Teaching a student with autism can be a challenge. Their learning styles are often different from those of most other students, and it may even seem that they are taking no interest in the lessons. Usually, however, this is not the case, and the student is simply overwhelmed and needs lessons tailored to the way they learn. This article contains tips for reaching your autistic students and will help you understand their needs better. Before long, teaching a student with autism will be as easy as teaching a student who does not have autism.
Due to the nature of autism, people with this condition do not always understand abstractions, idioms or figures of speech. They may take your words literally and attempt to do exactly what you said. This attempt on their part and your subsequent disappointment can be very frustrating. Simple, concrete language works better as there is no wording to confuse your student.
If what you are trying to teach is complex, put your tasks in sequential order. Some people with autism have difficulty recognizing the order in which things go, so it can be a help to give them the tasks in the order they need to be accomplished. Breaking down larger tasks into smaller chunks can also be a big help. This way, the student does not get confused or overwhelmed and can more effectively focus on their work.
Choices can be important to any child, but especially to a student with autism. However, too many choices can be confusing. If possible, give your students with autism only two or three choices. That way you do not overwhelm them. Further, do not leave choices open-ended. You are likely to get better results by asking the student whether they would rather read or draw than by asking them what they would like to do.
Some students with autism can find colorful wall displays or noise to be distracting. If you are doing a task which requires concentration, allow your student with autism access to a quiet, distraction-free area. This minimization of distraction will help your students concentrate, and will make the task much easier for them.
Children with autism do best when there is a clear daily routine and clear expectations set for them. Avoid changing this routine. If your routine must change, then be sure to warn the child that there is a change in the routine so that they have time to prepare. Changes in routine can lead to anxiety for students with autism. This anxiety can then lead to outbursts and misbehaving.
Most people have that one teacher that they will never forget, the person who taught them to think outside the box, to believe in themselves. Many communities have Teacher Appreciation Week. Sometimes, students buy their teachers gifts for the holidays. However, those are just a few days a year events. Teacher appreciation needs to be a year-round affair. Teachers who feel that they are appreciated have higher morale. This translates into a desire to work harder to make sure that their students succeed. Beyond that, appreciated teachers are less likely to quit their jobs. Showing our teachers how vital they are also improves the classroom atmosphere for everyone.
A teacher's job is never easy. They have to deal with school restrictions, restrictions on their classroom funding, and depending on the school they may even have to deal with a lack of teacher support from their superiors. All these factors can really lower a teacher's morale, making them feel like they are in an endless struggle to do their jobs. Teachers who feel as if their job is a constant struggle are more likely to quit their jobs to move to schools in which they are better supported or to leave the profession altogether. However, teachers who feel that their contributions matter are much more likely to stay at a school even if the support from the administration is low. In short, community support for teachers is just as important as support from within the school environment itself.
Teachers work very hard for their students. When their colleagues, students and parents show them that they have done well, it gives the teacher concrete proof that they are not teaching into a vacuum and that their students appreciate their efforts. The support from colleagues is especially valuable. It shows teachers that their co-workers also recognize what they are doing for the children under their care, and this show of support from parents, students and co-workers is important all year round, not just during Teacher Appreciation Week. Furthermore, if a teacher has positive feedback on their performance, they can use that input to tailor their methods to better assist the students. This then gives the students a better learning experience.
Teacher appreciation is very important. Under-appreciated teachers are 12% more likely to transfer to schools with better support. This transfer rate leaves schools with higher poverty rates and fewer resources understaffed. Teachers in less affluent districts who are not shown appreciation are also 10% more likely to simply leave the profession entirely. Showing teachers that they matter is an excellent way to increase their morale. Teachers who feel appreciated and supported report higher rates of satisfaction with their jobs and are therefore much more likely to stay at their current schools instead of moving to other schools or finding other professions to go into.
It is not just about morale though. Showing teachers that they actually do help students allows them to evaluate the things that they have done that have been a benefit and then to work to improve their teaching style. Without positive feedback, teachers would never know what they needed to improve or what they are doing well. Teacher appreciation does not even have to be complicated. Just a simple note to tell that teacher who helped you so much during high school is enough, and it will make you feel good as well.
Although school libraries' role is shifting in the digital age, they are still a critical resource for students in fostering the skills for independent learning.
The Internet has changed how information is consumed, and some have even questioned whether libraries still have a role in the modern school system. However, libraries have and continue to adapt, offering critical support for student success. In fact, a well-equipped and staffed library is a key differentiator of the most successful schools.
Libraries continue to be important for student success because they don't just offer access to books and resource materials—they also help students become independent learners.
In other words, independent learning is the ability to learn on one's own, without outside support.
Why Does Independent Learning Matter?
When a child becomes an independent learner, limits on their education begin to dissolve. An independent learner is free to discover new books and pursue what they are curious about, from bugs to baseball to why the sky is blue.
This can, in turn, reinvigorate the learning process for students, even in the classroom, and turn them into lifelong learners who will continue to grow and learn long after they graduate.
These are critical life skills that will help their grades in school, their job performance in adulthood, and overall life enrichment.
How do Libraries Support Independent Learning?
To start, libraries offer access to a wide range of books and materials, both print and digital. Studies have shown that students are better, more avid readers when they have a wide range of engaging materials available to them.
Perhaps even more importantly, librarians help students become critical researchers. Mainstream search engines tend to produce results based on what a person has searched for and clicked on in the past. This means that search results reaffirm the searcher's bias. But a school librarian can help students learn to apply strong research methods, evaluate the quality of provided information, and seek out balanced resources.
In a digital world, these are important skills not just for the classroom, but for life.
An independent learner is motivated, curious, and able to overcome challenges. These are qualities that would serve every child well and help them reach their potential. School libraries have a big role to play in developing this skill set in children, and schools can help their students get ahead by supporting them.
Teacher Appreciation Day this year is May 3. What are you doing to appreciate the teachers in your life or in the lives of your family? If you do not yet know what you will be doing, then please allow me to offer some suggestions. After all, teachers do some of the hardest work in the world right up there with nurses. They present our students with information necessary for their success, but teachers do much more than that. Many people report that a special teacher was the difference between success and failure for them or was their mentor when things were going badly at home. That is why teacher appreciation is important. However, your gifts to your teachers do not have to be elaborate. In this article, we will discuss twenty teacher appreciation gifts that will not break your bank.
Perhaps the best teacher appreciation gift is a note. Tell the teacher in your life how much they matter. If you are a parent, tell them how much you feel that they have helped your child. If your child likes that teacher as well, then they could make a note of their own, mentioni1ng some of their favorite experiences in class.
It may seem slightly cliche, but an apple is a good gift for a teacher, preferably a glass one that can serve as a paperweight or desk ornament. Apples of this kind never go bad, and you do not have to worry about accidentally triggering any food allergies. As a bonus, an apple of this type will last for years to come and will be a gift the teacher can hold onto and display in their classroom.
Custom t-shirts can be a great way to show a special teacher they matter. Get together with other parents or other classmates if you are a student, and decide on a design. Then you as a group can present the finished shirt to the special teacher.
Get together with your classmates or other parents and make a small lunch for the teachers at your school. This is a great way to show all the teachers you appreciate them. Be careful to include foods that can be eaten by anyone regardless of food preferences or allergies. Foods that can be eaten with your hands, such as small sandwiches with a variety of fillings and breads work well for this. That way, the teachers can make their own sandwiches the way they like them. Be sure to ask the school's permission before doing this one, especially if you are a student.
Teachers work hard every single day. During Teacher Appreciation Week, why not pamper them? With the administrators' permission, set aside a space. Then hire a nail technician to come in and do the teachers' nails or give hand massages with hot lotions. Every time the teacher looks down at their hands, it will become clear how much they matter.
Slide coupons for cookies into teachers' mailboxes. Then arrange with the cafeteria to allow teachers to retrieve the coupons. Alternatively, if you know the teacher's favorite type of cookie, small packages of homemade treats could be inserted in the mailboxes instead.
With permission, take over the class of a special teacher for one period for a read-aloud session. You could read a favorite book and do a follow-up activity. This gives the teacher a chance to catch a break or do some planning activities. For older children and teenagers, you might do a writing activity.
Find out what sorts of things your teachers enjoy. Then keep an eye out for gifts that match those interests. For example, if the teacher in question loves knitting, you could get them a new book of patterns.
Give gift certificates for special teachers. Make the gift certificates redeemable at any point, and give the teacher a choice of which certificate they choose.
If you know of a teacher who is having a birthday, celebrate with them. Organize a small party for the teacher and be sure to wish them a happy birthday.
Attach an apple sticker to a blank piece of cardstock. Ask the principal to begin the chain by sending out the first five cards with words of encouragement written on them to five faculty members. Then ask those five people to send the chain onward. Be sure to recognize every staff member in this project.
Most people like fresh flowers. Send a special teacher a bouquet of fresh flowers for their desks. They will brighten up the desk and smell lovely while making the teacher who receives them feel special.
Take a special teacher out for lunch outside of school if you know them well. During lunch, make sure to tell the teacher they matter.
Coffee mugs make a great gift for teachers. You can provide a coffee mug with the teacher's name on it. That way they can feel appreciated as they drink their morning beverage of choice.
If you know of a supply that teachers are missing, you could buy a stash of that supply for the classroom. That way the teachers do not have to spend their own money to furnish the classroom.
Purchase a special book to commemorate a teacher on a special occasion such as a twentieth teaching anniversary or retirement. The book will then have the teacher's name in the back, and students for years to come will be able to honor that teacher. Allow the teacher to pick which book to buy.
Buy boxes of candy for special teachers. Put these boxes in their mailboxes for them to find.
Teachers are often very stressed. Slip a stress ball into each mailbox.
Sometimes simple rewards are the best. Give special teachers blue ribbons that proclaim them the best teachers.
If you are the principal of the school, provide your teachers with a coupon for a local attraction that they could go see with their families. It is nice to know that administrators appreciate you both in and out of school.
Teacher appreciation is very important. Teachers need to know they matter. Now that you have read this article, you have some great ideas to let them know just how much they matter.
Science fairs are a fun and interactive way to learn about how the world works in an up-close and personal, hands-on manner that allows a person to showcase their favorite fields. But with so many interesting experiments in the world, how do you narrow your focus down to just one question you want to answer or hypothesis to test? Below is a list of one hundred interesting ideas to help you out in that all-important search for your next science fair project topic. The ideas cover a varied list of fields of study and a wide range of subjects from astronomy to zoology and everything between.
These projects are perfect starter ideas to get you thinking if you are stuck. But they can also be used on their own to create an awesome project that will wow your family, friends and classmates and may even make you the winner of your next science fair.
How do Duck Feet Swim?
Test Evaporation Speed of Liquids.
Do Tea and Coffee Stain Teeth?
What is the Link Between the Moon and Tides?
Can Chewing Gum help you Recall Information More Easily?
Does Hair Color Impact Personality?
Is The Five-Second Rule Reliable?
Do people like natural scents best?
Does fertile soil conduct electricity more effectively?
Static electricity. Does the color of hair affect conductivity?
Design a device to prevent a dropped egg from smashing.
How do plant leaves get water?
How much water is in fruit?
Use iodine vapor to detect fingerprints.
How are taste and smell linked?
Effects of dehydration on a potato.
What makes blood pressure rise?
Discover the iron in breakfast cereal.
How does sun block work?
Test the energy of moving water.
What material conducts electricity best?
Structural soundness: Which shapes are strongest?
How does plate tectonics work?
Best conditions for popping popcorn.
What battery brand lasts longest?
Build a model of the human heart.
Will birds eat oddly-colored seeds?
How does milk become butter?
Can you make eggs bounce?
Does salt in water increase buoyancy?
Sugar and salt. Which dissolves fastest.
Do worms help plants grow?
Grow plants in up-side-down pots.
Grow a plant in air.
What microorganisms live in air?
What substances conduct sound best?
When does bread mold fastest?
Why is cold air denser?
Science is all around you. Every time you wonder how the world works, that is science in action. A science fair, and the project ideas listed above are a catalyst for science and for your own understanding of the world's workings. And if you win the science fair, that is just another bonus.
If you are a teacher, Mother's Day is an excellent time to get your students' creative juices flowing. Celebrating an important female relative in a child's life, whether they are a mother or not, gives students both a chance to show those people how they feel and a chance to stretch their imaginations. As a bonus, other lessons can be worked into these crafts such as color, perspective, creative writing and explanations of types of art that the students may not know. The possibilities are endless. If you are looking for ideas for your own classroom's Mother's Day crafts, look no further. Below are some of the best Mother's Day craft ideas out there.
Poems are a wonderful way to show someone you care. Have your students write poems for the special women in their lives. This craft is an excellent way to discuss rhymes, pacing and phrasing. The students could print their new poems inside cards they decorated themselves.
Use a camera to snap photos of your students standing with their arms held out as if they are giving a hug. Trim these photos into heart shapes and attach them to Mother's Day cards. Allow your students to decorate around their photos and write letters inside the cards. This craft is an amazing writing practice.
Give your students pieces of cardstock and have them decorate them. The cardstock will become the covers for a coupon book for their mother or special woman in their life. Then you can either pick up free coupons from local businesses or ask your students to come up with coupons that their mother can redeem at any time, such as a coupon for a free hug or a coupon that entails that the student will do the dishes one night so that their mother can have a break.
There are free printable instructions for making all kinds of origami online. Get colorful paper and help your students fold origami roses for their mothers. If you have enough time and paper, each student could fold a small bouquet of roses. These bouquets can then be tied with ribbon bows and presented to their mothers. Unlike real roses, these will never wilt and can be used as beautiful keepsakes for years to come. Most students love origami, and this is an excellent way to teach them new shapes.
Each day in the weeks leading up to Mother's Day, print a recipe on the blackboard and have your students copy them on plain white paper. Then have them make a cover for the recipe book which they will then give to the special woman in their life. This craft is excellent for teaching good penmanship as well as vocabulary related to cooking. Your students will be delighted to present their homemade recipe books to their mothers.
Have your students decorate special picture frames for the special women in their lives. Be creative! The picture frames can be decorated with paints, stamps, pebbles or shells. Picture frames are cheaply available at most budget outlet stores. Remove the glass before allowing the students to decorate the frames.
Buy very inexpensive clay pots. Then allow your students to decorate them. Do this a few weeks before Mother's Day. Then sow flower seeds in each pot. Water the flowers as needed and watch them grow. This is both a wonderful present for the special women in your students' lives and an amazing science lesson about how plants grow and the various types of seeds.
Make bookmarks from strips of white cardstock. Then allow your students to go absolutely crazy with the finger paints. This is a fun, messy craft and your students will enjoy getting to finger paint a gift. Poke a hole in the end of the bookmark and add a ribbon to make it extra special once it is dry.
Mother's Day is a wonderful creative time of year. Children are excited to show the special women in their lives just how much they are loved, and mothers, grandmothers and other special ladies are happy to receive gifts from their favorite children. Mother's Day is also an excellent teaching opportunity. Many important lessons can be taught effectively by craft projects. These lessons include perspective, color choice, creative writing, simple arithmetic skills, penmanship and grammar. As a bonus, these crafts are not expensive. Most of them can be done with found objects or ones bought from budget outlets. The key here is to be creative. Use your imagination and let your creativity flow. The ideas listed above are merely a starting point. Use your imagination and who knows what wonderful ideas you could discover!
Reading is more than a great way to pass the time. It expands vocabulary, develops empathy, and improves analytical skills. Research has also shown that how much a child reads over the summer has a strong correlation to how much they retain from last year's lessons—the more a child reads, the less of a "summer slide" they experience.
But how can teachers motivate students to read over the summer? Even if students love reading, not all are lucky enough to have tons of books in their home or a library within walking distance. And getting students to want to read can be a challenge itself.
It's great when a child loves any book, but series can be especially great for encouraging students to read more, beyond the one story. Each time they finish a book, there is a clear next step to keep them reading.
For some students, the biggest hurdle to reading is access to books. This is especially true for socioeconomically disadvantaged students who suffer most from "summer slide." Simply providing access to books they can hold onto and read over the summer can be one of the best ways teachers can encourage students to read.
Highlight age-appropriate books students will enjoy, and get them to share what they're reading, too. This can helps students find good stories to check out even when they're out of school, and the social factor can help them keep it up over time.
Select exciting passages from age-appropriate books, and read them out loud to the class with dramatic flair to entice them. Leave the book out during free times later, and be ready to lend copies to interested students.
During class quiet times, show students that you love to read by modeling the behavior for them—simply pick up a great book and read it where they can see you. Tell them how interesting it is, and how you can't wait to read more later.
All kinds of reading counts when it comes to stimulating the mind. Support student reading in all its forms, whether its novels, comics, magazines, or something else entirely.
Ask students whether or not they liked a book, and respect their answer—no one likes everything! Even better, ask them why they don't like the book, and get them to engage their critical thinking and express their thoughts.
Tell students about summer reading activities at the local library or other challenges like the Scholastic Summer Reading Challenge, and encourage them to participate.
Before students leave for summer vacation, get them as prepared to read over the summer as possible. Then tell them if they can meet a designated reading goal and come show their progress in September, there will be a special reward for them. Some fun pencils or other small prizes can go a long way to incentivize and reinforce good reading habits!
A passion for reading doesn't just appear in June when school lets out—it's got to be fostered throughout the school year.
The more teachers work with their students to develop a habit of reading for fun in fall, winter, and spring, the more likely these students will be to seek out and take advantage of opportunities to read over the summer.
Reading is an important part of anyone's life, and for a child, the ability to read can help send them to different worlds full of adventure, fun, and education. Of course, we are not all born with a reading ability ingrained into our minds! Children must be taught how to read, and whether they learn at a school, preschool, or at home with a parent or guardian teaching them, it is important to get them started on the road to reading in the way that works best for them. Here are some ideas for teaching children to read, no matter what kind of learners they might be.
Start by reading to your child.
Read to children as often as possible even when they are still babies.
Have your child copy down letters.
Repetitive copying of letter shapes helps teach kids what the letters mean.
Ask your child to repeat letter sounds aloud.
Repetition can also be used to teach letter sounds.
Teach sight words, and ask your child to identify them.
Sight words, like a, an, the, to, and from, can be easy to recognize. Teach them early, and ask kids to point them out in newspapers and magazines.
Put words into word families.
Ask children to organize words into families based on different structures, such as color words, sound words, and more.
Phonics is sometimes a controversial subject, but many kids respond well to learning phonemes as they learn how to read.
Teach children how to sound out words.
Sounding it out can be a great way for a child to make a guess at a complicated new word.
Cut up simple words or the child's name into individual letters, mix them up, and ask the child to reorganize them into the correct order.
Gluing or sewing around letters is a great way for kids to remember their shapes by touch.
Teach with simple clues or scavenger hunts.
Write down easy to read clues and have kids read them to for "treasure" around the room.
Ask children to organize items into boxes by letter or sound.
A toy duck should go into the D box, and a pencil should go into the P box. Teach kids word beginnings using this method.
Syllables can be tricky, but if you make a game of clapping them out, they can be fun to learn.
Slightly older kids can learn about punctuation marks and what they do to a sentence.
Spend a while on vowel sounds.
Vowels are difficult, since they make a lot of different sounds. Be sure to spend plenty of time focusing on them.
Read simple poetry to learn about rhymes.
Simple children's poems are excellent ways to teach vowel sounds through rhyme.
Set a daily reading time.
Reading every day is a sure way to improve those skills!
Allow children to put together simple scrapbooks of their families, friends, or pets.
Cutting and pasting pictures and mementos into pages organized by name can help kids sort words by family member, emotion, and more.
Ask children to classify their favorite stories by type.
Older kids might benefit from sorting out their favorite stories as fantasies, school stories, and more.
Teach children how to write simple notes.
Small notes to and from friends or family are great reasons for any child to learn reading and writing both.
They may be a little outdated, but flash cards can still help some kids learn how to recognize words, letters, and sounds quickly.
When a child knows how to read, he or she is able to enjoy books, comics, and more without struggling. With these methods for teaching children to read, you can easily help a child in your home or classroom.
Learning to read a major milestone and rite of passage for any child. And yet, one in four children in American grow up without becoming literate, according to DoSomething.org. Weak reading skills makes it harder for a child to succeed in school and work, and is even linked to greater risk for dropping out of school and incarceration.
As parents and teachers, we are eager to do all we can to support our children and give them a strong start in life with great reading skills. Here are 20 ways to get kids on the path to reading well—and loving it.
A child can benefit from reading together even as a newborn. In fact, the earlier you start, the better you can establish reading and a special time for bonding and relaxing fun. This association can set kids up for a lifetime of learning and imagination.
Set a good example for children by modeling the behavior you wish them to emulate. When a child sees you reading, it shows that reading is an activity adults partake in and enjoy—and that s/he can enjoy it, too.
Babies and young children learn by touching, feeling and even chewing. Let reading be a safe tactile experience by opting for baby-proofed books make of cloth or sturdy cardboard. Also, look for books that create many different feels for young kids to engage with, such as tufts of fur, crackly swatches, buttons that squeak and mirrors to look into.
While reading together, ask kids questions about the pictures. This encourages children to interact with the story and develop important critical thinking skills that make reading meaningful. Ask questions appropriate to their age and reading level.
Start with the letters in the child's name, then move on to the most common letters like T, C, and M. Instructables recommends introducing two letters a week. Write each letter on a piece of paper together, talk about the letter's name, and review the sounds the letter makes. Hold onto the written letters and review them together regularly.
As you read together, children will pick up the basics of what a book is—the cover and the pages, how the illustrations relate to the words, how to go from front to back. When you point to the words, you help them pick up the correlation between the letters on the page and the words that create the story.
Build on the alphabet by introducing phonetics. "Phonemes" are the small sounds of the English languages that words are built from. By learning these sounds, a child can begin to sound out words for him/herself. Sound out words together and break them into their pieces, then show how they come together to create a word.
Being able to recognize sight words is a key milestone in reading fluency. "Sight words" are the common, short words of the English language that we come across all the time, but don't necessarily follow the rules of phonics, such as "the" and "said." By memorizing these words, children can blow past them in a book and focus on sounding out bigger words.
If a child can recognize that the "-ain" found in "rain," "train," and "gain" are the same, they can begin to recognize these words more quickly in context. Being able to identify word families is a crucial step in understanding phonetics.
There is a category of books for children called "predictable stories," which use predictable sentence structures and clear illustrations to help kids make informed guesses about the words on the page as they learn new words.
As children learn and grow, offer new, more challenging books to keep them learning and stimulated. This will make sure the child continues to learn new words and develop their critical thinking.
Stories with rhymes are another way to offer a child predictability in reading, while also reinforcing word families. In addition to this, rhymes are just plain fun, which helps keep the process enjoyable.
As a child learns, keep pushing him/her to reach for the next step. You can do this by teaching him/her new words, get more complicated books, or ask more advanced questions.
While it's great to keep kids challenged, don't push them. Every child has his/her own pace for learning to read. Pushing him/her will only make the experience stressful. To keep the challenge fun, turn reading into a game.
When starting school, it can be discouraging for a child who is not as far along in reading as some of their classmates But if you stay positive, you can help the child stay positive, too.
Avoid confusing children by keeping reading lessons at home consistent with what they're learning at school. Teachers can help by sending letters home about the methods you're using in the classroom. Parents should pay attention to information from school.
Reading isn't just about knowing the words on the page. It's about the greater meaning the words create, too—the story. Help a child develop this important comprehension by talking about the plot with him/her.
A child uses a story's context to inform his/her guesses as s/he reads. So if a child reads "I have soap to wash my hands," when the sentence says "I have soap to clean my hands," the child is showing s/he understands the meaning of what s/he is reading. Instead of just correcting the error, assure the child that s/he is close, and review the sentence again together.
The timing of reading sessions matters. Keep them short (about 10 minutes) and keep it positive—don't start at a point when a child is upset, tired or hungry.
Beginning to read is a milestone in the learning process, and the beginning of a wonderful lifelong habit. These 20 ways to just some examples of the many ways you can help children learn to read. Whatever you do, keep it fun and show them how enjoyable reading can be!
You've likely heard your students complain about Shakespeare before. Every teacher has. He is hard to read. His work is boring. His work is not easily relatable. As a teacher, you know these complaints are quite untrue except perhaps for the difficulty in reading Shakespeare's English. But how do you share the joy of Shakespeare's work with your students while still making it fun? This article will explore several Shakespeare-themed activities which you and your students can do, and at the end if they still do not like Shakespeare, at least they will be able to say they had fun and learned about this brilliant wordsmith anyhow.
Set the stage. If you are going to study Hamlet, for example, turn off the classroom lights, and set LED tea lights on tables and desks throughout the classroom to give the feel of a dark, slightly spooky night. Be sure to set the tea lights somewhere where they are not a distraction to students. You could even create a night backdrop. If you are going to teach Romeo and Juliet, you could create a scene that looks like the iconic window. Use inexpensive props, and your classroom will look like a Shakespeare set in no time. As a bonus, students will realize something is different, and will likely pay more attention.
As you study the sections of a Shakespeare play, make sure to ask your students their thoughts on the characters. Discuss the character's motives and personalities so that your class gets to know the characters. Then ask them to do a 3-5 song playlist of their favorite characters. With each song choice, ask them to include a two-paragraph mini essay explaining why they chose the song they chose. If you wanted, you could even ask them to properly cite song lyrics. Your students will much more easily remember that Justin Bieber was Romeo than simply answering questions about who Romeo killed on a reading quiz.
If you are studying Hamlet, you could have a discussion of the various ways to create Hamlet's father's ghost. Have your students discuss various ways of creating the ghost, including puppets, bedsheets ghosts, and anything else your students think up. Then discuss how the ghost was created in Shakespeare's time. Be sure to discuss what makes the ghost foreboding.
A full play would be difficult to perform in a small space, but you could perform one scene from the play you are studying. Assign each student a character part. If you have more students than characters, assign some to make sound effects, flash the lights to make lightning or raise and lower backdrops. This way, your students can feel as if they are part of the Shakespeare experience.
Your lessons on Shakespeare do not have to be boring! They can be fun, informative and memorable. With the above activities, you can teach your class Shakespeare in a way they will never forget. Also, these are just a few suggestions to get you started. Use your imagination and creativity, and you can probably come up with many more. Believe us, your students will thank you.


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IN MEMORIAM | R. Murray Schafer: A Remarkable Life Remarkably Lived
By Michael Vincent on August 16, 2021
R. Murray Schafer/Facebook
Revered Canadian composer and author R. Murray Schafer has died Aug. 14 after a long battle with Alzheimer's disease at age 88.
Regularly described by colleagues as a man of extraordinary innovation and communicative ability, Schafer was one of Canada's most prominent composers.
His works reflected an interest in myth, ritual, audience participation, and ecology and environmentalism's aural elements. His best-known works were large, ambitious outdoor pieces that incorporated elements from the environment as an integral part of the performance. Examples include The Princess of the Stars that premiered in 1981 by New Music Concerts, and Music for Wilderness Lake, written for 12 trombonists spaced around a lake.
Many of his ideas were informed by a lifelong fascination with the "soundscape", a term coined by Michael Southworth, and popularised by R. Murray Schafer in his influential book The Tuning of the World, published in 1977.
The book followed the World Soundscape Project (WSP), which he founded while teaching at Simon Fraser University in 1969. "[WSP grew out of Schafer's initial attempt to draw attention to the sonic environment through a course in noise pollution, as well as from his personal distaste for the more raucous aspects of Vancouver's rapidly changing soundscape," writes colleague Barry Truax.
Among Schafer's honours are the Glenn Gould Prize (1987) and the Governor General's Performing Arts Award for Lifetime Artistic Achievement (2009). He was made a Companion of the Order of Canada in 2013.
His last major performance was a revised production of Apocalypsis (1977) with multiple choirs, dancers, actors, and a throat singer at the 2015 Luminato Festival in Toronto.
Schafer's struggle with Alzheimer's was known to friends and colleagues, and they encouraged him to continue to compose from his picturesque farmhouse located near Peterborough, Ontario.
His final string quartet was a commission for the Quatuor Molinari called fittingly titled Alzheimer's Masterpiece.
Hundreds of tributes continue to roll in on his Facebook page.
Schafer is survived by his long-time partner and collaborator Eleanor James.
For those looking to learn more about R. Murray Schafer's life and contributions to music, we highly recommended reading his excellent memoir My Life on Earth and Elsewhere.
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Michael Vincent
Michael Vincent is the Editor-in-chief Ludwig Van and CEO of Museland Media. He publishes regularly and writes occasionally. A specialist in digital media for over 15 years, he has worked as a senior editor and is a former freelance classical music critic for the Toronto Star. Michael holds a Doctorate in Music from the University of Toronto.
Latest posts by Michael Vincent (see all)
IN MEMORIAM | St. Lawrence String Quartet Violinist Geoff Nuttall Has Died - October 20, 2022
PREVIEW | The Elora Singers Open Season With Concert Honouring Matthew Shepard - October 5, 2022
PREVIEW | The Women's Musical Club Of Toronto Outlasts Them All - September 16, 2022
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Last week on the N.C. Cooperative Extension Horticulture Agents listserv, there was a discussion about homemade fungicides and whether extension agents should recommend them or not. The infamous "Cornell Formula" fungicide was mentioned as an example. If you Google "Cornell formula fungicide" thousands of results are presented. Many of these tell you how to mix up and use this miracle fungicide that was, they claim, developed by Dr. Ken Horst, a pathologist at Cornell University. Many of the sites come across as credible sources of information. But look at some of the other results that come up and you will see a discrepency. Many of those results start out with "Dispelling the Myth of the Cornell Formula Fungicide". Those explain that there really is no "Cornell Formula" fungicide and that information on an incomplete experiment was distributed over the Internet and has kind of taken on a life of its own. The bottom line is that the "Cornell Formula" fungicide doesn't work and can actually damage plants. I have reprinted the press release about that below. And thank you, Gary Pierce, Harnett County Agent, for bringing that press release to our attention.
My point here is, there is so much "information" available to us now via the Internet. Anyone can post anything they want to. You don't have to be an expert to put up a website or blog and start giving out advice. Please take the time to do a little research, dig a little deeper, find out the qualifications of the person/website providing the information, and check their sources. In the case of farming and gardening, most always, the information you get from universities, Cooperative Extension, USDA, and professional organizations is valid. There are also some really excellent personal, small-business websites providing information, too, but amongst them are people with very limited knowledge providing a real mix of fact and fiction. They often have no professional education or training and/or very limited experience in the area they are professing to be an expert on. And I've found that some media sources, including radio and television, are also guilty of this. So check that out next time you turn to the internet for advice. If you want to learn how to manage late blight on tomatoes, do you want to get that advice from someone who has a PhD in pathology and has been working on tomato diseases for twenty years or from (and this is just an example that I made up) someone with a MBA, who is an expert in business, but just recently developed a passion for gardening and created a website to share his new found knowledge?
By the way, Dr. Ken Horst did go on to get a number of patents for fungicides that are available for home gardeners and commercial growers.
Erroneous information has led to the use of ineffective homemade formulas.
Ithaca, NY, February 8, 2006 — Inconclusive information that originated out of isolated results from scientific trials has found its way into the public domain where it contributes to the myth that concoctions and mixtures of sodium bicarbonate, oil, water and soap are a recommended "Cornell Formula" fungicide. There is no such formula.
Many of these so-called formulas have very limited benefit and some of these recipes can even result in phytotoxicity or burning of the leaves. For example, baking soda and water by itself has limited benefit because it does not spread evenly across the surface of the leaf and easily washes away. The use of oils or soaps to spread and stick the bicarbonate can lead to an unwanted build-up of chemicals, alter soil pH levels and increase the potential of phytotoxicity.
For example, many of the formulas that are repeated on websites, in articles and various publications call for the use of dishwashing soap or other detergents. Adding in soaps that are comprised of a laundry list of chemical ingredients may not be wise. Most soaps now have anti-bacterial chemicals such as Triclosan that could kill necessary bacteria in the soil and may be detrimental to nutrient absorption. Accumulation of these chemicals in or on treated vegetables may not be healthy. Many soaps also have degreasing agents and other chemicals that may not be useful or safe when used as a plant spray.
Stories about the efficacy of baking soda in controlling garden fungi have circulated for many years. Its use is a welcomed alternative to other fungicides because bicarbonates, both sodium bicarbonate and potassium bicarbonate are recognized as safe food additives and do not have adverse environmental impacts. It's no wonder that baking soda-based formulas have been so eagerly passed along among ornamental and organic gardeners.
In 1985 Dr. Ken Horst began research into the efficacy potential of bicarbonates. The research was intended to quantify the true efficacy of bicarbonates, identify their mode of action and determine the most effective use of these compounds.
For these reasons and others, horticultural oil was rejected as a spreader-sticker. In order to find a safer, more efficient additive, more than 350 spreader-sticker systems were evaluated. Highly effective spreader-sticker additives were discovered which increased the efficacy and reliability of bicarbonates for use on ornamentals, vegetables and fruits. Additional research was done on a wide variety of plants and quantitative results were determined for a broad spectrum of fungal diseases. Ultimately, a combination of spreader-sticker additives in very specific quantities was found to be significantly more effective than all other alternatives.
The patented formula, which is distributed by H & I Agritech, Inc., has been successfully used in commercial and large-scale agricultural settings for nearly 10 years. The same product is also available for use on indoor plants, in home gardens, small organic farming and greenhouse operations under the name GreenCure®.
GreenCure® cures and prevents powdery mildew, blackspot, blights, molds and other plant diseases on garden crops & ornamentals. It is labeled for use against more than 25 different plant diseases including Downy Mildew, Powdery Mildew, Alternaria Blight and Blackspot. It is registered for use on over 85 different annual and perennial flowers, woody and ornamental shade trees, woody and herbaceous ornamentals, many herbs and vegetables, and ornamental nut and fruit trees.
Prevention and control of plant mildew and related plant diseases is of great interest to gardeners. Fungal related plant diseases are damaging and unsightly in ornamental plants and can outright destroy garden crops. In addition, plant molds and their airborne spores can cause allergies and adverse health effects in humans and animals, therefore control of mildew is a serious concern, but controlling mildew the right way is very important.
The active ingredient in GreenCure® is potassium bicarbonate, which is listed by the U.S. Food & Drug Administration (FDA) as generally recognized as safe (GRAS). It is commonly used in foods and medicines and does not have any adverse environmental impacts; therefore the appropriate use of this compound, as a fungicide is an important alternative to many of the conventional fungicides that are undergoing toxicological review by the EPA.


CHICAGO – The happening is lovelier, the second time around. Chicago film power couple Rebecca Fons and Jack C. Newell bring back "Destroy Your Art," an event in which a filmmaker creates a film, shows it once to the audience, and then destroys it forever. Destroy Your Art takes place on August 10th, 2018, at Silent Funny Gallery in Chicago. For more information, including tickets, click here.
"Destroy Your Art" will feature five filmmakers – Lydia Fu, Vincent Singleton, Deja Harrell, Jacquelyn Jamjoom, and Andrew Stasiulis – as they show their seven minute or less short films. After that ONE SHOWING, the films will be destroyed forever, never to be seen again. The concept challenges the notions of permanency, images, expression and our perception of what time means. Audience participants, and the filmmakers themselves, will be the only witnesses to the final products, before they are gone forever.
Married couple Rebecca Fons and Jack C. Newell are one of the most prominent art and film pair in Chicago. She is the former Education Manager for the Chicago International Film Festival, and owns the Iowa Movie Theater (with her mother Marianne) in Winterset, Iowa. Jack C. Newell is a prolific movie director – who is also the Program Director of the Harold Ramis Film School at The Second City – and released his acclaimed documentary "42 Grams" in 2018, as well as being a facilitator of the "Wabash Lights" art installation in Chicago. He also has his latest directorial effort, "Hope Springs Eternal," releasing on Friday, August 10th, 2018.
In PART ONE of the Podtalk with Rebecca Fons (via phone) and Jack C. Newell, with Patrick McDonald of HollywoodChicago.com, the duo talk about the "Destroy Your Art" event concept in its second year.
In PART TWO of the podtalk, Rebecca observes her first year as a theater owner, and Jack talks about different dynamics of art creation.
"Destroy Your Art" – hosted by Rebecca Fons and Jack C. Newell – will take place at 8pm on Friday, August 10th, 2018, at Silent Funny Gallery, 4106 West Chicago Avenue, Chicago.


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Tag Archives: Be Free
'The Art of Banksy' to hit Melbourne…
Collaborations, Featured artists, Graffiti, Interview, Shows & Events, Social, Street Art, VNA Magazine
23rd Key, Australia, Bailer, Be Free, Conrad Bizjak, Damo, DVATE, George Rose, HEESCO, Jack Douglas, Makatron, Melbourne, Mike Eleven, psalm, PUTOS, RUSKIDD, Sirum, the art of banksy
It's the exhibition that already has Melbourne talking, and it's still a month away. 'The Art of Banksy' exhibition opens in Melbourne on 7 October 2016. Inspired by the streets of London, this exhibition will take visitors on an artistic adventure, exploring the mind of Banksy and his satirical street art.
More than 80 works will be on display, presenting the largest collection of Banksy artwork to ever be shown in Australia, and will be the most unique art event to grace Australia's shores. 'The Art of Banksy' aims to showcase the mysterious street artist, who is now considered one of the biggest contemporary artists of our generation.
It's apt that this body of work comes to Melbourne; the cities fascination with the man beginning back in 2003 when he came to Australia for Semi-Permanent, and hung around to complete a couple of missions with Burn Crew. These missions included spraying rats in various suburbs, policemen kissing in St.Kilda and twelve pieces in Prahan's Revolver. Some of these stand to this day, and others, when destroyed, garner the outrage of the masses and receive worldwide media attention
Dean Sunshine, street art documenter, facilitator and author of 'Land of Sunshine' and 'Street Art Now' has exclaimed, "This exhibition is an opportunity for Melburnians to see a world class collection of original Banksy artworks, by the man who is known as one of the greatest street artists. It is a privilege for Melbourne to host one of the biggest Banksy retrospective collections to ever be shown, and would not be possible without the generous collectors allowing others to share their passion for the elusive man himself."
He continues, "If that's not enough, 14 local artists, BAILER, BE FREE, CONRAD BIZJAK, DVATE, HEESCO, JACK DOUGLAS, PSALM, GEORGE ROSE, MAKATRON, MIKE ELEVEN, PUTOS, RUSKIDD, SIRUM and 23rd KEY will be painting panels which will be auctioned during the event to raise money for the homeless of Melbourne, and ADNATE will be painting a huge 6m x 6m mural… it's really an unmissable exhibition."
"This exhibition is a one off – never will you be able to see this amount of work in one place again. Once the show is over, the artwork will dissipate back to the other 40 collectors around the world, and the likelihood of them being brought together again in the future is very slim," – Steve Lazarides, curator.
Melbourne (and Australia).… You have been warned.
www.theartofbanksy.com.au
@banksymelbourne
Dean Sunshine's 'Street Art Now'
Graffiti, Shows & Events, Social, Street Art, VNA Magazine
Adnate, Alexis Dias, Australia, Bailer, Be Free, Dabs Myla, Damo, Dasic, Deams, Dean Sunshine, Deb, DOES, DVATE, Goma, Heide Gallery, Insa, jaz, Kaff-Eine, Li-Hill, Makatron, MCA, MEGGS, Melbourne, MONA, National Gallery of Australia, National Gallery of Victoria, phlegm, photo, pixel pancho, Reka, roa, Rone, Seth Globepainter, sheryo, Shida, slicer, smug, Sofles, The Yok, Tristan Eaton, TwoOne, Vexta
Following the success of 'Land of Sunshine' published in 2012 comes the next book titled 'STREET ART NOW'. An updated snapshot of the Melbourne street art and graffiti scene over the last two years is once again, all shot by Dean Sunshine on his travels across Melbourne and beyond.
'STREET ART NOW' is a larger, hardback book with 206 pages highlighting over 100 local artists and international artists who have painted in Australia.
All sales from 'STREET ART NOW' will be put towards any future editions, furthering Dean's wish to provide ongoing documentation of Melbourne street art online and via printed media.
www.deansunshine.com
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Two years ago, I found myself listening to Monitor Audio's flagship Platinum Series towers in the company's CES demo room and thinking, Who drops 10 grand on a pair of speakers, no matter how good they sound? The question lingered in my mind until last summer, when I sold my longtime reference speakers to a hay farmer from central New York who planned to insert them into the kind of crazy 11.2-channel rig (located in a converted barn, no less) that would make Tom Holman proud. As the guy drove off in his pickup, hay bales securing speaker boxes on either side, it hit me: It's a big world, and audiophiles come in all stripes — and income brackets.
Monitor Audio's Gold GX line represents the company's effort to port the benefits of its Platinum Series to a line priced at a level that not just investment bankers but also farmers (harvest permitting) could afford. The system I checked out is based around the GX200 tower, which at $4,495/pair costs nearly half that of its Platinum Series sibling. The rest of the package Monitor sent me consisted of the GXC 150 center, GX-FX surrounds, and GXW-15 subwoofer. Total tab for all that gold: just north of 10 grand.
The GX200 is a ported 3-way tower with a curved front that measures a mere 6.75 inches wide. A magnetically attached metal grille on the front conceals (barely) a ribbon tweeter and the speaker's C-CAM (Ceramic-Coated Aluminum/Magnesium) midrange and bass drivers, each of which is bolted through to the back panel to cross-brace the cabinet. Gold-plated binding posts (two sets are present to accommodate biwiring/biamping) around back accept spade lugs, banana plugs, or bare wire.
The GXC 150 center — a sealed design — has the same ribbon tweeter, metal grille, and attractive look as the towers. In this case, however, the tweeter is sandwiched between a pair of 5.5-inch drivers that cover midrange/ bass. Monitor's GX-FX is a large-ish surround speaker that can be configured — either manually or via a 12-volt input — for a direct or a dipolar radiation pattern.
The GXW-15 subwoofer is a sealed design harboring a 15-inch woofer powered by a 650-watts rms amplifier. DSP is used to control the woofer's output based on power reserves to limit distortion; it also allows for digital-domain filtering, phase adjustment, and auto on/off switching. The GXW-15 comes with D2Audio's LEO (Listening Environment Optimizer) automatic room correction, a process you carry out using an included calibration microphone. A remote control lets you control all functions of the GXW-15, with feedback indicated on its front-panel LED display.


Celebrate the 25th Anniversary of the release of the iconic movie Gettysburg with Director Ron Maxwell and special guests.
Attendees are welcome to attend a Q&A session with the Director beginning at 5:00 pm before the film begins at 6:00 pm. Proceeds from ticket purchases support the preservation and education missions of the Gettysburg Foundation and Journey Through Hallowed Ground.
Introduction of the movie: Dr. James I. Robertson, Alumni Distinguished Professor Emeritus at Virginia Tech.
Immediately following the movie - Cast members introduced on stage for a curtain call. A meet and greet with the cast will follow the movie in the Majestic lobby.
VIP Tickets ($150): SOLD OUT.


Now that they've had a chance to see just what Gov. Rod Blagojevich cut from the state budget, some Senate Democrats are saying they're looking for a change in position from Senate President Emil Jones.
Although they are being careful not to directly challenge their leader's position, some Democrats made it clear last week that they hope Jones, D-Chicago, can be persuaded to change his mind about overturning some of the cuts.
Jones, appearing with Blagojevich at the governor's announcement, said he would not allow the Senate to vote on restoring any of the money cut by the governor. Since both the House and Senate must vote to override the governor in order to restore the budget cuts, Jones' decision meant Blagojevich's reductions would stand.
At the time of the announcement, though, Blagojevich hadn't spelled out what spending he planned to eliminate. That took nearly two more weeks, and when the cuts were revealed, many lawmakers were surprised and angered.
Blagojevich wiped out money for projects in districts represented by Republicans in the Senate and Democrats in the House. At the same time, he spared money for projects in Senate Democratic and House Republican districts.
In some cases, that meant money for a project in one district was cut while money for an identical project in another district was kept in the budget.
Beyond that, though, Blagojevich eliminated more than $230 million for health care and human services. That included money to reimburse hospitals and nursing homes for providing care to the poor, to give home care workers for the developmentally disabled a pay raise, and for dozens of other programs ranging from homeless shelters to adult day care centers to AIDS assistance to job training.
"There are things in there that I think should be brought back in, no doubt about it," said Sen. Terry Link, D-Waukegan.
Link pointed to funding reductions will hurt local parks and museums, as well as public television and radio stations.
At the same time, however, Link said he doesn't expect to pressure Jones to change his mind. Link said Jones might be using the cuts as leverage to get agreement on a mass transit assistance package and a long-stalled construction bond program.
"I am not in disagreement with what the president is trying to do," Link said.
Sen. Deanna Demuzio, D-Carlinville, said she was surprised to see budget reductions for providers that serve the developmentally disabled, corrections and other state agencies.
"I hated to see some of the cuts in there," Demuzio said.
But Demuzio, like Sullivan and others, said they want to see what the House restores to the budget before deciding what restorations to push in the Senate. Because the budget was contained in a House bill, it will be the House that initiates any effort to override Blagojevich's cuts.
House Speaker Michael Madigan, D-Chicago, has said the House will vote to override the vetoes, but he has not scheduled a time for the chamber to act. In fact, it could be a while before the House as a whole considers the cuts.
Brown said Madigan might schedule a committee of the whole hearing by the entire House to hear from people affected by the cuts. The House also could hold a series of hearings around the state, he said.
Brown also said no decision has been made whether to take a single vote on restoring all of the cuts as a group, or to vote on individual items.
Schoenberg said that if the Senate doesn't agree to restore some of the cuts, lawmakers can try to pass a supplemental budget bill that would have the same effect.
"I'm hoping some of the saber-rattling will subside and there can be some reconciliation of these conflicting views," he said.
Link said a lot can still change if lawmakers can reach agreement on other issues, like mass transit assistance and a capital bill.
"Nobody is getting heartbroken because they don't feel this is the final, final cut," Link said.
Dana Heupel contributed to this report. GateHouse News Service Statehouse reporter Doug Finke can be reached at (217) 788-1527 or doug.finke@sj-r.com.
Raises: $7.2 million for pay increases for constitutional officers, legislators and other state officials.


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Drugs & Diseases > Cardiology Guidelines > Cardiovascular Disease Primary Prevention/Lifestyle Guidelines Q&A
Which organizations have issued screening guidelines for modifiable lifestyle cardiovascular disease (CVD) risks in adults?
Author: Eric H Yang, MD; more...
Cardiovascular disease (CVD) risk factors associated with lifestyle include smoking, alcohol intake, diet, and exercise. Screening guidelines for modifiable lifestyle CVD risks in adults have been issued by the following organizations:
US Preventive Services Task Force (USPSTF)
American Heart Association (AHA)/American College of Cardiology (ACC)
European Society of Cardiology (ESC)/European Atherosclerosis Society (EAS)
A comparison of the recommendations for diet, physical activity, and tobacco use screening and interventions are listed in Table 1, below.
Table 1. Recommendations for Diet, Physical Activity, and Tobacco Use Screening and Interventions (Open Table in a new window)
Adult Guidelines
Screening Populations
Recommended Interventions
US Preventive Services Task Force (USPSTF) [1]
Diet and physical activity
Overweight or obese adults with additional cardiovascular risk
Intensive behavioral counseling interventions to promote a healthful diet and physical activity
USPSTF [2]
Adult population with no known diagnosis of hypertension, diabetes, hyperlipidemia or CVD
The health benefit of initiating behavioral counseling in the primary care setting to promote a healthful diet and physical activity is small; clinicians may selectively counsel patients rather than incorporate counseling into the care of all adults
American Heart Association [3]
All adults
Clinicians should provide individual or group-based interventions to promote and maintain healthy diet and physical activity that include a combination of two or more of the following strategies:
· Setting specific, proximal goals
· Providing feedback on progress
· Providing strategies for self-monitoring
· Establishing a plan for frequency and duration of follow-up
· Using motivational interviews
· Building self-efficacy
European Society of Cardiology/European Atherosclerosis Society (ESC/EAS) [4]
Diet, physical activity, and tobacco use
Risk estimation for CVD using the Systematic COronary Risk Evaluation (SCORE)
All smokers offered assistance to quit
All patients encouraged to adopt healthy diet and increase physical activity
Multimodal behavioral interventions, integrating health education, physical exercise, and psychological therapy for psychosocial risk factors and coping with illness, should be prescribed for all patients with CVD
Ask all adults about tobacco use; advise those who use tobacco to stop using it and provide behavioral interventions; in nonpregnant adults, provide FDA-approved pharmacotherapy for cessation
[Guideline] U.S. Preventive Services Task Force. Recommendation Summary: Healthful Diet and Physical Activity for Cardiovascular Disease Prevention in Adults With Cardiovascular Risk Factors: Behavioral Counseling. USPSTF. Available at http://www.uspreventiveservicestaskforce.org/Page/Topic/recommendation-summary/healthy-diet-and-physical-activity-counseling-adults-with-high-risk-of-cvd . August 2014; Accessed: December 2, 2015.
[Guideline] U.S. Preventive Services Task Force. Final Recommendation Statement: Healthful Diet and Physical Activity for Cardiovascular Disease Prevention in Adults: Behavioral Counseling. USPSTF. Available at http://www.uspreventiveservicestaskforce.org/Page/Document/RecommendationStatementFinal/healthful-diet-and-physical-activity-for-cardiovascular-disease-prevention-in-adults-behavioral-counseling. June 2012; Accessed: Decem ber 2, 2015.
Artinian NT, et al; American Heart Association Prevention Committee of the Council on Cardiovascular Nursing. Interventions to promote physical activity and dietary lifestyle changes for cardiovascular risk factor reduction in adults: a scientific statement from the American Heart Association. Circulation. 2010 Jul 27. 122 (4):406-41. [Medline]. [Full Text].
[Guideline] Perk J, et al; European Association for Cardiovascular Prevention & Rehabilitation (EACPR), ESC Committee for Practice Guidelines (CPG). European Guidelines on cardiovascular disease prevention in clinical practice (version 2012). The Fifth Joint Task Force of the European Society of Cardiology and Other Societies on Cardiovascular Disease Prevention in Clinical Practice (constituted by representatives of nine societies and by invited experts). Eur Heart J. 2012 Jul. 33 (13):1635-701. [Medline]. [Full Text].
[Guideline] U.S. Preventive Services Task Force. Tobacco Smoking Cessation in Adults, Including Pregnant Women: Behavioral and Pharmacotherapy Interventions. USPSTF. Available at http://www.uspreventiveservicestaskforce.org/Page/Document/UpdateSummaryFinal/tobacco-use-in-adults-and-pregnant-women-counseling-and-interventions1. September 2015; Accessed: December 2, 2015.
[Guideline] U.S. Department of Health and Human Services and U.S. Department of Agriculture. Dietary Guidelines for Americans, 2015-2020. 8th Ed. Washington DC: U.S. Government Printing Office; December 2015. [Full Text].
2015 Dietary Guidelines Advisory Committee. Advisory report to the Secretary of Health and Human Services and Secretary of Agriculture. February 2015. [Full Text].
World Health Organization. Sodium Intake for Adults and Children. Geneva, Switzerland: World Health Organization (WHO); 2012. [Full Text].
[Guideline] Eckel RH, et al; American College of Cardiology/American Heart Association Task Force on Practice Guidelines. 2013 AHA/ACC guideline on lifestyle management to reduce cardiovascular risk: a report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines. Circulation. 2014 Jun 24. 129 (25 Suppl 2):S76-99. [Medline]. [Full Text].
Johnson RK, et al; American Heart Association Nutrition Committee of the Council on Nutrition, Physical Activity, and Metabolism and the Council on Epidemiology and Prevention. Dietary sugars intake and cardiovascular health: a scientific statement from the American Heart Association. Circulation. 2009 Sep 15. 120 (11):1011-20. [Medline]. [Full Text].
[Guideline] U.S. Department of Health and Human Services. 2008 Physical Activity Guidelines for Americans. Washington DC: U.S. Government Printing Office; October 2008. [Full Text].
[Guideline] World Helath Organization. Global Recommendations on Physical Activity for Health. Geneva, Switzerland: World Helath Organization (WHO); 2010. [Full Text].
[Guideline] Expert Panel on Integrated Guidelines for Cardiovascular Health and Risk Reduction in Children and Adolescents, National Heart, Lung, and Blood Institute. Expert panel on integrated guidelines for cardiovascular health and risk reduction in children and adolescents: summary report. Pediatrics. 2011 Dec. 128 Suppl 5:S213-56. [Medline]. [Full Text].
[Guideline] Fiore MC, Jaen CR, Baker TB, et al. Treating Tobacco Use and Dependence: 2008 Update. Clinical Practice Guideline. Rockville MD: U.S. Department of Health and Human Services. Public Health Service; May 2008. [Full Text].
[Guideline] Department of Veterans Affairs and Department of Defense. Recommendations for Use of Combination Therapy in Tobacco Use Cessation. Available at http://www.healthquality.va.gov/guidelines/CD/mtu/tuc_combination_therapy.pdf. April 2009; Accessed: December 2, 2015.
[Guideline] U.S. Preventive Services Task Force. Final Recommendation Statement: Obesity in Adults: Screening and Management. USPSTF. Available at http://www.uspreventiveservicestaskforce.org/Page/Document/RecommendationStatementFinal/obesity-in-adults-screening-and-management . June 2012; Accessed: December 2, 2015.
[Guideline] Jensen MD, et al; American College of Cardiology/American Heart Association Task Force on Practice Guidelines, Obesity Society. 2013 AHA/ACC/TOS guideline for the management of overweight and obesity in adults: a report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines and The Obesity Society. Circulation. 2014 Jun 24. 129 (25 Suppl 2):S102-38. [Medline]. [Full Text].
[Guideline] Department of Veterans Affairs and Department of Defense. Clinical practice guideline for screening and management of overweight and obesity. Version 2.0. 2014. Available at http://www.healthquality.va.gov/guidelines/CD/obesity/VADoDCPGManagementOfOverweightAndObesityFINAL070714.pdf. Accessed: December 2, 2015.
[Guideline] U.S. Preventive Services Task Force. Final Recommendation Statement: Obesity in Children and Adolescents: Screening. USPSTF. Available at http://www.uspreventiveservicestaskforce.org/Page/Document/RecommendationStatementFinal/obesity-in-children-and-adolescents-screening. December 2014; Accessed: December 2, 2015.
US Food and Drug Administration. Citizen's petition denial response from FDA to Bayer Healthcare, LLC [letter]. FDA. Available at http://www.regulations.gov/#!documentDetail;D=FDA-1977-N-0018-0101. May 2, 2014; Accessed: December 2, 2015.
[Guideline] U.S. Preventive Services Task Force. Aspirin for the Prevention of Cardiovascular Disease: Preventive Medication. USPSTF. Available at http://www.uspreventiveservicestaskforce.org/Page/Topic/recommendation-summary/aspirin-for-the-prevention-of-cardiovascular-disease-preventive-medication . March 2009; Accessed: December 2, 2015.
[Guideline] Pearson TA, Blair SN, Daniels SR, Eckel RH, Fair JM, Fortmann SP, et al. AHA Guidelines for Primary Prevention of Cardiovascular Disease and Stroke: 2002 Update: Consensus Panel Guide to Comprehensive Risk Reduction for Adult Patients Without Coronary or Other Atherosclerotic Vascular Diseases. American Heart Association Science Advisory and Coordinating Committee. Circulation. 2002 Jul 16. 106 (3):388-91. [Medline]. [Full Text].
[Guideline] Mosca L, Banka CL, Benjamin EJ, Berra K, Bushnell C, et al. Evidence-based guidelines for cardiovascular disease prevention in women: 2007 update. Circulation. 2007 Mar 20. 115 (11):1481-501. [Medline]. [Full Text].
[Guideline] Meschia JF, Bushnell C, Boden-Albala B, Braun LT, Bravata DM, et al. Guidelines for the primary prevention of stroke: a statement for healthcare professionals from the American Heart Association/American Stroke Association. Stroke. 2014 Dec. 45 (12):3754-832. [Medline]. [Full Text].
[Guideline] Vandvik PO, Lincoff AM, Gore JM, Gutterman DD, Sonnenberg FA, Alonso-Coello P, et al. Primary and secondary prevention of cardiovascular disease: Antithrombotic Therapy and Prevention of Thrombosis, 9th ed: American College of Chest Physicians Evidence-Based Clinical Practice Guidelines. Chest. 2012 Feb. 141 (2 Suppl):e637S-68S. [Medline]. [Full Text].
[Guideline] Stone NJ, Robinson JG, Lichtenstein AH, et al, for the American College of Cardiology/American Heart Association Task Force on Practice Guidelines. 2013 ACC/AHA guideline on the treatment of blood cholesterol to reduce atherosclerotic cardiovascular risk in adults: a report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines. J Am Coll Cardiol. 2014 Jul 1. 63 (25 pt B):2889-934. [Medline].
[Guideline] Goff DC Jr, Lloyd-Jones DM, Bennett G, et al, American College of Cardiology/American Heart Association Task Force on Practice Guidelines. 2013 ACC/AHA guideline on the assessment of cardiovascular risk: a report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines. J Am Coll Cardiol. 2014 Jul 1. 63 (25 Pt B):2935-59. [Medline].
[Guideline] Bibbins-Domingo K, U.S. Preventive Services Task Force. Aspirin use for the primary prevention of cardiovascular disease and colorectal cancer: U.S. Preventive Services Task Force recommendation statement. Ann Intern Med. 2016 Jun 21. 164 (12):836-45. [Medline].
[Guideline] Smith SC Jr, Benjamin EJ, Bonow RO, et al. AHA/ACCF secondary prevention and risk reduction therapy for patients with coronary and other atherosclerotic vascular disease: 2011 update: a guideline from the American Heart Association and American College of Cardiology Foundation endorsed by the World Heart Federation and the Preventive Cardiovascular Nurses Association. J Am Coll Cardiol. 2011 Nov 29. 58 (23):2432-46. [Medline].
[Guideline] Greenland P, Alpert JS, Beller GA, et al, for the American College of Cardiology Foundation/American Heart Association Task Force on Practice Guidelines. 2010 ACCF/AHA guideline for assessment of cardiovascular risk in asymptomatic adults: executive summary: a report of the American College of Cardiology Foundation/American Heart Association Task Force on Practice Guidelines. Circulation. 2010 Dec 21. 122 (25):2748-64. [Medline].
[Guideline] Whelton PK, Carey RM, Aronow WS, et al. 2017 ACC/AHA/AAPA/ABC/ACPM/AGS/APhA/ASH/ASPC/NMA/PCNA guideline for the prevention, detection, evaluation, and management of high blood pressure in adults: a report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines. J Am Coll Cardiol. 2018 May 15. 71 (19):e127-e248. [Medline].
Table 1. Recommendations for Diet, Physical Activity, and Tobacco Use Screening and Interventions
Eric H Yang, MD Associate Professor of Medicine, Director of Cardiac Catherization Laboratory and Interventional Cardiology, Mayo Clinic Arizona
Eric H Yang, MD is a member of the following medical societies: Alpha Omega Alpha
Mariclaire Cloutier Freelance editor, Medscape Drugs & Diseases


I've followed the instructions in the document below, to integrate SAP NetWeaver Identity Management's Virtual Directory Server (VDS) and User Management Engine (UME).
I have had success in configuring the VDS to connect with the Identity Center using the template mentioned. The VDS did display the tree values of the Identity Center as expected.
However, using JXplorer I wasn't able to successfully perform a search based on the instructions. I did make many changes to see if JXplorer needed some other inputs but no luck.
Even though I didn't successfully complete a search I continue with configuring the data source in the UME. I uploaded the template and configured the LDAP settings, and the connection test was successful.
The next step was to perform a search for users in the UME using the LDAP connection that was just setup. However, as you can see from the screenshot below I'm not given the option of choosing a data source and although it says 'All data sources' none of the LDAP user are returned in the search.
The help I'm hoping to get is to understand how to perform a search using JXplorer, and why I don't get an option to search for LDAP users in the UME?
If you still can not change the data source when searching in UME, it may be caused by that the datasource cannot be connected successfully. Please check in configuration > LDAP server > button 'validate Configuration' or 'test connection' may for different versions, and see if the connection test is successful?
- All the other connection pool and cache settings as described in section 'Configuring the LDAP server data' of the guide.
For the JXplorer tool, please also verify the same connection setting for above point 1, and then also test if you have tried to set a 'size limit' for testing(avoid of timeout)? If still the error, could you post a screenshot for the error details? And also, have you tested with other ldap client tools, eg: LDP?
Sorry that just noticed you also mentioned the connection test, please verify them again as above. If no problem, have you also performed a whole AS Java system restart afterwards(also mentioned in the guide)?
Please refer to above URLs according to your AS Java version.
Can you check the host name / IP address you have given for the LDAP Server field.
The IP address/host name should be of the server name on which VDS is running.


LionInd : As I have planned and shared during e-meeting last night, I will be trading some steel-counters. So, when I saw LionInd moving up, I grabbed and bought during pullback till 1.28 ... and sold all before lunch at 1.34 (hit 1.36 high). Day-trade done.
So ... the score is 9 - 1.
MMSV : this was fast ... hit my RM1.75 buy queue and parked at RM1.79 to sell. Done in less than 15minutes. Closed 1.78 for lunch. Most probably I won't buyback unless it dives to Rm1.71 again for me to consider.
I m clearing one counter at the moment for a loss ... my second for Sept. Will update later.
VS-wa : took it for a short-ride today, touch-n-go ... and done!! In fact, it closed higher ... new high at 77cents with mommy VS hittig new high again today. The risk is high now ... so, I need to let her go till pullback again to re-consider.
AirAsia : while it hit new high this morning, it closed with bad candle and forcing me to cut-loss. It was a mistake to rush to buy in morning ... amateurish blunder.
IQGroup : I queued 3.35 as it broken RM3.50 support ... done at 3.35 but as market was closing, I sold at RM3.33 for small losses. My 4th.


Additional funding for high growth businesses as UK leaves the EU.
British Business Bank will provide funds through its venture capital and growth finance funding partners.
The Business Finance Guide (published in partnership with the ICAEW and a further 21 business and finance organisations) impartially sets out the range of finance options available to businesses at all stages – from start-ups to SMEs and growing mid-sized companies. Businesses can take the interactive journey at www.thebusinessfinanceguide.co.uk/bbb.
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text:
Q: ERROR TypeError: can't access property "salt", ciphertext is null I am struggling with encriptation of the localStorage, I am using typescript with VisualStudio Code.
Here is the error
ERROR TypeError: can't access property "salt", ciphertext is null

Here is my code

import { Injectable } from "@angular/core";
import { environment } from "../../../environments/environment";
import * as CryptoJS from 'crypto-js';

@Injectable({
  providedIn: "root"
})
export class StorageService {
  constructor() {}

  // If the logged in user details are stored in local storage the user will stay logged in if they refresh
  // the browser and also between browser sessions until they logout

  // Para cambiar el tipo de storage a utilizar modificar el valor en el archivo de enviorment correspondiente
  // los valores posibles son LOCALSTORAGE o SESSIONSTORAGE

  //Llave publica de prueba
  default_llave: string  = "prueba";

  //Funcion de encriptado
  encriptar(
    texto: string,
    llave = this.default_llave
  ) {
    var textoEncriptado = CryptoJS.AES.encrypt(texto, llave).toString()
    console.log(textoEncriptado);

    return textoEncriptado;
  }

  desencriptar(
    textoEncriptado : string,
    llave = this.default_llave
  ) {
    var textoDesencriptado =
      CryptoJS.AES.decrypt(textoEncriptado, llave)
    .toString(CryptoJS.enc.Utf8);
    console.log("El texto desencriptado es " + textoDesencriptado);
    return textoDesencriptado;
  }

  setItem(key: string, value: string): void {
    if (environment.storage === "SESSIONSTORAGE") {
      sessionStorage.setItem(key, this.encriptar(value, this.default_llave));
    } else {
      localStorage.setItem(key, this.encriptar(value,this.default_llave));
    }
  }

  getItem(key: string): string {
    if (environment.storage === "SESSIONSTORAGE") {
      return this.desencriptar(sessionStorage.getItem(key),this.default_llave);
    }
    else {
      return this.desencriptar(localStorage.getItem(key),this.default_llave);
    }
  }

  key(index: number): string {
    if (environment.storage === "SESSIONSTORAGE") {
      return sessionStorage.key(index);
    } else {
      return localStorage.key(index);
    }
  }

  removeItem(key: string): void {
    if (environment.storage === "SESSIONSTORAGE") {
      sessionStorage.removeItem(key);
    } else {
      localStorage.removeItem(key);
    }
  }
}

A: I found the solution with this try - catch stament

getItem(key: string): string {
    if (environment.storage === "SESSIONSTORAGE") {
      try {
        return this.desencriptar(sessionStorage.getItem(key), this.default_llave);
      }
      catch (e) {
        return null;
      }
    }
    else {
      try {
      return this.desencriptar(localStorage.getItem(key),this.default_llave);
      }
      catch (e) {
        return null;
      }
    }
  }

redpajama_set_name: RedPajamaStackExchange


text:
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Sama Balson, Cr Michael Lyon, Peter Westheimer, Jeannette Martin. Photo supplied
While the Greens and Labor saw declines in their first preference votes, it was the independents who appear to have won the majority of public support at Saturday's Council election.
Mayoral results
Independent candidate Michael Lyon looks to have secured enough votes to be elected mayor, with 23.67 per cent of the votes counted on Monday. While further votes are to be tallied and preferences distributed in the coming days, his lead should be enough to secure the top spot. Cr Lyon served the previous Council term, and was originally elected on the Greens ticket before quitting the party to become independent in the last term. He was voted interim mayor after the resignation of the previous Greens mayor, Simon Richardson earlier this year.
Mark Swivel. Photo supplied
Independent Labor leaning candidate, Mark Swivel, came second in the mayoral race, with 18.30 per cent of the vote counted on Monday. Independent left leaning councillor, Cate Coorey, gained 14.73 per cent, followed by the Greens (Duncan Dey) at 14.59 per cent.
Labor's Asren Pugh gained 12.07 per cent of the vote. Conservative independent councillor, Alan Hunter, secured 6.55 per cent, while independent candidate, Bruce Clarke, secured 5.40 per cent. At the tail end, John Anderson received 3.26 per cent of the vote (372 votes) and Chris McIlrath 1.44 per cent of the vote (164 votes).
According to the NSW Electoral Commission, the total number of Byron Shire electors was 25,414 (residential and non-residential).
As of Monday. 9,530 formal votes were counted in Byron Shire, with 973 informal/other votes also tallied.
Councillor results
While the councillor make-up is still to be determined (further votes are to be tallied and preferences distributed), it is likely that Cr Lyon will be joined by his running mates, Sama Balson (from Women's Collective) and former councillor Peter Westheimer.
Cr Lyon secured 17.39 per cent of the councillor vote.
Next was the Greens, led by Duncan Dey, and they secured 1,701, or 17.85 per cent of first preference votes. That result is down over 30 per cent from the previous election. Similarly, Labor's Asren Pugh won 10.77 per cent of the vote, which is less than the party polled at the 2016 election.
Independent newcomer candidate Mark Swivel gained 13.29 per cent, while independent councillor Cate Coorey gained 10.44 per cent of the vote.
Long serving conservative councillor, Alan Hunter (independent), secured 5.32 per cent of the vote.
Independent newcomer candidate, Bruce Clarke, secured 4.29 per cent of the vote, while John Anderson gained 2.28 per cent.
As counting continues, it is likely that the new Council (eight seats plus the mayor) will include Cr Lyon and perhaps two from his ticket, former councillor Duncan Dey and current Cr Sarah Ndiaye (Both Greens), Mark Swivel, Cr Cate Coorey and Asren Pugh. It's unclear, and unlikely, that Cr Alan Hunter and Bruce Clarke will be elected to Council.
LGA election 2021
Byron Council elections 2021
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Greg Clitheroe December 6, 2021 At 1:03 pm
The Greens imploded. They have probably set a record for the largest swing against a party in Australian Electoral history.
The great news is that Mark Swivel and Asren Pugh don't want any more time wasted with railway folly and are promoting getting on with the Rail Trail. Michael Lyon has indicated his team would give the dual use backers twelve months to come up with the funding before joining Mark and Asren to promote the trail.
That leaves the two Greens and Cate Coorey persisting with the Dual Use pipe dream.
With forty percent of the Northern Rivers Rail Trail already funded and construction about to begin, funding for the Byron section would be a mere formality.
jimie December 6, 2021 At 2:38 pm
The Byron Greens scored one of the finest 'own goals ' in our political History , with their antics over their pre-selections in this Election .
Will The Dark Greens learn anything from this drubbing .
They are too fixed in their negative ways .
The Sheriff December 6, 2021 At 3:54 pm
Byron will at least have a 'progressive' Council, unlike Lismore.
There is a good sprinkling of talent there, too.
Fast Bucks seems to have lost currency!
Matthew December 7, 2021 At 8:35 am
The Lismore result is shaping as a backward step to the right wing of the Nats who like the wolf in sheep's clothing have pulled the wool over the eye's of the ill informed. I don't know whether to laugh or cry.
kristy December 7, 2021 At 9:39 am
The Greens implode while John 2.28% Anderson battles with Chris McIlwraith to run dead last. The Echo editorial team need to do some soul searching and listen to the people, more than their own thought bubbles.
Kirsty Francine December 8, 2021 At 2:23 am
Wasn't it amazing to see all the support Greens MP Tamara Smith gave to the Ballina and Byron Greens candidates? Oh wait, I got that wrong. There was zero. She couldn't even be bothered turning up for post-election drinks to thank volunteers. Hopefully they will remember and repay in kind come State elections.
Camille December 8, 2021 At 10:56 am
Congrats Swivel! Such a shame you weren't running for Tweed.
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