Download Scatter The Floor |VERIFIED|
Mathew Letter
Backscatter is the reflection of a signal (such as sound waves or light) back in the direction from where it originated. Backscatter is commonly used in medical ultrasounds to understand characteristics of the human body, but in the world of hydrography and marine science, backscatter from soundwaves helps us understand characteristics of the sea floor.
NOAA ships equipped with multibeam echo sounders use beams of sound to map the ocean floor. These sonar systems collect two types of 3D data: sea floor depth and backscatter. The sea floor depth, or bathymetry, is computed by measuring the time it takes for the sound to leave the sonar, hit the sea floor, and return to the sonar. Backscatter is computed by measuring the amount of sound that is reflected by the sea floor and received by the sonar.
Combining bathymetry and backscatter data collected by multibeam echo sounders allows scientists to create very detailed 3D maps of the sea floor and the habitats present there. The information is used for multiple purposes, including marine ecosystem protection, coastal hazard preparedness, and navigation safety.
I was wondering Tom - do you at any point sit with the children and talk about where the bears (or other items) should be played with before they play? I find that by helping explain where I want something to stay - like bears on a table, and why it should be played there - "I don't want anyone to get hurt" or "This will help us not lose all of our very special bears" then contract with the children - even twos to help me then I can redirect them a bit more by reminding them "Can you tell me where we were supposed to play with the bears?" or simply play on their sense of goodness "I am so sad to see that all our very special bears were dumped on the floor". Bringing in a sense of how it makes me feel so that they not only want to pick the bears up but they also want to make a wrong right. Does this make sense?
I do completely agree and like that your focus is on the bears on the floor rather than on the children being good or bad. This is a much better way to get and teach desired results.
Deborah
Teacher Tom,
Your blog post really enlightened me on how to deal with young children and their behavior problems. I have never really had an interest in dealing with kids at 2 and 3 years old because of the example you provide--throwing bears on the floor. I would never have enough patience or really knew how to react to kids when they would do something wrong or irritate me.
First, I've learned from you that this type of behavior is normal for kids at this age. They are just playing normally. Second, you definitely gave me an idea as to how to approach this situation when I have kids of my own some day. "Directional statements" are used by parents all the time and that really doesn't teach a child anything. If I make a narrative statement of what they are doing and what should be done then eventually the child will understand where the toys should be. All it takes is patience and time, and realizing that the fruits of your labor will be seen later on when the child is older. Although I plan on teaching middle school and high school students, this blog post was very helpful and insightful to a 22 year old college student with no kids. Thanks!
Jessica Battles
I couldn't help but laugh out loud as I read this! I have one little guy in my room right now who (for the first 3 or so months he was in my room) could NOT walk past the bucket of large legos without tipping it all out on to the floor :) He really just enjoyed dumping and filling containers, so I would just wait about a second or two and there he would go- filling the container up with all the large legos again. It never failed though, he would fill it almost to the top and then dump the entire thing again! (He only does it occasionally now- rather than every time :) I did consider moving the bucket at first, but knew from experience with other children that he would just find a different bucket to dump! (I love your matter of fact statements about this! No blame- just statements of fact!)
Thanks Tom, it's always nice to read someone else going through the motions again and again and again. We try sooo very hard not to use commands with our little boy and it can be VERY frustrating at times. He is nearly two! He is constantly tipping things out and we know that this is part of his development and so try to approach it as such. But sometimes.......
I just want to say though that it is so very important to speak with children respectfully. As you know they learn through imitation and so we should really aspire to be someone worth imitating. I tell myself this when J has tipped the pencils on the floor again :)
Thank you!!!! This is great and with twin two year olds in the house I will definitely be trying out your wisdom soon -- probably tomorrow! I see this very thing all the time (but don't always respond so well, ha ha!).
I do get it, though -- the joy of a million little things hitting the floor! My girls then lie down and roll in them...
oh, thank you, thank you for the great laugh. i could just see those two telepathically telling each other to dump those bears again!
i am a grade 1 teacher and, sadly (or maybe not depending on your point of view) i still have kids who love to dump things all over the floor. i tend to turn it into a math experience and tell everyone to help clean up by picking up a set number of items. they are still young enough to want to help and things get done fairly quickly.
am enjoying reading your posts. think i'll have to pop in more frequently now that i have found you.
olwyn
Hi- I am wondering if anyone has any thoughts in regards to 4 year old scattering. I would like to say that her scattering has never been the throw everything over type but seems to always have an organization. When she was little she would scatter in a planned way. For example when a pile of construction paper of different colours went to the floor it would do so then immediately be pushed around according to direction and colour.
As a four year old she purposely scatters according to some inner classification, all across the surface of the floor. Lately it has been books. As she has literally hundreds of books now, I can get quite exasperated. After conversations about the way in which we treat our books, She tries really hard for a day to do as we discussed but it goes gradually back to full scale scatter and I am wondering if it is something that is providing some learning element for her.
Oh I so needed to read this tonight - I've just begun working in the toddler class of a new center where I seem to be alone in my teaching philosophy, and I was caught in the eye of a "donut" block scatter storm with no idea how to handle it. I thank you for the sense of solidarity I feel when reading your posts, and for all the glimpses of a functional, loving, child-respecting school.
Purpose: Total Skin Electron Irradiation (TSEI) is a complex technique which usually involves the use of large electron fields and the dual-field approach. In this situation, many electrons scattered from the treatment room floor are produced. However, no investigations of the effect of scattered electrons in TSEI treatments have been reported. The purpose of this work was to study the contribution of floor scattered electrons to skin dose during TSEI treatment using Monte Carlo (MC) simulations.
Methods: All MC simulations were performed with the EGSnrc code. Influence of beam energy, dual-field angle, and floor material on the contribution of floor scatter was investigated. Spectrum of the scattered electrons was calculated. Measurements of dose profile were performed in order to verify MC calculations.
Results: Floor scatter dependency on the floor material was observed (at 20 cm from the floor, scatter contribution was about 21%, 18%, 15%, and 12% for iron, concrete, PVC, and water, respectively). Although total dose profiles exhibited slight variation as functions of beam energy and dual-field angle, no dependence of the floor scatter contribution on the beam energy or dual-field angle was found. The spectrum of the scattered electrons was almost uniform between a few hundred KeV to 4 MeV, and then decreased linearly to 6 MeV.
Conclusions: For the TSEI technique, dose contribution due to the electrons scattered from the room floor may be clinically significant and should be taken into account during design and commissioning phases. MC calculations can be used for this task.
With the scatter grass "Forest Floor" you can place a forest true to the original on your model landscape. Because it is often not enough just to put up the trees, the ground must also match the forest atmosphere.
The 2.5 mm long grass fibre is the "standard length" for H0. Thanks to the large selection of colour shades, extremely realistic effects can be achieved.
Scattered Floor living is available on Towers North 10th floor for transfer and upperclassman students. Scattered living is defined by female and male rooms alternating throughout the floor thus no specified female or male wings/floors.
The Rainbow Floors, located in Towers Hall, along with the Rainbow Pod, located in Oak Ridge, offer individuals and allies within the LGBTQIA+ community the opportunity to live and learn together. The (new!) trans and gender non-conforming (TGNC) floor, on Towers South 7th floor, offers what our TGNC students have been asking for: an opportunity to live amongst individuals who share the TGNC experience, and to do so in a safe, inclusive community. The general LGBTQIA+ floors on Towers South 8th and in Oak Ridge offer a safe, inclusive living community for the full spectrum of queer identities and allies. Individuals may select any of these Living Community preferences within the housing contract and if a random roommate is elected, assignments are completed randomly without regard to assigned sex, gender identity or expression, or sexuality.
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