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THE STORY: Both a science play and a love story, intellectual and romantic sparks fly when geologist Sonia Milan, a brilliant Ph.D. candidate, tracks down her mentor, Lawrence Blanchard, in seclusion in the desert Southwest. She's at a professional and pe
As a normal young man at age eighteen, I encountered the natural fears associated with breaking the ice with women who were unknown to me.I have learned to think and act differently from most men, and have enjoyed the company of hundreds of ladies, which has enriched my life with many great experiences.I can see men repeating the same mistakes over and over again when they try to attract a woman. Alarmingly, eighteen years later I have discovered many men in later years have not developed any skills in breaking the ice - they are still using the same unsuccessful methods they tried in their teenage years.I now share the secrets of my success. I will show you how to get out of your comfort zone, take action, deal with the fear of rejection, use positive thought and action, and enhance your physical appearance. You will learn communication skills, the art of maintaining a conversation, the time and place to meet women, and how to combine all strategies and prepare for action.You too can become a grand master of seduction!
The first five minutes of a classroom experience are critical. The tone set in a session’s opening minutes can significantly impact and influence, in both positive and negative ways, the quality and nature of the subsequent learning experience. How students spend that time can also have a positive impact on their learning in both the short and long term. When the opening minutes of a class are approached as an opportunity to build student connections, collaboration, and community, all learners benefit. As more and more learning experiences occur in synchronous and asynchronous online learning environments, strategies that both welcome students to online sessions and support student learning are increasingly important. Traditional ice breakers, while typically shared with a goal of building community and student engagement, can sometimes have unintended or even negative consequences on students. This text shares a collection of powerful, opening activities that are designed to simultaneously engage students, build safe and connected classroom communities, and support student learning. All strategies are easily adapted and personalized to fit individual course and content needs including face-to-face, synchronous online, and asynchronous online learning contexts. Shared activities are aligned with associated learning-science research and incorporate strategies that have been shown to support student engagement and learning such as retrieval practice, active recall, spaced practice, and interleaving, among other evidence-based instructional strategies.
Tests in level ice on an idealized icebreaker bow in the shape of a simple wedge were conducted in the test basin. The horizontal and vertical forces on the wedge were measured, and floe size distribution in the wake of the wedge was observed. From the force measurements, the ice wedge/hull friction factor was calculated and found to be in general agreement with the friction factor measured in separate friction tests. The ice floe length and ice floe area measured in the current study were found to follow log-normal probability distributions defined by the length average L and area average A and corresponding standard deviations S sub L and S sub A. The results of these tests and other tests conducted at another facility showed that the ratios A/h squared and L/h (A = average floe area, L = average floe length, h = ice thickness) were, for the same type of model ice, directly proportional to the parameter sigma/gamma h (sigma = ice bending strength, gamma = specific weight of water) and sigma/gamma h, respectively, and independent of the velocity and ice strain modulus or ice characteristic length. However, the coefficients of proportionality appear to depend upon the type of model ice used in the tests. The ratios S-sub-L/A were independent of sigma/gamma h but varied with the bow shape and the type of ice. The available field data are not sufficient for meaningful comparison with the laboratory results. (Author).