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Review Your Estate Plan
With your estate plan successfully implemented, one final but critical step remains: carrying out a periodic review and update.
Imagine this:
Since you implemented your estate plan five years ago, you got divorced and remarried, sold your house and bought a boat to live on, sold your business and invested the money that provides you with enough income so you no longer have to work, and reconciled with your estranged daughter.
This scenario may look more like fantasy than reality, but imagine how these major changes over a five-year period may affect your estate plan.
And that's without considering changes in tax laws, the stock market, the economic climate, or other external factors. After all, if the only constant is change, it isn't unreasonable to speculate that your wishes have changed, the advantages you sought have eroded or vanished, or even that new opportunities now exist that could offer a better value for your estate. A periodic review can give you peace of mind.
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Large Estates - every year
Persons with large estates (over the applicable exclusion amount) should review their plan annually or at certain life events that are suggested in the following paragraphs. Not a year goes by without significant changes in the tax laws. Staying on top of these will yield the best results.
Small Estates - every five years
Persons with smaller estates (under the applicable exclusion amount) might need to only review their plan every five years, or following changes in life events. These estates are not usually as affected by economic factors and changes in the tax laws to the same extent a larger estate might be. However, your personal situation is bound to change, and reviewing and making appropriate updates at least every five years can help you keep your plan up to date with your current situation.
Changes in Estate Valuation
If the value of your estate has changed more than 20 percent over the last two years, you may need to update your estate plan.
Economic Changes
You may need to review your estate plan if there has been a change in the value of your assets or your income level or requirements, or if you are retiring.
Changes in Occupation or Employment
If you or your spouse changed jobs, you may need to make revisions in your estate plan. Also, if you have changed beneficiary designations for any retirement plants at work (or for other retirement accounts), review and revisions to your plan may be advisable.
Changes in Family Situations
You may need to update your plan if:
- Your (or your children's or grandchildren's) marital status has changed
- A child (or grandchild) has been born or adopted
- Your spouse, child, or grandchild has died
- You or a close family member has become ill or incapacitated, or
- Other individuals (e.g., your parents) have become dependent on you. For example, many states have a law revoking all or part of your will if you divorce or remarry.
Changes in Your Closely Held Business Interest
A review is in order if you have:
- Formed, purchased, or sold a closely held business
- Reorganized or liquidated a closely held business
- Instituted a pension plan, executed a buy-sell agreement
- Deferred compensation, or changed you employee benefit plans
Changes in the Estate Plan
Of course, if you make a change in part of your estate plan (e.g., create a trust, execute a codicil, etc.), you should review the estate plan as a whole so that it remains cohesive and effective.
After Major Transactions
It may be wise to review your plan if you have:
- Received a sizable inheritance, bequest, or similar disposition
- Made or received substantial gifts
- Borrowed or lent substantial amounts of money
- Purchased, leased, or sold material assets or investments
- Changed residences
- Changed significant property ownership, or
- Become involved in a lawsuit
Changes in Insurance Coverage
Making changes in your insurance coverage may change your estate planning needs, or may make changes to your plan necessary. Therefore, inform your estate planning advisor if you make any change to life insurance, health insurance, disability insurance, medical insurance, liability insurance, or beneficiary designations.
Death of Trustee/Executor/Guardian
If a designated trustee, executor, or guardian dies or changes his or her mind about serving, you need to revise the parts of your estate plan affected (e.g., the trust agreement and your will) to replace that individual.
Other Important Changes
None of us has a crystal ball. We can't think of all the conditions that should prompt us to review and revise our estate plans. Use your common sense. Have your feelings about charity changed? Has your son finally become financially responsible? Has your spouse's health been declining? Are your children through college now? To be certain your estate plan remains responsive to your needs, you should give it some thought from time to time and consult with your advisors as necessary, or if you have any questions.
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To help the government fight the funding of terrorism and money laundering activities, Federal law requires all financial institutions to obtain, verify, and record information that identifies each person who opens an account.
What this means for you: When you open an account, we are required by Federal law to ask for your name, street address, date of birth (for natural persons) and other information as required to identify you. This may include a request or requests for confirmatory information such as presentation of your driver's license and/or other document(s).
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At The Beginning….Baby Steps
by lclarcq on December 1st, 2016
filed under Archived Posts 2016, Classroom Management, Creating Stories, Encouragment, Engagement, Relationships, Starting The Year, TPRS techniques
If you are just starting out with TPRS, and you feel as if you are not doing enough with your students fast enough….take heart….you have an enormous advantage!!!
WE HAVE TO START SLOWLY. I put TPRS+slow into Google just for fun and discovered HUNDREDS of pieces that address how important it is to start off slowly with students who are new to language and/or new to being in a TPRS classroom.
I am choosing only one skill/concept as a goal for my students per week. The only goal I am really focusing on this week is Listening Well. I have to be honest….it's killing me to do it. I can think of DOZENS of things that I could add to class right now that would make it more interesting, but I know that if I want them to listen WELL, I'd better stick with that.
Now, I am sneaking in opportunities for next week's goal which is RESPOND WELL. We all know that no skill really works in isolation. But I don't expect to see any progress in anything other than the LISTENING WELL.
I'm trying to remember to:
Point out what it looks like. (See here for more info.)
Thank students when they do it. (individually or as a group)
Be patient when they get too excited about what we are doing to only listen.
Remind them that listening and talking should not be done simultaneously.
Wait, and wait, and wait, until they are listening.
Ask any student who responds to or asks a question to wait until their peers are quiet before they speak.
It is so hard to move in baby steps when there is so much ground to cover. But this kind of teaching is about the journey not the destination. I have to be where my students are, NOT try to get them to where I want to be. It's the only way we will ever be together.
I realized today that part of my 'inner stress" comes from thinking that I am not in control if I meet them where they are. My perspective was skewed. I cannot change where they are right this minute. I AM NOT SUPPOSED TO BE IN CONTROL OF THAT. I can only be in control of where I am and how I interact with them. If I chose to meet them where they are, we will be together and I can help them on the journey. If I stand at the finish line, impatiently waiting for them to show up, expecting them to arrive in a place they cannot get to on their own, I am choosing stress for all of us.
The dear and brilliant Brian Barabe told me once that TPRS is like yoga…and to use the mantra "You are where you are supposed to be." I need to remember that more often.
with love,
Starting Over
by lclarcq on November 28th, 2016
filed under Classroom Management, Encouragment, Musings, Relationships, Starting The Year
Hello from California!! I managed to be retired for all of six weeks before I moved cross country and sign on for a new job. It wasn't an easy decision, but I think it was a good one!
For the past 30+ years I have worked in small districts in rural, upstate (seriously upstate) New York. For some of those years I taught grades K-8 but the majority of them were teaching high school students. My new job is teaching 6th-8th graders in a suburban, well-populated section of Northern California!
The students had another teacher for over 10 weeks and now we are all starting over.
I had met a few times with the sixth graders and today was our second real day together. They have been out of school for two weeks between Science Camp and Thanksgiving Vacation!!! So yes…we are really, really starting over.
The 8th graders and I got started the week before Thanksgiving. So today was day 6 for us.
I forgot how much there is to accomplish at the beginning…….
These students, all of them, are brand-new to me. Our very first accomplishment will be working together. Seriously. They are used to a different set up in class and mine requires a great deal of self-control…..or at least more than they have had to use. 🙂 I know they are capable. They know they are capable. Now…I have to get them to agree to do it.
The first day I worked with them (class sizes about 30), they were sitting with friends in groups of four. I tried to speak. I tried to get their attention. No one stopped talking. Not one student.
My pulse was racing, my face was flushed, my smile was frozen and my heart was pounding. I did not know the name of one single student. For the first time in nearly 30 years I also did not know their parents, their siblings, or even their other teachers.
I don't know how long I stood in front of the room before I tried again. It was probably seconds…it felt like hours. I was being completely ignored.
So I tried again. I used a 'signal' that their former teacher had used. A few students noticed and responded half-heartedly…then kept right on talking. This was not going the way I had hoped!!!
Try number three….in a slightly louder, more authoritative voice. This time more than half of the class looked at me, shifted in their seats and mumbled a response. AND….made eye contact.
This was the most crucial moment for me. It happened in all three classes. I had to maintain eye contact with the 15 or so students spread across the room. With a smile on my face, I held my ground….for maybe 15 seconds. A small girl near me whispered to me, "I think it's working!" I tried to just keep breathing!! One by one the rest of the group settled down and then turned around….finally realizing that something was happening. When everyone was quiet I smiled at stared at them while I (painfully!) counted to 5 in my head. Then I finally introduced myself. I think that was the most challenging 30 seconds of my teaching career.
I am dead serious.
I have no history at this school. No reputation precedes me. I felt completely naked and alone in front of those kids waiting for the silence, and for their attention. My head said…wait, wait, wait it out. My heart said…this isn't going to work…they are going to ignore you forever.
I'd like to say that after that one encounter in each class, that I was able to establish order in a heartbeat with a look. Or at least using our signal.
Um, no. The 8th graders and I have found a direction in the week we have had together…but daily reminders, and those 30 second wait times, while not nearly so heart-pounding, still happen once during every class. The 6th graders? Well….we didn't get much done today academically. There were maybe 10 "usable" minutes out of 35. i'm still learning names, getting them into a routine, helping them adjust to transitions and working to get them to function with a new seating system (where they all face forward and don't sit with their friends.)
BUT…in one class 5 of those 10 usable minutes were truly beautiful. Students were asked if their vacation was "excelente" or 'terrible" or somewhere in between. Only one girl said terrible. I asked her if the reason was a secret, she said no, she wanted to share. (Thankfully the class was quiet and listening….and this, of course, is why we needed it…) She shared in a whisper to me that her aunt had cancer. I told the class in Spanish. Then I asked, in Spanish, 'Who has a friend, or someone in their family, with cancer?" Over half of the class raised their hands. Even though these kids had only a few weeks of Spanish, I could say to her…The class is with you. They are your friends. You are not alone.
I could tell the class that in 2013 I had cancer. And we learned the word hope.
She needed that. So did I. So did I.
with love,
NTPRS15: The Ripple Effect 1
by lclarcq on July 29th, 2015
filed under Archived Posts 2015, Coaching, Encouragment, NTPRS, Relationships, Sharing CI/TPRs, Teacher Training
Ah…the ripple effect. It is the essence of teaching. Teaching, I've often said, is a prayer. You send your message (lesson) out each day, hoping against hope that someday, in the unseen future, it will make a difference, because you never really know. That is why it was so beautiful to watch the ripples happen right in front of us.
What did we see?
Kindness and encouragement.
The first day (Monday) FIFTY people showed up for the first coaching session. Now you should understand that at the same time participants could choose coaching, a Spanish lesson with Blaine and Von Ray and a Mandarin lesson with Linda Li. Now that is some stiff competition!!!!! I cannot ever remember a year where FIFTY people showed up on the first day. It was beautiful.
And they came with the desire to not only learn, but to support and encourage. Because the coaches gave clear parameters and modeling, there were NO criticisms…only insights, positive reflections and encouragement.
A willingness to share.
Teachers had so many insightful observations that I couldn't stay away from the coaching sessions. Beginners were volunteering to teach after only FOUR hours of instruction!!!!!!!!!!!!!! Teachers with all levels of experience in the classroom and with the method were together and sharing for one purpose: to grow and to recognize growth.
A desire to honor other teachers.
At one point we began to limit not only the teaching portion, but also the feedback portion of the cycle to five minutes because groups could have easily gone on for an hour sharing feedback! It was so wonderful that we hated to cut it short, but wanted also to honor the fact that many teachers wanted the opportunity to be the teacher. The result of that was that teachers who did not share aloud shared notes and observations personally with teachers when they saw them later. Wow.
A need to be heard.
Nothing touched me more than the woman who came up to me after a teaching cycle in which she had been an observer. "They listened to me. And they really heard me. No one has done that in years. Thank you so much for making this available. I needed it so much." She was in tears.
That happened several times during the week and I was so moved..to simply be heard.
The beauty of being in the moment.
Because we were focusing on what the teacher was doing right, and how that was reflected in the actions/reactions of the students, everyone in the group was in the moment in an amazing way. There was no chatter between observers. There was no typing emails or answering texts. Coach, teacher, students, observers all in the same place at the same time focusing on the interaction between students and teacher. Beautiful.
Honoring the journey
Each of us is on our own journey. We each take a different path, move at a different pace and pick up different ideas/thoughts/memories/skills along the way. This year there was much less of a frantic pace to "get to the mastery level" and more of a joyful exploration of where we were and what we were doing. There was the opportunity for us to enjoy our journey and to observe and celebrate the journeys of others.
These ripples, and more, spread outward as participants brought a new perspective back to coaching over and over again, as well as to presentations and workshops. It changed meal time conversations and opened a new door to what was called, "The War and Peace Room."
with love,
When Students Are "Lost"
by lclarcq on June 20th, 2015
filed under Archived Posts 2015, Classroom Management, Engagement, Grading/Evaluation/Assessment, Language Classes, Participation, Relationships, Starting The Year
Laurie says:
Taken from my post on Ben Slavic's blog:
In our department we have created a scale of engagement (with the language and activities) that looks like this:
Stage 1 : Attention
(student is looking at/listening to w/intent to understand)
Stage 2: Identification
(student can locate sounds/text that are recognizable)
Stage 3: Comprehension
(student can visualize/dramatize meaning of the pieces they understand)
Stage 4: Clarification
(student will seek information needed to comprehend any missing pieces)
Stage 5: Interaction
(student will respond to aural input/text to the best of ability)
It's 'jargony" which makes admins happy. It breaks down expectations, which they are also looking for.
But it's actually useful. We can ask the student, "What stage are you at with this?" Then we ask, "What do you need to get to the next stage?" Sometimes the answer is as simple as, "I have to try." :o) But it has encouraged students to a) realize that this is their 50% and b) We can help if we know where they are.
Now, perhaps I should have prefaced this with a HUGE given, a message that we deliver from their first year on and reinforce as needed:
We are professional educators. We understand language acquisition. The district has hired us with the expectation that we will lead classes where language is acquired. We have designed classes with that in mind. Students are required to participate.
Then we work diligently to establish relationships with each student and each class. We adjust our plans based on our students. We are transparent about these decisions with our students.
Students who do not engage/participate will not acquire. Therefore, their assessment grades will be low. If non-participation affects the other members of the class, it is then considered a discipline issue. We address it by working to strengthen our relationship with that student and finding ways for that student to have a place/way to engage successfully in class. It's often easier for them to participate than to not!! This works in our favor. :o)
We do not tie behavior to a grade. A) The disengaged student rarely cares about the grade B) Disengaged students don't show growth anyway. C) The disengagement is rarely ever about Spanish. It is a signal that other issues are preventing this student from wanting to be successful and have fun!!!! This is a serious issue. D) The extra attention to the student as a person, rather than as a grade, is far more valuable.
As for our scale….it isn't a participation grade. It isn't a rubric per se. It's used more as a diagnostic tool when students need help.
If you need help/things aren't making sense, identify where you are:
I didn't hear it/don't see it.
Stage 1: I heard/see it but I don't recognize it/can't identify it.
Stage 2: I can identify/recognize it but I don't know what it means.
Stage 3: I heard/saw it AND I recognize it AND I'm pretty sure I know what it means.
Stage 4: I checked what I think it means with the context to see if I'm right.
Stage 5: I totally get it and can respond verbally/physically to it.
In assessments we often only grade students on Stage 5….and there is a lot that goes on beforehand that we want our students to recognize and use to their advantage.
I can use it to set up formal assessments if I want to, but it is most valuable as a tool that we use as we use language to communicate.
Hope that makes sense…
with love,
I Apologize…
by lclarcq on April 7th, 2015
filed under Archived Posts 2015, Classroom Management, Not So Good Days, Relationships
No one is perfect. This afternoon I had the chance to reflect on some of the many things I would change if I could go back to my first 10, or maybe even 20, years of teaching.
To my former students…
If I posted the agenda for the class and made darn sure we did everything on it, even if it wasn't understood or didn't make sense, I apologize.
If you voiced a concern and I not only didn't address it, but also asked you to stop thinking and talking about it, I apologize.
If I offered extra credit, but only gave the points to the students who needed a higher average, I apologize.
If I suggested ideas that would help you to become a better student, never told you that they counted for a grade, and then took off points if you didn't do them, I apologize.
If I followed every compliment with….But….and proceeded to berate you, I apologize.
If for every positive statement I made about you, I made five negative ones, I apologize.
If I assigned you a project that I had no experience with and then criticized how you did it, I apologize.
If I required you to use technology that I did not understand, and then criticized how you used it, I apologize.
If one or two people in your class didn't do something correctly and I scolded all of you, I apologize.
If I asked you, in front of the entire class, to raise your hand and tell me that you didn't do an assignment (even though I already knew that you were the only one who didn't do it) I apologize.
If you ever arrived late to class and I made fun of you and let the class laugh at you, I apologize.
If it was clear by my words and my actions that I favored some of you and disliked others, I apologize.
If I made you feel that by being my students you were a burden to me, I apologize.
If I attempted to motivate you with sarcasm or by poking fun at you, I apologize.
I truly hope that I didn't do these things, or at least do them very often. I'm sure that there are other things that I should apologize for as well…and I am sorry. I'm sure, at the time, I really did think that I was doing the right thing, the best thing, by behaving that way, but I was wrong…and I am sorry.
Why I am thinking about these things today?
I saw them happen…..and it really, really made me angry. Not to students, but to adults, and it still made me really, really angry.
And it made me remember, or at least worry about, times when I may have inadvertently treated my students poorly. I'm sure that I have, at some point, made my students as angry as I was today…and for that, I am sincerely sorry. Please accept my apologies.
with love,
Incredibly, Uniquely Beautiful
by lclarcq on February 5th, 2015
filed under Archived Posts 2015, Encouragment, Engagement, Grading/Evaluation/Assessment, Musings, Pacing, Relationships
Midterms are over. But I worry that the mindset isn't.
Even those of us who don't enjoy assessment, tracking data and recording grades can get caught up in the tidal pull of measurement and the undertow of evaluation.
Well….that might be a little too metaphoric, but we ARE teachers. Since the age of 5 we've been playing with tests and trying to win. That is hard to let go of. Many of us were test champions and grade royalty.
(The following is my own opinion and might be considered heretic in this day and age)
I realize that we must assign grades and that students require passing grades in order to move to the next level. We have all worked hard to create systems that allow the progress our students make to be accurately reflected in the grades. Our jobs depend on it. But…in the great scope of life…
THE GRADES DO NOT MATTER. They are artificially "scores" that someone/something determined would measure value in schools. They are part of the system, BUT THEY DO NOT ACCURATELY REFLECT ANYTHING.
They certainly do not reflect value. No human being can be given a numerical value. It's ridiculous to even think of it (although sadly, it is commonly done throughout American culture, not just in schools.)
Every moment that we see our students in terms of a number, we have lost an opportunity to see them as people.
The system, and most of the people in it, will try to change your mind about that. They will also try to convince you that YOUR value will also be determined by numbers: your students' numbers. They will tell you that not only are students are numbers, but that we should compare students using these values. Actually, they would like us to line them up according to these numbers. They want us to believe that the students should all on the same place on a line of measurement at the same time. Finally, they tell us that the students should be moving along that measuring line at the same pace. On a day to day basis.
They are also trying to convince us that it is our job to make that happen. If we don't, we are failures. (Yes, they use THAT word….a word we have secretly been afraid of since we entered a school at age 5)
My dear friends, that is a crock of horsepucky. All of it. Including the idea that we are special because we "earned" good grades when we were students. Grades do not make anyone special.
Its really difficult to see that. Our job doesn't always let us remember that, even though that is an elemental part of our profession.
Please remember it.
Everyone is special and everyone is unique.
Our students are not supposed to be alike. They all enter our classes at different ages. They enter with different backgrounds and experiences. They did not learn to walk, learn to talk, learn to read their first language, learn to ride a bike, learn anything at the same rate. Why? Because while we may all be wired in the same way, we are all unique and incredibly miraculous human beings.
Have you ever seen a group of one year olds together? They are all at very different places in height, weight, ability to walk/talk etc. If they are paying attention, if they are in the classroom approximately the same number of days, they are all getting the same amount and quality of input. AND THEY WILL STILL NOT BE IN THE SAME PLACE.
Some students show growth in slow, steady increments. Others will grow in "hops", showing improvement every two to three months….but very little in between. Others are icebergs. Everything grows beneath the surface and we see nothing…then all of a sudden BOOM! After six to eight months (or more) of nothing….amazing things are happening.
No one is really "ahead" or "behind", despite what society might want us to believe. If the student is there, and involved, if we are providing a rich environment and comprehensible instruction, then the student is where the student is supposed to be. Period. They will move when they are ready, at the pace that is best for them. We can pay attention, and we can respond, but there is truly little we can do to change that.
And it is no reflection on us.
Hard as that is to remember.
We need to enjoy each student where he or she is….or we will lose sight of the beauty of the human brain, the human mind and the human spirit. How each and every human is unique and heart-stoppingly beautiful.
Nothing else really matters.
with love,
What do students need ME for anyway?
by lclarcq on January 21st, 2015
filed under Archived Posts 2015, Encouragment, Engagement, Musings, Relationships, TPRS techniques
This post started as part of a response to my friend Skip….and then it grew from there. Thanks Skip for asking me the questions that make me think.
I never wanted to be a Spanish teacher. I wanted to teach kindergarten…or third grade. I wanted to sing songs, read stories, and introduce my students to history and heroes. Actually that is what I do, I am just lucky enough to do it via Spanish. But that is not what most of my colleagues were doing when I started thirty-plus years ago. I truly admired and respected those teachers, I just couldn't be one of them. Maybe it was because I didn't start out as a Spanish major (although I ended up with a Spanish and an Education degree), or maybe it was because I wasn't very confident about my language abilities at the time….but my goals as a language teacher were a bit different.
Truthfully, I never thought that I would be able to convince teenagers to commit to memory the hundreds of rules and thousands of words necessary to master the language. I loved it, but I never thought all of my students would. And I wanted ALL of my students to love Spanish class the way 5 year olds love kindergarten (okay…think 30 year prior to Common Core!)
Thirty years ago (and more), we used to consider it our job to teach the understanding and appreciation of the beauty of the language…its history, structure, details. And we did that. Sadly, few students were able to draw on any of this knowledge after a few months….much less a few years.
We then made it our goal to teach the students the vocabulary, verb forms and highly irregular patterns so that they could also communicate with others. We created texts and materials that we thought would help our students to be able to put all of the pieces of the language in order to function while traveling, doing business etc.. But we still taught as if mastering the al to help students to communicate. It was a great deal of work, and yes.. fun, to create activities that allowed students to pretend that they could communicate in a real-life situation.
Sadly, once again, students failed to retain the language for any length of time.
It was the first reason I was so impressed with the results of TPRS and teaching with Comprehensible Input. The language stuck. For a long, long time. I was pretty excited about that!
Then along came technology.
I think that our job as language teachers has seriously shifted. And I am afraid we may not even know it.
Any knowledge about the language that students need can be found easily on the Internet. All of it. Communication can occur with a cell phone and an app. And almost instantly. And with about the same accuracy that our students used to have….probably more.
I had a great reason to switch from learning to acquisition in my classroom. But if my students can just use a machine to communicate…..why would it even matter if they acquire a language?
What IS our job now? Why would students need to be able to communicate…device-free…in a world quickly becoming overrun with devices? Why do they need us? Can't they get all of the language they need via technology?
I think we need to be asking ourselves, and our profession, that question. What are we doing that students cannot now do for themselves…..without us?
For me (and you've heard me say this I think), I want my students to acquire Spanish in order to explore the hearts, minds and souls of people who speak Spanish. I want them to acquire Spanish so that they can think more deeply, express feelings to others, ask questions about the universe and SHARE that journey with people of other cultures…..and they can do that so much better in more than one language. AND WITH A PERSON…not a machine.
I believe that our job is less about teaching the language and more about using the language to teach the skill of making personal, social, historical, artistic and even political connections.
I believe that our job is about establishing relationships, nourishing relationships, growing as a result of relationships …..Relationships that are a)built via communicating so that we are understood in another language and b)built because we understand others in their language .
It's about understanding….and being understood as a human being. It's a job that no machine can do.
They need us for that.
with love,
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Kindness: Why It Matters At The High School
by lclarcq on January 17th, 2015
filed under Archived Posts 2015, Encouragment, Relationships, Uncategorized
It isn't easy to be kind at the high school. It isn't at all cool. (and it doesn't matter how old you are….) Nice people are perceived as stupid, or weak. These are things to be avoided at all costs.
At the high school, the operative word is tough. Tough is smart, tough is strong. These are things to be achieved and admired for.
Tough appears to be the overall winner. Tough attitudes, tough faces. Tough courses, tough tests. Tough teams, tough practices. Tough kids, tough teachers. No question,tough prevails.
Why even try?
Because Tough APPEARS to be the overall winner. Tough attitudes, tough faces. Tough courses, tough tests. Tough teams, tough practices. Tough kids, tough teachers. No question,tough prevails….on the surface. But underneath, BECAUSE tough prevails, kindess really matters. It's desperately needed as a matter of fact.
You wouldn't know that by teen behavior, but it is.
If you've ever parented a toddler, it is a little easier to understand. From the age of one to four years old, childen live in these adorable little teflon-coated cocoons. Nearly everything we say bounces right off of them. We don't expect REALLY expect toddlers to say please and thank you. We don't expect toddlers to be patient. We don't expect toddlers to be responsible. Yet…we spend several years "pleasing and thank-youing" to them anyway. Even though…..we will see them throw tantrums, refuse to share, make faces, pick at their food, throw things and a number of other challenging behaviors. It is as if they do not hear a word we say. FOR SEVERAL YEARS! But we keep on trying anyway. That is what parents do. When children emerge from their "toddler-armor", they have actually absorbed many of the behaviors we have been raining down on them since before potty-training.
I've often felt that toddlers and teens have a lot in common. Obsession with potty talk and bodily functions for one. Then there are the passionately emotional/stubbornly indifferent twin sides to their personalities. Both groups have moments when they are completely committed to doing things independently, even when it is impossible or riduculous to do so. AND this selective hearing issue occurs in teens just as virulently as it does in toddlers.
Then…at some point, a young adult emerges from this tought cocoon and it turns out that,yes indeed, they really had been listening all those years.
It is a rare, rare adolescent that is thankful for the kind people in his/her life. Some adolescents are too busy being focused on their struggles and miseries to be appreciative. Others don't have the social skills to say thank you. Many would be just too embarrassed to try. But they do notice. And they remember.
True, it makes being kind a very thankless job (pun clearly intended!) So, if as human beings, we are being kind so that others will appreciate us, we may be disappointed. But, if we are kind because kindness speaks to how we want to affect the world, rather than how much we would like to be appreciated, being kind isn't all that difficult to achieve.
Being kind opens the door for choices. It says, I can make decisions, I can be in control of my responses. It shows my students that…and it shows me that. On the days that I am worn out, feeling low, frustrated and grumpy, the choice to be kind is reassuring to me.
Being kind opens the door for additional kindness. It clears a space for the positive. It makes more good things possible. We all could use a little more of that.
Being kind feels better, physically and emotionally. Life is too short, illness too prevalent and pain too powerful to not open up a door that makes us feel healthy and strong.
Being kind communicates hope. Where there is hope, there can be change. When there can be change great things happen. I vote for hope.
It's true that things at the high school level can get a bit more serious. If we are going to get serious, why not get serious about something as far-reaching, and life-saving, as kindness?
with love,
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by lclarcq on December 20th, 2014
filed under Archived Posts 2014, Encouragment, Musings, Not So Good Days, Relationships, Tough Students
"Mildred" is a "fictional" student in Ben Slavic's book PQA in a Wink. She is representative of the students that disrupt class, challenge our authority and almost appear to work hard to NOT be successful. The Mildred in Ben's book comes from an abusive home in a high poverty neighborhood. I've been thinking a great deal about Mildred this last week before the holiday break and….
…..Mildred had a rough week last week; I can promise you that. She is facing a two week "vacation" from school, which is the only place she gets a decent, consistent meal. In my district, it may be the only place she can take a shower. Or have heat. She knows that it will be hard to get out and get away from a caustic environment where she can't do anything right and will hope just to stay out of everyone's way and keep the possessions that she has out of everyone else's hands.
Knowing what was ahead, Mildred was NOT in the best of moods and when some girl starting bragging about the gifts she already knew she was getting and the flight to Bermuda w/ Grammy and Grandpa, she muttered something under her breath. Another "Mildred" heard her, assumed it was about her and swore at her. It went downhill from there.
When the math teacher crammed in the last chapter so that she could give the unit test the Friday before vacation………
……. and the Economics teacher made the group project due so that she could correct them over the break………
…….and the English teacher assigned internet research that Mildred had to do in the library because she doesn't have internet, (but Mildred spent three periods this week in the Dean's office) Mildred only got 1/3 of the way through those assignments.
Her average now in those classes is failing and there will be a phone call and a letter home due to district policy, and the adults in Mildred's life will be pissed as hell that they are being bothered by the school. Each of those teachers gave Mildred a lecture this week about getting her act together, telling her that she is failing, and pointing out how "little" it would take to be a "good" student.
It takes a lot of work and time to develop a relationship with Mildred that will allow her to be interested in any kind of "story' that we might come up with in a TPRS class that can distract her from the reality of her everyday life. There isn't a current event that compares with her tumultuous life. No matter how carefully crafted our lessons were last week, it's pretty likely that we couldn't engage Mildred.
But every hello, every patient response, every nugget of positive action can (I won't say will, I can't promise that) work towards creating a relationship where one person may create an atmosphere in a classroom that might be the only place in school where Mildred feels welcome…..where she doesn't feel like an unwanted, unrequested, unneeded "guest."
You see, school may be the place to feel fuller, warmer and safer, but it doesn't feel like a place where Mildred belongs. Truth is, she is treated like an invader, an imposter, as someone who doesn't deserve to be in the building. That began in kindergarten when she didn't bring in school supplies or the required contribution of glue, crayons and Kleenex boxes for the class.
It continued through elementary school where she never brought in a permission slip, didn't bring in a gift for the Christmas exchange, couldn't be in chorus because she didn't own dress shoes and a white shirt, never handed in one science or social studies project. In middle school she didn't shower much and she got in some trouble because other kids made fun of the fact that she didn't own a bra and wore the same shoes every day. Day by day the staff, mostly without realizing it, pointed out to her that she was different from the kids who were "good" at school
…and over the course of her ten years as a student she has learned to behave as she has been treated.
There are a lot of Mildreds in our schools. More than we can imagine. Some of them spent the week in the in school suspension room. Some stayed home for several days because the environment there was (believe it or not) less painful than the pre-holiday anticipation flying around the building. Some tried to fly under the radar…silent, not making eye contact, falling asleep during the movie whenever possible.
But, if they are lucky, there is a room or two in the building where Mildreds are welcomed. In my building I could see Mildred in the Ag Science room making centerpieces to distribute for the FFA fund raiser and selling t shirts during lunches for the Entrepreneurship Club. I saw Mildred watering plants in the Bio room. I watched another Mildred go from classroom to classroom making jokes…and scooping up uneaten Christmas goodies. There was a Mildred hanging out in the attendance office after coming in late, and several in the weight room after school. Two or three Mildreds purposely move slowly on art projects so that they can come in to work during study hall or after school. I caught one Mildred cutting paper snowflakes in there. There was also a Mildred reading in the corner of the library.
I'm blessed to teach in a district with a number of staff who have connected with at least one Mildred. It's a good thing…we have more Mildreds than we find "homes" for. It can be overwhelming.
If you teach in a district with many Mildreds, don't give up. One day Mildred may show up in your room asking for a pass to come down and cut out paper snowflakes. Or she may contact you on Facebook to let you know that she was grateful in high school that you let her know that she could, but she just never felt comfortable enough to do it.
If you teach in a district where it appears that there are few Mildreds, think again. In these districts, the Mildreds are simply more sophisticated. They come from families where the "differentness" is accompanied by an early-learned skill in "appearing normal."
Your Mildreds may have money, a lovely home and an amazing wardrobe. Your Mildreds have perfect or nearly perfect GPAs. In fact, your Mildreds MUST maintain a façade of being the best in order to hide the atrocities that they deal with at home. They freeze US out with condescension, criticism, and by turning parents against US so that we turn a blind eye to what is really going on in their lives.
Some Mildreds are dealing with challenges within their own minds, hearts, bodies and souls that they have not yet shared with anyone. These Mildreds are the most lonely and in the most pain.
As you head home for a week or two, it can be a relief to be "Mildred-free." I sometimes feel guilty about that. But we have our own challenges as human beings. Sometimes we need Mildred-free time to focus on our own world in order to survive. We can't help anyone when we haven't attended to any of our own needs.
If you have been trying to reach a Mildred, or two, or twenty….and it doesn't seem to be working…Hang in there. Love wins. It truly, truly does. It may not win the battle that you see. It may not win the in the way that you want it to. But Love, because it gets noticed, in itself creates Hope. Hope is the enemy of fear. Hope is the enemy of complacency. Hope is the enemy of despair. Hope is the enemy of apathy.
Hope is frightening. In Mildred's experience, Hope proceeds Disappointment. Hope has proceeded Pain. So a teacher who offers Hope is frightening, potentially disappointing, and painful. No wonder Mildred gives us trouble.
What Mildred doesn't yet know is that Hope and Possibility together can create a new future. But you do know that….so don't give up. Rest up. Then go back and keep offering Love and Hope. They are as valuable a gift as any this season.
with love,
All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established
Teacher Vulnerablity Archived Post 12.13.10
by lclarcq on December 7th, 2014
filed under Archived Posts 2010, Encouragment, Relationships, Teacher Training, The Teaching Profession, TPRS techniques
Originally posted 12/13/10 For more insight on Vulnerability consider watching this :
The second idea that has been following me today is this: We are all insecure. All of us. We generally choose to handle it one of two ways:
a) Active, decisive, "strong" behaviors designed to give us the power to create an image that hides our insecurity from others.
b) Passive, indecisive, "weak" behaviors designed to give us the power to avoid other so that they cannot see our insecurity.
Talk about insight. Talk about a smack in the face. Apparently we are usually one or the other….the one that we learned in childhood got us the most bang for our buck when it comes to protection of the heart and soul.
Now I'm sure that volumes could be written (and probably have been) about who chooses which protection mode and how those choices create the lives they lead. But I have been pondering the simpler side of things:
We are all insecure.
All of us. All the time. About something.
Our Money, our Friendships ,our Height, our Weight, our Skin color, our Families, our Work, our Relationships, our To Do Lists, our Faith, our Future, our Profession, our Job, our Health, our Vehicles, our Skills, our Possessions, Love….
And what we would do ( or how can we continue to survive) without these things…..
Some folks are worriers…their way of taking control of the insecurities. Others are worry-less…their way of taking control. Some are planners. Others just let everyone else make the plans and follow their lead.
Do we consciously know that we are insecure? I think we do…but we have long-used well-ingrained habits in place to "work" with it….so we don't have to think about it all the time.
Nor do we actually face it.
Vulnerability is highly underrated.
Think of the real power that could be generated by educators if, for a few minutes per day, students' vulnerabilities were actually seen as their strong points, as their gifts. Of course we would have to be willing to do that for ourselves first.
It is one of the things that attracts me to the TPRS teaching community. There is a common understanding that we are all vulnerable because we are always examining our weakest areas and trying to strengthen them. Then we communicate that with each other and even with our students so that we can really face our weak points, accept them, embrace them, learn from them and be better people and teachers because of them.
It is at the heart of what those who teach from the heart do.
We uncover it so that it can open.
With love,
All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

subset: commoncrawl


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Academic journal article The Middle East Journal
Chronology: Iran
Article excerpt
July 16: Iranian authorities confirmed that Canadian photographer Zahra Kazemi died following a "brain hemorrhage caused by a blow." The 54 year-old Kazemi was arrested on June 23 and later died while in custody. Iranian officials first cited a stroke as the cause of death. [The Estimate, 7/25]
July 20: Iran publicly armed its revolutionary guards with the Shahab-3 ballistic missile, which is capable of hitting Israel, in a show of military might and in defiance of international pressure to stop its controversial missile program. [The Estimate, 7/25]
July 21: The European Union warned Iran against failing to sign the International Atomic Energy Agency (IAEA) enhanced nuclear inspections protocol. [FT, 7/22]
Saeed Mortazavi, a notoriously hardline Iranian judge, was appointed by Iran's judiciary to preside over the investigation into Zahra Kazemi's death. [FT, 7/22]
July 28: Five security agents were arrested in Iran in connection to the death of Zahra Kazemi. [WSJ, 7/28]
July 30: The Iranian vice president admitted that Zahra Kazemi's death resulted from purposeful homicide. This marked the first official recognition that the killing was intentional. [WSJ, 7/31]
Aug. 13: Iran's hard-line Guardian Council rejected two bills aimed at expanding Iranian civil rights. The bills called for Iran to adopt UN conventions on eliminating torture and discrimination against women. [NYT, 8/14]
Aug. 17: According to a senior Iranian official, the government successfully foiled several attacks planned by al-Qa'ida to be carried out on Iranian soil. [JT, 8/18]
Aug. …


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Create custom views and assign them to groups like you now can assign them to device type or application. Also be able to create node detail info within the group detail view that only applies to nodes that are members of the specific group.
Retrieving data ...
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Microsoft Lync
Microsoft Lync, a part of Office 365, supports synchronous collaboration (chat, audio, or video call), video conferencing, and screen sharing.
The Lync 2013 desktop client is pre-installed on Seton Hall University laptops with Office 2013. For those Seton Hall University members who are not running Office 2013, the Lync 2013 client can be downloaded from their Office 365 page – please see the illustrated guide below for additional details.
Download an: Illustrated Guide (pdf)
For additional information regarding Lync, please see the following Microsoft page: Start Using Lync for IM and Online Meetings
Setting up the Microsoft Lync Desktop Client
The Microsoft Lync Desktop Client will authenticate against your PirateNet credentials.
- If the Lync desktop client does not automatically launch, manually launch the program from:
- Windows 7
- Start > All Programs > Microsoft Office 2013 > Lync 2013
- Windows 8
- Windows 8 Start Screen > Lync 2013 tile
- Windows 7
- When the Microsoft Lync software is launched, you will be prompted to sign-in.
- You may see a pop-up. Select the Accept button to accept the Microsoft Office License Agreement and proceed.
- You may see an "Activate Office" pop-up. Enter your email@example.com in the email field, select Next. In the password field, enter your PirateNet password and select Sign In.
- In the Sign-in address: field, enter your firstname.lastname@example.com
In the Password: field, enter your PirateNet password
Select the Sign in button at the bottom of the window
- Your name will be displayed at the top of the Lync window.
- In the Find Someone field, enter a name to locate others at Seton Hall University who are using Lync


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Mind Archives -
Brighton's Big Roast: community comes together to help tackle lonelinessApril 9, 2018 | Georgia Kolakowski
Yesterday (April 8th) at Brighton Youth Centre (BYC) Russell Tisbury, chef from renowned pub Ladies Mile, cooked a free roast for around 60 people in a push to tackle loneliness in Brighton. Ladies Mile is well-known and extremely well-reviewed by … Read More
Jack Heathcote Is Walking 130 Miles In Memory Of His MotherAugust 11, 2017 | Emily Stoner 1
In July of 2016, Jacks mother who he describes as a women who lived a selfless and beautiful life decided to take that life.
When Jack speaks about his mother it is with such sincerity and love;
"When … Read More
7 historic Brighton women you should already knowMarch 9, 2016 | Marc Kis
To continue yesterday's International Women's Day celebrations, here are seven wondrous women you should know:
1. Dr. Helen Boyle
Co-founder of the now ubiquitous mental health charity – Mind – and the first female mental health GP on the ward … Read More


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Survivor Stories
Tom Tapp
Getting ready for training Tom ran out onto the school pitch and began to warm up with his team mates.
It was October 5th 2010 and Tom Tapp was taking part in a practice rugby match at his Ludlow school.
The 11 year old was a pupil at Moor Park and the match had started as normal. Despite rugby being a heavy contact sport, Tom had played for four years prior to that day and other than the odd cut or bruise; he hadn't suffered any major injuries through his love for the physical sport.
However on that day, Tom was the ball carrier and as the game began the team formed a ruck (loose play). It was during this that Tom folded his body over and his upper body crunched forward.
As his other team mates broke off to continue the game, Tom fell to the ground in pain. His head master realised immediately the possible severity of his injuries and called for an ambulance.
When the land ambulance arrived, Tom was quickly assessed by the crew who realised he could have severe spinal damage. However the true extent of Tom's spinal injuries could not be determined on the pitch and while he had no visible breaks to limbs or any bleeding the air ambulance was required to transport him to hospital to minimise the risk of causing further spinal damage.
Within minutes the Midlands Air Ambulance had landed on the school playing field and Tom was being airlifted off the school pitch.
It took air crew just seven minutes to transfer Tom to hospital and he remained conscious whilst airborne. Crew needed to ensure he remained still throughout the flight and so he was placed on the spinal board and had padded head restraints placed on each side of his head to keep him stable, while crew continued to assess him for other injuries.
En Route the hospital was briefed and ready for Tom. It was not be until Tom arrived at the hospital that a CT scan showed just how lucky he had been.
His father Andrew Tapp is a doctor at Royal Shrewsbury Hospital where his son was airlifted to.
His father explains what happened next; "I met paramedics on the Heli pad and was informed of my son's accident and possible injuries. The air crew were incredible with him."
His father's concern grew when the first x-ray showed that Tom had broken one or more of his vertebrae.
Tom was kept on a spinal bed that evening and the following day doctors gave him a CT scan to look closer at his spine.
Thankfully this x-ray showed that he had only 'squashed' two vertebrae. This form of fracture is known as a 'stable fracture' and luckily required no further treatment. The damage would heal itself and Tom took just a week off school before returning to his studies and while he didn't play rugby for the rest of the academic year, when the new season started Tom was back on the pitch and rearing to go.
His accident has certainly not put him off his favourite sport and luckily Tom will have no lasting injuries.
The medical team acknowledged that if Tom had made the 20 minute journey by land ambulance, there was a distinct possibility that his injuries could have been aggravated leading to more serious complications.
Soon after the accident Tom decided he wanted to raise money for the charity. He was determined to say thank you and with the help of his father they tailor made their own fundraising challenge.
The pair created a bike ride and named it 'The Five Island Challenge' and in August 2011 the duo set off to Scotland to complete their unique task.
The father and son team started in Mallaig in Scotland and then took a ferry to Skye. The pair then biked for five days across various islands, totalling 160 miles and raised a fantastic £1500 for the charity
Andrew said; "We decide to create or own route because we both like Scotland, it's a different place to go, and not many cars!"
Tom, now 12 said; "I wanted to thank the people who looked after me and do something different to catch people's attention. I wanted to help raise as much money as I could and give something back to the charity. Thank you!"


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External Pot "servo" turret drive
Been busy on this stuff lately, I hooked up an external pot servo turret drive, see video. It works okay, I would say, but to be honest I'd much rather deal with the wiring of a stepper instead of the somewhat complex gearing/mechanical connections for this set up. Again it's only roughly thrown together but it demonstrates the external pot servo.
Note that the external pot in this case turns roughly 8 full revolutions, 8 1/2 really, it's a 10k, I assume linear. It's important your pot is linear rather than some non-linear type. It's really a normal pot but the shaft connection to the wiper is like a planetary gear, three ball bearings. It's also only really works at all very well if you use nearly the full range of the pot, I did try the turret to the motor 1:1, but for one rev of the turret it used only a 1/6 or 1/8 of the range of the pot, no good. I had to gear the turret 6:1 to get it to work at all reasonable.
I'm not using any of the servo guts, the wires coming out of the servo case are connected directly to the motor, if you are skilled enough you can snip the wires to the pot in the servo, route them out of the case and connect them to your multi turn pot and then you can use the servo directly with it's three wires like a normal servo, but it's not quite that simple, your pot K's has to match the pot in the servo, and I've not done this but I imagine it might need to be calibrated. If done right you probably get better motion control and again can plug directly to radio reciever channel. This demo isn't really a servo because it doesn't operate on the standard PMW used for a servo, but within the arduino it could fairly easily be made to.
I use an H bridge drive, the little breakout with the red light, very simple, uno pin 9 is pmw for motor speed (which I don't bother varying in this demo), pin 8 is the direction, HIGH is CW, LOW is CCW.
I only used the control pot to make direction input simpler, rather than serial from keyboard or hooking up the compass. So I think the turret motion can be better if controlled more precisely, my control pot is stiff to turn and has no knob so is not easy to operate precisely.
So using the arduino servo example "KNOB" , I just hacked it from there. Important to note, I deleted servo library and servo commands, not used. Mainly I used the "map" function for both the multi turn pot and the control pot. Is all it does is map the pot position to a chosen range, like 0-360. And it goes on from there. If you are interested in the code, no problem I can post it, it's pretty simple. Cap
Last edited by capricorn; Sep 16, 2017 at 09:36 AM.
Second video shows improvements over first version. It takes quite a lot of monkeying around to get something repaired once it starts off on the wrong foot, almost always a fresh start is most productive. This one starts with a (dual) H-bridge example and hacks in the pots, extermely simplified, therefore, much better overall. Contains only one if, elseif, else control, nothing more.
However well it works I have to say that if one were to use this type of mechanism for just a standard battleship main guns you have to replicate this gearing mechanism no less than three times (I guess you could skip the director and make that two systems ) Again, my obvious preference is steppers and all the wire, eventhough I really like the mechanical aspects of the construction. I concede that it works well though and sort of tracks the exact position of the turret.
In the demo I use a rubber band to connect the motor to the locating pot, I would not recomend that, the band stretches. On the other hand it might not work but for that buffer... who knows?
I sense there are some people out there that view this with some sort of distance, like it's just too complicated or not within their capabilities but that is just not the case. If you have the know how to build scale models, a somewhat logical way of thinking, you too can utilize an arduino, they are cheap, extremely well designed, and have near endless applications. Just buy one, start with blink and "hello world", simple.
Refined external pot servo, all done via specific, logical, yes or no questions/answers:
Separating the functions out opens the door to lots of possibilities, but something like this - https://forum.banggood.com/forum-topic-181111.html - with the right pulley gearing and with its limits set by the arduino might do the job of moving turrets the wanted number of degrees with even simple coding.
Mechanically, to prevent the line on the pulley slipping, it might help to borrow a trick used on old radio dial drives. More than just the one turn round the pulley, at the mid point, pass the line through a couple of holes. Same idea that yotties use on rigging bowsies.
!!! mfr02 that's a much better option, I looked all over for servos like that never found one (cheap enough anyway), thanks. I assume when it says 4-4.5T that means it does 4 full revolutions for the range of the servo input. It's very inexpensive too. Beats the external gear box at servo city, $100+. I recall the old dial tuners with the "thread" drive, they work great, the tread on my demo is wrapped twice around the small pulley, it works fine, the rubber band needs to be replaced with a thread like that too and it would work even better. It is just an experiment, sort of test of the multi turn pot I had, I'm still pretty much happier with the steppers in any case. Cap
The turns figure is based on an "average" transmitter, some will have a wider sweep than others.
One thing that the winch sellers never state is the drum diameter. What it would cost them to say "1" or 25mm, I don't know, but it does let you know how many degrees of turn you need for a given amount of linear travel. The winches come with a range of output turns, I have seen 1.5, 2, 4 and 6 turn versions advertised in various places. I am fairly sure that the difference is the gearing between the output shaft and the pot spindle.
I have only seen them in "standard servo" size, no miniatures. It might be that for a more compact model, a continuous rotation micro servo (which I have seen mentioned by others) with a multi turn pot under the turret, might be more convenient. Unless appropriately small steppers are around? If the donkey work is being done by the code in the arduino, it doesn't really matter what converts information into motion, does it?
mfr02, you are familiar with the 28BYJ48 stepper? Those are relatively small, smaller than a standard servo, if a different shape. I have some tiny bipolar steppers from cameras etc but the steps per revolution are pretty low. That's why the BYJ is so useful the steps per revolution due to gearing is over 2000, and they're practically free.
I find the info provided for servos is always just a tad lacking, not sure why, afraid they'll be one upped by the competition I suppose. They provide plenty of useless info to me, not what I'd like to know. Same vagueness goes for the steppers though, nowhere (I found) is it clarifiied what the actual steps per rev are. For the BYJ I found it's in the range of 4075.8, not the convenient 4096. Someone cut one open and counted the gear teeth, a bunch of 13 and 43 tooth gears etc, no wonder it's not an even spr.
I've never had any real experience of using steppers in projects, they only appeared commonly after I had stopped having easy access to bits n pieces. Nowadays I spend more time playing with my toys, but it is fascinating to see what developments are going on, and what is being achieved with the new stuff.
A group that I was involved with in my working days got Christened "The round wheel club" also known as "The boneless sausage club" on account of the number of times that we re-invented things. Hopefully my harping back to the elder times will help others avoid reinventing things, or spot blind alleys before they head too far up them.
Great work! That's what I figured with regards to the 10 turn pot. To make it make work, you need to use almost the entire span of turns, otherwise the resolution isn't there. At my last job, in the test area, we used a 'string pot' to monitor the position of large hydraulic cylinders. It was essentially a 10 turn pot, with a spring loaded spool of fishing line, that behaved like a tape measure. Tied (literally) to your linear cylinder you could use it's output to add safety limits to your test setup. Worked well. So maybe one solution would be to mate a drum of a certain size to use most of the motion?
And yes, the Servo City units swap an external pot for the one inside the servo. The pot inside is electrically abandoned, but remains as the shaft for the last servo gear. I have several of those in my big sailboats. Good price for huge power, like 1700 oz-in. Even did the soldering on one, and it's not an easy swap as the control boards on modern servos are wave soldered during assembly, I'm sure. Not easy to carefully unsolder three contacts at once in close proximity to all the other soldered connections.
I also have several of the 3-4 turn drum type servo winches. They are fast, but the resolution is less than a good servo, but they fit that price vs perf niche for sailboats in the 50" range with almost 200 oz-in of torque. And the included drum in about 1-3/8" with a standard servo spline. I don't know how the pot is hooked up in there, as I've never had one apart. The gold standard for drum sailboat servos is a very expensive unit made in Australia (I think). They also market tapered drums (spiral track) to take advantage of the line force need vs speed that sailboats find useful.
Mfr02, You make it sound like you're over the hill, you can still get bits and pieces, on the internet, I like the surplus electronics sites they have pretty cheap stuff and usually they also have arduinos, jumpers, sensors etc so you can get most of what you need at one stop.
BDave, sounds like you have much experience with these things. With lasers and all these days I would say the 10 turn pot tape measure is probably a thing of the past but I could see it working pretty well. I was suprised once I got the kinks out how well the multi turn pot works, I figured it was low quality, but they've been mfg pots by the millions for years I guess it's natural that they have a pretty good handle on it now. It's the tiny pots in cheap mini servos that I think are somewhat poor for this use.
I'm not familiar with sail boat winch servos, and don't have any, so don't know how well they'd work for turrets, I can see them not needing very good tracking since they are just winching in sheets. I may buy a few of the 4T's mfr linked me to, just so I have some For the final time I'll say I still prefer the little steppers PS: I personally have operated winches (the hand crank type) on 48' yacht sailing from SF to Santa Barbara then to Hawaii, I was 17, it was great, can't shake the love of boats after that. Cap
Cap, it's the sailboat guys demanding super resolution, power and speed! The common multi turn servo winch is used for some, but the race guys are hard core. Dropping $300 on a winch is no problem, compared to the $2-3K for the entire boat. I get it, if you seriously campaign one or two boats this is how the game is played. I have about 15 sailboats, all for fun, none of them $2-3K, so that kind of cash is set aside for other things, like food and mortgage payments.
I work with some industrial automation, and have had to program, and troubleshoot repairs, on some weird stuff. Like figuring out the air logic of a home grown design that's been working longer than the guy who built it. Or telling the proud owner that his $150K robot servicing a plastic molding machine is capable of more than picking the scrap sprue and carrying it to the waste bucket.
And sounds like you had a great experience sailing! I love it, and have been sailing on Lake Michigan most of my life. My parents had boats all my life. Raced with a friend for a few years. Even worked at Harken Yacht Fittings for 8 years. All of the new tech is great stuff, and there is a generation of kids (granted, not all of them) that are just taking this stuff and applying it to everything. Like us old guys would use a screwdriver. At last years Maker Faire, I had a discussion that revolved around using a GPS device to use as an input in an autonomous boat. We were talking about the problems of how often it calculates position, and how they crop off the course if there was a skipped point. All the little details. He was 15. Didn't have his drivers license yet.
A quick calculation says that a 4 turn winch strung to a 4.8 inch pulley under the turret will give 300 degrees of travel. The definition will probably be most affected by whatever is doing the driving, what with the sensor being an analogue pot offering a slope rather than a digital device working in step increments. A 2 turn on a smaller pulley would probably be the same travel, but faster. They have a shrouded double drum making them ideal for push-pull - the shroud is optional. Fairly optional.
From what I have seen (having abused a few and let the smoke out), within the standard servo body, they have all the usual stuff, but there is an extra gearbox between the pot and output shaft. Probably just different gear ratios for different turn winches. This gearbox moves the pot lower, which means that there is less room for the servo control board. In turn, this is shorter, with less space. I do believe that this means smaller components, which, although probably a lot better than what went before, are a lot nearer the limit as regard power handling. I was abusing mine pulling 400 square inches of sail - a model turret should be as nothing.
Dave - about the upcoming generation taking to new generation tools and methods - you do realize that if we had contemplated having this conversation by this means a few hundred years ago, we would have been burned at the stake? I just hope that the next generation has the opportunity to know the pleasure of playing with boats like we have known.
Oh, so the winch servos are high quality, I guess the 300$ ones are at least. I know a couple guys that spend more on slip fees and storage for their boats in a year than I spend on all my hobbies, so I don't fret much when I buy stuff, like $260 for 1/200 Bismarck
We have a very talented young guy at work now, was an intern now on full time, very interested in vibration analysis (we are structural engineers). We (he) managed to cobble together a pretty good vibration monitoring device using rasp pi and accelerometer, our main aim is to get the structures natural frequency from the data, which we can. You can buy these for this purpose but they are many thousands compared to our $100 (+time). It's not our companies area of expertise but we may go into it more.
I built a wood model of the boat I sailed on (years ago, probably 1990 or so), close, not exact, no photo's but the inside is all built out too. The real one Phobus, is a great boat, built by two germans in Santa Barbara, has a concrete keel. It's a ketch/motor sailer, has been around the world once. Not sure of its fate, last I heard it's fir deck rotted in the tropics and was replaced with teak.
The round the world trip was by the previous owner (prior to my Aunt and Uncle): Ugo Conti, that prompted me to google him. I assume this is the same fellow (I could be mistaken on the name but am pretty sure):
Last edited by capricorn; Sep 20, 2017 at 04:48 PM.
capricorn, your web link is missing a closing parenthesis...
Just some helpful info:
The resistance or K of the external pot doesn't have to match. The servo uses it as a voltage divider, so the difference in resistance will simple increase or reduce the angle the servo moves vs the pot.
A few servos on sites like banggood are 120*, 180* or 360* servos from the factory. (ex: JX Servo PDI-HV5932MG 30KG Large Torque 360°, $25)
Another option besides sail winch servos is an external multi-turn pot that's driven by a spur-pinion gear arrangement connected under the winch horn.
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