by: Danielle Rhea, Water Resources Educator, Penn State Extension
Large wood provides multiple benefits in stream systems such as stabilized streambanks, improved floodplain connectivity, and more diverse aquatic habitat.
Large woody debris, also referred to as large wood, is typically described as fallen trees, logs, and branches that are at least four inches wide and six feet long. Traditionally, large wood is removed from streams in an effort to clean up stream channels and to prevent localized flooding. Studies have shown that public perception of large wood in waterways is typically negative, often associating flooding, bank erosion, and infrastructure damage with the presence of large wood. Many people consider streams having wood laying in or around the channel to be less attractive, more hazardous, and needing more improvement than those without wood; however, large wood has many physical and biological benefits to stream systems.
The presence of trees and other woody material that have fallen from the riparian area helps connect the stream channel to its floodplain. During rainstorms and snow melts, large wood can act as an obstacle to flowing water, forcing high flows into the nearby floodplain along with any sediment and nutrients it may be carrying. The floodplain acts as a giant sponge, storing water, sediment, and nutrients while reducing the volume of water carried by the stream channel itself. Allowing water to access the floodplain reduces flooding impacts downstream where it may be more difficult to address high flows. Large wood present within the stream channel also slows the flow of water as it is forced to flow over and around logs. As the velocity of water is reduced, its ability to erode and carry sediment is decreased as well.
Large woody material helps create more diverse aquatic habitat. Exposed logs are also used as basking and perching sites for reptiles and birds. Fallen trees create cover and hiding places for fish and other aquatic organisms. As water flows over and around large wood, localized scouring of the bed and banks creates pools and undercut banks that provide additional shelter and act as resting areas for fish, such as trout. Finer substrate, such as small gravel, is typically deposited upstream of large wood as flows are slowed, which is an important spawning habitat for some fish species. Large wood helps feed the aquatic food chain from the bottom up. Wood provides a surface for algae to grow on and often traps smaller sticks, leaves, and other organic material, all of which are food sources for a variety of aquatic macroinvertebrates. Aquatic macroinvertebrates are an important element of fish diets, and by improving the habitat for aquatic macroinvertebrates, streams can support more diverse fish populations.
Because of the benefits of large wood to aquatic ecosystems, it is often a component of stream restoration projects. In 2016, the U.S. Army Corps of Engineers and U.S. Department of the Interior Bureau of Reclamation published a National Large Wood Manual to assist with assessing, planning, designing and maintaining large wood in streams and rivers. Restoration with large wood can be as simple as strategically cutting and placing trees in a stream and as complex as engineered structures that are constructed from logs and secured within the stream channel. While the benefits of leaving or placing large wood in streams have been confirmed by many studies, it is always important to assess any threats downstream to public safety, property, or infrastructure that could be caused by large wood.
Chin, A., M.D. Daniels, M.A. Urban et al. 2008. “Perceptions of Wood in Rivers and Challenges for Stream Restoration in the United States.” Environmental Management, 41 (6), 893-903.
S.L Davidson and B.C. Eaton. 2015. “Simulating riparian disturbance: Reach scale impacts on aquatic habitat in gravel bed streams.” Water Resources Research, 51(9).
Whol, Ellen, B.R. Bledsoe, K.D. Fausch et al. 2016. “Management of Large Wood in Streams: An Overview and Proposed Framework for Hazard Evaluation.” Journal of the American Water Resources Association, 52(2).
Reprinted with permission. This article was originally published in the November 2019 issue of Watershed Winds. View the original article here. Click here to sign up for updates from Penn State Extension.
Danielle Rhea is the Water Resources Extension Educator for Penn State Extension in Jefferson County.


The Vedas are the large bodies of religious text that is composed of Vedic Sanskrit and originated in ancient India. They form the oldest scriptures of Hinduism and the oldest layer of Sanskrit literature. The Vedas are said to have passed on through verbal transmission from one generation to the next. Therefore, they are also known as Shruti. The Vedic literature consists of four Vedas, namely: Rig Veda, Sama Veda, Yajur Veda, and Atharva Veda. The mantra text of each of the Vedas is called Samhita.


The American Pioneers were the people who paved the way for towns and settlements. But that took a lot of work! Pioneers had to do many things in order to create homes and communities. One of the most important things that a pioneer family would do was farming their land. Farming allowed them to grow food for their families and animals, sometimes with enough to sell and make money. Growing food and gardening was essential to ensuring that the pioneers would survive while they tried to create their new life and maybe a new town! It took time, dedication, and care. Just the right weather and water and soil had to be provided for plants to grow. Do you think that you could plant and grow your own food? Well, Rain or Shine Momma has a great place for you to start with egg carton seed starters!
Because pioneers were helping to establish new towns, they couldn’t just go buy what they needed for themselves or their kids at the store. Can you think of something that you would need from the store as you grow? You might need clothes! The pioneers had to learn how to make their own clothes! But the pioneers didn’t wear the things that we wear today! Most pioneer boys wore straw hats to keep the sun off their face, and pioneer girls wore bonnets for the same reason! But they had to make those things for themselves! This meant that pioneers had to learn how to sew! Would you like to learn to sew as well? If you click here, you can learn how you could sew your initial! And if you would like to make a bonnet (that you don’t have to sew), you can click here!
If a pioneer wanted to decorate their house to make it look more cozy, they had to make their own decorations too! They usually used things that they already had, like yarn or thread! Weaving was an easy was to create a beautiful and colorful decoration for a pioneer home. By weaving, they could create rugs, blankets, and wall hangings! However, if they wanted it to be colorful, they often had to dye their own yarn to the colors that they wanted. With this activity, you can dye and weave your own piece!
Another thing that was important to pioneers was learning and keeping in touch. This meant that most pioneer kids were home schooled, and writing was something that they did a lot. They wrote out their lessons, they wrote letters to family members in other parts of the country, they wrote in journals, or they later wrote their stories down. One great example is a woman named Laura Ingalls Wilder. She grew up as a pioneer girls, and later wrote her life story out in a series of books, The Little House on the Prairie series. If you were a pioneer, what do you think you would write about? What interesting things do you think you would see? Thanks to Literacy Loves Company, you can create your own pioneer journal and write out the stories of life on the prairie!
Now that you know lots of what the pioneers did, can you find some of the words in the puzzle below?
The pioneers not only had to make their own clothing and grow their own food, but they also had to make their own houses! Often, there was not enough trees to create wood houses. This meant that they had to make houses out of what was readily available. And what is there a lot of on the prairie? Ground! Sod houses were incredibly popular with the pioneers because they were easy enough to make and the pioneers had the supplies already there. These were houses that were made out of squares of ground and built into small hills. And you can make your own sod house! One that you can eat! So grab mom or dad, get a box of Cocoa Krispies, and check out this site! Enjoy making your very own pioneer house! And be sure to come back tomorrow to learn all about pioneer food!


Teaching Computer Applications to First-Year Students—The First Class
By Denise Seguin
Students arriving at campus this fall have grown up with the Internet and a smartphone as part of their daily life. For most, using a computer began as a young child. Because of this prior technology experience some students arrive at the first computer applications class feeling that the course will not benefit their career path.
Typically, the first class is an overview of the syllabus, dates for tests and assignments, a peek at the course website, and information about other course housekeeping matters. Although this information is important, consider beginning the first class with a discussion of the reasons why a student will benefit from the skills learned in the Computer Applications course.
Here are a few ideas to present in the first 15 minutes of the course:
- Acknowledge that students can send text messages, stream videos and music, use a variety of apps, and perform Internet searches. For daily personal life, these skills are essential. But what do employers need from new hires? Ask students to list the skills needed in the workplace. Direct the conversation towards the use of technology to carry out business tasks with professional language and context.
- Students will most likely list workplace skills that involve using email, word processing software, presentation software, and spreadsheet applications. Mention other software skills such as database management, personal information management, and integration of data amongst programs.
- Ask students if they use a well-organized file management system for storing documents and pictures. Lead this discussion towards a workplace that stores thousands of files. Meaningful file naming and organizational skills are essential.
- Effective Internet searching involves more than typing a phrase into Google! Consider conducting a search using a phrase in Google and then show the same search with advanced search techniques, locating relevant information more quickly.
- Employers want students who can create documents and reports in a word processor using best practices, such as not using spaces to align text and correct use of page breaks, headers, and footers for document continuity. The best way to showcase these skills is to show a multipage report that has the text aligned using spaces and with continuation text typed at the top of each page. Delete a few paragraphs and show students how the document reformats and requires extensive editing. Then, switch to a properly designed document that aligns text with tabs/indents and uses a header for continuation text. Delete a few paragraphs and show students the reformatting issue is eliminated.
- Show a professionally-designed PowerPoint presentation and point out topics students will learn in the course such as the use of design templates, footer text, and the master slide for consistent formatting.
- Have an Excel spreadsheet prepared with errors in formulas or no formulas and then show the corrected spreadsheet with charts added to visually display complex data.
- Many students are not aware of database management software. Show one of the databases the student will create and point out key features such as the searching and querying tools.
Although students are arriving to college with computer competence, the skill level will vary widely within the first-year classroom. The key to engaging students is to offer to meet them at their level and offer opportunities to expand their knowledge. Demonstrating advanced new skills in the first few minutes of the course will generate their interest and excitement to begin the coursework. Demonstrating advanced new skills in the first few minutes of the course will generate their interest and sets the tone for a productive semester.


I’m working to get a bit more efficient with managing student initiated assessments. Days and times are generally set though the number of students who walk through my door is an unknown. A few may come, or none. Some may have touched base with me and I am prepared with questions or students pop in and I scramble. My goal is to streamline the process and have students be more active in scheduling time.
Another goal, which I think is more important, is to gain a better understanding of student thought regarding their answers. In a recent reflection, I asked students what they will do to improve their understanding of an idea. A frequent response was to “study harder”. What does this mean? I’m not sure if the students even now but they’ve heard plenty of teachers and parents telling them to go study an idea.
Google Forms will be my tool to schedule new assessments and to provide students with an opportunity to analyze their past work and seek improvement. Here is the form – I wonder what else needs to be added.


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How efficient is the UK education system in meeting its core goals and values? Indeed, what are they?
In The Times July 5th Daniel Finkelstein discusses the book Ã¢â¬ËBuilt to LastÃ¢â¬â¢ by Jim Collins and Jerry Porras (Random House) and how David Cameron is following the guidance in the book to find the core values of the Tory party.
So how do we find the core values of UK education? The book suggests that “when you want to do something like run a school, you ask “Why”. Five or six iterations of “Why?” and you might begin to hit your core.”
So what are the core values of education?
1) A core value of state education in the UK seems to be that schools and universities should not make a profit and in this regard the sector is probably 100% efficient;
2) Another core value of state education seems to be that schools should be public sector monopolies with, therefore, no real competition or choice. In this regard the sector is also roughly 100% efficient; in Brighton this month for example, there is only one unfilled place at any secondary school. Local parents therefore have no real choice and local schools need not worry about parents moving their children to a competing school;
3)Of course, the most important core value is that of educating our children. In this regard it is clear that the sector is 53% efficient, according to the latest government survey which reported that there are 15m barely numerate adults in the UK; and nearly 47% of children leave school every year adding to this number. This inefficiency blights the lives of generations of Britons, so what are its causes?
The 10 Greatest Inefficiencies in UK Education
For the past 200 years education in the UK has displayed the following inefficiencies. If ever there was a sector waiting for modernity to revolutionise it, it is education:
1) MEMORY RETENTION
Symptom: The Sunday Times reported that comparative studies show that formal learning has an efficiency rate of 5% – 10%. Pupils taught through conversation and discussion remember up to 40% more;
Solution: Aligning building design, learning platform technology, teaching styles and commercial model will provide the time and financial incentive to provide more informal learning opportunities whilst making formal learning more interesting, accessible and effective;
2) WAITING FOR SOMETHING TO HAPPEN
Symptom:“Life in Classrooms” the classic 1968 study by anthropologist Philip Jackson showed that children in school spent up to 50% of their time waiting. Roland Meighan, formerly a special professor of education at Nottingham University measured children in a primary school spending 60% of their time “waiting for something to happen”;
Solution: Effective use of a learning platform, aligned with appropriate building design, learning styles and better teacher support and preparation, means that students would never have to wait;
3) PREPARATION and MARKING
Symptom: Teachers spend as much time preparing for classes and marking work, as they do talking to and engaging students.
Solution: Effective use of learning platforms by the faculty management teams, some of whom may never teach, will allow teachers to get their teaching time back.
Symptom: Bureaucracy has increased to the point where it is breaking the back of teachers, and crowding out teaching time. Bureaucracy is a symptom that the organisationÃ¢â¬â¢s operations and core values are not aligned; thereby requiring an independent army of target setters and checkers to direct and police the performance of the organisation. Bureaucracy is a name and shame exercise: no wonder teachers are demoralised: itÃ¢â¬â¢s a witch hunt.
Solution: Define the core value as educating children and then deregulate the sector so that it can operate as it sees fit to fulfill those core values. There will be no need for bureaucracy because competition and choice will raise standards, just as it does in every other sector of the economy from books and newspapers, to cars, phones and holidays.
5) DISRUPTIVE BEHAVIOR
Symptom: Lack of control in classrooms disrupts lessons and wastes teaching time. In failing schools it is endemic.
Solution: The Education Bill brings forward new powers for schools and teachers to handle disruptive behavior effectively. New building design and learning platform technology, including surveillance camera integration, will collect evidence effortlessly and efficiently and enable management teams to manage the problem effectively. Excess private capacity and, therefore, real competition between school management teams will ensure that every school manages this problem effectively.
6) CURRICULUM RIGIDITY
Symptom: Why run before you can walk? Why teach the whole curriculum before students show mastery of at least one part of the curriculum? Why teach anything until students have appreciated why they need to learn at all? Why waste so much time and so many years effectively teaching nothing, according to government reports, to 47% of the school population?
Solution: Align school design, learning technology, teaching philosophy and commercial interest so that ALL students, of EVERY ability range, are personally looked after by a STABLE management team throughout their school career; a management team with the common objective of sparking a thirst for independent learning in every student, according to their personal preferences.
Symptom: 15m barely numerate adults, according to the governmentÃ¢â¬â¢s latest report and 47% of the school population leaving school in a similar condition every year, points to a lack of motivation at every level: parent, student, teacher, head, managers and government. ItÃ¢â¬â¢s hard to feel motivated when failure is so routine and so endemic.
Solution: Today is different. We have the technology to end the scarcity of educational resources, to manage all students individually, including the disruptive ones, and help them. We have the political will to allow the wind of entrepreneurial flair to blow into the sails of the public sector because the age of ideological and now rhetorical politics is drawing to an end.
Today we have all the tools to get the job done: soon the motivation and aspirations of parents, teachers, heads, managers, shareholders and government will rise to the challenge: to educate all our people, not just half of them.
8) QUALITY OF TEACHING
Symptom: Good teachers leave the profession every year in droves: the job is tough; the paperwork is oppressive; the behavior is frightening; progress is slow and depressing; In the wider economy, the pay is much better, careers move faster and jobs are more flexible; .
Solution: Deregulate education: allow the wind of entrepreneurial flair to blow into the sails of the public sector. Encourage excess private capacity, paid for by the private sector. Encourage real competition. Encourage real choice: not just for parents and students, but for teachers too. Allow new products to be developed. New revenues streams to be invented. New career paths to be offered. Today is the Knowledge economy and high quality teachers will be the superstars of the economy: provided the knowledge economy is deregulated
Symptom: Millions spent on technology but still we have 15m barely numerate adults, according to the governmentÃ¢â¬â¢s latest report and 47% of the school population leaving school in a similar condition every year.
Solution: Deploy the new technologies specifically to remove the inefficiencies highlighted above. Align building design of new schools with the new teaching styles and management techniques that the new technology facilitates and which will more efficient and effective in educating the whole population.
Symptom: Schools facilities are old and antiquated; schools themselves are continually cash-strapped and cannot pay teachers a salary which is commensurate with what they will earn for their technical and managerial skill-set in the broader economy. Schools cannot borrow to invest in their facilities. In short, schools are not dynamic, entrepreneurial businesses operating in the economyÃ¢â¬â¢s fastest growing sector: they should be.
Solution: The new Education Bill creates a statutory obligation for local authorities to promote choice. At the same time the bill deregulates the sector and allows schools to manage their own businesses and partner with the private sector. Government and local authorities should encourage the private sector to create not just new capacity, but excess capacity, so that there is real choice and real competition in the sector. This new private sector investment will drive improvements far more quickly and far more profoundly than the too slow, 15 year Building School for the Future government programme, which it would replace and make redundant within just a few years.
Article from http://www.educentre.co.uk/?p=17
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Authors: Vincent Fusco
Source: FERMAT, Volume 20, Article 3, Mar.-Apr., 2017
Abstract: The application of wireless technology is a key support for society. Ubiquitous networks of wireless connected objects the Internet of Things (IoT), and pervasive connectivity of people requires a radical and disruptive rethink of the wireless infrastructure. Legacy technology and systems are rapidly becoming no longer fit for purpose in terms of their green credentials, bandwidth capability, and functionality. Superfast mobile data service is still in its infancy in both coverage and speed capabilities. The next generation of mobile data connectivity will provide unbelievably fast broadband speeds, but more importantly it will have enough capacity to perform every function you want it to without a drop in speed or connection, no matter how many people are connected at the same time. By the year 2020, it is predicted that each person in the UK will own and use 27 internet connected devices. There will be 50 billion connected devices worldwide. Some of these will require significant data to be shifted back and forth, while others might just need tiny packets of information sent and received.
Index Terms: Radio Communication, MIMO, Millimetre-wave, Small-cells, Device to Device, Nonlinearity, Body Centric, Retrodirective, Power Amplifiers, Frequency Selective Surfaces, Artificial EM media.
View PDFCentre for Wireless Innovation ‘Microwave through Sub-millimetre wave Wireless Technology Research’ Queens University Belfast (UK)


For the Dutch discussion of this parable, see here.
In this midrash, the physical presentation of the Ten Words on the two tablets, is the focus of attention. They are ordered in such a way that the oppositely placed commandments shed a light on each other. In this midrash, the first and the sixth commandments (in the Jewish tradition) are combined by means of the biblical notion of the creation of humankind in the image of God: if one kills a human being, one kills the image of God, and thus he violates the first commandment. A well-chosen parable illustrates this idea effectively.
How were the Ten Words given?
Five on this tablet,
and five on that tablet.
“I the Lord am your God” (Exod 20:2),
and opposite it is written:
“You shall not murder” (Exod 20:13).
Scripture says that anyone who sheds blood
it is accounted to him as if he diminished the (divine) image.
of a king of flesh and blood who entered a province,
and he had portraits of him set up,
and they made statues of him,
and they struck coins of him.
After some time they turned over his portraits,
they broke his statues,
they defaced his coins,
and they diminished the image of the king.
So, all who sheds blood
it is accounted to him as if he diminished the (divine) image,
as it is said: “Whoever sheds the blood of man etc. “(Gen 9:6).
“for in His image did God make man” (Gen 9:6 cont.).
Source: Mekhilta de rabbi Ishmael, Bachodesh, chapter 8


Presentation Date: December 19th, 2016
In 1776, Delaware declared independence from both England and Pennsylvania. Originally known as the Three Lower Counties of Pennsylvania, the First State was instrumental in the fight to form a new republic. The Marquis de Lafayette, Nathanael Greene and George Washington all made trips to the state. Caesar Rodney’s ride and the Battle of Cooch’s Bridge are legendary, but the state has many unsung heroes. Citizens from every village, town, crossroads and marsh risked their lives to support their beliefs. Author Kim Burdick offers the carefully documented story of ordinary people coping with extraordinary circumstances.
Join us on Monday, December 19th as we welcome back Kim Burdick who will talk about her new book “Revolutionary Delaware”. A short business meeting will start around 7:15pm. The presentation will start at 7:30pm. MaGreks Pub and Grill will be running a 1/2 price special on burgers that night. We encourage you to join our membership for the very small and reasonable tax deductible amount of $20. If you join before December 2016, you only pay $15 in celebration of our 15 year anniversary.
Kim Burdick is the founder and chairman of the American Revolution Round Table of Northern Delaware. From 2003 to 2009, she served as project director of the 225th anniversary of the Yorktown Campaign (W3R), including the coordination of celebrations and lobbying efforts in nine states, D.C. and France. In recognition of these efforts to celebrate French assistance in the American Revolution, Kim was awarded Les Palmes Académiques at Yorktown Days 2009 by Ambassador Pierre Vimont and Consul General Michel Schaffhauser. In 2008, she moved with her family to the Hale-Byrnes House in Stanton, Delaware—once the home of Delaware Quaker Daniel Byrnes. Kim has served both as chairman of the Delaware Humanities Council and as a member of the board of advisors of the National Trust for Historic Preservation.


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Match the pH next to it’s correct description.
Which of the following is most likely to be basic:
Why are bases useful as cleaning products?
Human blood has a pH between 7.35 and 7.45. Which of the following best describes human blood?
When dissolved in water, acids produce:
Which type of ion does a base produce when it is dissolved in water?
Acids react with
A substance is found to have the following characteristics:
Very bitter taste
Feels slippery to the touch
Produces OH- ions when dissolved in water
In what category would the substance be classified?
Which of the following statements is correct?
A scientist runs tests on an unknown substance. He finds that it is extremely corrosive. It produces H+ ions in solution. And, it has a pH of 1. What type of substance has he identified?
Which of the following is the strongest acid among the choices listed here?
What type of solution is formed when the H+ ions equal the OH- ions?
Vinegar, fruit juice, and cola are examples of:
Match the solution next to it’s likely pH.
Tums and Milk of Magnesia are examples of:
Match the solution next to it’s pH.


What are podcasts? And why is everyone talking about them?
Podcasts come in a variety of forms but are typically defined as a series of digital audio programmes that focus on a specific topic or theme. They are distributed both online, through websites and blogs, and most notably through music streaming platforms, such as Spotify and Apple Music. Most, like a radio show, are episodic. Some, like audiobooks, tell a standalone story.
While podcasting has been around since the early 2000s, its popularity has surged in the last decade. With more than 2.4 million podcasts now available globally – and hundreds of millions of listeners worldwide – podcasting is now a part of everyday life for many people.
Despite this popularity, podcasts are still underutilised in the classroom. This may be because some teachers worry that replacing traditional written learning aids with audio may detract from literacy skills. Research does show that listening alone can lead to higher levels of distraction or less interest in the subject material than reading.
However, this doesn’t tell the whole story! There’s also plenty of evidence that podcasts can be used to improve literacy and aid teaching. It’s all a question of how you use them.
How can podcasts improve literacy?
Even outside the classroom, podcasts are a great tool for improving literacy.
On a basic level, there are dozens of podcasts dedicated to literacy and books. These give learners (plus parents and teachers) a simple way to discover new stories and discussions about literacy, offering a free and easily accessible alternative to print books.
In addition, since podcasts are audio rather than image-based, listening to a story via a podcast can encourage children to use their imagination. And engaging with a wide range of stories can also help learners to develop their skills as storytellers.
But the benefits of podcasts aren’t limited to those explicitly about literacy or storytelling. More generally, podcasts are great for inspiring curiosity and enhancing listening skills.
Podcasts can inspire curiosity
Podcasts are a brilliantly accessible way of introducing new topics to learners. Listening to a podcast can therefore inspire learners to do some extra reading. Research by the Literacy Trust, for example, shows that young people who listen to podcasts are more likely to enjoy reading (47.8% vs 40.8%) and read daily (30.4% vs 27.0%) than those who don’t.
Podcasts enhance listening skills
Perhaps the most important way in which podcasts can boost literacy is by helping learners to build listening and comprehension skills. Key factors include:
- Being an audio medium, following an episode of a podcast requires the listener to engage actively and focus on what the speakers are saying. This can even be valuable for older learners such as students who are preparing for university, where they may need to focus on long lectures.
- Podcasts can be quite conversational in style, often involving multiple speakers, which makes them distinct from many written resources (and even traditional audiobooks). Due to this, they give learners a chance to experience different communication styles and voices while listening.
- Interviews with specialists in a subject area can be a great way of introducing new vocabulary and learning how to communicate like an expert.
- The value of listening skills for literacy is also backed up by academic research.
Hogan, Adlof and Alonzo (2014), for example, have argued for a greater emphasis on the importance of listening comprehension in teaching literacy, stating that “[w]hile assessments and interventions for decoding [word recognition] have been the focus of pedagogy in the past several decades … listening comprehension becomes the dominating influence on reading comprehension even at a young age.”
Thus, insofar as podcasts enhance listening comprehension, they can also provide a basis for learners to develop further literacy skills from an early age.
Why should I be teaching with podcasts in the classroom?
You might already listen to some of the many podcasts aimed at teachers. But podcasts are increasingly catching on as a classroom resource, too. Why is this?
Ultimately, it comes down to three main factors: engagement, building confidence and accessibility.
1. Students love podcasts
Podcasts, as mentioned above, are a massively popular medium at the moment. This makes them a great way of engaging literacy learners in the classroom.
Teacher Michael Godsey, for example, has written about the success he had using Serial in classrooms. He found that even compared to audiobooks, students were more likely to engage with podcasts without getting distracted. And when he asked his students whether they’d rather read a book together or study another podcast and use that as the basis for more reading and writing exercises, just one student voted for reading the book.
Using podcasts can also be a handy way to get an entire class to engage in an activity without requiring each student to have their own device or screen.
2. Reading along with podcasts can build confidence
One mistake often made by critics of podcasts in the classroom is assuming that they’re replacing books and other print resources. But this doesn’t have to be the case!
Rather, many podcasts now publish transcripts for each episode. This means teachers can ask students to read along while listening to a podcast, which offers several benefits:
- Students can practise their listening comprehension while using the accompanying transcript to check that they’re following the audio correctly.
- Reading and listening at the same time requires more active engagement.
- Learners can use the transcript to review anything they miss in the audio.
- Young learners and students learning English as a second language can hear how new words are pronounced at the same time as reading them.
- Reading along to audio can help easily distracted learners focus.
However, following along to a podcast can help all learners build confidence as readers.
3. Podcasts are free and readily accessible
Finally, unlike many classroom resources, podcasts are free and readily accessible.
All you need to use podcasts is an internet connection and a device to play them. This makes podcasts a cheap, effective tool to build lessons around. Since most students will also have access to podcasts at home, teachers can recommend episodes related to topics covered in class to help inspire further learning and reading.
In addition, you can find podcasts of all types – and for all ages – on almost every subject imaginable. So, whether you’re looking for a serious history lecture, a light-hearted conversation about current events, a short story for children, or whatever topic you’re currently teaching, you should be able to find a podcast to fit your goals.
How can I get the most out of podcasts in my teaching?
As with introducing any form of technology into the classroom, how you do so will require time and effort on your behald. The most effective way to use podcasts in your teaching will depend on various factors – how old the students are, their existing literacy skills, etc. But some general tips can be applied in many situations, including:
- Give students a chance to read along – As noted above, students tend to get the most out of podcasts when they can read along as well. Where possible, make sure to share the podcast transcript with students. Luckily, many podcasts now come with transcripts. But you can also use transcription software to generate a transcript if none is available via the podcast website.
- Provide worksheets – Giving learners worksheets to fill in is another way to encourage engagement and active listening. Some podcasts even provide resources to use in the classroom, so make sure to check (e.g. the ethics podcast Short and Curly comes with classroom resources for learners aged 8 to 12).
- Use podcasts to prompt conversation – After listening to a podcast or excerpt, think about how you can use it to prompt classroom conversion. You could encourage learners to roleplay their own “interview”, with one student asking questions on the topic and another being the “expert” interviewee, giving them a chance to use what they’ve heard and practise speaking skills.
- Encourage learners to create “sketchnotes” – If you’re not keen on asking students to read along to a podcast, you could ask them to make “sketchnotes” instead. This refers to doodling images alongside making notes, which helps learners to engage visually and maintain focus while they listen to a podcast.
- Hand out one-page overviews – When planning a lesson based on listening to a podcast, providing a one-page summary of the key points covered in the form of a knowledge organiser will help students to consolidate what they’ve learned. This can also be a great place to recommend further reading (or listening!) based on the lesson topic.
If you’re feeling ambitious, you could even set up a class podcasting project. This could involve asking students to pick a topic, write a script and interview one another (or local guests), giving them opportunities to practise a whole range of skills. Admittedly, you might have to do a bit of the editing yourself, but this is easier than you might think.
How Bedrock uses human narration to improve literacy learning
Everything from the prose itself, new vocabulary, activity feedback, synonyms and recap tasks is narrated by real humans, encouraging learners to read along with the text and engage more deeply with written content. This improves reading comprehension and long-term retention of new literacy skills.
As well as this, the benefits of human narration are combined with visual cues in Bedrock’s teaching videos, designed by experts to teach basic and advanced elements of English grammar.
Where podcasts can be an excellent classroom tool for improving literacy learning, the benefits of dual-coded learning are individualised and personalised through Bedrock’s Alpha test and holistic assessment. This saves teachers time finding powerful human-narrated literacy content and allows them to track literacy progress over time.


The 3D View | Tools | 3D Digitize command allows you to write coordinates from a 3D view to the Digitized Coordinates dialog. Digitizing 3D coordinate data might be useful for identifying spot locations and writing their XYZ coordinates to a file. For example, these could be surface or subsurface points, such as 3D drillhole or borehole paths that you could later use to create a contour map to add to the drillhole 3D view.
Note: Use the Map Tools | Layer Tools | Digitize command to write 2D map coordinates from the 2D plot window to a data file. That digitizing tool is a good tool to digitize boundaries from maps and easily create a blanking file from the digitized information.
Digitized Coordinates WindowFrom a 3D view, click the 3D View | Tools | 3D Digitize command to enter into digitize mode. Left-click on a specific point over an object (e.g. surface, drillhole, or 3D geometry) in the 3D view, and the Digitized Coordinates window is displayed.
Digitized X, Y, and Z values are written to the Digitized Coordinates window.
Each time the map is clicked, a small, temporary red symbol is drawn at the clicked location, and the XY and Z coordinates at the red symbol's location are written to the Digitized Coordinates window.
The Digitized Coordinates window stays open until it is closed by clicking the button in the top right corner of the Digitized Coordinates window. This allows convenient editing of the data and allows digitizing to start and stop multiple times and be recorded in the same window.
Note: For higher accuracy when digitizing 3D surfaces, increase the Surface quality property in the Surface Resolution section of the Surfaces General properties.
The Digitized Coordinates window has three menus: File, Edit, and Options.
The File menu allows you to save or open a .DAT data file or a Golden Software Blanking .BLN file.
The Edit menu command allows for common editing, such as undo, redo, cut, copy, paste, delete, find, replace, and select all. These commands work in much the same way as the commands in the Home and Data tabs for a worksheet.
The Options menu allows the user to set the numeric format with the Options | Coordinate Format command. This opens the Label Format dialog, where the numeric format can be set. The period is always used as the decimal separator. No prefix, suffix, or thousands comma can be displayed in the Digitized Coordinates window.
The Options menu also allows the user to specify whether the Z value is included when digitizing. Toggle the Options | Include Z coordinate command to include or not include Z values.
When digitizing to create a blanking file, the Options menu also determines if the digitized blanking file assigns the NoData value inside or outside the defined points. By default, the Options | NoData Inside Region option is checked. When saving the digitized coordinates, a 1 is written to the BLN file blanking flag, and the area inside polygons is assigned the NoData value. Click the NoData Inside Region option to change the setting. When NoData Inside Region is unchecked, a 0 is written to the BLN file blanking flag, and the region outside polygons is assigned the NoData value. By default, this setting is remembered during each Surfer session.
Digitizing Information from the 3D View
To digitize information from a 3D view, follow these steps:
- Create a 3D view and click the 3D View | Tools | 3D Digitize command. The cursor becomes a cross hair to indicate digitize mode.
- Click the left mouse button in the 3D view to write the current coordinates to the Digitized Coordinates window. Continue adding points in this manner. Digitized points appear as temporary small red 3D plus-signs on the 3D view.
- When you are finished digitizing points, click on any tool button or command or press the ESC key on the keyboard to exit digitize mode.
- To save the data in the Digitized Coordinates window, click the File | Save As command in the window. You are prompted to save the data as Blanking Files (*.bln) or Data Files (*.dat). Type a File name and click Save to save the data. Click Cancel to not save the data and return to the Digitized Coordinates window.
- Click the button in the top right corner of the window to close the Digitized Coordinates dialog. The dialog will stay open until closed in this manner.


What’s Really Fueling the Western Fires
One of the often repeated remarks used to explain the large fires we are experiencing around the West is that a hundred years of fire suppression has led to unnatural accumulations of fuels.
Yet such assertions assume that fire suppression was always efficient and effective—a questionable assumption especially in the early days of the Forest Service.
Secondly, it assumes that if fires were not “extinguished” they would have burned massive amounts of forest and fuels.
The first assumption is doubtful. A hundred years ago most of the mountainous parts of the West were still largely inaccessible wilderness. There were fire lookouts to be sure, and young men with shovels and mules trying to put out flames across millions of acres of roadless lands. But the ability of these enthusiastic men working with technologically primitive methods to really influence fire spread across those millions of acres is dubious, especially in light of the failure of modern fire-fighting equipment to do the same with much greater technological advantage.
Effective fire suppression did not really begin until after World War 11 with the advent of helicopters, smoke jumpers, tanker bombers, bull dozers and modern fire weather predicting and so on. This, combined with a massive logging road network that is the result of years of over cutting of national forests, greatly improved access and “may” have improved the ability of humans to control fire ignitions and spread. As we shall see even with this massive technological advantage, fire suppression may not have had as great an influence as commonly assumed.
As I have often argued, weather/climate controls fire ignition and spread more than fire fighters. Weather also largely controls when fires actually are extinguished. One point to consider is that between the late 1930s and the big fires of 1988, a time when most fire ecologists assume fire suppression had its greatest influence, much of the West experienced cooler, moister climatic conditions. Cool, moist weather tends to thwart ignition in the first place, and limits fire spread.
So did fire suppression extinguish flames or did a period of moist, cool weather create conditions that naturally reduced fire ignitions and spread?
Cool, moist conditions also favors greater seedling survival which in turn creates denser forest stands—exactly the conditions some attribute to fire suppression, but is more reasonably explained by climate/weather.
However, since fire suppression is the standard response to nearly all fires, we don’t really have many control areas where we can judge how effective fire suppression has been and how it may or may not have influenced fuel accumulation.
One test did occur, however. Prior to the extensive fires of 1988, Yellowstone National Park had implemented what is sometimes called a “let burn” policy. During the years between 1972 and 1988 there were 235 wildfires that occurred within the 2.2 million acre park. None of the 235 fires were suppressed or fought–they were merely monitored. Most of those fires burned less than a few acres. Only 15 of those 235 fires burned more than a hundred acres and all 235 of them went out on their own without any assistance from humans.
I repeat for emphasis–all of them went out without a single fire fighter, smoke jumper, tanker retardant bombing, and/or helicopter water drop!
If we assume that Yellowstone is not that different from most of the rest of the West’s high country, it is reasonable to assume that the vast majority of fires that fire fighters “control”, “contain” and “suppress” are also destined to self extinguish.
What we see outside of places like Yellowstone is the public perception that fire fighters are putting out most fires–fires that are destined to go out on their own whether we do anything or not. Keep in mind that even with the large amounts of fuels that littered Yellowstone Park in the 1970s and 1980s (there had not been a large fire in several hundred years) nearly all fires went out without burning more than a few acres.
Since the vast majority of all fires go out without burning a significant amount of acreage, it is difficult to argue that fire suppression has significantly contributed to “fuels build up” except perhaps in the lowest driest forest areas dominated by species like ponderosa pine that may have had more frequent fire. However, even within those pine forests you won’t get large fires if the weather is not conducive to fire ignition and spread.
The important point is most forest types in the West are not ponderosa pine. Even if fire suppression has altered these ponderosa pine forests to some degree—an assumption that is increasingly being challenged as well–that does not explain the large fires we are now experiencing around the West.
Blazes occurring in other forest types like lodgepole pine, subalpine fir, and other tree types naturally have long fire rotations and are dominated by mixed to high severity fires that kill a significant amount of the trees.
Even if fire suppression were effective as claimed, most of these forests would still be within their historic fire regime due to the naturally long intervals where fuels accumulate for decades or hundreds of years in between fire events.
The other thing that the Yellowstone record demonstrates is that it is only a few fires get large when weather/climatic conditions are conducive to burning as in 1988. When those conditions occur, fire fighters are unable to extinguish blazes.
So we have a situation where the vast majority of all fires extinguish themselves and we exaggerate the influence of fire fighters on fire spread, but we take “credit” for for putting out fires that are going to self extinguish. (And waste a lot of money putting “out” fires that are not going to burn much.)
By contrast, a few fires are impossible to extinguish. We cannot suppress these large blazes even with our massive technological advantage—again wasting large amounts of money in a largely fruitless effort to contain or control them—until the weather changes and puts them out for us.
These kinds of scientific findings also call into question the common assumption that Native American burning significantly altered fire regimes across the West. Not discounting that the Indian influence around their villages and other high use areas may have seen more fire, one has to remember that you can’t get a fire to burn much, or at all, if the weather/climate is not conducive to ignition and fire spread. And outside of the immediate high use areas that may have burned more frequently as a consequence of Indian ignitions, it is questionable whether Indian burning significantly altered the majority of natural fire regimes across the West.
Most of the forest ecosystems in the West had naturally long fire rotations–often along the lines of hundreds of years–that is not because there was no fuel to burn or even ignitions–there was always lightning. However, you can’t get moist forests to burn. And many of these ecosystems do not dry out sufficiently to carry a large fire except under extreme drought conditions that occurs intermittently over the millennium.
Even with ignition sources, combined with drought, without corresponding low humidity, and wind, you will not get a significant fire. It takes all those things operating in the same place at the same time to get a large blaze. Those particular combinations do not occur very often in any one geographical spot.
Thus there certainly was just as much fuel in Yellowstone in 1986 or 1987 as in 1988. There were lightning strikes. Why didn’t large fires occur in any of those previous years? Simply put, most of the times in the lodgepole pine forests that dominate Yellowstone conditions aren’t conducive for fire spread.
In 1988 all the factors lined up in a row. There was the driest year on record since record keeping in the park began in the 1800s. There was the lowest humidity ever recorded in the park area—some days as low as 5 percent or less. As a result of low humidity the internal moisture of some living trees was less than kiln-dried lumber. And most importantly, you had some strong winds of 50 mph or more on some days that drove the flames through hundreds of thousands of acres.
Finally, despite the 10,000 fire fighters that were attempting to control the blaze, what finally extinguished the fires was snowfall in early September.
Most of the large fires burning across the West in recent decades are not a consequence of fire suppression or abnormal fuel buildup. Rather they are the normal consequence of changing climate and the natural fire pattern found in those forest types.
George Wuerthner has published 36 books including Wildfire: A Century of Failed Forest Policy.


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Safety warnings play an important role in communicating risk via product labels and environmental signs. With the diversification of cultures and languages in the United States, and with the increasing globalization of most industries, emphasis on the communication of this risk through symbols and other non-written forms has increased. Both ANSI and ISO have developed voluntary standards for the production and evaluation of warning symbols, but many symbols currently in use have been found deficient with respect to the comprehension and effectiveness guidelines found in these standards. In other cases, commonly used symbols have not undergone effectiveness evaluation at all. Thus, there remains a need to produce warning symbols shown to be effective in communicating risk to a multicultural, multilingual, global society.
Though the ANSI and ISO standards fail to specify a technique for developing symbol designs, three techniques were identified from the literature. Of these three, the focus group method was claimed by its developers to be the most effective in producing high quality symbol designs because it involves realistic users of the symbols in more aspects of the design process than either of the other techniques. The focus group method requires human participants to sort and filter many designs into a single proposed symbol. This type of search task is well suited to machine computation, and this research will model the focus group method of human design generation and consolidation as a distributed interactive genetic algorithm which will evaluate and generate designs using simple simultaneous feedback from a group of human users. The literature revealed a similar interactive evolutionary computation algorithm used to design safety symbols in a prior study, although that algorithm used a single participant and still required human designers to evaluate many symbols by hand to determine the best design. The proposed distributed interactive genetic algorithm will remove the designer’s input at this stage of the design process by allowing the users and the algorithm to determine a final design for the group without designer interference.
First, a survey was administered to 145 university students and safety professionals to determine an ordered list of safety messages (or referents) sorted by their perceived difficulty to convert into symbols. From this list, two referents were chosen for the study, one easy (“Hot Exhaust”) and one difficult (“Do Not Touch with Wet Hands”). Seventy American university students, 35 born in the U.S. and 35 born in India, were recruited to sketch symbol designs for each of the two referents. These designs were evaluated by a panel of safety professionals to identify the graphical attributes contained in each drawing, and the presences or absence of each identified attribute in a given symbol created a binary attribute matrix for each referent. These matrices were summed and clustered using a K-means clustering algorithm to determine the centroid values of each cluster of symbol drawings. Thirty-five attributes were identified by the panel among the “Hot Exhaust” drawings, and the clustering revealed that only three of them were present among the centroid values of each of the five identified clusters. Likewise, 28 attributes were identified for the “Do Not Touch with Wet Hands” drawings, but only five were present in the centroid values of the four clusters identified for this referent.
From these centroidal attributes, a version of the distributed interactive genetic algorithm was created for each referent. Forty-six participants, divided into four groups of 10–12 by country of origin, designed symbols using the algorithm, and the symbol most representative of each group was compared by 401 participants from around the globe to symbols generated using a traditional method and to symbols in use currently. The results indicated that for the easier referent, “Hot Exhaust”, the algorithm produced symbols that performed as well or better than symbols produced by other means, including the symbol currently in use. However, for the more difficult referent, “Do Not Touch with Wet Hands”, other symbols performed better than those produced by the algorithm. Additionally, the algorithm generally converged in 20 generations or less, which falls within the recommended limitations of such algorithms within the literature. However, the algorithm converged faster for U.S. and multinational groups than for groups of participants from other single nations.
In summary, the distributed interactive genetic algorithm technique showed promise as a design tool for developing symbols that perform as well or better than current design methods. Furthermore, the algorithm’s performance may vary depending on the difficulty level of the referent tested as well as on the composition of the participant groups used in the design process. Further research is needed to confirm and characterize these relationships.
|School Location:||United States -- Alabama|
|Source:||DAI-B 71/08, Dissertation Abstracts International|
|Subjects:||Occupational health, Industrial engineering, Computer science|
|Keywords:||Evolutionary computation, Participatory design, Risk perception, Warning symbols|
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