Nurses are subject to a variety of health hazards and injuries. According to the U.S. Bureau of Labor Statistics, 2020 saw an unprecedented 78,740 nonfatal workplace illnesses and injuries for nurses. Though this number will likely decrease in the future, it illustrates the daily risk nurses face.
Learning more about the most common nursing injuries might help avoid harm in the future. Nurses should know their workers’ compensation insurance and prepare for the damages described below.
Overexertion and repetitive stress injuries
Before 2020, overexertion was the most common injury for nurses. Most repetitive stress or overexertion injuries result from unnaturally bending, lifting or twisting the body. Nurses often must handle patients who weigh more than them. Be mindful of lifting techniques to prevent back injuries, strains or joint damage.
Violence from patients and criminals
Violence affects a disproportionate amount of healthcare workers. According to OSHA’s official website, employers should create committees to create strategies to minimize the risk for healthcare workers. Nurses can help themselves by staying alert for warning signs of violence and participating in training programs when available.
Trips and falls
Slips, trips and falls are common in many industries, including healthcare. Nurses face various obstacles and unsafe walking conditions, such as cords, wet floors and medical equipment. Wearing proper footwear can reduce slips, but employers should also work to improve safety conditions for their employees.
Nurses treat thousands of Americans for their injuries every day. They deserve the same medical care, especially for workplace-related injuries. Improving workplace safety requires collaboration between employees and employers to follow procedures and maintain facilities.

Tá na hoibritheacha faoi réir rioscaí sláinte agus gortuithe éagsúla. De réir Biúró Staidrimh Oibre na Stát Aontaithe, i 2020 bhí 78,740 galar agus gortaithe neamhbháis ag an áit oibre do na hoibrithe altraí, líon nach bhfacthas riamh roimhe sin. Cé go bhfuil seans ann go laghdófar an líon seo sa todhchaí, léiríonn sé na rioscaí a bhíonn os comhair na n-iníonáin go laethúil.
D'fhéadfadh go gcabhródh níos mó eolais a fháil faoi na díobhálacha is coitianta a bhíonn ag na hoibrithe altranais díobháil a sheachaint sa todhchaí. Ba cheart go mbeadh a fhios ag na hoibrithe céard is árachas cúitimh oibrithe ann agus ba cheart dóibh ullmhú do na damáistí a thuairiscítear thíos.
Tromchúis le ró-fheidhmíocht agus le díobhálacha athfhillteacha
Roimh 2020, ba é ró-fheidhm an díobháil is coitianta d'iníonanna. Is é is mó díobhálacha strus nó rófheidhm athfhillteach ná mar thoradh ar an gcorp a phléasc, a ardú nó a thiontú go neamhnádúrtha. Is minic a chaithfear le hoibrithe cúram a dhéanamh ar othair a bhfuil meáchan níos mó orthu. Bí cúramach faoi theicnící ardaithe chun díobhálacha cúl, strains nó damáiste a dhéanamh do na hailt.
Fhoréigean ó othair agus ó choiriúla
Bíonn tionchar ag foréigean ar líon neamhréireach oibrithe cúraim sláinte. De réir láithreán gréasáin oifigiúil OSHA, ba cheart d'fhostóirí coistí a chruthú chun straitéisí a chruthú chun an riosca do oibrithe cúraim sláinte a íoslaghdú. Is féidir le altraí cabhrú leo féin trí bheith ar an airdeall do chomharthaí rabhaidh foréigean agus páirt a ghlacadh i gcláir oiliúna nuair a bhíonn siad ar fáil.
Tréimhseáil
Tá sleamhnáin, trips agus titim coitianta i go leor tionscail, lena n-áirítear cúram sláinte. Bíonn constaicí éagsúla i láthair ag altraí agus bíonn coinníollacha coisithe ag siúl neamhshábháilte, amhail cords, urláir fliuch agus trealamh leighis. Is féidir le bróga cuí a chaitheamh sliotáin a laghdú, ach ba cheart d'fhostóirí oibriú freisin chun coinníollacha sábháilteachta a gcuid fostaithe a fheabhsú.
Déanann altraí cóireáil ar na mílte Meiriceánach a gcuid gortuithe gach lá. Is fiú an cúram leighis chéanna a thabhairt dóibh, go háirithe i gcás gortuithe a bhaineann le háit oibre. Chun sábháilteacht san ionad oibre a fheabhsú, ní mór d'fhostaithe agus d'fhostóirí comhoibriú le chéile chun na nósanna imeachta a leanúint agus na háiseanna a chothabháil.


Week 25: Learning Life Skills with Road Sign Bingo
This is a fun twist on travel bingo, and great for older kids. Challenge your kids to find as many of these as they can on your next trip.
We find that our kids are VERY interested in learning about driving a car and the rules of the road. This bingo board can actually help prompt all sorts of great conversations that will help introduce your kids to driving skills.
- Different speed limits on side streets vs highways.
- What’s the definition of Yield?
- White vs yellow vs brown vs green signs
What other lessons have you found to teach your kids while driving?

Seachtain 25: Scileanna Saoil a Foghlaim le Bingo ar Shíntiús na Bóithre
Is é seo a twist spraoi ar bingo taistil, agus iontach do pháistí níos sine. Cuir dúshlán ar do pháistí a lán de seo a aimsiú ar an gcéad turas eile.
Faigheann muid amach go bhfuil an-spéis ag ár gcuid páistí i foghlaim faoi thiomáint carr agus rialacha an bhóthair. Is féidir leis an mbord bingó seo cabhrú le gach cineál comhrá iontach a spreagadh a chabhróidh le do pháistí dul i mbun scileanna tiomána.
- Teorainneacha luas éagsúla ar shráideanna taobh vs mórabhóithre.
- Cad é an sainmhíniú ar Yield?
- Táblaí bán vs buí vs donn vs glas
Cad iad na ceachtanna eile a fuair tú le múineadh do do pháistí agus iad ag tiomáint?


Back-to-School Health Checkup
Here's a primer on exactly what your child needs to have a safe and healthy school year.
By Jennifer Warner
Reviewed By Michael Smith
Whether your child is entering school for the first time or about to graduate, back-to-school time is a good opportunity for parents to check up on their children's health and make sure they're protected against common childhood diseases and illnesses.
First on the list should be immunizations. Vaccination requirements can vary by state or school district. To find out exactly what's required at your child's school, contact the local school board.
Below are the recommended guidelines that have been approved by the CDC's Advisory Committee on Immunization Practices, the American Academy of Pediatrics, and the American Academy of Family Physicians.
By Age 2
Vaccination series for the following should be completed by age 2 in all children:
Annual influenza vaccinations are recommended for all infants aged 6 to 24 months since this age group is at substantially higher risk for complications from the flu that may require hospitalization.
A series of hepatitis A vaccines may also be recommended starting at age 2 for children in some high-risk groups or areas. Check with your doctor or local public health department for more information. Annual flu vaccines are necessary because immunity to the flu virus does not persist and the strains of the flu virus change from year to year.
Boosters are recommended between ages 4 and 6 for the following vaccines:
Children younger than 9 years who have not previously received the flu vaccine need two doses of the vaccine, given more than one month apart. If possible, the second dose should be given before December. Annual vaccination is recommended after that point.
Annual influenza vaccination is recommended for children who are at increased risk for complications from the flu, including those with asthma or other lung disease, sickle cell anemia, HIV, diabetes, and heart or kidney disease.
A visit to the pediatrician is recommended at age 11 to 12 to review all vaccinations and make sure all necessary vaccines have been given. A series of hepatitis B, MMR, or varicella vaccines may be given if they were missed or incomplete at earlier ages.
In addition, a combination booster for tetanus and diphtheria (Td) should be given if at least five years have passed since the last Td vaccine.
Although flu vaccines are not specifically recommended for this age group, any child at increased risk for complications from the flu, including those with asthma, sickle cell disease, HIV, diabetes, and heart disease, should receive an annual flu vaccine.
For more information on current vaccination schedules, guidelines, shortages, and answers to frequently asked questions, visit the CDC's National Immunization Program web site or call the National Immunization Hotline at (800) 232-2522 (English) or (800) 232-0233 (Spanish).
Health Problems to Watch for:
Once a child is infected with lice, the tiny bugs can spread quickly to other children though close contact or sharing personal items such as hairbrushes, combs, scarves, and hats. Symptoms include itching, and tiny brown or white eggs called nits may be seen on shafts of hair (although you may need a magnifying glass to see them). If you suspect lice, you can try a nonprescription product to kill the lice or contact a health professional to confirm the diagnosis.
Lice do not usually cause any serious health problems. But contact a doctor if your child develops signs of a skin infection, such as fever, pain, swelling, or redness at the infestation site, or a discharge of pus.
Although most school cafeterias have been instructed to avoid serving items that might cause a severe allergic reaction, there are still potential pitfalls at school that parents of children with food allergies should prepare for.
Food allergies are more common in children than in adults, although many will outgrow them. The most common foods that cause allergies in children are those with a high protein content, such as peanuts, milk, wheat, soy, and eggs.
If your child has food allergies, you should instruct him to avoid sharing food with classmates or friends at school, and at other events such as bake sales, class outings, or parties. Provide your child with his own food and snacks for field trips and other school-related events where they may encounter problem foods.
In addition, alert the school nurse if your child has a life-threatening food allergy. Your doctor may also prescribe an EpiPen for the nurse to have on hand in case of a severe reaction. These pens deliver a shot of epinephrine (a.k.a. adrenaline) that can open up the airways and allow the child to breathe until medical help arrives.
Conjunctivitis, also known as pinkeye, can spread like wildfire in classrooms once a child becomes infected.
Symptoms of pinkeye include redness of the eye, swollen eyelids, itching, discharge or unusual drainage from the eye, and sensitivity to light. Most cases of pinkeye among children are caused by viruses for which there are no medical treatment -- the infection resolves slowly on its own.
That's why it's important to stop the spread of the infection when it appears.
Poor hand washing is the main cause of spreading pinkeye. Sharing an object with someone who has pinkeye can also spread the infection. Children with pinkeye should not attend school until symptoms improve. Most cases clear up within a few days.
Overloaded backpacks could injure your child's back. According to the American Chiropractic Association, a child's backpack should weigh no more than 10% of his or her body weight.
If your child routinely lugs around more than what's recommended for her weight, try purchasing a backpack with wheels or one with a support belt to help distribute the weight more evenly.
Published July 29, 2004.
SOURCES: American Academy of Pediatrics. CDC. American Academy of Family Physicians.
©1996-2005 WebMD Inc. All rights reserved.

Seiceáil Sláinte ar Thosaigh an Scoil
Seo béim ar an méid a theastaíonn go díreach ó do leanbh chun bliain scoile sábháilte agus sláintiúil a bheith aige.
Le Jennifer Warner
Athbhreithniú ag Michael Smith
Cibé an bhfuil do leanbh ag dul isteach sa scoil den chéad uair nó ag céim amach, is deis mhaith é an t-am ar ais ar scoil do thuismitheoirí chun seiceáil a dhéanamh ar shláinte a leanaí agus a chinntiú go bhfuil siad cosanta i gcoinne ghalair agus galair choitianta na leanaí.
Ba chóir go mbeadh imdhíonaíochtaí ar an gcéad cheann ar an liosta. Féadfaidh riachtanais vacsaínithe a bheith éagsúil de réir stáit nó ceantair scoile. Chun a fháil amach go díreach cad atá ag teastáil ó scoil do pháiste, déan teagmháil leis an mbord scoile áitiúil.
Seo thíos na treoirlínte molta a cheadaigh Coiste Comhairleach CDC ar Cleachtais Imdhíonaithe, Acadamh Mheiriceá na Páistí, agus Acadamh Mheiriceá na Dochtúirí Teaghlaigh.
De réir Aois 2
Ba cheart sraith vacsaínithe a chríochnú ag aois 2 i ngach leanbh le haghaidh na nithe seo a leanas:
Moltar vacsaínithe bliantúla an fhuilíneachta do na páistí go léir atá idir 6 agus 24 mhí d'aois ós rud é go bhfuil an grúpa aoise seo i mbaol i bhfad níos airde do choimpléachtaí ón fhuilíneacht a d'fhéadfadh go mbeadh gá le hoispidéalú.
D'fhéadfadh sé go molfaí sraith vacsaíní heipitíteas A a thosú ag aois 2 d' leanaí i roinnt grúpaí nó limistéir ardriosca. Déan seiceáil le do dhochtúir nó le hoifig sláinte poiblí áitiúil le haghaidh tuilleadh eolais. Tá vacsaíní bliantúla fliú riachtanach toisc nach maireann díolúine i gcoinne víreas na fliú agus go n-athraíonn strains víreas na fliú ó bhliain go bliain.
Moltar athshlánú idir 4 agus 6 bliana d'aois do na vacsaíní seo a leanas:
Ní mór do leanaí atá níos óige ná 9 mbliana d'aois nach bhfuair an vacsaín fliú roimhe seo dhá dháileog den vacsaín a thabhairt, a thugtar níos mó ná mí amháin ar shiúl. Más féidir, ba cheart an dara dáileog a thabhairt roimh mhí na Nollag. Moltar vacsaínú bliantúil tar éis an phointe sin.
Moltar vacsaínú bliantúil an fhliú do leanaí atá i mbaol méadaithe d' iompórtálacha ón fliú, lena n-áirítear iad siúd a bhfuil asthma nó galar scamhóg eile acu, anemia cealla siocla, VEID, diaibéiteas, agus galar croí nó duáin.
Moltar cuairt a thabhairt ar an bpeidiatraí ag aois 11 go 12 chun athbhreithniú a dhéanamh ar gach vacsaín agus a chinntiú go bhfuil na vacsaíní riachtanacha go léir tugtha. Is féidir sraith vacsaíní heipitíteas B, MMR, nó varicella a thabhairt má chailltear iad nó má tá siad neamhiomlán ag aois níos luaithe.
Ina theannta sin, ba cheart booster teaglaim a thabhairt do tetanus agus difterea (Td) má tá cúig bliana ar a laghad caite ó vacsaín Td deireanach.
Cé nach moltar vacsaíní fliú go sonrach don aoisghrúpa seo, ba cheart vacsaín fliú bliantúil a fháil ó gach leanbh a bhfuil riosca méadaithe aige do choimpléascanna ón fliú, lena n-áirítear iad siúd a bhfuil asthma, galar cille crochta, VEID, diaibéiteas agus galar croí orthu.
Chun tuilleadh eolais a fháil ar sceidil reatha vacsaínithe, treoirlínte, easpa, agus freagraí ar cheisteanna a chuirtear go minic, tabhair cuairt ar shuíomh Gréasáin Clár Náisiúnta Imdhíonaithe CDC nó glao ar an Líne Teasa Imdhíonaithe Náisiúnta ag (800) 232-2522 (Béarla) nó (800) 232-0233 (Spéinnis).
Fadhbanna Sláinte le Breathnú orthu:
Nuair a bhíonn leanbh ionfhabhtaithe le luí, is féidir leis na bugs beagáinín scaipeadh go tapa go leanaí eile trí teagmháil dlúth nó earraí pearsanta mar scuabanna gruaige, cnámh, sciála, agus hataí a roinnt. I measc na hairíonna tá itching, agus d'fhéadfadh uibheacha beaga donn nó bán ar a dtugtar nits a bheith le feiceáil ar shafts gruaige (cé go bhféadfadh gá a bheith agat le gloine méadaithe chun iad a fheiceáil). Má tá amhras ort go bhfuil lice agat, is féidir leat táirge gan oideas a thriail chun na lice a mharú nó teagmháil a dhéanamh le gairmithe sláinte chun an diagnóis a dhearbhú.
De ghnáth ní bhíonn aon fhadhbanna sláinte tromchúiseacha ag luibheanna. Ach déan teagmháil le dochtúir má bhíonn comharthaí ionfhabhtaithe craiceann ag do leanbh, amhail teas, pian, tuirse, nó deargú ar an áit ionfhabhtaithe, nó scaoileadh pus.
Cé go bhfuil treoir tugtha do chuid is mó de na caiféithe scoile gan earraí a sheirbheáil a d'fhéadfadh ailléirge tromchúiseach a chur ar fáil, tá seans ann go bhfuil na cnámha sa scoil fós ar cheart do thuismitheoirí a bhfuil ailléirge bia acu a bheith ullamh dóibh.
Tá ailléirgí bia níos coitianta i leanaí ná in dhaoine fásta, cé go mbeidh go leor acu thar a bheith. Is iad na bianna is coitianta a bhíonn ina gcúis le hailléirgí i leanaí iad na bianna a bhfuil cion próitéine ard iontu, amhail muiceola, bainne, cruithneacht, soic, agus uibheacha.
Má tá ailléirgí bia ag do leanbh, ba cheart duit a threorú gan bia a roinnt le comhghleacaithe nó le cairde sa scoil, agus ag ócáidí eile mar dhíolacháin bhácáin, turasanna ranga, nó páirtithe. Cuir bia agus greimíní féin ar fáil do do leanbh le haghaidh turais sa réimse agus imeachtaí eile a bhaineann leis an scoil ina bhféadfadh siad teacht ar bhia atá ina fhadhb.
Ina theannta sin, cuir in iúl don altra scoile má tá ailléirgí bia ag do leanbh a d'fhéadfadh a bheith ina bhagairt ar a shaol. Féadfaidh do dhochtúir EpiPen a fhorordú freisin le bheith ar fáil ag an altra i gcás frithghníomh tromchúiseach. Tugann na peanna seo instealladh epinephrine (a. k. a. Is féidir leis an gcineál seo de thrombophlebitis (dromchla adrenaline) a chur ar fáil chun na bealaí aeir a oscailt agus ligean don leanbh a bheith ag anailís go dtí go dtiocfaidh cabhair leighis.
Is féidir le conjunctivitis, ar a dtugtar pinkeye freisin, scaipeadh mar tine foraoise i seomraí ranga nuair a bhíonn leanbh ionfhabhtaithe.
I measc na hairíonna a bhaineann le pinkeye tá deargú na súl, clúdaigh shúile, itching, scaoileadh nó draenáil neamhghnách ón tsúil, agus íogaireacht don solas. Is víris a bhíonn i gceist le formhór na gcásanna de pinkeye i measc leanaí nach bhfuil cóireáil leighis ann - téann an t-ionfhabhtú amach go mall ar a shon féin.
Sin é an fáth go bhfuil sé tábhachtach scaipeadh an ionfhabhtaithe a stopadh nuair a thagann sé chun cinn.
Is é droch-náthaithe láimhe an phríomhchúis le scaipeadh pinkeye. Is féidir leis an ionfhabhtú a scaipeadh freisin má roinntear rud le duine a bhfuil pinkeye aige. Níor chóir do leanaí a bhfuil pinkeye acu freastal ar scoil go dtí go dtiocfaidh feabhas ar na hairíonna. Tá an chuid is mó de na cásanna ag éirí níos soiléire laistigh de chúpla lá.
D'fhéadfadh málaí ró-ualach do pháiste a ghortú. De réir Chumann Chiropractic Mheiriceá, níor cheart go mbeadh meáchan backpack leanbh níos mó ná 10% de a meáchan coirp.
Má bhíonn do leanbh ag tarraingt níos mó ná an méid a mholtar dá meáchan, déan iarracht mála cúl le rothaí nó ceann le crios tacaíochta a cheannach chun cuidiú leis an meáchan a dháileadh níos cothrom.
Foilsithe an 29 Iúil, 2004.
FONTanna: Acadamh Meiriceánach na Páistí. CDC. Acadamh Mheiriceá na Dochtúirí Teaghlaigh.
© 1996-2005 WebMD Inc. Gach ceart á gcur i gcéin.


By - 04/12/2021
We all know that playing games, whether it be a board game, a video game or a team sport, can be a great way to pass the time and have fun - we have been engaging in this activity since childhood! But many of us don’t realize that the benefits of playing games can have an immense positive effect on our lives, well into adulthood. Engaging in any type of game activity can have far reaching effects on both our mental and physical health and can allow us to be more focused and productive both at home and in the workplace.
Here are the top 17 reasons why playing games is good for you!
Most people associate “play time” with home time and spend their time at work slaving away at their desk for eight or even more hours. This is a common practice that has been ingrained in our society and most workplaces follow this way of thinking as well. New studies, however, are finding that when employees are allowed to mix work and fun together, on a regular basis, they look forward to coming to work, take less sick time, are willing to work harder at their jobs, are more productive and have a significantly increased sense of workplace satisfaction. Incorporating some kind of fun, gaming activity into your daily work day, will lead to happier and healthier employees.
Playing games, whether it be a physical sport, a board game or an online game like Solitaire, Freecell, or Spider, can have an enormous effect on the physical body and on mental health as well. Games have been shown to slow our breathing, heart rate and blood pressure and can have a calming effect, therefore reducing stress and the negative effects that it can have on us. Engaging in gaming activity on a regular basis can leave us feeling more relaxed and better able to cope with both the stressors that affect us at work, and those that we deal with at home as well.
If you look at a group of children in the school yard, engaged in some type of fun game, you are guaranteed to see a bunch of laughing, smiling faces. Not only are playing games fun, they also work wonders in boosting our mood. When we engage in an enjoyable group activity, our body begins releasing feel-good hormones, such as dopamine, oxytocin, serotonin and endorphins. These chemicals reduce feelings of anxiety and depression, boost our mood, increasing feelings of happiness.
Having a longer attention span means that we are able to focus on a single task, for a longer period of time, without becoming distracted. Attention span and focus is a skill that can be improved upon and can benefit us in all areas of our life, from focusing on lectures and schoolwork to sitting through meetings and staying focused on a project at work. Playing any type of game that requires concentration, whether it be a board game like monopoly or chess, or a video game, can help to increase our attention span and therefore improve both the length of time and the quality of our focus.
When used in the workplace, games can greatly improve moral and increase social interaction and camaraderie among employees. Playing games together, whether in pairs or in a larger team, can help to improve social skills and allows the players to get to know more about one another. It can improve teamwork and cooperation amongst one another. Having good workplace relationships between staff members will help to increase productivity and will improve the overall atmosphere, creating a fun but efficient work environment.
Studies have proven that playing games, especially video games or virtual reality games, can have a profound effect on reducing physical pain. When we engage in a fun and immersive experience, like a video game, not only do we become distracted and less aware of our physical reality, our bodies also start producing greater amounts of the chemical endorphin. This hormone reduces pain by blocking the signals to the brain that tell us to experience that pain.
Creative people are known for being full of interesting and unique ideas, they are usually good at problem solving and thinking outside the box. Studies have shown that people with a more creative mindset are usually happier, are able to better deal with stress and are motivated and productive in the workplace. Having a team of creative employees is definitely an asset to any company and playing games is one proven method to promote creative thinking.
Games of any type often require the use of our imagination skills combined with our ability to problem solve and come up with strategies to win. This combination requires us to use the parts of our brain that are responsible for creative thinking, making it easier for us to come up with creative ideas outside of the gaming environment and in other parts of our lives.
Being able to problem solve and come up with solutions to issues as they arise is a skill that can help us in all areas of our lives. Problem solving helps us to understand what is going on around us and allows us to think quickly in order to come up with different ways to approach new situations. Working on these skills by engaging in fun gaming activities is an excellent way to become better able to adjust quickly and think on your feet when a problem arises. All games, whether it be a video game, a sport or a board game present some sort of challenge that must be overcome using careful planning and critical thinking. Improving these skills through gaming will make them stronger and our abilities to problem solve outside of the game, will be greatly improved.
The Pomodoro Technique was developed in the 1980’s and is an excellent way to increase productivity and to work on time management skills, especially in the workplace. Francesco Cirillo used a tomato shaped kitchen timer (Pomodoro is the Italian word for tomato!) to break his work time up into shorter increments. When the timer would go off, he would take a short, timed break, and then set the timer again and get back to work. He found that when working for shorter lengths of time, with a break in between, he was able to stay focused and accomplish more, than when working for longer intervals. He found that twenty-five minutes of work, with five to ten minutes of rest in between was the perfect length of time to allow for the maximum amount of productivity.
Including short games at frequent intervals throughout the day is an excellent way to utilize this technique and will give you something to look forward to on your short breaks. They will keep your mind active and stimulated while allowing you to step away from the task at hand.
It is no secret that everyone is different and everyone has unique strengths and weaknesses. Some people are great problem solvers while others are better at implementing the solutions that someone else has devised. Some are leaders while others are followers. Knowing the strengths and weaknesses of both yourself and others can be an excellent way to increase productivity, especially when working in a team environment like a workplace.
There are a wide variety of different games that can identify where people’s strengths lie, and implementing them in the workplace is a great way to ensure that all employees are being given tasks that are best suited to their own, personal abilities.
Keeping your brain active and healthy is very important, and becomes even more so as we age. Activities, especially those that require problem solving and critical thinking, are especially good at stimulating our brain and keeping it healthy.
As we get older the amount of grey matter in our brain slowly begins to decrease. This particular part of the brain is directly responsible for memory, emotions and cognitive ability. Studies have shown that the more mentally active we are throughout life and into our later years, the more grey matter that we retain and therefore the more healthy and active our brains are as we age. Board games, video games and puzzles are all excellent ways to stimulate our minds and stay sharp, whether we are young or old.
When people don’t know each other well, it can be difficult to bridge that gap, especially in a workplace environment. Games, sports or any kind of friendly competition is the perfect way to bring people together and allow them to get to know one another. It can build friendships and gives everyone involved common ground to initiate conversation.
Whether you are a young student or an adult being taught a new skill or task, learning can often be tedious, tiring and downright boring. Taking in all of the information required to learn something new can be overwhelming for our brains and often the information that is retained is far less than the information that was originally given. Implementing games into the teaching process, however, can change all of this.
When learning is made fun through the use of interesting and interactive techniques like games or challenges, students report a better ability to focus and remain engaged. Not only will they be more eager to learn, they will also be better able to retain and implement the information that has been given to them.
This technique is already used in classrooms around the country but shouldn’t end after grade school. Utilizing games in the work environment is a great way to keep employees engaged and informed.
Self-esteem is the amount of confidence or faith that someone has in themselves and their abilities. Often when faced with a new challenge or situation, we may question if we are capable of pushing through and succeeding but through regular games, teamwork activities or sports, we are better able to build our trust in ourselves. Although it may feel scary, or place us out of our comfort zone, consistently working with others on a team can help us to feel more confident both in and out of the team environment.
Physical activity is so important, especially in today’s society where so many of us spend so much time sitting. Making a game out of physical activity is the perfect way to keep your body moving and can be an excellent way to encourage both young and old to get up and get active. Dance contests, Twister, races or sports are just a few ways that games can be used to make exercise fun.
Studies have shown that the more games that you play, the better your ability is to learn and retain information. When we are under stress, our bodies produce an excess amount of cortisol. This hormone can inhibit our ability to sleep, making us tired and unable to focus throughout the day. It can also dampen both your mood and your energy levels. Playing games and engaging in fun activities can reduce our stress and therefore reduce our cortisol levels, making learning new information and completing tasks easier
No matter what type of game you choose to play, it will require a wide variety of skills such as problem solving, concentration, perseverance and strategic thinking. All of these skills come into play outside of the game, when you are required to make a decision. The more games you play, the stronger these skills will become, not only making you a better gaming competitor but making you a stronger decision maker in all areas of your life.
There are so many different benefits to playing games. Not only do they have a positive physical effect on both our bodies and minds but they can make us smarter, increase our motivation and enhance our productivity. They can create a better and more exciting environment both at home and at the workplace and can create closer bonds between both family members and coworkers. The advantages of engaging in games are far reaching and endless. So what are you waiting for? Get out there, have some fun reaping all the benefits that different games can offer you, and start playing!

De réir - 04/12/2021
Tá a fhios againn go léir gur bealach iontach é cluichí a imirt, bíodh sé ar chluiche boird, ar chluiche físe nó ar spórt foirne, chun an t-am a chaitheamh agus spraoi a bheith againn - tá muid ag gabháil don ghníomhaíocht seo ó bhíomar páirteach sa pháiste! Ach ní thuigeann go leor againn gur féidir le buntáistí a bhaineann le cluichí a imirt tionchar ollmhór dearfach a bheith acu ar ár saol, go maith isteach san aos fásta. Is féidir le páirt a ghlacadh in aon chineál gníomhaíochta cluiche éifeachtaí fada-raonta a bheith aige ar ár sláinte mheabhrach agus fisiceach araon agus is féidir leis cabhrú linn a bheith níos dírithe agus níos táirgiúla sa bhaile agus san ionad oibre araon.
Seo iad na 17 chúis is mó a léiríonn go bhfuil sé go maith duit cluichí a imirt!
Is é an chuid is mó daoine a bhaineann 'am na súgartha' le am sa bhaile agus caitheann siad a gcuid ama ag an obair ag obair go crua ag a mbosca ar feadh ocht n-uaire nó níos mó. Is cleachtas coitianta é seo atá curtha isteach inár sochaí agus leanann formhór na n-áit oibre an bealach smaointeoireachta seo freisin. Tá staidéir nua ag teacht amach, áfach, nuair a cheadaítear d'fhostaithe obair agus spraoi a mheascadh le chéile, go rialta, go bhfuil siad ag tnúth le teacht chun na hoibre, go bhfuil siad níos lú ama tinn, go bhfuil siad toilteanach níos mó a bheith ag obair ina gcuid post, go bhfuil siad níos táirgiúla agus go bhfuil mothú sásúil níos mó acu maidir le sásamh san ionad oibre. Ag cur roinnt de spraoi, gníomhaíocht cearrbhachais i do lá oibre laethúil, beidh fostaithe níos sona agus níos sláintiúla.
Is féidir le cluichí, bíodh sé spórt fisiciúil, cluiche boird nó cluiche ar líne mar Solitaire, Freecell, nó Spider, tionchar ollmhór a bheith acu ar an gcorp fisiciúil agus ar shláinte mheabhrach freisin. Tá sé léirithe go gcuireann cluichí moille ar ár n-anamú, ar ár ráta croí agus ar ár brú fola agus go bhféadfadh siad éifeacht suaimhneach a bheith acu, agus dá bhrí sin, go laghdaíonn siad strus agus na héifeachtaí diúltacha a d'fhéadfadh a bheith aige orainn. Is féidir le páirt a ghlacadh i ngníomhaíocht cearrbhachais ar bhonn rialta a fhágáil go mbraitheann muid níos suaimhneach agus níos fearr in ann déileáil leis an dá na stressors a théann i bhfeidhm orainn ag an obair, agus iad siúd a déileálann muid sa bhaile chomh maith.
Má fhéachann tú ar ghrúpa páistí i gcóir na scoile, ag déanamh cineál éigin cluiche spraíúil, tá sé ráthaithe go bhfeicfidh tú slua de chló ag gáire, ag gáire. Ní hamháin go bhfuil sé spraoi ag imirt cluichí, ach oibríonn siad go hiontach chun ár n-ainneoin a ardú. Nuair a bhíonn muid ag déanamh gníomhaíochta taitneamhach i ngrúpa, tosaíonn ár gcorp ag scaoileadh hormóiní a chuireann ar ár mothúchán, amhail dopamine, ocsaitocin, serotonin agus endorphins. Laghdaíonn na ceimiceáin seo mothúcháin imní agus dúlagar, cuireann siad ár n-ainneoin, ag méadú mothúcháin sonas.
Ciallaíonn sé go bhfuil sé in ann díriú ar thasc amháin ar feadh tréimhse níos faide gan a bheith dífhostaithe. Is scileanna iad an t-aird agus an fócas a d'fhéadfaí a fheabhsú agus is féidir leo a bheith tairbheach dúinn i ngach réimse dár saol, ó fhócas a chur ar léachtaí agus ar obair scoile go suí trí chruinnithe agus fanacht fócas ar thionscadal ag an obair. Is féidir le haon chineál cluiche a éilíonn díriú, bíodh sé ar chluiche boird mar Monopoly nó seisean, nó cluiche físe, cabhrú lenár gcumas aird a mhéadú agus dá bhrí sin feabhas a chur ar fad ama agus ar cháilíocht ár bhfócas araon.
Nuair a úsáidtear iad san ionad oibre, is féidir le cluichí morál a fheabhsú go mór agus idirghníomhú sóisialta agus camaraderie a mhéadú i measc fostaithe. Is féidir le cluichí a imirt le chéile, cibé acu i mbeirt nó i bhfoireann níos mó, cabhrú le scileanna sóisialta a fheabhsú agus ligfidh sé do na himreoirí níos mó a fháil amach faoi a chéile. Is féidir leis obair foirne agus comhar a fheabhsú i measc a chéile. Cuideoidh caidreamh maith idir baill foirne san ionad oibre le táirgiúlacht a mhéadú agus feabhsóidh sé an t-atmaisféar foriomlán, ag cruthú timpeallacht oibre spraíúil ach éifeachtúil.
Tá sé cruthaithe ag staidéir go bhféadfadh tionchar mór a bheith ag cluichí, go háirithe cluichí físe nó cluichí fíorúla, ar pian fisiciúil a laghdú. Nuair a bhíonn muid ag baint taitneamh as eispéireas spraíúil agus cuimsitheach, cosúil le cluiche físe, ní hamháin go mbíonn muid ag díriú ar ár réaltacht fhisiceach agus níos lú a fhios againn, tosaíonn ár gcomhlachtaí ag táirgeadh méideanna níos mó den cheimiceán endorphin. Laghdaíonn an hormóin seo pian trí na comharthaí chuig an inchinn a chuireann in iúl dúinn an pian sin a bhraitheann a bhac.
Tá daoine cruthaitheacha ar eolas mar go bhfuil siad lán le smaointe suimiúla agus uathúla, de ghnáth bíonn siad go maith ag réiteach fadhbanna agus ag smaoineamh lasmuigh den bhosca. Léiríonn staidéir go mbíonn daoine a bhfuil smaointeoireacht níos cruthaitheacha acu de ghnáth níos sona, níos fearr in ann déileáil le strus agus go bhfuil siad spreagtha agus táirgiúil san ionad oibre. Is cinnte gur sócmhainn é foireann fostaithe cruthaitheacha a bheith agat d'aon chuideachta agus is modh cruthaitheach é cluichí a imirt chun smaointeoireacht chruthaitheach a chur chun cinn.
Is minic a éilíonn cluichí de chineál ar bith úsáid ár scileanna samhlaíochta i dteannta lenár gcumas fadhbanna a réiteach agus straitéisí a fháil chun buachan. Éilíonn an teaglaim seo orainn na codanna den inchinn atá freagrach as smaointeoireacht chruthaitheach a úsáid, rud a fhágann go bhfuil sé níos éasca dúinn teacht ar smaointe cruthaitheacha lasmuigh den timpeallacht cearrbhachais agus i gcodanna eile dár saol.
Is scileanna iad a bheith in ann fadhbanna a réiteach agus réitigh a fháil ar shaincheisteanna de réir mar a thagann siad chun cinn a chabhróidh linn i ngach réimse dár saol. Cabhraíonn réiteach fadhbanna linn a thuiscint cad atá ag tarlú timpeall orainn agus ligann sé dúinn smaoineamh go tapa chun teacht ar bhealaí éagsúla chun dul i ngleic le cásanna nua. Is bealach iontach é na scileanna seo a fheabhsú trí bheith páirteach i ngníomhaíochtaí spraíúla cearrbhachais chun a bheith in ann oiriúnú go tapa agus smaoineamh ar do chosa níos fearr nuair a bhíonn fadhb ann. Gach cluiche, cibé acu cluiche físeán, spórt nó cluiche boird a chur i láthair roinnt cineál dúshlán a chaithfear a shárú ag baint úsáide as pleanáil cúramach agus smaointeoireacht chriticiúil. Feabhas a chur ar na scileanna trí chluiche a dhéanamh níos láidre agus ár gcumas chun fadhbanna a réiteach lasmuigh den chluiche, a bheidh feabhsaithe go mór.
Forbraíodh Teicníc Pomodoro sna 1980idí agus is bealach iontach é chun táirgiúlacht a mhéadú agus chun scileanna bainistíochta ama a oibriú, go háirithe san ionad oibre. Ba é Francesco Cirillo a d'úsáid amú cócaireachta i gcruth tamáiste (Pomodoro is é an focal Iodáilis do tamáiste!) a chuid ama oibre a bhriseadh suas i méaduithe níos giorra. Nuair a bheadh an t-amam a bheith ag dul amach, bheadh sé a ghlacadh ar scor gearr, am, agus ansin a chur ar an am a chur ar ais agus dul ar ais go dtí an obair. Fuair sé amach go raibh sé in ann díriú agus níos mó a bhaint amach nuair a bhí sé ag obair ar feadh tréimhsí níos giorra, le sosanna idir na tréimhsí, ná nuair a bhí sé ag obair ar feadh tréimhsí níos faide. Fuair sé go raibh cúig nóiméad is fiche oibre, le cúig go deich nóiméad scíthe idir an dá linn, an fad ama foirfe chun an méid is mó táirgiúlachta a cheadú.
Is bealach iontach é an teicníc seo a úsáid trí chluichí gearr a chur san áireamh ag eatraimh mhín ar feadh an lae agus tabharfaidh sé rud éigin duit chun súil a bheith agat leis le linn do chuid sosanna gearr. Coinneoidh siad do intinn gníomhach agus spreagtha agus ligfidh siad duit céim a chur ar shiúl ón tasc atá le déanamh.
Níl sé ina rún go bhfuil gach duine difriúil agus go bhfuil láidreachtaí agus laigí uathúla ag gach duine. Tá daoine áirithe ina réititheoirí fadhbanna iontacha agus daoine eile níos fearr ag cur na réitigh a cheap duine eile i bhfeidhm. Tá cuid acu ina cheannairí agus cuid eile ina lucht leanúna. Is bealach iontach é neart agus laigí an duine féin agus daoine eile a bheith ar eolas agat chun táirgiúlacht a mhéadú, go háirithe nuair a bhíonn tú ag obair i dtimpeallacht mar áit oibre.
Tá réimse leathan cluichí éagsúla ann a fhéadann a aithint cá bhfuil láidreachtaí daoine, agus is bealach iontach iad a chur i bhfeidhm san ionad oibre chun a chinntiú go bhfuil tascanna á tabhairt do gach fostaí a oireann is fearr dá gcumas pearsanta féin.
Tá sé an-tábhachtach do inchinn a choinneáil gníomhach agus sláintiúil, agus é a bheith níos tábhachtaí fós de réir mar a théann muid in aois. Tá gníomhaíochtaí, go háirithe iad siúd a éilíonn réiteach fadhbanna agus smaointeoireacht chriticiúil, go háirithe maith chun ár n-inchinn a spreagadh agus a choinneáil sláintiúil.
De réir mar a théann muid in aois, tosaíonn méid an ábhair liath inár n-inchinn ag laghdú go mall. Tá an chuid áirithe seo den inchinn freagrach go díreach as cuimhne, mothúcháin agus cumas cognaíoch. Léirigh staidéir go bhfuil an níos gníomhaí go meabhrach atá muid i rith ár saol agus inár mblianta níos sine, an níos mó ábhar liath a choinníonn muid agus dá bhrí sin is fearr a bhíonn ár n-inchinn sláintiúil agus gníomhach agus muid ag dul in aois. Tá cluichí boird, cluichí físeáin agus puzzles ar bhealaí den scoth iad go léir chun ár n-intinn a spreagadh agus chun fanacht géar, bíodh muid óg nó sean.
Nuair nach bhfuil aithne mhaith ag daoine ar a chéile, is féidir go mbeadh sé deacair an bhearna sin a dhúnadh, go háirithe i dtimpeallacht an áit oibre. Is é an bealach is fearr chun daoine a thabhairt le chéile agus a ligean dóibh aithne a chur ar a chéile ná cluichí, spóirt nó aon chineál iomaíochta cairdiúil. Is féidir le cairdeas a thógáil agus tugann sé do gach duine a bhfuil baint acu leis an ábhar a bhfuil siad ag caint air.
Cibé an bhfuil tú i do pháiste nó i do dhuine fásta a bhfuil scileanna nó tascanna nua á múineadh agat, is minic a bhíonn an fhoghlaim tedious, tiring agus go díreach boring. Is féidir leis an bhfaisnéis uile a theastaíonn chun rud éigin nua a fhoghlaim a ghlacadh a bheith thar a bheith tromchúiseach dár n-inchinn agus is minic go bhfuil an fhaisnéis a choinnítear i bhfad níos lú ná an fhaisnéis a tugadh ar dtús. Ach is féidir leis an gcluiche a chur san áireamh sa phróiseas teagaisc seo a athrú.
Nuair a dhéantar spraoi le foghlaim trí theicnící suimiúla agus idirghníomhacha a úsáid mar chluichí nó dúshláin, tuairiscíonn mic léinn go bhfuil cumas níos fearr acu díriú agus fanacht gafa. Ní hamháin go mbeidh siad níos díograise chun foghlaim, ach beidh siad in ann an fhaisnéis a tugadh dóibh a choinneáil agus a chur i bhfeidhm níos fearr.
Tá an teicníc seo á úsáid cheana féin i seomraí ranga ar fud na tíre ach níor cheart go gcuirfí deireadh leis tar éis na bunscoile. Is bealach iontach é cluichí a úsáid i dtimpeallacht na hoibre chun fostaithe a choinneáil gafa agus ar an eolas.
Is é féinmheas an méid muiníne nó creidimh atá ag duine ina féin agus ina gcumas. Is minic nuair a bhíonn dúshlán nó cás nua os ár gcomhair, b'fhéidir go mbeimid ag ceistiú an bhfuil muid in ann dul tríd agus é a bhaint amach ach trí chluichí rialta, gníomhaíochtaí foirne nó spóirt, is fearr a bhíonn muid in ann ár muinín féin a thógáil. Cé go mb'fhéidir go mbraitheann sé scanrúil, nó go gcuireann sé amach as ár gcrios compordach, is féidir le bheith ag obair go seasta le daoine eile i bhfoireann cabhrú linn mothú níos muiníneach sa timpeallacht foirne agus lasmuigh de.
Tá gníomhaíocht choirp an-tábhachtach, go háirithe sa tsochaí inniu ina gcaitheann an oiread sin againn an oiread sin ama ina suí. Is bealach iontach é cluiche a dhéanamh as gníomhaíocht choirp chun do chorp a choinneáil ag gluaiseacht agus is bealach iontach é chun daoine óga agus sean araon a spreagadh chun éirí suas agus a bheith gníomhach. Níl sa chomórtas damhsa, sa Twister, sa rása nó sa spórt ach cúpla bealach ar féidir cluichí a úsáid chun spraoi a bhaint as an aclaíocht.
Léiríonn staidéir gur mó na cluichí a dhéanann tú, is fearr an cumas atá agat eolas a fhoghlaim agus a choinneáil. Nuair a bhíonn muid faoi strus, déanann ár gcomhlachtaí méid iomarcach cortisol a tháirgeadh. Is féidir leis an hormone seo cur isteach ar ár gcumas codlata, rud a fhágann go bhfuilimid tuirseach agus nach féidir linn díriú ar feadh an lae. Is féidir leis an ngá a chur ar do chuid mothúchán agus do chuid fuinnimh. Is féidir le cluichí a imirt agus páirt a ghlacadh i ngníomhaíochtaí spraíúla ár strus a laghdú agus dá bhrí sin ár leibhéil cortisol a laghdú, rud a fhágann go bhfuil sé níos éasca faisnéis nua a fhoghlaim agus tascanna a chur i gcrích
Is cuma cén cineál cluiche a roghnaíonn tú a imirt, beidh scileanna éagsúla ag teastáil uaidh, amhail réiteach fadhbanna, tiúchan, dícheall agus smaointeoireacht straitéiseach. Tagann na scileanna seo go léir i bhfeidhm lasmuigh den chluiche, nuair a éilítear ort cinneadh a dhéanamh. An níos mó cluichí a imirt, an níos láidre na scileanna a bheith, ní hamháin a dhéanamh tú níos fearr cluiche iomaitheoir ach a dhéanamh tú níos láidre cinnteoir i ngach réimse de do shaol.
Tá go leor buntáistí éagsúla ag imirt cluichí. Ní hamháin go bhfuil éifeacht dhearfach fisiciúil acu ar ár gcorp agus ar ár n-intinn araon ach is féidir leo a dhéanamh níos cliste dúinn, ár spreagadh a mhéadú agus ár dtáirgeacht a fheabhsú. Is féidir leo timpeallacht níos fearr agus níos spreagúla a chruthú sa bhaile agus san ionad oibre araon agus is féidir leo naisc níos dlúithe a chruthú idir baill teaghlaigh agus comhghleacaithe araon. Tá na buntáistí a bhaineann le dul i mbun cluichí fada agus gan deireadh. Mar sin, cad atá tú ag fanacht? Téigh amach ann, a bheith spraoi ag baint tairbhe as na buntáistí go léir is féidir cluichí éagsúla a thairiscint duit, agus tús a imirt!


Over the years, I’ve read my share of student essays; some are wonderful, some execrable, and the vast majority, well…“extremely mediocre.” (How’s that for an oxymoron?) Besides grammatical mistakes and poor syntax, there is the question of style. I would like to mention two (among many) ways of speaking and writing that, according to the classic Elements of Style by Strunk and White, are not so much incorrect as they are weak. The first is the use of the “passive” voice instead of the “active.” (E.g., “The ball was thrown” instead of “Jimmy threw the ball”); the other is the use of the subjunctive mood (“If I were a rich man”) instead of the indicative (“I am a rich man”). The passive voice not only seems anemic, but it allows the speaker to omit important information if he so wishes. (Who threw the ball?) Likewise, the subjunctive mood is indefinite in contrast to the indicative because the situation it describes is not actually the case. Something may be, could be, ought to be, or would be, but as of right here, right now, it is not so.
In today’s passage from St. John’s Gospel for the Fifth Sunday of Lent, characters use both forms of vague phraseology. Martha and her sister Mary declare to Jesus: “Lord, if you had been here, my brother would not have died…” Earlier, Jesus’ disciples use the passive voice: “Master, if he is asleep, he will be saved.” Fine: but in the first case, Jesus was not with Lazarus when he died. What then? As for Lazarus being saved, who exactly will do the saving?” Contrast this with God’s word in the first reading from the prophet Ezekiel: “I will open your graves and have you rise from them, and bring you back to the land of Israel…” Likewise, St. Paul tells the Romans: “Those who are in the flesh cannot please God. But you are not in the flesh; you are in the spirit…” It is arguable that the tentative words of the disciples and the sisters call our attention to the divine power Christ wields over the forces of this world, and to the confidence we disciples are to put in his saving will.
Friends, if ever we were living in a time of uncertainty, as though we were subject to forces beyond our control, it is now. As I listen to the news briefings by the most well-informed, powerful people in the country, to say nothing of our parishioners’ stories, it occurs to me that hollow words of reassurance that “everything will be OK” only diminish the sense of upheaval that presently grips our national family. Evil, whether moral (when it is intentional) or natural (when it is no one’s fault) makes us respond: this should not be, and yet it is. We Catholics are realists, but we heed the Lord’s call to the perfection of holiness in an imperfect world. We recognize the creative tension that lies between the divine and the human, grace and nature, time and eternity, the spirit and the flesh. In both good times and bad, we place our ultimate confidence, not in earthly treasure (which Jesus says passes away), but in the Lord alone. In the meantime, concrete acts of charity that alleviate the suffering of our neighbor do not escape the notice of our Lord, who tells the just: “I am the resurrection and the life; whoever believes in me, even if he dies, will live.” The most powerful evidence of our faith in Christ is our love for our neighbor. Forget the subjunctive (what if?); let us live in the indicative (God is with us).

Thar na blianta, léigh mé mo chuid aisteí mac léinn; tá cuid acu iontach, cuid eile execrable, agus an tromlach mór, go maith... go hiontach. (Conas is féidir é sin a bheith ina oxymoron?) Chomh maith le botúin gramadaí agus sintéise dhroch, tá ceist an stíl ann. Ba mhaith liom dhá bhealach labhairt agus scríbhneoireachta (i measc go leor) a lua nach bhfuil, de réir na gclár Elements of Style ag Strunk and White, chomh mícheart agus atá siad lag. Is é an chéad cheann ná an úsáid a bhaint as an guth  éighníomhach  in ionad an  gníomhach. (M.sh.,  Bhí an liathróid ar fáil in ionad  Chuir Jimmy an liathróid); is é an ceann eile úsáid an stíl fho-chomhpháirtí ( Dá mba duine saibhir mé) in ionad an táscaire ( Is fear saibhir mé). Ní amháin go bhfuil an guth éighníomhach cosúil le anaimic, ach tugann sé deis don chainteoir faisnéis thábhachtach a fhágáil amach más mian leis. (Cé a chaith an liathróid?) Ar an gcaoi chéanna, tá an stíl fho-chomhshónach neamhchinnte i gcodarsnacht leis an t-uachtarán toisc nach é an cás a thuairiscíonn sé i ndáiríre. D'fhéadfadh rud éigin a bheith, d'fhéadfadh a bheith, ba chóir a bheith, nó a bheadh, ach mar atá anseo, anois, nach bhfuil sé mar sin.
Sa rannán inniu ó Evanjeliu Naomh Eoin don Chúigiú Domhnach den Chréasún, úsáideann carachtair an dá fhoirm frásaíochta éagórach. Dúirt Máirt agus a deirfiúr Máire le Íosa: A Thiarna, dá mbeadh tú anseo, ní bheadh mo dheartháir marbh... Roimhe sin, úsáideann deisceabail Íosa an guth éighníomhach: A Thiarna, má tá sé ina chodladh, sábhálfar é.  Deis: ach sa chéad chás, ní raibh Íosa le Lazarus nuair a fuair sé bás. Cad a tharla ansin? Maidir le Lazarus a shábháil, cé go díreach a dhéanfaidh an shábháil?  I gcomparáid leis seo le focal Dé sa chéad léamh ón fáidh Ezekiel:  Osclóidh mé do chuid uaigh agus éireoidh tú as iad, agus cuirfidh mé ar ais thú go talamh Iosrael... Mar an gcéanna, deir Naomh Pól leis na Rómhánaigh:  Ní féidir leis na daoine atá sa fheoil a bheith sásta le Dia. Ach níl tú sa chraiceann; tá tú san spiorad... Is féidir a rá go dtugann focail réamhshocraithe na deisceabail agus na deirfiúracha ár dtuiscint ar an gcumhacht dhibhine a bhfuil Críost ag baint leis na fórsaí an domhain seo, agus ar an muinín atá againn deisceabail a chur ina thoil sábhála.
Cairde, má bhíomar ag maireachtáil in am neamhchinnte, amhail is dá mba muid faoi réir fórsaí lasmuigh dár smacht, tá sé anois. Agus mé ag éisteacht le na brifiúcháin nuachta ag na daoine is fearr a bhfuil eolas acu, is cumhachtach sa tír, gan trácht ar scéalta ár bparóiste, tagann sé orm go bhfuil focail bhréagach de mhuinín go mbeidh "go léir OK" ach an mothú athshlánú a bhfuil ár dteaghlach náisiúnta á ghabháil faoi láthair. An olc, cibé an morálta (nuair a bhíonn sé d'aon ghnó) nó nádúrtha (nuair nach bhfuil sé duine ar bith's fault) a dhéanann dúinn freagra: ní ba chóir go mbeadh sé seo, agus fós tá sé. Táimid Caitlicigh realists, ach táimid ag aird ar an Tiarna ar ghlao chun foirfeacht na naofachta i saol neamhfhoirfe. Aithnímid an teannas cruthaitheach atá idir an diaga agus an duine, grásta agus nádúr, am agus síoraíocht, an spiorad agus an fheoil. I bhfianaise mhaith agus i bhfianaise olc araon, ní i gcosaint talún (a deir Íosa go dtéann sé ar shiúl) a chuirimid ár muinín deiridh, ach sa Tiarna amháin. Idir an dá linn, ní mhaireann gníomhartha carthanachta nithiúla a mhaolann fulaingt ár gcomharsa, faoi deara ár dTiarna, a deir leis an gceart: Is mise an aiséirí agus an saol; an té a chreideann ionam, fiú má fhaigheann sé bás, beidh sé beo. Is é an fhianaise is cumhachtaí ar ár gcreideamh i gCríost ár ngrá dár gcomharsa. D'fhág an fho-chomhchomhpháirtí (cad a tharlaíonn má? ); bíodh muid i gcónaí sa táscach (Tá Dia linn).


LDR 531 Final Guide
1) Which of the following is best defined as a consciously coordinated social unit, composed of two or more people, which functions on a relatively continuous basis to achieve a common goal or set of goals? A. Party B. Unit C. Community D. ..
1. Job dissatisfaction and antagonistic relationships with coworkers predict a variety of behaviors organizations find undesirable, including unionization attempts, substance abuse, undue socializing, and tardiness. These behaviors are indicators of a broader syndrome called 2. Organiz..
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Treoir Chríochnaitheach LDR 531
1) Cé acu de na rudaí seo a leanas a shainmhínítear is fearr mar aonad sóisialta comhordaithe go comhfhiosach, atá comhdhéanta de bheirt nó níos mó daoine, a fheidhmíonn ar bhonn réasúnta leanúnach chun sprioc nó tacar spriocanna coiteann a bhaint amach? A. Is é sin. Páirtí B. Aonad C. Comhphobal D. ..
1. an t-am a bhí ann. Tá míshástacht oibre agus caidrimh antagonistic le comhghleacaithe ag tuar éagsúlacht iompar a fhaigheann eagraíochtaí neamh-inmhianaithe, lena n-áirítear iarrachtaí ar aontachas, mí-úsáid substaintí, sóisialaíocht mhíchuí, agus moill. Is táscairí iad na hiompraíochtaí seo ar shiondróm níos leithne ar a dtugtar 2. Eagraíocht...
Taispeánann 1 go 2 de 2 (1 leathanach)


Even as Coursera, an online learning platform developed at Stanford, continues to assume an increasingly influential role in the field of online education, its usage at Stanford has prompted concerns among students that courses using the platform have not fully exploited its potential.
Coursera was launched in April 2012 by Associate Professor of Computer Science Andrew Ng and Professor of Computer Science Daphne Koller Ph.D. ’94, and it has since partnered with 33 universities to offer free online courses to millions of students.
Coursera’s focus on facilitating a “flipped classroom” model of education – in which students watch pre-recorded lectures on their own before interacting with professors during class time – has, however, been inconsistently applied in several Stanford courses that use Coursera, with professors instead combining the new format with traditional lectures.
“It would make sense if we were using Coursera to achieve a pure flipped classroom experience, but we aren’t doing that,” said Johnny Winston ’15, who took CS 147: Introduction to Human-Computer Interaction – which used Coursera – in fall quarter. “We only meet in small design studio groups one out of the three days of class, and the other two days consist of a more traditional lecture format.”
Nate Nunez ’15, who was also enrolled in CS 147, agreed, arguing that class time “could be better used” compared to the frequent replication of content between lectures and online videos.
By contrast, Scott Klemmer, who taught CS 147, claimed that there were several important differences between his online and live lectures. He said that feedback gathered from CS 147 students would lead to revisions in the course’s content and use of Coursera in the future.
“There are benefits and drawbacks of being an early adopter,” Klemmer, an associate professor of computer science, said. “This academic year of students gets the advantage of being first people to experience the flipped classroom, but they have the challenge of dealing with first-generation software.”
Dan Boneh, a professor of computer science who currently teaches CS 255: Introduction to Cryptography through Coursera, said he is using a “semi-flipped” classroom model.
Boneh posts videos of course content on Coursera, increasing the time available in lecture for student questions, and integrates quizzes into his videos using the Coursera software to help students track their progress.
“It’s not just using Coursera as a YouTube,” Boneh said. “It’s a lot more than that.”
While many professors have chosen to use Coursera as a supplement to their traditional course format, some of their peers have fully embraced the flipped-classroom model.
Kristin Cobb M.S. ’99 Ph.D. ’02, who taught HRP 213: Writing in the Sciences with Coursera in fall quarter, attributed her ability to spend more time interacting with students to the flipped-classroom model.
“Because writing is so hands on, to get the students to edit each other’s papers in class and make them write in class is a great use of class time,” Cobb, a clinical professor of health research and policy, said. “It’s also much more fun for me as an instructor than just giving the same lectures and having to rush through material.”
Cobb said that 77 percent of her students in Writing in the Sciences had agreed or strongly agreed that they preferred the flipped-classroom model to the traditional classroom model.
Jason van der Merwe ’15 cited the existence of several bugs in the Coursera platform as another hindrance to students, a criticism echoed by Winston.
“I think we grew so fast that we had some growing pains,” Ng conceded. “The whole company is taking reliability as a priority though…and I think we are doing much better than we were a few months ago.”
While Klemmer acknowledged the existence of several shortcomings with the Coursera experience, he expressed optimism that the flipped-classroom model will become more feasible to adopt in the future.
“Everything we are doing in online education right now is experimental,” Klemmer said. “Some of these experiments are turning out amazingly, and others are teaching us things that we need to change. Coursera is not set up for in-person classes in many ways right now, but I think we are going to get there soon.”

Cé go bhfuil ról níos mó agus níos mó tionchair ag Coursera, ardán foghlama ar líne a forbraíodh ag Stanford, i réimse an oideachais ar líne, d'eascair a úsáid ag Stanford imní i measc na mac léinn nach bhfuil cúrsaí a úsáideann an t-ardán á n-úsáid go hiomlán dá chumas.
Seoladh Coursera i mí Aibreáin 2012 ag an Ollamh Comhlach Eolaíochta Ríomhaireachta Andrew Ng agus an Ollamh Eolaíochta Ríomhaireachta Daphne Koller Ph.D. 94, agus tá sé i gcomhpháirtíocht le 33 ollscoil ó shin chun cúrsaí ar líne saor in aisce a thairiscint do na milliúin mac léinn.
Díríonn Coursera ar mhúnla oideachais "seomra ranga casadh" a éascú ina mbreathnaíonn mic léinn ar léachtaí réamhghlactha ar a gcuid féin sula n-idirghníomhaíonn siad le múinteoirí le linn am ranga. Mar sin féin, tá cur i bhfeidhm neamhsheasmhach i roinnt cúrsaí Stanford a úsáideann Coursera, agus múinteoirí ina ionad sin ag comhcheangal an fhormáid nua le léachtaí traidisiúnta.
"D'fhéadfadh sé a bheith ciallmhar dá mbeadh Coursera á úsáid againn chun eispéireas clasaiceach glan a chasadh, ach nílimid á dhéanamh sin", a dúirt Johnny Winston, a ghlac CS 147: Treoir maidir le hIonad-Rinneálaí Idirghníomhaíocht, a d'úsáid Coursera sa ráithe titim. Ní bhíonn muid ag teacht le chéile ach i ngrúpaí stiúideo dearaidh beaga ar cheann amháin de na trí lá ranga, agus is formáid léachta níos traidisiúnta atá sna dhá lá eile.
Aontaigh Nate Nunez 15, a bhí cláraithe i CS 147 freisin, ag argóint gurbh fhearr úsáid a bhaint as am an chlas  i gcomparáid leis an gcúpla ábhar a athdhéanamh go minic idir léachtaí agus físeáin ar líne.
I gcodarsnacht leis sin, dúirt Scott Klemmer, a mhúin CS 147, go raibh roinnt difríochtaí tábhachtacha idir a léachtaí ar líne agus beo. Dúirt sé go dtiocfadh le hathbhreithnithe ar ábhar an chúrsa agus ar úsáid Coursera sa todhchaí, de bharr na dtuairimí a bhailíodh ó dhaltaí CS 147.
Tá buntáistí agus míbhuntáistí ag baint le bheith i do thús-aontaitheoir, a dúirt Klemmer, ollamh comhlánaithe eolaíochta ríomhaireachta. Tá an buntáiste ag mic léinn an bhliain acadúil seo a bheith ar na chéad daoine a bhíonn ag baint taithí as an seomra ranga casadh, ach tá dúshlán acu déileáil le bogearraí den chéad ghlúin.
Dúirt Dan Boneh, ollamh eolaíochta ríomhaireachta a mhúineann CS 255: Treoir chuig Cripteagrafaíocht trí Coursera, go bhfuil sé ag úsáid samhail seomra ranga "ceathrú-tharraingthe".
Postann Boneh físeáin de ábhar cúrsa ar Coursera, ag méadú an t-am atá ar fáil i léacht do cheisteanna mac léinn, agus cuireann sé fionnachtana isteach ina chuid físeáin ag baint úsáide as bogearraí Coursera chun cabhrú le mic léinn a gcuid dul chun cinn a rianú.
"Ní úsáid Coursera mar YouTube amháin atá ann", a dúirt Boneh. Is i bhfad níos mó ná sin é.
Cé gur roghnaigh go leor ollamh Coursera a úsáid mar fhorlíonadh ar a bhformáid chúrsa traidisiúnta, ghlac cuid dá gcomhghleacaithe go hiomlán leis an tsamhail seomra ranga casadh.
Kristin Cobb M.S. 99 Ph.D. 02, a mhúin HRP 213: Scríobh sna Eolaíochtaí le Coursera sa ráithe titim, thug sí a cumas níos mó ama a chaitheamh ag idirghníomhú le mic léinn leis an tsamhail seomra ranga flipped.
"Toisc go bhfuil an scríbhneoireacht chomh lámha ar láimh, is úsáid iontach é na mic léinn a chur ar chumas na mac léinn páipéir a chéile a eisiúint sa rang agus iad a chur ag scríobh sa rang", a dúirt Cobb, ollamh cliniciúil taighde agus beartais sláinte. Is mó an spraoi domsa mar mhúinteoir ná an léacht céanna a thabhairt agus ábhar a rith go tapaidh.
Dúirt Cobb go raibh 77 faoin gcéad dá mic léinn i Scríbhneoireacht sna Eolaíochtaí ag aontacht nó ag aontacht go láidir gur fearr leo an tsamhail rang-ailtire a bhí ar ais i gcomparáid leis an tsamhail rang-ailtire traidisiúnta.
Dúirt Jason van der Merwe 15 go raibh roinnt buganna sa ardán Coursera mar bhac eile do mhic léinn, critice a rinne Winston.
"Sílim go bhfásamar chomh tapa sin go raibh roinnt pian fáis againn", a admhaigh Ng. Tá an chuideachta ar fad ag tabhairt iontaofachta mar thosaíocht...agus sílim go bhfuil muid ag déanamh i bhfad níos fearr ná mar a bhíomar cúpla mí ó shin.
Cé gur admhaigh Klemmer go raibh roinnt easnaimh ann maidir le taithí Coursera, chuir sé an dóchas in iúl go mbeidh an tsamhail seomra ranga cas níos indéanta a ghlacadh sa todhchaí.
Tá gach rud atá á dhéanamh againn i oideachas ar líne faoi láthair ina thriail, a dúirt Klemmer. Tá cuid de na turgnaimh seo ag teacht amach go hiontach, agus tá cuid eile ag múineadh rudaí dúinn a chaithfidh muid a athrú. Níl Coursera suiteáilte le haghaidh ranganna pearsanta i go leor bealaí anois, ach sílim go bhfuilimid ag dul a fháil ann go luath.


A urine test is the standard way to identify people exposed to nuclear materials, but urine only picks up recent exposure.
Scientists say it might be possible to identify exposure within one year based on hair, fingernail, and toenail clippings.
“We were able to identify exposure to enriched uranium, which is used to make both nuclear fuel and weapons.”
“We are working to develop a tool that law enforcement agencies in nuclear proliferation or smuggling investigations can use to identify individuals who have handled special nuclear material,” says John Brockman, associate professor of research in the University of Missouri Research Reactor Center. “The goal of our research was to determine if hair, fingernail clippings, and toenail clippings could be used to better detect uranium exposure.”
Brockman collected hair, fingernail, and toenail clippings from workers in nuclear research facilities from around the country. Testing procedures developed by Brockman and his team identified exposure to both natural and manmade sources of uranium.
According to the World Nuclear Association, naturally occurring uranium is a mixture of three isotopes, including uranium-238 (U-238), U-235 and traces of U-234. U-238 accounts for over 99 percent of the isotopes found in nature; U-235 is the isotope necessary to create nuclear weapons or power a nuclear reactor. U-235 is considered a fissile isotope, meaning the atom has the ability to split, yielding a large amount of energy. Uranium that has been used as fuel in a nuclear power plant also contains the manmade isotope, U-236.
“Our technique was not only able to determine uranium exposure, but also the specific isotopes the individual has handled within the last year,” Brockman says. “We were able to identify exposure to enriched uranium, which is used to make both nuclear fuel and weapons, and U-236 which is suggestive of nuclear fuel reprocessing.”
With this discovery, law enforcement official could use specialized equipment and identify individuals who have been exposed to special nuclear material within 48 hours. Brockman is looking to expand his analysis with the national human radiobiological tissue repository (NHRTR) to further provide insight on how hair and nail samples could be used to monitor exposure to special nuclear material.
The study was published in Analytical Chemistry and funded by the Defense Threat Reduction Agency and National Science Foundation.
Source: University of Missouri
Original Study DOI: 10.1021/acs.analchem.6b02144
Article by Jeff Sossamon-U. Missouri

Is é tástáil an fhliuch an bealach caighdeánach chun daoine a nochtadh do ábhair núicléacha a aithint, ach ní fhaigheann an fhliuch ach nochtadh le déanaí.
Deir eolaithe go bhféadfadh sé a bheith indéanta an nochtadh a aithint laistigh de bhliain amháin bunaithe ar chraiceann gruaige, fingernails, agus toenails.
 Bhíomar in ann nochtadh a dhéanamh do úráiniam saibhrithe, a úsáidtear chun breosla núicléach agus airm a dhéanamh araon.
"Táimid ag obair chun uirlis a fhorbairt ar féidir le gníomhaireachtaí forfheidhmithe dlí a úsáid i imscrúduithe maidir le leathnú núicléach nó smugáil chun daoine aonair a d'oibrigh le hábhair núicléacha speisialta a aithint", a deir John Brockman, ollamh comhlánaithe taighde in Ionad Réatóir Taighde Ollscoil Missouri. Ba é aidhm ár dtaighde a chinneadh an bhféadfaí gruaig, gearrthóga uimhreacha, agus gearrthóga toenail a úsáid chun nochtadh úráiniam a bhrath níos fearr.
Bailíodh gruaig, ingne agus ingne a ghearradh ó oibrithe i saoráidí taighde núicléacha ar fud na tíre. Léirigh nósanna imeachta tástála a d'fhorbair Brockman agus a fhoireann go raibh siad nochtaithe do fhoinsí nádúrtha agus foinsí de dhéantús an duine de úráiniam.
De réir Chumann Núicléach an Domhain, is meascán de thrí íosótap a bhíonn ag úráiniam a tharlaíonn go nádúrtha, lena n-áirítear úráiniam-238 (U-238), U-235 agus rianta U-234. Is ionann U-238 agus os cionn 99 faoin gcéad de na hísotóipí a fhaightear sa nádúr; is é U-235 an hísotóp is gá chun airm núicléacha a chruthú nó frithghníomhaire núicléach a chumhachtú. Meastar go bhfuil U-235 ina iar-athóp insinte, rud a chiallaíonn go bhfuil an cumas ag an adamh scoilt, ag tabhairt méid mór fuinnimh. Tá an t-iarann a úsáideadh mar bhreosla i gléasra cumhachta núicléach ina n-ionad freisin den iarann de dhéantús an duine, U-236.
'Ní amháin gurbh fhéidir lenár dteicneolaíocht nochtadh úráiniam a chinneadh, ach freisin na hísótóp sonracha a láimhseáil an duine aonair le bliain anuas,' a deir Brockman.  Bhí muid in ann nochtadh a dhéanamh d'úráiniam saibhrithe, a úsáidtear chun breosla núicléach agus airm a dhéanamh araon, agus U-236 a thugann le fios go ndéantar athphróiseáil ar bhreosla núicléach.
Leis an bhforais seo, d'fhéadfadh oifigeach forfheidhmithe dlí trealamh speisialaithe a úsáid agus daoine a bhí nochtaithe do ábhar núicléach speisialta a aithint laistigh de 48 uair an chloig. Tá Brockman ag iarraidh a anailís a leathnú leis an stór náisiúnta fíocháin radaigh-bitheolaíoch daonna (NHRTR) chun léargas a chur ar fáil ar an gcaoi a bhféadfaí samplaí gruaige agus ingne a úsáid chun monatóireacht a dhéanamh ar nochtadh d'ábhar núicléach speisialta.
Foilsíodh an staidéar i Analytical Chemistry agus maoinigh an Defense Threat Reduction Agency agus an National Science Foundation é.
Foinse: Ollscoil Missouri
Doiciméad: 10.1021/acs.analchem.6b02144
Artaigil le Jeff Sossamon-U. Missouri