At Routine, we believe your scent is like a fingerprint that tells a unique story. Our credo is to offer beautiful, natural personal products that feel and smell incredible. Everyday routines that do good and are life-changing. To compliment your pheromones without compromise. To honour nature, and to produce products that are kinder to the earth in our neighbourhood of the Canadian Rockies. And to bring the joy, fun, and wild back into the modern bathroom.
Routine vaccines are those recommended for everyone in the United States, depending on age and vaccine history. Most people think of these as childhood vaccines that you get before starting school, but but there are also routine vaccines for adolescents and adults.
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Because most U.S. children get routine vaccines, many vaccine-preventable diseases, such as measles, mumps, or chickenpox, are not common in the United States. If you are not vaccinated, international travel increases your chances of getting and spreading diseases that are not common in the United Sates. Popular destinations, including Europe, still have outbreaks of measles and other vaccine-preventable diseases.
Make sure you are up-to-date on all of your routine vaccines. Routine vaccinations protect you from infectious diseases such as measles that can spread quickly in groups of unvaccinated people. Many diseases prevented by routine vaccination are not common in the United States but are still common in other countries.
Make an appointment with your healthcare provider or a travel health specialist that takes place at least one month before you leave. They can help you get destination-specific vaccines, medicines, and information. Discussing your health concerns, itinerary, and planned activities with your provider allows them to give more specific advice and recommendations.
"As clinicians, we want you to find ways to make routines that support better health," explains Cheryl Beutell, APRN, a psychiatric nurse practitioner at Northwestern Medicine. "If you eat healthy and take care of yourself, you may find some peace of mind."
Thinking routines exist in all classrooms. They are the patterns by which teachers and students operate and go about the job of learning and working together in a classroom environment. A routine can be thought of as any procedure, process, or pattern of actionthat is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. Classrooms have routines that serve to manage student behavior and interactions, to organize the work of learning, and to establish rules for communication and discourse. Classrooms also have routines that structure the way students go about the process of learning. These learning routines can be simple structures, such as reading from a text and answering the questions at the end of the chapter, or they may be designed to promote students' thinking, such as asking students what they know, what they want to know, and what they have learned as part of a unit of study.
The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges. When clicking on a routine in the Toolbox, a separate page opens with links to the downloadable PDF of the routine. All routines use a common PZ template describing the purpose of the routine, offering potential applications for the routine, and often providing suggestions for its use and tips for getting started. The PZ research project responsible for developing the routine is noted at the bottom of each page along with the copyright and licensing information and guidance about how to reference the routine. We invite and encourage educators to share their experiences using the routines! Each routine has a #hashtag listed just above the reference information. Jump in and get started!
Core Thinking Routines
Ā Simple routines that are applicable across disciplines, topics, and age groups, and can be used at multiple points throughout a learning experience or unit of study. (A good place to start if you or your students are new to thinking routines.)
Introducing and Exploring Ideas
Ā Routines that help students articulate their thinking at the beginning of a learning experience and spark student curiosity and wonder, motivating further exploration.
Digging Deeper Into Ideas
Ā Routines that support students in building a deeper understanding of topics or experiences by asking them to analyze, evaluate, find complexity, and make connections.
Simple routines that are applicable across disciplines, topics, and age groups, and can be used at multiple points throughout a learning experience or unit of study. (A good place to start if you or your students are new to thinking routines.)
The first step is to take your mature sourdough starter, discard some part of it, refresh it with fresh flour and water, and cover (I only loosely cover with a glass lid that does not seal tight). My kitchen is currently around 75F (23C), and my mixture is 70g white flour, 30g rye flour, 20g mature starter, and 100g room temperature water.
After only a couple of hours, you can see only slight activity visible in my starter. The smell at this point would be very, very sweet, and practically the aroma of flour and water. So sit tight; things are about to get more interesting.
As seen below, four hours after refreshment, we have a significant expansion, a tad over 100%. In the image at right, you can see that the top is domed with a few bubbles peeking through. The mass of dough is trapping quite a bit of the gas produced through fermentation. I like to use a glass container, particularly these Weck jars, not only because it allows me to see firsthand how fermentation is progressing but also because the flared top makes sticking your hand and spatula inside very easy. I not only use these tall jars for my day-to-day starter and refreshments, but I also use them to build my levain before baking.
Another key indicator here is the aroma: how does it smell? Is it still sweet, sourer, or very acidic and vinegar-like? At this point, mine still has a sweet aroma to it, with a very subtle backdrop of sourness starting to creep in.
By this time, we have significantly more bubbles at the sides and the top; overall fermentation activity is much higher. If I were to describe the aroma of the starter at this point, it would still smell quite sweet at it was at 3:00 p.m., but now the sourness is starting to escalate and build.
In the photo below, you can see the culture is beginning to show signs of ripeness. There are streaks at the top that indicate where the top of the starter once was, and in the top-down view, you can see the center is starting to collapse.
What a drop overnight! The sides are entirely streaked with how far the starter has fallen, and the top was covered in small little bubbles. My starter has gone way too far at this point and needs a refreshment.
There you have it, a day in the life of my starter and my sourdough starter maintenance routine. I hope this visual guide has helped convey the visual cues and aromas I look for at various points through the microevolution of my starter. The same signs shown above are also present when I build a levain when making bread.
My practice of meditation has suggested to me a new way of looking at routine. Folowing up on my last article on why our thoughts, feelings and actions are almost always routine, here I return to an earlier article, considering toward the end of it the process of routinization.
The film Groundhog Day (1993) is one my favorites. It puts the protagonist, Phil Connors (Bill Murray), in a time warp. Nothing that he does matters because he is stuck in February 2, Groundhog Day, in a small rural town. For most of the film he seems doomed to repeat this day forever.
I often feel like Ralph in Groundhog Day. There have been, and still are, many routines in my life that seem to be repetitive and virtually unchanging. Much of my eating, sleeping, working, quarreling, and indeed, thinking, feeling and even my mediation, are mostly routine.
Not that all routines are bad. We need routines, lest we drown in details. But the question arises, who is master, me or routine? Probably the latter, because when I escape routine, it is almost always an accident. Here are two examples of accidental escape, the first from my own life.
My wife Suzanne and I made a trip to Atlanta in August 2003. Since I routinely fly, I assumed that we would do that. However, Suzanne had never been in the South, so we compromised by flying there but returning in a rental car. We stayed two days in Atlanta, then drove back in 6 days. The South that we drove thru was hot as Hades, but we had an unbelievably good time, because we talked to our heart's content.
Until this event, we both thought that we talked frequently, often at length, and on occasion, in depth. Of course, we are one or both of us often out of the house. Still we thought that at least at home, we were communicating.
I spent most of the first day complaining. Why were we doing this? Why had I allowed myself to be roped in, etc? Late in the day, however, I said "At least I am out of my usual routine." We both laughed.
Since Suzanne is a grief counselor at the local Hospice, she talks a lot about death. So I thought of a new question: how would you feel if I were to die? At first she spoke about what she would do, her actions. When I repeated the question, she talked at length about her feelings. She asked me the same question about my feelings in the case of her death. Then we laughed when we spoke about asking our children a similar question. (As it turned out, the question didn't work with them). But it worked with us. We were off to the races. 152ee80cbc
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