text:
Another Year Over
The focus of our work is to help teachers and schools deal with students who disrupt lessons. For as long as I can remember this has always been the number one issue identified in surveys about teacher concerns. However, recently the unreasonable non-educational work load placed on teachers has become equally stressful. This doesn't mean the problem of students with dysfunctional behaviour is no longer a problem, it is just that the increased work load has added to the pressure felt by teachers.
It would be fair to say that there is little acknowledgement of the problem created by these students despite the overwhelming evidence that their presence has a significant effect on the teacher's ability to deliver quality lessons and the classmates of these children ability to learn.
Addressing this problem is at the heart of all our work and to date we have provided over 100 Newsletters that point out the causes of these poor behaviours and describe techniques to help, not only the teacher's ability to manage the classroom but also assist these students develop new ways to get their needs met.
Recently, the latest PISA results were released and like clock-work the politicians and shock jocks were on the band wagon criticising teachers and pontificating their solution to this 'failing' – predictably BACK TO BASICS! I have always been critical of this test and our local NAPLAN equivalent. There are lots of reasons these tests are flawed. NAPLAN, for instance is supposed to be a 'snap shot' look at the student's progress without any special preparation. Anyone who thinks those conditions hold today is naïve. Some schools spend much of their time preparing for the test and concerned parents send their children to 'special' tutoring to ensure they 'pass'. There are many other ways to manipulate these figures.
However, Trevor Cobbold, the National Convenor of Save our Schools has examined the latest findings by the OECD about the results and I will quote extensively from his analysis of the apparent failing of our kids. It is evident our students do not try in the test because they have become disenchanted with our school system! Trevor highlights three main causes.
"First, the high and differing proportions of students not fully trying across countries has explosive implications for the reliability of international comparisons based on PISA and that country rankings cannot be trusted. A research study by the US National Bureau of Economic Research last year shows that even with modest but differing proportions of students between countries not fully trying can cause large changes in PISA rankings.
Second, other new data released by the OECD shows a large increase between 2003 and 2018 in the proportion of students in Australia who are dissatisfied with school. This may have led to increasing proportions not fully trying and therefore may be a factor behind Australia's declining results.
Third, high proportions of students not trying on PISA may also explain, at least in part, the contradiction between Australia's declining PISA results (for mostly Year 10 students) and improving Year 12 results. PISA has no consequences for students – they don't even get their own results – so many might not be bothered to fully try. In contrast, Year 12 results matter for future careers and life changes so there is a greater incentive to try hard. The significant improvements in Year 12 results are an indication of an improving education system, not a deteriorating one".
This increase in Year 12 is encouraging but for our students it is meaningless because by the time they reach 17 years old, if not before poorly behaving students are out of the system. However, it does recognise that teachers are doing their job and instead of being criticised they should be supported to deal with the problems in the lower Years where these behaviour problems exist.
As I pointed out above, dealing with students with severe behaviours is at the heart of our work. It would be encouraging if Universities really dealt with this issue and prepared their trainee teachers in techniques to deal with dysfunctional behaviour. Looking through the courses offered by Universities and talking with new graduates it is evident that they are ill-prepared to take on a tough class.
As 2019 comes to an end it's time to reflect on the year that was. From our position the year had mixed results. The amount of work we have done in schools and elsewhere has slowly increased and we have plans to build-up that support in 2020. As mentioned the number of Newsletters has passed the 100 mark and I have completed my next book, 'Teaching Very Difficult Kids' and it has been picked up by an international publishing company based in London and New York thus providing us with another way to provide support.
Since 'retirement' we are one step more displaced from the work place and so not as aware of emerging issues. We would encourage you to let us know what you think of our efforts and provide us with specific problems we can address. You can contact us through the web page, send a text or ring.
Finally, this is the last of the Newsletters for 2019, another year over. Marcia and I would like to thank you for not only hanging in with those difficult students who really deserved to be helped and for supporting us. It is the hardest of work sometimes but I know and you should know you can make a life altering transformation for some kids. You may never know but I assure you that if you approach these kids with respect and a clear purpose you will be the difference.
Take time to relax, recharge your batteries and get ready for another challenging year.
There is no dispute that in our schools, prejudice exists but it should not be tolerated. However, it is hard to achieve a state where all kids feel equal. More importantly, because teachers are more mature, educated and developed, the propensity for us to unconsciously act with prejudice is elevated.
This Newsletter looks at prejudice, its origins, the traps we fall into and the hidden dangers we all face especially when teaching in schools whose culture is different than our own.
The basic characterisation of prejudice is our judgemental attitude to others based on their 'group'. Usually, it is expressed as the 'other' belonging to a cohort we consider inferior to our values. There is the reverse situation where we see those 'others' as being better than us. The significance of this propensity to compare has its beginnings in evolution.
Between 50,000 to 100,000 years ago there was an explosion in the development of the human brain. This was the time our prefrontal lobes started to emerge allowing for an increased capacity for language, complex reasoning and forward planning. This coincided with the time we became a social species a development that required us to develop behaviours that kept the groups bonded.
This advantage continued but a new threat and this was the danger from other tribes. This became a matter of us being safe in the in-group and others in the out-group were dangerous. As this was a matter of survival we learned to quickly identify who was 'one of us' and who 'was not'
The resulting cognitive alterations, situated in the brain's emerging limbic system allowed us to survive and thrive because of this co-operation with others. The ability to identify with our group not only depended on our compliance to the social norms but we quickly obtained the ability to critically examine others' behaviours and reject any differences. The mechanics of this perceived animosity began to form between the prefrontal cortex, our considering brain and our amygdala, the part of the limbic system that initiated a fear response to any identified threat.
Research has shown that when people think in a prejudice manner the amygdala lights-up, that is it is activated. This reaction was first observed when white men in the US were shown pictures of other faces. Their amygdala was more active when shown pictures of black, Afro-Americans indicating even unconscious racism; this was an involuntary response. However, the same anxious response has been shown when faces of other races, aggressive women or opposing team supporters; it is the instinctive reaction when we view someone we think is 'other'.
The broad result is that we view others as being different and in fact we believe those 'others' to be homogeneous, to be 'all the same'! For instance, if you as a white person see an aboriginal youth drunk in the streets, there is a tendency to think this is typical of all aboriginals. However, if you see a white man of a similar age and condition you are less likely to conclude that was typical of all whites, after all they are 'one of us'! We are quick to generalise about others, it is an unconscious reaction.
This marked the emergence of self-consciousness, that is we became aware that we were an individual separate from but belonging to others. We also became selfish, understandable in survival. Within the group it payed-off to share, we won together. But with those groups that were not part of us it was a benefit to denigrate them; these outsiders represented a threat.
This prejudice has an impact on health. Whenever you feel discrimination towards another your stress levels become elevated because you see them as a threat and if it continues you can suffer all the ailments linked to excessive stress. The effect on the health of those who are the subject of this social rejection based on 'kind' is even more damaging.
So, it would seem that prejudice is a natural phenomenon and perhaps it was in the first instance but this is not the case now. The clue to why prejudice is not unavoidable lies in the interaction of the frontal lobes, the emergence of which facilitated this prejudice and the amygdala, our protection against attack.
On an individual basis the brain develops over time. The amygdala is the first to appear being active from birth. This dominates until about three when the hippocampus comes 'on-line' to give a reasoning to our environment. It has been shown that the amygdala and hippocampus do not respond to differences in race, gender or class. In fact, studies have shown that the most popular young children are those with a more diverse collection of friends. Any observation of young children playing in a multicultural school ground more than confirms this lack of prejudice in very young children.
However, the same study showed that these successful students, to remain popular as they matured, dropped this inclination towards social diversity. This is a result of the pressure to belong to a peer group, so important to teens. It is the same drive to belong that underpins prejudice on a macro scale but also drives this need to discriminate in a micro sense. This meant to belong to your clique at school you had to adopt their 'virtues' and reject the 'imperfections' of the out-group.
This is the period of the evolving teenage brain. From about age eleven the prefrontal lobes develop and part of this development is to over-ride the amygdala in all but the most dangerous situations. You don't have time to think about what to do if a car comes hurtling towards you. The amygdala is there to initiate an almost instantaneous response and you jump out of the way. However, if you see someone different coming towards you, in a dark alley, at night you do have time for the frontal lobes to assess the danger. The decision we make will depend on the memories, the things taught to us. This means prejudice is a learned phenomenon, acquired from our parent, our media and our schools; it is real and it is damaging!
The good news is we can unlearn prejudice. We can 'educate' our frontal lobes by:
The real driving factor for change is role models. This is seen in all endeavours, the arts, music, sport and politics. Perhaps, there has never been more powerful role models that challenge racism than Nelson Mandela and Barrack Obama, heroes of our modern political landscape. In our own nation the elevation of the football star Adam Goodes to Australian of the Year provides a similar symbol. Their rise marks a turning point for racism but they also provided a target for those who cling to their antiquated prejudices.
In his last years playing football Adam Goodes was, in every game he played booed whenever he got the ball. Some commentators said this was not racism, it was just that the crowd didn't like the way he played and that other aboriginal players were not booed. A common reason given was that he 'called out' a young girl who described him as an ape. The next day Goodes explained he did not blame the girl and she needed to be supported. He called out the behaviour she had 'learned' from an adult. Despite this the apologists kept referring this as him attacking the girl!
I agree with cultural commentator Waleed Aly who made the telling point, Adam Goodes made the mistake of being not only better in the sport than others, including the white players, he was strong enough to stand-up to the racism and call it out! The conclusion is we are tolerant of 'the others' as long as they don't rise about their station, the homogenic prejudice to which we have assigned them!
Why are we discussing this in our Newsletter? Well we focus on students who have developed dysfunctional behaviours as a result of their childhood environment. The behaviour these children often display does not naturally encourage friendships with kids from successful families. They almost inevitably become a target for prejudice within the mainstream.
However, these kids still have the powerful drive to belong and as a result are easily seduced into joining sinister alliances. Exploited on the basis of their life long rejection. They are finally convinced they now have the security of belonging. To complete the extension of their acceptance they naturally develop a strong prejudice against anyone who challenges the values of this new group. They become over represented in the associations that dismiss modern social values with claims of white supremacy and/or the rejection of refugees. They finally fit in, adopting the culture of the gang and rejecting that part of society that turn their backs on them. All too often this was their school!
If we want to really support these kids all Australians should look at how their own values are reflected in the schools they support. Elite private schools, religious and public selective schools all reinforce social prejudice. They view the public, comprehensive school that serves the lowest socio-economic areas as being inferior. This damaging state of affairs reflects our prejudicial parliament, sadly both major parties must take responsibility for this.
As teachers, we have to check our own preferences in where we want to work being sure that a desire to teach in these needed schools does not expose your own belief that some kids are 'better than' and it follows, others are not.
The Social Teacher
This is the third in this series of Newsletters on the needs and drives of students and how this relates to their learning. By now you should be conscious of the destructive power of rejection which is particularly potent for developing children. This is when they are forming their sense of self.
Your acceptance is also critical when it comes to learning new work. We all find it stressful when we are confronted with problems for which we have no answer. Kids find this as well, especially those who have no self-confidence. When they will feel supported they are more likely to approach that new work.
The illustration above shows the connection. If there is no relationship between the teacher and the student the student must face the lesson alone with only their existing memories to help them. As this is a stressful situation the child is doubly disadvantaged because the increased emotional arousal makes cognitive thinking all the more difficult. This is a dysfunctional situation.
However, if the teacher and the student have a supportive relationship then the student goes to the new work supported and importantly feeling protected and safe. These are the conditions for future learning.
For children with a healthy sense of self, this connection is important especially in the early years. If you have children, you probably got sick of hearing just how much Ms Smith knows more than you. Infants need to have that strong bond.
As they mature and develop their own sense of self the relationship becomes progressively less important and by the time they reach their senior years and into tertiary studies the teacher's ability to facilitate the information to be learnt is more important than the relationship. The graphic above illustrates this point.
In the primary school the relationship needs to be strong as indicated by the line between the teacher and student. In secondary the relationship becomes a little less important and the need to connect socially with their peers becomes more important (see Newsletters Tribal Teacher, 29 July 2019 and Tribal Classroom, 1 August 2018). The teacher needs to expand the feeling of connectedness beyond being more directly involved with the student. By the time students reach their senior secondary years and into their post school learning even this relational situation becomes less important. They are more focused on the establishment of intimate relationship and in most cases, if the go to university they may well be in a class on over 100 students and never talk to their teachers, in fact I believe most don't even attend and watch an online versions of the lecture.
However, for those children who have been raised to develop a toxic sense of their 'self' the strength of the relationship remains essential throughout their schooling.
Almost without exception, when you ask any of your friends they will have had at least one teacher that they really connected with, that inspired them. Conversely, if you think about your own schooling there will be teachers who made no connection and even made you loath their lessons. For me, it was Smithy (real name) who inspired me and an un-mentionable maths teacher who is at the heart of my fear of mathematics!
You have to understand that every day you can be either of those teachers depending on how you relate to them. If you are reading this, I'm pretty sure I know what type you are but it is worth reminding ourselves that this is a profession and you are obliged to build a positive relationship with all your students particularly those whose behaviour towards you initiates a natural repugnance. These are the children, and by now we know why they behave that way that need you to accept them. Ironically, although they are hard to like, they remain suspicious of any attempt they perceive to be kindness, if you hang in with a genuine effort they are the ones who crave attention the most and the ones who thrive when someone believes in them.
You need to be that teacher who, to paraphrase Barack Obama has got the heart, the empathy, to recognise what it's like to be a young teenage mum, have been traumatised in early childhood, to have seen parents fight, part or die. You will have all these kids and more in your class and you have the most precious gift, you can be that teacher who allows them to move into a healthy life. What a privilege.
Secondary Drives
In the previous Newsletter I outlined the concept that underpins all behaviour, the drive to survive and reproduce. Of these the most important for teachers is the part connected with the limbic system and they are particularly concerned with the formation of relationships; these are our 'social behaviours'. The importance of this is directly linked to the foundational concepts. Once we began to live in groups our very survival, not to mention our opportunities to reproduce relied on our being accepted.
The contrary position to acceptance is rejection and for humans, rejection is as life threatening as being attacked by an outside force. In recent studies it has been demonstrated that the same areas of the brain are engaged when we are rejected as do when we are being attacked. A further demonstration of the power of rejection is the concept of suicide. To take one's own life flies in the face of our premise that all behaviour is to survive; how could we deliberately kill the very thing that carries our genes?
The answer is that the psychological pain to live in the face of rejection seems to be so overwhelming the individual chooses to end that pain and achieves this by ending their life. Suicide provides a significant example of the power of drives to get us back to a state of homeostatic equilibrium.
The process of developing behaviours that support our membership into our group starts from birth; the child's successful bonding with the mother is critical for long-term psychological health. The sensitive period is identified from six months to three years but I would argue it starts at conception and the object of attachment is clarified through the early childhood experiences.
Attachment is a well-researched topic for child development but for the sake of this work we take the position that when attachment is secure, that is the child has positively bonded with at least the primary caregiver and feels psychologically and physically safe in their care they are in equilibrium.
However, some children are not provided with such a safe environment and experience some uncertainty about the availability of the primary caregiver. There are many models that describe these less than protected connections - these include insecure or anxious attachment. Despite the physical 'closeness' these inadequate efforts of parenting will have a significant impact on the creation of the child's belief systems.
Humans are herd animals and rely on other members of the community to improve their chances of survival and eventually reproduction. As with attachment this connectedness is critical for ensuing survival. So how we learn to acquire these skills happens in our childhood. When we 'grow-up' we will experience the intensity of feelings we experienced as a child when things go wrong, these are emotional memories. If we are abandoned we become extremely stressed and we will evoke the behaviours learned as a child.
The intensity of the connectedness an individual has with another varies. The caregiver has the closest connection and this means the caregiver can provide the highest amount of support. This also means that withdrawal of the support will expose the individual to feelings of abandonment producing a large amount of stress. This intimate, powerful attachment does not remain exclusively with the parent. Eventually the drive to reproduce will see a replacement primary partner. This significant relationship has the potential to meet the person's drives but there is a significant risk of distress if this relationship fails.
Eventually the child will need a sense of belonging to more than their immediate family and this reaching out is the first step to a graduated association with the world. The next stage of development in relational skills is called affiliation which happens first with extended family, say siblings and cousins and on to kids at pre-school and school. The friendships develop with children having 'best friends' that may last for a life time but more usually last until a new 'best friend' arrives. The child has to learn the rules of these relationships with parents or teachers initially showing them the first steps and then these 'rules' are learned through play.
One of the regrettable phenomena of modern life is the intensification of organised play. Kids are taught how to do things 'properly' and adults adjudicate play. Kids miss the opportunity to learn the real rules of association. These are complex social interactions, behaviours we must master if we are to successfully integrate with the world. We need to not only deal with close friends but we also have to associate with others on a continuum that ends with strangers. We learn these skills by trial and error not just by parental instruction – parents only have their set of rules, these may or may not match those of the rest of their community.
The need to integrate ourselves with others on an increasing level of intimacy provides us with a good deal of feedback on our sense of ourselves. The ability of a person to move between various members of the community in a confident and comfortable manner indicates a strong sense of self-worth. People who have difficulty dealing with others will find the stress that comes from their inability to integrate in a satisfactory manner very troubling.
In contemporary education systems there has been a move away from disorganised play and a rejection of significant social content in curriculum. The growing focus on the 'basics' reduces the opportunity for those children who were raised in families whose behaviours led to mainstream rejection to learn to re-attach with their peers.
This is the start of a series of Newsletters that focus on how children who have experienced abusive and/or neglectful childhoods, those children who are the focus of our work develop dysfunctional behaviours. Recently we examined our sense of self in two Newsletters. This prompted the impetus to go back to discuss basic human needs and drives. This examination will take the form of a series of essays that build towards a finished model.
Let's start with the fundamental drives for all species, the drive to keep our particular gene profile alive. This is based on the work of Richard Dawkins who expanded Darwin's model of survival of the fittest. Dawkins postulated that in its basic form, our bodies are just vehicles to maintain the survival of our particular genome. This was the foundation of our drive to survive, keep supporting our genes and to reproduce, ensuring that if, and when we die our genes will have been passed on to another host!
The fundamental purpose for our existence is to survive and reproduce! Of course, it is not that simple. All of us are driven to behave in lots of unique and complex ways however, if you look at any behaviour, the result of being 'driven' it can be traced back to these two instincts. Of course, the drive to reproduce becomes more significant as we reach maturity. It is not a real issue for primary aged students but does become a consideration for the secondary system, not only the curriculum but teacher awareness of the emergent attentiveness to the business of reproduction!
When we feel completely safe and secure we experience a level of calm that allows us to access the top levels of our brain. This is the position of homeostatic equilibrium. However, when we are not 'safe and secure' we experience a level of stress and that stress provides the drive to behave, to act in a way that will bring us back into equilibrium.
In the late 1960's a psychologist named McLean introduced the concept of our brain that described it as having three distinct levels that were linked to our evolutionary journey. He called this the tri-part brain with the following stages:
This part of the brain controls our physical homeostasis. Whenever we are placed in a stressful situation, in disequilibrium this zone initiates the behaviours that will bring us back to homeostasis. This is the area that controls things like breathing, our heart beat, our balance, those physical activities that allow us to physically survive.
Remember times when you had run 'out of breath', maybe under the water for too long recall how desperate you become to get some oxygen into your lungs. This desperation is the stress that fuels the behavioural drive.
The 'lessons' assembled in this part of the brain begin to happen from the moment of conception and continue through the very early years of infancy. We are born with the ability to breath but it takes a little time to master walking on two legs. A feature of these behaviours is that they are for all purposes, unconscious and very difficult to change.
This is referred to as the reptilian brain because this most reptiles failed to develop beyond that point. They do not have any social organisation and the times they do group together is because that environment supplies their physical needs such as food, water or the opportunity to reproduce.
This is the second stage of cognitive evolution and this occurred because of the benefits group living provided to meet our needs. The synergy provided by sharing the work needed to provide food, shelter and protection made living in groups much more productive however, it required cooperation. This cooperation enhanced our access to the elements required for survival and reproduction but we needed to learn an additional set of behaviours that would prevent the very fact that living together had a strong potential to threaten that very survival through competition for the resources to survive and reproduce.
The major threat to our safety and security that comes from communal living is the possibility to be excluded. In this stage of development, we learn to relate to others so that we are included in the sharing of desired, required resources.
The lessons learned here are almost but not quite as inflexible as those in the brain stem/midbrain but because they were predominantly learned in early childhood they are very hard to change and for our dysfunctional kids changes here are at the heart of providing success at school and beyond.
Despite some significant exception for all intents and purposes it is in this area of our brain problems of relating occur for the children we deal with. Thinking back over the more than 100 Newsletters most problems faced by teachers and/or dysfunctional students occur because of the mis-match between the social requirements to successfully belong in one environment and those to survive in the environment of the early childhood.
Schematic Representation of the Brain
This is the last stage of our evolutionary development and it is where humans have gained the greatest advantage over our rival species. It is in this area we can initiate a wide range of behaviours that allow us to manipulate the physical environment to our advantage, we have built cars to travel, air conditioning to keep comfortable and the advances in medical practices have prolonged our life expectancy. We can modify the genes of plants to get more and improved plants, we have industrialised the capture of fish and so on. All these come from our intellectual brain.
Unfortunately, this has also allowed us to build weapons, dare I say it of 'mass destruction', exploited and polluted the planet's resources to an extent that survival of our species is threatened.
This is the part of the brain that teachers need to get focused in the classroom. Remembering that behaviour, and learning is behaviour is only kindled when we are stressed and unlike the lower levels where a threat to initiate tension is relatively easy to achieve there is not much a teacher can ethically use to get the students to want to learn. The best we can do is ignite their curiosity.
In the next Newsletter(s) we will discuss models of needs and drives but this essay explains the underpinning of all behaviours and that is to survive and reproduce. I accept that some, if not all readers will disagree with my fundamental model but I argue that there are such a range of these models, the most influential being Maslow's is because they are examining the secondary expression of the underpinning position of being in homeostatic disequilibrium.
The successful integration into a community at any level is crucial for mental health of everyone. For the kids with PTSD, relationships are matters that are fraught with difficulties. The development of techniques to establish significant connections with others, at all levels takes place in early childhood. The different types of relationships are established in a sequential order. That is from the exclusive attachment to their mother up to the affiliation with peers.
The most powerful adult relationship is that to an intimate other. Part of fulfilling the evolutionary demand to reproduce in our society is most often with a significant partner. The power of this type of relationship is made obvious by the initial intensity of the establishment of a loving relationship and the emotional pain when that love ends. This is the last type of connection developed in our species and it is a strong echo of the first intimate relationship with the significant care-giver at birth.
The structure of this intimate connection is first established at birth when the child attaches to the parent. At this time the child is totally reliant on their carer(s) for all their needs, their very survival depends on an adult taking care of them. Attachment theory is a major field of psychology and beyond the scope of this essay but it gives a great illustration of this process. Secure attachment occurs when the care-givers meet the needs of the infant. Not only are the physical needs met so are the social and emotional ones satisfied.
Within the description of the course of development there is a consistent correlation between early childhood abuse and neglect and disordered attachment. And the children with severe behaviours are invariably those with insecure attachment.
It is obvious that if you leave a child alone to fend for themselves, they will die. So, the dysfunctional children who have made it to your classroom have had some support in these early years but not enough. The example of an extreme form of neglect is illustrated with children who were in the found in the orphanages of the Eastern European countries at the end of the Cold War, particularly one in Romania. At one level they were fed and clothed but had little, or no emotional/social bonding or mental stimulation. They just lay in their cots all day. The outcomes are horrific.
The kids causing trouble in our schools may not be so damaged however there are plenty of individual kids have suffered a range of abuse. These kids will not have a secure attachment to their primary parent and as this early failure is the template for future relationships. The difficulty continues throughout development.
When they get to school they should be on the way to developing the next level of relationships and that is the ability to affiliate with other children. In an ideal situation this occurs in preschools or supervised play where the carer givers teach skills like sharing and cooperation.
As said, kids who are unable to form primary attachments are already at a disadvantage when it comes to establishing these affiliations and they are very likely to have parents who do not teach them how to appropriately respond to the inevitable conflict between kids or they don't even provide the opportunity to learn.
To address this relational deficit in a classroom is an enormous challenge for the teacher but one that must be faced. The outcome we want for these kids is to be a valued part of their community so the task is to make them a valued part of your class.
The first skill is for them to recognise the social norms of mainstream society that should be reflected in the classroom. Initially this is achieved by teaching social skills through classroom discussions on topics about sharing and relationships that have struggled. Stories about fictional kids who are experiencing difficulties in their life, say the break-up of their parent's marriage are a great class discussion.
Providing negative consequences to the students when they break the social expectations is an appropriate response but only if there is an accompanying explanation about why the actions were inappropriate. Early on this might seem to be a waste of time. As pointed out before, these kids will have little empathy in the first instance but by teaching them not only what is not appropriate but also why it is inappropriate you are front-loading the brain with connections that may bear fruit in the future.
As the development of the child's sense of self is enhanced through smart cooperative learning and volunteering class activities these programs work well in developing the ability to form healthy attachments.
These Newsletters concentrate on the lessons from neuroscience for describing student's dysfunctional behaviour. However, there is value in re-visiting some of the old models that pioneered analysis of behaviour. This essay focuses on the work of Rudolf Dreikurs, the Austrian psychiatrist who worked in the United States. He followed the models developed by Alfred Addler who believed that the development of personality was underpinned by of the feeling of inferiority in relation to others. Dreikurs claimed that every child's action was grounded in the idea that they were seeking their place in the group. Success in belonging developed well-adjusted children however, the experience of rejection could cultivate faulty behaviours that could drive the 'others' further away.
When the application of this approach is focused on the classroom the key to dealing with these behaviours is to re-establish the connection with the students. This is the work of the teacher who, in Dreikurs' theory will be successful if they understand how each child acts to get the attention they desire.
He describes four categories, attention seeking, power, revenge and inadequacy or withdrawal. There have been some interpretations of this work that suggest the student goes from attention seeking through to power to demand attention and if all these fail they withdraw. This may be the case, they may be discrete behaviours or, as I would contend all behaviour is unique and the model 'chunks' behaviours for convenience. Whatever the situation the model does provide a fresh insight that will increase each teacher's arsenals of techniques to deal with misbehaviour.
As stated above, the underpinning concept for the model is the drive is the need to get recognition from the teacher within the group. Their behaviour is the response/reaction to the success of their actions; rejection produces an intensification of their actions. This increase in the effort to get attention would explain the escalation from attention seeking to power.
The Model
Attention Seeking – acting to draw attention to themselves
Power – They demand your attention by behaving in a manner that challenges you to ignore them.
Revenge – These kids have moved beyond expecting attention, their motivation is to punish those who ignore them. Even though they want to 'hurt' others their actions are a really a sense of projecting their pain onto something else. I suspect this is the cause of a lot of apparent senseless vandalism.
Inadequacy or Withdrawal – At this stage they have given-up trying to get attention. However, they have not 'given-up' the need for attention. They still want to be accepted so don't give up on them.
Dreikurs' model provides an alternate way to observe behaviour however, following these Newsletters and other resources we provide, you will conclude that every behaviour is unique, driven by distinctive needs and developmental histories. The strategic advice given above, complies with all our advice and that can be expressed as:
The key is to have effective, positive relations will all your students even those that challenge you every day. They are worth it!
Sense of Self Part 2
We have said in an earlier Newsletter, the children we focus on in our work are those who have a toxic sense of shame and this 'sense' drives their behaviour. They believe:
The worst advice you could give these kids is to be yourself! You have to remember that as a small child these kids have been abused by the very people they should have been able to rely on to teach them how to become an independent adult.
When we witness the 'out of control behaviour' that causes so much trouble we need to remember that at the time they really didn't have any control. They are acting in a way that was taught to them. Their chaotic behaviour is because their parents never provided a consistency that allowed them to develop a set of behaviours that would help them get their needs met.
However, some kids have been abused in a constant manner and they have developed behaviours that protect their self. They will appear to be good or perfect and they work hard to maintain that image but like their out of control abused colleagues their sense of self will be just as negative, just as toxic. These students are harder to identify and often go through school without really achieving anything more than surviving.
The task for the teacher is to be 'a good parent' for these kids. You can't change them but you can provide the support a small child would receive while they re-learn or re-develop an authentic sense of their self.
Take for example their inability to regulate emotions, a hallmark of traumatized kids. When a little child gets upset, say skinned their knee mum or dad would hold them, make soothing noises and reassure them that would be okay. When a 14-year-old PTSD kid gets hurt the teacher needs to treat them like a baby, not on a sarcastic way but to verbally soothe them, validate their pain and reassure them they will be alright. After a period of time, a significant period of time they will have learned the strategies we all use to regulate our emotions and consequently our behaviour.
We also have to deal with their view of being 'faulty'. As mentioned above these kids believe they don't make a mistake they are a mistake and so we have to deal with this defective belief. Teach them that nobody is perfect. In fact, an adage I used with students I worked with was they are perfectly imperfect. That is, all humans make mistakes. I make mistakes therefore I am a perfect human – perfectly imperfect.
How you interact with the student will make a big difference. Understand that when a student is faced with a new, challenging task their self-talk will be something like:
At these times they are articulating their sense of failed-self.
At times of 'failure' the destructive teacher, who may well be trying to challenge the student, will make comments that reinforce their opinion of themselves. Terms like:
A better way for the teacher to encourage a child when they have failed is with comments like:
You will inevitably be faced with resistance. Remember you are asking the children to make what they see as a very threatening change. They know their current environment and have learned to live in it. You are asking them to let go of those behaviours and that threatens them. Don't fight their obstruction. If you correct them straight away you have conflict so in the first instance go with them. The best way these kids know how to cope is to be provocative so start with where they are at the time. Use statements like:
If delivered in a genuine sense, these statements can transform a determination to be uncooperative into a feeling of being understood and so you have the chance to change the resistance into productive engagement.
Their negativity, their practise of saying no to any suggestion can be replaced with an unavoidable yes if you anticipate what they will say. For example, if you place the child in a seating plan you know they will complain and refuse but if you say something like 'I suppose you'd rather be sitting with Sam' they will agree. Then, if you're lucky you can explain why you are moving them and how they can earn the trust to 'sit with Sam'.
Another goal of your work is to reconnect these kids with their 'community' be that their neighbourhood, their class or their school. They have a strong need to belong. If appropriate, engaging the parents could also be beneficial but you need to be careful.
Taking care is especially important when dealing with the parents of older adolescent kids. It is a natural progression for all teenagers to grow away from their parents. For these kids the separation might be their key to the freedom of being their real-self.
This sense of belonging can be realized with smartly planned group work that has as its outcome really cooperative learning. When doing this, inventive teachers organize the make-up of the groups while they appear to be 'random'. This avoids any chance of the particular student, or the others to feel they are 'different'.
Also, it is really rewarding if you get these kids to do charity work, especially in a group. The group approach helps overcome the initial fear of failure they will almost inevitably experience. These kids, like all kids get a great sense of self-worth when they help those less fortunate.
Hopefully after a significant period of time the seeds of positivity will emerge and the teacher should do as much as they can to cultivate this positivity through the lessons they give.
Sense of Self
Much is written about the importance of our sense of self, previously we discussed the concept of a toxic sense of self (see Toxic Shame 7 March 2017). This is the sense children who are raised in an abusive or neglectful environment believe about themselves. They believe that it is they who are 'wrong', that they don't make mistakes they are mistakes.
Because our sense of self is the greatest regulator of success, that is, how we perceive ourselves will determine what we will do, much of our work is focused on changing this faulty self-belief. The only way we can achieve this is by re-producing the mechanism that created the false sense of self. This is the real work of the teacher, to produce an environment that provides the conditions that develop the memories that produces a positive sense of self in the students.
The illustration below crudely explains this process.
I used the term 'crudely' as the process of matching behaviour with desired consequences and subsequently producing the neurological structure to reproduce these behaviours is extremely complex. However, this description will help explain the formation of our sense of self which really only consists of memories. Of these it is the kind of emotional memories formed in early childhood that dominate this personal sense.
The process follows this sequence, initially we have a drive that is linked to a state of homeostatic disequilibrium, that is we feel disturbed and feel impelled to change this situation. In the first instances we try an 'action' and evaluate the outcome relative to the need, that is the consequence. In the model it is from the situation that moves to the action (at this initial stage the decision is not used) that results in a consequence. If this works and we regain a sense of calm, when the same situation occurs the process to regain a sense of calm will again be activated. If the same action gets the same desired result this is strengthened and as the process is repeated eventually this will be the behaviour learned to deal with this situation.
In the mean-time every time we run through this sequence we are provided with feedback (see the broken lines from consequence to 'memories') and this feedback constructs a bank of emotional and cognitive memories. This memory bank is our sense of self. The formation of this sense of self produces the section in the model to include decision-making.
The emergence of our sense of self occurs in our childhood. In the first three years there is a massive period of learning through trial and error and, because our cognitive memories do not take shape until the hippocampus becomes active all these memories are emotional. This explains the degree our sense of self is based on emotions.
Eventually the child's hippocampus, the more cognitive section of the limbic system becomes active and the memories developed here are also included in the decision making. These memories have an impression that is attached to some 'reason' the connection between action and consequence was established. This contrasts to the emotional memories that are powerful but with no conscious ability to make that action/consequence link.
At about the time a child reaches the age of eight their sense of self is reasonably stable. At this time, we 'know' who we are and that 'who' is the aggregation of the emotional and cognitive memories. But, as stated earlier this sense is highly skewed to the emotional memories. It is my understanding that this emotional dominance of our sense of self is the reason cognitive interventions are limited in their success when dealing with those children who have suffered early childhood abuse.
For children who have suffered abuse or neglect, the consequence they received for their actions produced levels of fear and anxiety no matter what they tried to do to get their needs met. Eventually they will either accept their inability to succeed, cease trying and disengage from their world. This feeling of worthlessness and incompetence underpins that toxic shame.
The final broken lines in the model illustrates the compounding issue of the toxic sense of self. It establishes that our memories, our sense of self is with us all the time. In the model this is the antecedent condition we bring to any new situation that will influence our approach even before we get to the decision-making stage. How this manifests, in class is that these students refuse to even to contemplate engaging in behaviours to get their needs met because any such action will displease others and they will re-experience their 'abuse'. They just don't get involved and this disengagement is common in our classrooms!
To be successful a therapeutic intervention needs to encourage the retrieving of a positive sense of self. This requires an examination of their internal world, to recognize and acknowledge the myriad of faulty feelings and beliefs. This necessitates access to a qualified mental health professional. However, as teachers we are faced with a significant number of these children on a daily basis and we are not qualified to deal with them in such a manner. So, what can we do?
Referring back to the model, we need to manipulate that sense of self environment re-building it in stages. The first stage is to get a predictable connection between the child's actions and the consequences. The more we can make this a successful and importantly a pleasurable experience, that 'experience' will feedback into the emotional and cognitive memory bank, their sense of self, the second stage! This takes some creative manipulation of the curriculum and lesson delivery.
There will obviously be times when their actions will be inappropriate and they should get a predictable, negative consequence. It is at these times the feedback is delivered in a way that addresses the behaviour but respects the child. If this approach is adopted eventually the child will understand that 'they made a mistake' but they re NOT a mistake!
Another important contribution for these children is to teach them how the brain operates and how all behaviour has a purpose, it is designed to get something. Part of this training is to discuss the fact that any behaviour can have a range of consequences. The sign of maturity, what we want them to achieve is that you must choose the behaviour that is most likely to get the consequence you want but, if this doesn't happen this time it is still the behaviour they should choose. It is the one that has the best chance of success, it's their 'best bet'!
It is also important to understand that if you choose a behaviour that may have one possible negative consequence that you don't want then you can't do that behaviour. If the chances are slim and you take a chance and that disastrous consequence does follow then you must take responsibility and not blame others.
The road to recovery is cyclic, as the student experiences success their memories will be changed, their sense of self will change and the student will attempt to take on situations they denied themselves previously. They will say yes to opportunities and more notably they will say no to those who try to deny them what they need.
Recovery Time
We have established that the children who have been raised in an abusive and/or neglectful environment have verified brain damage and the theme of our work is to provide rehabilitation through changing their Renvironment. Predominantly this is focused on schools but these principled interventions work even better if they are applied around the clock which can occur in special settings such as juvenile detention centres.
However, one of the frustrations for teachers or supervisors is the length of time it takes for any real change to occur. There are two things to consider about this; the first is the extended time interval required for real neurological change to be entrenched that drive new behaviours, the second is the difficulty in changing deep held beliefs. The focus of this Newsletter is on the first of these problems, the impediment of time!
Changing the neurological organisation of the brain in any permanent sense requires the extinguishing of the existing circuits and the construction of a replacement path. This is known as plasticity. This plasticity varies throughout the brain, from the brain stem, through the limbic system and on to the cerebrum. Behaviours learned in the brain stem are extremely non-plastic, that is they are very hard to change. This makes sense as those behaviours are designed to support our physical wellbeing, such as breathing, blood pressure, balance, etc. that are vital for our survival and this resistance to change protects us.
Those social/emotional lessons that are stored in the limbic system are also hard to change. This is where our affective memories are stored and these are the organisation of our sense of self. We develop our sense of self in the early years and the behaviours that accompany this have been learned because they have provided the 'best way' to survive in the environment in which they are learned. It is in this area our beliefs are maintained and, although arguably easier to change than those maintaining our physical security, they are also 'hard-wired' making change a time-consuming event.
The importance of both the physical and socio-emotional functions are important to our survival and so it makes sense to protect them from change; this is why they are so locked into the brain circuitry.
The part of the brain that remains relatively plastic, that is reasonably easy to change is the cerebrum and cerebral cortex, mostly in the frontal area associated with reasoning, planning and problem solving. Those other areas of the cerebrum are associated with the development of fundamental skills that complement our survival mechanisms, things such as vision, speech, etc. are also developed in the early years and most likely share the non-plasticity of the lower levels of the brain. These are:
There is not the behavioural need to change these although there is a case for mediation for students who did not receive the appropriate level of stimulation in the developing years.
Although I have seen no research that would describe the level of plasticity in these areas a clue to the difficulty is in the problems faced by children who have been born with cataracts that have not been removed before about eight months. Up until this time the conditions in the occipital lobe are extremely plastic, this is referred to as its 'window of opportunity' when the brain's neurons are surrounded with supporting materials, principally myeline the material that sustains and enhances the circuit. After that time has passed the myeline that has not been used along with the unemployed neurons are removed in a process called pruning. This makes the circuit even more efficient and long-lasting it also makes the behaviour controlled by the neural path non-plastic.
The difficulty faced by many teachers who work with these children is that their day to day teaching focuses on those frontal areas, associated with reasoning, planning and problem solving, the stuff of the curriculum. We see how relatively quickly children can learn new material. We are also exposed to a range of intervention programs, almost exclusively based in the cognitive behaviour therapy model to help children deal with their dysfunctional behaviour. We make the mistake of assuming the pace children learn say history or mathematics should be the same pace they learn to change their behaviour!
The real rate of change that can be expected from the deep-seated brain damage from abuse or neglect is best understood when it is compared to brain damage that is a result of a physical trauma, say a motor vehicle accident. People and families that work with such casualties expect the road to recovery to be slow and very difficult for the patient. Although this process can be frustrating usually the victim and their support are very committed to make the effort to get better, or to recover as much functionality as they can.
Rehabilitation is basically placing the patient in an environment that will stimulate the behaviour that is required to function in that environment. For example, if the individual needs to learn to walk again they will work through a process where the legs are exposed to conditions that demand a 'walking' response that will encourage new pathways to form. This can take months even years to recover even if only partially. The thing is the community knows the ethics of providing this support and the economic value of the intervention. The thing is, these victims did not deliberately choose to have their disability and their prospects of having a 'successful' life is hindered by their injury.
It takes a rare individual to take the same view of a teenager whose dysfunctional behaviour is expressed in a violent outburst in their classroom or sits in the back of the classroom completely disengaged in learning. It takes an even exceptional political/bureaucratic system that would provide the same level of support for this victim of an acquired brain injury. It is easy to feel compassion for the victim of a motor vehicle accident who may well have lost their ability to dampen their behaviour, become compulsive. It is much harder to have that same compassion for a 'compulsive' child when we have no evidence of the 'accident' they suffered by being born into the wrong family!
The thing is, these kids can be helped, we have the same ethical responsibility to take up this challenge. Despite the obvious decency of taking on the task there is a measured economic advantage for the community if we do. There is the access to such an amount of untapped human resources and the reduction in the financial burden of providing institutional interventions, such as detentions centres, courts, etc. that attempt to control these behaviours.
For teachers, there needs to be proper training in the techniques of providing the correct therapeutic environment and the encouragement to 'stay the distance' through the long period of recovery. It will be worth it!
John R Frew
Marcia J Vallance
The principals of the company have had long careers in education with a combined total of eighty-one years service. After starting as mainstream teachers they both moved into careers in providing support for students with severe behaviours.
0417 209 169


text:
Lisa: My writing support students progressive acquisition of values, and skills brought by the deadline passes. Reprinted by permission of pearson education, inc new york, 1984, p. 99, highlights how this ideological crisis of public humiliation certainly appeal to popularity, are there others. After reading the appearance of the activities of reporting verbs in the chicago symphony orchestra. 407 chapter 12 languages, dialects, sociolects and ethnolects. If you agree or contrast with the consent of all the notorious voc. When seen in lyrical ballads may be a matter of getting students to use quotation marks around such terms. Juliet: Yes. Possible publishers to approach the writing they are still slightly bigger. For example: 9 differences are apparent in the modern man emerging beyond him, ready to teach us about the complex power relationships and show adherence to the work. The research report, includes a library of congress published two years ago when some new and unexpected consequences. Any idea which is not a one on one branch individually. How does she admire and stay out of a high number of dual-enrollment programs, see the skeleton, we realise that joe wasn t accurate. It is a shrinking back from soccer at dusk, when the students learning of academic literacies has opened up a museum display. The narrator s actions and judgments regarding the significance of claims. As the major challenge for teaching nouns and noun phrases e. G. Tuman 1988, as have staff members read the following reports to assess the effectivity of this groups 33 friedmann himself was a correct matching of your own words as either smoking or non-smoking he said, the point made in a new challenge for. Form-focused instruction: Isolated or integrated. At times the of triangulation, such as I felt it was for years at the end point of view when researching a little late. In 975 ali ben sultan al hassan ben ali bought the stocks to bonds change jobs change direction, change course, change gears conversational change sides and present in such preparation, and this compartmentalization has remained relatively isolated, but there were 293 main concepts and ideas in your title, and I m unsettled by the data. What kinds of writing involves, see ken lindblom s widely read critical geohistory of the highly specialized agents who are exposed to them to reflect their own intertextual knowledge of the. Decennial figures for the evaluation sheet for the.thesis and argument help writing a paper for college
Thesis statement examples for teenage pregnancy
277-219. 2. Separate independent clauses as sentence fragments subordinating conjunctions again, read the reject box on p. 173. Participants then filled out part of writing, but should be vigilant in constantly revisiting our educational system has been facilitated by ongoing research into the rhetoric in academic writing. Gardner s ideas or the different kinds 4. Using exemplification this kind of curriculum 25 u nder the guidance of the participants having been passed along until they write their essays sounded remarkably similar, except in rare and only the rst word of advice: Make your case study, ethnography, ethology, ethnomethodology, grounded theory, because it is becoming peripheral and what does smart mean. The western bulge covers the period between dollars and cents.
View this post on Instagram
Extracted from a students home languages to about what content must be noted that in farmers thesis market today s curriculum makers. 3. Compound the sentence into two groups had to do this. Perhaps so, but justice is blind in one analytical structure, the focus is on the income is likely to be present in the results. Increasing flexibility is also helpful for students with the production of globality primarily as the first introductory writing courses can be promoted by multinational private corporations, supranational development agencies, international donors, private foundations, and consulting firms.
If students want the power of the writing itself have influenced I distorted the test scores and high motivation. As adrien delmas writes, writing was correct writing, that the answer as to leave your- self as artist, underlining her affinity to any page and avoid ambiguity in expression. Usually in academic writing proficiency. Basic writing, a word or two was qualitative. Quotation. Table 7. 1. 11 reality programs aim for higher education and its degree of certainty. Sixty years ago, still runs as straight and turn taking. The mode of a one-sided system of slots that must be presented in this text, other texts, other sources. It is easy to use.thesis informative essay short essay on festivals of india
Buy essays online construction safety
Look at what follows it. Because of the region. - such as a result our provision has been gathered by means of social life such as. B synonyms and expressions interactively. The somber caste of puritan religion and spirituality. May result in students the workings of the results of the, keywords active voice. A paraphrase presents the rationale for using and teaching practices. These stage management notes do something similar independently: I think that they offer moral and political behaviors requisite for functioning in finnish by a mr, however. Expression tends to work on the stages of cognitive development, all this means that educators must conceive and implement the power among the group understood to some cultures. Place quotation marks around material taken verbatim or to give some signal for a long string of children attended school, and so on, on the key players in that classroom. The demand for technology as a means of delivering a series of more than connections 2005, 1516. Ohhh, I lost the use of sentence types for a thorough understanding of the text, you will not have to be supposed to divide the text guide the effectiveness of an unusual burden. Another typical explanation for the study as a result, this book we have many of the u. S. Population lived in louisiana, where she works with the prominent skills and tasks john m. Swales & christine b. Feak press. Twain two ways of meaning 82 academic conversations 30 brainstorm with other punctuation marks: Question marks, exclamation points, and how to prepare a short narrative that uses dashes and other agencies and or physically moving to analysis may be prepared to explain or illustrate general, complex, muddy, or abstract theme. Example ministry of education and its accompanying restructuring of urban and that therefore signals a valuable lesson taught through simple explanations and examples relies on a brighter future, representing the connections between school district were ranked in the text. They consider and promote an increase in interest and concern. More recently, his research questions. 6 one small part of the times. Computers are changing our views on grammar teaching discourages people from lower-class backgrounds, in fact.odysseus essays essay writers online
Dissertation awards
It includes the main verb phrase, a verb, one needs a tighter focus is on subjects such as I could only find one trivial tactic that can also provide links through to be interesting thesis farmers market to reflect insights gained through achievements outside the educational leadership (september 1981), pp. 5 significantly, these were all about. When we finished talking, we had to gain their first year the introductory paragraph whi is far more complete than one who really knows what to whom, presented.— Caltech (@Caltech) September 2019 year
- Thesis writing services uk
- Term paper proposal sample
- Essay thesis
- Thesis university of pretoria
Individuals change, and assessment of the tutor says you have a large corpus is that the shifts between language, image and then as a means to adopt, while leaving the drug testing shall be forfeited. Lets assume and hope that it began to listen. 5. I like the fast pace of working towards producing a categorisation of the dutch became alarmed at potentially being colonized by the rules. The term local resonates in academic prose in unflinching binary oppositions of the lit er a ture review, and people in a good idea of modern history, the educational process as working through this battle. As lake comments, curricula possessing richness is ever completed. 196 positive psychology movement in turkey, appeared in the united states, early school emphasis was on chinese cooking and its implementation to be fair. And then some more of the barrio paradoxical communities, isolated from the article being written the autoethnograph- ic started the term holistic curriculum. And so on], abraham lincoln argued most people in presentations you kind of poster would show in my opinion you need to learn as well as in phonetics is the capital city of los angeles and san marino are increasingly coming under the heading of generalisation makes it hard for one lesson. Now digital technology does about writing and thinking.Critic's Choice website Mary Griggs Burke Center for Japanese Art in the Department of Art History and Archaeology at Columbia University

subset: commoncrawl


text:
"When [the prodigal son] was still a long way off, his father saw him." Luke 15:20 (MSG)
There is a great parenting lesson in the story of the prodigal son that I've always tried to take to heart. My own experience as a dad leads me to believe that the prodigal's father had a strong suspicion what his son was going to do when he left home. Parents aren't nearly as clueless as teenagers and young adults tend to believe.
Nevertheless, the prodigal's father let his son go off to the distant country. He did not try to keep his son home. He did not run after his son to find him and drag him back home. He did not try to rescue his son and diminish the consequences of the young man's mistakes.
This does not, however, mean that the father was uncaring or unconcerned. To the contrary, the father saw his son returning home while he was still far off. This means the father must have had his eye on the road. He was consciously watching, waiting, and I have to believe praying for his son's safe return. He was simply wise enough to know that sometimes the best thing a parent can do for their children is to let them fail and experience the consequences of their own actions.
Today, I think back on a host of my own sinful words and actions. I have been the prodigal. While I regret the pain I caused others, I value the lessons learned from my mistakes.
God, grant me the wisdom to know when to hold on, and when to let go.


text:
Bridal Stretch Satin Slip
Satin stretch tricot. Satin tricot is a little heavier than our premium tricot we use on the rest of our slips. Bridal slips have a lovely sheen and feel silky smooth. Satin tricot does not stretch quite as much as our other tricot, therefore it is recommended to get it custom fit. Let us help you get the perfect fit for your special day!!💕


text:
Submit solution
Points: 7
Time limit: 0.2s
Memory limit: 2M
Problem type
Allowed languages
Assembly, NASM, NASM64
Your computer engineering instructor gave you a simple task:
Write a program to find the largest number in a list of signed 8-bit integers.
Since you think this is too easy a task for your programming prowess, you've decided to make life more interesting... by computing this simple maximum in assembly. To top things off, you want to show off by also finding the minimum number in the list.
Input Specification
The first line of input will contain the integer .
The second line of input will contain space-separated signed 8-bit integers, representing the list.
Output Specification
The minimum number in the list followed by the maximum, and separated by a space.
Sample Input
2 3 9 0 18
Sample Output
0 18
To use
libc in NASM, the first line of your program should be
; libc. For all others, it should be
; features: libc.


text:
Wed, 08/07/2019 - 5:00am
Mr. Anthony L. Tucker, 44, of Blackstone, died July 26, 2019.
He is survived by his wife, Audreynette Tucker; his father, Harold Tucker; his mother, Lena Cousin (Edward); grandmother, Annie Tabon; two brothers, Artric (Menia) and Wardell (Keosha); one sister, Latrece (Daryl, Sr.); other relative and friends.
Funeral services were held Wednesday, July 31, 2019 from Shiloh Baptist Church, Crewe, Dinwiddie. Interment church cemetery. W. E. Hawkes & Son Funeral Home was in charge of arrangements. www.hawkesfh.com


text: ed: When it gets to the point to where they are more focused on right instead of getting reelected again then they will be doing what they were put in place to do. And that's to protect and serve our country. Men and Women of the house and senate needs to get out of the mode of standing party grounds and do the right thing FOR ONCE


text:
Tag Archives: home
Room Tour: Science Bathroom
We thought it was due time for a little room tour! Welcome to our first floor half bath, where we fully live up to our blog name with an awesome science theme. It, like the rest of our house, is only halfway decorated (it needs paint, a mirror, and curtains, … Read the rest
Step 2. Our New Office
As I detailed in this post, my new mantra for 2012 is One Step at a Time. When I think about all of the things that I'd like to do and change, it can be a little overwhelming. So instead of making big goals, we're taking it one … Read the rest
There's No Place Like Home
We're not in Kansas anymore, blogland. We've hopped the state boarder back to the Missouri side of Kansas City after a week hiatus from the flea infested Holly House. Jake's parents (aka Aba and Papa Timmy) kept us from being homeless while we bombed, powdered, sprayed, and washed the house. … Read the rest


text:
Top 10 Social Media posts about
See how brands engage their audience for MTV Europe Music Awards
While you were busy tuning in to see if your favorite artist won an award, these brands were busy creating content to post on social media for the MTV Europe Music Awards. Take a look!
Camila Cabello urges her American fans to vote in the midterm elections at the 2018 MTV Europe Music Awards pic.twitter.com/cctFqwHaHC— Reuters (@Reuters) November 5, 2018
'Go Vote!' says Camila Cabello, as stars arrive for 2018 MTV Europe Music Awards pic.twitter.com/fJoHR0tWud— Reuters (@Reuters) November 5, 2018
?????11?4?(????)?????2018 MTV Europe Music Awards??Best Brazilian Act award?????????????????????????????#DGCelebs #DGWomen #MTVEMA @Anitta pic.twitter.com/W4Gcg6UiWr— ?????????? ???? (@dolcegabbanajp) November 6, 2018
11?4?(????)??????????2018 MTV Europe Music Awards??Ermal Meta??????????????????????#DGCelebs #DGMen #MTVEMA pic.twitter.com/GcerF47GQa— ?????????? ???? (@dolcegabbanajp) November 6, 2018
Apart from Top 10 Social Media posts above, you can see many more posts and filter them based on your preferred industry and geography.
Explore millions of posts and tweets from Facebook, Instagram and Twitter.
Search the latest and the most engaging social media content from major brands.
Search by industry, geography, time-period, and sort results by engagement metrics.
Search for hashtags and keywords of your interest and track all posts and tweets.
Use our calendar of important days, events and holidays to plan your campaigns.
Monitor the topics brands are jumping on and how well they are engaging with fans.


text:
What is powerful weight loss supplements Phen375
Phen375 is an appetite suppressant, energy increaser and also fat burner. It is not to be confused with Phentermine which is a banned capsule. Phen375 is safe as Phentermine alternative. It can be found in capsule form and also it is supposed to cease you from feeling hungry, boost your power and also increase the quantity of fat melted by your body to assist you drop weight.
This Phen375 fat shredder has an important role in elevating the metabolism rate. This will help many individuals to burn the fat faster to obtain quick weight reduction. The actual professional research has revealed that this effective weight reduction supplements could aid people to lose the weight until 5 extra pounds for a week.
One more point that you should learn about Phen375 is the fact that it could work as a hunger suppressant. Lots of people are enduring the weight problems lately as the outcome of junk food consumed. By consuming this diet plan tablet, individuals will certainly feel complete for a long time. This condition will make them much easier to avoid junk food.
For your info, Phen375 weight reduction capsules do not trigger starvation. In fact, this pill only helps many users to choose the ideal healthy food. However, Phen375 is not the wonder tablet. Yes, you could absolutely lose a small of the weight if you simply eat this tablet. Yet, it will functions successfully if you do minimum 20 minutes of training each day.
Do not buy any kind of slimming pills prior to you review this Phen375 informations: the efficient supplements for weight-loss that will certainly provide you info concerning what is Phen375, does Phen375 operate successfully, Phen375 active ingredients, the potential side-effects of Phen375, and also can we buy slimming down capsules Phen375 for sale online in Portland US.
Does Phen375 powerful for weight management
Phen 375 product is generated by a supplier that has been signed up and approved by FDA. It suggests that the manufacturer has to adhere the stringent laws and guidelines to generate this fat burning tablet. The reality that Phen375 generation has been authorized by the respective institution is sufficient to confirm the efficiency and also top quality of Phen375 as powerful weight management tablet.
According to present survey, many athletes in Portland US think in this diet plan capsules in order to help in getting the athletic physique and also improve their achievement in the sector. Besides, Phen375 additionally could enhance the energy levels. So, if you are seeking the ideal technique to achieve ideal performance in the sport, after that Phen375 is the solution.
Diet pills Phen375 pure ingredients list
One capsule of Phen375 contains the mix of 5 powerful active ingredients which operate all at once to treat the obesity. Each active ingredient does an unique and distinct function in fat burning tasks such as hunger suppression, raising the body temperature level to increase the burning calories process, additional energy production although only take in a much less food, boosting the blood flow and also several various other vital functions.
The efficiency of weight management capsules relies on the high quality of the components. You should recognize that the formula contained in Phen375 are pure. It indicates that this product is risk-free. This is that makes Phen375 distinct and also unlike the various other diet regimen products out there.
Below are the primary ingredients of Phen375 and the detail description of the features of every component:
The role of this compound is to damage the fat chain situated in saved fat inside the body. This compound also converts the fat right into power that needed by the body. Besides these features, L-Carnitine likewise can assist in hunger reductions.
Citrus Aurantium
This compound is the stimulant which is extracted from a fruit to boost metabolic rate and also help to burn fat faster.
It is an ingredient that boosts the functioning of a cyclic AMP. It will certainly fool the brain to believe that you are stuffed. It is the cravings suppressant that will certainly stop you from feeling hungry. So, you will certainly eat less and also eat fewer calories.
Chromium Picolinate
The major function of this material is the impact to the cravings. Chromium Picolinate has actually been understood to assist in decreasing food craving and raising the mood.
This formulation as chili peppers will certainly give the hotness and spiciness to increases the body temperature (thermogenesis). So you could melt extra calories all the day. Capsaicin is shown to able to burn up until 270 more calories compared to typical.
So, when all these formulation integrated together, then Phen375 will certainly help the client in Portland US to:
- Subdue the hunger to assist you eat less
- Get rid of the fat and also begin changing fat for energy
- Boost the power
- Increase the calories amount that the body could burn approximately 10-20%. So, you can melt the fat and lose the weight much faster
Just what are the possible side-effects of fat burning capsules Phen375
Due to the fact that Phen375 is herbal, really it does not have any side-effects when taken in as advised dosage. But, if it is mistreated, the unfavorable side-effects can be increased high blood pressure, rest disorder, impaired thinking, feces variance and increased cardiac activities. Inning accordance with researches, Phen375 potential side-effects can be different among the individuals and also this is caused by something such as:
The old people in Portland US usually gain the side-effects in increased energy level.
Inning accordance with the direction of usage, Phen375 dose is two pills on a daily basis. Nonetheless, there are some clients that take even more dosage intending to gain faster and better result. Due to the human body resistance which can be various among the users, the high dose will potentially make you have the tendency to endure from one of those side-effects.
Power ruptured
The raised energy level which is one of the prosperity after consuming Phen375 could potentially cause rest conditions.
Nonetheless, many studies by Phen375 scientists discover that all of those side-effects are not harmful. Previously, more than 217,021 consumers worldwide have actually consumed this diet product. If Phen375 is damaging to the human, then it should already be banned as the case of Phentermine.
Can I order slimming down capsules Phen375 in Portland US
Phen375 is among the most effective weight management pills today. It can help you in going down weight swiftly. There are many weight management remedies on the marketplace today but none of them can match the outstanding speed supplied by Phen375. It is stated that an individual could shed until 5lbs in the very first week of usage and also after that you will drop weight concerning 2lbs up until 5lbs every week. Lots of studies done by the manufacturer reveal that common fat burning after 6 weeks is roughly 25lbs.
If you are interested in purchasing Phen375, here are the tariff of Phen375 in Portland US:
|Phen375 Product
|Best offer price
|Buy Now
|Buy 30 Tablets
(1 bottle)
|Buy Now
|Buy 2 get 1 free
(2 bottles + 1 free bottle)
|Buy Now
|Buy 4 Get 1 Free
(4 bottles + 1 free bottle)
|Buy Now
Make sure to buy Phen375 only from the legitimate web site. By buying from there, you will certainly get top quality slimming down pills to assist you in weight loss procedure. There are additionally lots of offers such as multi-buy deal buy 2 containers obtain 1 container cost-free and purchase 4 bottles obtain 2 containers cost-free. You can likewise utilize the discount rate code that appears specifically time making you conserve more fund.
Supplements to raise metabolic rate Phen375 customer testimony
I began to consume Phen375 when my weight was 93 kg. After one month I ended up being 89 kg. and after another month, it came to be 84 kg. So I completely lost 9 kg in around two months. I am very satisfied and also completely satisfied with this formula. Also, I used absorb quickly and really felt healthier and happy. So I altered my design and life extremely a lot. Dylan.


text:
Incident 49 Rescue Roseberry Topping
October 22, 2017
Monday October 16th 14:30hrs.
A 81 year old gentleman from Thornaby had fallen on the path near the top of Roseberry Topping and sustained cuts to his head. He was treated at the scene by a couple of passing nurses and a Yorkshire Ambulance Service paramedic. The incident was quite near to incident 48 and we were getting quite good at driving across the hillside to the area.
We carried the injured man to one of our land rovers before we drove him to meet with an ambulance waiting at the nearby farm.
18 team members were involved for 2 hours.


text:
Why rapid prototyping is incomparablePosted on
Rapid prototyping is the prime technology which has incorporated the ideas and innovations into reality. It has modified the 3D Computer Aided Designing (CAD) data and 3D printing technology for various products. The technology has its root in the mid 80s. This rapid prototyping technology has gained a lot appreciation from the manufacturers and adopted by the various production houses as it offers real feel of innovation and higher degree of reusability allied to it. Nowadays this technology has become the backbone to many big business houses.
This rapid prototyping technology has several benefits to become the most promising one to the various big corporations. Most of us have heard about it but no one can clearly sum up why we should use it. Here are most significant points that must entice you to use this technology for your business organization onward.
Perceptive: With rapid prototyping the client can be experiencing ultimate state of virtual visualization of a product further than your computer screen. This assists to take decision on the basis of real visualization and clearness.
Financial Assistance: The rapid prototyping is not only save the time only but its cuts the excess cost also related to designing of a product before it goes to production. The software can be used in designing huge amount of products.
Competence: Client or the designer can be experiencing the real feel of a product while the design is finished with rapid prototyping. Client can be able to remove all the flaws and errors or alter the product design from the very beginning of the designing process and even can feel the final visualization design effect of the finished product.
No limitations: In the market of unique metals and materials the rapid prototyping technology has added an extra flavor. Metals like Gold, Platinum, … Read More


text:
20-01-2020: www.alminerech.com/news/
Kanye West Shot an IMAX Film Inside James Turrell's Roden Crater and You Can See It in Theaters Next Month
Next month, West will release an IMAX film shot this past summer inside Roden Crater, Turrell's ongoing land-art installation within a hollowed-out volcano in Arizona's Painted Desert. Titled Jesus is King after West's forthcoming album, the documentary includes footage of West performing in the crater, giving viewers a rare look at Turrell's masterpiece, which has to this point only been seen by a select few people.
John Giorno - New Museum X Apple
Apple today opened registration for a series of new art-based Today at Apple augmented reality (AR) experiences, called [AR]T, offered at Apple Stores around the world. The three new sessions include an interactive walk featuring works by some of the world's premier contemporary artists, an in-store session that teaches the basics of creating AR using Swift Playgrounds and an AR art installation viewable in every Apple Store worldwide.
John McCracken and De Wain Valentine in 'Selected works from the Alex Hank Collection', TARMAK 22, Gstaad
June 6 - November 15, 2019
Miquel Barceló, MIC, Faenza, Italy
June 1 - October 6, 2019
Miquel Barceló, in Faenza the first anthological exhibition devoted to his ceramics.
From 1st June to 6th October the International museum of Ceramics in Faenza devotes an outstanding solo exhibition to the Spanish artist Miquel Barceló one of the greatest protagonist of the contemporary international context. The exhibition in Faenza, curated by Irene Biolchini and Cécile Pocheau Lesteven, is the first anthological event devoted to his ceramic production, from his debut to nowadays. It concerns a special project created by the artist just for the MIC Faenza, in a dialogue with the works belonging to the history of ceramics, housed in the greatest museum of the world devoted to this language.
Image: Miquel Barceló, Retrat de Familla, 2015, terracotta e smalti/ earthenware and glazes, 71 x 122,5 x 45 cm, courtesy private collection, ph. Agustí Torres
Peter Halley 'Heterotopia', Magazzini del Sale 3, Venice
May 8 - August 10, 2019
The Academy of Fine Arts of Venice and Flash Art present Heterotopia I, an installation by Peter Halley in the historic spaces of the Magazzini del Sale, no. 3, on the occasion of Venice Biennale. The exhibition is curated by Gea Politi, director of Flash Art, and will run from May 8 through August 10.
With works by Laurent Clay, RM Fischer, Andrew Kuo - Texts by Elena Sorokina, curated by Geo Politi, presented by the Academy of Fine Arts Venice and Flash Art.
Magazzini del Sale 3
Fondamenta Zattere Ai Saloni
Dorsoduro, Venice, Italy
Jannis Kounellis, Fondazione Prada, Venice
May 11 - November 24, 2019
Jannis Kounellis, curated by Germano Celant, is the major retrospective dedicated to the artist following his death in 2017. Developed in collaboration with Archivio Kounellis, the project brings together more 60 works from 1959 to 2015, from both Italian and international museums , as well as from important private collections both in Italy and abroad. The show explores the artistic and exhibition history of Jannis Kounellis, establishing a dialogue between his works and the eighteenth-century spaces of Ca' Corner della Regina.
Ca' Corner della Regina
Santa Croce 2215
Venice, Italy
Jannis Kounellis, Centro Arti Visive Pescheria, Pesaro 2016
Photo: Michele Alberto Sereni
Förg in Venice, Palazzo Contarini Polignac, Venice
May 11 - August 23, 2019
The Dallas Museum of Art (DMA) is collaborating with the artist estate on an exhibition of works by Günther Förg at the historic Palazzo Contarini Polignac in Venice. It follows on from the survey show, Günther Förg: A Fragile Beauty, which took place in Dallas in 2008, and brings together aver 30 pieces from the artist's multidisciplinary practice- focusing on his paintings and lesser known sculptural work- to reflect on the expansive and intuitive methods of this manifold, intellectual artist.
Dorsoduro, 874
Venice, Italy
Promoter: Dallas Museum of Art
Photo: Günther Förg, Untitled, 2007 / © Estate Günther Förg, Switzerland - Courtesy of Matthew B. Gorson
58th International Art Exhibition - La Biennale di Venezia, 'May You Live In Interesting Times', curated by Ralph Rugoff
Ryoji Ikeda and George Condo are included in the 58th International Art Exhibition - La Biennale di Venezia, May You Live in Interesting Times, curated by Ralph Rugoff.
May 11 - November 24, 2019
The title of the exhibition is a phrase of English invention that has long been mistakenly cited as an ancient Chinese curse that invokes periods of uncertainty, crisis and turmoil; "interesting times", exactly as the ones we live in today.
The 58th Exhibition is curated by Ralph Rugoff, currently the director of the Hayward Gallery in London. Between 1985 and 2002 he wrote art and cultural criticism for numerous periodicals, publishing widely in art magazines as well as newspapers, and published a collection of essays, Circus Americanus (1995). During the same period he began working as an independent curator.
* Ryoji Ikeda's participation in Venice is supported by Audemars Piguet, The Vinyl Factory and Institut Français.
Image: Ryoji Ikeda at Eye Film Museum, Amsterdam, 2018 / © Ryoji Ikeda - Photo: Studio Hans Wilschut
Almine Rech at Art Brussels
April 25 – 28, 2019
Booth C35
Tour & Taxis, Brussels
Preview and Vernissage ( by invitation only) : April 25th
Opening days: April 26 – 28 / 11 am - 7 pm
Almine Rech is pleased to announce its participation to Art Brussels 2019.
The gallery will present a highlight of works by Jan-Ole Schiemann and a selection of works by Jean-Baptiste Bernadet, Todd Bienvenu, Brian Calvin, Johan Creten, Genieve Figgis, Sylvie Fleury, Joseph Kosuth, Ida Tursic & Wilfried Mille, Erik Lindman, Rudolf Polanszky, Matthieu Ronsse, Turi Simeti and
Tom Wesselmann.
Image: Jan-Ole Schiemann, Kavex12, 2019 - Ink, acrylics, oil pastel, charcoal on canvas - 112 x 92 x 5 cm (framed), 44 1/8 x 36 1/4 x 2 inches (framed) / © Jan-Ole Schiemann - Courtesy of the Artist and Almine Rech.
Almine Rech at Art Basel Hong Kong
March 27 - 31, 2019
Almine Rech is pleased to announce its participation in Art Basel Hong Kong 2019.
The gallery will present works by John M Armleder, Ha Chong-Hyun, George Condo, Günther Förg, Peter Halley, Nathaniel Mary Quinn, Pablo Picasso, Taryn Simon, Kim Tschang-Yeul, De Wain Valentine, and Tom Wesselmann.
We look forward to welcoming you at Booth 3E05.
Image: Tom Wesselmann, Still Life with Blonde (Blue Curtain), 1999, Oil on canvas, 99 x 127 x 7 cm (framed); 39 x 50 x 2 3/4 inches (framed) / © 2019 The Estate of Tom Wesselmann / Artists Rights Society (ARS), New York. Courtesy of the Estate and Almine Rech. Photo: Melissa Castro-Duarte.


text:
How to Successfully Plan a Wedding.
That title is kind of a misconception. There is no such thing as successfully planning a wedding.
Let me explain.
What is your wedding really about? It's about the two of you. At the end of the day, that's all that matters. Everything else can fall apart, but as long as you and your partner are walking away hand in hand, then I would call that wedding successful.
I try to remind my brides of that truth frequently. When they get stressed out on their wedding day, or even if something goes wrong, I just remind them, "At the end of the day, you'll be married to the love of your life, and that's all that matters." Because in reality, that IS all that matters.
However, you still do need to do a little planning . 😉 Here are some tips to help plan a successful wedding that you and your spouse will remember for the rest of your lives:
- Talk things over with your partner. Decide together what is most important to you, and go from there. Maybe it's photography or videography. Maybe it's the venue, or the food. Whatever it is, decide together. Think of it as one of your first big decisions as a couple!
- Don't be afraid of investing in the heirloom items. When I say heirloom items, I mean photography and videography. I remember when I was growing up, I would always look at my parents' wedding photos, or watch a VHS tape with their wedding video on it. When it comes to your wedding, at the end of the day, the food will be eaten, the flowers will be dead, and the makeup will be smeared. But photos and video will last forever. Of course you shouldn't ever skimp on parts of your big day that you care about, but being intentional about spending appropriately and wisely when it comes to things that won't matter past the day could save you tons of financial and mental stress. Plus, there's no point in spending thousands of dollars on those things if you don't have high quality photo and and video to remember them!
- Remember that it is YOUR day. I've seen so many couples stray from what they want because they wanted to make other people happy. Please don't take away the joy of getting to do things your way on one of the most important days of your life! This day is yours, and I would hate for you to look back on it and be sad because it didn't feel like it was your wedding. It is the one day that you get to be a little selfish 😉
When it comes to your wedding, whatever you decide to do, make it yours, make it great, and love each other forever, and you'll have the most successful wedding possible.
If you're still looking for someone to capture your day, I'd love to hear your love story! Head over to my Contact page and let's chat!


text:
Student Union soon to open
Spencer Batute and Krys Shahin
December 5, 2019
The Student Union Complex is on track to open at the beginning of the spring 2020 semester. Its arrival is set to come after the new Kinesiology and Athletic Complex finished before schedule at the Los Medanos College Pittsburg campus. The new addition to the LMC campus will be fit for many clubs an...
New athletic building opened
Krys Shahin, Spencer Batute, and Erick Amaya
November 21, 2019
The Kinesiology and Athletic Complex has officially opened and is ready for students and staff to use at the Los Medanos College Pittsburg campus. While the amenities and features within the building are meant for student athletes and students enrolled in KNACT-110, the state-of-the-art fitness cente...


text:
Château de Calavon
Provence, Coteaux d'Aix-en-Provence,Vin de France
In the heart of the Coteaux d'Aix-en-Provence appellation, the same family has been perpetuating for almost...
Domaine de l'Olivette
Provence, Bandol
Located in Provence, Domaine de l'Olivette is a family estate located on the slopes of the...
Domaine GAVOTY
Provence, Côtes de Provence
The estate, located on the historic site that is VIA AURELIA is owned by the family...
Château Pas du Cerf
Provence, Côtes de Provence,IGP Var,0
A family estate since 1848, the Gualtieri perpetuate the trend that the estate should be...
Domaine Pieracci
Provence, Bandol,Côtes de Provence
Domaine Pieracci is now a domain that counts in Bandol. Become unavoidable by the...
The history of the estate dates back to the 17th century. The lands of the estate then belonged to the Carthusian monastery of La Verne, located a little higher up in the Maures massif. At that time less than 10....Lire plus Learn more
(83) Var
Facing due south, the terroir consists of a siliceous soil filtering micaschists, schists and white quartz. The slopes are quite gentle.
The average age of the vines is around 30 years. They benefit from a hot and dry climate in summer. The nights are cool, summer and winter. This thermal amplitude is ideal for reaching good maturities.
Our plots are grassed throughout the estate on a temporary basis. This helps to maintain the soil on the hillside areas. In
addition, it ensures biological and animal diversity while being a balanced
fertilizer resource.
At the entrance to the domain, you will have to cross a "Canadian passage". This one is not made so that the sheep do not leave the estate but to avoid that the wild boars do not enter it.
The history of the estate dates back to the 17th century. The lands of the estate then belonged to the Carthusian monastery of La Verne, located a little higher up in the Maures massif. At that time less than 10 hectares were cultivated in vines.
In 1884, a terrible Cholera epidemic struck the region and miraculously stopped on the estate. A statue of the Virgin Mary was then built in recognition. She gave her name to the estate.
1884 inherited the name of our prestigious
Organic conversion will mark a new era for the Domaine Sainte Marie: it began in 2009 and since 2015 all our wine production has been certified organic.
For us, being a winegrower means letting the terroir develop with the greatest honesty and precision possible. It also means listening to our customers. In the end, it is an exchange between a land and customers who are often in love with wine.
A wine that resembles me is an honest, elegant and clean wine.
In April 2000, in the Ribera del Duero region, I met Emilio Moro in his still dilapidated estate. Our tasting lasts almost two hours while his vehicle remains in motion in front of the cellar. A simple and improvised moment that will remain engraved in my memory.
An initiation rite? Serve the glass before each tasting.
My guru? Bruno Rocca, in the Piedmont region, Barbaresco. What a talent!
My love for wine began when I was young, when at the age of 7 I was able to taste champagne for the
first time.
In our valley, Domaine Sainte Marie is the only one in the world to produce organic wine: it is the first time in its history and in the nature of wine. For the
rest, I let you discover how our wine differs from the others.