xmind_en_png/Cause Conference - Mental Health and Triangle of Recovery.png

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[Assistant] <s_map><s_node-0><s_text>Cause Conference - Mental Health and Triangle of Recovery</s_text><s_node-1><s_text>Patrick Cockburn</s_text><s_node-2><s_text>Living with schizophrenia</s_text><sep/><s_text>If the family doesnt look after its weakest members then whats the point in family</s_text><sep/><s_text>Feb 2002 - in Karboul when son was diagnosed with schizophrenia. Almost died trying to swim in freezing waters</s_text><sep/><s_text>schizophrenia is to mental health as cancer is to physical health</s_text><sep/><s_text>First year full of bad advice from care professionals eg allow son to go back to university</s_text><sep/><s_text>Lack of communication between care teams through lack of command structure - failure to check medications</s_text><sep/><s_text>Talking about condition helped other people to support Henry</s_text><sep/><s_text>When talking to others found lots of people who were also supporting mental health family members but rarely talking about it</s_text><sep/><s_text>Often people keep silent about all the support they are providing to others</s_text><sep/><s_text>Always hoped that the influence of schizophrenia would diminish even though not fully recovered</s_text><sep/><s_text>Wanted to put success and pride back into Henrys life</s_text><sep/><s_text>Wrote the book together to share from both their points of view</s_text><sep/><s_text>Writing the book helped to share what was in Henrys mind and what he was coping with internally</s_text><sep/><s_text>Henry - why should I trust people who lock me up. Bad relationships with psychiatrist who he considered jailors</s_text><sep/><s_text>The person going through the condition knows a lot more about the condition that the professionals often do</s_text><sep/><s_text>Supporting mental health involves the whole family</s_text><sep/><s_text>Why does people talk about mental health - sense of dread due to severity and unknown</s_text><sep/><s_text>Need to start talking to break down these barriers</s_text><sep/><s_text>People dont want their loved ones to be stigmatised or have ripple effects on their lives</s_text><sep/><s_text>People have a real lack of understanding of what mental illness actually is</s_text><sep/><s_text>Mental health needs to stop being a family secret</s_text><sep/><s_text>Still a long way to go before job prospects arent affected by admitting mental health</s_text><sep/><s_text>Henry now at uni - still needs a small degree of support eg someone waking him up</s_text><sep/><s_text>People dont want their loved ones to be stigmatised or have ripple effects on their lives</s_text><sep/><s_text>Only a step away from being able to deal with the discrimination</s_text><sep/><s_text>Get rid of culture of silence and well get rid of culture of demonisation</s_text></s_node-2><sep/><s_text>Prof Elizabeth Kuipers</s_text><s_node-2><s_text>There have been massive changes over the last 14 years</s_text><sep/><s_text>Improving relationships in psychosis</s_text><sep/><s_text>220,000 people caring for someone with schizophrenia in UK</s_text><sep/><s_text>Need to focus on the person not just the condition</s_text><sep/><s_text>Caring relationships are mutual relationships - difference from paid carers</s_text><sep/><s_text>Families are a resource to get a picture of what is going on</s_text><sep/><s_text>Psychosis reduces social contact - shrinks friend circles</s_text><sep/><s_text>Provision of an environment where people can recover</s_text><sep/><s_text>Up to 40 of carers have clinical levels of depression</s_text><sep/><s_text>Caring relationships are mutual relationships - difference from paid carers</s_text><sep/><s_text>Carers suffer grief equivalent to that found in bereavement</s_text><sep/><s_text>Massive stress on relationships with even 10hrs a week of caring</s_text><sep/><s_text>Family reactions key to patient outcomes even when they were on medication</s_text><sep/><s_text>If relationship is difficult then burden of care is much more difficult</s_text><sep/><s_text>If something is long term waiting for it to go away is only going to be damaging</s_text><sep/><s_text>Warmth may be a better predictor of good outcome than criticism in some families</s_text><sep/><s_text>If you can step back and look at wider picture it helps</s_text><sep/><s_text>Carers need to get support for themselves so they can provide care</s_text><sep/><s_text>Stigma and shame can lead to reduced social networks for carers</s_text><sep/><s_text>Important for carer to have a confidante and to feel supported</s_text><sep/><s_text>Patient perceptions - service users able to perceive negative relationships and criticism accurately. Leads to patient anxiety and depression</s_text><sep/><s_text>People with carers have a better belief flexibility</s_text><sep/><s_text>criticism can be upsetting in depression. Increased negative mood on hearing critical comments</s_text><sep/><s_text>It takes longer to heal from a mental criticism than physical wound</s_text><sep/><s_text>Family Intervention (FI) helps with positive relationship building</s_text><sep/><s_text>Negotiate between carers and service users about confidentiality and risk information</s_text><sep/><s_text>Carers have needs of their own</s_text><sep/><s_text>Family members are as much a victims of severe mental disorders as patients themselves</s_text><sep/><s_text>Carer outcomes can improve if they receive support</s_text><sep/><s_text>Carers very much merit the attentions of clinicians in their own right</s_text><sep/><s_text>Clinicians are nervous about family invention and having carers present. Distress can be a good triage of when to involve carers</s_text><sep/><s_text>mentalhealthcare.org.uk</s_text></s_node-2><sep/><s_text>Dr May McCann</s_text><s_node-2><s_text>Nick Clegg - 120 million for mental health over next 2 years</s_text><sep/><s_text>Seems to be a focus on short term diagnose and cure therapies</s_text><sep/><s_text>Nick Clegg never mentioned the role of families in care or services for careers</s_text><sep/><s_text>National audit of schizophrenia</s_text><s_node-3><s_text>Lack of medical physical care</s_text><sep/><s_text>Waiting times</s_text><sep/><s_text>inadequate information for and support for carers</s_text><sep/><s_text>Not seeing role of careers in care</s_text></s_node-3><sep/><s_text>Positive for carers in NI</s_text><s_node-3><s_text>Carer support services</s_text><sep/><s_text>ImROC involvement of service user and carers - co production</s_text><sep/><s_text>Development of mental health care pathways</s_text><sep/><s_text>Strategy for best practice - triangle of care</s_text></s_node-3><sep/><s_text>Cause Carers Manifesto</s_text><s_node-3><s_text>Carers equal partners in care</s_text><sep/><s_text>Carers as supporters in recovery</s_text></s_node-3><sep/><s_text>Move for carers into advocacy to improve services - for their own loved ones and others</s_text><sep/><s_text>Triangle of care helps to support the person with mental health issue and the carers supporting them</s_text></s_node-2><sep/><s_text>Bill McKnight</s_text><s_node-2><s_text>Sticks and stones may break my bones but stigma really hurts me</s_text><sep/><s_text>Patients can tell between a professional who cares and one who cant. Mental illness not stupid</s_text><sep/><s_text>Too frightening to take a risk and the mountain ahead is too high</s_text><sep/><s_text>Loud Silence - book</s_text></s_node-2><sep/><s_text>Darren Gowdy</s_text><s_node-2><s_text>Health in Mind</s_text><sep/><s_text>Raise awareness and understanding of good mental health and to provide opportunities</s_text><sep/><s_text>When does the griving process end and we begin to move on with life</s_text><sep/><s_text>Libraries neutral and exist in almost every community area</s_text><sep/><s_text>3 strands - Training, Reading, Information</s_text><sep/><s_text>Workshops</s_text><s_node-3><s_text>Read aloud</s_text><sep/><s_text>Beating the blues online CBT</s_text><sep/><s_text>Mindfullness</s_text><sep/><s_text>Bibliotherapy collections</s_text><sep/><s_text>Knit and knatter</s_text></s_node-3><sep/><s_text>Partner Programs</s_text><s_node-3><s_text>Mood matters</s_text><sep/><s_text>Mental Health First Aid and Mental Health Awareness training</s_text></s_node-3><sep/><s_text>1 yr extension to Jan 2016</s_text><sep/><s_text>Period of transition to mainstream project into LibrariesNI core business</s_text></s_node-2><sep/><s_text>Lu Duhig</s_text><s_node-2><s_text>Caring Together - Carers Together</s_text><sep/><s_text>Importance of working in collaboration</s_text><sep/><s_text>3 stage of caring - how to change negative attitudes to carers</s_text><sep/><s_text>Family Intervention - finding hope and recovery</s_text><sep/><s_text>Sitting down with professionals about how to improve home life can give back hope to carers</s_text><sep/><s_text>Carers need recovery because they need help too</s_text><sep/><s_text>Risk - you cannot discover new oceans unless you have the courage to lose sight of the shore</s_text><sep/><s_text>Any improvement is a change but not every change is an improvement</s_text><sep/><s_text>What do people need to get on the path to recovery</s_text><sep/><s_text>Vision - we are stronger when we are together</s_text><sep/><s_text>Three way partnership of service user, carer and professional became the Triangle of Care</s_text><sep/><s_text>Alan Worthington - Triangle of Care 2010 1st ed, 2013 2nd ed</s_text><s_node-3><s_text>Originally focussed on inpatient care</s_text><sep/><s_text>2nd edition for all care pathways not just inpatient</s_text><sep/><s_text>Carers Trust website has full model</s_text><sep/><s_text>6 key elements</s_text><sep/><s_text>60 mental health trusts in England. 50 have signed up to triangle of care</s_text><sep/><s_text>Scotland and Wales looking at model. Nothing in Northern Ireland yet</s_text><sep/><s_text>Disconnected model</s_text><s_node-4><s_text>Professional <-> service user <-> carer</s_text><sep/><s_text>Everything passes through service user</s_text></s_node-4><sep/><s_text>Triangle</s_text><s_node-4><s_text>Everyone can share with each other</s_text><sep/><s_text>Staff are carer aware</s_text><sep/><s_text>carer support services</s_text></s_node-4><sep/><s_text>Doesnt have to be costly to implement</s_text><sep/><s_text>Originally focussed on inpatient care</s_text><sep/><s_text>Self assessment tool</s_text><sep/><s_text>Carer input and feedback needed to inform the accuracy of the assessments</s_text><sep/><s_text>Carers need to be given information in a timely fashion</s_text><sep/><s_text>Improvement plans need to be robust and have an action plan</s_text></s_node-3><sep/><s_text>Why is it important</s_text><s_node-3><s_text>Produces better outcomes for service users</s_text><sep/><s_text>Reduces stress for carers and allows them to continue caring without becoming ill themselves</s_text><sep/><s_text>National accreditation scheme by Care Quality Commission as evidence of good practice</s_text></s_node-3><sep/><s_text>It takes time to change a culture</s_text><sep/><s_text>Be assertive on the change that you want to happen - be positive but keep asking</s_text><sep/><s_text>The burden isnt yours alone to carry</s_text></s_node-2><sep/><s_text>Martin Daly</s_text><s_node-2><s_text>Service user consultant for Belfast Health and Social Trust</s_text><sep/><s_text>Talking to someone you care for can be harder than talking to someone you dont know</s_text><sep/><s_text>Recovery may not work for everyone but we can make things better for a person</s_text><sep/><s_text>A service user is more than just their condition - they have wants, needs, desires</s_text><sep/><s_text>How do the professionals make the journey smaller</s_text><sep/><s_text>What is your recovery?</s_text><sep/><s_text>We need to look at betterment as recovery as an endpoint may not exist</s_text><sep/><s_text>When does the grieving process end and we begin to move on with life</s_text><sep/><s_text>You are a different person in time than who you were then.</s_text><sep/><s_text>What is the betterment for now?</s_text><sep/><s_text>Support enables people to lead better lives</s_text><sep/><s_text>Need to talk about the underlying issues not just provide medication</s_text><sep/><s_text>You as a carer needs to be heard as much as the service user is</s_text><sep/><s_text>Keep the door of communication open with professionals</s_text><sep/><s_text>Talking doesnt make you well but it makes you better</s_text><sep/><s_text>There is hope for everyone who is a carer and every service user that we can have the service that we need</s_text><sep/><s_text>Get into the room and have the conversations - dont sit outside</s_text><sep/><s_text>Stop using disclosure as a barrier. Open disclosure is possible</s_text><sep/><s_text>Peer workers being introduced into Belfast Trust</s_text><sep/><s_text>You dont need to be alone. You dont need to struggle alone</s_text></s_node-2><sep/><s_text>Question and Answer Session</s_text><s_node-2><s_text>As a carer what can we do to make professionals listen</s_text><s_node-3><s_text>get acknowledgement that the carer is part of the care team</s_text><sep/><s_text>With the new pathway coming in things should get better in the future</s_text><sep/><s_text>Trust have taken the commitment to listen to carers</s_text><sep/><s_text>Be persistent - keep on making your point (nicely). Dont give up</s_text><sep/><s_text>Root meaning of listen is that action is attached</s_text></s_node-3><sep/><s_text>Are doctors promoting support groups to carers</s_text><s_node-3><s_text>Early intervention services should be helping to provide these</s_text><sep/><s_text>Professionals need to keep on providing information at all stages</s_text><sep/><s_text>nidirect.gov website is going to have support services listed</s_text><sep/><s_text>Make sure you ask the question and get them to give you the time to ask your questions</s_text><sep/><s_text>Sometimes you need to think of the questions you need to ask</s_text><sep/><s_text>Tell the professional what brought you to them today. Make sure your issue is answered</s_text></s_node-3><sep/><s_text>How do we combine physical health with mental health</s_text><s_node-3><s_text>life expectancy 15 years less with mental health</s_text><sep/><s_text>Gov starting to talk about mental and physical health as a combined package</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


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[Assistant] <s_map><s_node-0><s_text>CMALT Sections</s_text><s_node-1><s_text>Contextual Statement</s_text><s_node-2><s_text>Description</s_text><s_node-3><s_text>concise biography</s_text><sep/><s_text>Links to CV</s_text><sep/><s_text>Describing current role</s_text><s_node-4><s_text>L</s_text></s_node-4><sep/><s_text>Large amount of training</s_text></s_node-3><sep/><s_text>Evidence</s_text><s_node-3><s_text>link to Pebblepad line management stuff</s_text></s_node-3><sep/><s_text>Reflection</s_text><s_node-3><s_text>What I hope to get out of working as an LT</s_text><sep/><s_text>See it as a service role for FoAH</s_text></s_node-3><sep/><s_text>Other</s_text></s_node-2><sep/><s_text>Core Area 1: Operational Issues</s_text><s_node-2><s_text>1a: An understanding of the constraints and benefits of different technology</s_text><s_node-3><s_text>Ideas</s_text><s_node-4><s_text>Use of Xerte</s_text><sep/><s_text>Tutorial Groups</s_text><s_node-5><s_text>with HPA?</s_text></s_node-5><sep/><s_text>Advanced Grading</s_text><s_node-5><s_text>Use of Rubrics</s_text><sep/><s_text>With Media-Arts?</s_text></s_node-5><sep/><s_text>Using Pebblepad for collecting stuff for PIoE</s_text><sep/><s_text>Use of Screencasts for explaining groups</s_text></s_node-4><sep/><s_text>Description</s_text><s_node-4><s_text>Advanced eSub stuff</s_text></s_node-4><sep/><s_text>Evidence</s_text><s_node-4><s_text>print outs of grading</s_text><sep/><s_text>Workshop listings</s_text><s_node-5><s_text>and feedback</s_text></s_node-5></s_node-4><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-3><sep/><s_text>1b: Technical knowledge and ability in the use of learning technology</s_text><s_node-3><s_text>Ideas</s_text><s_node-4><s_text>examples of</s_text><s_node-5><s_text>Blogsite</s_text><s_node-6><s_text>Disciplinelearning</s_text><sep/><s_text>C-change in GEES</s_text><s_node-7><s_text>https://prezi.com/-6kzud2ipjyy/c-change-in-gees/</s_text></s_node-7></s_node-6><sep/><s_text>Wiki</s_text><s_node-6><s_text>IMPACT myGrid Taverna Hackathon</s_text></s_node-6><sep/><s_text>OER stuff</s_text><s_node-6><s_text>Jorum</s_text><sep/><s_text>Merlot</s_text></s_node-6><sep/><s_text>DLE / Moodle</s_text><s_node-6><s_text>Especially from the angle of use by the AH</s_text></s_node-6></s_node-5><sep/><s_text>Moodle Quizzes?</s_text><sep/><s_text>Webinars?</s_text></s_node-4><sep/><s_text>Description</s_text><sep/><s_text>Evidence</s_text><s_node-4><s_text>Lots of evidence from workshops given</s_text><s_node-5><s_text>More with Moodle</s_text><sep/><s_text>Introduction to Quizzes</s_text><sep/><s_text>introduction to Webinars</s_text><sep/><s_text>Introduction to Podcasting</s_text></s_node-5></s_node-4><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-3><sep/><s_text>1c: Supporting the deployment of learning technologies</s_text><s_node-3><s_text>Ideas</s_text><s_node-4><s_text>Working as a DLEA in the Arts</s_text><s_node-5><s_text>Last Chance Saloon</s_text><sep/><s_text>Introducing student involvement</s_text><sep/><s_text>Illustration - how do we engage students</s_text><sep/><s_text>eSub</s_text><s_node-6><s_text>issues with such low Digital literacy</s_text></s_node-6></s_node-5><sep/><s_text>Support of rolling out of eSub in the Arts</s_text><s_node-5><s_text>Creation of help materials</s_text><sep/><s_text>Initial setting up of Training</s_text><s_node-6><s_text>Initial workshops</s_text><s_node-7><s_text>Different approaches for each workshop</s_text><sep/><s_text>Different groups</s_text></s_node-7><sep/><s_text>Subtopic 2</s_text></s_node-6><sep/><s_text>One-2-one support</s_text><sep/><s_text>Screencasts</s_text></s_node-5></s_node-4><sep/><s_text>Description</s_text><sep/><s_text>Evidence</s_text><s_node-4><s_text>lists of particpants</s_text><sep/><s_text>Emails from HPA people</s_text></s_node-4><sep/><s_text>Reflection</s_text><s_node-4><s_text>One method or many</s_text></s_node-4><sep/><s_text>Other</s_text></s_node-3></s_node-2><sep/><s_text>Core area 2: Teaching, learning and/or assessment processes</s_text><s_node-2><s_text>2a: An understanding of teaching, learning and/or assessement processes</s_text><s_node-3><s_text>Description</s_text><s_node-4><s_text>eSub</s_text><s_node-5><s_text>Subtopic 1</s_text><sep/><s_text>Advanced grading</s_text></s_node-5></s_node-4><sep/><s_text>Evidence</s_text><s_node-4><s_text>PGCAP</s_text><s_node-5><s_text>REPs</s_text></s_node-5><sep/><s_text>ASTI Feedback</s_text><sep/><s_text>Workshop listings</s_text><sep/><s_text>Digitisation courses</s_text><s_node-5><s_text>Museum of York</s_text></s_node-5></s_node-4><sep/><s_text>Reflection</s_text><s_node-4><s_text>Use PGCAP stuff</s_text><sep/><s_text>anoyminity</s_text></s_node-4><sep/><s_text>Other</s_text></s_node-3><sep/><s_text>2b: An understanding of your target learners</s_text><s_node-3><s_text>Ideas</s_text><s_node-4><s_text>Use of Webinars</s_text><sep/><s_text>Use of Online Learning objects</s_text><s_node-5><s_text>Xerte</s_text><sep/><s_text>Impact</s_text></s_node-5><sep/><s_text>PGCAP stuff</s_text><s_node-5><s_text>Understanding the teaching process</s_text><s_node-6><s_text>Kolb</s_text><sep/><s_text>Experiential learning</s_text><sep/><s_text>Subtopic 3</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Description</s_text><s_node-4><s_text>PIoE observation and professional Practice</s_text><sep/><s_text>Subtopic 2</s_text></s_node-4><sep/><s_text>Evidence</s_text><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-3></s_node-2><sep/><s_text>Core Area 3: The wider context</s_text><s_node-2><s_text>3a: Understanding and engaging with legislation, policies and standards</s_text><s_node-3><s_text>Ideas</s_text><s_node-4><s_text>IPR</s_text><s_node-5><s_text>Running course - FOMO</s_text><s_node-6><s_text>Need to keep up to date with changes in law</s_text><sep/><s_text>Keeping in touch through JDM</s_text><sep/><s_text>Keeping in touch through JiscMail</s_text></s_node-6></s_node-5><sep/><s_text>OER</s_text><sep/><s_text>Criminal record checks</s_text><sep/><s_text>Data Protection</s_text><sep/><s_text>Anoymous marking</s_text><sep/><s_text>Technical Standards</s_text><s_node-5><s_text>Part in writing these in days workign in digitisation</s_text></s_node-5></s_node-4><sep/><s_text>Description</s_text><sep/><s_text>Evidence</s_text><s_node-4><s_text>Setting up FOMO</s_text><sep/><s_text>Creating OER</s_text><s_node-5><s_text>Digitisation.eu</s_text></s_node-5></s_node-4><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-3><sep/><s_text>3b: Policy</s_text><s_node-3><s_text>Description</s_text><s_node-4><s_text>Background</s_text><s_node-5><s_text>NISA image standard Metadata</s_text><sep/><s_text>QA Image handover standards</s_text></s_node-5><sep/><s_text>Policy with eSub re: lost files</s_text></s_node-4><sep/><s_text>Evidence</s_text><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-3></s_node-2><sep/><s_text>Core Area 4: Communication and working with others</s_text><s_node-2><s_text>Description</s_text><s_node-3><s_text>Background</s_text><s_node-4><s_text>IMPACT</s_text><sep/><s_text>FoAH</s_text><s_node-5><s_text>TL QCmeetings</s_text><sep/><s_text>eSub support</s_text></s_node-5></s_node-4><sep/><s_text>Work in ASTI LT team</s_text><sep/><s_text>FoAH LT work</s_text></s_node-3><sep/><s_text>Evidence</s_text><s_node-3><s_text>TLQC stuff</s_text></s_node-3><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-2><sep/><s_text>Specialist options</s_text><s_node-2><s_text>Description</s_text><s_node-3><s_text>Training</s_text><sep/><s_text>Use of Images / Media in teaching</s_text><s_node-4><s_text>Pedagogy</s_text><sep/><s_text>Law etc</s_text></s_node-4></s_node-3><sep/><s_text>Evidence</s_text><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-2><sep/><s_text>Future plans</s_text><s_node-2><s_text>Description</s_text><s_node-3><s_text>Continuing to build relationships with FoAH</s_text></s_node-3><sep/><s_text>Evidence</s_text><s_node-3><s_text>Link to PDR records on PebblePad</s_text></s_node-3><sep/><s_text>Reflection</s_text><sep/><s_text>Other</s_text></s_node-2><sep/><s_text>Confirmation (and suggested assessor - optional)</s_text><sep/><s_text>Other stuff</s_text></s_node-1></s_node-0></s_map>


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[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>Abraham_Lincoln</s_text><s_node-1><s_text>List of Presidents of the United States / 16th</s_text><sep/><s_text>President of the United States</s_text><sep/><s_text>American Civil War</s_text><sep/><s_text>Abraham Lincoln assassination / Assassinated</s_text><sep/><s_text>History of the United States Republican Party / Republican</s_text><sep/><s_text>lawyer</s_text><sep/><s_text>Illinois</s_text><sep/><s_text>Illinois House of Representatives / state legislator</s_text><sep/><s_text>United States House of Representatives</s_text><sep/><s_text>United States Senate / Senate</s_text><sep/><s_text>slavery in the United States</s_text><sep/><s_text>Republican Party (United States) / Republican Party</s_text><sep/><s_text>United States presidential election, 1860 / elected president</s_text><sep/><s_text>Secession in the United States / secessionist</s_text><sep/><s_text>Confederate States of America</s_text><sep/><s_text>slavery</s_text><sep/><s_text>Emancipation Proclamation</s_text><sep/><s_text>Thirteenth Amendment to the United States Constitution / Thirteenth Amendment</s_text><sep/><s_text>Military rank / generals</s_text><sep/><s_text>Ulysses S. Grant</s_text><sep/><s_text>Trent Affair</s_text><sep/><s_text>United Kingdom of Great Britain and Ireland / Britain</s_text><sep/><s_text>Union (American Civil War) / Union</s_text><sep/><s_text>Border states (Civil War) / border slave states</s_text><sep/><s_text>United States presidential election, 1864 / 1864 presidential election</s_text><sep/><s_text>Copperheads (politics) / Copperheads</s_text><sep/><s_text>Radical Republican (USA) / Radical Republicans</s_text><sep/><s_text>Gettysburg Address</s_text><sep/><s_text>Reconstruction era of the United States / Reconstruction</s_text><sep/><s_text>Abraham Lincoln assassination / His assassination in 1865</s_text><sep/><s_text>martyr</s_text><sep/><s_text>Historical rankings of United States Presidents / greatest U.S. Presidents</s_text><sep/><s_text>Personal life</s_text><s_node-2><s_text>Childhood and education</s_text><s_node-3><s_text>Thomas Lincoln</s_text><sep/><s_text>Nancy Hanks</s_text><sep/><s_text>log cabin</s_text><sep/><s_text>Hardin County, Kentucky</s_text><sep/><s_text>LaRue County, Kentucky / LaRue County</s_text><sep/><s_text>Thirteen Colonies</s_text><sep/><s_text>Samuel Lincoln</s_text><sep/><s_text>Hingham, Massachusetts</s_text><sep/><s_text>//books.google.com/booksidMcEOAAAAYAAJpgPA5lpgPA5dq22thomas+lincoln+the+cooper22sourcewebots6udARSqIzBsigdXwRNGjsUHRP3cNHDGV03kMja whlensaXoibook resultresnum5ctresult#PPA8,M1</s_text><sep/><s_text>Hingham, Norfolk / England</s_text><sep/><s_text>Hard-shell Baptists / Hardshell Baptist</s_text><sep/><s_text>Perry County, Indiana / Perry County</s_text><sep/><s_text>Spencer County, Indiana / Spencer County</s_text><sep/><s_text>Northwest Territory</s_text><sep/><s_text>milk sickness</s_text><sep/><s_text>Sarah Bush Lincoln / Sarah Bush Johnston</s_text><sep/><s_text>Macon County, Illinois</s_text><sep/><s_text>Lincoln Log Cabin State Historic Site / new homestead</s_text><sep/><s_text>Coles County, Illinois</s_text><sep/><s_text>Sangamon River</s_text><sep/><s_text>New Salem, Menard County, Illinois / New Salem</s_text><sep/><s_text>Sangamon County, Illinois / Sangamon County</s_text><sep/><s_text>Denton Offutt</s_text><sep/><s_text>New Orleans, Louisiana / New Orleans</s_text><sep/><s_text>Illinois River / Illinois</s_text><sep/><s_text>Mississippi River / Mississippi</s_text></s_node-3><sep/><s_text>Marriage and family</s_text><s_node-3><s_text>Mary Todd Lincoln / Mary Todd</s_text><sep/><s_text>Robert Todd Lincoln</s_text><sep/><s_text>Phillips Exeter Academy</s_text><sep/><s_text>Harvard College</s_text><sep/><s_text>Edward Baker Lincoln</s_text><sep/><s_text>William Wallace Lincoln / William "Willie" Wallace Lincoln</s_text><sep/><s_text>Washington, D.C.</s_text><sep/><s_text>Tad Lincoln / Thomas "Tad" Lincoln</s_text><sep/><s_text>Chicago</s_text></s_node-3></s_node-2><sep/><s_text>Early political career and military service</s_text><s_node-2><s_text>Illinois General Assembly</s_text><sep/><s_text>Whig Party (United States) / Whig Party</s_text><sep/><s_text>Beardstown and Sangamon Canal / Sangamon River</s_text><sep/><s_text>Commentaries on the Laws of England</s_text><sep/><s_text>Admission to the bar in the United States / Admitted to the bar</s_text><sep/><s_text>Springfield, Illinois</s_text><sep/><s_text>John T. Stuart</s_text><sep/><s_text>William Herndon</s_text><sep/><s_text>Illinois House of Representatives</s_text><sep/><s_text>Illinois Politics</s_text><s_node-3><s_text>United States House of Representatives / U.S. House of Representatives</s_text><sep/><s_text>Henry Clay</s_text><sep/><s_text>Mexican-American War / war</s_text><sep/><s_text>Mexico</s_text><sep/><s_text>James Knox Polk / President Polk</s_text><sep/><s_text>Zachary Taylor</s_text><sep/><s_text>U.S. presidential election, 1848 / 1848 Whig Presidential nomination</s_text><sep/><s_text>Oregon Territory</s_text><sep/><s_text>bar (law) / bar</s_text><sep/><s_text>//www.lincolnatpeoria.com/</s_text><sep/><s_text>Kansas-Nebraska Act</s_text><sep/><s_text>//www.mrlincolnandfreedom.org/inside.aspID11subjectID2</s_text></s_node-3><sep/><s_text>Prairie lawyer</s_text><s_node-3><s_text>barge</s_text><sep/><s_text>railroad</s_text><sep/><s_text>Alton Railroad / Alton Sangamon Railroad</s_text><sep/><s_text>James A. Barret</s_text><sep/><s_text>Illinois Supreme Court</s_text><sep/><s_text>William "Duff" Armstrong</s_text><sep/><s_text>James Preston Metzker</s_text><sep/><s_text>judicial notice</s_text><sep/><s_text>Farmers Almanac</s_text></s_node-3></s_node-2><sep/><s_text>Republican politics 1854ndash1860</s_text><s_node-2><s_text>Missouri Compromise</s_text><sep/><s_text>Stephen A. Douglas</s_text><sep/><s_text>popular sovereignty</s_text><sep/><s_text>Abraham Lincoln Peoria speech / Peoria Speech</s_text><sep/><s_text>Free Soil Party / free soil</s_text><sep/><s_text>Lyman Trumbull</s_text><sep/><s_text>James Buchanan / Buchanan</s_text><sep/><s_text>Lecompton Constitution</s_text><sep/><s_text>slave state</s_text><sep/><s_text>Lincolns House Divided Speech / his famous speech</s_text><sep/><s_text>Gospel of Mark / Mark</s_text><sep/><s_text>Lincoln-Douglas debates of 1858</s_text><s_node-3><s_text>The Slave Power</s_text><sep/><s_text>republicanism</s_text><sep/><s_text>democracy</s_text><sep/><s_text>Freeport Doctrine</s_text><sep/><s_text>Cooper Union speech / speech at Cooper Union</s_text><sep/><s_text>Noah Brooks</s_text></s_node-3></s_node-2><sep/><s_text>1860 Presidential Election</s_text><s_node-2><s_text>Horace Greeley</s_text><sep/><s_text>William H. Seward</s_text><sep/><s_text>Salmon P. Chase</s_text><sep/><s_text>Decatur, Illinois / Decatur</s_text><sep/><s_text>John C. Breckinridge</s_text><sep/><s_text>John Bell (Tennessee politician) / John Bell</s_text><sep/><s_text>Constitutional Union Party (United States) / Constitutional Union Party</s_text><sep/><s_text>Electoral fusion / fusion tickets</s_text></s_node-2><sep/><s_text>Presidency and the Civil War</s_text><s_node-2><s_text>Secession winter 1860ndash1861</s_text><s_node-3><s_text>South Carolina</s_text><sep/><s_text>Delaware</s_text><sep/><s_text>Maryland</s_text><sep/><s_text>Virginia</s_text><sep/><s_text>North Carolina</s_text><sep/><s_text>Tennessee</s_text><sep/><s_text>Kentucky</s_text><sep/><s_text>Missouri</s_text><sep/><s_text>Arkansas</s_text><sep/><s_text>Crittenden Compromise</s_text><sep/><s_text>Missouri Compromise / Missouri line of 1820</s_text><sep/><s_text>Tierra del Fuego</s_text><sep/><s_text>Baltimore Plot / evaded possible assassins in Baltimore</s_text><sep/><s_text>German American</s_text><sep/><s_text>Turners</s_text><sep/><s_text>Lincolns First Inaugural / First Inaugural</s_text><sep/><s_text>United States Constitution</s_text><sep/><s_text>Articles of Confederation</s_text><sep/><s_text>Corwin Amendment</s_text><sep/><s_text>Jeremiah S. Black</s_text><sep/><s_text>Joseph Holt</s_text><sep/><s_text>Edwin M. Stanton</s_text><sep/><s_text>Allan Nevins</s_text><sep/><s_text>William Tecumseh Sherman</s_text></s_node-3><sep/><s_text>Fighting begins: 1861ndash1862</s_text><s_node-3><s_text>Battle of Fort Sumter / Fort Sumter</s_text><sep/><s_text>Clement Vallandigham</s_text><sep/><s_text>Ex parte Merryman</s_text><sep/><s_text>Baltimore, Maryland / Baltimore</s_text><sep/><s_text>Baltimore riot of 1861 / fought with Union troops traveling south</s_text><sep/><s_text>George William Brown</s_text><sep/><s_text>List of mayors of Baltimore, Maryland / Mayor of Baltimore</s_text><sep/><s_text>Fort McHenry</s_text></s_node-3><sep/><s_text>Emancipation Proclamation</s_text><s_node-3><s_text>compensated emancipation</s_text><sep/><s_text>"The Liberator," National Review (March 8, 2004) reviewing Allen C. Guelzo, Lincolns Emancipation Proclamation: The End of Slavery in America, (2004) online</s_text><sep/><s_text>Thirteenth Amendment to the United States Constitution / Thirteenth Amendment</s_text><sep/><s_text>Altoona, Pennsylvania</s_text><sep/><s_text>War Governors Conference</s_text><sep/><s_text>George B. McClellan</s_text><sep/><s_text>Army of the Potomac</s_text><sep/><s_text>Abraham Lincoln on slavery#Colonization / colonies</s_text><sep/><s_text>Frederick Douglass</s_text></s_node-3><sep/><s_text>Gettysburg Address</s_text><s_node-3><s_text>Battle of Gettysburg</s_text><sep/><s_text>New York Draft Riots</s_text><sep/><s_text>Governor of Pennsylvania</s_text><sep/><s_text>Andrew Curtin</s_text><sep/><s_text>Gettysburg National Cemetery / Soldiers National Cemetery</s_text><sep/><s_text>Gettysburg, Pennsylvania</s_text><sep/><s_text>20 (number) / score</s_text><sep/><s_text>Civil War</s_text></s_node-3><sep/><s_text>1864 election and second inauguration</s_text><s_node-3><s_text>Battle of Gettysburg / Gettysburg</s_text><sep/><s_text>Battle of Vicksburg / Vicksburg</s_text><sep/><s_text>Third Battle of Chattanooga / Chattanooga</s_text><sep/><s_text>Robert E. Lee / Lees</s_text><sep/><s_text>Andrew Johnson</s_text><sep/><s_text>War Democrats / War Democrat</s_text><sep/><s_text>National Union Party (United States) / Union Party</s_text><sep/><s_text>Copperheads (politics) / Peace wing</s_text><sep/><s_text>William Tecumseh Sherman / Shermans</s_text><sep/><s_text>Atlanta, Georgia / Atlanta</s_text><sep/><s_text>Lincolns second inaugural address / second inaugural address</s_text></s_node-3><sep/><s_text>Conducting the war effort</s_text><s_node-3><s_text>Edwin M. Stanton / Edwin Stanton</s_text><sep/><s_text>William H. Seward / William Seward</s_text><sep/><s_text>Gideon Welles</s_text><sep/><s_text>George B. McClellan / McClellan</s_text><sep/><s_text>First Battle of Bull Run</s_text><sep/><s_text>Winfield Scott</s_text><sep/><s_text>United States Military Academy / West Point</s_text><sep/><s_text>Peninsula Campaign</s_text><sep/><s_text>Richmond, Virginia / Richmond</s_text><sep/><s_text>Virginia Peninsula / peninsula</s_text><sep/><s_text>James River (Virginia) / James</s_text><sep/><s_text>York River (Virginia) / York Rivers</s_text><sep/><s_text>Democratic Party (United States) / Democrat</s_text><sep/><s_text>John Pope (military officer) / John Pope</s_text><sep/><s_text>Army of Virginia</s_text><sep/><s_text>Second Battle of Bull Run</s_text><sep/><s_text>Sioux</s_text><sep/><s_text>Tad Lincoln / Tad</s_text><sep/><s_text>Battle of Antietam</s_text><sep/><s_text>Ambrose Burnside</s_text><sep/><s_text>Battle of Fredericksburg / Fredericksburg</s_text><sep/><s_text>Joseph Hooker</s_text><sep/><s_text>Battle of Chancellorsville</s_text><sep/><s_text>Gettysburg Campaign</s_text><sep/><s_text>George Meade</s_text><sep/><s_text>Third Battle of Chattanooga / Chattanooga</s_text><sep/><s_text>Overland Campaign</s_text><sep/><s_text>attrition warfare / war of attrition</s_text><sep/><s_text>Battle of the Wilderness / Wilderness</s_text><sep/><s_text>Battle of Cold Harbor / Cold Harbor</s_text><sep/><s_text>Siege of Petersburg / Petersburg</s_text><sep/><s_text>Allan Pinkerton</s_text><sep/><s_text>John Alexander McClernand</s_text><sep/><s_text>William Tecumseh Sherman / Sherman</s_text><sep/><s_text>Philip Sheridan / Sheridan</s_text><sep/><s_text>Shenandoah Valley</s_text><sep/><s_text>Georgia (U.S. state) / Georgia</s_text><sep/><s_text>Shermans March to the Sea</s_text><sep/><s_text>African American</s_text><sep/><s_text>Jubal Anderson Early</s_text><sep/><s_text>Battle of Fort Stevens / raid on Washington, D.C.</s_text><sep/><s_text>Oliver Wendell Holmes</s_text></s_node-3><sep/><s_text>Reconstruction</s_text><s_node-3><s_text>Radical Republican (USA) / Radical Republicans</s_text><sep/><s_text>Thaddeus Stevens</s_text><sep/><s_text>Charles Sumner</s_text><sep/><s_text>Benjamin Wade</s_text><sep/><s_text>Ten percent plan / Amnesty Proclamation</s_text><sep/><s_text>Louisiana</s_text><sep/><s_text>Wade-Davis Bill</s_text><sep/><s_text>Pocket veto / pocket-vetoed</s_text><sep/><s_text>Jefferson Davis / Jefferson Daviss</s_text><sep/><s_text>Appomattox Court House</s_text></s_node-3></s_node-2><sep/><s_text>Home front</s_text><s_node-2><s_text>Redefining Republicanism</s_text><s_node-3><s_text>rhetoric</s_text><sep/><s_text>Republicanism in the United States / republican values</s_text><sep/><s_text>U.S. Constitution / Constitution</s_text><sep/><s_text>United States Declaration of Independence / Declaration of Independence</s_text><sep/><s_text>Cooper Union speech</s_text><sep/><s_text>Reconstruction era of the United States / Reconstruction</s_text><sep/><s_text>state sovereignty</s_text></s_node-3><sep/><s_text>Civil liberties suspended</s_text><s_node-3><s_text>Union blockade / blockade</s_text><sep/><s_text>habeas corpus</s_text></s_node-3><sep/><s_text>Domestic measures</s_text><s_node-3><s_text>veto</s_text><sep/><s_text>Homestead Act</s_text><sep/><s_text>Morrill Land-Grant Colleges Act</s_text><sep/><s_text>agriculture / agricultural</s_text><sep/><s_text>university / universities</s_text><sep/><s_text>First Transcontinental Railroad</s_text><sep/><s_text>income tax</s_text><sep/><s_text>tariff</s_text><sep/><s_text>National Banking Act</s_text><sep/><s_text>United States Department of Agriculture / Department of Agriculture</s_text><sep/><s_text>United States Note</s_text><sep/><s_text>banknote / paper currency</s_text><sep/><s_text>United States Department of the Treasury / Treasury Department</s_text><sep/><s_text>cotton</s_text><sep/><s_text>John Pope (military officer) / John Pope</s_text><sep/><s_text>Dakota War of 1862 / Sioux Uprising</s_text><sep/><s_text>Minnesota</s_text><sep/><s_text>death warrant</s_text><sep/><s_text>Sioux#Isanti (Santee or Dakota) / Santee Dakota</s_text><sep/><s_text>death penalty / execution</s_text><sep/><s_text>reprieve</s_text><sep/><s_text>Thanksgiving (United States) / Thanksgiving holiday</s_text><sep/><s_text>James Madison / James Madisons</s_text><sep/><s_text>1863 Thanksgiving proclamation</s_text></s_node-3></s_node-2><sep/><s_text>Medical history</s_text><s_node-2><s_text>frostbite / frostbitten</s_text><sep/><s_text>malaria</s_text><sep/><s_text>physical trauma</s_text><sep/><s_text>smallpox</s_text><sep/><s_text>syphilis</s_text><sep/><s_text>Marfan syndrome</s_text><sep/><s_text>cardiovascular</s_text><sep/><s_text>DNA</s_text><sep/><s_text>multiple endocrine neoplasia</s_text><sep/><s_text>constipation</s_text><sep/><s_text>hypotonia</s_text><sep/><s_text>cancer</s_text><sep/><s_text>Edward Baker Lincoln / Eddie</s_text><sep/><s_text>William Wallace Lincoln / Willie</s_text><sep/><s_text>Tad Lincoln / Tad</s_text></s_node-2><sep/><s_text>Assassination</s_text><s_node-2><s_text>Clara Harris</s_text><sep/><s_text>John Wilkes Booth</s_text><sep/><s_text>kidnapping / kidnap</s_text><sep/><s_text>First Lady of the United States / First Lady</s_text><sep/><s_text>Fords Theatre</s_text><sep/><s_text>Vice President of the United States / Vice President</s_text><sep/><s_text>United States Secretary of State / Secretary of State</s_text><sep/><s_text>Ward Hill Lamon</s_text><sep/><s_text>Our American Cousin</s_text><sep/><s_text>Henry Rathbone</s_text><sep/><s_text>Sic semper tyrannis</s_text><sep/><s_text>United States Secretary of War / Secretary of War</s_text><sep/><s_text>Charles Leale</s_text><sep/><s_text>Mortal Wound / mortal</s_text><sep/><s_text>Fords Theatre#Petersen House / Petersen House</s_text><sep/><s_text>Surgeon General of the United States Army / U.S. Army Surgeon General</s_text><sep/><s_text>Joseph Barnes / Joseph K. Barnes</s_text><sep/><s_text>National Museum of Health and Medicine / Army Medical Museum</s_text><sep/><s_text>Lying in state / lie in state</s_text><sep/><s_text>copperheads (politics) / Copperheads</s_text><sep/><s_text>Lincoln Tomb</s_text><sep/><s_text>Burial#Exhumation / exhumed</s_text></s_node-2><sep/><s_text>Administration, Cabinet and Supreme Court appointments 1861-1865</s_text><s_node-2><s_text>Supreme Court of the United States</s_text><sep/><s_text>Noah Haynes Swayne</s_text><sep/><s_text>Samuel Freeman Miller</s_text><sep/><s_text>David Davis (Supreme Court justice) / David Davis</s_text><sep/><s_text>Stephen Johnson Field</s_text><sep/><s_text>Chief Justice of the United States / Chief Justice</s_text></s_node-2><sep/><s_text>Religious and philosophical beliefs</s_text><s_node-2><s_text>New Haven, Connecticut / New Haven</s_text><sep/><s_text>Connecticut</s_text><sep/><s_text>Whig Party (United States) / Whig</s_text><sep/><s_text>liberalism / liberal</s_text><sep/><s_text>capitalism</s_text><sep/><s_text>religion / organized religion</s_text><sep/><s_text>Calvinism / Calvinistic</s_text><sep/><s_text>skepticism</s_text><sep/><s_text>John Locke / Lockean</s_text><sep/><s_text>Age of Enlightenment / Enlightenment</s_text><sep/><s_text>economic liberalism</s_text><sep/><s_text>United States Declaration of Independence / Declaration of Independence</s_text><sep/><s_text>nativism (politics) / nativist</s_text><sep/><s_text>Know Nothing</s_text></s_node-2><sep/><s_text>Legacy and memorials</s_text><s_node-2><s_text>Historical rankings of United States Presidents / greatest presidents in U.S. history</s_text><sep/><s_text>LGBT rights in the United States / gay rights</s_text><sep/><s_text>Log Cabin Republicans</s_text><sep/><s_text>insurance</s_text><sep/><s_text>Lincoln National Corporation</s_text><sep/><s_text>Lincoln (automobile) / Lincoln automobile brand</s_text><sep/><s_text>detnews.com / Michigan History</s_text><sep/><s_text>ballistic missile</s_text><sep/><s_text>submarine</s_text><sep/><s_text>USS Abraham Lincoln (SSBN-602) / Abraham Lincoln (SSBN-602)</s_text><sep/><s_text>aircraft carrier</s_text><sep/><s_text>USS Abraham Lincoln (CVN-72) / Abraham Lincoln (CVN-72)</s_text><sep/><s_text>Liberty ship</s_text><sep/><s_text>Spanish Civil War</s_text><sep/><s_text>International Brigades</s_text><sep/><s_text>Abraham Lincoln Brigade</s_text><sep/><s_text>Lincoln, Nebraska / capital of Nebraska</s_text><sep/><s_text>Lincoln, Illinois</s_text><sep/><s_text>Lincoln Memorial</s_text><sep/><s_text>United States five-dollar bill / Lincoln $5 bill</s_text><sep/><s_text>Lincoln cent</s_text><sep/><s_text>Mount Rushmore</s_text><sep/><s_text>Lincoln Home National Historic Site</s_text><sep/><s_text>New Salem, Menard County, Illinois / New Salem, Illinois</s_text><sep/><s_text>Redlands, California</s_text><sep/><s_text>List of U.S. state nicknames / state nickname</s_text><sep/><s_text>Vehicle registration plates of Illinois / Illinois license plates</s_text><sep/><s_text>County (United States) / Counties</s_text><sep/><s_text>U.S. state</s_text><sep/><s_text>Lincoln County, Arkansas / Arkansas</s_text><sep/><s_text>Lincoln County, Colorado / Colorado</s_text><sep/><s_text>Lincoln County, Idaho / Idaho</s_text><sep/><s_text>Lincoln County, Kansas / Kansas</s_text><sep/><s_text>Lincoln County, Minnesota / Minnesota</s_text><sep/><s_text>Lincoln County, Mississippi / Mississippi</s_text><sep/><s_text>Lincoln County, Montana / Montana</s_text><sep/><s_text>Lincoln County, Nebraska / Nebraska</s_text><sep/><s_text>Lincoln County, Nevada / Nevada</s_text><sep/><s_text>Lincoln County, New Mexico / New Mexico</s_text><sep/><s_text>Lincoln County, Oklahoma / Oklahoma</s_text><sep/><s_text>Lincoln County, Oregon / Oregon</s_text><sep/><s_text>Lincoln County, South Dakota / South Dakota</s_text><sep/><s_text>Lincoln County, West Virginia / West Virginia</s_text><sep/><s_text>Lincoln County, Washington / Washington</s_text><sep/><s_text>Lincoln County, Wisconsin / Wisconsin</s_text><sep/><s_text>Lincoln County, Wyoming / Wyoming</s_text><sep/><s_text>Presidents Day (United States) / Presidents Day</s_text><sep/><s_text>Lincolns Birthday</s_text><sep/><s_text>Abraham Lincoln Bicentennial Commission</s_text><sep/><s_text>Library of Congress</s_text><sep/><s_text>Hodgenville, Kentucky / Hodgenville</s_text><sep/><s_text>Abraham Lincoln Birthplace National Historic Site</s_text><sep/><s_text>Abraham Lincoln Presidential Library and Museum</s_text><sep/><s_text>Abraham Lincoln National Cemetery</s_text><sep/><s_text>Elwood, Illinois</s_text><sep/><s_text>Abraham Lincoln Library and Museum</s_text><sep/><s_text>Harrogate, Tennessee</s_text><sep/><s_text>Inventor</s_text><s_node-3><s_text>patent</s_text></s_node-3></s_node-2><sep/><s_text>Images of Lincoln</s_text><s_node-2><s_text>United States five-dollar bill / American five dollar bill</s_text><sep/><s_text>Daniel Chester French</s_text><sep/><s_text>Proof coinage</s_text><sep/><s_text>cameo</s_text><sep/><s_text>obverse and reverse / obverse</s_text><sep/><s_text>50 State Quarters</s_text></s_node-2><sep/><s_text>See also</s_text><s_node-2><s_text>American School (economics) / American School</s_text><sep/><s_text>Lincoln Boyhood National Memorial</s_text><sep/><s_text>Lincoln Memorial University</s_text><sep/><s_text>List of assassinated American politicians</s_text><sep/><s_text>List of United States Presidents who died in office</s_text></s_node-2><sep/><s_text>References</s_text><sep/><s_text>Further reading</s_text><s_node-2><s_text>Isaac N. Arnold</s_text><sep/><s_text>William Herndon (lawyer) / William H Herndon</s_text><sep/><s_text>Lincoln</s_text><sep/><s_text>Albert J. Beveridge / Beveridge, Albert J</s_text><sep/><s_text>online edition</s_text><sep/><s_text>online edition</s_text><sep/><s_text>John Hay</s_text><sep/><s_text>John George Nicolay</s_text><sep/><s_text>Vol 1</s_text><sep/><s_text>Vol 2</s_text><sep/><s_text>Reinhard H Luthin</s_text><sep/><s_text>Mr. Lincoln</s_text><sep/><s_text>Ingri and Edgar Parin dAulaire</s_text><sep/><s_text>Abraham Lincoln (book) / Abraham Lincoln</s_text><sep/><s_text>online edition</s_text><sep/><s_text>online edition</s_text><sep/><s_text>online edition</s_text><sep/><s_text>online edition</s_text><sep/><s_text>Lucius E. Chittenden / Chittenden, Lucius E.</s_text><sep/><s_text>Recollections of President Lincoln and His Administration</s_text><sep/><s_text>Google Book Search / Google Books</s_text><sep/><s_text>online edition</s_text><sep/><s_text>online version</s_text><sep/><s_text>Library of America</s_text></s_node-2><sep/><s_text>External links</s_text><s_node-2><s_text>The Life of Lincoln by Henry Ketcham</s_text><sep/><s_text>Lincoln Studies Center at Knox College</s_text><sep/><s_text>Photographs of Abraham Lincoln</s_text><sep/><s_text>The Lincoln Institute</s_text><sep/><s_text>Mr. Lincolns Virtual Library</s_text><sep/><s_text>Poetry written by Abraham Lincoln</s_text><sep/><s_text>Lincoln quotes collected by Roger Norton</s_text><sep/><s_text>The Abraham Lincoln Presidential Library and Museum</s_text><sep/><s_text>The Collected Works of Abraham Lincoln</s_text><sep/><s_text>President Lincolns Cottage</s_text><sep/><s_text>Lincolns Patent</s_text><sep/><s_text>National Park Service Abraham Lincoln birthplace</s_text><sep/><s_text>National Endowment for the Humanities Spotlight ndash Abraham Lincoln</s_text><sep/><s_text>Research Center</s_text><sep/><s_text>The Abraham Lincoln Bicentennial Commission</s_text><sep/><s_text>Lincoln Memorial</s_text><sep/><s_text>Digitized books about Abraham Lincoln from the University of Illinois at Urbana-Champaign Library</s_text><sep/><s_text>Lincoln/Net: Abraham Lincoln Historical Digitization Project, Northern Illinois University Libraries</s_text><sep/><s_text>Lincoln Home National Historic Site:A Place of Growth and Memory, lesson plan</s_text><sep/><s_text>Lincoln Boyhood National Memorial: Forging Greatness during Lincolns Youth, lesson plan</s_text><sep/><s_text>Abraham Lincoln: A Resource Guide from the Library of Congress</s_text><sep/><s_text>Essay on Abraham Lincoln and shorter essays on each member of his cabinet and First Lady from the Miller Center of Public Affairs</s_text></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/MSc Plant Based Permaculture.png

[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>MSc Plant Based Permaculture</s_text><s_node-1><s_text>GOALS</s_text><s_node-2><s_text>To influence individuals and organisations engaged with land use that plant-based systems are viable and desirable.</s_text><sep/><s_text>To provide an evidence base for individuals organisations organising for social justice for humans nonhumans and agricultural change.</s_text><sep/><s_text>To learn tools, systems and practices that will accelerate the spread of plant-based permaculture systems and the ethical collapse of animal agriculture.</s_text><sep/><s_text>Objectives</s_text><s_node-3><s_text>To collate examples of plant based permaculture systems, tools methods</s_text><sep/><s_text>To illustrate models using the above to demonstrate it is possible and desirable to feed human populations without produce from animals</s_text><sep/><s_text>To provide the ethical casework and evidence that a a transition from animal based to plant based diets would be most congruent with social justice and most effective in achieving ecological restoration</s_text></s_node-3></s_node-2><sep/><s_text>Functions of Gaia University</s_text><s_node-2><s_text>Support</s_text><s_node-3><s_text>Advisors</s_text><sep/><s_text>Elves</s_text><sep/><s_text>Peers</s_text><s_node-4><s_text>Buddy</s_text><sep/><s_text>Action learning guilds</s_text></s_node-4></s_node-3><sep/><s_text>Feedback</s_text><s_node-3><s_text>Reviews</s_text><sep/><s_text>Listening</s_text></s_node-3><sep/><s_text>Pushing learning edges</s_text><s_node-3><s_text>All GU Community Calls</s_text><sep/><s_text>GU Radio</s_text><sep/><s_text>Tutorials</s_text></s_node-3><sep/><s_text>Accreditation</s_text><sep/><s_text>Structure</s_text><sep/><s_text>Network</s_text><s_node-3><s_text>Collective intelligence/knowledge</s_text><sep/><s_text>Contacts</s_text><sep/><s_text>Dissemination</s_text></s_node-3></s_node-2><sep/><s_text>RISK</s_text><s_node-2><s_text>Burnout</s_text><s_node-3><s_text>DESCRIPTION</s_text><sep/><s_text>IMPACT</s_text><sep/><s_text>SEVERITY</s_text><sep/><s_text>PROBABILITY</s_text><sep/><s_text>LIKELIHOOD OF PRIOR DETECTION</s_text><sep/><s_text>MITIGATION APPROACH</s_text><sep/><s_text>PROPOSED SOLUTIONS</s_text></s_node-3><sep/><s_text>Information overload</s_text><s_node-3><s_text>LIKELIHOOD OF PRIOR DETECTION</s_text><sep/><s_text>MITIGATION APPROACH</s_text><sep/><s_text>PROPOSED SOLUTIONS</s_text><sep/><s_text>IMPACT</s_text><sep/><s_text>SEVERITY</s_text><sep/><s_text>PROBABILITY</s_text><sep/><s_text>DESCRIPTION</s_text></s_node-3><sep/><s_text>Distraction from core aims</s_text></s_node-2><sep/><s_text>Plant Based Permaculture</s_text><s_node-2><s_text>Learning</s_text><s_node-3><s_text>Knowledge</s_text><sep/><s_text>Skills</s_text><sep/><s_text>Experiences</s_text></s_node-3><sep/><s_text>Research</s_text><s_node-3><s_text>Surveying</s_text><s_node-4><s_text>Interviews</s_text><sep/><s_text>Case studies</s_text><sep/><s_text>Literature review</s_text><sep/><s_text>Quantitative data</s_text></s_node-4><sep/><s_text>Analysing</s_text><sep/><s_text>Questions</s_text><s_node-4><s_text>What have been ecological social impacts of animal agriculture?</s_text><sep/><s_text>If plant-based diets were adopted on a broader scale, what would the ecological and social impacts and benefits potentially be?</s_text><sep/><s_text>How could these plant based systems be designed, managed and implemented in different climates?</s_text><sep/><s_text>What are the social, political economic barriers to implementing changes to our food systems and how can these be organised around?</s_text></s_node-4><sep/><s_text>Hypothesis</s_text><s_node-4><s_text>Plant based permaculture systems could most successfully support human populations while achieving social justice and ecological restoration.</s_text></s_node-4></s_node-3><sep/><s_text>Areas of Interest</s_text><s_node-3><s_text>Horticulture</s_text><s_node-4><s_text>Soil care</s_text><sep/><s_text>Plant based fertility</s_text></s_node-4><sep/><s_text>Perennial systems</s_text><s_node-4><s_text>Agroforestry</s_text><sep/><s_text>Nut fruit cultivation</s_text><sep/><s_text>Forest gardening</s_text><sep/><s_text>Annual-perennial systems</s_text><s_node-5><s_text>Grains</s_text><sep/><s_text>Alley cropping</s_text></s_node-5></s_node-4><sep/><s_text>Land management</s_text><s_node-4><s_text>Ecological restoration</s_text><sep/><s_text>Regenerative woodland management</s_text><sep/><s_text>Organic agriculture</s_text><sep/><s_text>Indigenous land use</s_text><sep/><s_text>Water management</s_text><sep/><s_text>Self willed animals</s_text><sep/><s_text>Keyline</s_text></s_node-4><sep/><s_text>Animal agriculture agroecology</s_text><s_node-4><s_text>History</s_text><s_node-5><s_text>Domestication</s_text><sep/><s_text>Landscape</s_text></s_node-5><sep/><s_text>Current survey</s_text><sep/><s_text>Ecological role of animals</s_text></s_node-4><sep/><s_text>Plant based nutrition</s_text><s_node-4><s_text>Mushroom cultivation</s_text><sep/><s_text>Wild foods</s_text><sep/><s_text>Nutritional herbalism</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Community Organising</s_text><s_node-2><s_text>Areas of Interest</s_text><s_node-3><s_text>Transition</s_text><sep/><s_text>Animal liberation</s_text><s_node-4><s_text>Veganism</s_text></s_node-4><sep/><s_text>Permanent culture</s_text><sep/><s_text>Regenerative economics</s_text><sep/><s_text>Energy</s_text><sep/><s_text>Radical herbalism health justice</s_text><sep/><s_text>Social justice</s_text><sep/><s_text>Ecological resistance</s_text><sep/><s_text>Queer organising</s_text><sep/><s_text>Prisoner solidarity</s_text><sep/><s_text>Medicinal resilience</s_text><sep/><s_text>Anarchism</s_text><sep/><s_text>Social movement history</s_text><sep/><s_text>Peasant struggles</s_text><sep/><s_text>Poverty/radical community organising</s_text><sep/><s_text>Food Sovereignty</s_text></s_node-3><sep/><s_text>Skill Flexes</s_text><s_node-3><s_text>Strategy</s_text><sep/><s_text>Project Design Management</s_text><sep/><s_text>Campaign Design</s_text><sep/><s_text>Action research</s_text><sep/><s_text>International solidarity organising</s_text><sep/><s_text>Digital multimedia</s_text><sep/><s_text>Systems thinking</s_text></s_node-3></s_node-2><sep/><s_text>Life Livelihood</s_text><s_node-2><s_text>Personal growth</s_text><s_node-3><s_text>Spirituality</s_text><sep/><s_text>Self-care patterns</s_text><s_node-4><s_text>Optimum nourishment</s_text></s_node-4><sep/><s_text>Managing personal systems</s_text></s_node-3><sep/><s_text>Right Livelihood</s_text><s_node-3><s_text>Design</s_text><s_node-4><s_text>Consultancy</s_text><sep/><s_text>Design skills</s_text></s_node-4><sep/><s_text>Learning</s_text><s_node-4><s_text>Teaching workshop leading</s_text><sep/><s_text>GU Advising</s_text><sep/><s_text>Diploma Tutoring</s_text><sep/><s_text>Popular education</s_text></s_node-4><sep/><s_text>Practice</s_text><s_node-4><s_text>Brook End</s_text><s_node-5><s_text>Growing</s_text><sep/><s_text>Business skills</s_text><sep/><s_text>Medicine making</s_text><sep/><s_text>Nursery practice</s_text></s_node-5><sep/><s_text>Somerset Community Food</s_text><s_node-5><s_text>Project management</s_text></s_node-5></s_node-4><sep/><s_text>Writing</s_text><s_node-4><s_text>Paid freelance writing</s_text><sep/><s_text>GU Blog Editing</s_text><sep/><s_text>Investigative journalism</s_text><sep/><s_text>Book writing</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Projects</s_text><s_node-2><s_text>Current</s_text><s_node-3><s_text>Brook End</s_text><s_node-4><s_text>Wild Heart Herb Farm CSM</s_text><sep/><s_text>Hearty Veg</s_text></s_node-4><sep/><s_text>Wild Heart Permaculture</s_text><sep/><s_text>Radicle Writes</s_text><sep/><s_text>Vegan Organic Network</s_text><sep/><s_text>Transition Glastonbury</s_text><sep/><s_text>Frack Free Somerset</s_text><sep/><s_text>Reclaim the Fields</s_text><sep/><s_text>Radical Herbalism Gathering Allotment</s_text><sep/><s_text>Somerset Community Food/ Incredible Edible Somerset</s_text><sep/><s_text>Diploma in Applied Permaculture Design</s_text></s_node-3><sep/><s_text>Potential</s_text><s_node-3><s_text>Books</s_text><s_node-4><s_text>Plant-Based Permaculture: Design strategies for a compassionate future</s_text><sep/><s_text>The End of Animal Agriculture</s_text><sep/><s_text>Animal Liberation Land Struggle</s_text></s_node-4><sep/><s_text>Liberation Permaculture Collective</s_text><sep/><s_text>Free As a Bird Collective</s_text><sep/><s_text>Love Liberation</s_text><sep/><s_text>Plant Based Permaculture Research Institute</s_text><sep/><s_text>V-Gen</s_text><sep/><s_text>Somerset Poverty Action</s_text></s_node-3></s_node-2><sep/><s_text>Logistics</s_text><s_node-2><s_text>Time</s_text><s_node-3><s_text>16 hours per week self-directed learning</s_text></s_node-3><sep/><s_text>Budget</s_text><s_node-3><s_text>Loan</s_text><sep/><s_text>Savings</s_text><sep/><s_text>Workshare</s_text><sep/><s_text>Grant</s_text><sep/><s_text>Investments</s_text><s_node-4><s_text>Books learning materials</s_text><sep/><s_text>Courses</s_text><sep/><s_text>Travel</s_text></s_node-4></s_node-3><sep/><s_text>Learning systems time management</s_text><s_node-3><s_text>Batch processing</s_text><sep/><s_text>Writing system</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/Instructional Design & Learning Theory.png

[User] <image>

[User] Convert the mind map information in the image into a readable structured output.

[Assistant] <s_map><s_node-0><s_text>Instructional Design & Learning Theory</s_text><s_node-1><s_text>A model is a mental picture that helps us understanding something we cannot see or experience directly. (Dorin, Demmin Gabel, 1990)</s_text><s_node-2><s_text>Instructional Design Models</s_text><s_node-3><s_text>Linear Model by Dick Carey (1990)</s_text><sep/><s_text>Spiral Model by Romiszowski (1981)</s_text><sep/><s_text>Rapid Prototyping Model by Tripp Bichelmeyer (1990)</s_text><sep/><s_text>Oval Model by Kemp (1985)</s_text></s_node-3><sep/><s_text>Technology Instructivist Models</s_text><s_node-3><s_text>Drill and Practice</s_text><sep/><s_text>Computer-based Tutorials</s_text><sep/><s_text>Intelligent Tutorial Systems</s_text><sep/><s_text>Ganges 9-events of Instruction</s_text><sep/><s_text>Reusable Learning Objects</s_text></s_node-3><sep/><s_text>Technology Constructivist Models</s_text><s_node-3><s_text>Learning environments</s_text><sep/><s_text>Technology as a tool in a learning activity</s_text><sep/><s_text>Inquiries and problem solving</s_text><sep/><s_text>Cognitive tolls</s_text><sep/><s_text>On-line collaboration and knowledge building</s_text><sep/><s_text>WebQuest and ActiveLesson</s_text><sep/><s_text>Interactive Learning Objects</s_text></s_node-3></s_node-2><sep/><s_text>A theory  - provides a general explanation for observations made over time - explains and predicts behaviours - can never be established beyond all doubt - seldom has to be thrown out completely if thoroughly tested,  - but sometimes may be widely accepted for a long time and later disproved. (Dorin, Demmin Gabel, 1990)</s_text><s_node-2><s_text>The Basics of the Learning Theories</s_text><s_node-3><s_text>Behaviourism</s_text><s_node-4><s_text>Based on observable changes in behaviour it focuses on a new behavioural pattern being repeated until it becomes automatic.</s_text><s_node-5><s_text>Key players in the development of the behaviorist theory</s_text><s_node-6><s_text>Pavlov (1849-1936)</s_text><s_node-7><s_text>Classical conditioning/Stimulus substitution</s_text><s_node-8><s_text>Experiment of food, a dog and a bell</s_text><s_node-9><s_text>Stimulus Generalization</s_text><sep/><s_text>Extinction</s_text><sep/><s_text>Spontaneous Recovery</s_text><sep/><s_text>Discrimination</s_text><sep/><s_text>Higher-Order Conditioning</s_text></s_node-9></s_node-8></s_node-7><sep/><s_text>Thorndike (1874-1949)</s_text><s_node-7><s_text>Apply "the methods of exact science" to educational problems by emphasizing "accurate quantitative treatment of information".</s_text><sep/><s_text>Connectionism theory  - learning was the formation of a connection between stimulus and response.</s_text><sep/><s_text>Laws based on the stimulus-response hypothesis</s_text><s_node-8><s_text>The "law of effect"</s_text><sep/><s_text>The "law of exercise"</s_text><sep/><s_text>The "law of readiness"</s_text></s_node-8></s_node-7><sep/><s_text>Watson (1878-1958)</s_text><s_node-7><s_text>Humans are born with a few reflexes and the emotional reactions of love and rage. All other behaviour is established through stimulus-response associations through conditioning.</s_text><s_node-8><s_text>Experiment of a young child and a white rat</s_text><s_node-9><s_text>The role of conditioning in the development of emotional responses to certain stimuli</s_text></s_node-9></s_node-8></s_node-7><sep/><s_text>Skinner (1904--1990)</s_text><s_node-7><s_text>Changes in observable behaviour, ignoring the possibility of any processes occurring in the mind</s_text><s_node-8><s_text>Walden Two (1948)</s_text><s_node-9><s_text>A utopian society based on operant conditioning</s_text></s_node-9><sep/><s_text>Science and Human Behaviour (1953)</s_text><s_node-9><s_text>How the principles of operant conditioning function in social institutions</s_text></s_node-9></s_node-8><sep/><s_text>Operant behaviour (voluntary behaviours used in operating on the environment)</s_text><s_node-8><s_text>Operant Conditioning Mechanisms</s_text><s_node-9><s_text>Positive Reinforcement/reward</s_text><sep/><s_text>Negative Reinforcement</s_text><sep/><s_text>Extinction/Non- Reinforcement</s_text><sep/><s_text>Punishment</s_text></s_node-9></s_node-8></s_node-7><sep/><s_text>Difference between Classical and Operant Conditioning</s_text><s_relation>Thorndike (1874-1949)<sep/>Watson (1878-1958)<sep/>Skinner (1904--1990)<sep/>Pavlov (1849-1936)</s_relation></s_node-6></s_node-5></s_node-4><sep/><s_text>Cognitivism</s_text><s_node-4><s_text>Base on the thought process behind the behaviour changes in behaviour are observed, and used as indicators as to what is happening inside the learners mind</s_text><s_node-5><s_text>Key Concepts of Cognitive Theory</s_text><s_node-6><s_text>Schema - an internal knowledge structure</s_text><sep/><s_text>Three-Stages Information Processing Model</s_text><s_node-7><s_text>Sensory Register</s_text><sep/><s_text>Short-Term Memory (STM)</s_text><sep/><s_text>Long-Term Memory and Storage (LTM)</s_text></s_node-7><sep/><s_text>Meaningful Effects</s_text><sep/><s_text>Serial Position Effects</s_text><sep/><s_text>Practice Effects</s_text><sep/><s_text>Transfer Effects</s_text><sep/><s_text>Interference Effects</s_text><sep/><s_text>Organization Effects</s_text><sep/><s_text>Levels of Processing Effects</s_text><sep/><s_text>State Dependent Effects</s_text><sep/><s_text>Mnemonic Effects</s_text><sep/><s_text>Schema Effects</s_text><sep/><s_text>Advance Organizers</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Constructivism</s_text><s_node-4><s_text>Based on the premise that we all construct our own perspective of the world, through individual experiences and schema it focuses on preparing the learner to problem solve in ambiguous situations.</s_text><s_node-5><s_text>Realistic VS. Radical Construction (Cobb, 1996, in Smorgansbord, 1997)</s_text><s_node-6><s_text>Realistic constructivism - cognitions is the process by which learners eventually construct mental structures that correspond to or match external structures located in the environment.</s_text><sep/><s_text>Radical constructivism - cognition serves to organize the learners experiential world rather than to discover ontological reality.</s_text></s_node-6><sep/><s_text>The Assumptions of Constructivism (Merrill, 1991, in Smorgansbord, 1997)</s_text><s_node-6><s_text>- knowledge is constructed from experience</s_text><sep/><s_text>- learning is a personal interpretation of the world</s_text><sep/><s_text>- learning is an active process in which meaning is developed on the basis of experience</s_text><sep/><s_text>- conceptual growth comes form the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning</s_text><sep/><s_text>- learning should be situated in realistic settings testing should be integrated with the task and not a separate activity</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>The History if Learning Theories in ID</s_text><s_node-3><s_text>Behaviourism ID</s_text><s_node-4><s_text>Behavioural Objectives Movement</s_text><s_node-5><s_text>Taxonomic Analysis of Learning Behaviours</s_text><s_node-6><s_text>Blooms Taxonomy of Learning</s_text><s_node-7><s_text>- knowledge</s_text><sep/><s_text>- comprehension</s_text><sep/><s_text>- application</s_text><sep/><s_text>- analysis</s_text><sep/><s_text>- synthesis</s_text><sep/><s_text>- evaluation</s_text></s_node-7><sep/><s_text>Gagnes Taxonomy of Learning</s_text><s_node-7><s_text>- verbal information</s_text><sep/><s_text>- intellectual skill</s_text><sep/><s_text>- cognitive strategy</s_text><sep/><s_text>- attitude</s_text><sep/><s_text>- motor skill</s_text></s_node-7></s_node-6><sep/><s_text>Mastery Learning</s_text><s_node-6><s_text>"Pretest, teach, test the result, adapt procedure, teach and test again to the point of actual learning." (Morrison, 1931, in Saettler, 1990)</s_text></s_node-6><sep/><s_text>Military and Industrial Approach</s_text><s_node-6><s_text>Gagnes and Briggs Model</s_text><s_node-7><s_text>- Action</s_text><sep/><s_text>- Object</s_text><sep/><s_text>- Situation</s_text><sep/><s_text>- Tools and Constraints</s_text><sep/><s_text>- Capability to be Learned</s_text></s_node-7></s_node-6><sep/><s_text>Accountability Movement</s_text><s_node-6><s_text>The standards and direction of education should stem from the consumer-society. (Bobbitt, 1900s)</s_text></s_node-6></s_node-5><sep/><s_text>Teaching Machines and Programmed Instruction Movement</s_text><s_node-5><s_text>Contributors</s_text><s_node-6><s_text>Pressy</s_text><sep/><s_text>Peterson</s_text><sep/><s_text>W.W.II</s_text><sep/><s_text>Crowder</s_text><sep/><s_text>Skinner</s_text></s_node-6></s_node-5><sep/><s_text>Individualized Approaches to Instruction</s_text><s_node-5><s_text>Keller Plan (1963)</s_text><s_node-6><s_text>- individually paced.</s_text><sep/><s_text>- mastery learning.</s_text><sep/><s_text>- lectures and demonstrations motivational rather than critical information.</s_text><sep/><s_text>- use of proctors which permitted testing, immediate scoring, tutoring, personal-social aspect of educational process.</s_text></s_node-6><sep/><s_text>Individually Prescribed Instruction (IPI) (1964)</s_text><s_node-6><s_text>- prepared units.</s_text><sep/><s_text>- behavioural objectives.</s_text><sep/><s_text>- planned instructional sequences.</s_text><sep/><s_text>- used for reading, math and science.</s_text><sep/><s_text>- included pretest and posttest for each unit.</s_text><sep/><s_text>- materials continually evaluated and upgraded to meet behavioural objectives.</s_text></s_node-6><sep/><s_text>Program for Learning in Accordance with Needs (PLAN) (1967)</s_text><s_node-6><s_text>- schools selected items from about 6,000 behavioural objectives.</s_text><sep/><s_text>- each instructional module took about two weeks instruction and were made up of approximately five objectives.</s_text><sep/><s_text>- mastery learning.</s_text><sep/><s_text>- remedial learning plus retesting.</s_text></s_node-6></s_node-5><sep/><s_text>Computer-Assisted Instruction (CAI)</s_text><s_node-5><s_text>Very much drill-and-practice - controlled by the program developer rather than the learner</s_text></s_node-5><sep/><s_text>Systems Approach to Instruction</s_text><s_node-5><s_text>Focus on language laboratories, teaching machines, programmed instruction, multimedia presentations and the use of the computer in instruction</s_text></s_node-5></s_node-4><sep/><s_text>Cognitivism ID</s_text><s_node-4><s_text>Cognitivism and Computer-Based Instruction</s_text><s_node-5><s_text>Programming a computer to "think" like a person: Artificial intelligence</s_text></s_node-5></s_node-4><sep/><s_text>Constructivism ID</s_text><s_node-4><s_text>"...purposeful knowledge construction may be facilitated by learning environments which:" (Jonasson)</s_text><s_node-5><s_text>- Provide multiple representations of reality - avoid oversimplification of instruction by representing the natural complexity of the world</s_text><sep/><s_text>- Present authentic tasks - contextualize</s_text><sep/><s_text>- Provide real-world, case-based learning environments, rather than pre-determined instructional sequences</s_text><sep/><s_text>- Foster reflective practice</s_text><sep/><s_text>Enable context- and content-dependent knowledge construction</s_text><sep/><s_text>- Support collaborative construction of knowledge through social negotiation, not competition among learners for recognition</s_text></s_node-5><sep/><s_text>"...a constructivist design process should be concerned with designing environments which support the construction of knowledge, which..." (Jonasson)</s_text><s_node-5><s_text>- Is Based on Internal Negotiation</s_text><sep/><s_text>- Is Based on Social Negotiation</s_text><sep/><s_text>- Is Facilitated by Exploration of Real World Environments and Intervention of New Environments</s_text><sep/><s_text>- Results in Mental Models and provides Meaningful, Authentic Contexts for Learning and Using the Constructed Knowledge</s_text><sep/><s_text>- Requires an Understanding of its Own Thinking Process and Problem Solving Methods</s_text><sep/><s_text>- Modeled for Learners by Skilled Performers but Not Necessarily Expert Performers</s_text><sep/><s_text>- Requires Collaboration Among Learners and With the Teacher</s_text><sep/><s_text>- Provides ana Intellectual Toolkit to Facilitate and Internal Negotiation Necessary for Building Mental Models</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>Some Strengths and Weaknesses of Learning Theories</s_text></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/W301 UNIT 12-13a_ CO-OWNERSHIP.png

[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>W301 UNIT 12-13a: CO-OWNERSHIP</s_text><s_node-1><s_text>Joint tenants</s_text><s_node-2><s_text>Treated as one person</s_text><sep/><s_text>Right of survivorship</s_text><sep/><s_text>Cannot leave their share in will</s_text></s_node-2><sep/><s_text>Tenants in common</s_text><s_node-2><s_text>Undivided shares</s_text><sep/><s_text>Share falls into estate on death</s_text><sep/><s_text>Shares may be equal or unequal</s_text></s_node-2><sep/><s_text>Ascertaining ownership of equitable interest</s_text><s_node-2><s_text>Four unities</s_text><s_node-3><s_text>Unity of interest</s_text><s_node-4><s_text>Co-owners must have same interest in land</s_text><sep/><s_text>Shares may be different</s_text></s_node-4><sep/><s_text>Unity of title</s_text><s_node-4><s_text>Must receive interest under same document</s_text></s_node-4><sep/><s_text>Unity of time</s_text><s_node-4><s_text>Interests must vest at same time</s_text></s_node-4><sep/><s_text>Unity of possession</s_text><s_node-4><s_text>Each must be entitled to whole and not entitled to exclude other</s_text></s_node-4><sep/><s_text>If all four unities present, may be either joint tenancy or tenancy in common</s_text><sep/><s_text>Only unity of possession requried for tenancy in common</s_text></s_node-3><sep/><s_text>Express declaration</s_text><s_node-3><s_text>Express declaration is conclusive</s_text><s_node-4><s_text>Goodman v Gallant [1986]</s_text></s_node-4></s_node-3><sep/><s_text>Words of severance</s_text><s_node-3><s_text>Contained in conveyance</s_text><sep/><s_text>Any words indicating intention to hold separate shares</s_text><sep/><s_text>e.g. equally, in equal/unequal shares, among</s_text></s_node-3><sep/><s_text>Presumption</s_text><s_node-3><s_text>Does equity presume a tenancy in common?</s_text><sep/><s_text>Three situations</s_text><s_node-4><s_text>Partnership property</s_text><sep/><s_text>Where more than one lender lends money</s_text><sep/><s_text>Unequal contributions to purchase price</s_text></s_node-4></s_node-3><sep/><s_text>If four unities present, and none of 2, 3 or 4 apply, law assumes joint tenancy</s_text></s_node-2><sep/><s_text>Sale by co-owners</s_text><s_node-2><s_text>Two or more co-owners</s_text><s_node-3><s_text>Purchaser overreaches by paying to both legal owners</s_text></s_node-3><sep/><s_text>Sole surviving joint tenant</s_text><s_node-3><s_text>Purchaser should insist on appointment of second trustee</s_text><sep/><s_text>Ensures overreaches interests if joint tenancy was severed</s_text><sep/><s_text>Additional protection</s_text><s_node-4><s_text>Unregistered titles</s_text><s_node-5><s_text>s1 Law of Property (Joint Tenants) Act 1964</s_text><sep/><s_text>If there is a memorandum of severance</s_text><s_node-6><s_text>Second trustee required</s_text></s_node-6><sep/><s_text>If no memorandum</s_text><s_node-6><s_text>Land charges search for bankruptcy</s_text><s_node-7><s_text>Second trustee required</s_text></s_node-7><sep/><s_text>Conveyance to purchaser contains statement from seller that he is solely and beneficially entitled</s_text><s_node-7><s_text>Second trustee not required</s_text></s_node-7></s_node-6></s_node-5><sep/><s_text>Registered titles</s_text><s_node-5><s_text>If no restriction on proprietorship register</s_text><s_node-6><s_text>Can assume are joint tenants</s_text><sep/><s_text>Can safely buy from survivor</s_text><sep/><s_text>Provided no overriding interest Sch3 p2 LRA 2002</s_text></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>Severance of joint tenancy</s_text><s_node-2><s_text>s36(2) LPA 1925</s_text><s_node-3><s_text>Notice in writing</s_text><sep/><s_text>Showing correct intention</s_text><s_node-4><s_text>Immediate not in future</s_text></s_node-4><sep/><s_text>Notice correctly served</s_text><s_node-4><s_text>On all other joint tenants</s_text><sep/><s_text>In person</s_text><sep/><s_text>By leaving at last known address</s_text><sep/><s_text>By registered post and recorded delivery</s_text></s_node-4><sep/><s_text>May be possible to withdraw before served</s_text><s_node-4><s_text>Kinch v Bullard</s_text></s_node-4></s_node-3><sep/><s_text>Common law</s_text><s_node-3><s_text>Act of any joint tenant operating on his share</s_text><s_node-4><s_text>E.g. sale or mortgage</s_text><sep/><s_text>Also bankruptcy</s_text><sep/><s_text>But not gift in will</s_text><sep/><s_text>Destroys unities</s_text></s_node-4><sep/><s_text>Mutual agreement</s_text><s_node-4><s_text>Expressly agree to sever</s_text><sep/><s_text>Or agree to deal with land in a certain way</s_text></s_node-4><sep/><s_text>Any course of dealing by the joint tenants showing should be treated as tenancy in common</s_text><s_node-4><s_text>As long as intention is clear</s_text></s_node-4><sep/><s_text>Williams v Hensman (1861)</s_text><s_relation>Any course of dealing by the joint tenants showing should be treated as tenancy in common<sep/>Act of any joint tenant operating on his share<sep/>Mutual agreement</s_relation></s_node-3><sep/><s_text>Forfeiture</s_text><s_node-3><s_text>Where one co-owner kills another</s_text><sep/><s_text>Legal estate passes to murderer</s_text><sep/><s_text>But hold on trust for self and victims estate</s_text></s_node-3><sep/><s_text>Effect of severance</s_text><s_node-3><s_text>Severing joint tenant takes share as tenant in common</s_text><sep/><s_text>Each co-owner takes an equal share</s_text><sep/><s_text>If more than two owners, other remain as joint tenants</s_text><sep/><s_text>Severance should be recorded</s_text><s_node-4><s_text>Registered land</s_text><s_node-5><s_text>Restriction placed on register</s_text></s_node-5><sep/><s_text>Unregistered land</s_text><s_node-5><s_text>Memorandum of severance placed on conveyance to co-owners</s_text></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>Equitable interest</s_text><s_node-2><s_text>Either as joint tenants</s_text><s_node-3><s_text>No restriction on register for registered land</s_text></s_node-3><sep/><s_text>Or tenants in common</s_text><s_node-3><s_text>Restriction placed on proprietorship register</s_text></s_node-3></s_node-2><sep/><s_text>Legal estate</s_text><s_node-2><s_text>Must be held as joint tenants</s_text><sep/><s_text>Implied trust of land</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>Dissertation</s_text><s_node-1><s_text>Rationality</s_text><s_relation>skills<sep/>Bayes theorum<sep/>Nick Bostrom</s_relation><s_node-2><s_text>Anthropic Bias: Observation Selection Effects in Science and Philosophy N Bostrom</s_text><s_relation>Nick Bostrom</s_relation><sep/><s_text>Judgment under Uncertainty: Heuristics and Biases D Kahneman, P Slovic, A Tversky</s_text><sep/><s_text>People</s_text><s_node-3><s_text>Robin Hanson</s_text><s_relation>Futarchy (invented by)<sep/>people (How prediction markets can forcast the future)<sep/>prediction markets (invented by)</s_relation><sep/><s_text>John Broome</s_text><s_node-4><s_text>Podcast</s_text></s_node-4></s_node-3><sep/><s_text>lesswrong.com</s_text></s_node-2><sep/><s_text>statistics</s_text><s_node-2><s_text>Bayes theorum</s_text><s_relation>skills<sep/>Rationality<sep/>Innumeracy JA Paulos (will help with)<sep/>mathematics (will help  with)</s_relation><s_node-3><s_text>An Intuitive Explanation of Bayes Theorem</s_text><s_relation>Eliezer S. Yudkowsky</s_relation></s_node-3><sep/><s_text>people</s_text><s_node-3><s_text>Eliezer S. Yudkowsky</s_text><s_relation>An Intuitive Explanation of Bayes Theorem</s_relation><sep/><s_text>NN taleb</s_text><s_relation>The Black Swan NN Taleb</s_relation></s_node-3><sep/><s_text>books</s_text><s_node-3><s_text>The Black Swan NN Taleb</s_text><s_relation>NN taleb</s_relation><sep/><s_text>Innumeracy JA Paulos</s_text><s_relation>Bayes theorum (will help with)</s_relation></s_node-3></s_node-2><sep/><s_text>scenarios</s_text><s_relation>Labyrinths JJ Borges<sep/>game theory (part of)<sep/>systems thinking (part of)<sep/>methods</s_relation><s_node-2><s_text>people</s_text><s_relation>Robin Hanson (How prediction markets can forcast the future)</s_relation><s_node-3><s_text>Rafael Ramirez  Said Business school’s scenario planning dude.</s_text></s_node-3><sep/><s_text>disaster</s_text><s_relation>Global Catastrophic Risks N Bostrom M Cirkovic</s_relation><s_node-3><s_text>post apocalyptic urbanism</s_text></s_node-3><sep/><s_text>utopia</s_text><s_relation>letter from utopia beautifully narrated<sep/>Nick Bostrom</s_relation><sep/><s_text>books</s_text><s_node-3><s_text>future factual</s_text><s_node-4><s_text>Our Final Century M Rees</s_text><sep/><s_text>Global Catastrophic Risks N Bostrom M Cirkovic</s_text><s_relation>disaster</s_relation><s_node-5><s_text>Artificial Intelligence as a Positive and  Negative Factor in Global Risk</s_text><s_relation>AI</s_relation></s_node-5><sep/><s_text>The Meaning of the 21st Century J Martin</s_text></s_node-4><sep/><s_text>fiction</s_text><s_node-4><s_text>Island A Huxley</s_text><sep/><s_text>Drowned world JG Ballard</s_text><s_relation>environment</s_relation></s_node-4></s_node-3><sep/><s_text>websites</s_text><s_node-3><s_text>Shell - What are scenarios?</s_text><sep/><s_text>Wikipedia Scenario planning</s_text><s_node-4><s_text>see my comments here</s_text></s_node-4><sep/><s_text>What is Scenario Thinking? scenariothinking.org</s_text></s_node-3><sep/><s_text>actors in scenarios</s_text><s_node-3><s_text>AI</s_text><s_relation>computational implants (becoming part  of the system)<sep/>Artificial Intelligence as a Positive and  Negative Factor in Global Risk</s_relation><sep/><s_text>environment</s_text><s_relation>ethics<sep/>Drowned world JG Ballard</s_relation><sep/><s_text>nano tech</s_text><sep/><s_text>enhancement</s_text><s_node-4><s_text>genetic enhancement</s_text><s_relation>ethics (do we have an ethical right to do this? do we  have an ethical right not to?)</s_relation><sep/><s_text>cognative enhancement</s_text><s_node-5><s_text>drugs</s_text><sep/><s_text>training</s_text><sep/><s_text>computational implants</s_text><s_relation>AI (becoming part  of the system)</s_relation></s_node-5><sep/><s_text>physical enhancement</s_text><s_node-5><s_text>training</s_text><sep/><s_text>prosthesies</s_text><sep/><s_text>plastic surgery</s_text></s_node-5></s_node-4><sep/><s_text>economy</s_text><sep/><s_text>politics</s_text><s_node-4><s_text>democracy</s_text><sep/><s_text>dictatorship</s_text><sep/><s_text>Futarchy</s_text><s_relation>Robin Hanson (invented by)</s_relation></s_node-4></s_node-3><sep/><s_text>papers</s_text><s_node-3><s_text>scenario planning:  A tool for strategic thinking Paul Shoemaker</s_text><sep/><s_text>Towards Agent Based Scenario Development for Strategic Decision Support</s_text><sep/><s_text>Developing Scenario Laboratories with  Computer-Aided Morphological Analysis</s_text></s_node-3></s_node-2><sep/><s_text>philosophy</s_text><s_relation>Nick Bostrom</s_relation><s_node-2><s_text>Hume</s_text><sep/><s_text>Labyrinths JJ Borges</s_text><s_relation>scenarios</s_relation><sep/><s_text>Bacon</s_text><s_relation>Bacon made the deepest study in his theory of the four ‘idols’ or sources of error: that of the ‘cave’ is our  own inherent weaknesses of perception, that of the ‘tribe’ is our unquestioned common assumptions, that  of the ‘marketplace’ is our ordinary ideas about the world, and that of the ‘theatre’ is the teachings of the  learned. To conquer these idols he offers an unlikely combination: puritanical solemnity of purpose,  together with childlike innocence.</s_relation></s_node-2><sep/><s_text>ethics</s_text><s_relation>Nick Bostrom<sep/>genetic enhancement (do we have an ethical right to do this? do we  have an ethical right not to?)<sep/>Ethics of Human Enhancement: 25 Questions Answers<sep/>environment</s_relation><s_node-2><s_text>divergent society</s_text><s_relation>post/trans humanism</s_relation><sep/><s_text>playing god</s_text><s_relation>The Case Against Perfection M Sandel</s_relation><sep/><s_text>The Case Against Perfection M Sandel</s_text><s_relation>playing god</s_relation><s_node-3><s_text>Sandels Rieth Lectures on the BBC</s_text></s_node-3><sep/><s_text>What Sort of People Should There Be? J Glover</s_text><s_relation>post/trans humanism</s_relation><sep/><s_text>people</s_text><s_relation>Nick Bostrom</s_relation><s_node-3><s_text>Julian Savulescu</s_text><sep/><s_text>Janet Radcliffe Richards</s_text><s_node-4><s_text>Kidney Sales and Moral Argument not really relevant, but an excellent example  of how to structure an argument</s_text><s_relation>structure of arguments</s_relation></s_node-4></s_node-3><sep/><s_text>neglegent to NOT  take full advantage</s_text></s_node-2><sep/><s_text>post/trans humanism</s_text><s_relation>What Sort of People Should There Be? J Glover<sep/>divergent society</s_relation><s_node-2><s_text>Human Enhancement J Savulescu N Bostrom</s_text><sep/><s_text>Ethics of Human Enhancement: 25 Questions Answers</s_text><s_relation>ethics</s_relation><sep/><s_text>People</s_text><s_node-3><s_text>Nick Bostrom</s_text><s_relation>philosophy<sep/>ethics<sep/>Rationality<sep/>utopia<sep/>people<sep/>Anthropic Bias: Observation Selection Effects in Science and Philosophy N Bostrom</s_relation><s_node-4><s_text>letter from utopia beautifully narrated</s_text><s_relation>utopia</s_relation></s_node-4></s_node-3></s_node-2><sep/><s_text>skills</s_text><s_relation>Rationality<sep/>Bayes theorum<sep/>systems thinking</s_relation><s_node-2><s_text>very short introductions</s_text><s_node-3><s_text>logic</s_text><sep/><s_text>mathematics</s_text><s_relation>Bayes theorum (will help  with)</s_relation><sep/><s_text>game theory</s_text><s_relation>scenarios (part of)</s_relation><sep/><s_text>choice theory</s_text></s_node-3><sep/><s_text>writing</s_text><s_node-3><s_text>The Economist - Style Guide</s_text><sep/><s_text>Penguin - Punctuation</s_text></s_node-3><sep/><s_text>structure of arguments</s_text><s_relation>Kidney Sales and Moral Argument not really relevant, but an excellent example  of how to structure an argument</s_relation></s_node-2><sep/><s_text>systems thinking</s_text><s_relation>skills<sep/>scenarios (part of)</s_relation><s_node-2><s_text>Notes On the Synthesis of Form C Alexander</s_text><sep/><s_text>General Systems Theory L v Bertalanaffy</s_text><sep/><s_text>Systems thinking chapter from  The Handbook of Sustainability Literacy</s_text><sep/><s_text>people</s_text><s_node-3><s_text>Professor Patrick Humphreys from LSE he seems to be more into descision theory stuff i need to read a few of his his papers</s_text><sep/><s_text>Jerry Ravetz generally interesting guy inside  the James martin school. Intersted in systems amongst  many other things.</s_text><s_node-4><s_text>Global Systems Failures</s_text><s_node-5><s_text>reflexive systems A system is reflexive if SOME subsystems  have functions AND purposes</s_text><s_node-6><s_text>functions serve the super system</s_text><sep/><s_text>purposes serve the system in question</s_text></s_node-6><sep/><s_text>catabolic collapse (greer 2005)</s_text><sep/><s_text>Every system contains a plurality of subsystems, and is also contained in a plurality or super-systems.</s_text><sep/><s_text>Bacon made the deepest study in his theory of the four ‘idols’ or sources of error: that of the ‘cave’ is our  own inherent weaknesses of perception, that of the ‘tribe’ is our unquestioned common assumptions, that  of the ‘marketplace’ is our ordinary ideas about the world, and that of the ‘theatre’ is the teachings of the  learned. To conquer these idols he offers an unlikely combination: puritanical solemnity of purpose,  together with childlike innocence.</s_text><s_relation>Bacon</s_relation><sep/><s_text>Prediction is impossible but as scientists know, chance favours the prepared mind.</s_text></s_node-5><sep/><s_text>Emergent Complex Systems</s_text></s_node-4></s_node-3><sep/><s_text>Symposium</s_text></s_node-2><sep/><s_text>Forcasting</s_text><s_node-2><s_text>papers</s_text><s_node-3><s_text>Futures thinking chapter from  The Handbook of Sustainability Literacy</s_text></s_node-3><sep/><s_text>methods</s_text><s_relation>scenarios</s_relation><s_node-3><s_text>prediction markets</s_text><s_relation>Robin Hanson (invented by)</s_relation></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Workshop Project</s_text><s_node-1><s_text>Prepare ground</s_text><s_node-2><s_text>Remove washing line pole</s_text><sep/><s_text>Clear Shrubs</s_text><sep/><s_text>Lay flagstones</s_text></s_node-2><sep/><s_text>wood treatment</s_text><s_node-2><s_text>pressure treated</s_text><sep/><s_text>Wood stain</s_text><sep/><s_text>preservative</s_text></s_node-2><sep/><s_text>Base Plinth</s_text><s_node-2><s_text>Timber</s_text><sep/><s_text>Bracketry</s_text><sep/><s_text>Flooring</s_text></s_node-2><sep/><s_text>Side walls</s_text><s_node-2><s_text>Stud frame</s_text><sep/><s_text>waterproof lining</s_text><sep/><s_text>Tongue and groove cladding</s_text><sep/><s_text>Insulation</s_text><sep/><s_text>Inner plastic sheeting</s_text></s_node-2><sep/><s_text>Back wall</s_text><s_node-2><s_text>Stud frame</s_text><sep/><s_text>waterproof lining</s_text><sep/><s_text>Tongue and groove cladding</s_text><sep/><s_text>Insulation</s_text><sep/><s_text>Inner plastic sheeting</s_text></s_node-2><sep/><s_text>Front Wall</s_text><s_node-2><s_text>Stud frame</s_text><sep/><s_text>waterproof lining</s_text><sep/><s_text>Tongue and groove cladding</s_text><sep/><s_text>Insulation</s_text><sep/><s_text>Inner plastic sheeting</s_text></s_node-2><sep/><s_text>Roof</s_text><s_node-2><s_text>Frame</s_text><sep/><s_text>Roof panels</s_text><sep/><s_text>Roof coverings</s_text><s_node-3><s_text>Felt</s_text><s_node-4><s_text>Bitumen Sealant</s_text></s_node-4><sep/><s_text>Shingles</s_text><s_node-4><s_text>Wood</s_text><sep/><s_text>Recycled material</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Insulation</s_text><s_node-2><s_text>Rock wool</s_text><sep/><s_text>foam board</s_text></s_node-2><sep/><s_text>Inner linings</s_text><s_node-2><s_text>Walls</s_text><s_node-3><s_text>Wood lining</s_text><s_node-4><s_text>Hardboard sheet</s_text><sep/><s_text>Plywood sheet</s_text></s_node-4><sep/><s_text>Plasterboard</s_text></s_node-3><sep/><s_text>Ceilings</s_text><s_node-3><s_text>Wood lining</s_text><s_node-4><s_text>Hardboard sheet</s_text><sep/><s_text>Plywood sheet</s_text></s_node-4><sep/><s_text>Plasterboard</s_text></s_node-3></s_node-2><sep/><s_text>Glazing</s_text><s_node-2><s_text>door</s_text><sep/><s_text>window(s)</s_text></s_node-2><sep/><s_text>Electrics</s_text><s_node-2><s_text>Lighting</s_text><s_node-3><s_text>Fluorescent tubes</s_text><sep/><s_text>Benchtop spotlights</s_text><sep/><s_text>lathe worklight</s_text><sep/><s_text>drill worklight</s_text></s_node-3><sep/><s_text>Powerpoints</s_text><s_node-3><s_text>240V sockets</s_text><s_node-4><s_text>IP65 Rated</s_text></s_node-4></s_node-3><sep/><s_text>Heating</s_text><s_node-3><s_text>oil filled radiators</s_text><sep/><s_text>timers</s_text><sep/><s_text>thermostat</s_text></s_node-3><sep/><s_text>smoke alarm</s_text><sep/><s_text>burglar alarm</s_text></s_node-2><sep/><s_text>Heating</s_text><s_node-2><s_text>electric</s_text><sep/><s_text>log burner</s_text></s_node-2><sep/><s_text>Must have features</s_text><s_node-2><s_text>Completely sealed</s_text><s_node-3><s_text>damp prevention</s_text><sep/><s_text>insect nesting</s_text></s_node-3><sep/><s_text>Lighting</s_text><s_node-3><s_text>ip65</s_text><sep/><s_text>low voltage</s_text><sep/><s_text>led</s_text></s_node-3><sep/><s_text>electrical power points</s_text><sep/><s_text>Heating</s_text><s_node-3><s_text>electric</s_text><sep/><s_text>log burner</s_text></s_node-3><sep/><s_text>Storage</s_text><s_node-3><s_text>Large equipment</s_text><sep/><s_text>spare parts</s_text></s_node-3><sep/><s_text>bike lift</s_text><sep/><s_text>shop air supply</s_text><sep/><s_text>work benches</s_text><sep/><s_text>Lathe stand</s_text></s_node-2><sep/><s_text>Limitations</s_text><s_node-2><s_text>cost</s_text><sep/><s_text>height</s_text><sep/><s_text>size</s_text><sep/><s_text>looks</s_text></s_node-2><sep/><s_text>source parts</s_text><s_node-2><s_text>Ebay.co.uk</s_text><sep/><s_text>timber yard</s_text><sep/><s_text>wickes</s_text><sep/><s_text>BQ</s_text></s_node-2><sep/><s_text>Key Equipment</s_text><s_node-2><s_text>Lathe</s_text><sep/><s_text>bike lift</s_text><sep/><s_text>Tool chest</s_text><sep/><s_text>worktops</s_text><sep/><s_text>benchtop PSUs</s_text><sep/><s_text>Compressor</s_text><sep/><s_text>Sandblaster</s_text><sep/><s_text>shelving</s_text></s_node-2><sep/><s_text>Build order</s_text><s_node-2><s_text>Clear ground</s_text><sep/><s_text>lay slabs</s_text><sep/><s_text>build plinth</s_text><sep/><s_text>lay floor</s_text><sep/><s_text>build wall frames</s_text><sep/><s_text>plastic outer sheet</s_text><sep/><s_text>Fit Door</s_text><sep/><s_text>fit window</s_text><sep/><s_text>Roof</s_text><s_node-3><s_text>roof boards</s_text><s_node-4><s_text>roof covering</s_text></s_node-4></s_node-3><sep/><s_text>Clad walls</s_text><sep/><s_text>Window and door finishing and sills</s_text><sep/><s_text>insulate</s_text><sep/><s_text>plastic sheeting</s_text><sep/><s_text>lining boards</s_text><sep/><s_text>electric supply</s_text><sep/><s_text>lighting</s_text><sep/><s_text>electric sockets</s_text><sep/><s_text>Smoke Detector</s_text><sep/><s_text>Alarm</s_text><s_node-3><s_text>with fire alarm option</s_text></s_node-3><sep/><s_text>workbenches</s_text><s_node-3><s_text>kitchen units</s_text><s_node-4><s_text>kitchen worktops</s_text></s_node-4></s_node-3><sep/><s_text>Step</s_text><sep/><s_text>Ramp</s_text><s_node-3><s_text>Inner and outer</s_text></s_node-3><sep/><s_text>Checker plate for high load areas</s_text><s_node-3><s_text>Tool Chest</s_text><sep/><s_text>Bike lift</s_text></s_node-3><sep/><s_text>Install tool chest</s_text><sep/><s_text>install bike lift</s_text></s_node-2></s_node-1></s_node-0></s_map>