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Implementing a strong safety program involves a relatively thorough understanding of OSHA standards, with part of that understanding realizing you are dealing with minimum requirements. Another way to say this is you should have a thorough understanding of minimum requirements for a strong safety program.
Obviously, we can have a solid understanding of the minimum requirements.
The question then is will implementing minimum requirements yield a safety program that could be considered strong? The answer is obviously no. So, if we truly want to implement a strong safety program, just meeting minimum requirements is clearly not the answer — we must do more, we must go beyond compliance.
A strong safety program
So, what does a strong safety program actually consist of if not merely OSHA compliance?
Well, far too many line items exist to detail here, but few will argue that participation of the workforce is a critical element toward success. That, in and of itself, brings about significant challenges. While not insurmountable, a hurdle to this effort is training the workforce to a requisite level of understanding of an OSHA standard. Let's face it, OSHA standards are not pleasurable reading, are very often confusing, and can take up a great deal of time — time that you do not have available — to navigate.
You must train your workforce and provide them with the knowledge and skills to effectively participate in your safety program. The question centers on the content of the training. Should that training be unpleasant reading, confusing, take up a great deal of time, and be difficult to navigate? Again, the obvious answer is no. So how can we address an OSHA standard, make it somewhat pleasant, remove the confusion, reduce the training time, and make it easy to navigate?
Subpart O (as an example)
I would like you to pause for just a moment before going forward. What can you tell me about Subpart O? Jot down a few points.
Unless you are exceptionally weird, here are a few things you did not write down: Subpart O contains 175,381 characters without spacing, and 218,066 with spacing for a grand total of 393,447 characters. Subpart O contains 2,197 separate paragraphs. It contains 3,758 individual sentences. "1910" is mentioned 796 times. "Shall" is mentioned 856 times. This is a large part of the problem; it adds to the confusion. There are many other little factoids that could be highlighted, but you get the point.
Does it really take all of this to tell you that the machine/equipment must be guarded? Can we do better? Can we virtually eliminate the confusion? Can we make it easier to train the workforce to better equip them to participate in our safety program? Can we make it easier to understand? Can we make it easy to navigate? Can we save ourselves valuable time?
Figure 1 serves to demonstrate that OSHA standards can be simplified, and at the same time, actually made stronger. Stronger, because when simplified, a greater percentage of the workforce can actually participate in the safety program with increased knowledge and skills. This ultimately yields a stronger safety program.
The following example serves to illustrate how OSHA standards might be simplified. In this example, Subpart O (machine guarding) is addressed. For ease of communication, a machine, equipment, etc. is expressed as "it."
In the simplest terms: Does, or can, "it" move? If it does move, can it be touched? If it can be touched, can injury result? If the response to any of the above questions is yes, then steps should be taken to correct the machine guarding, no matter if the issue is an OSHA violation or not.
Proper machine guarding will assist in providing for a strong safety program. The overall program will be even stronger if you do it because it's the right thing to do, not because it is an OSHA requirement.
The need for vigilance
The one statement we repeatedly hear from managers, supervisors and employees is, "You do not need to put a guard on that – a person would be foolish to put their hand in there!" When I hear that, I always come back with one question for them to answer: "Can you tell me of a time when someone had a body part crushed, or lost a body part in a piece of equipment from doing something smart?"
I'm only saying that employees, given the opportunity, will eventually place themselves in harm's way by not making smart decisions. Of course employees are smart. That's not the point. Oftentimes, the employee will believe they are doing the right thing, the right way. As safety professionals, we must recognize this and account for it in our overall program management, which includes machine guarding.
One final note, other OSHA standards can be addressed in the same manner as machine guarding shown in Figure 1.


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A family run vineyard located in the south of Minervois which is run by the Orosquette family who have generations of vine growing experience. The vineyards overlook the canal de midi and agriculture raisonnee is the rule of the property. It was common sense before it became a philosophy. The man who lives on his land and breathes it every day, can feel the life in it.
On the nose cloves, ripe plums, blackberries and a hint of spice. On the palate velvety, balanced and refreshing fruit flavours.

subset: commoncrawl


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Showing results for tags 'develope'.
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Hi, I'm new to photo editing and to using affinity photo Yesterday I started editing photos using the develope persona and I ran into a couple of issues I have a batch of photos in the same scene with the same lighting conditions So I thought of editing one photo and then applying all the edits to the rest of the photos - but that option of batch processing doesn't exist for the develope persona. So I tried a suggestion from the forums - to use presets Now it took me some time to understand how to use presets - it's not self explanatory. You have to make your changes completely and then create a new preset for each category - he basic, lens correction, tone curves, detail categories Two issues I found were: 1. White balance settings don't get saved to the preset - thus I have to change white balance again for each photo 2. When I open a new RAW file, the previous preset (for example "outside preset") is selected but is not applied. I have to switch back to default preset and then select "outside" preset for it to effct the changes Any ideas? I'm pretty sure I have the latest affinity photo version for windows
What are everyone's thoughts on how Affinity processes RAW files (v 1.6.6). Are you happy with the output? I continue to be challenged with the perfect software for my needs so I thought I would start with highlight recovery and create a comparison file using the same photo in a number of different applications. Note that this is far from a scientific study. What are you all thoughts on which is best? Again, this is only the highlight recovery and I know there are other factors involded in development. RawDevelopmentComparison_highlightRecovery.pdf
I took a lot of photos over the weekend in an indoor setting I didn't have speedlights or good internal lighting so a lot of the photos have light coming in from the windows as well as from the tungsten lights overhead I've tried playing around with the exposure, blackpoint, brightness, shadows and highlights settings in the develop persona but I am unable to balance out the exposure of the whole photo so that I can preserve the detail of thw windows as well as the interior How can I achieve this? I can't share the actual photos since it was a private function I'm working with RAW files
Hi again, I'm finding the developing process to be really time consuming and I have a deadline to meet for some photos I took Here's how I've been doing things: Open RAW file (6000 by 4000 pixels, 20MB average) - takes 25-30 seconds Apply presets for each category - basic, details and tone curve if needed) - total of 10-20 seconds Make any further changes that the preset didn't cover - like white balance - 1 minute Develope - this takes 3-4 minutes After develop it's in photo persona - go to export - takes 10-20 seconds depending on whether I want to crop anything or not So on average I'm taking 5-7 minutes to finish off a RAW file and move to the next one I have 500 photos to work through - so that can be 2500-3500 minutes - that's like working 6-8 hours per day for week or more How can I make the workflow go faster? To say less than 2 minutes?
while I'm editing photos using develop persona, I sometimes don't know if the edit change I've done has been applied fully or is still being applied For example, I change the noise reduction slider while I've zoomed into the picture, I wait and see no change so I try again and then the change becomes more than it should be since both changes have now been applied If there was a progress bar or something to indicate that the chaange has been effected fully, then a least I can move on to the next edit knowing that up to that point it is satisfactory We also could use a progress bar when the photo is being developed - sometimes I'm just waiting for minutes for the develope photo dialog box to disappear so that I can continue with exporting the image Can these be included in the next update?


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Since CAR T cell engineering is at the interface between immunology and protein engineering, our collaboration between the immunology lab (located at the St. Anna Children´s Cancer Research Institute) and the protein engineering lab (located at the University of Natural Resources and Life Sciences) is a crucial strength of this CD Laboratory. The company Miltenyi Biotec has a strong interest in translating the technologies generated in the CD Laboratory and is therefore a perfect industrial partner.
Manfred Lehner
Head of the Christian Doppler Laboratorymanfred.lehner(at)ccri.at
Theresa Michls
PhD Student
Elise Sylvander
PhD Studentelise.sylvander(at)ccri.at
Konstantina Mouratidis
Michael Traxlmayr
Head of the External Modulemichael.traxlmayr(at)boku.ac.at
Elisabeth Lehner
Charlotte Zajc
Postdoctoral Fellowcharlotte.zajc(at)boku.ac.at
Julia Mayer
Master Studentjulia.mayer.97(a)students.boku.ac.at
Magdalena Teufl
PhD Studentmagdalena.teufl(at)boku.ac.at
Delia Sumesgutner
Master Studentdelia.sumesgutner(a)students.boku.ac.at
GRANT MANAGEMENT and DISSEMINATION
Jason Means, CCRI grant management, Barbara Brunmair, CCRI science communication, Lisa Huto, CCRI fundraising and marketing, Luzia Kneisz, BOKU administrative support.


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Suggestions and ideas of how to use the 'Check Today, See Tomorrow' resources in your community.
Get Involved
The 'Check Today, See Tomorrow' resource kit has been developed so that its eye health messages and components can be used across a range of channels, such as social media, health events and awareness days, and integrated into existing diabetes and education programs.
A few ideas are described below to help increase your capacity to raise awareness about diabetes and eye health.
We encourage creative adaptations of the 'Check Today, See Tomorrow' resources, messages and related illustrations to support local community needs to raise awareness on diabetes eye care. We are happy to make the 'Check Today, See Tomorrow' logo and its associated materials as accessible as possible while still maintaining its visual presentation and re-enforcing its brand recognition and messages.


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By Suvi Loponen
January is time for new things, new beginnings and often unattainable resolutions. Making health-related New Year resolutions is a popular thing, proved by statistics. Statistic Brain Research Institute has made a list of the most common New Year resolutions, out of which actually only 8 per cent are achieved. More than anything we promise ourselves to "lose weight", "eat healthier" and "improve ourselves in…" – with what results? Resolutions are like babies; easy to make but hard to maintain. Yet with some planning and tips, doable.
Losing weight and finally getting that body you've dreamed of having requires some specific targets to be set. Before starting your journey towards running a marathon, learn how to do it and how far you really want to go (also metaphorically). Decide that by the end of June you will run continuously three miles. Set a number of times you exercise in a week and stick to it. Those who do succeed in their resolutions, plan them and honestly, "I don't have time", is an excuse. Deciding you need to be more relaxed is not a goal you can reach, but you need to define how you will relax more.
Exercising is not only good for your body, but for your mind too. Going for even a short walk every morning can make that morning moodiness and lethargy disappear, because fresh air actually makes a difference in your body. Being less stressed about things that you really have no power to change makes your body's cholesterol levels rise and thus makes the whole body to be in a constant state of alert, making it want to store fat among other nasty effects. Yoga and meditation are mindful activities that anyone can start at any point of their life – you don't need to be flexible or chant 'om' doing them.
When making health-related resolutions, don't just think the physical health. Your head is as important part of your body as pumped triceps and a to-die-for-bum, even if the latter looks better in those tight yoga pants. Set your mindful goals for the future by determining how you have been feeling the last year. Were you stressed all the time? Anxious and worrying about too many things? If you are a person who struggles to set specific goals and specially to achieve those, you might just find resolutions ruining your mental stability. It's okay not to set any.
Yet if you do, a journal might come in handy to set vaguer goals and keep track on your progress. Bullet journals (#bujo) have been the thing for a while and maybe, this year you could start yours. It's an easy way to combine a calendar, to do list and a diary. Internet is full of examples how to do it. As it has some kind of rules in keeping it organised, it might be better option than a traditional Moleskin for those who really don't know what to write about every day. I could argue that finding those notebooks with just one or two entries is not an unknown thing for any of us at the end of a year.
Consider also some of the external things in your life affecting your health. Maybe it is time to stop being so connected and busy with activities that really bring nothing meaningful into your life? Going to a spin class at 7am every Tuesday is maybe good for you physically, but if your mind would enjoy having a slow morning in bed and pancakes for breakfast, do it! Take some time to disconnect and spend time in nature rather than indoors to let your mind rest. Reassess your nutrition, but again don't set goals that you cannot achieve. Cutting out some things completely takes time, but reducing for example the use of red meat and sugar in your diet can have a positive effect to your energy levels, sleeping and mind.
One feature to prevent you from feeling like you've done nothing in the last year is patience. If you fail one goal, just get back onto the bandwagon and keep on trying, maybe reset your goal but never give up. Update your targets, change the spinning class to yoga and focus on your feelings and thoughts throughout the year.
So this year, why not just think of it as a continuation of your life rather than a time when you need to do massive changes. At the end of the year, instead of looking which resolutions you have failed, just look at the past year and see how much you have achieved. Whilst new year resolutions can make you more anxious than excited, with the frightening list of everything that you could and maybe should change from the preceding year, remember that something is always better than nothing.


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You know you want to you know you want to travel and you're thinking about teaching English. Amazing! That's where I was in December of 2017 when I decided to blindly take a TEFL course in hopes of creating a new life for myself. Now, nearly two years later, I've lived in 3 different countries teaching English abroad, both in person and online.
After receiving my TEFL certification, I had two options: teach English online, or move abroad to teach English. Regardless, I knew I wasn't going to do it in the same old city I had been living in for the past five years. So that's when I made the call: I moved to Cambodia to teach English.
I fell in love with teaching ESL to children, and that's why I'm still here today teaching English online.
In this blog, I will tell you about what I've experienced on both ends in terms of job security, income, personal connection and preference. Hopefully it will help you decide whether you want to travel abroad to teach English in-class, or rather, set up on an online platform and bring your classroom around the world with you.
Prefer to listen / not read? Same. Find the topic on our YouTube channel here.
So here we go: the pros and cons of teaching in-class abroad vs. teaching online.
Pros: Teaching abroad in-class | Connecting with the students
- In a classroom, you really get to know the students. You get to spend more time with them. It's just the truth.
- I spent roughly 10 hours a day with the same 25 students. Now, we all know that if you spend 10 hours a day with anyone, you really get to understand who they are.
- You get the chance to learn all of their quirks, little signals, emotions, how they started their day, what they ate that day, and other contributing factors that make it easier to teach them properly and effectively.
- You get to sit down and speak with their parents. I had the opportunity to talk to the parents in-depth about the children's goals, dreams, and things we had to work on. I built a trusting relationship with the parents, which made my job a whole lot easier.
This is not to say you cannot connect with students online. You can certainly connect with students online, especially if they are your regulars! That said, I would be lying if I didn't say I really miss giving students real-life high fives, not just over the screen.
Pros: Teaching English online | Flexibility
- Let's go back to when I said I was working roughly 10 hours a day in Cambodia. Yep, I would get to school around 6:00am and leave around 5:45pm.
- You've heard it before. Obviously a huge benefit of teaching English online is that you get to choose your own hours.
- On the platform I'm on, I get to pick my own schedule – so I have the opportunity to get what I put into it. Sometimes I spent 8+ hours a day, tweaking my profile, creating live videos, and trying to attract new students. That's my choice. If I wanted to work just two hours a day, however, I could.
- You can just close your hours if you need some time off or if you're planning on travelling to a place that you know will have weak WiFi.
The downside of this is that if you're booking regular students, you might lose them if you have an inconsistent schedule. The most successful teachers on online ESL platforms have their schedules open during consistent hours, so it's clear to the students when that teacher could be booked.
That said, you don't have to do that if you don't want to! If you want to have close your time slots, you can do that at any time. This would be a huge perk while traveling, especially if you were planning to travel to a place that has weak WiFi.
Cons: Online | Waking up for peak hours
- If you really want to succeed as an online teacher, you need to be available when the students want to learn – easy, right?
- Since I live in Canada, I wake up at 3am to be online at the peak hours for students in Beijing. I stay awake for 4 hours then I sleep during the early afternoon and I'm back online from 5pm-9pm which is the other batch of peak hours.
If I were to be living in China, or even Australia, this wouldn't be as much of an issue. Since I'm on the other side of the pond, I've really had to adjust my sleep schedule and lifestyle around the job.
Pros: Online | Location flexibility
- You can work from anywhere you want as long as you have a good Wifi connection. Enough said.
Pros: In-class | Culture experience
- Teaching abroad in Cambodia really gave us a good insight on the Khmer culture and what it was like to work abroad.
- We were able to really immerse ourselves, learn some of the language, get to know family dynamics, meet local friends and travel outside the country when we had our specified time off.
- We built a community and were able to feel like we were really contributing to the country we were living in.
I think if I had taught English online the first time I was living in Cambodia, I would've felt like I was missing the experience of getting to know the country and would've felt like less of a "local".
Hey, that's just me.
Pros: In-class | Job security
- One of the reasons we chose Cambodia to teach English is because we were qualified to teach there without a 4-year bachelor degree.
- We both have college educations and TEFL certificates, but Nick went to trade school and I went to art school, so we have diplomas and tickets rather than bachelors degrees.
- The requirements are changing in China all of the time. There are constantly rumours about the Chinese government cracking down. If the rumours prove true, and a 4-year bachelors degree is ever required for the platform I teach on, I will lose my job.
I think you can understand why that would be unsettling.
- The rules are also very specific and strict on online platforms and they vary. There's little empathy for when you need to cancel a class during an emergency. You may even get put on the bad list if your wifi keeps dropping out. This would not be ideal whilst travelling, especially if you're going to new places where you're unsure about the WiFi.
Generally speaking, when you're teaching in-class, you will sign a standard contract. As long as you abide by the contract, you will not have to worry about losing your job. Online teaching platforms do not always provide that type of security for you.
Pros: In-class | Income security
- If we're comparing my wage in Cambodia vs. my wage online, I put in many less hours for my pay now (teaching online) than I was putting in in-class (teaching abroad).
- You get what you put in when it comes to online teaching, but I always knew what my paycheck was going to be in Cambodia.
- Since I'm new at online teaching, I don't have a regular clientele, so my wages will vary each month. They will likely vary forever.
Especially being a new teacher, I frankly worry I will lose students and one day wake up with no bookings. It is a possibility, especially with the online market becoming more saturated.
Although this won't necessarily happen, it was nice to know what my monthly salary would be each month so I knew I could make rent.
Pros: Online | Income
- The income can really be a pro or a con, depending on where you live.
For example: In Cambodia, I was making 1,200 USD/month and working 10 hour days. To make the same amount now, I would only need to work about 19 hours a week.
That said, 1,200 USD a month isn't enough to live in Vancouver, so I do need to get full-time online teaching hours, which is easier said than done.
Remember, we're talking about SE Asia vs. Canada here which is a huge jump in cost of living.
This would be a whole different ballpark if you're considering teaching in-class English in a country like South Korea or Japan.
So what wins?
I don't regret teaching in-class. Teaching in-class is what made me fall in love with teaching English. If you've never taught before, and you're seriously considering teaching ESL for a while, I would really recommend teaching English abroad.
That said, I'm working on building a consistent clientele online so I can work from anywhere in the world, and have time to work on other things like this blog and our YouTube Channel.
Right now, I'm teaching English online on Palfish and it has been wonderful so far. I'll be doing a write-up on the Palfish requirements and how I got accepted onto the platform very soon.
If you're interested in teaching in Palfish, you can apply using my referral code: 02851747 or by clicking this link.
Disclaimer: If you use this referral code, I will receive a bonus at no cost to you.
As always, you can reach out to us on Instagram @notluxxe. We take pride in responding to every single DM.
Want to move abroad but you're broke AF? Read this article to find out how we did it. Trust me – we were in the same boat.
Does teaching in Cambodia appeal to you? It did to us! Find our blog: How to move to Cambodia and teach English


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We call these collections of beautiful ceramic succulents and flowers and sea-like creatures "Coral" but we should have just called them "Stunning". Each Coral piece is handmade and that is reflected in their exquisite detail, each one is a little work of art that is completely unique. They are beautifully crafted and blend beautifully into any home, from modern minimalist and boho chic to country traditional and classic Cape Cod.
When we made the first collection some years ago they were designed as cool tabletop decorations, similar to something we saw in Grandmas curio when we were kids and that we always wanted to sneak home with us. We love using them as coffee table accent pieces; we mix them in with our terrariums and planters for extra color and texture amidst the foliage.
It wasn't until a few collections in that we thought, "wouldn't it be cool if they hung on a wall!" The wall art design ideas are innumerable, there is so much room for interior decorating creativity. Go full gluttony and create a massive installation in the living room over your couch. Run a wave of them down your foyer hall. Take an old picture frame and use it to frame-in 3 or 5 pieces above your bed.
Some of the earlier models are sit-about only and some are too small to have the keyhole. For these ones, simply use a Command Strip to hang them.
- 1 x Mofo Flower Mint
- 1 x Succulent - Large Blue Grey
- 1 x Flower - Medium Pink
- 1 x Dahlia - Medium Orange
- 1 x Sea Polyp - Medium Yellow
Product Details
- Material: Ceramic
- Colour: Blue, Green, Orange, Pink, Yellow
- Finish: Fully Glazed
- Cleaning: damp cloth
- Indoor Decoration
- Includes a keyhole on the back for hanging (except for yellow )
- Hanging apparatus not included
- The best gift idea you will ever have
- The best "treat yourself" idea you will ever have
Customer Reviews
I previously left a two star review. The customer service was amazing. They had already replied to my return request (but it landed in my spam) and were already helping with my order even before I left a review. The flowers are beautiful and you can't go wrong with their wonderful customer service!
These are great for tables and shelves. Just to add a bit of colour and texture.


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Supporters Optimistic As Transgender Rights Bill Passes N.H. House
The state House of Representatives put transgender rights one step away from the governor's desk Wednesday.
Lawmakers voted 195-129 to send the Senate a bill adding gender identity to existing state anti-discrimination laws.
New Hampshire would be the last New England state to do so.
Linds Jakows is a non-binary transgender person who campaigned for the bill with Freedom New Hampshire. Jakows, who prefers gender-neutral pronouns, was near tears as they talked about the victory after.
"We know that most people haven't yet met someone who's transgender," they say. "And it becomes easy to believe those fear-mongering stories that we all hear when you actually haven't connected a face and a real story to the issue of discrimination."
Some opponents believe the bill will create safety issues in public restrooms.
"If a violent man wants to harm a woman, all he has to do is say he identifies as a woman and he can go wherever he pleases," said Rep. Jeanine Notter, a Republican from Merrimack who spoke against the bill Wednesday. "Never again will there be a safe space for women."
To Gerri Cannon, fears like those are unfounded. But she says transgender people like herself do need protection. Years ago, Cannon says, she was unfairly fired from a job after starting her transition.
On Wednesday, she wore a rainbow scarf to watch the vote from the House gallery. She was literally on the edge of her seat as the results came in, and cheered when the bill passed.
"What's going to happen here is that transgender people are going to be able to feel comfortable with themselves and with their community, and we'll thrive like everybody else in the community," she said.
WATCH the reaction as House Speaker Gene Chandler announces the vote tally:
Cannon and others who support the bill argue it will prevent the housing and workplace discrimination that can drive transgender people's high rates of homelessness and suicide.
Bradley Garcia of Hudson isn't transgender, but says he wants the freedom to be androgynous without being "chastised."
Garcia wears his long pink hair in a ponytail, and says men in public bathrooms sometimes tell him he must be in the wrong place.
"I can't even imagine how frustrating and sort of debilitating it must be to actually identify, say, as male, and to walk into a male bathroom and to be denied the right to be who you are," Garcia says, "not just because you associate with stereotypically male things but because you actually identify as male."
Supporters like Garcia are optimistic the bill has the momentum to win approval from the state Senate and Gov. Chris Sununu.
House lawmakers also rejected two bills Wednesday that would have prohibited gender reassignment surgery for minors, and barred Medicaid coverage for hormone therapies.


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It is on! See if your name is included in the list because Volvo has already announced that they had by now chosen the seven finalists who would be joining the hunt for a buried Volvo XC90. The Hunt was a part of a strategic campaign of Volvo to sponsor the upcoming Disney movie "Pirates of the Caribbean: Dead Man's Chest." The first part of the challenge was brought to the public last June 11 and thousands of pirate aspirants registered online to join the hunt. They also tried to solve the mystery puzzles. The Hunt is a skill-based online competition which requires participants to solve fifteen (15) puzzles. These puzzles include riddles and clues that will be sent to the participants via email. The riddles and clues will help the participants solve each puzzle. The first three individuals (in the U.S.) who correctly solved the fifteen (15) puzzles will be eligible to participate in the final leg of the challenge.Among the thousands of individuals who joined The Hunt, only seven lucky finalists from different regions had been chosen to participate in the final leg of the competition.
Three finalists are from the U.S. and the other four represents their respective nations namely Japan, United Kingdom, Spain, and Austria.The format of the final leg of The Hunt is more likely the same as the reality-based shows on television today such as Survivor and The Amazing Race. The seven finalists will be sent on an undisclosed place and then they would try to interpret different clues to find the exact location of the buried Volvo XC90. The two-day treasure hunt will test the seven finalist's physical, mental, and emotional skills and when they pass, they would then be able to advance to the next level or else they would be eliminated. Once the exact location of the XC90 has been uncovered, the finalist is required to dig the place and if it is found, the lucky finalist will own the custom-made Volvo XC90. The $82,000 Volvo XC90 features stylish designs based on the movie and, of course, equipped with quality . The lucky winner will be announced in August 11.


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As we close in on the 2016 U.S. presidential elections, the issue of cybersecurity threats is becoming increasingly serious. The not-so-recent hack of the DNC computer network, alleged to be the work of the Russian government, is only a sample of what might be coming, and a reminder of how vulnerable the electoral system, one of the main tenets of U.S. democracy, can be.
There are many ways the elections can be literally tampered—or swayed in directions that will serve the interests of specific domestic or foreign parties—through cyberattacks or online vandalism, and what can ensue is the total loss of trust on the results of the elections and the underlying infrastructure that supports it.
There are so many ways that the elections can be hacked and influenced that we might not even have a solid grasp of the weapons we're lying around for malicious actors to use. Here are some of the more common types of attacks to look out for.
Information leaks
As we learned in the DNC hack and the dumping of embarrassing Democratic Party emails by WikiLeaks, which happened to be perfectly timed with Hillary Clinton's declaration of accepting her nomination, data breaches and timely leaks can be very damaging and result in chaotic repercussions. The 19,000 leaked emails, which struck controversy over how the party played favorites in the party's inner rivalries, stoked a rift between the Sanders and Clinton wings, and resulted in the resignation of Debbie Wasserman Schultz, the DNC chairwoman.
And it is almost beyond doubt that more breaches will happen before we see the end of the elections. Much of the problem, as a Politico article states, has to do with "lax security against hackers, with few if any federal cops on the beat."
Fact of the matter is, there's no regulations over the cybersecurity of election campaigns, political operations, and how voter and donor information is stored and secured. Since these campaigns are inherently short-lived, security and cybersecurity spending are traditionally considered as low priority issues. However, much of the information stored in campaign databases are of financial and personal nature, which by all means classifies them as sensitive and personal. And yet they are stored with varying degrees of security and with little or no federal or local oversight.
While data breaches might not directly affect the numbers coming out of the ballots, they can have negative effects on donors and supporters, who will be less eager to take actions that might result in their personal information being compromised and stolen by unwanted parties. This can make it harder for campaigners to raise funds or to garner support for online petitions.
In the wake of the DNC hack, 32 experts from the Aspen Institute Homeland Security Group published a statement, in which they called the hack an attack on "the integrity of the American democracy," and they called for more serious efforts at the government level to prevent such intrusions against the voting process, adding that "voting processes and results must receive security akin to that we expect for critical infrastructure" such as power grids and the financial industry.
Hacked voting machines and rigged results
Another problem has to do with potential vulnerabilities in voting machines, especially those that use wireless technology. Some states such as Virginia have decertified the devices. Researchers had previously found that anyone within half a mile of the WinVote machines could've modified every vote without being detected, and the hack didn't require much expertise.
The first worry that comes to mind is that the machines can be tampered and the results altered. But while switching voting results is a possible attack, yet it's not the only way that voting machines can be used to compromise the elections process.
Most of these devices are about a decade old and are running Microsoft Windows XP, which hasn't been updated since 2014. Experts have demonstrated that the machines are susceptible to malware and denial of service attacks. Machines that work slowly or don't work can create lots of problems, effectively preventing people from voting.
The possible hacks related to voting machines might be the reason that the voting system isn't catching up with technological advances, and three quarters of the U.S. will vote on paper ballot this fall. There are more secure voting machines and reliable auditing systems out there, but a lack of money and political will is making their adoption slow. Only a handful of states have upgraded this year.
Despite all the vulnerabilities associated to voting machines, there's scant precedence of electronic ballots being hacked. And despite the possibility of Russia being behind the DNC hack and other elections manipulations, experts believe it's less likely that Kremlin will actually want to directly manipulate numbers.
However, having technology that makes the voting and counting process reliable is very crucial. Republican candidate Donald Trump suggested earlier that the election results can be rigged. If the voting infrastructure can't maintain its own integrity and can't guarantee that there was no tampering, possible post-elections allegations can trigger political and social strife.
Spam and disinformation campaigns
Other possible cyber-attacks can be lower level hacks, which do not directly affect candidates, campaigns or results, but can have a flooding effect if pulled off in time. Such attacks would include stealing candidates' internal strategy documents, or messing with campaign schedules and deceiving voters about when polls are open.
Thanks to the internet, these types of attacks can be staged not only by local pranksters and vandalizers, but also by foreign hackers thousands of miles away. Imagine a compromised campaign Facebook account suddenly changing event locations and timings, misinforming thousands of participators and preventing them from attending the event. Or in another scenario, imagine a compromised campaign email account that starts sending profanity or badly-timed and deceiving content to mailing lists.
In his interview with Bloomberg, famous Latin American hacker Andrés Sepúlveda described how—among other tactics—he used spam and disinformation to sway election results in favor of his employers' candidates of choice in a number of South American countries.
While the effects might seem minimal, they can have decisive effects in particular situations, such as swinging the results in jurisdictions where a close race is underway.
Threats looming ahead
Elections are an inherent and vital element to the survival and growth of any democratic society, so it should be among our utmost priorities to ensure and protect its integrity, and deal with the potential threats it faces. In the meantime, we should also work toward making sure that this valuable achievement of human history can keep pace with technological advances without becoming subject to compromise and threats. I personally think it's a shame that we can't put away paper ballots because we can't ensure the security of electronic voting.
This is far from a full, detailed compilation of the dangers that the upcoming elections face, just my initial thoughts for a more detailed piece that I will write soon. I welcome readers to detail and debate other possible threats that we must be wary of from now till November. In a future article, I will also be tackling the solutions to possible threats being posed to the elections, so I'm looking forward to your thoughts and comments in this regard as well.


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"Why is there no school safety"
We don't have enough officers to protect our school.
Dear President, please know that I took my time on this paper and I hope that you read this.
We don't have enough cops to protect our schools and we don't have enough cops to keep us safe. I would talk to the person holding the gun and try to convince him that he does not have to do this. We should get more cops to protect our schools so we can be safe. It makes me think why don't they give the schools more officers so we can be safe. This is one of the reasons there are school's shootings. The problem is that we don't have enough cops to protect us and then one of us gets hurt. The problem is that School Safety equals barley. Then, when cops come it's just way too late, and we the people have to wait. Then they come and kids are hurt, and all of them are full of dirt. Then they are kids who are dead like that one kid who tried to stop the bad guy and got shot right in the spot. Then when parents here about their kid they start to burst and then think the worst.
Experts say that when schools don't have enough protection some students might bring a weapon and then they will try to shoot someone like their worst enemy or they might point a gun at someone until they get what they want. experts also say that when we don't have enough cops to protect our school people from the outsides will see that we don't have enough cops and then they could go and get their bad friends and walk right in the school with weapons and then they could hold hostages or they can even kill someone.
I remember when one of my friend was in a school hostage situation. They had to be in the classroom for about 4 hours and the guy would not let them leave the class until he got what they wanted then the cops had to figure out a way to stop this guy. Eventually the cops had braked in from the back and they arrested the guy and then after that school hostage situation they had got about 2 or 3 cops in the building. this is the type of stuff we need to protect the students at school.
Thank you for reading my paper Mr. or Ms. President. I know that School safety is a serious thing that your working on thank you for caring for our country.


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A 10-year-old previously healthy boy presents after "passing out" and experiencing chest pain while playing basketball with friends earlier that evening. The patient reports occasional chest pain with exertion. Today, he also had chest pain while running, collapsed, and had a loss of consciousness for 4 to 5 seconds. He then returned to baseline. He has no prior history of syncope and no recent infections. He denies drug use. On physical examination, there is no evidence of acute distress, and he has normal pulmonary and cardiac examinations. You immediately order an ECG. Do you also need to obtain troponins, D-dimer, or coagulation studies? Does he also need an echocardiogram? You want the patient to see a cardiologist, but does this need to happen in the middle of the night?
A 16-year-old previously healthy adolescent girl presents with multiple episodes of syncope over the last 24 hours. Her preceding symptoms include the sensation that her heart was racing, seeing spots in her visual fields, and feeling short of breath. She had been feeling unwell for 4 days with a dry cough, but no other cold-like symptoms. The first episode of syncope occurred the previous night after getting up from seated position and walking. Her second episode of syncope was this morning, again, after getting up and walking. She had her third episode of syncope today while seated on a couch. This episode was witnessed by friends who state she was unconscious for a few seconds. She denies any pain with these episodes. She currently has no chest pain, but feels short of breath. She has no risk factors for pulmonary embolism and no family history of early cardiac death or clotting disorders. Her last menstrual period was 2 weeks ago. As you order an ECG and a pregnancy test, you think about what else you need to do for this patient.
An 18-year-old previously healthy adolescent girl presents after fainting. She was standing and waiting for the subway when she "felt the room closing in" and the "world going dark." The next thing she remembers is lying on the ground with people looking down at her. The patient reports recent cold symptoms and decreased appetite. She denies the use of drugs or alcohol. She denies pregnancy. This has happened one other time, several years ago. Now she feels she has returned to her baseline. What diagnostic testing is helpful in the diagnosis of this patient? What further evaluation does she need, if any? How should she be managed? Does she need admission?
Syncope is defined as a transient loss of consciousness and postural tone due to an alteration in cerebral perfusion, usually associated with spontaneous recovery. In pediatric patients, syncope is most often a brief episode with complete recovery, without sequelae. These typical episodes, however, must be differentiated from those with rare, life-threatening etiologies. Syncope is most common in teenagers, with the incidence peaking in patients aged between 15 and 19 years. Fifty percent of people report an episode of syncope during adolescence.1 Syncope accounts for 1% to 3% of emergency department (ED) visits, with an overall incidence in the pediatric population of 0.1% to 0.5%.2,3 Syncope must be distinguished from all other causes of loss of consciousness, such as seizures, head trauma, and psychiatric causes.
There are many ways to classify syncope, but the simplest is to divide the causes of syncope into 2 groups: cardiac and noncardiac etiologies. While cardiac causes represent the minority of syncope cases, they should not be missed,1 as they can result in sudden death.4 As many as 1% to 5% of syncopal events may be related to underlying cardiac disease.5 This issue of Pediatric Emergency Medicine Practice will help emergency clinicians develop a broad differential diagnosis, use a classification scheme to identify the causes of syncope, and determine appropriate evaluation of the patient. Most importantly, this issue will help emergency clinicians identify the red flags for etiologies that must not be missed in the evaluation of pediatric syncope in the ED.
A literature search was performed in PubMed using the terms syncope, fainting, blackout, and vasovagal. The search was limited to articles published since 1960 that involved patients aged 0 to 18 years. The term emergency department was also included in a subsequent search. This search was limited by age, English language, and human subjects. These searches identified several thousand articles that were screened by title, which resulted in approximately 150 articles that were considered for inclusion. The Cochrane Database of Systematic Reviews, Evidence-Based Medicine Reviews: Best Evidence (American College of Physicians), Database of Abstracts of Reviews of Effectiveness (DARE), and the National Guideline Clearinghouse were all queried for articles related to syncope in adults or children. The results of these queries produced more than 130 articles that were reviewed in full.
1. "The teenage patient assured me that she couldnot be pregnant, so I did not order an HCG test."
Ensuring that adolescent patients have a chance to speak with providers without their parents present is an expected part of adolescent medicine and often allows capture of sensitive information. The emergency clinician must verify that teenage girls who report no sexual intercourse are really not pregnant. Results should be provided in a confidential manner based upon individual state law.
2. "It was such a classic story for neurocardiogenic syncope, except for the family history of sudden death, that I did not perform an ECG."
Cardiac abnormalities can easily be overlooked. Most of the rules regarding limiting extensive testing presume a normal ECG. A family history of sudden death could suggest a genetically inherited cause of cardiac syncope.
3. "I asked if there were any medical problems that run in the family, but the patient didn't tell me that her sister is deaf."
Many families do not recognize deafness as a reportable medical problem, so this must be asked specifically. This is also true for sudden unexplained deaths in the family. Patients may not offer this information unless it is explicitly asked.
4. "The coach, parents, and patient all told me he was just overexerted while running. They think he can play in the state championship game tomorrow."
Don't be swayed by elite athletes, coaches, or family members minimizing symptoms. The primary goal is to ensure the safety of the patient. If syncope occurred during activity, then the patient should refrain from strenuous activity until cleared by cardiology.
5. "The patient had a history and physical examination consistent with neurocardiogenic syncope without any evidence of injury. The mother was very concerned about a brain tumor, so I obtained a CT scan to reassure her."
Sometimes the path of least resistance can do more harm than good. Do not unnecessarily irradiate pediatric patients, as this exposes them to radiation that increases their long-term risk of cancer.
6. "I looked at the ECG quickly to check for ischemic changes as I do for my adult patients and was reassured by the ECG."
Remember ECG analysis in pediatric patients is not primarily to assess for myocardial infarctions, and emergency clinicians must change their point of reference and concentrate on cardiac abnormalities that can cause syncope in children (eg, prolonged QT, Wolff-Parkinson- White syndrome, Brugada syndrome, or myocarditis/pericarditis).
7. "The nurse checked orthostatic vitals. I knew the patient could not be volume depleted, so we discharged her without fluid resuscitation."
Orthostatic vitals have been shown to be neither sensitive nor specific for volume depletion. Patients who are orthostatic by symptom description should be hydrated and reassessed prior to discharge.
8. "The patient had known congenital cardiac disease, but the episode sounded neurocardiogenic so I sent him home."
Children with underlying cardiac disease warrant consultation with pediatric cardiology prior to discharge to ensure that the syncope is not related to their underlying condition.
9. "A pediatrician referred this patient with classic syncope to the ED. His ECG was normal, but the primary care physician wanted him admitted for overnight observation."
Routine admission for a patient who has returned to baseline, has no cardiac risk factors, and has a normal ECG is unnecessary and not cost-effective. To date, there are no data that show that routine admission after a syncopal event alters morbidity or mortality, and admission increases healthcare costs and may expose patients to additional risks.84
10. "I know the patient had no cardiac risk factors, but I wanted to be thorough, so I ordered electrolytes, an EEG, an echo, and head-up tilttable testing."
Extensive testing in low-risk groups rarelyimproves diagnostic yield and results
Evidence-based medicine requires a critical appraisal of the literature based upon study methodology and number of subjects. Not all references are equally robust. The findings of a large, prospective, randomized, and blinded trial should carry more weight than a case report.
To help the reader judge the strength of each reference, pertinent information about the study, such as the type of study and the number of patients in the study is included in bold type following the references, where available. The most informative references cited in this paper, as determined by the authors, are noted by an asterisk (*) next to the number of the reference.
Colleen Fant, MD, MPH; Ari Cohen, MD, FAAP
April 2, 2017
April 1, 2023
Price: $449/year
140+ Credits!


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Quillisascut Farm: Hands-On Approach Teaches How a Local Food System Works
"It was mind-opening to hear others' opinions, perspectives and how passionate they were about them. I was inspired to see how beautiful everyone's cooking was and how sustainably it was done. To see that it CAN be done with effort and knowledge."
- Culinary student attending Quillisascut Farm School
In the far northeastern corner of Washington State, among the high desert pines populating the northern reaches of the Columbia River, Lora Lea and Rick Misterly have created a hands-on learning center where students spend a week immersed in a living example of what a local food system looks like. No lemons spark the salads; instead, the kitchen uses verjus made from the pressed juice of unripened grapes—the vines left from an abandoned attempt to make wine in the farm's early days. No branded items are allowed at the table, save for wine bottles (thank heavens).
I was invited to Quillisascut Farm to experience the program that now exposes dozens of students a year to small intensive workshops like Farm Culinary 101 (the workshop I attended), Edible Education, and Chefs of Color, among others. Each workshop has a particular focus, and most are aimed at professional chefs and culinary students, though serious cooks and those interested in building strong local food systems will find them perfectly approachable.
Lora Lea and Rick originally bought 26 hillside acres in the early 80s, intending to build a self-sufficient homestead where they could raise animals and have a garden to feed them throughout the year. She had grown up on a dairy farm in the area, so they started with both cows and goats, but Lora Lea was increasingly drawn to goats because of their intelligent and inquisitive natures. She also began making cheese from their milk.
They built a home with a cheese room and cellar for Lora Lea, and eventually added another 10 acres to the property. The couple marketed their cheeses to chefs in Seattle, Rick making the exhausting twelve-hour round trip deliveries. Several of their customers became interested in visiting the farm after hearing of their integrated approach to farming and making food from what they grew themselves. These customer visits and the inclusive approach the Misterlys took led them to start offering classes to culinary professionals, students and food writers. The visits prompted Rick to build a large straw-bale building that houses a professional kitchen, a large dining room, a living room for nightly gatherings and dorm rooms upstairs. (He also included a large double-wide barn entrance that farm equipment could access in case the school idea didn't work out.)
Conservation and use of resources is a key tenet of the curriculum at the school, and the very first workshop on the week's schedule was a demonstration of making the compost that enriches the soil that feeds the plants, animals and people who live there. It's a holistic approach that underlies everything at the farm, which depends on a well system for water—the bathroom mantra "if it's yellow, let it mellow" is drilled into students' heads—as well as the need to make use of every part of the plants and animals harvested.
A typical day at Quillisascut begins in the pre-dawn dark after a (very) quick cup of coffee made by the saintly staff who volunteer their time at these workshops—and fyi, that 5:45 start time was tough for this freelance writer. The morning session usually begins at the barn up the hill with anything from butchering a neighbor's heritage Karakul ram killed earlier that morning, to slaughtering and eviscerating several of the farm's chickens, to helping Lora Lea milk her goats.
After the early morning session, a large breakfast of farm-grown fruit and eggs, with breads made from grains milled onsite, is served buffet-style off the butcher block counter in the kitchen along with (thank the goddess once again) lots more (locally roasted) coffee. Each day has a "Word of the Day" theme—the first word was "Respect"—which students are encouraged to consider as they move through their assignments. The schedule moves swiftly from breakfast to classes on cheesemaking with Lora Lea, or a foraging walk with Chef Kären Jurgenson, or feeding and watering the pigs, chickens and goats. At least one morning is dedicated to harvesting whatever is in season in the garden (top photo), which will be pickled, cooked, baked or otherwise utilized in meals that week.
The hearty farm lunches are prepared by students, who are divided into four or five-person "teams" for the week, afte which classes continue apace with field trips to other area farms—John and Michelle Progar of Meadowlark Farm's innovative organic cropping system was fascinating—a presentation on bees and pollinators with beekeeper Steve Schott or bread baking with Chef Don Reed. After dinner is discussion and reflection on the day's activities led by Lora Lea, followed by well-earned sleep.
[Quillisascut] really created some sort of special bond. Maybe it was the community that type of work creates, but on the last day, our final word was "grateful." It was a wonderful experience and one of those places your soul likes to stay for awhile even after you have left." - Professional chef attending Quillisascut Farm School
The farm school at Quillisascut has drawn participants from around the country, indeed from around the globe, but is primarily attended by students from Seattle-area culinary programs who compete for scholarships to the workshops. The school has become successful enough that it provides the bulk of the farm's income, and Lora Lea has cut back her milking goats to seven from a high of around 40, and they have found a distributor for the cheeses so that Rick no longer needs to make the long deliveries to Seattle.
Now in their mid-60s, the Misterlys believe that their primary mission is to spread the message about the hard work and care it takes to produce good food, with the intention that not just the education, but the interactions with the people and animals, as well as the quality and flavor of the sustainably grown food that students harvest, make and eat, will become an integral part of their lives as they move forward in their careers.
See more photos from my trip to Quillisascut Farm on my Instagram feed.


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Need immediate help?
If you need emergency help, please call 911 or visit your closest emergency department.
For a mental health or addiction concern, the Canadian Mental Health Association's
Mental Health Crisis and Information Line is available 24 hours a day, 7 days a week at
705-728-5044 or 1-888-893-8333 (toll-free)


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Recomendaciones para la presentación de artículos y/o ensayos.
The Curutchet House
Claudio Daniel Conenna
Imagen 1. sketch by Le Corbusier en tomo V,
Ouvre Complete de LeCorbusier.
sketches 2, 3 and 4 by Claudio Conenna
This work is directed to architects and to everyone who is interested in the great events of architectural creativity. Its topic is the Curutchet House, an exemplary work designed by Le Corbusier in the city of La Plata in faraway Argentina, distant from the main centers of architectural production and eclipsed by the large volume of LC's work. During the time in which the Curutchet house was designed and built (1949-1955), LC was developing some of the most important projects of his career, which would confirm his place in the history of architecture and urban planning. Christian Norberg Schulz wrote in 1974 that in general, all of LC's later period can be considered the most important actualization of architecture in the twentieth century (1). According to this view, the works that belong to the same period as the Curutchet house may constitute a prelude to the above period. These works (2) include the following: St. Dié (1946-1951); L' Unité Habitation, Marseilles (1946-1952); Roq et Rob, Cap Martin (1949); Chandigarh Capitol Buildings, India: Secretariat (1951-1957), High Court Building (1951-1956); Les Maisons Jaoul, Neuilly (1952-1955); Notre Dame du Haut, Ronchamp (1950-1955), and others. The above works, which were designed and most of them built in the same period as the Curutchet house, naturally eclipsed the work studied here by their magnitude. Possibly for this reason, the historians and researchers who have studied LC's work have rarely referred to it. This, obviously, does not reduce its value or deny its transcendence.
In the Curutchet House, it is not only the revolutionary concept of modern architecture provided by him regarding the idea of a house, "La maison est une machine ą habiter," (3) that is confirmed, but also his constant innovative aspect, his capacity for synthesis, and the outstanding lessons provided by every work. We cannot deny that this house is a highly educational work, with great value and interest for study and learning both at the general level and in its position as a response to its context (its architecture and city) (4), from its original main idea to the particular levels of functional, formal, spatial, and technological solutions. The singular importance of this work is found in the fact that it keeps offering motives and answers for timely issues of architecture, and this is possibly the most significant element of its timeless character.
Along with the compositional analysis of this work, we will also try to touch on another aspect which may be more profound or complex, that is, to try to understand what the work of LC - indisputably one of the greatest modern architects - represents for us today, at the dawn of the 21st century, with its enormous universality and variety of ideas and its constant offer of solutions, both in the technical and in the poetic aspects of their development.
On repeated occasions LC returns to the topic of the human need for beauty, which he explains in two ways: first, as the result of the use of elementary forms and proportional geometry, and second, as the result of a functional appropriateness; that is, something is beautiful when it is functional.
Concerning this house, we could say the same thing that LC stated regarding the Acropolis of Athens: " the apparent disorder of its design can only deceive the profane viewer ".
The functionality of the residence sector is provided not only by the horizontal connections at each floor and the vertical connection of the stairs, which we could designate as physical connections, but also by the communication of visual order and psychological function. We should not forget that architecture should serve to make people's life happier. In the residence, this function of psychological service is achieved essentially through the empty space created in the floor with the bedrooms over the living room. An empty space that on another side, from the top floor, broadens the perspective over the roof garden and the square. This is another reason to recognize the functional importance of cross-sectional design.
The idea of the journey, walk-through, or promenade architecturale that we find in the Curutchet House had already been established by LC more than two decades before. The fundamental objective was to offer dynamics in the views seen during the journey, varied perspectives with unexpected and surprising views. This consists of a search and resolution of the topic of spatial dynamism (5) in which the value of time is managed as one further dimension, for the understanding of human movement within space. In this case, the ramp, as a fundamental element of the architectural journey, exceeds the strictly functional in order to create hierarchies within the relation of space and time.
In the Curutchet House, the journey or promenade architecturale is enriched significantly by the composition of architectural elements used: the pilotis, the two-way ramp, the management of the horizontal planes of the tiles, the volume of the residence with its recessed base, and the tree. The entire composition serves as an answer to the dimensional and morphological conditions of the terrain and to its location. In addition, with these elements it creates dynamic spatial situations, various perceptions of views and perspectives, and a consequent transition of scale and illumination in all of its space, with the intention of moving, in both the spatial and emotional sense, the person who experiences the building.
The definition of the main entrance is given by a simple element, a prism where the door is located, which can clearly be recognized by its isolation in the empty space of the free plan and shows us where we should enter. It is in this prism that a strict presence and definition are assumed by the point of change or passage from the open to the partially covered, from light to shade, from noise to silence, from the unknown to the answer, from mystery to revelation, and from creative exploration to architectural drama.
The free plan, created and used once again by LC, where the sense of its opening is verified, allows the visual integration and incorporation of the park within the limits of the building. In this specific case, the free plan, defined as a threshold, was created with no other end than to gain functional coherence and spatial significance for the entrance along with the elements that are "freely" grouped and ordered within the plan, and for the empty space at the center of the landplot that is created below the residence as a complement of its width.
One of the most outstanding elements in the spatial design of the Curutchet house is transparency, which could be defined in this case as an inherent quality of the organization of this building. In its design, we can appreciate two types of transparency (6). A real - literal - transparency, expressed as a main premise, with physical and material qualities and direct views, that is, like a "view directly from." As its complement, we notice a transparency that we can define as phenomenal (Greek = faķnomai), apparent as a finer and more detailed exploration and search in the development of the design for a suggestive perception achieved by the penetration of large masses of light through empty spaces and openings created deliberately in order to advertise the presence of an open space that is not seen directly, but is perceived; that is to say, in terms of phenomena, a "perceiving through".
The area of the roof garden, in front of the residence and above the office, was ideally devised in terms of its location, with a view towards the two squares in the foreground and the forest in the background. This is a design for the enjoyment of the benefits of the sky, sun, light, shade, and views. In the design of this building, LC exploits the shape and position of the lot, as well as parallel conditions, in order to achieve the best views and maximum natural light at different levels. This forms an elaborate proposal of space management that essentially starts from the setting (7). We could contend that the spatial result of this house is achieved starting from a sincere and broad dialogue of opposites which co-exist perfectly with each other, such as mathematics and perception, reasoning (objective) and psychological experience (subjective), geometry and plastic irregularity, restriction and freedom, unity (overall composition) and breakdown (dematerialization and departure), full and empty, transparent and opaque, brightness and shade, open and closed, structural order and visual variety, rectangularity and obliqueness, dynamism and staticity, the real and the imaginary, the expressed and the phenomenal.
The spatial situation of the lot, with less than 200 squares meters (8) and with three dividing walls, where the Curutchet House is located has as its main characteristic, as we have said before, the opening toward two squares and the forest. Besides the consideration that for this work, external space functions in fact like a visual magnet, since, for any part of the house one turns in some way towards it, we can point out three principal situations of interior-exterior relations as a direct response to it. These appear more clearly at three different levels. The first is at the entrance level, the second, at the office level, and the third at the residence level.
The most important message that we receive from this brilliant architectural composition, starting from the spatial relationships between the inside and the outside, is that it responds to needs of a psychological-spiritual order, beyond the eminently material, technical, and functional.
In the formal language of this work (residence + office), we may notice that there is an interplay of three of the various compositional criteria of LC's philosophy of design which we could call influences, towards which he felt somehow attracted at the moment of designing and building. These are pure forms in architectural volumetry, the white architecture of the Mediterranean, and mechanistic aesthetics. With this arsenal of forms and his favorite details, LC finds a masterful solution for the three languages in a perfect composition through his own style of elaboration. The dedication that LC feels as an architect is found specifically in this elaboration, in the creation of a new language of his own, which naturally is based on technological evolution.
In the Curutchet House, we find various signs of the architectural language used by LC in the majority of his works, with its respective function and semantic value. Besides the five basic "vowels", namely the pilotis, free plan, continuous horizontal window or fenźtre en longueur, roof garden, and free faēade, we also find curved walls, skylights in the bathrooms, sliding doors, brise-soleils, a ramp, an open staircase, an insulating wall, and areas with a double height.
The rigid geometry in the faēade's surface is balanced with the plastic interpenetration of the volumes, which together achieve a varied and changing interplay of perspectives. It consists of a functional artwork that reflects the optimism and high ambition of one of the greatest pioneers of the modernistic movement. We could state that in this plastic interplay, there is a reminder on LC's part of a revision belonging to the Purist architecture attempted during the twenties.
The brise-soleil of the main faēade (that of the office), which develops from the first level above the pan-de-verre of the office and elevates itself above the second level, that is, the roof garden, providing in this way a frame, limits, and a scale, occupies the center of the overall composition, both in the vertical sense, by occupying the two more central of the four levels, and in the horizontal, by departing perceptibly from the sides. The way in which it appears with so much empty space beyond its four edges and behind gives us the impression that it is suspended in the air.
The brise-soleil of the residence, which is supported through all its height by the constructed volume, gives us the impression of a very perforated skin that covers the windowed front side of its "architectural box." The heights of the brise-soleil follow the proportions studied in the Modulor: 0.863 m for the level of the parapet and 2.260 m for the upper level.
The Curutchet House has an undeniable architectural value, both in the quality of its design and implementation and because of its importance in its historic context. Besides, the didactic virtues that it includes within the general and specific levels of its design process offer themselves for more extensive recognition and study.
Its architectural value is based on the following: Firstly, a) on the contextual manner in which it is situated as a component of the city, b) on the resolution of zoning issues with a delicate occupation of its landplot that considers the particularities of each one of its borders, and c) on its elaborate central idea, design by cross-section.
Secondly, a) on the functional resolution of the volumetrically separated and functionally integrated themes (office and residence), b) on the spatial richness that is developed in a singularly masterful way in such a limited space, and c) on the volumetric response, which considers the value of empty space as a fundamental variable to resolve the psychological dimension of its users, within the composition of fullness that architecture implies.
Thirdly, a) on the formal plasticity of the complex, b) on the individual value that it provides to the constructive and planned elements of its composition (slabs, walls, columns, stairway, ramp, entrance prism, brise-soleils, baldaquin, bathrooms), and c) on their articulated design, which integrates without uniting or separates without disintegrating, which liberates without creating anarchy and creates hierarchy without degrading.
Besides the designed and constructed result of this work, as a product of material resolution through technology, function, space, and form, its didactic value can be found beyond this, that is, in the design process, where LC enlists the incorporeal variables of psychology and perception in his search through other paths, within and beyond architecture. The fact that LC carried out this work at full maturity of his life and career allows us to say that he had many more elements to measure and involve in the design, which beyond being experimental, is a product of experience. In this work's design process, we cannot ignore a much wider exploration process that involves writing, observation of other cultures, painting, sculpture, and LC's own experience from many years of architectural practice. We find the common denominator of LC's processes of exploration and design in their timeless character, with down-to-earth adaptation to each circumstance, but also answers that aim upwards, in a manner that is detached but simultaneously committed to reality, with a high level of thought, critical thinking, and resolution. The breadth of thought within LC's dogmatic attitude could be attributed to his nature as an impassioned voyager or traveler and observer of other cultures and architectural types, as a process of renewal and subsequent transformation. In this way, LC becomes a type of apostle to the nations, preaching the new testament of architecture, illuminated by an Esprit Nouveau with universal and timeless principles.
Finally, to conclude this study of the Curutchet House, we have chosen a sentence of his which leads us to express the same thoughts that he expressed when he began his analysis of The Lesson of Rome (9): " all of a sudden you touch my heart, you make me well, I feel happy, and I say 'This is beautiful. This is Architecture. Art is here '".1. Norberg Schulz Christian, Meaning in Western Architecture, London, 1975, p. 207.
2 Le Corbusier, Oeuvre Complčte 1946-52, Vol. 5, Zurich 1966.y uvre complčte 1952-1957, Vol. 6, Zurich 1968.
3 Le Corbusier, Vers une Architecture, Paris, 1958, p. 83.
4 Arrese Alvaro, "Le Corbusier y La Plata", Summa 181, Buenos Aires 1982, pp. 38-39.
5 Tomas Héctor, El lenguaje de la arquitectura moderna, La Plata, 1997, pp. 159, 177-179.
6 Rowe Colin, Manierismo y arquitectura moderna y otros ensayos, Barcelona 1982, pp. 155-177.
7 Pérez Oyarzśn Fernando, Le Corbusier y Sudamérica, viajes y proyectos, Santiago de Chile, 1995, pįg. 143. Liernur Francisco - Pschepiurca Pablo, "Precisiones sobre los proyectos de Le Corbusier en la Argentina 1929/1949", pįg. 40-55, Summa 243, Buenos Aires (11/1987), pįg. 52.
8 The approximate dimensions of the lot are the following: 8.90m perpendicular width, 23.05m long side, 17.40m short side, 10.30m diagonal faēade.
9 Le Corbusier, Vers une architecture, " Mais tout ą coup, vous me prenez au coeur, vous me faites du bien, je suis heureux, je dis: c'est beau. Voilą l' architecture. L' art est ici ", pįg. 123.


text:
With the increase in the number of students at the university, the Hamden Planning and Zoning Commission hopes Quinnipiac will provide more on-campus housing. But the university has no active plans to construct new dorms.
Of the 1,672 current freshman students who were eligible to select housing for next year, 139 were left without housing at the end of the day on April 4. By April 7, when the leftover students had to reselect housing, there were 122 students who still needed housing. Now, nearly two weeks later, only seven current freshmen need housing assignments and Associate Vice President of Student Affairs Cindy Long Porter believes they will have them before the fall 2016 semester begins.
"We know there will be spaces that open up at the Mount Carmel campus [for next year]," Porter said. "As those spaces open, we'll assign those students."
Freshman Victoria de la Rosa was one of the 122 students who participated in the second round of the housing lottery and is currently assigned to live on York Hill for her sophomore year. She said if space opens up on Mount Carmel, she would rather live there.
"It would make life a bit easier and less stressful for myself," she said. "I would like to be surrounded by the atmosphere of main campus and enjoy the year. Although, in some situations living up at York Hill may be nicer, I'd rather wait for these privileges and focus on what's best for me academically and for my level of involvement on campus."
Despite this issue in housing, Porter said she doesn't expect it to impact the guarantee of housing for undergraduate students for their full four years at the university. However, she said there has even been an increase in the number of students remaining in the residence halls throughout their four years.
Porter said if that increase of students interested in living on campus continues, a lack of additional housing could pose a problem for the university.
Additional dorms would mean that students who are willing to remain on campus will receive a college experience that rounds out the learning they experience in the classroom, according to Porter.
"Living on campus is an incredible experience for our students," Porter said. "We talk a lot about the learning that takes place in the classroom. I think that the residence halls are a different kind of classroom. Students are learning and expanding on their interpersonal skills. It's an opportunity for students to really grow as young men and young women."
Acting Town Planner Dan Kops said he believes more students might want to be on campus.
"We would like to see [Quinnipiac] build the beds," Kops said. "Students' tastes have changed as well."
Kops said Hamden's Planning and Zoning Commission would want to see the university build more dorms, specifically on York Hill because there is room for more dorms on that campus.
And that has been a serious option for Quinnipiac for over a year.
When the Planning and Zoning Commission approved the university's construction of the York Hill campus years ago, it was under the impression that the university would have enough beds for every full-time undergraduate student during their four years on campus. However, the university has 5,020 beds and 6,784 full-time undergraduate students currently enrolled.
Kops said Hamden's Planning and Zoning Commission would not stand in the way of the university wanting to build more dorms.
"We have not prevented the university from building more dorms," Kops said. "If the university wants to build more dorms, we will review the [university's] application [for future dorm construction]."
If the university wanted to build more dorms on campus, there is a lengthy process the university would undergo, according to Vice President of Facilities and Capital Planning Salvatore Filardi.
But dorm construction isn't imminent for the university, according to Filardi.
"We're not actively planning to build dorms," Filardi said. "So we don't have a plan that in one year, two years or three years we're going to build beds on York Hill. But we do have plans to build beds on York Hill."
Those plans coincide with the original approval for construction on York Hill, Filardi said. The university's master plan was approved to build a campus with 2,000 beds but it only build 1,500 beds, leaving the university with the option to still add the additional 500 beds.
"Technically, we still have approval from the town for 500 beds," he said. "We're not actively planning to build those beds, but I think the issue with sophomore housing has to be more about bed management."
Filardi said the reason bed management was an issue was because there were open spaces available on campus when the current freshman class initially chose housing for next year, such as open beds in rooms and suites with RAs.
And the amount of beds currently in rooms on campus are variable, Filardi said. This means just because a room is a double one semester, it does not mean it cannot become a triple for the following semester.
But Filardi said the most important thing to remember from this situation was that all the beds that were eventually identified for the sophomores, should have been identified during the first lottery round.
"I do think it's important to stress that there wasn't a sophomore bed crisis," Filardi said.


text: Did you know that CPG is one of the slowest-growing industries in the world? Still, that doesn't mean it is not profitable. The reason is simple – this industry works with products that we use every day. There is a specific reason why this industry would make a huge growth. …Read More »


text:
"[S]ome systems … are very sensitive to their starting conditions,
so that a tiny difference in the initial push you give them
causes a big difference in where they end up, and there is
feedback, so that what a system does affects its own behavior."
— John Gribbin, Deep Simplicity
Emergence is the occurrence of genuinely new and novel qualities that are unique to a system and thus separate from its components.
Emergence can be a tricky concept, but it is an extremely useful model to explore. It allows us to understand why some things are greater than the sum of their parts. It demonstrates that power can arise from components that on their own are relatively powerless.
A school of fish is a perfect example. If you studied the movement of one fish, you would have no appreciation for the shape and behavior that 10,000 of them together will produce. Essentially, the complex behavior they exhibit as a group is more than the physical motion of each individual fish.
Understanding that organisms, including humans, can self-organize into systems that have properties that are unique to the collective is a lens through which you can better understand the behaviors of large organizations such as a bureaucracy, political system, or a marketplace.
Western Europe in the 13th century was almost dysfunctional. The borders of England, France, and Germany were not what we'd recognize today, and most rulers spent their time (and money) constantly reorganizing the geopolitical boundaries. Peace treaties were seasonal and monarchs would go into enormous debt to finance various exploits designed to take, or take back, land. Taxes were a certainty. Not so much who you'd be paying them to.
Women of the royalty and nobility were a huge component of these 'raising funds for invasion' schemes. Maybe beauty mattered, and there is some evidence that Kings and Queens did occasionally love each other. But money mattered more. High-class women came with dowries of lands and goods, which helped fund the ongoing conquests.
So women didn't get to choose whom they were going to marry. It was like Monopoly trading – I'll give you Pacific Avenue for St. Charles and Ventor and free rent for the next five rolls.
In 1230 four sisters lived in Provence, then part of the Holy Roman Empire (now part of France). Their father was a Count, which made them nobility, but not royalty. They didn't have loads of money, but they were pretty. They had good marriage prospects, but not amazing ones. They should not have all ended up as Queens. And yet, that's what happened.
Nancy Goldstone, in her book Four Queens, explains the geopolitical maneuverings that brought about this extraordinary set of circumstances.
Marguerite, the eldest, was the first to marry. She was chosen by the Dowager Queen of France, Blanche de Castile, for her eldest son Louis IX. Provence's neighbor Toulouse was acting up, violating his treaty with France and the Dowager wanted friends in the region. A storm was brewing with England, and she knew France couldn't handle a war on two fronts. So Marguerite, pretty, but of inferior rank, was chosen, as long as her family could provide a dowry of 10000 silver marks (needed for, among other things, dealing with the English). They couldn't, so they pledged some Provence real estate which was good enough for all parties and the deal was done.
Eleanor was next, the second eldest of the sisters. She married Henry III, the King of England. Eleanor was even a less obvious choice than Marguerite. Henry III was broke, and what little liquid assets the Provence family had all went to Marguerite's marriage. Goldstone argues that it is the first marriage that made all the difference for the second.
Marguerite's marriage to the King of France had elevated the position of all the sisters. Plus, Henry was sick of losing to France and so sought Eleanor out. If Blanche "had selected a daughter of the count of Provence to be the wife of her eldest son [which] carried weight with Henry. … There must be something to it." Essentially the King of England wanted what the King of France had.
The third daughter, Sanchia, was the unfortunate victim of her older sisters' success. Also unhelpful was that she was rumored to be the most beautiful of the four. She was propositioned by Henry's brother, Richard, the Earl of Cornwall and the richest man in England. They married, and Goldstone shows how her family connections helped him eventually buy the title of King of Germany, then part of the Holy Roman Empire (allegiances changed before Richard could be crowned Emperor.)
Finally, there was Beatrice. Because he had no sons, the father of the four sisters chose his estate, the rule of Provence, to be passed down to his youngest daughter Beatrice upon his death. When he died, she was still single and therefore had the best dowry to offer. Perhaps due to a dearth of available kings, she married the King of France's youngest brother, Charles. Goldstone notes that they were well matched in terms of ambition. Their political and military endeavors eventually gave them the title of King and Queen of Sicily.
The key concept of emergence that is at play here is that components of a system self-organize to produce a state of affairs that is neither obvious nor predictable if you focus on the capabilities of the components themselves. The coming together produces capabilities that are new.
The internet encyclopedia of philosophy explains it this way:
Effects are resultant if they can be calculated by the mere addition or subtraction of causes operating together, as with the weight of an object, when one can calculate its weight merely by adding the weights of the parts that make it up. Effects are emergent if they cannot be thus calculated because they are qualitatively novel compared to the causes from which they emerge.
The power that each sister wielded in each marriage, if we generally consider how much power an individual woman would have had in a royal relationship, does not add up to explain their immense influence over the events of the mid-13th century.
Goldstone writes that "almost nothing of significance that occurred in western Europe during the period in which they lived was not influenced by the actions of this family. It is impossible to fully understand the underlying political motivations of the thirteenth century without them."
The thing about emergent phenomenon is you can't point to the components and say, 'oh yeah, it's because of this and that'. Like the school of fish, you can't say, 'they're moving this way because of fish number 8 and number 63'. You can only look at the behavior of the school as a whole. And this whole has, for example, a power to evade predators that the individual doesn't have.
So too with the sisters from Provence. Looking at the influence Marguerite developed over her husband or the fact that Eleanor and Henry ended up respecting each and thus worked as a team is not enough to explain what they could achieve. It wasn't Sanchia alone who got Richard a crown, and Beatrice's money didn't directly buy Sicily. The sisters were, in varying degrees, determined, smart, pious, ambitious, and beautiful. And they all had sons. But although these things may have played a part, you can't point to any of them and say it was the deciding factor in the influence they had. The reach of the collective was more than adding up the reach of each individual. A higher degree of power emerged, and one that couldn't have been predicted.
Goldstone tells of the reaction of the family when one of the Queens' uncles was captured in battle. "The news of his capture spread quickly to the courts of Europe and the family took immediate action. In England, Henry and Eleanor shut down trade with northern Italy, and forcibly detained all merchants and citizens from Asti and Turin who happened to be visiting at the time. In France, Marguerite had Louis follow suit, an action that resulted in hundreds of arrests. She then demanded a payment of ten thousand pounds, in addition to the release of her relative, as a condition of freedom. Beatrice of Savoy, the sisters' mother (in a bit of a power struggle with her youngest daughter over lands in Provence), ordered her soldiers to close the roads between Switzerland and Provence and took numerous prisoners. Sanchia even persuaded Richard to do his part by forwarding the money needed to underwrite a rescue attempt. Faced with the poverty brought on by the imposition of what were, in effect, international economic sanctions, the citizens of Asti realized their mistake, and let Uncle Thomas go."
If Marguerite was the only one of the sisters who was a Queen, would the King of England and his brother have actively participated in the rescue of an ally of the King of France? Likely not, given the history between the two countries, which, both before and after, was characterized more by war than cooperation.
The sisters didn't always work together, but this supports the explanation of emergence, which occurs due to interconnectivity and complex causal relations, not from any organized, external control factor. The power the sisters had was not conscientiously developed and wielded, it was more a force that influenced behavior and outcomes for an entire continent for over 30 years.


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|6.5.1 Step 2: Delete
At this point, p is the node to be deleted and the stack contains all of the nodes on the simple path from the tree's root down to p. The immediate task is to delete p. We break deletion down into the familiar three cases (see Deleting from a BST), but before we dive into the code, let's think about the situation.
In red-black insertion, we were able to limit the kinds of violation that could occur to rule 1 or rule 2, at our option, by choosing the new node's color. No such luxury is available in deletion, because colors have already been assigned to all of the nodes. In fact, a naive approach to deletion can lead to multiple violations in widely separated parts of a tree. Consider the effects of deletion of node 3 from the following red-black tree tree, supposing that it is a subtree of some larger tree:
If we performed this deletion in a literal-minded fashion, we would end up with the tree below, with the following violations: rule 1, between node 6 and its child; rule 2, at node 6; rule 2, at node 4, because the black-height of the subtree as a whole has increased (ignoring the rule 2 violation at node 6); and rule 1, at node 4, only if the subtree's parent is red. The result is difficult to rebalance in general because we have two problem areas to deal with, one at node 4, one at node 6.
Fortunately, we can make things easier for ourselves. We can eliminate the problem area at node 4 simply by recoloring it red, the same color as the node it replaced, as shown below. Then all we have to deal with are the violations at node 6:
This idea holds in general. So, when we replace the deleted node p by a different node q, we set q's color to p's. Besides that, as an implementation detail, we need to keep track of the color of the node that was moved, i.e., node q's former color. We do this here by saving it temporarily in p. In other words, when we replace one node by another during deletion, we swap their colors.
Now we know enough to begin the implementation. While reading this code, keep in mind that after deletion, regardless of the case selected, the stack contains a list of the nodes where rebalancing may be required, and da[k - 1] indicates the side of pa[k - 1] from which a node of color p->rb_color was deleted. Here's an outline of the meat of the code:
223. <Step 2: Delete item from RB tree 223> = if (p->rb_link[1] == NULL) { <Case 1 in RB deletion 224> } else
{ enum rb_color t; struct rb_node *r = p->rb_link[1]; if (r->rb_link[0] == NULL) {
<Case 2 in RB deletion 225>
} else
<Case 3 in RB deletion 226>
} }
This code is included in 222.
In case 1, p has no right child, so we replace it by its left subtree. As a very special case, there is no need to do any swapping of colors (see Exercise 1 for details).
224. <Case 1 in RB deletion 224> = pa[k - 1]->rb_link[da[k - 1]] = p->rb_link[0];
This code is included in 223.
In this case, p has a right child r, which in turn has no left child. We replace p by r, swap the colors of nodes p and r, and add r to the stack because we may need to rebalance there. Here's a pre- and post-deletion diagram that shows one possible set of colors out of the possibilities. Node p is shown detached after deletion to make it clear that the colors are swapped:
225. <Case 2 in RB deletion 225> = r->rb_link[0] = p->rb_link[0]; t = r->rb_color; r->rb_color = p->rb_color; p->rb_color = t; pa[k - 1]->rb_link[da[k - 1]] = r; da[k] = 1; pa[k++] = r;
This code is included in 223.
In this case, p's right child has a left child. The code here is basically the same as for AVL deletion. We replace p by its inorder successor s and swap their node colors. Because they may require rebalancing, we also add all of the nodes we visit to the stack. Here's a diagram to clear up matters, again with arbitrary colors:
226. <Case 3 in RB deletion 226> = struct rb_node *s; int j = k++; for (;;)
{ da[k] = 0; pa[k++] = r; s = r->rb_link[0]; if (s->rb_link[0] == NULL) break; r = s; } da[j] = 1; pa[j] = s; pa[j - 1]->rb_link[da[j - 1]] = s; s->rb_link[0] = p->rb_link[0]; r->rb_link[0] = s->rb_link[1]; s->rb_link[1] = p->rb_link[1]; t = s->rb_color; s->rb_color = p->rb_color; p->rb_color = t;
This code is included in 223.
*1. In case 1, why is it unnecessary to swap the colors of p and the node that replaces it? [answer]
2. Rewrite <Step 2: Delete item from RB tree 223> to replace the deleted node's rb_data by its successor, then delete the successor, instead of shuffling pointers. (Refer back to Exercise 4.8-3 for an explanation of why this approach cannot be used in libavl.) [answer]


text:
In Case You Missed My Vlog on Facebook ...
Wednesday, February 11, 2015
14 comments:
You're taking everything to a another level. That's the way to go, Joy. I made my purchase and waiting to view the content on the 14th.ReplyDelete
Check you email.ReplyDeleteReplies
Saw that, Peaches. Lovely. Wanns twist and shout! Thanks so much, Peaches. With each book, I try to do something different. Hope you love the story!Delete
How cool. Now I want to do a vlog. Great about the preorders.ReplyDeleteReplies
Go for it, Susan! It's fun to do. :)Delete
Joy, such a delight to hear your voice and rich accent!ReplyDelete
No, don't be looking for a Ninja Vlog anytime soon...Replies
How did you know I was going to ask about that, Alex? :DDelete
You preempted my quetion. Thanks for watching!
Yay for preorders! Isn't it amazing when you have a readership that's excited about your new releases? I think it's epic.ReplyDeleteReplies
Yes, Crystal. It's wonderful and humbling to know that people trust me enough to order in advance.Delete
I loved your Vlog.ReplyDelete
They shell out money because you're talented and you take great care with your writing.ReplyDelete
You did a great vlog and can't wait to get my hands on your latest book Joy.ReplyDelete
Congratulations Joy! Great Vlog and well done on the books!ReplyDelete


text:
- Title
- Investigating parent delivery of the Lidcombe Program
- Creator
- Swift, Michelle Carr; O'Brian, Sue; Hewat, Sally; Onslow, Mark; Packman, Ann; Menzies, Ross
- Relation
- International Journal of Speech-Language Pathology Vol. 13, Issue 4, p. 308-316
- Publisher Link
- http://dx.doi.org/10.3109/17549507.2011.550692
- Publisher
- Informa Healthcare
- Resource Type
- journal article
- Date
- 2011
- Description
- The Lidcombe Program is an early childhood stuttering treatment delivered by parents in the child's everyday environment, under the guidance of a speech-language pathologist (SLP). Given the parents' central role in the treatment delivery, the way it is implemented away from the clinic and away from the SLP's input is very important. And yet, to date there has been very little investigation into this process. This study investigated to what extent parents deliver contingencies for stuttering and stutter-free speech, in structured and unstructured conversations, as directed in the treatment manual. Participants were three mothers and their children who were receiving the Lidcombe Program. They recorded two treatment sessions each week and completed a daily treatment diary. The recordings were analysed for the use of parent verbal contingencies (PVCs). This method detected differences in PVC delivery by the mothers both across and within cases over time. The results show that valuable information can be gained from analysing home treatment sessions in this way and with a few modifications this methodology would be useful in larger scale studies. The strengths and limitations of this methodology are discussed with future larger studies of this type recommended.
- Subject
- early childhood; stuttering; Lidcombe Program; parent treatment delivery; intervention
- Identifier
- http://hdl.handle.net/1959.13/1045888
- Identifier
- uon:14538
- Identifier
- Language
- eng
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