One of the most famously used software or app called google translate can translate thousands of different languages, it also contains a feature to detect the language which is written and translate it to the intended language. Automation and software evolution has led to the increase reliability of the individuals over these technologies compared to humans.
Similarly, a large number of analysts believe that in future google translate could replace the manual or human translation industry around the globe. There are several reasons why this technology cannot replace actual human translation capabilities some of them are discussed below.
The first and most significant limitation of google translate is that it works on a set of rules without understanding. Rules may define a certain task can be accomplished but it does not brew understanding. Human languages are filled with rules and many circumstances where these rules become irrelevant and no longer apply, in such cases google translate fails to incorporate the correct translation and ends up doing a literal translation that is far inferior in quality as compared to a human or manually translated document. Google translation is a very good tool to understand the basic sense of what is being communicated but for official translations, transcripts and other translations it fails to achieve the similar results.
Human translators are able to discern the expression that an individual is trying to communicate in his piece of writing that is usually absent from machine based translation, due to this phenomenon the machine-based translations failed to incorporate the true intention of the piece of writing and end up going after the literal interpretation of the words that are placed in the software.
Human beings are very expressive and have a high level of intellect that enables them to play with words, expressions and meaning of certain sentences. The meaning of a sentence changes with the situation and intention of the speaker, which the google translate fails to incorporate and understand but a human speaker has a clear idea of the situation can discern the intended emotion that the writer wants to communicate very easily and effectively.
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Jack Pine Bonsai
One Of The Most Accomodating Bonsai Species
Jack Pine Bonsai is the miniature of the Jack pine tree found mainly in Canada and the north eastern regions of United States. Jack pine usually can grow to heights of 72 feet, and grow in rocky or sandy soil.
In general pine is referred to as being one of the most bonsai friendly trees. Jack pine responds well to the bonsai techniques. With their impressive appearance and majestic gait the Jack Pine are wonderful plants which would go a long way in adding value to your collection of bonsai plants.
Pine trees with their downward sloping branches and over 100 different species to choose from make a formidable contender for the art of bonsai.
Jack Pine Bonsai is one of the most accommodating varieties of bonsai trees as they are quite hardy and are not very difficult to maintain and grow. This makes Jack Pine the perfect for beginners in the Bonsai world.
The fact that Jack pine grows in sandy soil in arid and windy conditions proves the fact that they are quite weather hardy hence you would be saved of a lot of effort in taking care of bonsai. It is more preferable to keep this plant dry rather than wet.
A general pattern to the bonsai growth is that the new buds generally grow on to become candles which then grow on to become shoots covered with sharp needle like growth.
Pruning Jack Pine
Pruning activities should generally be carried out during the dormancy seasons. In addition to leave pruning you also need to remove the needles of the previous years.
Jack Pine needs to be root pruned in synch with of branch pruning so as to ensure a balanced growth. Generally roots should be cut to 2/3rd of their length. Ensure that you remove all the worn out and dilapidated roots along with very few new roots. Excessive root pruning would be very detrimental to the bonsai growth and would lead to a slugging plant.
Jack pine does not need as frequent watering as the other varieties of the bonsai plants. Since they naturally grow in arid and sandy conditions, they are used to dearth of water supply. Hence Jack Pine requires far less watering cycles as compared to other bonsai plants.
Hope you have fun with Jack Pine Bonsai.
Return from Jack Pine Bonsai to Bonsai Hub home


When a report of child abuse or neglect is made, an initial assessment is made to determine if Child Protective Services should become involved. If the report meets the criteria for agency involvement, the case is investigated by a social worker or special investigator. Law enforcement may also investigate if a joint investigation is warranted. If it is determined that a child is unsafe, then a recommendation is made by Child Protective Services or law enforcement to the court regarding what action should be taken regarding the child's safety.
The court is ultimately responsible for the decision to remove a child from the home. Removal may require placing the child in foster care or in the care of a relative. When making a recommendation to remove a child, Child Protective Services must weigh the emotional harm to the child of being removed from the home with the likelihood of harm that could occur if the child remains in the home. Information for parents is available Child Protective Services Brochure
Services may be provided in non-abuse or neglect situations in cases where a child appears to be without proper parental care and control, in cases of truancy and in the cases of runaways. Assessments often result in families being referred to services such as family preservation, foster care or other services available in the community.


Before leaders in technology education are able to identify a theoretical framework upon which a curriculum is to stand, they must first grapple with two opposing views of the purpose of technology education – education for all learners or career/technical education. Dakers (2006) identifies two opposing philosophies that can serve as a framework for technology education, both inspired by ancient Greece, with the works of Descartes and the birth of positivism. Later reappearing in Pascal’s writings of the mathematical mind, and finally with Rousseau in the mid 1700s, the theoretical arguments of academic verses vocational were established in education, and thus concluded that the overall purpose of education was to make a man (human being) or a citizen. This dichotomy of views is referenced here to make explicit the underpinnings of a theoretical framework for technology education. The position that the authors take in this dichotomy of views is one that embraces the best of both views by teaching technology education to all students to foster technological literacy while at the same time addressing the needs of a workforce seeking to compete in a global economy. This rationale will be presented throughout the article.
Theoretical Perspectives of Technology Education
Early in the 1990s, in the midst of the name change from industrial arts to technology education, the Journal of Technology Education (JTE) published a special theme issue dedicated to examining the state of technology education from different theoretical perspectives ( Herschbach, 1992 ). Herschbach (1992) explains that although curriculum development is not an exact science, there are five basic curriculum patterns generally recognized by curriculum theorists. He identified the five patterns as academic rationalist (separate subjects), technical/ utilitarian (competencies), intellectual processes, personal relevance, and social reconstruction.
The special 1992 issue of JTE featured five authors from the field of technology education (Erekson, Herschbach, Johnson, Petrina, and Zuga) with each author discussing one of the five theoretical frameworks as they relate to technology education. Today, with the field of technology education on the verge of a new shift in focus, it is appropriate to consider a new theoretical perspective for technology education based upon the needs of today’s learners and upon new knowledge of teaching and learning obtained through recent research.
The Archway of Meaningful Learning: A Proposed Theoretical Framework
The graphic in Figure 1 illustrates an archway to meaningful learning in technology education. The archway begins with a constructivist approach to learning through a pragmatist or experimental over-arching philosophy as the theoretical foundation upon which all the other learning theories and approaches to learning rest upon. Contextual learning/problem-based instruction and project-based instruction create columns of support for engineering design and systems thinking to provide meaningful learning through a real-world context. Both engineering design and systems thinking become the “drivers” of the learning experience. Systems thinking is above project-based instruction because systems thinking is required for solving open-ended and ill-structured problems that society faces today and such problems are prevalent in engineering design projects. At the top of this archway of meaningful learning is student learning, forming the keystone of the arch, at the heart of why we need to teach from a constructivist approach. Student learning is supported by all other “building blocks.” Throughout the rest of this article, the authors will present their rationale for why technology education should adopt this theoretical framework and describe the benefits of adopting this approach to technology education.
Figure 1. The Archway to Meaningful Learning in Technology Education.
Pragmatism or Experimentalism
The conceptual underpinning of the proposed philosophy of technology education is founded on the ideas supported by the works of Woodward (1894) , Dewey (1916), and Warner, Gray, Gekbracht, Gilbert, Lisack, Kleintjes, et al. (1947), each of whom proposed that technology education is for all learners. That is, they believed that technology education should equip the learner with necessary knowledge, skills, and abilities in the context of technology, and to live, function, and work in today’s technological society. Furthermore, the authors embrace a pragmatist view, also known as experimentalism, which has been promoted through the progressive and reconstruction movement of the late 19th and early 20th centuries. Pragmatism supports the notion that knowledge is gained through problem solving, it places great emphasis on critical thinking and reasoning, and it seeks to solve the world’s problems with an open mind ( Scott & Sarkees-Wircenski, 2001). Moreover, the authors support technology education with an engineering design focus as a vehicle for fostering technological literacy while simultaneously developing the skills needed to work in a global economy. A review of some of the recent commissioned reports on preparing a workforce ready to compete in a global economy uncovers lists of necessary job skills that are also technological literacy skills ( Committee on Prospering in the Global Economy of the 21st Century, 2007; National Center on Education and the Economy, 2006). Developing technological literacy goes far beyond providing vocational skills and making students “technologically savvy”; it is focused on understanding how technology has changed our world and how we live in it. Michael (2006, p. 56) adds that technology education should prepare young people to cope in a rapidly changing technological world; enable them to think and intervene creatively to improve that world; develop skills required to participate responsibly in home, school and community life (citizenship); help them become discriminating consumers and users of products; help them become autonomous, creative problem-solvers; …encourage the ability to consider critically the use, effect, and value dimensions of design and technology (technological awareness or literacy).
It is our belief that technology education, with a focus on engineering design, is as beneficial for students who want to become attorneys, physicians, accountants, business managers, clergy, and writers as it is for future engineers. One very important component of each of these occupations is that people working within them function in an environment comprised of ill-structured problems. Educators agree that problem-solving skills are critical for a successful person in today’s world; however, it is important to note that ill-structured problem-solving helps to better prepare students to cope with real-world problems (Jonassen, 1997). Well-structured problems are constrained and usually have one correct answer, while ill-structured problems are not constrained and have multiple possible solution trajectories and final solutions (Jonassen, 1997). Whether a student selects the field of law, business, or medicine to study, they will encounter many ill-structured problems that are domain or context dependent (Bransford, 1994). Engineers have developed an excellent systematic approach to ill-structured problems known as the engineering design process. Engineers have an excellent record of taking a complex and often chaotic problem and using the engineering design process to consider multiple perspectives, and oftentimes break the problem down into manageable sub-problems that can be solved with a set of possible solutions. The skill of managing chaotic and ill-structured problems is useful to all occupations.
A Constructivist Approach to Engineering Design and Systems Thinking
Dewey captured the general philosophy of a constructivist view of learning when he made the statement:
We are given to associating creative mind with persons regarded as rare and unique, like geniuses. But every individual is in his own way unique. Each one experiences life from a different angle than anybody else, and consequently has something distinctive to give others if he can turn his experiences into ideas and pass them on to others (1930, p. 3).
Jacobson and Wilensky (2006) suggest that young learners can handle complex systems thinking even at the middle school level. They suggest using a constructivist approach to learning, a philosophy of learning based upon foundational works of Dewey (1930), Piaget (1985), and Vygotsky (1998). Jacobson and Wilensky wrote: “A central tenet of the constructivist or constructionist learning approach is that a learner is actively constructing new understandings, rather than passively receiving and absorbing ‘facts’” (p.22). They believe that this method of learning can increase students’ understanding of complex systems as well as be more interesting, engaging, and motivating for students when assigned authentic problems studied within cooperative learning environments. Blikstein and Wilensky (2004) have conducted research in this area of systems thinking with results suggesting pedagogical approaches that involve students generating questions, hypotheses, and theories about a particular phenomenon. Students then develop experiments or create conceptual models using multi-agent or qualitative modeling software to confirm or refute their theories. Jacobson and Wilensky (2006) recommended a constructivist approach to teaching systems thinking within a team or group-learning environment.
Wankat (2002) and Becker (2002) agree that a constructivist approach is critical to improving the teaching of engineering and technology education. Reflecting on the work in How People Learn (Bransford, Brown, & Cocking, 2000), Wankat believes that the student, not the teacher, must be in the “driver seat” of learning. Bransford et al. described four critical perspectives of learning environments:
1. Learner centered – “Teachers must pay close attention to the knowledge, skills, and attitudes that learners bring into the classroom” (p. 23).
2. Knowledge centered – “Attention must be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like” (p. 24).
3. Assessment centered – “Formative assessments – ongoing assessments designed to make students’ thinking visible to both teachers and students are essential” (p. 24).
4. Community centered – “A community-centered approach requires the development of norms for the classroom and school, as well as connections to the outside world, that support core learning values” (p. 25).
Becker (2002) explained that a constructivist approach is inherent in the Standards for Technological Literacy, and that a shift from behaviorism to constructivism is critical to educate and assess today’s students so that they are prepared for today’s global economy. Wankat warned against the content tyrant, a phenomenon that takes place when the teacher lets the need to cover certain content control the teaching and learning that takes place in the classroom, something that has plagued engineering education for years ( National Academy of Engineering, 2004 ).
Crawford (2001) suggested that there are five key strategies to actively engaging students in a constructivist approach to teaching. These five strategies are:
- Relating — learning in the context of one’s life experiences or preexisting knowledge
- Experiencing — learning by doing, or through exploration, discovery, and invention
- Applying — learning by putting the concepts to use
- Cooperating – learning in the context of sharing, responding, and communicating with others
- Transferring – using knowledge in a new context or novel situation, one that has not been covered in class.
Notice that the constructivist teaching strategies suggested by Crawford, Wankat, Becker, and Bransford et al. emphasize the critical importance of context for effective teaching and learning. Contextual learning as described by Borko and Putnam (2000) is situated, distributed, and authentic. They suggest that all learning should take place, or be situated, in a specific physical and social context to acquire knowledge that is intimately associated with those settings. Borko and Putnam also advocate that for transfer of learning to occur, students must be provided with multiple similar experiences allowing an abstract mental model to form. Hanson, Burton, and Guam (2006) proposed contextual learning as a key strength for technology and engineering education programs, allowing for transfer of knowledge from core subjects. Additionally, they suggested that contextual learning is a key concept in helping technology education align with No Child Left Behind and providing learning opportunities for students to become prepared to work in a global economy. The context of learning is also essential in designing a solution to an ill-structured problem. Glegg (1972) suggested that the context in which a solution will be applied is not only an important design consideration but also critical to learning design. Teaching engineering design must be done within a context that is authentic. Newmann and Wehlage (1993) suggested that authentic activities have the following dimensions:
- Involve higher order thinking where students manipulate information and ideas
- Require a depth of knowledge so students apply what they know and are connected to the world in such a way that they take on personal meaning
- Require substantial communication among students
- Support achievement of all through communication and high expectations of everyone contributing to the success of the group.
Hutchinson (2002) suggested that problem-based learning is an additional field of inquiry worthy of consideration. Problem-based learning presents students with a problem situation and then they are asked to determine what is happening. “Problem solving, in this approach, involves a process of a) engagement; b) inquiry and investigation; c) performance; and d) debriefing” ( Hutchinson, 2002, p. 4). Pierce and Jones (2000) suggested that the worlds of contextual learning theory and problem-based instruction can converge to produce highly conceptualized learning focused on questions and problems relating to real-world issues. Problem-based instruction is self-directed and collaborative. Authenticity of problem-based instruction is accomplished by encouraging dialogue with practicing experts and the manipulation of real data. Hutchinson also suggested formative assessments and performance of students before a panel of experts. These methods have been used successfully in engineering to develop critical thinking skills in students ( Woods, Felder, Rugarcia, & Stice, 2000).
Engineering Design and Systems Thinking: The Ideal Context for Problem and Project Based Instruction
Wicklein (2006) and Daugherty (2005) endorsed engineering design as an ideal platform for addressing the standards for technological literacy ( ITEA 2000/2002 ), while also creating an instructional model that attracts and motivates students from all academic levels. Today’s workforce requires job skills that move beyond excelling in the basic core subjects (Grasso & Martinelli, 2007). A national employer survey identified desired job skills needed in today’s workforce. Today’s jobs “…require a portfolio of skills in addition to academic and technical skills. These include communication skills, analytical skills, problem-solving and creative thinking, interpersonal skills, the ability to negotiate and influence, and self-management ( The National Center on the Educational Quality of the Workforce, 1995, p. 3). Dearing and Daugherty (2004) conducted a study to identify the core engineering-related concepts that also support a standards-based technology education curriculum by surveying 123 professionals in technology education, technology teacher education, and engineering education. The top five ranked concepts were:
1. Interpersonal skills: teamwork, group skills, attitude, and work ethic
2. Ability to communicate ideas: verbally, physically, and visually
3. Ability to work within constraints/ parameters
4. Experience in brainstorming and generating ideas
5. Product design assessment: Does a design perform its intended function? (p. 9).
The researchers surmised that these concepts, based upon the standards for technological literacy, were ranked high due to the nature of the work environment in today’s society and the need for a growing diverse workforce. Hill (2006) recanted Richard Miller’s words at a University of Georgia engineering conference about the need for engineers who have excellent communication skills, ability to work in teams, skills in social interactions, and good business ethics. Hill suggested that technology education is an ideal program to team up with engineering education to help young people develop these attributes. Roman (2004) considered the needs of an American workforce struggling to survive in a global economy. He wrote: “Thinking globally requires individuals who can think multi-dimensionally, integrating the technical and economic aspects of problem solving with the social, political, environmental, and safety concerns” (p. 22).
The Engineer of 2020 indicated that the engineer of the future will need to work in teams to study social issues central to engineering (National Academy of Engineering, 2004). McAlister (2003) observed that four of the twenty Technological Literacy Standards address technology and society, so teaching the social/cultural impacts of design is appropriate. We suggest using a systems thinking approach to engineering design to study technology-related social problems because this platform is an excellent way to foster technological literacy and promote the attitudes, thinking skills, and job skills listed above. However, this approach should not be applied to social engineering ( Weinberg, 2003).
What is Systems Thinking and Why is it Important for Technology Education?
What is systems thinking? Jacobson and Wilensky (2006) wrote:
Complex systems approaches, in conjunction with rapid advances in computational technologies, enable researchers to study aspects of the real world for which events and actions have multiple causes and consequences, and where order and structure coexist at many different scales of time, space, and organization (Jacobson & Wilensky , p. 12.).
Kay and Foster added: “In short, systems thinking is about synthesizing together all the relevant information we have about an object so that we have a sense of it as a whole” ( Kay & Foster, 1999 , p. 2). Mapping out the complex issues of a system by reducing the system down to its parts and studying the relationships within those various parts is a process that leads to a better understanding of the system. Furthermore, tensions may be identified that will likely emerge when a new approach to the system is taken. Failing to understand that these tensions exist and that the system contains these complex relationships, will likely result in a poor, inappropriate design. It is critical to understand that these relationships impact the entire system and the manipulation of one relationship, in turn, affects the entire system. Biologist Lewis Thomas wrote:
When you are confronted by any complex social system, such as an urban center or a hamster, with things about it that you’re dissatisfied with and anxious to fix, you cannot just step in and set about fixing with the hope of helping. This realization is one of the sore discouragements of our century…You cannot meddle with one part of a complex system from the outside without almost certain risk of setting off disastrous events that you hadn’t counted on in other, remote parts. If you want to fix something you are first obliged to understand…the whole system (Thomas, 1974, p. 90).
Bar-Yam (2002) confirmed this dogma by making the case that the ability of science and technology to expand human performance through design is dependant upon the understanding of systems and not just the components that lie within that system.
The insights of complex systems research and its methodologies may become pervasive in guiding what we build, how we build it, and how we use and live with it. Possibly the most visible outcome of these developments will be an improved ability of human beings aided by technology to address complex global social and environmental problems, third world development, poverty in developing countries, war and natural disasters ( Bar-Yam, 2002 , pp.381-382).
Frank (2005) makes a strong case for a systems approach for technology education. He pointed out that, traditionally, engineering and technology education used a bottom-up instructional approach, one that attempts to determine and deliver all the knowledge and skills needed by compartmentalizing the subjects: a separate math course, a physics course, statistics, etc. Frank proposed a different approach.
Based on the systems thinking approach, what follows is a proposal for a way to teach technology and instill technological literacy without first teaching the details (for instance, electricity basics and linear circuits for electronics, or calculus and dynamics basics for mechanical engineering) (p. 20).
The premise to this approach is that complete systems can be studied conceptually and functionally without needing to know the details, a top-down approach. A top-down approach focuses on characteristics and functionality of the entire system and the interrelating subsystems. This approach to teaching engineering design addresses issues raised by some that suggest teaching engineering design in technology education excludes some students who have not had, or lack, an aptitude for upper level math or science. A top-down approach also provides a feasible solution to high school courses with students enrolled at various stages of learning, for example, freshmen and seniors in the same class. These issues are of great concern when suggesting that technology education with an engineering design focus is for all learners.
Frank also shares the benefits of project-based learning for technology education that include student engagement, increased motivation, and increased multidisciplinary knowledge, to name a few. Shepherd (1998) found through research that students who experienced project-based learning in a real world setting had significantly higher scores on the Cornell Critical Thinking Test compared to students in traditional instruction. Project-based learning requires students to work in teams to build a product. A misnomer in technology education is that the product created must be tangible, but Frank brings clarity to this issue. He writes:
The product may be something tangible (such as a model/prototype, a system or a robot), a computerized product (such as software, a presentation, or a multimedia product), or a written product (such as a report, an evaluation summary or a summary of experimental findings (p.21).
A common concern in moving technology education toward engineering design is what will happen to the traditional hands-on projects that produce a physical product? We believe that the best answer to that question is to identify and understand appropriate engineering related problems to be explored in technology education. Some problems will lend themselves to tangible products while others will not. Technology educators will need to accept the idea that not every problem solving activity will or should require a physical prototype or artifact.
Why Systems Thinking and Engineering Design for Technology Education?
If technology education is to be successful in implementing a new program with an engineering design focus, it must be able to articulate the idea that learning engineering design can generate a type of thinking that can be applied to many occupations. With the application of engineering design and systems thinking, students learn how to use critical thinking skills to solve complex, ill-structured problems that are necessary to live and function in the 21st century, regardless of whether the student plans to work in a factory, on a farm, or in a courtroom. No matter what occupation students select, they will encounter many ill-structured problems, none of which can be solved with a single textbook answer. Engineering design and systems thinking provides a systematic approach to solving ill-structured problems which is a vital, universal skill that can transcend all vocations.
In an educational field such as technology education that has been accused of poorly communicating a clear mission ( Wicklein, 2006); it appears appropriate to consider a new theoretical foundation for the field. Moreover, as new demands arise for educational programs that will equip the next generation of workers who are trained to survive and thrive in a global economy, a new philosophical framework for technology education may be needed. In this article, the authors have attempted to provide a philosophical framework for technology education that holds true to some pedagogical approaches that are at the heart of the success of technology education (contextual learning, problem-based instruction, and project-based instruction), while at the same time embracing new philosophies of learning and thinking (constructivism, engineering design, and systems thinking). The current literature is clear about the type of workers needed for today’s global economy (Pink, 2005; Friedman, 2005; National Academy of Engineering, 2004; National Academy of Engineering, 2005 ; Woods et al., 2000). If technology educators determine that their purpose is to help prepare students to live and work in this global society, then these educators should consider carefully defining a philosophical framework upon which to build a new curriculum. The authors wish for technology educators to consider the proposed framework as a foundation for technology education as it has much promise in preparing students to function in today’s technological society.
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Weinberg, A. M. (2003). Can technology replace social engineering? In A. H. Teich (Ed.), Technology and the future. (9th e.d.). Belmont, CA: Wadworth/Thompson Learning.
Wicklein, R. C. (2006). Five good reasons for engineering design as the focus for technology education. The Technology Teacher, 65(7), 25-29.
Woods, D. R., Felder, R. M., Rugarcia, A., & Stice, J. E. (2000). The future of engineering education III: Developing critical skills. Chemical Engineering Education, 34(2), 108-117.
Woodward, C. (1894). New demands upon schools by the world’s industries. Proceedings of the International Congress of Education of the World’s Columbian Exposition. New York: National Education Association.
Zuga, K. F. (1992). Social reconstruction curriculum and technology education. Journal of Technology Education, 3(2), 48-58.
Todd Kelley (email@example.com) is a faculty member in the Department of Industrial Technology at Purdue University , West Lafayette, Indiana and Nadia Kellam ( firstname.lastname@example.org) is a faculty member in the Department of Agricultural and Biological Engineering at the University of Georgia , Athens.


Idioms are used frequently in everyday life by native English speakers, which makes them really useful for English language students who want to sound natural and confident. Idioms are often confusing when translated literally, so make sure you learn the meaning as well as the phrase. Here are some common English idioms which will help you sound like a native.
It's a piece of cake – it’s really easy.
“Don’t worry about the speaking exam, it’s a piece of cake.”
Once in a blue moon – very rarely.
“Once in a blue moon, I’ll exercise instead of watching TV.”
Snowed under – to be really busy.
“I can’t make it tonight, I’m snowed under at work.”
To see eye to eye – to understand each other.
“I’ll ask David to talk to Will, they really see eye to eye.”
Come rain or shine – no matter what.
“Come rain or shine, I’ll be there!”
Through thick and thin – under all circumstances, no matter how difficult.
“My best friend has supported me through thick and thin.”
Give someone the cold shoulder – to ignore someone.
“I think Nilufar is angry at me, she is giving me the cold shoulder.”
Fit as a fiddle – to be perfectly healthy.
“Don’t worry about Grandpa, he’s as fit as a fiddle.”
To sit on the fence - he is undecided.
“Stop sitting on the fence and decide what you want to do!”
On cloud nine – to be ecstatic with happiness!
“Ava is on cloud nine, Silvia just proposed to her!”
Do you understand so far? Here are some slightly more tricky English idioms!
Barking up the wrong tree – to be looking in the wrong place.
“You’re barking up the wrong tree, I can’t help you.”
Break the ice – to make a situation feel more comfortable.
“Before we begin, let’s break the ice by introducing ourselves and each telling our favourite joke!”
Costs an arm and a leg – to be extremely expensive.
“I want to go on holiday but it would cost an arm and a leg.”
Hit the nail on the head – to get something exactly right.
“You’ve hit the nail on the head there – he is a bit strange.”
The best thing since sliced bread – something amazing!
“I want you to know that I think you’re the best thing since sliced bread.”
Go down in flames – to fail badly at something.
“The performance went down in flames after the lead actor forgot his lines.”
Have your head in the clouds – to not concentrate on something.
“What are you thinking about? You’ve got your head in the clouds.”
Add insult to injury – to make a bad situation worse.
“His husband left him for another man and to add insult to injury, he took their dog with him.”
Weather the storm – to get through something difficult.
“Exam season is always hard but if you can weather the storm, it will all be worth it.”
That ship has sailed – that opportunity has gone.
“I asked for my old job back but they said that ship had sailed.”
If you’ve made it this far, you’re definitely ready for some really difficult English idioms!
The elephant in the room – a big issue which is being ignored.
“Let’s address the elephant in the room – Sadie has been fired and will not return to work.”
It is always darkest before the dawn – things are bad now but they will get better soon.
“I know times are hard at the moment but it’s always darkest before the dawn.”
Like riding a bicycle – something that you never forget how to do.
“I haven’t been climbing for years but I’m sure I’ll be fine – it’s like riding a bike.”
You can't judge a book by its cover – you shouldn’t make a judgement based on appearances.
“You can’t judge a book by its cover - he may look boring but he’s actually really fun!”
There are plenty more fish in the sea – (consoling your friend when their relationship has ended) there are lots of potential partners in the world.
“I know you loved Kedsaraporn but there are plenty more fish in the sea!”
A perfect storm – a particularly bad situation due to a combination of circumstances.
“I was hungover, my alarm didn’t go off and the train was delayed – it was a perfect storm of bad luck.”
A storm in a teacup – a very big deal made out of a small problem.
“The argument is nothing to worry about, it’s just a storm in a teacup.”
It takes two to tango – both people must have been responsible for something.
“They argue a lot but it can’t always be Aaron’s fault – it takes two to tango.”
Jump on the bandwagon – to do something because everybody else is doing it.
“Raheem Sterling is a great player! Anyone saying otherwise is just jumping on the bandwagon.”
And finally, here’s one to celebrate the Wimbledon Tennis Championships…
The ball is in your court – it’s your decision.
“I don’t mind where we go for dinner – the ball is in your court.”
If you can learn all of these English idioms, you’ll sound like a native English speaker in no time! What’s your favourite English idiom?


So I am totally copying and pasting this entire article from another site. I really like it and want to remember it and so this is the easiest way to find it. Who's blog am I more obsessed about that my own? Exactly.
- Venn Diagrams. In addition to using them on paper, you can make big ones on the floor with hula hoops and have kids use labeled index cards or Post Its to fill in the variables.
- Analogies are great because you can use different criteria and then talk about which criteria was used. For example the analogy: Mountain: Hill : : River : Stream is defined by size while: December : Christmas : : February : Valentine's Day is defined by time. Here is a free Analogy Worksheet.
- Similes and Metaphors Like Analogies, students can identify what the criteria is for the comparison. Similes may be easier for younger students because the words "like" and "as" pretty much tell you what the criteria is, while you often have to work a little harder with a metaphor.
- Would You Rather Questions present a forced choice between two more or less equal options, which can lead to some terrific discussions. Read more about using Would You Rather Questions with your students here.
- Class Polls, Bar Graphs, and Glyphs Good way compare and contrast student's experiences, opinions, traits etc.
- Foldables can be used in so many ways for comparing and contrasting! Here are instructions on how to make some of the most common foldables.
- Rating and Ranking There are so many ways to use this. Students can use numbers to rank brainstormed ideas. They can use a rating scale to evaluate their own work, peer presentations, the usefulness of a particular lesson etc.
- Comparisons over Time Everyone loves to see improvement. Having students complete a variety of tasks at the start of the year and then doing the same ones at the end is a wonderful way to compare then and now. Do this on a smaller scale with a pretest and post test for any unit of study.
- T Charts Simple, basic, effective and applicable to so many things. You can put a variable on each side of the chart (eg "Conductor" and "Insulator") or you could put the words "Same" and "Different" on each side and put a the things to be compared at the top (eg: "Mammals" and "Reptiles").
- Written Essay No one should leave school without being able to write a solid, well-organized compare and contrast essay, complete with examples from life or literature. They will need these skills for the essay portion of the SAT.
Do you have a tool that has been particularly valuable? Please share!


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Would you know a historically significant site if you saw one? In many cases, you may not. Such oversights can be prevented with a simple marker. In Michigan, the state’s historical commission has been involved with a marker program since 1955.
In the Beginning…
In 1941, the Michigan legislature authorized the Michigan Historical Commission to begin an historical marking program. This program was abandoned when the United States entered World War II. Finally, in 1953, Willis F. Dunbar led an investigation of Michigan historic sites (Dunbar was a professor at Western Michigan College – now Western Michigan University – and a Michigan Historical Commission member.). Backed by Dunbar’s research, the Commission again asked the legislature for authority to mark historic sites.
The marking program officially began in 1955. Fifty-five years ago this month – on October 22, to be precise – the very first Michigan historical marker was dedicated. It was placed at Michigan State University, during that institution’s centennial year.
From then until the present, over 1,600 state historical markers would be erected. Some trends can be noted. In her book Traveling Through Time: A Guide to Michigan’s Historical Markers, Laura Rose Ashlee states that the historians since 1955 have placed more emphasis on “common people” and local history. Thus, she notes that there are now markers recognizing important women, minorities and “lesser known pioneers,” as well as markers recognizing more prominent citizens. Ashlee also explains that the marking program initially focused on pre-twentieth century events but that more recent markers sometimes commemorate events from World War II or even later.
Today, Michigan has one of the country’s largest privately-funded historical marker programs (Marker applicants pay for the markers’ creations.). The Michigan Historical Commission, the Michigan History Foundation, the Eastern Michigan University Historic Preservation Program and the State Historic Preservation Office all play roles in the marker process.
The process begins when someone submits an application to the Michigan History Foundation. If the application pertains to a site not listed on the Michigan State Register of Historic Sites, then the State Historic Preservation Office (SHPO) evaluates it. Once an application has been accepted, graduate students in the Eastern Michigan University Historic Preservation Program work with applicants to prepare marker text. The Commission ultimately approves the text and the placement of the marker.
For more information on the marker application process, click How to Apply for a Michigan Historical Marker
Sources consulted for this article:
- Books and Articles:
“Michigan’s Historic Marking Program” by George S. May. Michigan History , vol. 40 (1956), pp. 447-450.
Traveling Through Time: A Guide to Michigan’s Historical Markers by Laura Rose Ashlee
- Web sites:
Thanks to Andrew MacFarlane of absolutemichigan.com


Recent fieldwork and theoretical reinterpretations have somewhat blurred the distinction between the earlier stage of human development and the stage characterized by domestication of animals and cultivation of grain, but it remains the case that anyone looking backward from the present sees the following picture: A very long period, perhaps 100,000 years or more, during which Homo Sapiens merely reproduces itself, as does any other species, changing little or not at all genetically, so far as the fossil record indicates, followed by a rather brief period of historical time -- time, that is to say, for which we have some sort of record of human doings -- during which ever more rapid, social, intellectual, technological, and political change takes place, bringing us by dint of an explosion of material changes in the past two centuries to our present situation.
How did human beings live prior to the Neolithic Revolution? Since that long period of human existence seems lost forever in the mists of time, anthropologists have been forced to carry out a series of extremely elaborate inferences and extrapolations in an attempt to reconstruct some story of early human existence. They have had three bodies of evidence to go on. First of all, homo sapiens is a natural animal species evolving from earlier animal species, as have many of the animal species that are still found on the earth, living and reproducing, presumably, as their species have for many millions of years. So one observes lions, eland, chimpanzees, vervet monkeys, and stoats and tries to extrapolate. Studies of the feeding practices of mammals, coupled with post-mortem examinations of their bones, allows us to make reliable inferences and generalizations concerning the kinds of teeth and jaws that are characteristic of carnivores. herbivores, and omnivores. [I am aware that all of this is virtually baby talk to the sorts of sophisticated readers who might migrate to this blog, but I want you to think about how much observation, experiment, inference, and theoretical reconstruction is required to draw the simple conclusion that early homo sapiens ate a mixed diet of meat and plant foods.]
The second body of evidence is the fossilized remains of human bones, analysis of which makes it possible to form tentative conclusions about life expectancy, and even the stresses and strains of getting food. [Just as the discovery a few years ago of a slave graveyard in New York City allowed forensic anthropologists to draw conclusions from the deformations of the bones concerning the extraordinarily stressful work the slaves were forced to engage in.]
The third body of evidence is fossilized remains of tools and of firepits and cave sites, together with animal bones that have been [so far as we can tell] deliberately burned or broken, which tells us something about their diet. All of this permits us to conclude that human beings prior to the Neolithic Revolution had a reasonably sophisticated toolkit, consisting of sharp flakes struck from stones, carved ivory, and other fossilizable implements [leading one to wonder what other tools they had that were not susceptible to becoming fossils.]
[Brief autobiographical aside: During a trip led by a South African anthropologist to a site in the Northern Transvaal called Makapansgat, which was continuously occupied for twenty thousand years until the nineteenth century, I saw a microlith -- a tiny arrow head -- half projecting from an excavated cave wall. I plucked it out and put it in my pocket. This was about six kinds of illegal acts, and I hope the statute of limitations has run on at least some of them.]
Although it may not have occurred to you before in quite this way, this story poses two very difficult questions: First, and most obviously, what explains the rapid change of the past ten millennia, and most particularly of the past two centuries? And Second, equally puzzlingly though not so obviously, what explains the total absence of change in the period ten or fifteen times as long before that?
Neither of these is a problem for the Christian, Judaic, and Islamic traditions prior to the nineteenth centuries, for whom the creation account in the Old Testament is dispositive [as the lawyers like to say.] Nor were they problems for the Graeco-Roman authors of the classical tradition. But both are very much problems for ethnographers and anthropologists, once all the hard slogging work of digging, interpreting, and so forth has reconstructed the time line I have described. [Note, by the way, that archeological work on New World remains, and the slow appropriation, by European historians, of the Chinese historical traditions, although both complicate the picture somewhat, do not at all change the basic shape of the time line. The Neolithic Revolution stands, pretty much unchallenged, as the point at which unchanging reproduction, millennium after millennium, stops, and what we call historical development begins.]
There are, of course, a great many hypotheses to answer this pair of questions, but the most influential in modern methodological ethnographic circles is that of Marx - namely, that the locus of historical change is the class structure of a society. Taking over Hegel's notion of historical periodization [a notion that also played an important role in Tylor's classic work on the stages of religious development], Marx early in his life [in Part One of The German Ideology] put forward the thesis that the story of human history is essentially the story of progressively more advanced division of labor, with the consequent class struggles between those who control, and those who do not control, the means of production. This is, no doubt, a very powerful explanatory hypothesis, with whose use historians can organize a great deal of historical data and work out explanations of a wide variety of important historical events -- the decline and fall of the Roman Empire, the development of medieval feudalism, the English Civil War, the French Revolution, the American Revolution, the American Civil War, and so on.
But to an ethnographer interested in the pre-history of the human species, Marx's hypothesis must be construed as implying the claim that human groups -- tribes, bands, clans, or whatever one wished to call them -- exhibited no internal division of labor, nor any class structure based upon differential ownership of the means of production!
Transparently, Marx's story poses a new question: If division of labor, and the consequent class structure, is the engine of history, and if pre-historic humans therefore exhibited no division of labor or class structure, then what caused division of labor, class structure, and history to start, at the time of the Neolithic Revolution? One possible answer is that with the domestication of animals and the cultivation of grain, a significant productive surplus came into existence, and this provoked disputes over the control of the surplus that became transformed into class divisions.
How did human beings survive and reproduce prior to the Neolithic Revolution? The question asks not only by what techniques, or in what physical manner, did humans survive -- what did they eat and drink, what tools, if any, they used, etc. -- but also how we shall conceptualize their condition. What theoretical account shall we give of it?
Once again, enter Marx. And once again, the most important texts are early. In the same portion of The German ideology, Marx argues that it is collective, purposeful transformation of nature, or "production," that distinguishes the human species from other animals. Animal species live and reproduce in more or less successful adaptive relation to their environment. As the environment changes -- water becomes more or less available, food sources vary, climate changes -- the species adapts in ways that become encoded in its genetic make-up.
When human history gets going, social structure substitutes for species adaptation as the mediating element between humans and nature. Men and women still spend their time reproducing their conditions of existence, but now one must appeal to the social fact of differential ownership of the means of production to explain how, and how well, they do this. The social comes to interpose itself between the psychological and the natural as a third, autonomous category of existence.
In the absence of a social structure internal to the human group that mediates the process of production and reproduction, pre-historic human beings can only be thought of as living in a symbiotic relationship with their environment -- not productively transforming it, but living off it. Small bands of humans, we are asked to believe, hunt wild animals and gather such foods as grow naturally. They are, in short, Hunter-Gatherers.
All of this is in the nature of a theoretical reconstruction, buttressed by archeological
evidence derived from the excavation of campsites, burial grounds, caves, and such like.
Imagine, if you can, the extraordinary excitement that anthropologists experience, when they hear that there are still groups of human beings living TODAY in this same prehistoric fashion! Primitive hunter-gatherers still living out the age-old patterns, far away in remote comers of the world so removed from modern settlements, trade routes, and even voyages of exploration that somehow they have been left behind by history! In the Outback of Australia, in the farthest reaches of the Kalahari, in the depths of the Amazon rain forest, the reports come back of the last remnants of extremely primitive peoples who neither domesticate animals nor farm, but live by ranging over their environment like herds of mammals, hunting and gathering.


Real Statistics Data Analysis Tool: The Real Statistics Resource Pack supplies the Statistical Power and Sample Size data analysis tool to determine the power which results from a statistical test for a specified effect size, sample size and alpha, as well as the sample size required to achieve a specified effect size, power and alpha.
To use this tool, press Ctrl-m and select Statistical Power and Sample Size from the resulting menu. The dialog box in Figure 1 will then appear.
You can now select one of the specified twelve tests and either the Power or Sample Size options. E.g. if you choose the two-sample t test and the Power options, you will be presented with the dialog box shown on the left side of Figure 2.
Figure 2 – Power: two-sample t test dialog box
Next fill in the Input fields, as shown on the right side of Figure 2 (retaining the default values of the # Tails, Alpha and Sum Count fields). After pressing the OK button you will see the results shown in Output area in the dialog box on the right side of the figure.
We see that the power of this test is 48.2% (we explain the other output fields elsewhere). To increase the power of the test for the given effect size, you would normally need to change from a two-tailed to a one-tailed test, increase the sample size(s), increase the alpha value or make some combination of these.
For this example if you change the # Tails to 2, you would increase Power to 60.8%. If you keep to a two-tailed test, you would need to increase alpha to .28 to obtain power of at least 80%, which is usually not very acceptable. Alternatively you could increase the sample sizes. E.g. to achieve a power of 80% you would need to increase the sample sizes to 176.
This can be determined by using the Sample Size option shown in Figure 1. You can do this by first pressing the Cancel button (on the dialog box in Figure 2) or the x in the upper right-hand corner of the dialog box. When the dialog box shown in Figure 1 reappears select the Sample Size option.
The dialog box shown on the left side of Figure 3 now appears. You need to insert .3 for the Effect Size and press the OK button. The result is shown on the right side of Figure 3, confirming that samples sizes of 176 are required. Note that the actual power achieved is a little more than 80%.
Figure 3 – Sample size: two-sample t test dialog box
Note that the Sample size ratio is set to 1, which means that the ratio n2/n1 = 1 (where n1 = size of sample 1 and n2 = size of sample 2), i.e. the samples are equal. If we wanted the size of the second sample to be twice that of the first sample we would set Sample size ratio to 2.
We could also specify that sample 2 has a specific size, say 100, by using a negative value for Sample size ratio, -100 in this case. Note that if we fix n2, then to achieve power of 80% for the above example, we would need a larger sample 1. In particular, we would need sample 1 to have size 695.


Earthquakes are not as predictable as we’d like them to be, so when it comes to being prepared, there’s a limited amount one can do. Nevertheless, it’s better to be as prepared as you can for natural disasters  which can be inconvenient at best, and deadly at their worst.
One concern after an earthquake is having enough food and potable water – a problem that has to do with a disruption in transportation and related logistics. “It’s not that there isn’t any food, it’s getting food to the damaged area and getting enough there for all the people,” says Karen McHale , an expert in emergency response and the author of Economic Meltdown: A Family Preparedness Plan for Disaster. “There were people after Katrina that did not have food or water for almost a week before they were rescued or could get to a shelter. In northern Japan, there are now no roads, lots of toxic water (full of debris, gas, oil and salt) and the only way in is by boat or helicopter.”
Another common problem during earthquakes and similar disasters is lack of communication. Responders don’t know where people are, and are usually engaged in making a road to get into an area, or traveling by boat. This is due to massive amounts of debris blocking their path on the ground. So depending upon the extent of the damage near your home or blocking road access to your area, you could be waiting for help for many days.
McHale advises that in preparation for an earthquake, storing food and water is a good idea. This is especially important if you live in an earthquake-prone area, like the West Coast of the U.S. “If you store at a minimum a month of canned food, a manual can opener, and one gallon of water per person per day (30 gallons per person for a month), and you could get to this food after damage to your home , you could then get by until help arrived or survive at a basic level for a month or more,” says McHale. “Cans of meat, fish, fruits and vegetables would be the easiest to store and eat cold. Canned food tends to survive structural and water damage .”
Additionally, if you store a camp stove that runs on propane or fuel, you can store bags of rice and beans as well as MREs (ready to eat meals) and enjoy warm beverages, like coffee and tea.
You may not know when an earthquake will strike or exactly how severe it will be, but you can think ahead to what you’d need for survival in the event of extensive damage. Keep an accessible stash of food and water – particularly if you live along a fault line – and know you’re doing everything you possibly can.


Fire protection regulation comparison and study between Taiwan and Mainland China
|關鍵字:||海峽兩岸;消防;法規比較;between Taiwan and Mainland China;Fire protection;regulation comparison|
The trading and culture interchange between the Taiwan Straits has been going for over ten years, but not very much in publications related to comparison, research, and study of fire protection standards and technology. Although there are many similarities in culture and thinking of technology, and economic development model between Taiwan and Mainland China, the root of the regulations, system structure, and background are quite different. Therefore, this thesis is to compare and study the differences in the development of regulations, spirit of legislation, and punishment between Taiwan and Mainland China, and to find out their advantages and disadvantages for used as a reference in future law modifications. The methods used by this research include：(1)Collection and analysis of related publications and writings. (2) Interview of people working in the field of fire protection of Taiwan and Mainland China. (3) Analysis of major disasters in recent years, including the disaster statistics from the National Fire Agency and the Insurance Association, and (4) Personal fire protection working experience sharing. The scope of this research can be divided into three parts：（1）Understand the development of Fire Acts of Taiwan and Mainland China from the history：The Fire Act of Taiwan was a subsidiary in the building regulation, and was legislated in 1985. While the Fire Act of Mainland used administrative order or regulation as the authority. The Fire Act had not been legislated until 1998. Both Taiwan and Mainland started to care about the regulation of fire protection and disaster rescue since then.（2）The comparison and study of Fire Acts between the Taiwan Strait：The spirit of legislation of Fire Acts of Taiwan and Mainland China are similar, but there are still some differences in the system and spirit. Only important systems like the administrator, fire prevention manager, building for public use, fire protection plan, and inspection and reporting will be compared and discussed.。（3）The comparison and study of punishment in Fire Acts between Taiwan and Mainland China：Including regulations about criminal responsibility, punishment of uncommitted criminal, and localized administration regulation. The research result shows that Taiwan should declare and establish the spirit and system of fire protection in the Fire Act, such as the honor of rescue, insurance regulation, special regulation required for specific industry characteristics, rating of number of people in public place, these should all be included in Fire Act or related subsidiary regulations. For Fire Act of Mainland China, the compensation of injury or death of voluntary rescuers is clearly written, but not standardized. The applicability of Order No. 61 of the Ministry of Public Security, the fire fighting, and self management of emergency preplanning, major causes of fire, etc. There are still a lot need to be improved in the Fire Acts of Taiwan and Mainland China. More effective regulations is needed in disaster prevention system, law regulation to avoid overlap and waste of law and social resources, and to look for harmonization of disaster rescue resources and long term development of knowledge and economics of Taiwan and Mainland China, and to bring both Taiwan and Mainland to the international leading status in the field of safety and disaster prevention, and create a disaster rescue system with human as the core.
|Appears in Collections:||Thesis|
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Healthy Eating and a Healthy Attitude
The World Health Organization defines health as a state of complete physical, mental, and social well-being. It is a state of well-being that is free of disease and infirmity. But there are many different definitions of what health means. For example, one definition might be “a body that is disease-free and not in need of any treatment.” A different definition may focus on an individual’s attitude or activities.
Healthy means having good health
Healthy is a word that can mean a variety of things to different people. It doesn’t necessarily mean being free of sickness, but it does mean doing well in general. The word can also refer to having a positive attitude, having the energy you need to get through the day, and eating a healthy diet.
According to the World Health Organization, health is a comprehensive state of physical, mental, and social well-being. A healthy lifestyle is a life that carries meaning and purpose. It is a state of health that helps you handle stress and enjoy an active lifestyle. It is important to live a healthy lifestyle as it can allow you to cope with the stresses of everyday life.
There are many different aspects of living a healthy lifestyle, and some of them are more difficult than others. It can require you to make dietary and exercise changes, and it may even mean giving up some of your favorite foods. The key is to find a balance that allows you to achieve your goals for a healthy lifestyle.
Healthy means having a healthy attitude
Having a healthy attitude can help you respond to life’s circumstances with balance, positivity, and control. It is not only important for your physical health, but it can also benefit others. People naturally gravitate toward positive people. People with positive attitudes tend to be happier, healthier, and more productive in life. In order to maintain a healthy attitude, you must take steps to develop awareness.
The first step in developing a positive attitude is to identify negative circumstances. These negative situations sap energy and take away your joy. Try to change these circumstances by requesting help from others or setting up regular accountability checks. Once you realize that your attitude is contributing to your situation, you will be more likely to take responsibility for your actions and to seek help from others when needed.
Health attitude is directly related to your perception of your health. Research has shown that people who view their health positively tend to live longer than people who view it negatively. A positive attitude can also serve a defensive function, shielding you from health threats and reinforcing the increasing value of your health as you age.
It’s not just about weight
Healthy eating is a general philosophy that focuses on a balance of nutrients and whole foods, not only to lose weight. It helps promote longevity, improve health and wellbeing, and reduce the risk of disease. Healthy eating does not entail any special diets, and you can eat the foods that you love and still maintain a healthy weight.
When it comes to eating healthy, a wide variety of foods is the key. It provides your body with a variety of nutrients, promotes overall health, reduces your risk of disease, and keeps your meals interesting. Whether you are overweight or not, you should always keep an eye on the food that you consume.
Fortunately, healthy eating isn’t as complicated as it may seem. The most important part of a healthy diet is replacing high-calorie and processed foods with natural and whole foods. Real food is the closest thing to nature’s original design.


Many pedestrian accidents in the Seattle region every year occur when pedestrians are crossing the street. Clearly, pedestrian crossing safety is something that transportation authorities can improve on, and the Seattle Department of Transportation does have a program in place that allows for changes that can improve pedestrian safety.
The Seattle Department of Transportation's (DOT) Pedestrian Program makes use of a number of different types of crossing improvements to encourage people to walk safely.
Marked and Designated Crosswalks
A marked crosswalk is, without a doubt, the most important feature that can help keep Seattle pedestrians safer. Crosswalks are simple to install, and the shortage of designated crosswalks is one of the reasons why so many pedestrians are killed in accidents every year. Where a crosswalk is not available, a pedestrian simply may choose to cross the road at dangerous areas, increasing the risk of an accident.
However, marked crosswalks are not appropriate for every road and every traffic situation. The Seattle DOT evaluates the existing traffic situation, the number of lanes on the road and other factors before deciding to install a crosswalk.
Reducing the number of lanes can help facilitate safe pedestrian crossing and reduce accidents. Reduction in travel lanes can mean safer pedestrian crossings and safer bicycling if the reduction in lanes accompanies an increase in the number of bike lanes.
Curb bulbs provide additional space for pedestrians before they cross the street. This can help reduce the speed of turning vehicles and reduce the risk of pedestrians getting struck when they step off the curb and onto the road.
The Seattle Department of Transportation uses the "Stop for Me, It's the Law" sign to increase motorist awareness of the fact that there are pedestrians around and that they must stop for them. The signs are usually placed near crosswalks and other areas where motorists may not notice pedestrians.
The City’s Liability for Pedestrian Accident
Local Seattle agencies are responsible for maintaining safe infrastructure that helps keep pedestrians safe. When an accident occurs as a result of a defective roadway design or the lack of a marked crosswalk, plaintiffs possibly could file a claim against the city.
Speak to Seattle pedestrian accident lawyer Max Meyers about filing a claim after an accident by calling or fill out the contact form and schedule a consultation.


Let me introduce you some examples first to get to know the real subject later on.
‘ Stop! Stop! What is wrong with you’, said a caring parent.
‘Stop! Stop! What is wrong with you’, said a loving child to her parent.
What do you think about the both statements- are the same in nature? No. Certainly No. When a parent says ‘stop’, it is due to his caring nature being a parent; whereas when a child is saying the same thing, it might be due to imitation, ignorance, or might be due to some distress in mind. In any case, both expressions are not conveying the same meanings while having the same alphabetic language.
‘ Take care, and stay safe’, said a caring parent.
‘ Take care, and stay safe’, said a loving child to her parent.
It is again the same thing. The parent is caring and involved in safety issues with the child and the child is assuming as if she is a grown-up, so pretending to become a caring parent.
‘ Why are you not listening to me carefully?’, said a loving husband.
‘Why are you not listening to me carefully?’, said a loving wife.
Here again husband is a bit aggressive and hyper in mood while arguing with his wife whereas wife is complaining against her husband’s indifferent and neglectful attitude.
‘ I am happy with your performance today’, said an employer to his employee.
‘ I am happy with your performance today’, said an employee to his employer.
In this example, an employer is happy with his employee’s performance and employer is misbehaving with his boss in a rude manner.
In the light of the above examples, one can easily conclude that language varies widely between relationships and would never convey the same meanings for each party involved. Even in friendships, partners speak relative to each others social and emotional status.
Children being junior members of your family might exaggerate your angry feelings and would name it a kind of threat to their happiness and safety. They do need a different level of anger from that you use in your office at least!
For couples, husbands are by default at the top position, so they must show over caring attitude and nice gestures for being more responsible and energetic as a man. For a wife might name a husband’s little angry mood a kind of emotional abuse, being more tender and subtle human by nature.
Likewise, every relationship demands different language to speak with. We cannot rule over all people with the same hammer. When we go into the details of the healthy relationships, it is very important to understand that love speaks many languages and that too differs from person to person. We have to consider many other factors indeed in deciding about our way of communication: age, sex, culture, education level, background, personality type, I.Q, E.Q, physical health and the most important is the other person’s status in the relationship with you.
Conclusively, It means while speaking with someone junior to you (in age, position, or status) more respect than you usually give to others, is needed so that he/she should not feel degraded or humiliated due to your slip of the tongue only. It implies on your children, wives, and servants or anybody junior to you in general. Especially when you are in a bad mood, try to show less aggressive attitude as much as possible (lesser than what you usually show to your friends) so that the people who are dependent on you should not feel dejected or neglected due to your sudden rude behavior.