seven continents skies. This dude's, he's, he's a dude, he's a bad dude, and he's got something physically wrong. He's blind. He's blind. He climbed the seven highest mountains on this planet. By the way, I tell this to all my audiences and, and once I tell him that, I'm like, I don't wanna hear your excuse because it's not true.
You made it up. How can a, how can a blind guy ride a [00:38:00] mountain bike? Like you've never. How can he navigate a kayak down the Colorado River, you know, in the Grand Canyon? How can he climb the seven highest mountains on earth? And he did it blind. What kind of a mindset do you think he has?
[00:38:18] Story You Tell Yourself
Miriam: Yeah, I was gonna ask, what's the story he's telling himself?
Dave: He, he had a great father who told him, dude, the only limits you have are yours. Whatever you tell yourself. So you can do whatever you want.
Same thing here. Elon Musk, like the guy, hate the guy. He said, you know what, I believe I could shoot a rocket into space, bring it back down through the atmosphere and land it on a barge in the middle of the ocean.
Really? Really? Elon? I mean, so you know what I. Never underestimate what a human being can do. Never underestimate what a small group of people can do to change [00:39:00] the world. Indeed. It's pretty much the only thing that ever has, and that's kind of where we are right now in our society. We need people to step up.
We need people to go, I'm not listening to the mainstream media. I'm done. I'm over that. I'm not doing it. Yeah.
Miriam: This has gone so many interesting places. Of course, the show notes are gonna have, how to get ahold of you, how to, you know, find your company if they wanna hire you for a fire walk for a corporate event, all of that's gonna be in there. What would you like to leave people with?
Dave: Well, I'll I 2023 is probably gonna be my last year. I announced that back in December. So, you know, if you wanna hire me you better get a hold of me fast because
I'm sure. So that's, that's just that part.
You know, the, the, I guess the. You know, I think the thing that I like to leave with people is like, look, stop looking for [00:40:00] heroes and be one.
Create Magical Moments
Miriam: Ah, now I love that. Woo. That's a quote right there. Stop looking for heroes and be one and be one. You know, we can each be the hero of our story, not only to ourselves, but to the people our lives touch.
Dave: I'll add one more little piece, and that is look for ways to create magical moments. Yeah, and I'll, and I'll give you a really quick example. So every year the Girl Scouts come out and they sell their cookies.
So basically what I do is I walk up and I go, Hey girls, well look at all the cookies you got. You've been selling some cookies today.
In fact, I wanna buy $200 worth of cookies. But there's a catch. And she says, okay, what's the catch? And I said, the catch is I don't want the cookies. Here's what I'm, here's what I'm proposing.
I want you to take the cookies, I want you to take the girls, I want you to call an old folks home, and I want you to call the director. And say, Hey, here's who I am. I'm with the Girl Scouts. We got [00:41:00] cookies, I got the girls. If you have some people there that have been forgotten and they don't get any visitors anymore, the girls are gonna have some questions and some cookies, and would like to send them over to your facility and help brighten their day and create an absolute magical experience for not only the girls, you know, the Girl Scouts, but for the, for some of your residents.
Connecting with People
Ahh. And it's, now, think about what you just did. You know, we all know you throw the rock in the water, it's in ripples. Think about that. But see, once you start doing things like that, , guess what helps you? Do you start looking for other ways to create magical moments? Yes. I like to connect with people at Walmart.
I like to connect with people that are in service industry, whether they're a server in a restaurant, or they work in a grocery store or, or whatever. I look for ways to create magical moments. So you ask yourself, and, and this is one other thing that I'll leave you [00:42:00] with Tony. Ask a quality question.
You'll get a quality answer. You know, how can I go to Walmart today? Create a magical moment and enjoy the process. Your brain goes, oh, okay. Let's look for that answer. You know, sometimes I'll go up to the check. And, and, and I'll say, gosh, I don't know what candy bar to buy. And, and I'll look at the cashier and I'll say, what's your favorite candy bar?
Two Reciepts
She'll say, oh, I love Reese's Peanut butter cups. Great. I go in, I grab two Reese's Peanut butter cups. I pay for my order, close that out. Then I say, Hey, I wanna buy these and I pay for that separately. And I say, give me two receipts. And she gives me two receipts. And then I take the bag of the receipts and I hand it to her and I walk away.
I love it. I love it. Dave, why do you get two receipts?
Why don't you just throw the peanut butter cups in the other so that, so one receipt, one receipt goes in the bag and the other one went with. So that way they have their own, their own receipt. So they can't say that [00:43:00] they didn't buy it. Yes. Okay. That makes sense.
Yep. Ah, very good. Dave, thank you so much for an amazing interview. This was so much fun. I love what you're doing. I love that. Just your life was turned around by some key moments, and I love that your life intersected with mine, so it's really good. Yeah. | eng | e3a5aa00-47f2-43bc-8050-20acc47575de | https://www.leavebetter.com/fighting-fire-with-firewalking-transcript-dave-albin/ |