1.17: First Declension Nouns in –η and -ᾱ and τίς, τί; τις, τι; ὅστις, ἥτις, ὅτι
Module 14
© 2021 Philip S. Peek, CC BY 4.0 https://doi.org/ 10.11647/OBP.0264. 17
Nouns
Nouns in Greek are defined just like nouns are in English; but the way they create meaning is different. As in English, Greek nouns ( ὀνόματα ) refer to people, places, things, and ideas. Greek nouns have endings. English nouns can change form when they show possession, as in Jada’s book , where the ’s is added as a suffix and indicates that the book belongs to Jada. English nouns also change form when expressing the plural: two suns , three oxen , four mice . The endings on Greek nouns, as we have seen previously, create the same meanings that English does through form change, word order, and the use of prepositional phrases.
First Declension Nouns in -η and -ᾱ
All first declension nouns ending in - η or - ᾱ are feminine in gender. Memorize both sets of endings, know how to obtain a noun’s stem, and know how to decline the nouns.
Dialect Note
Historically in the Ionic dialect there was a vowel shift where eta replaced long alpha. In the Attic dialect this shift occurred in the noun endings except after - ε , - ι , or - ρ : Attic χώ ρᾱ and Ionic χώ ρη .
Declining First Declension Nouns in -η and - ᾱ
To decline first declension nouns ending in - η or - ᾱ , first get the stem by removing the genitive singular ending - ης or - ᾱς . What remains is the stem , the base of the word to which the ending is joined. To the stem add the following endings:
|
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
|
τέχνη, τέχνης
To decline τέχνη , τέχνης ἡ skill , take the genitive singular τέχνης and remove the genitive singular ending - ης to get the stem, τέχν - . Then add the endings from Set 1 above.
|
Singular |
Plural |
|
|
N |
τέχνη |
τέχναι |
|
A |
τέχνην |
τέχνᾱς |
|
G |
τέχνης |
τεχνῶν |
|
D |
τέχνῃ |
τέχναις |
|
V |
τέχνη |
τέχναι |
|
Singular |
Plural |
|
|
N |
τέχνη |
τέχναι |
|
G |
τέχνης |
τεχνῶν |
|
D |
τέχνῃ |
τέχναις |
|
A |
τέχνην |
τέχνᾱς |
|
V |
τέχνη |
τέχναι |
χώρᾱ, χώρᾱς
To decline χώρᾱ , χώρᾱς ἡ land, country , take the genitive singular χώρᾱς , and remove the genitive singular ending - ᾱς to get the stem, χώρ - . Then add the endings from Set 2 above.
|
Singular |
Plural |
|
|
N |
χώρᾱ |
χῶραι |
|
A |
χώρᾱν |
χώρᾱς |
|
G |
χώρᾱς |
χωρῶν |
|
D |
χώρ ᾱͅ |
χώραις |
|
V |
χώρᾱ |
χ ῶραι |
|
Singular |
Plural |
|
|
N |
χώρᾱ |
χῶραι |
|
G |
χώρᾱς |
χωρῶν |
|
D |
χώρ ᾱͅ |
χώραις |
|
A |
χώρᾱν |
χώρᾱς |
|
V |
χώρᾱ |
χῶραι |
ἀρχή, ἀρχῆς
To decline ἀρχή , ἀρχῆς ἡ rule, command; beginning; province , take the genitive singular ἀρχῆς and remove the genitive singular ending - ης to get the stem, ἀ ρχ - . Then add the endings from Set 1 above.
|
Singular |
Plural |
|
|
N |
ἀρχή |
ἀρχαί |
|
A |
ἀρχήν |
ἀρχάς ( ᾱ ) |
|
G |
ἀρχῆς |
ἀρχῶν |
|
D |
ἀρχῇ |
ἀρχαῖς |
|
V |
ἀρχή |
ἀρχαί |
|
Singular |
Plural |
|
|
N |
ἀρχή |
ἀρχαί |
|
G |
ἀρχῆς |
ἀρχῶν |
|
D |
ἀρχῇ |
ἀρχαῖς |
|
A |
ἀρχήν |
ἀρχάς ( ᾱ ) |
|
V |
ἀρχή |
ἀρχαί |
- The accent of nouns as a rule is persistent and is given by the nominative singular. The genitive plural is an exception to this rule. The genitive plural of all first declension nouns is - ῶν with a circumflex accent on the ultima.
- The vocative is the same as the nominative in the plural of all nouns and the same in the singular for nouns of this declension
- Note that χώρ ᾱς can be either genitive singular or accusative plural. χώρᾱς is a look-alike form. Use context to determine which case and number it is.
- First declension nouns differ only in the singular. All first declension nouns follow the same pattern in the plural.
- The diphthongs - αι and - οι when final (the last two letters at the end of a word) count as a short for purposes of accentuation except in the optative, a mood that you’ll learn in Part II of the 21st-Century series. Hence in χῶραι the accent ( PLUS ) is a circumflex.
- When a first declension noun has an acute accent on the ultima in the nominative, the accent is changed to a circumflex in the genitive and dative, singular and plural. Note a similar change occurs in the same forms of the article.
Practice Declining Nouns. Decline the two nouns below. When declining, list the five cases in the singular and in the plural. Include the article. Check your answers with those in the Answer Key .
ψυχή , ψυχῆς ἡ soul
ἀγορά , ἀγορᾶ ς ἡ marketplace
Writing out nouns with their endings assists in your memorization of endings.
Pronouns and Adjectives
Remember that pronouns take the place of nouns and function just as other Greek nouns do. Adjectives agree in gender, case, and number with the nouns they modify. If no noun is present, supply the appropriate noun based upon the adjective’s gender and number or upon context. Adjectives that function as nouns are substantive.
The Interrogative Pronoun and Adjective, τίς, τί
As a pronoun the interrogative τίς , τί means who? or what? ; as an adjective the interrogative τίς , τί means which? or what?
|
Singular |
||
|
M/F |
N |
|
|
N |
τίς |
τί |
|
A |
τίνα |
τί |
|
G |
τίνος, το ῦ |
τίνος , τοῦ |
|
D |
τίνι, τῷ |
τίνι, τῷ |
|
Plural |
||
|
M/F |
N |
|
|
N |
τίνες |
τίνα |
|
A |
τίνας |
τίνα |
|
G |
τίνων |
τίνων |
|
D |
τίσι ( ν ) |
τίσι ( ν ) |
|
Singular |
||
|
M/F |
N |
|
|
N |
τίς |
τί |
|
G |
τίνος, τοῦ |
τίνος, τοῦ |
|
D |
τίνι, τῷ |
τίνι, τῷ |
|
A |
τίνα |
τί |
|
Plural |
||
|
M/F |
N |
|
|
N |
τίνες |
τίνα |
|
G |
τίνων |
τίνων |
|
D |
τίσι ( ν ) |
τίσι ( ν ) |
|
A |
τίνας |
τίνα |
- When followed by another word, the acute accent on τίς , τί never changes to a grave.
The Indefinite Pronoun and Adjective τις, τι
As a pronoun τις , τι means someone, something, anyone, anything; certain one, certain thing ; as an adjective τις , τι means some, any; certain; a . Use certain when an author is making reference to something particular without making the identification precise.
|
Singular |
||
|
M/F |
N |
|
|
N |
τις |
τι |
|
A |
τινα |
τι |
|
G |
τινός, του |
τινός, του |
|
D |
τινί, τῳ |
τινί, τῳ |
|
Plural |
||
|
M/F |
N |
|
|
N |
τινές |
τινά |
|
A |
τινάς |
τινά |
|
G |
τινῶν |
τινῶν |
|
D |
τισί ( ν ) |
τισί ( ν ) |
|
Singular |
||
|
M/F |
N |
|
|
N |
τις |
τι |
|
G |
τινός, του |
τινός, του |
|
D |
τινί, τῳ |
τινί, τῳ |
|
A |
τινα |
τι |
|
Plural |
||
|
M/F |
N |
|
|
N |
τινές |
τινά |
|
G |
τινῶν |
τινῶν |
|
D |
τισί ( ν ) |
τισί ( ν ) |
|
A |
τινάς |
τινά |
- The indefinite pronoun and adjective differ from the interrogative pronoun and adjective in accent only and are enclitics. Enclitics are pronounced closely with the word that precedes them. Some common ones are the adverbs γε , ποθέν , ποι , ποτέ , που , πως , and τοι ; the conjunction τε ; the pronouns με , μοι , μου , σε , σοι σου , τι , and τις ; and the verbs εἰμί , φημί . Enclitics sometimes have an accent and sometimes do not. They can also affect the accent of the word that precedes them. How they do is covered in Part II of the 21st-Century series.
The Indefinite ὅστις, ἥτι, ὅτι
ὅτι . ὅστις , ἥτις , ὅτι as an indefinite relative pronoun means whoever, whatever . As an indefinite interrogative pronoun and adjective it means who, what . It is formed by combining the relative pronoun, ὅς , ἥ , ὅ with τις , τι .
|
Singular |
|||
|
M |
F |
N |
|
|
N |
ὅστις |
ἥτις |
ὅτι |
|
A |
ὅντινα |
ἥντινα |
ὅτι |
|
G |
ο ὗτινος , ὅτου |
ἧστινος |
οὗτινος , ὅτου |
|
D |
ᾧτινι , ὅτῳ |
ᾗτινι |
ὧτινι , ὅτῳ |
|
Plural |
|||
|
M |
F |
N |
|
|
N |
οἵτινες |
αἵτινες |
ἅτινα |
|
A |
οὕστινας |
ἅστινας |
ἅτινα |
|
G |
ὧντινων , ὅτων |
ὧντινων |
ὧντινων , ὅτων |
|
D |
οἷστισι ( ν ), ὅτοις |
αἷστισι ( ν ) |
οἷστισι ( ν ), ὅτοις |
|
Singular |
|||
|
M |
F |
N |
|
|
N |
ὅστις |
ἥτις |
ὅτι |
|
G |
οὗτινος , ὅτου |
ἧστινος |
οὗτινος , ὅτου |
|
D |
ᾧτινι , ὅτῳ |
ᾗτινι |
ὧτινι , ὅτῳ |
|
A |
ὅντινα |
ἥντινα |
ὅτι |
|
Plural |
|||
|
M |
F |
N |
|
|
N |
οἵτινες |
αἵτινες |
ἅτινα |
|
G |
ὧντινων , ὅτων |
ὧντινων |
ὧντινων , ὅτων |
|
D |
οἷστισι ( ν ), ὅτοις |
αἷστισι ( ν ) |
οἷστισι ( ν ), ὅτοις |
|
A |
οὕστινας |
ἅστινας |
ἅτινα |
Practice Translating the Interrogative Pronoun and Adjective. Check your understanding with the translations in the Answer Key .
- τίς ἄ ρχει στρατιᾶς ;
- τί δεῖ αὐτὴν πρά ττειν ;
- τίνι πέμπετε τὰ δῶρα ;
- τίνος βιβλίον ἔχομεν ;
- τίνας δεῖ ἐλθεῖν ;
- τίς βασιλεὺς ἄρχει χώρας ;
- τί ἔργον δεῖ αὐτοὺς πράττειν ;
- τίνος ποιητοῦ βιβλί ον ἔχουσιν ;
- τίνας στρατιώτας δεῖ ἐλθεῖν ;
- εἰς τίνας στρατιώ τας δεῖ ἐλθεῖν ;
Practice Translating the Indefinite Pronoun and Adjective. Check your understanding with the translations in the Answer Key .
- ἄρχει τις στρατιᾶς .
- δεῖ τι αὐτὴν πράττειν .
- πέμπετέ τινι τὰ δῶρα ;
- βιβλί ον τινὸς ἔχομεν ;
- δεῖ τινας ἐλθεῖν ;
- βασιλεύς τις ἄρχει χώ ρας ;
- ἔργον τι δεῖ αὐτοὺς πράττειν ;
- ποιητοῦ τινος βιβλίον ἔχουσιν ;
- στρατιώτας τινὰς δεῖ ἐλθεῖν ;
- εἰς τινας στρατιώτας δεῖ ἐλθεῖν ;
Practice Translating the Indefinite Relative Pronoun and Indefinite Interrogative Pronoun and Adjective. Check your understanding with the translations in the Answer Key .
- ὅστις ἄρχει τῆς στρατιᾶς καλὰ πρά ττει .
- ὅτι δεῖ αὐτὴν πράττειν εὖ πράττει .
- κακὰ πέ μπω ᾧτινι πέμπετε τὰ δῶρα .
- βασιλεὺς ὅστις ἄρχει χώρας κακὰ πάσχει .
Vocabulary
|
* ἄρχω rule, command; begin + gen. |
* κακός , κακή , κακόν bad, evil, cowardly |
|
* βασιλεύς , βασιλῆος ( βασιλέως ) ὁ king, chief |
* πάσχω suffer |
|
βιβλίον , βιβλίον τό book |
* πέμπω send |
|
* δεῖ it is necessary + ‘x’ in gen. or dat. or acc. + inf., δεῖ ἐλθεῖν it is necessary to come |
ποιητής , ποιητοῦ ὁ poet |
|
δῶρον , δώρου τό gift |
* πράσσω ( πράττω ) do, make; fare; + κακῶς suffer |
|
* ἐλθε ῖν to come, to go |
στρατιά , στρατιᾶς ἡ army |
|
* ἔργον , ἔργου τό deed, task, work; ἔργον in truth, in deed |
στρατιώτης , στρατιώτου ὁ soldier |
|
* ἔχω have, hold; be able + inf.; καλῶς ἔχειν to be well |
* χώρᾱ , χώρᾱς ἡ land, country |
- The asterisk indicates the top 250 most frequently occurring vocabulary, which you are to memorize.
Practice Translating. Translate the sentences below, adapted from Euripides’ Herakles or Herakles Mainomenos ( Ἡ ρακλῆς μαινόμενος ) . Remember the meanings and functions of the cases presented in Module 7 . Nominative case endings are bolded; genitive endings are italicized; dative endings are highlighted; and accusative endings are underlined. Note that the third declension increases the number of possible endings for the nominative singular. Check your understanding with the translations in the Answer Key and then go back and reread the sentences a couple of times more, trying to read rather than translate.
|
Case |
Ending |
Function |
|
Nominative |
- α , - η , - ηρ , - ης , - ξ , - ο , - οι, - ος , - ς , - υς , - ω , - ων |
subject of the verb |
|
Genitive |
- ας , - εως - ης , - ος , - ου , - ους , - ων |
possession; dependence; object of preposition or verb; separation |
|
Dative |
- αις , - ῃ , - ι , - οις , - σιν , - ῳ |
indirect object of the verb; means or instrument; object of preposition; possession |
|
Accusative |
- α , - αν , - ας , - η , - ην , - ν , - ο , - ον , - ος , - ους , - ς |
object of the verb or preposition |
ὄνομ α ἐμο ὶ Ἀμφιτρύ ων , ὁ Δι ὸς σύλλεκτρ ος καὶ ὁ πατ ὴρ Ἡρακλέ ους . ἐγὼ τ ὰς Θήβ ας ἔχω ἔνθα ὁ γηγεν ὴς στάχ υς Σπαρτ ῶν βλάστει . τ οὺς μὲν αὐτ ῶν Ἄρ ης σ ῴζει , ἀριθμ ὸν ὀλίγ ον · οἱ δὲ θν ῄσκουσιν . οἱ Σπαρτ οὶ Κάδμ ου πόλι ν τεκνόουσι παίδ ων παισ ί . ἔνθεν ἐκ αὐτ ῶν γί γνεται Κρέ ων Μενοικ έως παῖ ς , ἄνα ξ τ ῆς χθον ός . Κρέ ων δὲ τ ῆς Μεγάρ ας γίγνεται πατ ήρ · αὐτ ὴν ὑμεναί οις Καδμεῖ οί ποτε λωτ ῷ συναλαλάζουσιν . τότε εἰς τ οὺς δόμ ους , Θήβ ας , οὗ κατοικίζω ἐγ ώ , ὁ κλειν ὸς Ἡρακλ ῆς αὐτ ὴν ἄγει . ὁ δ ὲ λείπει Θήβ ας Μεγάρ αν τε πενθερ ούς τε . ὁ παῖ ς Κυκλωπί αν πόλι ν ὀρέγεται οἰ κέειν , Τίρυνθ α . Ἀργεῖ α τείχ η φεύγω ἐπεὶ κτείνω Ἠλεκτρύων α . τ ὰς δὲ συμφορ ὰς ἐξευμαρίζει . καὶ πάτρ αν οἰκέειν θέλει ὥστε καθόδ ου δίδωσι μισθ ὸν Εὐρυσθε ῖ μέγ αν — ἐξημερόειν γαῖ αν . εἴτε Ἥρ α αὐ τ ὸν δαμάζει κέντρ οις εἴτε αὐτ ὸν ἡ μοῖρ α ἀναγκάζει παθεῖν . καὶ τ οὺς μὲν ἄλλ ους ἐκμοχθέει πόν ους καὶ τ ὸ δὲ λοίσθι ον μετὰ ταῦ τ α ἔρχεται ἐς Ἅιδ ου τ ὸν τρισώματ ον κύν α ἀνάγειν .
Adverbs and Verbs
|
* ἄγω do, drive, lead |
* θνῄσκω die, perish |
|
ἀναγκάζω compel, force ‘x’ in acc. + inf. |
κατοικίζω settle; establish; colonize |
|
ἀνάγω lead or bring up; (mid.) set sail |
κτείνω kill |
|
βλάστω bud, sprout, grow |
λείπω leave |
|
* γίγνομαι be, be born |
* παθεῖν to suffer |
|
δαμάζω overpower, tame, conquer |
οἰκέω inhabit, settle; manage, dwell, live |
|
* δίδωμι give ; δίκην δίδωμι I pay the penalty ; δίδωμι χά ριν I give thanks |
ὀρέγομαι yearn, desire |
|
ἐκμοχθέω work, toil, struggle; achieve |
οὗ where |
|
ἔνθα where |
παθεῖν to suffer |
|
ἔνθεν whence, thence; then |
συναλαλάζω cry aloud together; greet loudly |
|
ἐξευμαρίζω make light, lighten |
σῴζω save |
|
ἐξημερόω tame, reclaim, free |
τεκνόω furnish with children, populate, procreate |
|
* ἔρχομαι come, go |
* τυγχάνω obtain, meet + gen. |
|
* ἔχω have, hold; be able + inf.; καλῶς ἔχειν to be well |
* φεύγω flee |
|
* θέλω wish, be willing |
Adjectives, Nouns, Pronouns
|
Νοminative |
Genitive |
Dative |
Accusative |
English Equivalent |
|
* ἄλλοι |
ἄλλων |
ἄλλοις |
ἄλλους |
others |
|
Ἀμφιτρύων |
Ἀ μφιτρύωνος |
Ἀμφιτρύωνι |
Ἀμφιτρύωνα |
Amphitryon |
|
ἄναξ |
ἄνακτος |
ἄνακτι |
ἄνακτα |
prince, lord, king |
|
Ἀργεῖα |
Ἀργείων |
Ἀργείοις |
Ἀργεῖα |
Argive |
|
Ἄρης |
Ἄρεως |
Ἄρει |
Ἄρεα ( Ἄρη ) |
Ares |
|
* ἀριθμός |
ἀριθμοῦ |
ἀριθμῷ |
ἀριθμόν |
number |
|
* αὐτή |
αὐτῆς |
αὐτῇ |
αὐτήν |
she, her, hers |
|
* αὐτός |
αὐτοῦ |
αὐτῷ |
αὐτόν |
he, him, his |
|
γαῖα |
γαίας |
γαίᾳ |
γαῖαν |
earth, land |
|
γηγενής |
γηγενέος (- οῦς ) |
γηγενεῖ |
γηγενέα (- ῆ ) |
earth-born |
|
δόμοι |
δόμων |
δόμοις |
δόμους |
house, houses |
|
* ἐγώ |
ἐμοῦ |
ἐ μοί |
ἐμέ |
I, me, mine |
|
Εὐρυσθεύς |
Εὐρυσθέως |
Εὐρυσθεῖ |
Εὐρυσθέα |
Eurystheus |
|
* Ζεύς |
Διός |
Διί |
Δία |
Zeus |
|
Ἠλεκτρύων |
Ἠλεκτρύωνος |
Ἠλεκτρύωνι |
Ἠλεκτρύωνα |
Ε lektryon |
|
Ἥρα |
Ἥρας |
Ἥρᾳ |
Ἥραν |
Hera |
|
Ἡρακλῆς |
Ἡρακλέους |
Ἡρακλεῖ |
Ἡρακλέα |
Herakles |
|
Θῆβαι |
Θηβῶν |
Θήβαις |
Θήβας |
Thebes |
|
Καδμεῖοι |
Καδμείων |
Καδμείοις |
Καδμείους |
Kadmean |
|
Κάδμος |
Κάδμου |
Κάδμῳ |
Κάδμον |
Kadmos |
|
καθόδος |
καθόδου |
καθόδῳ |
καθόδον |
return |
|
κέντρα |
κέντρων |
κέντροις |
κέντρα |
goad, sting |
|
κλεινός |
κλεινοῦ |
κλεινῷ |
κλεινόν |
famous |
|
Κρέων |
Κρέοντος |
Κρέοντι |
Κρέοντα |
Kreon |
|
Κυκλωπία |
Κυκλωπίας |
Κυκλωπίᾳ |
Κυκλωπίαν |
Kyklopean |
|
κύων |
κυνός |
κυνί |
κύνα |
dog |
|
λοίσθιον |
λοισθίου |
λοισθίῳ |
λοίσθιον |
last |
|
λωτός |
λωτοῦ |
λωτῷ |
λωτόν |
pipe |
|
Μεγάρα |
Μεγάρας |
Μεγάρᾳ |
Μεγάραν |
Megara |
|
* μέγας |
μεγάλου |
μεγάλῳ |
μέγαν |
big |
|
Μενοικεύς |
Μενοικέως |
Μενοικεῖ |
Μενοικέα |
Menoikeus |
|
μισθός |
μισθοῦ |
μισθῷ |
μισθόν |
hire; pay, wages |
|
μοῖρα |
μοίρας |
μοίρᾳ |
μοῖραν |
fate |
|
* ὀλίγος |
ὀλίγου |
ὀλίγῳ |
ὀλίγον |
little, few, small |
|
* ὄνομα |
ὀνόματος |
ὀ νόματι |
ὄνομα |
name |
|
* παῖς |
παιδός |
παιδί |
παῖδα |
child |
|
* πατήρ |
πατρός |
πατρί |
πατέρα |
father |
|
πάτρα |
πάτρας |
πάτρᾳ |
πάτραν |
fatherland |
|
πενθεροί |
πενθερῶν |
πενθεροῖς |
πενθερούς |
marriage-connexion |
|
* πόλις |
πόλεως |
πόλει |
πόλιν |
city |
|
πόνοι |
πόνων |
πόνοις |
πόνους |
work, toil, suffering |
|
σπαρτοί |
σπαρτῶν |
σπαρτοῖς |
σπαρτούς |
sown-men |
|
στάχυς |
στάχυος |
στάχυι |
στάχυν |
ear of corn or grain |
|
σύλλεκτρος |
συλλέκτρου |
συλλέκτρῳ |
σύλλεκτρον |
partner of the bed |
|
συμφοραί |
συμφορῶν |
συμφοραῖς |
συμφοράς |
misfortunes |
|
* ταῦτα |
τούτων |
τούτοις |
ταῦτα |
these things |
|
* τείχη |
τείχων |
τείχεσι ( ν ) |
τείχη |
walls |
|
Τί ρυνς |
Τίρυνθος |
Τίρυνθι |
Τίρυνθα |
Tiryns |
|
τρισώματος |
τρισωμ άτου |
τρισωμάτῳ |
τρισώματον |
three-bodied |
|
ὑμέναιοι |
ὑμεναίων |
ὑ μεναίοις |
ὑμεναίους |
wedding-songs |
|
φάος ( φῶς ) |
φάεος ( φωτός ) |
φάει ( φωτί ) |
φάος ( φῶς ) |
light, daylight |
|
χθών |
χθονός |
χθονί |
χθόνα |
earth, ground |
- The asterisk indicates the top 250 most frequently occurring vocabulary, which you are to memorize.
- For φάος the contracted forms in parentheses are of the Attic dialect.
Practice Parsing Greek Sentences. Parse each word of the sentence found below. For nouns and pronouns, give case and function. For verbs give person, number, tense, mood, and voice. For adverbs and conjunctions, identify them. For prepositional phrases give the preposition and the preposition’s object. For adjectives tell what noun they agree with in gender, number, and case.
εἴθʼ ( εἴτε ) Ἥρα αὐτὸν δαμάζει κέντροις εἴτε αὐτὸν ἡ μοῖρα ἀναγκάζει παθεῖν .
Check your answers with those in the Answer Key .
Classics and Our Modern World: The Warrior Chorus
The Warrior Chorus trains veterans to offer public programming based on classical literature and its connections to the experiences of people who have served in the military. It uses classical texts to inspire people to reflect on the connections between the works of the ancient Greeks and the issues they reflect in their own lives, bringing members of the public together with the American veteran community to experience live stagings, readings, workshops, lectures, and discussions. The Warrior Chorus provides a rich contextual frame for ancient literature to inspire in-depth public discussions about war, conflict, comradeship, country, home, family, injuries, work, politics—themes every American should have the opportunity to reflect upon as informed citizens in a vibrant democracy. For more information on The Warrior Chorus, follow this link:
Module 14 Top 250 Vocabulary to be Memorized. Like learning the alphabet and endings, memorizing vocabulary is essential to acquiring language. The better you memorize the top 250 most frequently occurring words, the greater mastery of the language you will have.
Adjectives, Nouns, and Pronouns
Ζεύς , Διός ὁ Zeus
μήτηρ , μητέρος ( μητρός ) ἡ mother
μέρος , μέρεος ( μέρους ) τό share, portion, part; limb; one’s turn
ὄνομα , ὀνόματος τό name
πρᾶγμα , πράγμ ατος τό matter, thing, affair; problem
πλῆθος , πλήθεος ( πλήθους ) τό great number, multitude; sum
τις , τι (pronoun) anyone, anything; someone, something; (adjective) some, any, a, a certain
τίς , τί (adjective or pronoun) who, what, which, why
χρῆμα , χρήματος τό thing; (pl.) goods, money, property
-
The noun
Ζεύς
is similar to the third declension noun
βασιλεύς
.
N
Ζεύς
( Δεύς < Δηύς )
A
Δία, ζῆνα
( Δίϝα )
G
Διός
( Διϝός )
D
Διΐ
( Διϝί )
V
Ζεῦ
|
N |
Ζεύς |
( Δεύς < Δηύς ) |
|
G |
Διός |
( Δι ϝός ) |
|
D |
Διΐ |
( Διϝί ) |
|
A |
Δία, ζῆνα |
( Δίϝα ) |
|
V |
Ζεῦ |


31.0: Prelude to Radioactivity and Nuclear Physics
There is an ongoing quest to find substructures of matter. At one time, it was thought that atoms would be the ultimate substructure, but just when the first direct evidence of atoms was obtained, it became clear that they have a substructure and a tiny nucleus . The nucleus itself has spectacular characteristics. For example, certain nuclei are unstable, and their decay emits radiations with energies millions of times greater than atomic energies. Some of the mysteries of nature, such as why the core of the earth remains molten and how the sun produces its energy, are explained by nuclear phenomena. The exploration of radioactivity and the nucleus revealed fundamental and previously unknown particles, forces, and conservation laws. That exploration has evolved into a search for further underlying structures, such as quarks. In this chapter, the fundamentals of nuclear radioactivity and the nucleus are explored. The following two chapters explore the more important applications of nuclear physics in the field of medicine. We will also explore the basics of what we know about quarks and other substructures smaller than nuclei.


2.30: George Frideric Handel
In the Olympic games of music history, Bach and Handel share the gold medal platform as greatest composers of the Baroque era. However, that is the view from our twenty-first-century vantage point. In the late Baroque era, there would have been only reigning composer, and that composer was Handel.
While Bach was respected as a supremely gifted organist, his compositions would have been little known outside the region of Germany in which he lived and worked. Handel, on the other hand, was internationally famous during his lifetime, and, largely due to his oratorios—well known and highly regarded in the decades and centuries that followed his death.
Introduction
George Frideric (or Frederick ) Handel born Georg Friedrich Händel (5 March 1685–14 April 1759) was a German-born, British Baroque composer who spent the bulk of his career in London, becoming well known for his operas, oratorios, anthems and organ concertos. Born in a family indifferent to music, Handel received critical training in Halle, Hamburg and Italy before settling in London (1712), and became a naturalized British subject in 1727. He was strongly influenced both by the great composers of the Italian Baroque and the middle-German polyphonic choral tradition.
Within fifteen years, Handel had started three commercial opera companies to supply the English nobility with Italian opera. Musicologist Winton Dean writes that his operas show that “Handel was not only a great composer; he was a dramatic genius of the first order.” As Alexander’s Feast (1736) was well received, Handel made a transition to English choral works. After his success with Messiah (1742) he never performed an Italian opera again. Almost blind, and having lived in England for nearly fifty years, he died in 1759, a respected and rich man. His funeral was given full state honours, and he was buried in Westminster Abbey.
Born the same year as Johann Sebastian Bach and Domenico Scarlatti, Handel is regarded as one of the greatest composers of the Baroque era, with works such as Water Music , Music for the Royal Fireworks and Messiah remaining steadfastly popular. One of his four Coronation Anthems, Zadok the Priest (1727), composed for the coronation of George II of Great Britain, has been performed at every subsequent British coronation, traditionally during the sovereign’s anointing. Handel composed more than forty operas in over thirty years, and since the late 1960s, with the revival of baroque music and historically informed musical performance, interest in Handel’s operas has grown.
Move to London
In 1710, Handel became Kapellmeister to German prince George, the Elector of Hanover, who in 1714 would become King George I of Great Britain and Ireland. He visited Anna Maria Luisa de’ Medici and her husband in Düsseldorf on his way to London in 1710. With his opera Rinaldo , based on La Gerusalemme Liberata by the Italian poet Torquato Tasso, Handel enjoyed great success, although it was composed quickly, with many borrowings from his older Italian works. This work contains one of Handel’s favourite arias, Cara sposa, amante cara , and the famous Lascia ch’io pianga.
In 1712, Handel decided to settle permanently in England. He received a yearly income of £200 from Queen Anne after composing for her the Utrecht Te Deum and Jubilate , first performed in 1713.
One of his most important patrons was The 3rd Earl of Burlington and 4th Earl of Cork, a young and incredibly wealthy member of an Anglo-Irish aristocratic family. For the young Lord Burlington, Handel wrote Amadigi di Gaula , a magical opera, about a damsel in distress, based on the tragedy by Antoine Houdar de la Motte.
The conception of an opera as a coherent structure was slow to capture Handel’s imagination and he composed no operas for five years. In July 1717 Handel’s Water Music was performed more than three times on the Thames for the King and his guests. It is said the compositions spurred reconciliation between the King and Handel.
Royal Academy of Music
In May 1719, The 1st Duke of Newcastle, the Lord Chamberlain, ordered Handel to look for new singers. Handel travelled to Dresden to attend the newly built opera. He saw Teofane by Antonio Lotti, and engaged members of the cast for the Royal Academy of Music, founded by a group of aristocrats to assure themselves a constant supply of baroque opera or opera seria. Handel may have invited John Smith, his fellow student in Halle, and his son Johann Christoph Schmidt, to become his secretary and amanuensis. By 1723 he had moved into a Georgian house at 25 Brook Street, which he rented for the rest of his life. This house, where he rehearsed, copied music and sold tickets, is now the Handel House Museum. During twelve months between 1724 and 1725, Handel wrote three outstanding and successful operas, Giulio Cesare , Tamerlano and Rodelinda . Handel’s operas are filled with da capo arias, such as Svegliatevi nel core . After composing Silete venti , he concentrated on opera and stopped writing cantatas. Scipio , from which the regimental slow march of the British Grenadier Guards is derived, was performed as a stopgap, waiting for the arrival of Faustina Bordoni.
In 1727 Handel was commissioned to write four anthems for the Coronation ceremony of King George II. One of these, Zadok the Priest , has been played at every British coronation ceremony since. In 1728 John Gay’s The Beggar’s Opera premiered at Lincoln’s Inn Fields Theatre and ran for 62 consecutive performances, the longest run in theatre history up to that time. After nine years the Royal Academy of Music ceased to function but Handel soon started a new company.
The Queen’s Theatre at the Haymarket (now Her Majesty’s Theatre), established in 1705 by architect and playwright John Vanbrugh, quickly became an opera house. Between 1711 and 1739, more than 25 of Handel’s operas premièred there. In 1729 Handel became joint manager of the theatre with John James Heidegger.
Handel travelled to Italy to engage new singers and also composed seven more operas, among them the comic masterpiece Partenope and the “magic” opera Orlando . After two commercially successful English oratorios Esther and Deborah , he was able to invest again in the South Sea Company. Handel reworked his Acis and Galatea which then became his most successful work ever. Handel failed to compete with the Opera of the Nobility, who engaged musicians such as Johann Adolph Hasse, Nicolo Porpora and the famous castrato Farinelli. The strong support by Frederick, Prince of Wales caused conflicts in the royal family. In March 1734 Handel composed a wedding anthem This is the day which the Lord hath made , and a serenata Parnasso in Festa for Anne of Hanover.
Despite the problems the Opera of the Nobility was causing him at the time, Handel’s neighbour in Brook Street, Mary Delany, reported on a party she invited Handel to at her house on 12 April 1734 where he was in good spirits:
I had Lady Rich and her daughter, Lady Cath. Hanmer and her husband, Mr. and Mrs. Percival, Sir John Stanley and my brother, Mrs. Donellan, Strada [star soprano of Handel’s operas] and Mr. Coot. Lord Shaftesbury begged of Mr. Percival to bring him, and being a profess’d friend of Mr. Handel (who was here also) was admitted; I never was so well entertained at an opera! Mr. Handel was in the best humour in the world, and played lessons and accompanied Strada and all the ladies that sang from seven o’clock till eleven. I gave them tea and coffee, and about half an hour after nine had a salver brought in of chocolate, mulled white wine and biscuits. Everybody was easy and seemed pleased.
Opera at Covent Garden
In 1733 the Earl of Essex received a letter with the following sentence: “Handel became so arbitrary a prince, that the Town murmurs.” The board of chief investors expected Handel to retire when his contract ended, but Handel immediately looked for another theatre. In cooperation with John Rich he started his third company at Covent Garden Theatre. Rich was renowned for his spectacular productions. He suggested Handel use his small chorus and introduce the dancing of Marie Sallé, for whom Handel composed Terpsichore . In 1735 he introduced organ concertos between the acts.  Financially, Ariodante was a failure, although he introduced ballet suites at the end of each act. Alcina , his last opera with a magic content, and Alexander’s Feast or the Power of Music based on John Dryden’s Alexander’s Feast starred Anna Maria Strada del Pò and John Beard.
In April 1737, at age 52, Handel apparently suffered a stroke which disabled the use of four fingers on his right hand, preventing him from performing. In summer the disorder seemed at times to affect his understanding. Nobody expected that Handel would ever be able to perform again. But whether the affliction was rheumatism, a stroke or a nervous breakdown, he recovered remarkably quickly. To aid his recovery, Handel had travelled to Aachen, a spa in Germany. During six weeks he took long hot baths, and ended up playing the organ for a surprised audience. It was even possible for him to write one of his most popular operas, Serse (including the famous aria Ombra mai fù, better known as “Handel’s largo,” he wrote for the famous castrato Caffarelli), just one year after his stroke.
Deidamia , his last opera, was performed three times in 1741. Handel gave up the opera business, while he enjoyed more success with his English oratorios.
Oratorio
Il trionfo del tempo e del disinganno , an allegory, Handel’s first oratorio was composed in Italy in 1707, followed by La resurrezione in 1708 which uses material from the Bible. The circumstances of Esther and its first performance, possibly in 1718, are obscure. Another 12 years had passed when an act of piracy caused him to take up Esther once again. Three earlier performances aroused such interest that they naturally prompted the idea of introducing it to a larger public. Next came Deborah , strongly coloured by the Coronation Anthems and Athaliah , his first English Oratorio. In these three oratorios Handel laid the foundation for the traditional use of the chorus which marks his later oratorios. Handel became sure of himself, broader in his presentation, and more diverse in his composition.
It is evident how much he learned from Arcangelo Corelli about writing for instruments, and from Alessandro Scarlatti about writing for the solo voice; but there is no single composer who taught him how to write for chorus. Handel tended more and more to replace Italian soloists by English ones. The most significant reason for this change was the dwindling financial returns from his operas. Thus a tradition was created for oratorios which was to govern their future performance. The performances were given without costumes and action; the singers appeared in their own clothes.
In 1736 Handel produced Alexander’s Feast . John Beard appeared for the first time as one of Handel’s principal singers and became Handel’s permanent tenor soloist for the rest of Handel’s life. The piece was a great success and it encouraged Handel to make the transition from writing Italian operas to English choral works. In Saul , Handel was collaborating with Charles Jennens and experimenting with three trombones, a carillon and extra-large military kettledrums (from the Tower of London), to be sure “it will be most excessive noisy.” Saul and Israel in Egypt both from 1739 head the list of great, mature oratorios, in which the da capo aria became the exception and not the rule. Israel in Egypt consists of little else but choruses, borrowing from the Funeral Anthem for Queen Caroline . In his next works Handel changed his course. In these works he laid greater stress on the effects of orchestra and soloists; the chorus retired into the background. L’Allegro, il Penseroso ed il Moderato has a rather diverting character; the work is light and fresh.
During the summer of 1741, The 3rd Duke of Devonshire invited Handel to Dublin, capital of the Kingdom of Ireland, to give concerts for the benefit of local hospitals. His Messiah was first performed at the New Music Hall in Fishamble Street on 13 April 1742, with 26 boys and five men from the combined choirs of St Patrick’s and Christ Church cathedrals participating. Handel secured a balance between soloists and chorus which he never surpassed.
In 1747 Handel wrote his oratorio Alexander Balus . This work was produced at Covent Garden Theatre, on March 23, 1748, and to the aria Hark! hark! He strikes the golden lyre , Handel wrote the acccompaniment for mandolin, harp, violin, viola, and violoncello.
The use of English soloists reached its height at the first performance of Samson . The work is highly theatrical. The role of the chorus became increasingly important in his later oratorios. Jephtha was first performed on 26 February 1752; even though it was his last oratorio, it was no less a masterpiece than his earlier works.
Works
Handel’s compositions include 42 operas, 29 oratorios, more than 120 cantatas, trios and duets, numerous arias, chamber music, a large number of ecumenical pieces, odes and serenatas, and 16 organ concerti. His most famous work, the oratorio Messiah with its “Hallelujah” chorus, is among the most popular works in choral music and has become the centrepiece of the Christmas season. Among the works with opus numbers published and popularised in his lifetime are the Organ Concertos Op. 4 and Op. 7, together with the Opus 3 and Opus 6 concerti grossi; the latter incorporate an earlier organ concerto The Cuckoo and the Nightingale in which birdsong is imitated in the upper registers of the organ. Also notable are his sixteen keyboard suites, especially The Harmonious Blacksmith .
Handel introduced previously uncommon musical instruments in his works: the viola d’amore and violetta marina( Orlando ), the lute ( Ode for St. Cecilia’s Day ), three trombones (Saul), clarinets or small high cornetts ( Tamerlano ), theorbo, French horn ( Water Music ), lyrichord, double bassoon, viola da gamba, bell chimes,positive organ, and harp ( Giulio Cesare , Alexander’s Feast ).
Legacy
Handel’s works were collected and preserved by two men: Sir Samuel Hellier, a country squire whose musical acquisitions form the nucleus of the Shaw-Hellier Collection, and the abolitionist Granville Sharp. The catalogue accompanying the National Portrait Gallery exhibition marking the tercentenary of the composer’s birth calls them two men of the late eighteenth century “who have left us solid evidence of the means by which they indulged their enthusiasm.”
After his death, Handel’s Italian operas fell into obscurity, except for selections such as the aria from Serse , “Ombra mai fù.” The oratorios continued to be performed but not long after Handel’s death they were thought to need some modernisation, and Mozart orchestrated a German version of Messiah and other works. Throughout the 19th century and first half of the 20th century, particularly in the Anglophonecountries, his reputation rested primarily on his English oratorios, which were customarily performed by enormous choruses of amateur singers on solemn occasions. The centenary of his death, in 1859, was celebrated by a performance of Messiah at The Crystal Palace, involving 2,765 singers and 460 instrumentalists, who played for an audience of about 10,000 people.
Since the early music revival many of the forty-two operas he wrote have been performed in opera houses and concert halls. Giulio Cesare (1724), Tamerlano (1724) and Rodelinda (1725) each on a libretto by Nicola Francesco Haym, stand out and are considered as masterpieces, each in a different style.
Recent decades have revived his secular cantatas and what one might call secular oratorios or concert operas. Of the former, Ode for St. Cecilia’s Day (1739) (set to texts by John Dryden) and Ode for the Birthday of Queen Anne (1713) are noteworthy. For his secular oratorios, Handel turned to classical mythology for subjects, producing such works as Acis and Galatea (1719), Hercules (1745) and Semele (1744). These works have a close kinship with the sacred oratorios, particularly in the vocal writing for the English-language texts. They also share the lyrical and dramatic qualities of Handel’s Italian operas. As such, they are sometimes performed onstage by small chamber ensembles. With the rediscovery of his theatrical works, Handel, in addition to his renown as instrumentalist, orchestral writer, and melodist, is now perceived as being one of opera’s great musical dramatists.
The original form of his name, Georg Friedrich Händel, is generally used in Germany and elsewhere, but he is known as “Haendel” in France. A different composer, Jacob Handl or Händl (1550–1591) is usually known by the Latin form Jacobus Gallus that appears in his publications.
Reception
Handel has generally been accorded high esteem by fellow composers, both in his own time and since. Bach attempted, unsuccessfully, to meet with Handel while he was visiting Halle. Mozart is reputed to have said of him, “Handel understands affect better than any of us. When he chooses, he strikes like a thunder bolt.” To Beethoven he was “the master of us all . . . the greatest composer that ever lived. I would uncover my head and kneel before his tomb.” Beethoven emphasized above all the simplicity and popular appeal of Handel’s music when he said, “Go to him to learn how to achieve great effects, by such simple means.”
Contributors and Attributions
- George Frideric Handel. Provided by : Wikipedia. Located at : http://en.Wikipedia.org/wiki/George_Frideric_Handel . License : CC BY-SA: Attribution-ShareAlike


6: Uniform Circular Motion and Gravitation
This chapter deals with the simplest form of curved motion, uniform circular motion , motion in a circular path at constant speed. Studying this topic illustrates most concepts associated with rotational motion and leads to the study of many new topics we group under the name rotation . Pure rotational motion occurs when points in an object move in circular paths centered on one point. Pure translational motion is motion with no rotation. Some motion combines both types, such as a rotating hockey puck moving along ice.
-
- 6.0: Prelude to Uniform Circular Motion and Gravitation
- Many motions, such as the arc of a bird’s flight or Earth’s path around the Sun, are curved. Recall that Newton’s first law tells us that motion is along a straight line at constant speed unless there is a net external force. We will therefore study not only motion along curves, but also the forces that cause it, including gravitational forces. In some ways, this chapter is a continuation of Dynamics: Newton's Laws of Motion as we study more applications of Newton’s laws of motion.
-
- 6.1: Rotation Angle and Angular Velocity
- Projectile motion is a special case of two-dimensional kinematics in which the object is projected into the air, while being subject to the gravitational force, and lands a distance away. In this chapter, we consider situations where the object does not land but moves in a curve. We begin the study of uniform circular motion by defining two angular quantities needed to describe rotational motion.
-
- 6.2: Centripetal Acceleration
- We know from kinematics that acceleration is a change in velocity, either in its magnitude or in its direction, or both. In uniform circular motion, the direction of the velocity changes constantly, so there is always an associated acceleration, even though the magnitude of the velocity might be constant. In this section we examine the direction and magnitude of that acceleration.
-
- 6.3: Centripetal Force
- Any force or combination of forces can cause a centripetal or radial acceleration. Just a few examples are the tension in the rope on a tether ball, the force of Earth’s gravity on the Moon, friction between roller skates and a rink floor, a banked roadway’s force on a car, and forces on the tube of a spinning centrifuge. The direction of a centripetal force is toward the center of curvature, the same as the direction of centripetal acceleration.
-
- 6.4: Fictitious Forces and Non-inertial Frames - The Coriolis Force
- What do taking off in a jet airplane, turning a corner in a car, riding a merry-go-round, and the circular motion of a tropical cyclone have in common? Each exhibits fictitious forces—unreal forces that arise from motion and may seem real, because the observer’s frame of reference is accelerating or rotating.
-
- 6.5: Newton’s Universal Law of Gravitation
- The gravitational force is relatively simple. It is always attractive, and it depends only on the masses involved and the distance between them. Stated in modern language, Newton’s universal law of gravitation states that every particle in the universe attracts every other particle with a force along a line joining them. The force is directly proportional to the product of their masses and inversely proportional to the square of the distance between them.
-
- 6.6: Satellites and Kepler’s Laws- An Argument for Simplicity
- there is a classical set of three laws, called Kepler’s laws of planetary motion, that describe the orbits of all bodies satisfying the two previous conditions (not just planets in our solar system). These descriptive laws are named for the German astronomer Johannes Kepler, who devised them after careful study (over some 20 years) of a large amount of meticulously recorded observations of planetary motion done by Tycho Brahe.
Thumbnail: Two bodies of different mass orbiting a common barycenter. The relative sizes and type of orbit are similar to the Pluto–Charon system. (public domain; Zhatt).


7.2: Accessibility Reports for H5P Activity Types
Summary
This document includes a guide designed to help H5P content authors avoid creating accessibility barriers for users. The purpose is to ensure the H5P activities are as accessible as currently possible. Content authors should also follow all accessibility techniques for digital content. For additional information, review ASCCC Quick Guides Accessibility Overview and Accessibility Resources .
Accessibility Standards
The Academic Senate for California Community Colleges (ASCCC) Open Educational Resources Initiative (OERI) uses the Revised 508 Standards as the minimum accessibility standards for instructional content like H5P activities. ASCCC recommends using content that conforms with the Revised 508 Standards, including WCAG 2.0 levels A and AA. This means that various users with disabilities can read, understand, and interact with content and activities with about as much effort as users without disabilities.
Reported Accessibility Barriers
ASCCC identified accessibility barriers with H5P activities in April 2020 and provided detailed feedback to H5P developers. For example, ASCCC identified significant accessibility failures with the Mark the Words activity type. In response, H5P updated the Content types recommendations page to include the accessibility barriers with the Mark the Words activity type.
ASCCC reported the following results for the activity types ASCCC evaluated:
- Drag the Words, not recommended
- Fill in the Blanks, recommended with workarounds
- Mark the Words, not recommended
- Multiple Choice, recommended with workarounds.
All the H5P activities evaluated have accessibility barriers affecting users who are blind and users with learning disabilities who use assistive technology to read the content aloud. These include but are not limited to:
- No option to set the correct language for the activity
- No option to set the correct language for content
- No title for the activity iframe.
After meeting with H5P developers, ASCCC determined that it could provide training to content authors to make some H5P activities more accessible. Other accessibility barriers identified still need to be addressed by H5P.
Accessibility Testing
In November 2021, LibreTexts conducted accessibility testing of 46 H5P activity types. Each activity type was assessed for conformance with WCAG 2.1 levels A and AA standards related to:
- Visible Indication of Focus
- Minimum Color Contrast
- Keyboard Usability
- No Keyboard Traps
- Zoom up to 200% and up to 400% (reflow)
- Usability with JAWS screen reading software.
Each of the 47 H5P activity types were rated:
- Usable with Best Practices: the activity requires minimal adjustments by content authors
- Usable with Workarounds: the activity requires significant adjustments by content authors
- Requires Alternative Activity: the activity is not usable by some users.
Workarounds
The accessibility reports for each H5P activity include important reminders with workarounds so that content authors may avoid creating accessibility barriers.
For example, there are two specific workarounds recommended for the H5P Accordion activity.
-
The H5P content is organized as Panels. Each panel requires a Title. H5P codes the Titles as headings (<h2>), but the headings do not work with assistive technology. It is most likely because H5P also codes the Titles as buttons (role=button).
- As a workaround, content authors should begin the content inside each panel with a properly structured heading.
-
When the page content is magnified and an accordion panel is expanded, some of the content in the panel may not be visible on the screen without requiring vertical scrolling. However, when the accordion content is all text, there is no option to scroll through the accordion content with the keyboard. If there is a link or other keyboard focusable element inside the accordion panel, when a user moves the keyboard focus into the panel, the contents of the panel may be scrolled using the keyboard with the Up and Down arrow keys.
- As a workaround, content authors should include a link with descriptive text or other focusable element inside the content of accordion panels to support scrolling using the keyboard.
Results
The following tables summarize the results of the accessibility testing. The first table is an overview of the accessibility of H5P activities. The second table lists the results for each H5P activity type.
H5P Activities Accessibility Overview
| Conformance Level | Definition | Count by Level | Percent by Level |
|---|---|---|---|
|
Usable with Best Practices (labeled in green) |
The activity requires minimal adjustments by content authors |
5 |
10% |
|
Usable with Workarounds (labeled in yellow) |
The activity requires significant adjustments by content authors |
25 |
50% |
|
Requires Alternative Activity (labeled in red) |
The activity is not usable by some users |
17 |
34% |
|
Not Evaluated (labeled in blue) |
The activity type was not evaluated |
3 |
6% |
| Total | Number of H5P activities | 50 | 100% |
H5P Accessibility by Activity
| H5P Activity | Overall Usability |
|---|---|
| Accordion | Usable with Workarounds |
| Advanced Fill in the Blanks | Requires Alternative Activity |
| Advent Calendar (Beta) | Usable with Workarounds |
| Agamotto (Image Blender) | Requires Alternative Activity |
| appear.in for Chat and Talk | Not Evaluated |
| Arithmetic Quiz | Usable with Workarounds |
| Audio | Usable with Workarounds |
| Audio Recorder | Usable with Workarounds |
| Branching Scenario | Usable with Workarounds |
| Chart | Requires Alternative Activity |
| Collage | Requires Alternative Activity |
| Column | Usable with Workarounds |
| Course Presentation | Usable with Workarounds |
| Crossword | Usable with Best Practices |
| Dialog Cards | Usable with Workarounds |
| Dictation | Usable with Workarounds |
| Documentation Tool | Usable with Workarounds |
| Drag and Drop | Usable with Workarounds |
| Drag the Words | Requires Alternative Activity |
| Essay | Usable with Best Practices |
| Fill in the Blanks | Usable with Best Practices |
| Find Multiple Hotspots | Requires Alternative Activity |
| Find the Hotspot | Requires Alternative Activity |
| Find the Words | Requires Alternative Activity |
| Flashcards | Usable with Workarounds |
| Guess the Answer | Usable with Best Practices |
| Iframe Embedder | Not Evaluated |
| Image Choice | Usable with Workarounds |
| Image Hotspots | Usable with Workarounds |
| Image Juxtaposition | Requires Alternative Activity |
| Image Pairing | Requires Alternative Activity |
| Image Sequencing | Usable with Workarounds |
| Image Slider | Usable with Workarounds |
| Interactive Book | Usable with Workarounds |
| Interactive Video | Usable with Workarounds |
| KewAr Code | Requires Alternative Activity |
| Mark the Words | Requires Alternative Activity |
| Memory Game | Usable with Workarounds |
| Multiple Choice | Usable with Workarounds |
| Personality Quiz | Requires Alternative Activity |
| Quiz (Question Set) | Usable with Workarounds |
| Single Choice Set | Usable with Workarounds |
| Sort Paragraphs | Usable with Workarounds |
| Speak the Words | Requires Alternative Activity |
| Speak the Words Set | Requires Alternative Activity |
| Summary | Usable with Workarounds |
| Timeline | Requires Alternative Activity |
| True or False Question | Usable with Best Practices |
| Twitter User Feed | Not Evaluated |
| Virtual Tour (360) | Requires Alternative Activity |


5.2: Analyzing the Environment
-
- Last updated
- Save as PDF
- Jennifer Paris, Kristin Beeve, & Clint Springer
- College of the Canyons
In a educators’ guide, the Australian Government Department of Education states:
Children are important sources of inspiration and creativity when planning the environment, so it is an opportunity to learn by being open-minded and to collaborate with the children. It is important to include materials which are inviting and which can be used in a variety of ways.
- How does your environment convey a sense of belonging for children, families and educators?
- Do children have a sense of autonomy?
- What involvement do children have in the planning of the environment?
- Have you tried to make the environment more home-like?
- How might you make it more aesthetically pleasing? [1]
Teacher Tip
During an annual ECE conference, a presenter challenged the participants to change their thinking on student readiness. As a teacher, I spent a lot of time considering how to best prepare the children in my care for the transition to older classrooms. Attending this workshop inspired me to think differently. Readiness is not about getting children ready, but rather getting our environments ready for the children as they come to us. To put this into practice, our preschool teachers visited children in the toddler classrooms and observed the interest in specific areas, materials and took notes on skills observed. As the children began to transition into our preschool classroom the room was set with a mixture of materials they were familiar with as well as new materials appropriate for their new stage of development. The pressure was off of the toddler teachers to prep for what they thought the children needed to be ready with and the new preschool teachers had realistic expectations of the children as they matriculated into their new environments. We took this idea one step further with our older preschoolers and had them help us to create the spaces they wanted to use. The children walked from area to area and estimated how many children could safely exist in each area. Next, we placed the number of students allowed in each area at a time (from the children’s perspective) and we let them experiment. We reflected with the children our observations and their experiences and decided together if the amount of children allotted per area was reasonable or needed adjusting. We found that by incorporating the children’s ideas and participation in environmental design, they were more respectful of the environment and the environment reflected their ideas and values. Remember: Not every area of the classroom has to be created equal. The environment should reflect the interests and skills of the people who use it. [2]
Early childhood teachers see and support children as scientists and thus design the play environment to serve the children’s inquisitive minds. Teachers also provide the materials children need to construct concepts and ideas and master skills in the natural context of play. Children learn from opportunities to discover materials that they may be seeing for the first time and need time to explore and get to know the properties of these materials. It means offering children materials that they can organize into relationships of size, shape, number, or function and time. Children can investigate what happens when they put these materials together or arrange them in new ways, experiencing the delight of discovering possibilities for building with them, transforming them, or using them to represent an experience.
Loose Parts
An article by Reading Play discusses Loose Parts Theory:
‘Loose parts’ theory is about remembering that the best play comes from things that allow children to play in many different ways and on many different levels. Environments that include ‘loose parts’ are infinitely more open-ended, stimulating, and engaging than static ones. The play environment needs to promote and support imaginative play through the provision of ‘loose parts’ in a way that doesn’t direct play and play opportunities, but allows children to develop their own ideas and explore their world.
- Must be included in both indoor and outdoor environments
- Have no defined use and play workers must support the children when they decide to change the shape or use of them.
- Must be accessible physically and stored where they can be reached by children without having to ask the play workers. The children should know that they can use them whenever and however they wish.
Must be regularly replenished, changed, and added to. [3]
Early childhood teachers also design the daily routines as rich opportunities for children to participate actively and to use their emerging skills and ideas in meaningful situations. Equally important are the ways in which teachers use interactions and conversations with children to support learning. [4]
References
[1] Australian Government Department of Education (n.d.) Educator My Time, Our Place. Retrieved from files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_my_time_our_place.pdf (p. 48)
[2] The Integrated Nature of Learning by the California Department of Education is used with permission
[3] Reading Room (n.d.). The Theory of Loose Parts by the Reading Room. Retrieved from http://www.readingplay.co.uk/GetAsset.aspx?id=fAAyADUAMgB8AHwARgBhAGwAcwBlAHwAfAA4AHwA0
[4] The Integrated Nature of Learning by the California Department of Education is used with permission (pg. 19-21)


11.1: Group Homomorphisms
A homomorphism between groups \((G, \cdot)\) and \((H, \circ)\) is a map \(\phi :G \rightarrow H\) such that
\[ \phi( g_1 \cdot g_2 ) = \phi( g_1 ) \circ \phi( g_2 ) \nonumber \]
for \(g_1, g_2 \in G\text{.}\) The range of \(\phi\) in \(H\) is called the homomorphic image of \(\phi\text{.}\)
Two groups are related in the strongest possible way if they are isomorphic; however, a weaker relationship may exist between two groups. For example, the symmetric group \(S_n\) and the group \({\mathbb Z}_2\) are related by the fact that \(S_n\) can be divided into even and odd permutations that exhibit a group structure like that \({\mathbb Z}_2\text{,}\) as shown in the following multiplication table.
We use homomorphisms to study relationships such as the one we have just described.
Let \(G\) be a group and \(g \in G\text{.}\) Define a map \(\phi : {\mathbb Z} \rightarrow G\) by \(\phi( n ) = g^n\text{.}\)
Solution
Then \(\phi\) is a group homomorphism, since
\[ \phi( m + n ) = g^{ m + n} = g^m g^n = \phi( m ) \phi( n )\text{.} \nonumber \]
This homomorphism maps \({\mathbb Z}\) onto the cyclic subgroup of \(G\) generated by \(g\text{.}\)
Let \(G = GL_2( {\mathbb R })\text{.}\) If
\[ A = \begin{pmatrix} a & b \\ c & d \end{pmatrix} \nonumber \]
is in \(G\text{,}\)
Solution
then the determinant is nonzero; that is, \(\det(A) = ad - bc \neq 0\text{.}\) Also, for any two elements \(A\) and \(B\) in \(G\text{,}\) \(\det(AB) = \det(A) \det(B)\text{.}\) Using the determinant, we can define a homomorphism \(\phi : GL_2( {\mathbb R }) \rightarrow {\mathbb R}^\ast\) by \(A \mapsto \det(A)\text{.}\)
Recall that the circle group \({ \mathbb T}\) consists of all complex numbers \(z\) such that \(|z|=1\text{.}\) We can define a homomorphism \(\phi\) from the additive group of real numbers \({\mathbb R}\) to \({\mathbb T}\) by \(\phi : \theta \mapsto \cos \theta + i \sin \theta\text{.}\)
Solution
Indeed,
\begin{align*} \phi( \alpha + \beta ) & = \cos( \alpha + \beta ) + i \sin( \alpha + \beta )\\ & = (\cos \alpha \cos \beta - \sin \alpha \sin \beta) + i( \sin \alpha \cos \beta + \cos \alpha \sin \beta )\\ & = (\cos \alpha + i \sin \alpha )(\cos \beta + i \sin \beta)\\ & = \phi( \alpha ) \phi( \beta )\text{.} \end{align*}
Geometrically, we are simply wrapping the real line around the circle in a group-theoretic fashion.
The following proposition lists some basic properties of group homomorphisms.
Let \(\phi : G_1 \rightarrow G_2\) be a homomorphism of groups. Then
- If \(e\) is the identity of \(G_1\text{,}\) then \(\phi( e)\) is the identity of \(G_2\text{;}\)
- For any element \(g \in G_1\text{,}\) \(\phi( g^{-1}) = [\phi( g )]^{- 1}\text{;}\)
- If \(H_1\) is a subgroup of \(G_1\text{,}\) then \(\phi( H_1 )\) is a subgroup of \(G_2\text{;}\)
- If \(H_2\) is a subgroup of \(G_2\text{,}\) then \(\phi^{-1}(H_2) = \{ g \in G _1: \phi(g) \in H_2 \}\) is a subgroup of \(G_1\text{.}\) Furthermore, if \(H_2\) is normal in \(G_2\text{,}\) then \(\phi^{-1}(H_2)\) is normal in \(G_1\text{.}\)
- Proof
-
(1) Suppose that \(e\) and \(e'\) are the identities of \(G_1\) and \(G_2\text{,}\) respectively; then
\[ e' \phi(e) = \phi(e) = \phi(e e) = \phi(e) \phi(e)\text{.} \nonumber \]
By cancellation, \(\phi(e) = e'\text{.}\)
(2) This statement follows from the fact that
\[ \phi( g^{-1}) \phi(g) = \phi(g^{-1} g) = \phi(e) = e'\text{.} \nonumber \]
(3) The set \(\phi(H_1)\) is nonempty since the identity of \(G_2\) is in \(\phi(H_1)\text{.}\) Suppose that \(H_1\) is a subgroup of \(G_1\) and let \(x\) and \(y\) be in \(\phi(H_1)\text{.}\) There exist elements \(a, b \in H_1\) such that \(\phi(a) = x\) and \(\phi(b)=y\text{.}\) Since
\[ xy^{-1} = \phi(a)[ \phi(b)]^{-1} = \phi(a b^{-1} ) \in \phi(H_1)\text{,} \nonumber \]
\(\phi(H_1)\) is a subgroup of \(G_2\) by Proposition 3.31.
(4) Let \(H_2\) be a subgroup of \(G_2\) and define \(H_1\) to be \(\phi^{-1}(H_2)\text{;}\) that is, \(H_1\) is the set of all \(g \in G_1\) such that \(\phi(g) \in H_2\text{.}\) The identity is in \(H_1\) since \(\phi(e) = e'\text{.}\) If \(a\) and \(b\) are in \(H_1\text{,}\) then \(\phi(ab^{-1}) = \phi(a)[ \phi(b) ]^{-1}\) is in \(H_2\) since \(H_2\) is a subgroup of \(G_2\text{.}\) Therefore, \(ab^{-1} \in H_1\) and \(H_1\) is a subgroup of \(G_1\text{.}\) If \(H_2\) is normal in \(G_2\text{,}\) we must show that \(g^{-1} h g \in H_1\) for \(h \in H_1\) and \(g \in G_1\text{.}\) But
\[ \phi( g^{-1} h g) = [ \phi(g) ]^{-1} \phi( h ) \phi( g ) \in H_2\text{,} \nonumber \]
since \(H_2\) is a normal subgroup of \(G_2\text{.}\) Therefore, \(g^{-1}hg \in H_1\text{.}\)
Let \(\phi : G \rightarrow H\) be a group homomorphism and suppose that \(e\) is the identity of \(H\text{.}\) By Proposition \(11.4\), \(\phi^{-1} ( \{ e \} )\) is a subgroup of \(G\text{.}\) This subgroup is called the kernel of \(\phi\) and will be denoted by \(\ker \phi\text{.}\) In fact, this subgroup is a normal subgroup of \(G\) since the trivial subgroup is normal in \(H\text{.}\) We state this result in the following theorem, which says that with every homomorphism of groups we can naturally associate a normal subgroup.
Let \(\phi : G \rightarrow H\) be a group homomorphism. Then the kernel of \(\phi\) is a normal subgroup of \(G\text{.}\)
Let us examine the homomorphism \(\phi : GL_2( {\mathbb R }) \rightarrow {\mathbb R}^\ast\) defined by \(A \mapsto \det( A )\text{.}\)
Solution
Since \(1\) is the identity of \({\mathbb R}^\ast\text{,}\) the kernel of this homomorphism is all \(2 \times 2\) matrices having determinant one. That is, \(\ker \phi = SL_2( {\mathbb R })\text{.}\)
The kernel of the group homomorphism \(\phi : {\mathbb R} \rightarrow {\mathbb C}^\ast\)
Solution
defined by \(\phi( \theta ) = \cos \theta + i \sin \theta\) is \(\{ 2 \pi n : n \in {\mathbb Z} \}\text{.}\) Notice that \(\ker \phi \cong {\mathbb Z}\text{.}\)
Suppose that we wish to determine all possible homomorphisms \(\phi\) from \({\mathbb Z}_7\) to \({\mathbb Z}_{12}\text{.}\)
Solution
Since the kernel of \(\phi\) must be a subgroup of \({\mathbb Z}_7\text{,}\) there are only two possible kernels, \(\{ 0 \}\) and all of \({\mathbb Z}_7\text{.}\) The image of a subgroup of \({\mathbb Z}_7\) must be a subgroup of \({\mathbb Z}_{12}\text{.}\) Hence, there is no injective homomorphism; otherwise, \({\mathbb Z}_{12}\) would have a subgroup of order \(7\text{,}\) which is impossible. Consequently, the only possible homomorphism from \({\mathbb Z}_7\) to \({\mathbb Z}_{12}\) is the one mapping all elements to zero.
Let \(G\) be a group. Suppose that \(g \in G\) and \(\phi\) is the homomorphism from \({\mathbb Z}\) to \(G\) given by \(\phi( n ) = g^n\text{.}\)
Solution
If the order of \(g\) is infinite, then the kernel of this homomorphism is \(\{ 0 \}\) since \(\phi\) maps \({\mathbb Z}\) onto the cyclic subgroup of \(G\) generated by \(g\text{.}\) However, if the order of \(g\) is finite, say \(n\text{,}\) then the kernel of \(\phi\) is \(n {\mathbb Z}\text{.}\)


1.14.24: Equation of State- General Thermodynamics
We take up the challenge of seeking an equation of state for all chemical substances. We confine attention to closed systems containing one chemical substance. We also confine our attention to systems at equilibrium where the affinity for spontaneous change is zero. A calculus operation allows us to relate \(\mathrm{p}\), \(\mathrm{V}\) and \(\mathrm{T}\).
\[\left(\frac{\partial p}{\partial V}\right)_{T} \,\left(\frac{\partial V}{\partial T}\right)_{p} \,\left(\frac{\partial T}{\partial p}\right)_{V}=-1 \nonumber \]
By definition, the equilibrium isobaric expansivity. [1]
\[\alpha_{p}(A=0)=\frac{1}{V} \,\left(\frac{\partial V}{\partial T}\right)_{p, A=0} \nonumber \]
The equilibrium isothermal compressibility [2],
\[\kappa_{\mathrm{T}}(\mathrm{A}=0)=-\frac{1}{\mathrm{~V}} \,\left(\frac{\partial \mathrm{V}}{\partial \mathrm{p}}\right)_{\mathrm{T}, \mathrm{A}=0} \nonumber \]
Hence,
\[\left(\frac{\partial p}{\partial T}\right)_{V, A=0}=\frac{\alpha_{p}(A=0)}{\kappa_{T}(A=0)} \nonumber \]
\(\left(\frac{\partial p}{\partial T}\right)_{V, A=0}\) is the equilibrium isochoric thermal pressure coefficient. [3] Equation (d) shows that this property can be obtained from the experimentally accessible, \(\alpha_{p}(A=0)\) and \(\kappa_{\mathrm{T}}(\mathrm{A}=0)\). In fact the coefficient can be directly measured, at least for liquids. [4] From the Master Equation where the affinity for spontaneous change is zero,
\[\mathrm{dU}=\mathrm{T} \, \mathrm{dS}-\mathrm{p} \, \mathrm{dV} \nonumber \]
At constant \(\mathrm{T}\),
\[\left(\frac{\partial \mathrm{U}}{\partial \mathrm{V}}\right)_{\mathrm{T}}=\mathrm{T} \,\left(\frac{\partial \mathrm{S}}{\partial \mathrm{V}}\right)_{\mathrm{T}}-\mathrm{p} \nonumber \]
Using a Maxwell Equation,
\[\left(\frac{\partial \mathrm{U}}{\partial \mathrm{V}}\right)_{\mathrm{T}}=\mathrm{T} \,\left(\frac{\partial \mathrm{p}}{\partial \mathrm{T}}\right)_{\mathrm{V}}-\mathrm{p} \nonumber \]
All terms on the right hand side of equation (g) are experimentally accessible. Moreover this equation applies to all systems, solids, liquids and gases. By definition,
\[\beta_{\mathrm{V}}=\left(\frac{\partial \mathrm{p}}{\partial \mathrm{T}}\right)_{\mathrm{V}} \nonumber \]
Then,
\[\left(\frac{\partial \mathrm{U}}{\partial \mathrm{V}}\right)_{\mathrm{T}}=\mathrm{T} \, \beta_{\mathrm{V}}-\mathrm{p} \nonumber \]
Equation (i) is a Thermodynamic Equation of State. Equation (j) is another Thermodynamic Equation of State. [5]
\[\left(\frac{\partial \mathrm{H}}{\partial \mathrm{p}}\right)_{\mathrm{T}}=\mathrm{V} \,\left(1-\mathrm{T} \, \alpha_{\mathrm{p}}\right) \nonumber \]
For many condensed phases the product \(\mathrm{T} \, \boldsymbol{\beta}_{\mathrm{v}}\) is much larger than the pressure \(\mathrm{p}\). Hence
\[\left(\frac{\partial \mathrm{U}}{\partial \mathrm{V}}\right)_{\mathrm{T}} \cong \mathrm{T} \, \boldsymbol{\beta}_{\mathrm{V}} \nonumber \]
The partial differential \(\left(\frac{\partial \mathrm{U}}{\partial \mathrm{V}}\right)_{\mathrm{T}}\) is the internal pressure, \(\pi_{j}\) for liquid \(j\). [6] Originally the term ‘internal pressure’ referred to the product , \(\mathrm{T} \, \boldsymbol{\beta}_{\mathrm{v}}\). The closely related ratio of molar thermodynamic energy of vaporisation to molar volume \(\left[\frac{\Delta_{\mathrm{vap}} \mathrm{U}^{0}}{\mathrm{~V}^{*}(\ell)}\right]\) is the cohesive energy density,
\[\text { c.e.d. }=\left[\frac{\Delta_{\mathrm{vap}} \mathrm{U}^{0}}{\mathrm{~V}^{*}(\ell)}\right] \nonumber \]
The rational behind this definition notes that \(\Delta_{\text {vap }} \mathrm{U}^{0}\) defines the change in thermodynamic energy when one mole of a given substance passes from the liquid to the vapour state, breaking strong cohesive forces in the liquid. By dividing by the molar volume of the liquid we normalise this change to a fixed volume. [7]
Internal pressures are interesting parameters. [8,9] Nevertheless despite their thermodynamic basis, treatments of chemical properties in terms of internal pressures receive only sporadic attention. One feels they should be more informative but it is not always clear how one draws conclusions from analysis of experimental data using these properties.
Footnotes
[1] \(\alpha_{p}=\frac{1}{\left[m^{3}\right]} \, \frac{\left[\mathrm{m}^{3}\right]}{[\mathrm{K}]}=\left[\mathrm{K}^{-1}\right]\)
[2] \(\kappa_{\mathrm{T}}=\frac{1}{\left[\mathrm{~m}^{3}\right]} \, \frac{\left[\mathrm{m}^{3}\right]}{\left[\mathrm{N} \mathrm{m}^{-3}\right]}=\left[\mathrm{N} \mathrm{m}^{-2}\right]^{-1}=[\mathrm{Pa}]^{-1}\)
[3] \(\left(\frac{\partial \mathrm{p}}{\partial \mathrm{T}}\right)=\frac{\left[\mathrm{N} \mathrm{m}^{-2}\right]}{[\mathrm{K}]}=\left[\mathrm{Pa} \mathrm{K}{ }^{-1}\right]\)
[4] A small amount of liquid sample is held in a sample cell sealed by a piston; the latter is linked to a device which allows a known pressure to be applied to the sample. The sample cell is held in a thermostat; the temperature of the latter is tightly controlled. The temperature is changed by a small amount; \(\Delta \mathrm{T}\). The volume of the liquid in the sample cell (normally) increases. The applied pressure is changed by a small amount \(\Delta \mathrm{p}\) in order to recover the original volume. Then for a given liquid at defined \(\mathrm{p}\), \(\mathrm{V}\) and \(\mathrm{T}\), we have the ratio \((\Delta \mathrm{p} / \Delta \mathrm{T})\).
[5] J. S. Rowlinson and F. L. Swinton, Liquids and Liquid Mixtures, Butterworths, London, 3rd. edn., 1982, p.12.
[6] \(\left(\frac{\partial \mathrm{U}}{\partial \mathrm{V}}\right)_{\mathrm{T}}=\frac{[\mathrm{J}]}{\left[\mathrm{m}^{3}\right]}=\left[\mathrm{N} \mathrm{m}{ }^{-2}\right]=[\mathrm{Pa}]\)
[7] Links between calorimetry and equations of state are discussed by S. L. Randzio, Chem. Soc. Rev., 1995, 24 , 359.
[8]
- W. Westwater, H. W. Frantz and J. H. Hildebrand, Phys. Rev., 1928, 31 ,135.
- J. H. Hildebrand, Phys. Rev.,1929, 34 , 649, 984.
- J. H. Hildebrand and R. H. Lamoreaux, Ind. Eng. Chem. Fundam., 1974, 13 , 110.
- J. H. Hildebrand, Proc. Natl. Acad.Sci. USA, 1967, 57 , 542.
[9] \(\mathrm{T}/\mathrm{K} = 298.15\)
Liquid \(\pi_{\mathrm{i} /10^{8} \mathrm{Pa} \quad \mathrm{c.e.d}./10^{8} \mathrm{Pa}\)
Methanol \(2.930 \quad 8.600\)
DMSO \(5.166 \quad 7.047\)
Water \(1.013 \quad 22.98\)


32.4: Other Drugs, Supplements, and Herbal Remedies
By the end of this section, you should be able to:
- 32.4.1 Identify the characteristics of miscellaneous drugs and herbal supplements used for weight management.
- 32.4.2 Explain the indications, actions, adverse reactions, and interactions of miscellaneous drugs and herbal supplements used for weight management.
- 32.4.3 Describe nursing implications of miscellaneous drugs and herbal supplements used for weight management.
- 32.4.4 Explain the client education related to miscellaneous drugs and herbal supplements used for weight management.
Obesity is a global concern that may not be managed by diet and exercise alone. There are other adjunct medications and supplements that can promote weight loss in conjunction with diet and exercise.
Glucagon-Like Peptide-1 (GLP-1) Receptor Agonists
GLP-1 receptor agonist medications were originally developed to treat type 2 diabetes and control blood sugar; however, they have been found to also cause weight loss and decrease the risk of cardiovascular events such as heart attacks and strokes in clients with diabetes.
Semaglutide
Semaglutide, which mimics the GLP-1 hormone that is released in the gut in response to eating, is the newest medication for weight management. Semaglutide is approved for weight loss only under the brand name Wegovy. Semaglutide is also the active ingredient in several medications used to treat diabetes (Ozempic, Rybelsus). However, due to differing doses and differences in how the drug is packaged, prescribers should take caution when prescribing off-label.
Semaglutide is intended for use in adults with an initial BMI of 30 kg/m 2 or greater (obesity) or an initial BMI of 27 kg/m 2 or greater (overweight) and at least one weight-related comorbidity such as hypertension, type 2 diabetes mellitus, or dyslipidemia (DailyMed, Wegovy , 2023). Semaglutide may be used in pediatric clients over age 12 who have an initial BMI at or above the 95th percentile for their age and sex. According to UCLA Health (2023), semaglutide emphasizes treating obesity as a chronic metabolic disease rather than solely a condition that requires lifestyle/behavioral changes.
Trending Today
Weight Loss Benefits with Semaglutide
Losing weight can positively affect many body systems, especially the cardiovascular system; however, semaglutide itself may also have cardiovascular benefits. A report by NBC News discusses a potential reduction of cardioembolic events such as a myocardial infarction or cerebrovascular accident (stroke) in clients taking semaglutide.
When the blood glucose levels rise in response to ingested food, semaglutide mimics the GLP-1 hormone to stimulate insulin release and decrease glucagon release. This action lowers serum glucose levels and delays gastric emptying. A decrease in blood glucose and delayed gastric emptying suppress the appetite, which aids in weight loss. Note that because semaglutide delays gastric emptying, it may alter the absorption of other medications and supplements.
Liraglutide
Liraglutide has been shown to be an effective treatment to reduce weight in clients with obesity. Liraglutide is an injectable medication classified as a glucagon-like peptide receptor agonist and incretin mimetic that triggers increased insulin release and decreased glucagon release, lowering post-prandial blood glucose levels. By causing a glucose-dependent release of insulin and a decrease in blood glucagon levels, there is a delay in gastric emptying, leading to appetite suppression and weight loss. This action also causes an ancillary increase in heart rate of 10–20 beats per minute above the client’s baseline.
Liraglutide is highly bound to protein, has a large distribution area, and has a half-life of approximately 13 hours. This allows for a once-a-day subcutaneous (SQ) injection (abdomen, thigh, upper arm) without regard to meals to be effective. Double gloves and a protective gown (and goggles if necessary) should be worn during preparation and SQ administration to avoid unintentional absorption through the skin. Liraglutide has caused thyroid C-cell tumors in mice (DailyMed, Saxenda, 2021).
Table 32.4 lists common GLP-1 drugs for weight loss and typical routes and dosing for adult clients.
| Drug | Routes and Dosage Ranges |
|---|---|
|
Semaglutide
( Wegovy ) |
Initial dose:
0.25 mg subcutaneously once a week for 4 weeks.
Weeks 5–8: 0.5 mg/week. Weeks 9–12: 1 mg/week. Weeks 13–16: 1.7 mg/week. Weeks 17 and onward: 1.7 mg or 2.4 mg/week. Maximum dose: 2.4 mg/week. |
|
Liraglutide
( Saxenda ) |
3 mL prefilled injection pen: 6 mg/mL. Initial dose: 0.6 mg/day subcutaneously. After 1 week, increase daily dose by 0.6 mg per week at weekly intervals to reach 3.0 mg. Maximum dose: 3.0 mg/day. |
Adverse Effects and Contraindications
Both semaglutide and liraglutide are contraindicated in clients with a personal or family history of medullary thyroid carcinoma (MTC), multiple endocrine neoplasia syndrome type 2 (MEN 2), serious hypersensitivity to liraglutide, diabetic ketoacidosis (DKA), pancreatitis, suicidal attempts/ideation, pregnancy, and lactation. Semaglutide and liraglutide should be used cautiously in clients with alcohol use disorder, severe hypoglycemia, gastroparesis, renal and/or hepatic impairment, or history of angioedema. Caution should be exercised when used concurrently with insulin and insulin secretagogues like sulfonylureas. They should also be used cautiously in older adults. Safety in children under age 10 has not been established.
Table 32.5 is a drug prototype table for GLP-1 receptor agonists featuring semaglutide. It lists drug class, mechanism of action, adult dosage, indications, therapeutic effects, drug and food interactions, adverse effects, and contraindications.
|
Drug Class
GLP-1 receptor agonist; incretin mimetic Mechanism of Action Stimulates insulin release in the body while decreasing the release of glucagon, delaying gastric emptying and lowering postprandial serum glucose levels |
Drug Dosage
Initial dose: 0.25 mg subcutaneously once a week for 4 weeks. Weeks 5–8: 0.5 mg/week. Weeks 9–12: 1 mg/week. Weeks 13–16: 1.7 mg/week. Weeks 17 and onward: 1.7 mg or 2.4 mg/week. Maximum dose: 2.4 mg/week. |
|
Indications
Adjunct therapy along with reduced-calorie diet and increased physical activity in weight management for adults with obesity or overweight and at least one weight-related comorbidity In pediatric clients age 12 or older with an initial BMI ≥95th percentile for their age and sex Therapeutic Effects Weight loss |
Drug Interactions
Sulfonylurea Insulin Food Interactions No significant interactions |
|
Adverse Effects
Acute pancreatitis Acute gallbladder disease Hypoglycemia Acute kidney injury Tachycardia/palpitations Suicidal behavior and ideation Nausea and/or vomiting Diarrhea Abdominal pain Flatulence Gastroparesis |
Contraindications
Personal/family history of medullary thyroid carcinoma or multiple endocrine neoplasia syndrome type 2 Prior hypersensitivity to the drug or other GLP-1 receptor agonist |
Nursing Implications
The nurse should do the following for clients who are taking GLP-1 receptor antagonist drugs:
- Consistently monitor the client’s weight, blood pressure, and serum lab values associated with obesity (e.g., lipids, glucose, and hepatic function tests).
- Monitor clients with diabetes closely for hypoglycemia and/or the need for medication reduction or elimination. With weight loss, a client’s need for medications to treat diabetes may be reduced or eliminated.
- Teach clients to monitor for signs and symptoms of hypoglycemia that may occur from weight loss and/or the supplement such as headache, nervousness, irritability, sweating, clammy skin, shakiness, and palpitations.
- Monitor client’s weight every 3 months for dosage changes as needed.
- Provide client teaching regarding the drug and when to call the health care provider. See below for client teaching guidelines.
Client Teaching Guidelines
The client taking a GLP-1 receptor antagonist should:
- Use proper SQ injection technique and rotate injection sites weekly (liraglutide).
- Monitor capillary blood glucose levels closely; immediately report hypoglycemia to the provider.
- Drink adequate fluids to ensure hydration.
- Avoid alcohol, which may interfere with weight-loss drugs and potentially cause hypoglycemia.
- Maintain an accurate food log that includes ingestion of water and physical activity. Handwritten logs facilitate clients staying on track and achieving success. Some clients use smartphone apps to log meals, water intake, and physical activity.
- Follow up with their provider as instructed.
FDA Black Box Warning
Glucagon-Like Peptide-1 (GLP-1) Receptor Agonists
Semaglutide and liraglutide have been associated with thyroid tumors in animal studies; relevance to humans has not been established.
Other Drugs for Weight Management
Additional adjunct drugs and supplements target enzymatic and lipid metabolism to manage chronic obesity. These drugs do not fit into the previous categories of pharmacotherapeutics.
Bupropion Naltrexone
Bupropion naltrexone ( Contrave ) is a combination of an antidepressant (bupropion) and an opioid antagonist (naltrexone). Bupropion is commonly used for adult depression, seasonal affective disorder (SAD), and smoking cessation. Naltrexone is commonly used for substance use disorders because it blocks opioid receptors and the euphoric effects of alcohol and opioids. In combination, these two drugs have been found to promote weight loss as a dopamine reuptake inhibitor by affecting two different areas of the brain involved in hunger and satiety stimuli—the hypothalamic appetite regulatory center and the mesolimbic dopamine circuit reward system. The resultant decreased appetite results in therapeutic weight loss.
Bupropion naltrexone is indicated for chronically overweight clients or those with chronic obesity with at least one other comorbidity (hypertension, type 2 diabetes, or dyslipidemia). This drug is used as an adjunct to a low-calorie diet and increased exercise in clients with obesity. Both drugs are well-absorbed orally, and a low-fat meal enhances absorption.
Adverse Effects and Contraindications
Adverse effects of bupropion naltrexone include life-threatening anaphylactic reactions (pruritis, urticaria, hives, dyspnea, angioedema), homicidal/suicidal thoughts and behaviors, and seizures. Common adverse effects include nausea, vomiting, constipation, and headache. Clients should be instructed to contact their provider immediately if any abnormal symptoms occur. Clients with diabetes should monitor capillary blood glucose levels 3–4 times per day for hypoglycemia caused by the drug and/or weight loss.
Contraindications include a known hypersensitivity to bupropion or naltrexone, uncontrolled hypertension, end-stage renal disease, severe hepatic impairment and concurrent use of CYP2B6 inducers, seizure disorders, anorexia or bulimia, pregnancy, and in children. Concurrent use is contraindicated within 14 days of the use of an MAOI or use of opioids or other bupropion medications and antidepressants including selective serotonin reuptake inhibitors (SSRIs), serotonin norepinephrine reuptake inhibitors (SNRIs), and tricyclic antidepressants (TCAs). Bupropion naltrexone should be used cautiously in older adults secondary to possible adverse CNS effects and decreased renal excretion. Dosages are often decreased in cases of renal and hepatic impairment. Use of other bupropion-containing products may increase the risk of seizures. Bulimia and anorexia nervosa may also increase the risk of seizures.
Table 32.6 is a drug prototype table for other weight-loss drugs featuring bupropion naltrexone. It lists drug class, mechanism of action, adult dosage, indications, therapeutic effects, drug and food interactions, adverse effects, and contraindications.
|
Drug Class
Dopamine and norepinephrine reuptake inhibitor and opioid antagonist Mechanism of Action Stimulates and inhibits various pathways of the central nervous system (CNS), resulting in weight reduction and maintenance of weight loss |
Drug Dosage
Extended-release tablet, bupropion 90 mg/naltrexone 8 mg: Initial dose: 1 tablet in the morning for 1 week. Week 2: 1 tablet in the morning and 1 tablet in the evening. Week 3: 2 tablets in the morning and 1 tablet in the evening. Week 4+: 2 tablets in the morning and 2 tablets in the evening. Onset: within 4 weeks; peak: 6 months. Maximum dose: 32 mg naltrexone/360 mg bupropion orally daily. |
|
Indications
Weight loss and maintenance Therapeutic Effects Weight loss |
Drug Interactions
MAOIs Drugs metabolized by CYP2D6 Digoxin Concomitant use with CYP2B6 inhibitors CYP2B6 inducers Dopaminergic drugs Food Interactions No significant interaction |
|
Adverse Effects
Nausea/vomiting Constipation/diarrhea Headache Dizziness Insomnia Dry mouth |
Contraindications
Uncontrolled hypertension Seizure disorder Anorexia nervosa or bulimia Clients undergoing abrupt discontinuation of alcohol, benzodiazepines, barbiturates, and antiepileptic drugs Use of other bupropion-containing products Chronic opioid use During or within 14 days of taking an MAOI Known allergy to any ingredients |
Nursing Implications
The nurse should do the following for clients who are taking bupropion naltrexone:
- Consistently monitor the client’s weight, blood pressure, and serum lab values associated with obesity (e.g., lipids, glucose, and hepatic function tests).
- Monitor clients with hypertension closely. With weight loss, a client’s need for medications to treat hypertension may be reduced or eliminated.
- Monitor client’s weight every 3 months for dosage changes as needed.
- Monitor for worsening signs of depression or suicidal ideation that may occur with some weight-loss supplements. It is critical that clinicians assess clients’ mental status, mood changes, and significantly increased signs of depression (depressed mood, loss of interest in usual activities, insomnia or hypersomnia, psychomotor agitation or retardation, increased fatigue, feelings of guilt or worthlessness, slowed thinking or impaired concentration, irritability, hostility, suicide attempt, or suicidal ideation), especially during the initial few months of therapy.
- Provide client teaching regarding the drug and when to call the health care provider. See below for client teaching guidelines.
Client Teaching Guidelines
The client taking bupropion naltrexone should:
- Immediately report any increase in depressive symptoms and/or suicidal ideation to provider.
- Report any signs or symptoms, such as headache, palpitations, dizziness, nervousness, irritability, to the provider.
- Drink adequate fluids to ensure hydration.
- Avoid alcohol, which may interfere with weight-loss drugs and potentially cause hypoglycemia.
- Maintain an accurate food log that includes ingestion of water and physical activity. Handwritten logs facilitate clients staying on track and achieving success. Some clients use smartphone apps to log meals, water intake, and physical activity.
- Follow up with their provider as instructed.
FDA Black Box Warning
Bupropion
Bupropion has been shown to increase the risk of suicidal thoughts and behavior in short-term trials.
Supplements and Herbal Remedies for Weight Management
Supplements such as chromium picolinate, conjugate linoleic acid, glucomannan, green tea extract, guarana, and hoodia have been credited with supporting weight loss. The success of these supplements, just like drugs, relies on their being adjuvant to low-calorie meals and exercise. A successful weight-management plan is individualized and client centered and may include natural food or herbal supplements to aid in weight loss. Stress-reduction techniques also play a role in lowering cortisol levels and improving mental well-being because stress may impede weight-loss success.
Chromium Picolinate
Chromium is an essential mineral involved in glucose metabolism and is often called glucose tolerance factor (GTF). It is found in various foods such as beef, chicken, eggs, dairy products, broccoli, potatoes, and garlic, but it is poorly absorbed, prompting some clients to use supplements. Picolinate acid, an amino acid, is added to chromium to improve the absorption and aid insulin function. However, excessive supplementation can lead to toxicity. Research indicates that chromium picolinate can lower blood glucose and serum cholesterol, promote fat loss, and increase lean muscle mass, especially in clients with type 2 diabetes. Clients who are dependent on insulin should use it under medical guidance and monitor their capillary blood glucose levels (Balch, 2023).
Conjugated Linoleic Acid
Conjugated linoleic acid (CLA) is a polyunsaturated fatty acid found naturally in animal food products such as beef, lamb, butter, and dairy products. Synthetic CLA may be produced from safflower, sunflower, corn, and soybean oils. This essential fatty acid has been found to have antiobesogenic and antiatherosclerotic properties (den Hartigh, 2019). The metabolic mechanism of action of CLA reduces lipogenesis while promoting lipolysis to improve body composition. Studies have found that CLA increases lipolysis significantly in human fat cells (adipocytes) while decreasing the synthesis of fatty acids (Basak & Duttaroy, 2020). The use of CLA may interfere with CYP enzyme functions. It may also interfere with the effectiveness of tamoxifen, a breast cancer medication.
Glucomannan
Processed foods have removed much of the natural fiber in the American diet. Fiber supplements are often used for overall health and wellness. Glucomannan is a dietary fiber extracted from the konjac (elephant yam), a Japanese root vegetable. Glucomannan passes unchanged into the colon, where it works as a dietary fiber. It is one of the most potent fibers because it can absorb up to 50 times its weight in water; therefore, a smaller amount is taken than for other fiber supplements.
Some research has shown that supplementing with glucomannan may reduce body weight but not BMI in the short term in otherwise healthy adults with overweight or obesity. Other research has shown that daily 4-gram doses of glucomannan consumed over 8 weeks did not lead to weight loss or changes in body composition, did not lead to feelings of hunger or meal satiation, and did not impact cholesterol or blood sugar levels (MacPherson, 2022).
Glucomannan reduces weight in the same way as other water-soluble, fermentable fibers do—through low energy density and bulking properties causing a laxative effect. The absorption of water expands glucomannan in the gastrointestinal tract, producing satiety.  As with all fiber supplements, adequate water intake is essential to avoid constipation.
Green Tea Extract
Second to water, tea is the most consumed beverage globally. Green tea is one of the healthiest teas available for consumption. Green tea contains polyphenols and phytochemicals with antioxidant and antiviral properties. The health-enhancing properties of green tea are numerous. One of the polyphenols in green tea helps protect the DNA in the body’s cells from oxidative stress. This boosts the body’s immune system to combat many conditions and illnesses, including cancer. A study in South Korea found that consistently drinking green tea reduced abdominal obesity by 44% (Kwak & Shin, 2022).
The natural pharmacological effects of green tea are related to the increased fatty acid oxidation that reduces body and abdominal fat. Additionally, green tea lowers concentrations of total cholesterol, serum free fatty acids, and leptin levels. These effects may decrease the incidence of metabolic syndrome.
Guarana
Guarana is a seed with stimulant and phytochemical properties containing caffeine as the active ingredient. It is used as a general intestinal detoxification herb and stimulant to improve mental alertness and increase metabolic rate. Guarana is rich in antioxidants and is like green tea in its properties. Consumers can find guarana in energy drinks, soft drinks, smoking-cessation products, and vitamin supplements. Guarana alone does not significantly promote weight loss; it must be combined with a low-calorie diet and exercise. Due to the stimulant effects, guarana should not be used by clients with hypertension or cardiovascular conditions such as dysrhythmias. A disadvantage for consumers is that it is not easy to determine how much caffeine content any specific product contains.
Hoodia Gordonii
Hoodia gordonii , commonly called hoodia, is an African cactus that the San Bushmen used historically as an appetite suppressant. There are several hoodia supplements marketed as weight-loss supplements. According to the National Center for Complementary and Integrative Health (2020), there has been little research on the weight-loss properties of hoodia in humans and its efficacy in weight loss.
Nursing Implications
The nurse should do the following for clients who are taking supplements and herbal remedies for weight management:
- Teach clients to monitor for signs and symptoms of hypoglycemia that may occur from weight loss and/or the supplement. Signs of hypoglycemia include headache, nervousness, irritability, sweating, clammy skin, shakiness, and palpitations.
- Educate clients that some over-the-counter (OTC) products may not be safe and can interact with other prescribed medications, including increasing the risk of hypoglycemia. Recreational alcohol ingestion may also cause hypoglycemia.
- Monitor for worsening signs of depression or suicidal ideation that may occur with some weight-loss supplements. It is critical that clinicians assess clients’ mental status, mood changes, and significantly increased signs of depression (depressed mood, loss of interest in usual activities, insomnia or hypersomnia, psychomotor agitation or retardation, increased fatigue, feelings of guilt or worthlessness, slowed thinking or impaired concentration, irritability, hostility, suicide attempt or suicidal ideation), especially during the initial few months of therapy.
- Provide client teaching regarding the supplement or herbal remedy and when to call the health care provider. See below for client teaching guidelines.
Client Teaching Guidelines
The client taking a supplement or herbal remedy for weight management should:
- Maintain an accurate food log that includes ingestion of water and physical activity. Handwritten logs facilitate clients staying on track and achieving success. Some clients use smartphone apps to log meals, water intake, and physical activity.
- Incorporate healthy meal planning and physical activity in their overall weight-management plan.
- Learn about the safety and efficacy of products because they are not medically investigated or regulated.
- Talk with their health care provider for a fully informed weight-loss plan.
- Follow the manufacturer’s and provider’s guidelines.
The client taking a supplement or herbal remedy for weight management should not:
- Use weight-loss products without consulting a health care provider experienced in weight management. All supplements are not the same.
Case Study
Read the following clinical scenario to answer the questions that follow.
Ellen Normandy is a 58-year-old female client who has been “watching” her diet and exercising at the local fitness club for the past 12 months to lose weight. She has lost 6.7 pounds. Frustrated, she arrives at her health care provider’s office to ask for medication. The provider takes vital signs and a fasting capillary blood glucose (CBG) level.
History
Laparoscopic cholecystectomy due to cholelithiasis
Laparoscopic total hysterectomy and oophorectomy
Mild hyperlipidemia
Current Medications
Multivitamin daily
| Vital Signs | Physical Examination | |
|---|---|---|
| Temperature: | 97.9°F |
|
| Blood pressure: | 148/96 mm Hg | |
| Heart rate: | 88 beats/min, regular | |
| Respiratory rate: | 16 breaths/min, regular | |
| Oxygen saturation: | 99% on room air | |
| Height: | 5'9" | |
| Weight: | 278 lb | |
| BMI: | 41.1 kg/m 2 | |
| CBG: | 157 mg/dL |
Based on the information above, the nurse anticipates which primary medical diagnosis by the health care provider?
- Answer
-
Metabolic syndrome
Which of the following indicates Ellen’s BMI classification?
- Answer
-
Class III obesity


9.1: Family Engagement and Positive Goal-Oriented Relationships
-
- Last updated
- Save as PDF
- Rebecca Laff and Wendy Ruiz
- College of the Canyons
Positive, goal-oriented relationships develop over time through interactions between programs and families. These relationships
- are fueled by families’ passion for their children,
- are based on mutual respect and trust, affirm and celebrate families’ cultures and languages,
- provide opportunities for two-way communications,
- include authentic interactions that are meaningful to those who participate in them, and
- often require an awareness of one’s personal biases and how those biases can affect mutual respect and trust.
Positive, goal-oriented relationships improve wellness by reducing isolation and stress for both families and staff. When these relationships focus on shared goals for children, staff and families can experience the support that comes from knowing that they all are on the same team. These relationships support the aims of equity, inclusiveness, cultural and linguistic responsiveness.
Why Do Positive Goal-Oriented Relationships Matter?
Positive Goal-Oriented Relationships support progress for children and families. These relationships contribute to positive parent-child relationships, a key predictor of success in early learning and healthy development. Through positive interactions with their most important caregivers, children develop skills for success in school and life. They learn how to manage their emotions and behaviors, solve problems, adjust to new situations, resolve conflicts, and prepare for healthy relationships with other adults and peers.
Healthy relationships between parents and children develop over time through a series of interactions that are primarily warm and positive. There may also be brief disconnections or misunderstandings in relationships. For example, there will be times when parents and children are not perfectly in sync. A toddler may be laughing and playing with her mother and be surprised when her scream of delight is met with her mother’s raised voice, telling her to be quieter. An older infant may be enjoying his breakfast of rice cereal but he may be confronted by an unhappy face when he smashes the cereal into his grandmother’s work clothes. These temporary disconnections are natural and necessary, and they build a child’s capacity for resilience and conflict resolution. As long as interactions are primarily positive, children can learn important skills from the process of reconnecting.
Disconnections and challenges can occur in our relationships with families and colleagues as well. A father arrives to find his toddler finger-painting and immediately becomes upset with the caregiver. He is in a hurry and doesn’t have time to change her clothes.  Imperfect interactions help us learn how to tolerate discomfort and how to resolve challenges. These are important skills for building strong partnerships.
Positive relationships between parents and providers are important as families make progress toward other goals, such as improved health and safety, increased financial stability, and enhanced leadership skills. Strong partnerships can provide a safe place where families can explore their hopes, share their challenges, and let us know how we can help. Staff, community partners, and peers can be resources as families decide what is important to them and how to turn their goals into realities. Parents help us enhance their children’s learning and healthy development. When we focus on families’ strengths and view parents as partners, we can work more effectively to support parent-child relationships and other outcomes for families and children.
Everything we do is intended to give families the emotional and concrete supports they want and need to reach better outcomes. When a family makes progress, parents have more capacity to give to their children. For example, a family may be struggling financially and constantly worried about where the next meal will come from. The parent may be overwhelmed or embarrassed, unsure of how to ask for help. If the parent trusts the program or a staff member, the parent might share their distress and worry. The program can work with the parent to find and access food and nutrition resources in their community.
As the family stabilizes, the parent might work with staff to identify how to improve the situation in the long term. The parent may decide to go back to school to increase his or her earning potential or might join a group to talk with other families about educational goals. The parent might work with the program and peers to find and access educational resources. As families take steps to reach their goals, they can engage in relationships with their children. Strong relationships between parents and caregivers contribute to better outcomes for children and families.
Recognize What Families, Staff, and Children Contribute
Building a relationship is a dynamic and ongoing process that depends on contributions from everyone involved: families, program staff, and children. Families have a set of beliefs, attitudes, and perspectives that affect relationships with staff. Likewise, providers have a set of beliefs, attitudes, and perspectives, both personal and professional, which affect our relationships with families. Children live and learn in specific environments and are influenced by the parents, families, and other adults and peers in their lives. They also bring their own unique contributions to relationships in the form of behavior, temperament, emotion, and stage of development.
Understand and Appreciate Differences
Successful partnerships are created when families and staff value the perspectives and contributions of one another and care about shared goals and positive outcomes. Programs can partner with parents to understand the child’s and family’s strengths, goals, interests, and challenges. In each interaction we can learn more about each other and about ourselves as professionals. When we understand and appreciate the family’s perspective, we are more likely to set aside our own agenda and create a shared agenda with the family. [2]
Building and Maintaining Positive Relationships with Children
Teachers build meaningful relationships with children during ordinary, everyday interactions. A mutual gaze with a four-month-old baby, a moment of eye contact with a twelve-month-old child scooting across the room, the acknowledgment of a two-year-old’s interest in his image in the mirror—such actions occur every day in early childhood programs. In one instance a child feels more secure, in another a child becomes more willing to explore, and in a third a child gains a stronger sense of self. Teachers who are responsive as they develop relationships with young children appear to work magic. But underneath the magic are a compassionate interest in each child, careful observations, a commitment to children and families, and a thoughtful approach to supporting development and learning. [3]
[1] Infant/Toddler Caregiving: A Guide to Culturally Sensitive Care by the California Department of Education is used with permission
[2] Building Partnerships: Guide to Developing Relationships with Families by the U.S. Department of Health and Human Services is in the public domain (pg. 2-5)
[3] Infant/Toddler Learning and Development Program Guidelines by the California Department of Education is used with permission
[4] Image by the California Department of Education is used with permission