.
There were significant technical issues and limitations to which we had to adapt. My university was not alone in translating in-person classes to virtual classes without the extended training or technology that such an ambitious undertaking warrant. Many students in my classes, along with those around the nation, were also ill-prepared to take on the challenges of virtual class.
As a result, it was a difficult transition to virtual learning. Still, the onus is on each of us to make the special effort needed to successfully deal with the demands of virtual learning.
Take medical students for example. As their potential clients, we don’t want them to be excused from learning the information needed to effectively attend to us in the future on account of the pandemic. The same goes for our future clients in whatever field we find ourselves after graduation. They are relying on us to get the skills and knowledge we need to be capable and competent practitioners.
It is our duty to ensure we overcome our challenges and rise to the occasion. This means familiarizing ourselves with the virtual learning platform, ensuring we have access to high-speed internet in the location in which we meet for class, and minimizing distractions during class sessions. We should also be proactive in addressing issues as they arise and ask for help from our support network (including your professor) as needed.
I am not alone when I say that it was a challenging semester. However, we now have a successful semester of virtual teaching and learning in our scope of experience. With the knowledge we have gained, we can armor ourselves for success in the spring.
Stephenie Howard, Ph.D., LCSW is a professor of social work at Norfolk State University. She is also the president of Communities in Power, a nonprofit located in Norfolk. Her research area is trauma, particularly as related to family violence. She has a practice background in domestic violence services and child protective services. Email her at swhoward@nsu.edu.Having to deal with a fussy eating child can very often be a stressful experience for parents. According to parents successfully feeding such a child actually equals to winning a war. A fussy eater can be a cause of stress for many parents as they are very much concerned about the healthy growth of their little one. Whenever parents meet each other, one of their main topics of discussion is the food fussiness in their children.
Is “fussy eating” really a thing to worry about? Although parents get really frustrated about it, fussy eating is a quite normal habit among children. Fussy eating is actually a phase that most toddlers go through, usually in their second year. Food that a child loves today will be rejected by him the following day. A child who ate a satisfactory amount of food yesterday might eat less today. Further, a child might very frequently reject new tastes. All these things are quite normal and depend on the nutritional needs of your child. The appetite of a very active and healthy child will be different from that of a less active child. If a child is healthy and growing well, it suggests that the amount of food he eats per day is quite sufficient for him and you need not unnecessarily worry about it.
Check out the following tips that would help you fix common problems related to feeding your little one;
- Try to make mealtimes more fun for the child. A child’s meal must be tasty as well as healthy. However, a child’s mentality can also affect his food intake. So it is very important to make sure that the child is happy and relaxed during the mealtime. A child in a happy mood will actually eat a satisfactory amount of food. Therefore as parents try your best to make your child’s mealtime a happy and an enjoyable one.
- Don’t force your child to eat. This is a very common mistake done by many parents. Parents attempt to force feed their little ones and consequently, the child ends up disliking both the food and mealtime. Further as a result of force-feeding, a child may even refuse food that he likes. Therefore don’t make a big fuss when your little one refuses food and never force feed him.
- Prepare creative meals for your child. Children love different colours, shapes and flavours. If you can offer your little one a healthy at the same time a creative meal he will definitely enjoy mealtime and eat well.
- Allow your child to help you prepare the meal. Involve your little one in preparing meals and try to include some of his favourite foods in the meal. This will actually help to increase the appetite of your child. With your child, you can enjoy preparing foods of different shapes. For example, you can make cute animal shapes from fruits and vegetables.
- Introduce new foods gently. New tastes and textures must be introduced to children very slowly. You must offer your little one just one new food at a time and you need to carefully observe his reaction to that particular food. If your child seems to love the new food, you can continue to give it to him. However, if he becomes reluctant to the new food, stop offering it to him for a while and try again in future.
We hope that the above tips would help you tackle problems related to feeding your child. It's important to keep in mind that your little one will not remain a fussy eater forever, as he grows up will try new foods and tastes. So as parents, don't worry unnecessarily about your little one’s food fussiness!<
Environmental Science
- Award: BSc (Hons) Environmental Science
- UCAS code: F900
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This course enables you to gain both biological and geographical perspectives of the environment.
Why study Environmental Science?.
Fieldwork Opportunities
A rich variety of terrestrial and aquatic environments and habitats (many available on site at our wonderful Newton Park campus!) are studied in day-long and residential field trips in the UK and further afield. Fieldwork is a very important aspect of the Environmental Science programme and is well supported.
Course structure
Environmental Science is a vast subject embracing many disciplines; at Bath Spa it is studied from primarily two related perspectives – biological and geographical. Whilst some topics, such as ecology and environmental management/sustainability (embedded within the 2nd year Environmental Science module), are compulsory, there are many optional topics to choose from, e.g. marine biology, climatology, sustainable development, river and costal management, environmental hazards, environmental consultancy, and biodiversity assessment.
The course is flexible and you will design a programme of study to suit your interests and career aspirations. Along with flexibility is the opportunity to specialise in a particular area of environmental science; for example aquatic environments, environmental protection and conservation, or earth systems. Particularly exciting is the opportunity (new from 2014/15) to develop a science communication specialism within your award via our Science Publishing, Digital Imaging, and Plants and People modules at Levels 4 and 5, all of which have a coursework emphasis on presenting science topics to a non-specialist audience. Alternatively, you can maintain a broader interest in the subject; at Bath Spa the choice is yours.
Throughout the course there is an emphasis on practical work: in our well equipped laboratories, on campus – with its rich variety of terrestrial and aquatic environments – and further afield in the UK and beyond (though we are mindful of our carbon footprint in selecting locations).
Modules
At each Level you will take a mix of 40- and 20-credit modules to the value of 120 credits; modules' credit weightings are indicated in the programme summary below.
Year 1 (Level 4)
You take the core modules in Geography and Biology (marked *); you also take the Biodiversity and Conservation module (marked **). Although you can choose your remaining 20 credits from the full range of Level 4 modules available throughout the university, particularly relevant and recommended are those indicated below. Appropriate choice of modules in the first year can help you to develop a particular specialisation in the overall environmental science area.
- Introduction to Biological Sciences (40)*;
- Foundations in Geography (40)*;
- Biodiversity and Conservation (20)**;
- Global Food Issues (20);
- Global Development (20);
- Investigating Earth Environments (20).
Year 2 (Level 5)
In addition to the compulsory modules below (marked *), you choose a further three 20-credit modules from those within the Environmental Science programme (listed below), which allows you to continue to develop specialisation, or keep your programme more general.
- Environmental Science (40)*;
- Research Skills (20)*;
- Biodiversity Tools and Techniques (20);
- Applied Microbiology (20);
- Epidemiology and Public Health (20);
- Work Placement (20);
- River and Coastal Systems (20);
- Environmental Hazards (20);
- Climate Change and Sustainability (20);
- Geographical Fieldwork (20);
- Science Publishing (20).
Year 3 (Level 6)
In addition to the compulsory 40-credit dissertation, you must take four of the 20-credit modules from the following selection. The choice of optional modules available permits a high degree of specialisation within the subject. Modules indicated by # represent an either/or choice, you cannot take both of them.
- Animal Behaviour (20);
- Marine Biology (20);
- Environmental Consultancy (20);
- Nature Conservation in Context (20);
- Plants and People (20);
- Digital Imaging (20);
- Coastal and River Management (20);
- Climatology (20);
- Development and Disasters (20);
- Advanced Geographical Fieldwork (20);
- Science Publishing Project (20);
- Enterprise: Creating Your Own Business (20)#;
- Successful Fre