This is, I feel, the attitude that other homeopaths should emulate by sharing their knowledge based on their own discoveries with the use of standard Homeopathic remedies in curing diseases which were not listed in the Repertories. I reported about 2 years ago that I had discovered that Arnica reduced Blood Sugar levels in both Type I and II Diabetics and as usual my report was held up in scorn immediately. It was only when other homeopaths discovered that Arnica does in fact reduce BS levels and as you also rightly included BP levels in patients, that those who scorned me sat up and took notice that there was indeed method in my madness. You may have read the many attacks that classical homeopaths heaped upon me in the past few years on the homeopathic forums I visit daily, merely because they considered me a maverick who rocked their precious Classical Homeopathic boat too much.
In particular, I use minute papers less as a content-centered, instructional feedback strategy, and more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport.
Furthermore, I do not have students write minute papers anonymously and I do not employ them exclusively at the end of class; I give them at other times during the class period as well.
The following sections of this article are devoted to a description of a the types of questions I ask as Joe reaction paper for minute papers, b the times during a class period when I use minute papers, and c the advantages I have found to be associated with minute papers.
The higher-level thinking categories and their respective question prompts are contained in the appendix that appears at the end of this article. I am now attempting to use this classification system to help me become more intentional and systematic in my selection of thought-provoking questions for minute papers.
Most frequently, I use minute papers at the END of a class to have students reflect back and think more deeply about the most important concept discussed in class that day.
A number of research studies indicate that, if students engage in a short review of material presented to them at the end of a class period, they retain almost twice as much of its factual and conceptual content when tested for it at a later point in time e.
As an instructor, it also provides me with early feedback about what prior knowledge or misconceptions students have about the topic, so I can attempt to build on their knowledge or dismantle their misconceptions.
These anticipated and unanticipated advantages are listed below. For instance, at the beginning of class, a quick review of student responses to a minute paper answered at the end of a previous class can provide and effective segue between successive class sessions.
Minute papers can improve the quality of class discussion by having students write briefly about a concept or issue before they begin discussing it.
I have found that this gives the more reflective students a chance to gather their thoughts prior to verbalizing them, and benefits students who are more fearful of public speaking by giving them a script to fall back on or build on and use as a support structure for communicating their ideas orally.
Minute papers are an effective way of involving all students in class simultaneously. It ensures equal participation of each and every class member, including anyone who may be too shy or fearful to participate orally.
It sends a message of high expectations—namely, each and every student is expected to participate and has something important to contribute—no matter what their cultural background or prior level of academic preparedness.
To further ensure equal opportunity for participation, I sometimes ask for a minute paper in response to the following question: Minute papers can be used to stimulate and facilitate discussion of diversity. Minute papers can promote class attendance and attentiveness.
I adopt this forgiving policy simply because students are people, and people can get sick physically and mentally and have responsibilities personal and familial that sometimes compete with their scholastic commitments.
I have found that students are more likely to come to class if they know they are going to gain points, even if those points are not awarded every single class period.
In contrast, most class-attendance policies do not positively reinforce student attendance; instead, they use negative reinforcement by penalizing students for missing class—i. In addition to promoting student attendance and involvement, minute papers can also be used to increase the likelihood that students will remain in class for the full duration of the class period.
One faculty colleague of mine began using minute papers at the end of his biology labs, and this practice had an immediate impact on reducing the number of students who left before his 3-hour laboratory period ended.
Another colleague has used minute papers at the very start of class to encourage punctuality and discourage tardiness.
If the student is not in class at the time the question is asked, they cannot answer it and gain the points associated with it. Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
A minute paper is a shorter, more focused, writing-to-learn assignment that promotes greater reflection and deeper thinking in the classroom than the writing which takes place when students engage in rote recording of lecture notes.
Student receive full credit usually five points for the minute paper, no matter what they write, because the question does not ask for correct or incorrect answers; instead, it solicits their personal perceptions and experiences.
The only thing I insist on for students to receive full credit is that they write complete sentences. Before their first minute paper, I point out that one purpose of this exercise is to develop their writing skills, because writing and thinking are strongly interrelated.Joe pushes down the length of the handle of a kg lawn spreader.
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