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This type of cancer begins in the last intestine (colon) or in the rectum (end of the rectum). Such disorder results from the aggressive abnormal growth of the cells present in the colon, or in the rectum. According to the researches, men are more likely to be found in the risk of having colorectal cancer than women. Such disorder may occur in young, adults and teenagers, but more likely cases are with the people of age 50 above.
Symptoms of Colorectal Cancer
- Cramping or abdominal pain
- Blood in the stool
- Rectal bleeding
- Weakness and fatigue
- Unintended weight loss
An individual should immediately consult with the doctor if these symptoms persist for long. This may help the patient to receive the proper diagnosis with the early stage of such disease.
There is no specific cause for this disorder found yet, but there are also several major risk factors which results in developing Colorectal Cancer. Some of them are listed below:
Major Risk factors of Colorectal Cancer
An individual should maintain a healthy diet as well as healthy weight. Intake of low-dose aspirin may also help to reduce the symptoms of such cancer. Regular exercise and monthly basis checkup/test should be of concern.
Treatment and Management
Paras Hospital- “A pioneer place for treatment of cancer” believes in providing a stress-free and convenient treatment experience to their patients. They have the multidisciplinary team in every department who is well expertise in their own fields. The major treatment options available here are listed below:
- Radiation therapy
They also provide counselling and other therapies for the patient, which help them to reduce the symptoms of the disease.
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ADD：NO.282 Songpo road LingheDistrict Jinzhou city Liaoning Province
Small knowledge of silicon controlled measurement
The international name of SCR (SCR) is Thyyistoy, or Chinese referred to as thyristor. It can work under the condition of high voltage and high current. It has the advantages of high pressure, high capacity, small volume and so on. It is a high-power switch type semiconductor device. It is widely used in electric power and electronic circuits.
1. characteristics of silicon controlled.
The SCR is divided into unidirectional silicon controlled silicon and bidirectional thyristor. One way SCR has three lead pins: anode A, cathode K and control pole G. The bidirectional silicon controlled rectifier has the first anode A1 (T1), the second anode A2 (T2), and the control pole G three lead feet.
Only when the positive voltage is added between the unidirectional SCR anode A and the cathode K, and the required positive trigger voltage between the polar G and the cathode can be triggered. At this time, A and K showed a low resistance conduction state, and the pressure drop between anode A and cathode K was about 1V. After unidirectional silicon control, the controller G continues to be in a low resistance conduction state even if the positive voltage is still maintained between the anode A and the cathode K, even if the trigger voltage is lost. Only when the anode A voltage is dismantled or the voltage polarity between the anode A and the cathode K changes (zero exchange), the unidirectional thyristor is converted from the low resistance conduction state to the high stop state. Once the unidirectional silicon controlled silicon is cut off, even the positive voltage is added between the anode A and the cathode K, the positive triggering voltage between the control pole G and the cathode K is still necessary. The conduction and cut-off state of the one way thyristor is equivalent to the closing and disconnecting state of the switch, and it can be used as a contactless switch.
Between the bidirectional thyristor first anode A1 and the second anode A2, no matter the polarity of the voltage is positive or reverse, as long as the trigger voltage between the control pole G and the first anode A1 is different from the positive and negative polarity, it can trigger a low resistance state. At this time, the pressure drop between A1 and A2 is about 1V. Once the bidirectional thyristor is switched on, even if the trigger voltage is lost, the conduction state can also be maintained. Only when the current of the first anode A1 and the second anode A2 decreases, the bidirectional thyristor is truncated when the voltage polarity changes between the maintenance current or the A1 and A2, and the voltage polarity is changed without the trigger voltage.
2. unidirectional SCR detection.
The multimeter selects the resistance R*1 Omega block, and uses the red and black two points to measure the positive and reverse resistance of any two pins until the number of a pair of pins which read as dozens of ohms. At this time the black pen is pin for the control pole G, the pin of the red pen is the cathode K, and the other is the anode A. At this time, the black pen is connected to the anode A which has been determined, and the red pen is still connected to the cathode K. At this time, the multimeter pointer should not be moved. With the short line instantaneous short anode A and the control pole G, the resistance indicator of the multimeter should be deflected to the right, and the resistance reading is about 10 ohms. If the anode A is connected with the black pen, when the cathode K is connected with the red pen, the multimeter pointer deflects, indicating that the one way thyristor has been damaged.
3. detection of bidirectional thyristor.
Using the multimeter resistance R*1 ohm block, the positive and negative resistances between any two pins are measured by the red and black two pens respectively, and the result shows that the two sets of readings are infinite. If a group is tens of ohms, the two pins of the red and black tables are the first anode A1 and the control pole G, and the other empty anode is the second anode A2. When the A1 and G are determined, the positive and reverse resistance of the A1 and G poles is carefully measured. The black pen with relatively small readings is the first anode A1, and the pin of the red pen is controlled to G. The black pen is connected to the determined second anode A2 and the red pen is connected to the first anode A1. At this time, the pointer of the multimeter should not be deflected, and the resistance value is infinite. With short wiring, the A2 and G will be momentarily short, and the positive pole voltage will be added to the G pole. The resistance between A2 and A1 will be about 10 ohms. Then the short wiring between A2 and G will be disconnected, and the reading of multimeter should be maintained at about 10 ohms. Exchange the red and black watch wiring, the red pen is connected to the second anode A2, the black pen is connected to the first anode A1. Similarly, the multimeter pointer should not deflect, and the resistance will be infinite. With short wiring, the A2 and G poles will be connected again for a short time, giving the G pole a negative trigger voltage, and the resistance between A1 and A2 will be about 10 ohms. Then disconnect the A2 and G poles, and the reading of the multimeter should remain unchanged at about 10 ohms. According to the above rule, the bidirectional thyristor is not damaged and the three pin polarity is judged correctly.
When detecting large power thyristors, a 1.5V dry battery will be connected in a multimeter black pen to raise the trigger voltage.
Pin discrimination of thyristor (thyristor)
The foot of the sluice pipe can be judged by the following method: first use the multimeter R*1K to measure the resistance between the three feet, and the small two feet are the control pole and the cathode, the remaining one is the anode. Then put the multimeter on the R*10K gear, pinch the anode and the other foot with the finger, and do not let the two feet contact, the black pen holds the anode, the red pen holds the remaining foot, such as the needle to the right, indicating that the red pen is connected to the cathode, and does not swing for the control pole.
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by Gary A. Richwald, MD, MPH
January is Cervical Health Awareness Month. More specifically, January 21-27 is Cervical Cancer Prevention Week, and for good reason: nearly 13,000 women in the United States are diagnosed with cervical cancer each year, and more than 4000 of them will die from it. Luckily, this form of cancer is now largely preventable. Women can take steps to reduce their chances of contracting human papillomavirus (HPV), a widespread virus that can cause pre-cancerous changes in the cervix.
How Does Cervical Cancer Form?
Cervical cancer is caused by high risk types of HPV, the most common sexually transmitted infection in the United States. Almost half of American adults ages 18-59 have had a genital HPV infection. This doesn’t mean that everyone who has HPV will also contract cervical cancer. For younger women, their immune system is likely to clear up the infection on its own. However, women between the ages of 30 – 64 who have a “high-risk” form of the virus (hrHPV) are at greater risk. This is because, over time, a persistent hrHPV infection can cause changes in the cells of the cervix. Without treatment, these changes can develop into precancerous cells and then cervical cancer.
About Genital HPV
HPV can be transferred via skin-to-skin contact with the infected area of someone else that is infected. The virus is typically spread via vaginal, anal, and possibly oral sex. In particular, two hrHPV strains (types 16 and 18) actually cause 70% of precancerous and cancerous cervical lesions. As with many other sexually transmitted infections, symptoms are rarely present.
Preventing Cervical Cancer
There are several effective ways to prevent or reduce your risk of getting cervical cancer. Some involve lifestyle changes, while others make use of vaccines and testing.
To reduce your risk of contracting HPV:
- Don’t begin smoking, and quit if you can. Smoking cigarettes doubles a person’s risk of developing cervical cancer. Studies show that tobacco by-products damage the DNA of cervix cells, which may contribute to the development of cancer.
- Consider limiting your number of sexual partners. Studies have shown that women who have multiple sexual partners have an increased risk of developing HPV and cervical cancer.
- Practice safer sex. Using condoms properly every time you have sex greatly reduces your risk of contracting STIs, including HPV. However, HPV may infect areas that are not covered by a condom, so complete protection is not always possible.
To prevent HPV:
- Get an HPV Vaccine. There are several vaccines that help protect against hrHPV. These vaccines are most effective before someone becomes sexually active and are thus often recommended for children ages 11 or 12.
Screening for Cervical Cancer
Because prevention strategies are not always completely effective and because the vaccines are relatively new, the Centers for Disease Control and the United States Preventive Services Task Force recommend that women are screened regularly for cervical cancer.
There are two different kinds of tests available: the Pap test and a HPV test. The Pap test (also known as a Pap smear) looks for cell changes on the cervix that might become cancerous if they aren’t treated. The HPV test looks for HPV infections that cause these cell changes.
Both of these tests can be performed at a health clinic or a doctor’s office. The HPV test can also be performed at home, with at-home testing kits. At home kits, which are produced by several different companies including myLAB Box and Nurx, may be particularly helpful for women who live in rural and poor areas.
If You Are 21 to 29 Years Old:
Have a Pap test alone every 3 years.
If You Are 30 to 65 Years Old:
You have three different options for screening:
1. Have a Pap test alone every 3 years.
2. Do hrHPV testing alone every 5 years.
3. Have a Pap test in combination with hrHPV testing (cotesting) every 5 years.
If You Are 66 or Older:
If you have had adequate prior screening and are not otherwise at high risk for cervical cancer, the USPSTF recommends against screening for cervical cancer.
For more information, see the National Cervical Cancer Coalition, a project of the American Sexual Health Association.
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A Milestone for Maternal Health
Baby Amel Arrives at Golo Hospital in Darfur
In 2003, conflict erupted in Sudan’s Darfur Region, resulting in over 300,000 deaths and displacing millions.
The situation has weakened an already fragile healthcare system and compromised people’s access to basic health services.
To this day, a lack of adequate medical services poses a major threat to the population - pregnant women and children are often hit the hardest.
International Medical Corps has worked in Darfur since 2004. Our programs provide conflict-affected communities with health, nutrition and water, sanitation and hygiene (WASH) services. Since we arrived in Darfur, tribal conflict and inter-communal violence continue to harm civilians. The conflict also prevents the return of displaced people and keeps families apart.
To address an acute lack of medical services, International Medical Corps supports the main hospital in Golo, a region in southern Darfur. Recently, 23-year-old Edaba arrived to Golo; the young woman was already in labour when she arrived and having travelled by foot, she arrived severely dehydrated and with worryingly low blood pressure.
Since Edaba had been experiencing labour pains for three days when she arrived to the hospital, the medical team determined that a normal delivery would put the life of mother and baby in jeopardy. A consultation was carried out and the mother agreed to go ahead with a caesarean. Later that day, Amel was delivered, weighing a healthy 3.6kg.
Amal was the first baby in seven years to be delivered through a caesarean at the hospital. Surprising as it may sound, safe motherhood is not the reality for mothers and babies around the world. In places like Darfur, women still face uncertainty, risk and sometimes - even death due to complications related to pregnancy and childbirth. Thanks to funding from the European Civil Protection and Humanitarian Aid (ECHO), Golo Hospital can now provide its patients with surgical services.
More than 830 women lose their lives each day from complications related to pregnancy and childbirth and the majority of these deaths are entirely preventable.
To reduce the number of maternal deaths, International Medical Corps is on the ground in Darfur, providing equipment and training that addresses neonatal health management and maternal complications.
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Friday, May 9, 2014
To avoid upsetting her husband, Urmila Devi told him she’ll heed his request to vote for India’s ruling Congress party when their village of 50 families participates in national elections. Once inside the polling booth, she plans to ignore his suggestion. “I’ll vote for a different party,” Devi, 26, says outside her one-room house in Galanodhan Purwa village in Uttar Pradesh state, where she cares for her two children. “I’m concerned about women’s safety. It should be the government’s top priority.”
A growing number of women are defying traditional gender roles in India and asserting their voice in elections that began on April 7 and end on May 16. Prompting the change: Higher literacy rates, greater financial independence, and a desire to stem violence against women, which became a highly visible issue after the gang rape and murder of a student in New Delhi in December 2012.
“Over the years, we’ve asked women if they voted on their own or if they voted for whoever their husbands or fathers asked them to,” says Sanjay Kumar, New Delhi-based director of the Centre for the Study of Developing Societies, which conducts opinion polls. “Women were reluctant to tell us earlier, but increasingly they’re saying they’re voting on their own, no matter what the men say.”
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The leaf-like pattern on the glass pictured here is as beautiful as any work of art. It formed on a windowpane on a very cold winter night. Do you know how it formed? The answer is deposition.
What Is Deposition?
Deposition refers to the process in which a gas changes directly to a solid without going through the liquid state. For example, when warm moist air inside a house comes into contact with a freezing cold windowpane, water vapor in the air changes to tiny ice crystals. The ice crystals are deposited on the glass, often in beautiful patterns like the “leaves” on the window above. Be aware that deposition has a different meaning in Earth science than in chemistry. In Earth science, deposition refers to the dropping of sediments by wind or water, rather than to a change of state.
Examples of Deposition in Nature
Deposition as a change of state often occurs in nature. For example, when warm moist air comes into contact with very cold surfaces—such as the ground or objects on the ground—ice crystals are deposited on them. These ice crystals are commonly called frost. Look at the dead leaf and blades of grass in the Figure below . They are covered with frost. If you look closely, you can see the individual crystals of ice. You can watch a demonstration of frost forming on the side of a very cold can at the URL below. (Click on the mulitmedia choice “Ice on a Can.”). The ice in the can has been cooled to a very low temperature by adding salt to it. If you want to do the demonstration yourself, follow the procedure at the URL. http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson4
Q: In places with very cold winters, why might frost be more likely to form on the ground in the fall than in the winter?
A: Frost forms when the air is warmer than the ground. This is more likely to be the case in the fall. In the winter, the air is likely to be as cold as the ground.
Deposition also occurs high above the ground when water vapor in the air changes to ice crystals. In the atmosphere, the ice crystals are deposited on tiny dust particles. These ice crystals form clouds, generally cirrus clouds, which are thin and wispy. You can see cirrus clouds in the Figure below .
Q: Cirrus clouds form only at altitudes of 6 kilometers or higher above sea level. Do you know why?
A: At this altitude, the atmosphere is always very cold. Unless the air is cold, water vapor will condense to form water droplets instead of ice crystals.
- In chemistry, deposition refers to the process in which a gas changes directly to a solid without going through the liquid state.
- Examples of deposition in nature include frost forming on the ground and cirrus clouds forming high in the atmosphere.
- deposition : Process in which a gas changes directly to a solid without going through the liquid state.
Watch the video at the following URL, and then answer the questions below.
- What is dry ice? What gas is used to make dry ice?
- In making dry ice with a fire extinguisher, why is it necessary to have a bag to collect the dry ice?
- How can dry ice be changed back to a gas?
- What is deposition, as defined in chemistry?
- Describe an example of deposition in nature.
- Tom, pictured in the Figure below , started to scrape frost off his windshield before driving to school on a cold morning. Then he decided to let the car’s defroster do the work for him. What conditions caused the windshield to become covered with frost, and how does the defroster clear the frost from the windshield?
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Written and illustrated by Lindsay Barrett George
Greenwillow Books, 1996
Cammy and William follow an old deer path around the pond in search of blueberries.
But they find a lot more.
Clue after clue tells them what kind of animal has been there before.
Share their adventure in this companion to In the Woods: Who’s Been Here? and In the Snow: Who’s Been Here?
"An introduction to eight different wild creatures that live near or in ponds. Following the same format she used in In the Woods and In the Snow (both Greenwillow, 1995), George creates a guessing game for two children taking a walk in a natural area. Here, the youngsters set out to pick blueberries for pie, but they are soon distracted by the telltale signs they see and items they find along an old deer path around a pond. With each discovery, they ask “Who’s been here?” Turning the page provides the answer: viewers will find a brilliant gouache painting of the animal, fish, or bird in its natural habitat. There is a brief note on each creature at the end…large detailed paintings and the brief text make this a lovely book to share with children as an introduction to animal life and to tracking."—School Library Journal
"William and Cammy, the siblings who took us through the snow and into the woods in two previous books, are again our guides. This time, we follow them down a path along a pond. A page of text discusses clues left by an unseen animal, ending with the question, “Who’s been here?” The opposite page presents the information in visual form, with the follow-up double-page spread revealing the animal in a beautifully rendered gouache painting. Some clues, such as the children’s discovery of a dam, are obvious. Others, such as “a large, gray feather,” are almost impossible to guess…spectacular lifelike paintings invite repeated examination. Another superb installment in a unique series."—Booklist
"Cammy and her brother set out to pick blueberries, which their mother has promised to bake into a pie. As they walk around the pond, they stop to observe animal tracks and other evidence of animal occupation. When they find a clue, such as a feather stuck to the bark around a hole in a tree, the text asks “Who’s been Here?” Turn the page and the spread reveals the answer in a big, bold, life-like painting-in this case, two baby wood ducks. Kids will learn and have a great time answering the questions. After a few readings, they will shout out the answer before the page is turned."—Children’s Literature
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We are celebrating American Business Women’s Day! In the spirit of this holiday, we will be highlighting an item from the Labor History Collections’ exhibit, “For Liberty, Justice, and Equality: Unions Making History in America.”
Starting in the 1930s and 1940s, women entered the workforce en masse due to war time economic demands. Once the war was over and the men returned home, many women wanted to stay in the workforce because it gave them a newfound independence. With more women working, the labor movement had to make sure that their rights as workers were protected, as well as the already established rights centered on male workers.
The photos above are examples of the various jobs that women were employed in during the time war efforts. Still Images, Photographic Prints.
This brochure was created in the 1930s by the American Federation of Labor (AFL) and the United Brotherhood of Carpenters and Joiners of America (UBCJA). It showcases several beliefs of the labor movement towards women during this time.
This brochure is part of the “Breaking the Gender Barrier: A Woman’s Place is in Her Union” display in our exhibit! Come check it out and learn about other women worker issues the labor movement has been a part of. United Brotherhood of Carpenters and Joiners of America Records.
The first section labelled “If You Are Going to Be Married”, states that even if a woman is planning on leaving the workforce once she is married, she should still join a union to have the benefits of an eight-hour day and better working conditions. It also mentions that:
“You will want your husband’s pay and position protected. It won’t be if he and other men have to compete with non-union, low-paid women workers.”
The labor movement was worried that a competition between genders would arise because companies would hire women over men since they were paid less and would save the company money. The accepted view was that women would leave their jobs once they got married. Therefore, while they are working they cannot be competition for working men because husbands would end up not being able to support their wives once they start a family.
After World War II, women were still employed in factories and other fields. Just like these women factory workers packing boxes of grapes in Sanger, California, 1965. Still Images, Photographic Prints.
The second section “If You Are Married”, shows that the labor movement was aware that there were married women working to support themselves and their families. They also recognize that women workers are treated unfairly due to their gender:
“Union women have a representative to defend them against a fore-woman’s unjust charges, and to negotiate terms and conditions for all in the shop.”
It is interesting to see how much you can learn about past ideals from one brochure and relate them to today’s standards. Do you think that these ideas of women in the workforce have changed? Is the labor movement’s fight for women workers’ rights driven by the same reasons or different?
RSVP by September 27th here to attend the grand opening of the exhibit on October 6th!
Erin Berry is a Graduate Assistant for the Labor History Collection at University of Maryland Special Collections and University Archives. She is pursuing a Masters of Library and Information Science with a concentration in Archives and Digital Curation.
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Anarchism is a political theory, which is skeptical of the justification of authority and power, especially political power. Anarchism is
usually grounded in moral claims about the importance of individual liberty. Anarchists also offer a positive theory of human flourishing,
based upon an ideal of non-coercive consensus building. Anarchism has inspired practical efforts at establishing utopian communities, radical
and revolutionary political agendas, and various forms of direct action. This entry primarily describes "philosophical anarchism": it focuses
on anarchism as a theoretical idea and not as a form of political activism. While philosophical anarchism describes a skeptical theory of
political legitimation, anarchism is also a concept that has been employed in philosophical and literary theory to describe a sort of anti-
foundationalism. Philosophical anarchism can mean either a theory of political life that is skeptical of attempts to justify state authority or
a philosophical theory that is skeptical of the attempt to assert firm foundations for knowledge.
Anarchism in political philosophy maintains that there is no legitimate political or governmental authority. In political philosophy anarchy is
an important topic for consideration-even for those who are not anarchists-as the a-political background condition against which various forms
of political organization are arrayed, compared, and justified. Anarchy is often viewed by non-anarchists as the unhappy or unstable condition
in which there is no legitimate authority. Anarchism as a philosophical idea is not necessarily connected to practical activism. There are
political anarchists who take action in order to destroy what they see as illegitimate states. The popular imagination often views anarchists
as bomb-throwing nihilists. But philosophical anarchism is a theoretical standpoint. In order to decide who (and whether) one should act upon
anarchist insight, we require a further theory of political action, obligation, and obedience grounded in further ethical reflection. Simmons
explains that philosophical anarchists "do not take the illegitimacy of states to entail a strong moral imperative to oppose or eliminate
states" (Simmons 2001: 104). Some anarchists remain obedient to ruling authorities; others revolt or resist in various ways. The question of
action depends upon a theory of what sort of political obligation follows from our philosophical, moral, political, religious, and aesthetic
Bakunin, Mikhail, 1873 , Statism and Anarchy (Gosudarstvennost' i anarkhii?a), Marshall S. Shatz (trans.), Cambridge: Cambridge
---, 1882/1908 [1910/1970], God and the State (Dieu et l'État), New York: Dover Publishing.
Ben-Dor, Oren, 2000, Constitutional Limits and the Public Sphere: A Critical Study of Bentham's Constitutionalism, Oxford: Hart Publishing.
Bentham, Jeremy, 1843, "Anarchical Fallacies", in The Works of Jeremy Bentham, Volume 2. Edinburgh: Tait. [Bentham 1843 available online]
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WALLACE DEAN explains how canaries became crested
Reference to this is made in various books from the 16th and 17th centuries. But whether it occurred in captivity or wild stock is not known – either could be true, as is the case with the cinnamon mutation.
The mutation took the form of a cap rather than a tufted crest as seen in some budgerigars. All of today’s crested canaries are of the cap form. The oldest of today’s crested is the Lancashire coppy, which was nearly lost during the mid-20th century. Being the largest of today’s type birds, it was used to create the Yorkshire, so much so that it resulted in the Lancashire’s demise.
Today it is being recreated with the aid of the largest Yorkshires combined with the existing crest.
The most popular of today’s crested canaries is the Gloster, which was first produced in the 1920s by a Mrs Rogerson. Gloster breeders aim to produce a full feathery crest on a reduced body size. Today’s birds may be larger than the originals, but they are still the smallest of today’s type canaries.
During the latter part of the last century, the crest was combined with the red coloured canary to give the Stafford. The best crests are to be found in the non-intensive colours – best of all perhaps in the mosaic (dimorphic) examples.
Warwick The crest has also been paired to the yellow ivory to produce the canary, a new mutation still in its early stages. With the gene mutation being dominant to normal, it is easy to introduce the crest into any other canary fancy. Crossing a crest to a non-crest will give the expected result of 50 per cent crest and 50 per cent non-crest. Various names are given to the non-crest, including crest-bred and consort, but although they have been bred out of a crested bird they are unable to pass it on to any young.
Pairing together two crested birds will, theoretically, give 25 per cent non-crest, 50 per cent crest and 25 per cent non-valid crest. In its pure form the crest gene is lethal, resulting in young produced dying in the egg or upon hatching.
Colour canary veteran Wallace Dean specialises in red and red ivory ground agate and isabels, and keeps a small stud of recessive white ground selfs.
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The 9 Years War became an historical turning point for the Irish as it has seen the destruction of old Gaelic rule to be replaced by the new English invaders.
After the destruction of the FitzGerald’s of Kildare and their cousins, the Desmond’s, the tension in Ireland grew between the New English Reformists and the Gaelic chieftains. The Anglo-Normans became known as the Old English to differentiate them from the new regime.
The 9 Years War & the New English
The New English claimed more and more territory in Ireland and was especially true in Ulster. After the introduction of the Crown of Ireland act in 1541 and the loss of land during the Tudor plantations, the last bastion of the Gaelic ways was to be led by a man who heralded from the Old Gaelic clan, the O’Neill’s. He was called Hugh O’Neill and was Lord of Tyrone.
The New English camp was led by a man called Sir Henry Bagenal whose father has been the chief commissioner of Ulster. Henry Bagenal called for an end to any Gaelic law and was determined that Ulster would abide by only the Queens law. He had not reckoned with the powerful, cunning and charismatic Hugh O’Neill.
The New English from Connacht made headway into the south-west of Ulster until finally in 1594 they took Enniskillen Castle. This put them in a good position in the heart of Hugh O’Neill’s territory.
By 1595 O’Neill, being a great negotiator had made alliances with the Old English and the Gaels. Hugh O’Neill had the upper hand when it came to war, Ulster at this time was badly mapped so the invading forces didn’t know the territory, as well as Hugh O’Neill and his army, did.
The arrival of the Spanish
Hugh O’Neill fought his ground the old Gaelic way, by using defence as opposed to the offence, and he triumphed over Bagenal at the battle of the Yellow Ford and Clontibret. He didn’t have enough soldiers to stage an offensive attack so he made a fateful decision to ask England’s mortal enemy, the Spanish, for help.
King Phillip III of Spain was quite happy to assist Hugh O’Neill and fight against the New English. So the Spanish sent a large enough army in 1601 that landed at Kinsale in Co. Cork. This is situated to the far south of O’Neill’s homeland so he marched to meet the Spanish army in Kinsale.
The ensuing battle took place at Kinsale but Hugh O’Neill and his Spanish allies were defeated. By 1603 Hugh O’Neill surrendered to Lord Mountjoy and accepted the Queens rule. In 1607 he fled Ireland in what is known as the Flight of the Earls which brought an end to old Gaelic rule in Ireland.
Last updated March 2, 2020.
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Comment: 05:27 - 06:46 (01:19)
Source: Annenberg/CPB Resources - Earth Revealed - 9. Earthquakes
Keywords: earthquake, energy, "plane of slip", fault, "frictional heat", "seismic wave", "P-wave", "S-wave", "primary wave", "secondary wave", "shear wave", "shear stress", "Dee Trent"
Our transcription: Most of the energy in an earthquake is expended when blocks of rock move into new positions.
The energy fractures the rock, forming a plane of slip, called a "fault" along which future earthquakes can also occur.
Some energy generates frictional heat, and a small part of the energy released creates seismic waves.
These waves can be categorized according to the form they take and the speed at which they travel.
Those that travel in such a way that the matter through which the waves are traveling are alternately compressed and dilitated.
These are called "P" waves.
The reason they're called "P" waves is because these are the first ones, the primary waves to arrive at a seismograph.
"S" waves, which are sometimes called "secondary" waves or "shear" waves are waves which travel by a wavelike motion where the matter is vibrating up and down at right angles to the direction that the wave energy is being propagated.
This causes a shear stress to develop in rocks through which it travels is why they're called "shear" waves or "S" waves.
The "S" waves travel somewhat slower than the "P" waves, the difference in speed about 2 kilometers a second.
Geology School Keywords
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Our future economy and society is going to depend on creative individuals if it is to thrive. So while the position of creativity within the new Government’s future curriculum has still not been laid out in detail, one thing is certain: young people are always going to need creative skills. So this month’s Case in Point focuses on how to embed creativity in all learning activity to achieve joined-up thinking that will benefit students, staff and the whole school, with this case study illustrating how to achieve this in practice
Queensbridge Visual and Performing Arts School is an 11–16 comprehensive school situated in almost inner-city Birmingham right on the borders of Moseley and Kings Heath. While these are both fairly middle-class areas of the city, the school has traditionally drawn most of its pupils from adjacent inner-city Balsall Heath and Sparkbrook, areas of high deprivation and poverty. Birmingham, in effect, still operates a grammar school system, with four King Edwards’ Foundation Grammar Schools within the city boundaries and one very close to Queensbridge, which also affects the school’s intake. We share a site and some facilities with Fox Hollies School and Performing Arts College, which has a cohort of about 60 students with special needs. This proximity allows for joint working and dialogue and enriches the lives of both communities.
The school has 660 learners, but the presence of a large girls’ comprehensive school close by means that we have many fewer girls than boys, roughly in the ratio of 1:3. Almost half of our pupils do not have English as their first language and there are 28 different languages (including English) spoken at the school. One-third of pupils are entitled to free school meals and 36% have special educational needs (SEN).
The school has made significant and sustained progress in raising its contextual value added (CVA) score from a percentile ranking of 62 in 2004 to within the top 10% for the last three years. Similarly, the percentage of students achieving five or more A*-C GCSE-level grades has steadily improved from 30% in 2004 to 69% in 2009.
Queensbridge has had visual and performing arts school status since 2003 and has been a Creative Partnerships school of creativity for the last two years, with one year left to run, whereby we have received a yearly grant of £20,000 to work with artists and creative people as well as with a cluster of local schools to help develop their creativity.
At Queensbridge, we have always had a commitment to developing the arts and using creativity across the curriculum to enhance achievement and enjoyment.
However, in 2004 when a new head was appointed it was clear that whatever the arts were achieving in terms of pupil engagement, they were not delivering in terms of achievement. We had no coherent strategy to use the arts and creativity to develop learning or to support the most vulnerable. The school was sadly not meeting its ambitious mission statement: ‘all different, all equal, all successful'. Progression was poor, traditional transition issues were taking their toll, significant numbers of English as an additional language (EAL) pupils were not able to fully access the curriculum. Creativity had become a bit of a catch-all term that actually excused a lack of solidity and shape to the learner's experience.
The new head came in with a joyful determination to harness all of the rich diversity and energy in the school to develop a truly creative curriculum that would be pervasive from Years 7-11 and make sense to pupils and teachers alike. There was to be an end to the one-off isolated arts projects that at best benefited a class or group, and a commitment to investing in creativity everywhere. As the head said at the time, ‘My big aim is to change the way teaching and learning happen in this school' as well as to tap into the pupils' perceived innate capacity for deep learning.
One problem is the difficulty in defining creativity, giving the potentially ethereal a heft that makes it transparent and accessible for all teachers. Creativity has become a byword for having a go, the freedom to make mistakes, the valuing of process over product and the liberty to try new ideas to engage pupils with their own learning.
The dictionary defines creativity as ‘the ability to generate innovative ideas and manifest them from thought into reality'.
Our new world demands that we are teaching for jobs we don't yet know exist, we don't know what new knowledge our pupils might need - but we do know that they will need the capacity to update their knowledge and skills and have the imagination and curiosity to solve whatever problems the new world order might throw at them. They need the ‘book learning' too - we are not suggesting replacing the thrill of subject knowledge - but they need the skills to adapt and use that learning effectively and responsively.
Shaping a creative curriculum
There is a certain license in the very term creativity that means that our creative curriculum might look very different from yours, but at Queensbridge we have focused on embedding a number of key elements in our provision - see below.
|Key elements of our creative curriculum approach
We have put in place rigorous systems of monitoring and evaluation for pupils and teachers alike, in the form of monitoring weeks for teachers and ‘red' (assessment) weeks for the pupils. These weeks anchor the nine-week cycles, checking the learning and making sure there is chance to draw breath and reflect, with everyone in school - there are no trips or activities in those weeks.
In these assessments and monitoring sessions we are checking that pupils are on target to at the very least happily meet and, with our help, exceed their academic potential and to pass the exams that will be their passport onwards and upwards.
But that is not all that we are looking for. Embedded in all that is done at Queensbridge is a commitment to the five Rs: risk, responsibility, rigour, relevance, relationships. When lessons are monitored, observers look for teachers taking risks and taking their pupils on that journey with them, deepening their relationships.
It is difficult to measure creativity, but we are working towards ways of measuring how the pupils use their personal, learning and thinking skills (PLTS) through observations and discussion and reflection sessions with the pupils.
We use written tests at the end of each cycle, which mainly test their knowledge base and how far they have advanced since they were last assessed.
All of this has to be done within a rigorous and well-planned framework that ensures that pupils are taking responsibility for their own learning and the teachers are taking responsibility for being the adults in the room, ensuring that all that goes on has a deep relevance, not just to the curriculum but to pupil's lives.
Developing a new curriculum
The major structural changes took place in Year 7 when in 2006 we developed a new curriculum called the enterprise curriculum. Groups were rigorously setted according to ability in classes of up to 30 with numbers reducing in the two most academically challenged groups.
This restructuring was as much about invigorating the social health of the new intake groups as working towards greater academic achievement and autonomy.
The groups all work to the same enterprise curriculum, spending 14 hours of the week with their tutor/teacher as well as working with different teachers on two hours of maths, English and PE and an hour each of music, dance, art and French. The enterprise curriculum time is spent working on ‘big questions' such as, ‘How does it feel to be in someone else's shoes?' or ‘How can I make a positive difference?' The box below illustrates how, in a six-week module, students work on the latter question.
|Enterprise curriculum: activities related to ‘How can I make a positive difference?’
The groups are not just learning about stuff, but how to go about stuff, in groups, as individual learners, leaders and team members. This is all made explicit for the learners through personal, learning and thinking skills, so that they know exactly what skills they are honing and developing through the execution of any particular task. They are also encouraged to peer-assess written work and discuss with each other the skills the work exhibits. There are displays of PLTS skills in every form room to reinforce and remind pupils how central the skills are to their learning.
Implementing in practice
These changes were not instant. The school employed an outstanding primary practitioner to lead the changes. She observed the school for a year, working with and building up what was to be the new enterprise team, allaying fears, particularly about spending so much time with one group but also about losing subject specialism in a generalist soup.
There was also the fear that there was only the one kind of blueprint who could deliver such a curriculum - the flamboyant drama practitioner. Both of these fears have proved groundless. There are many routes to creative teaching and The enterprise curriculum has attempted to brand itself so that everyone can use their own toolkit of skills to deliver their own approaches to their own big questions.
Teachers do have the freedom to work on their own big questions, within the larger framework of pupil entitlement. This means that each teacher is given the creative freedom to work on modules that they believe will matter to, and resonate with, their classes. The important thing is that each of the teachers is teaching from a commitment to the core values and a belief that these approaches work.
This is not an approach that gets sprung on people; it is something that they opt into and the school has invested in serious continuing professional development (CPD) for those who do opt in. This year, three of the enterprise teachers have also had paid time to conduct research into the impact of the enterprise curriculum on pupils in terms of behaviour, literacy and subject knowledge.
When recruiting teachers for the enterprise curriculum, we often recruit primary practitioners. Otherwise, it is generally teachers from our existing staff who have dipped their toes in the enterprise learning experience through their subject hours, and feel they want more, who take on the opportunity that The enterprise curriculum offers.
The approach has been so successful in engaging Year 7 learners that we now have a similar programme for the following year group. Called Innov8, most subject areas use big questions to frame the cycles or modules of work in KS3. For example, in English, pupils in Year 8 work to the big question,' How can I read the world?' and ‘How can I talk my way to success?'.
There is infinitely more to creativity across the curriculum than investigating big questions. It is not so much the questions as the approaches that teachers and pupils take to investigating them. It is the process rather than the answers that is important and which the school has fostered through a range of different structures and support systems - see below for examples.
|Elements of our structured approach
As a result, teachers and pupils are open to exploring different routes towards solutions (and there may be many - or none) to their big questions. We are about developing the pupil's critical understanding, and we have to ensure that we are going deeper and deeper with them. But it means, too, that teachers don't have pre-ordained or prescriptive answers; teachers and pupils alike have licence to explore.
Introducing 'intensive weeks'
Out of rather standard ‘enrichment days' have grown three ‘intensive weeks' that take place in each term, and involve a week of activities, badged under particular themes. For example, in the most recent intensive weeks, Year 8 was investigating environmental issues, Year 7 was experiencing international sport, a group of Year 9 students was researching issues that they had flagged up as concerns, for example the position of girls in the school and emotional support for pupils from teachers and other pupils. Meanwhile, Year 10 might be getting ahead with their coursework taking a whole week with their teachers really focusing in on a particular module of their GCSE course.
These weeks are as far from ‘activity weeks‘ as we can get; they are meticulously planned, often through staff twilight sessions, to ensure maximum coherence and avoid the danger of filling the days with random trips and activities that either don't make sense or don't feed the overarching theme of the week.
Beyond the classroom
We like to think that we are constantly building and expanding our knowledge about what engages and stimulates the imaginations of Queensbridge pupils - and to do that we are creating a repertoire of pupils' experiences that is making the curriculum more relevant and increasingly powerful.
The classroom is a hub for all that goes on, but it is just one of many settings that frame the pupils' learning. As part of our vision, 10 promises have been made to our pupils that commit the school to getting them out of the classroom.
|The Queensbridge promise:
In Years 7 and 8, you will…
1 take part in a residential trip
2 take action as a global citizen
3 take part in a fundraising activity
4 become an arts leader.
In Year 9, you will …
In Years 10 and 11 you will…
Our pupils visit and work with other schools, particularly our feeder primaries, they are involved with the Duke of Edinburgh Award and go on work experience placements; they have whole days helping to improve the environment in their own local communities; they go to art galleries, museums and local parks on organised trips and so on.
To encourage active learning in all sorts of settings, we have needed to help teachers to get that organised. The paperwork alone can be a disincentive to moving out of the classroom - the logistics, planning time and contacts with outside agencies can all become barriers.
To help support all this activity, the school has employed two non-teaching creative agents (a term pillaged from the Creative Partnership lexicon, but the personnel in this case are Queensbridge to the core). They are employed to broker experiences to make the curriculum more powerful, helping:
- teachers to hang learning around
- good experiences
- coordinate the growth of a
- landmark curriculum
- expand knowledge about what engages students, build on those techniques within departments and the school generally, with a view to exporting what we can to the wider community
- find funding opportunities.
The outcomes are all to do with sustaining the breadth, excitement and depth of pupils' experience. Our two creative agents come from different backgrounds, one from teaching and community arts, the other from a mainly community arts and drama background. They have no teaching commitment.
The box below gives a few examples that illustrate the type of help the creative agents have provided.
|Examples of work of the creative agents
They have also secured subsidies for life changing outward-bound trips, and set up a project to create a sensory garden for a child with multiple disabilities.
Working with others
We have been fortunate enough to work extremely closely with the Birmingham Royal Ballet and we are a Royal Shakespeare Company Hub school. The latter has been of massive significance to the school - as all the English and drama teachers have been trained in using active teaching methods, Shakespeare is no longer read but experienced as drama and as a result pupils, on the whole, love studying the plays.
We have built treasured relationships with our local Asda and Homebase stores, local community groups and traders who are happy to talk to groups of pupils about the kind of work that they do and how they fit into the fabric of the local community. These encounters all reflect creative approaches to answering the questions that the students ask in the classroom, like ‘What sort of job can I do if I don't get to university?' or ‘What's it like to work in a shop?'.
A creative school has to be open to all sorts of ways of informing its pupils about different ways of living and being in the world.
This process is not without its risks for the management team. The main dangers and pitfalls lie in the fact that schools are dynamic places, there are always new teachers, and there is always an academic imperative to achieve the best results possible. This can be perceived to be at odds with the creative curriculum, which traditionally likes to offer a bit of pupil puttering time, some cracks where the light can get in - time that is in obscenely short supply in secondary schools.
We have mainly overcome these reservations and problems firstly by assuming that creativity and creative teaching are indivisible and although there are many different ways of being a creative teacher there is no better or more effective way of teaching or achieving the best results for all our pupils.
Then we offer a supportive and imaginative programme of teacher training and CPD and many opportunities to share good practice via our local partnership schools, with our Royal Shakespeare Company group schools, our Creative Partnership group of enquiry schools, arts college group, with our extended schools cluster group and with our partner school in London, Lister School, to name but a few.
All teaching and learning is subject to rigorous monitoring and positive assessment allied with room for experiment and a culture that likes to say yes to innovation and does not condemn heroic failure but acknowledges and builds on it.
The structures are in place to support and nurture creative T&L and there is a budget to support innovation, training, visits and coherent projects. There is timetabled space for department meetings where long- and short-term planning incorporates creativity as the norm.
What all this pursuit of creativity actually means for our teachers and learners is a happier, more successful school where infinitely more powerful learning is going on. It means that there are far fewer exclusions; there is more participation by pupils, staff and parents in extra-curricular events and celebrations, in fact there are more celebrations as there is much, much more to celebrate. Key advice we can offer from our creative learning experience is set out in the box below.
|Embedding creativity: factors for success
Our application to become a school of creativity still defines the sort of school we strive to be:
Our vision is that what has begun as curriculum innovation will have its outworking in establishing a whole-school culture where Queensbridge is characterised by staff who are full of curiosity. They will be reflective, risk-taking, listening to pupils in and outside classrooms,, and who are above all always prepared to fight for relationships. Pupils will mirror these qualities and for all of us, deep learning rather than testing will drive us.
By modelling creativity at every opportunity, we aim to help our pupils go out into the world ready and able, in the words of the American theorist Mihaly Csikszentmihalyi, ‘to add something new to the culture' and with the courage and conviction to do so.
Helen Reeves, Acting Headteacher, Queensbridge School, Moseley, Birmingham
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Digital Therapeutics (DTx): a disease treatment using digital technology
In December 2017 the Food and Drug Administration licensed the first Digital Therapeutics (DTx) solution to treat alcohol and drug abuse. During 2018 several other DTx followed to help patient suffering for post traumatic stress disorders and other mental diseases.
Digital therapeutics form an independent category of evidence-based products within the broader digital health landscape, and are distinct from pure-play adherence, diagnostic, and telehealth products.
DTx offer therapeutic intervention to prevent, manage and treat a broad spectrum of physical and mental conditions. In a DTx solution, software is the key ingredient of the treatment and during the clinical trials, exactly the software has been tested to show its impact on the disease prognosis. This is what distinguishes this category from the broader term digital health.
DTx might offer new therapy options for patients fearing social stigma if using traditional treatments (i.e. anti-depressants), for patients living in remote areas with no professionals available to support and to whom in need of avoiding early medicalization (i.e. paediatric patients). These new approaches will challenge several existing processes of drug prescription, pharmacovigilance as well as distribution and supply chain.
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Disinfecting tackle to control fish disease
Methods for disinfecting tackle
Two commonly used disinfection methods to help prevent the spread of fish disease are:
- thoroughly drying equipment for a minimum of 48 hours, preferentially in direct sunlight
- using chemical disinfectants (primarily iodine-based solutions)
Drying in sunlight is preferable, but may not always be practical. In this case, chemical disinfectants can be used.
How to disinfect your tackle
Remove all mud and debris from your equipment.
Immerse or spray with your preferred disinfectant. Leave the chemical on for at least 10 to 15 minutes.
Rinse off the disinfectant with clean water. Dispose of disinfectant washings in a way that does not harm the environment - never tip it into water containing fish or other aquatic life.
Some disinfectants may contain hazardous chemicals. It's important that you follow product labels and manufacturers instructions.
Wear protective clothing and equipment when you dilute disinfectants to protect your eyes and skin. If in doubt seek advice from the suppliers. Manufacturer's guidance on disposal should also be followed.
When active, iodine based products (iodophors) are a dark brown solution, however they become colourless when inactivated by prolonged exposure to light.
Dilution of iodophors varies between products so you should always follows manufacturer’s guidelines.
Follow good biosecurity measures
Good biosecurity measures are key to keeping our rivers and fisheries healthy.
Invasive plants and animals harm the environment, reduce the quality of fishing and spread disease.
If you need more information about disinfecting or fish diseases contact us by email [email protected] or call 0300 065 3000.
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Vitamin and mineral supplements have shown their futility
According to the findings of a group of Canadian scientists at the University of Toronto and the Hospital Saint-Michel, published in the journal Journal of the American College of Cardiology, the daily use of vitamin and mineral supplements is practically has no expected positive effect.
Deficiency of certain nutrients derived from food (vitamins, minerals and antioxidants), often try to compensate with the help of dietary supplements. Such additives are not clinical trials, due to which is not considered a drug, and their turnover almost not adjusted.
A systematic analysis of the results of more than a hundred previous studies conducted from January 2012 to October 2017, the researchers found that the most popular multivitamin supplements containing vitamins C and D as well as calcium, do not have any practical use on human health. In addition, the scientists point out that found no evidence that the use of vitamin supplements really reduces risk of cardiovascular disease, heart attacks, strokes and early death.
Exceptions were perhaps only folic acid and less complex group of vitamins B, which have shown to be useful for the prevention of diseases of the cardiovascular system, in particular stroke.
"We were surprised to find only a few positive effects, rendered popular vitamin and mineral supplements," - says Dr. David Jenkins, lead author of the study.
"Our research shows that if you want to use a multivitamin, vitamin D, calcium, or vitamin C, in this there is no harm, but as it turned out, too, and the good will not be any."
Meanwhile, the study found that excess niacin content indicators (vitamin B3) and antioxidants in the body, in turn, may be associated with an increased risk of death. This is explained by the fact that niacin can have a negative effect on blood sugar levels. Antioxidants ( "free radicals") are naturally produced by the body in sufficient quantity. And their overabundance can lead, for example, to a breach of natural anti-cancer mechanisms in the body.
According to the researchers, most often an overabundance of vitamins and minerals in the body is due to the excess of human norms prescribed by doctors.
"This study suggests that people should be more careful in choosing supplements, and only use the amount of vitamins and minerals, which is prescribed by the attending physician in each case", - says Jenkins.
The objects of study, researchers have used the vitamins A, B1, B2, B3 (niacin), B6, B9 (folic acid) and minerals carotene, calcium, iron, zinc, magnesium and selenium.
The researchers also found that some compounds exhibit a higher efficiency compared to the other. For example, communication has been noted between the use of zinc containing additives and reduced development time of cold effects. Despite the widespread belief in the efficacy of vitamin C, it is no practical benefit in this is not shown.
"In the absence of any significant positive effects - other than folic acid, which reduces the potential risk of developing cardiovascular disease - more common solution is to rely on healthy foods that can provide your body with essential vitamins and minerals," - Jenkins says.
"There is no research showing that the use of nutritional supplements can be more useful than a healthy diet, which includes fresh fruits and vegetables as well as nuts."
Canadian researchers suggest that a possible reason for the lack of a positive effect of receiving dietary supplements on human health can be and composition of additives. And in some cases, dietary supplements may be a health hazard at all. So, Consumer Reports magazine two years ago analyzed the composition of some popular dietary supplements, and found in them a danger to human health substances which can cause destruction of the digestive system, arrhythmia, dizziness, and the development of cancer.
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Translocation causes extinction of a local population of the freshwater shrimp Paratya australiensis
Published source details
Hughes J., Goudkamp K., Hurwood D., Hancock M. & Bunn S. (2003) Translocation causes extinction of a local population of the freshwater shrimp Paratya australiensis. Conservation Biology, 17, 1007-1012.
Published source details Hughes J., Goudkamp K., Hurwood D., Hancock M. & Bunn S. (2003) Translocation causes extinction of a local population of the freshwater shrimp Paratya australiensis. Conservation Biology, 17, 1007-1012.
For some threatened species, introducing individuals from elsewhere into small populations has been suggested as a way of maintaining or increasing genetic diversity. Such translocations have been used in attempts to replenish depleted stocks of various fish species. It is recognized, however, that mixing of genetically differentiated stocks of a species may have detrimental effects on one or other of the two stocks.
In 1993, as part of another study, freshwater shrimps Paratya australiensis (Atyidae) were translocated between pools from two different subcatchments within the same drainage system in southeast Queensland, Australia. Subsequent analysis revealed that populations in the two subcatchments represented monophyletic lineages that were 6% divergent. Thus, it was decided to determine the effects of the translocation on resident populations.
Translocation and sampling: In 1993 approx. 9,500 shrimp were moved from a pool in Kilcoy Creek to a similar pool in Branch Creek in the headwaters of the Stony Creek subcatchment, and approximately 6,500 shrimp were likewise moved from the Branch Creek pool to the Kilcoy Creek pool.
In December 2000, samples of 30–100 adult shrimp from the site of introduction in Branch Creek and from five pools above and five pools below the introduction site were taken. In May 2001, samples of juvenile shrimp (carapace length <5 mm; offspring of adults from the previous summer) from the same sites were collected. In June 2001, samples were taken from the translocation site and pools above and below it in Kilcoy Creek.
Genetic analysis: Analysis of nuclear (allozymes) and mitochondrial genes ( COI ) was undertaken.
After only 7 years (equivalent to seven generations), the resident P.australiensis genotype had become extinct at one of the sites. Evidence from gene analysis suggests that this loss may be explained by a mating preference of females (resident and translocated) for translocated males, and a low viability of crosses between resident females and translocated males. There appears no obvious morphological or behavioral reason for a mating preference.
The results of this study highlight that translocations and interbasin water transfers in general, should be undertaken only with extreme caution and consideration for genetic contamination of isolated populations within them.
Note: If using or referring to this published study, please read and quote the original paper, this can be viewed at:
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(CNN)Women who have been sexually assaulted have a higher risk of developing a type of brain damage that has been linked to cognitive decline, dementia and stroke, a new study found.
“It could be either childhood sexual abuse or adult sexual assault,” said study author Rebecca Thurston, a professor and director of the Women’s Biobehavioral Health Laboratory at the University of Pittsburgh’s Graduate School of Public Health.
“Based upon population data, most women have their sexual assaults when they are in early adolescence and early adulthood,” she added, “so these are likely early experiences that we’re seeing the marks of later in life.”
The new study, presented Thursday at the annual meeting of the North American Menopause Society, adds to a growing body of research on the long-term impact of sexual assault on the body and the mind.
“We need to keep our attention on this issue of sexual violence against women and not let it fall off the radar screen of society, because it continues to be a major women’s health issue,” Thurston said.
Prior studies have found sexual trauma to be linked to higher levels of triglycerides and blood pressure in midlife, and a three-fold greater risk of developing carotid plaque, all key risk factors for heart disease.
In addition, a 2018 study Thurston conducted found women who reported prior sexual assault were three times more likely to experience depression and twice as likely to have elevated anxiety and insomnia than women without a history of sexual trauma.
Depression, anxiety and sleep disorders are all linked to poorer health outcomes, including heart disease, according to the US Centers for Disease Control and Prevention.
CDC statistics also show more than 1 in 3 women in the US (and 1 in 4 men) experience sexual assault at least once in their lifetimes. Considering the widespread impact, Thurston said physicians should be asking their patients about any prior sexual trauma, and then carefully monitoring the woman’s cardiovascular risk as she ages.
Women who have been sexually traumatized should also feel empowered to speak up and tell their doctors, she added.
“Absolutely share this information with your health care providers,” Thurston said. “This is not your fault, so please share what you are comfortable with disclosing. It’s important information that has implications for your physical health and your emotional well-being.”
Looking at the brain
The new study, which will publish soon in the journal Brain Imaging and Behavior, looked for signs of white matter hyperintensities in the brain scans of 145 midlife women with no prior history of cardiovascular disease, stroke or dementia. However, 68% of participants had experienced trauma, and for 23% of the women, that trauma was sexual assault.
White matter hyperintensities, which show up as small spots of white on MRIs, are markers of disruptions in blood flow that have left damage in the brain.
“Using brain imaging, we found that women with a history of sexual assault have greater white matter hyperintensities in the brain, which is an indicator of small vessel disease that has been linked to stroke, dementia, cognitive decline and mortality,” Thurston said.
The study controlled for other diseases and conditions that would affect the development of white matter hyperintensities, such as age, hypertension, smoking and diabetes. The study also controlled for emotional disorders, including depression, anxiety and post traumatic stress disorder (PTSD) symptoms.
The increase in white matter hyperintensities “wasn’t explained by these subjective symptoms of distress,” Thurston said. “It’s almost like your body has a memory that may not be fully manifesting through psychological symptoms. The sexual assault also leaves footprints of the trauma in our brains and our bodies.”
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Lawmakers continue tradition and mark special day for those affected by celiac disease.
The U.S. Senate has passed a resolution designating Sept. 13, 2011 to be "National Celiac Disease Awareness Day." This action, which honors those affected by celiac disease, also commemorates the birth of Dr. Samuel Gee, a pioneer in celiac disease research.
The resolution touched upon several issues that warrant greater awareness of celiac disease, including:
"As recently as 2000, the average person with celiac disease waited 11 years for a correct diagnosis"
"Half of all people with celiac disease do not show symptoms of the disease"
"Delay in the diagnosis of celiac disease can result in damage to the small intestine, which leads to an increased risk for malnutrition, anemia, lymphoma, adenocarcinoma, osteoporosis, miscarriage, congenital malformation, short stature, and disorders of the skin and other organs"
"Celiac disease is linked to many autoimmune disorders, including thyroid disease, systemic lupus erythematosus, type 1 diabetes, liver disease, collagen vascular disease, rheumatoid arthritis, and Sjogren's syndrome"
In passing the resolution, the Senate declared that "all people of the United States should become more informed and aware of celiac disease" and called for ceremonies and activities to recognize the day.
How to Celebrate
For a list of ways you can commemorate this special day, see "13 Ways to Celebrate Celiac Awareness Day" from NFCA's September e-newsletter.
To learn more about this resolution, see the Congressional Record.
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What is Yoga?
Excerpted and edited from Chapter Three of our book, Yoga for the Special Child® by Sonia Sumar.
Yoga is a scientific system of physical and mental practices that originated in India more than three thousand years ago. Its purpose is to help each one of us achieve our highest potential and to experience enduring health and happiness.
The branch of Yoga that forms the main focus of our teaching work with both adults and children is called Hatha Yoga. Hatha Yoga begins by working with the body on a structural level, helping to align the vertebrae, increase flexibility, and strengthen muscles and connective tissue. At the same time, internal organs are toned and rejuvenated; the epidermal, digestive, lymphatic, cardiovascular, and pulmonary systems are purified of toxins and waste matter; the nervous and endocrine systems are balanced and toned; and brain cells are nourished and stimulated. The end result is increased mental clarity, emotional stability, and a greater sense of overall well-being.
At Mehadevi Yoga, we often remind our students not to strain or force themselves. Yoga is not a contest or a "quick fix." Like the proverbial story of the tortoise and the hare, Yoga favors quiet, consistent application over theatrical displays and superficial accomplishments. It does not require that we transform ourselves overnight into something beyond our capacity. Yoga begins by accepting our limitations, whatever they may be, and working with this self-acceptance as a base. In our daily practice, we gradually learn to transcend our limitations, one by one, and in this way, real and lasting progress is possible.
A Five-Limbed Tree of Yoga
For the children we work with, Yoga can be divided into 5 basic areas of practice:
- asanas, or body postures
- pranayama, or breathing exercises
- cleansing practices
- music and sound therapy
- deep relaxation.
Asana literally means "posture" or "pose." According to an ancient and authoritative text, an asana is "a particular posture of the body, which is both steady and comfortable." We prefer to call these postures "psycho-physical," since they form the basis of Yoga's mind-body integration work. More than a hundred classical poses, with as many variations, can be subdivided into two categories: active and passive. Active poses tone specific muscle and nerve groups, benefit organs and endocrine glands, and activate brain cells. The passive poses are employed primarily in meditation, relaxation, and pranayama practices. The complete set of Yoga asanas covers the entire human anatomy, quite literally from the top of the head to the tips of the toes. Regular practice helps to correct postural and systemic irregularities, and to maintain the entire physiology in peak condition.
The greatest benefit from practicing asanas comes when we learn how to relax in a given pose. Contrary to what most of us have been taught, real relaxation results from a state of deep concentration, in which the mind is totally focused on a single object. During the practice of asanas, the object of concentration is the body. The student focuses his mind on the incoming and outgoing breaths, the steady flexion and extension of different muscle groups, or other bodily sensations. Ideally this inward focus should be maintained throughout the entire Yoga class.
Pranayama is the science of proper breathing. Breath is the main source of nourishment for all the cells of the body. We can live without food for weeks, without water for days, but without oxygen for only a few minutes. The average person uses only about one-seventh of his total lung capacity. By learning how to increase this capacity with deep abdominal breathing, plus specific pranayama practices, we can increase the flow of vital energy to various organs in our bodies, build our immunity to disease, and overcome many physical ailments.
The way we breathe also has a profound effect on the nervous system. Our brain cells use three times more oxygen than other body cells. By regulating the breath and increasing oxygenation to brain cells, we help to strengthen and revitalize both the voluntary and autonomic nervous systems. When practiced consistently, pranayama also has a powerful stabilizing effect on the mind and emotions.
At the beginning of each Yoga class, we employ several pranayama practices in order to prepare students for the asanas that follow. Pranayama and asanas work hand-in-hand to balance and integrate different physiological functions and to help dissolve emotional blocks and negative habit patterns that can obstruct the flow of vital energy within the body.
Purification (cleansing) practices include: a pranayama practice for eliminating excess phlegm and mucus from the respiratory system; an eye exercise; and a special technique for isolating and rolling the abdominal muscles. When properly performed, this last technique gives a powerful self-massage to the organs of the abdomen, resulting in improved digestion and relief from constipation.
Music and sound therapy use rhythm and melody, combined with hand movements and sound combinations, to develop concentration, breath coordination, communication and motor skills, as well as appreciation for the essentials of tone and harmony. In addition, studies have shown that the repetition of certain sound patterns can produce a calming and healing effect on the nervous system and psyche. The concept of sound therapy is as ancient and natural as the chirping of birds, the pitter-patter of a summer rainfall, or the internal rhythms of our own heartbeat and respiration. By combining sound therapy techniques with traditional Yoga practices, such as chanting and intonation, it is possible to create an ideal learning environment for all levels of Yoga practitioners.
Deep Relaxation is traditionally the conclusion and culmination of every Yoga session. During 10 - 20 minutes of complete silence and immobility, deep relaxation allows the body to absorb all the benefits of the previous asanas, pranayama, and cleansing practices.
When working with infants and toddlers, soft music is combined with massage of the feet and nape of the neck to help induce relaxation. For children and adults, deep relaxation begins as they lie down on their backs with palms up and legs spread one to two feet apart. Using soft background music and muted lighting, the instructor gently guides students through the relaxation process, encouraging the release of physical tension and mental stress by bringing the attention to various parts of the body. Visualization and meditation techniques are used in this part of the practice, as students direct their minds to points of tension and areas of blockage in their bodies. This is followed by a short period of unstructured relaxation, including meditation on the in- and out-flow of the breath, and the practice of pure awareness, undisturbed by distractions from the physical body.
In life, it is necessary to learn how to relax after a period of activity. People spend approximately one third of their time in sleep, trying to recoup the energy and vitality they expended during the day. Unfortunately, many never achieve this objective because they haven't learned the essentials of relaxation. Relaxation practices in Yoga are different than sleeping, but their benefits are similar, and the principles of deep relaxation can be applied with equal effectiveness to our sleeping hours as well as our waking ones.
When properly done, deep relaxation can become a powerful meditation practice that helps to anchor and stabilize the mind's awareness in a pool of deep tranquility and peace.
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On Wednesday, scientists announced the discovery of seven Earth-sized planets found orbiting a nearby star. According to a Guardian article covering the development, the discovery “has raised hopes that the hunt for alien life beyond the solar system could start much sooner than previously thought.”
We might not be so alone in this universe, after all!
In light of this recent discovery, and the prospect of other forms of life sharing the galaxy with us, IVY Magazine sat down with the astrophysicist Richard Anantua to discuss the scientific underpinnings for our own existence in the Universe. How did we come to be in the world? What are the larger philosophical and existential concerns related to our special place on Earth? Anantua gives his thoughts.
How would you describe your research to a ten year old? What are its long-term implications?
Black holes are dense astrophysical objects often found at the centers of galaxies, where they attract magnetized flows of infalling surrounding charged particles. Spinning black holes can transfer their rotational energy and the magnetic energy of the accretion flow to launch jets such as these:
Centaurus A jets. Retrieved from Outer Space Central.
My research involves making movies of the jets astronomers would see in outer space by instead taking simulations using mathematical equations describing these physical systems and making predictions for what could processes cause the particle emission, as in the frames below:
My movies may help determine what astrophysical processes underlie emission of light seen from astrophysical jets.
If you had to take a philosophical or scientific guess, why are we all here? (In the Universe.)
When thinking about the possible phenomena in our universe, I like to separate them into two broad categories: those that are directly perceivable (or extensions thereof — involving the same kind of stimuli — only out of the range perceptible by humans); and those that aren’t.
What we see, touch, smell, taste, and hear are clearly in the first category. The infrared vision of some snakes, or some dogs’ ability to hear dog whistles, would also fall into the first category: they are natural extensions of human vision or hearing to slightly different frequency stimuli.
In the latter category (i.e., phenomena that are not directly perceivable), are the “magnetic compass” of migratory birds that guide their motion, or senses responsive to stimuli in an alternative, higher dimensional universe comprised of quantum fields/particles mathematically analogous to those of our Standard Model.
Our ideas about what life is and what is possible are deeply anchored in examples of the former; this bias is taken to the extreme in common anthropomorphic descriptions of Universe creator/God figures.
My conception of why we are in the Universe is that sentient life is consistent with the Universe’s physical laws— even if in a form far more highly ordered than that of nearby phenomena in space and time — and that some stochastic (i.e., randomly determined) process enabled the Universe to occupy the part of phase space we inhabit. If sentient beings are the most complex ordered phenomena in sight, it seems natural to me that capacity for self-reflection coincides with their existence in that region. This does not preclude more highly-ordered forms of matter consistent with physical laws in more remote portions of spacetime that have more interesting questions to ask than “Why are we here?”— questions informed by “senses” and experiences beyond our own (in the second category, mentioned above, of the separation between phenomena perceivable and not perceivable by human senses).
I haven’t yet found a meaningful way to formulate the existence of worlds in which even mathematical logic breaks down — for example, in a way that the previously stated dichotomy does not exhaust all possibilities — so I will limit my speculation at this point.
What is the most common misconception people have about our universe? What do people tend to believe that’s completely wrong?
One common misconception people have about the Universe is that all observers perceive spatial and temporal separations between events the same way. Einstein’s theory of relativity has established that observers who are moving or are in the presence of gravitational fields generally perceive space and time differently from those who are not.
Closer to home, another misconception is our misattributing of the origin of seasons on Earth to its elongated orbit around the Sun. The differences between Earth’s seasons are primarily due to the tilt of the axis it rotates about daily, relative to the normal Earth’s plane of rotation about the Sun. (This tilt exposes the Northern Hemisphere more directly to sunlight than the Southern Hemisphere during summer in the Northern Hemisphere, and vice versa during winter in the Northern Hemisphere).
How much do popular movies get wrong when it comes to physics?
Some popular movies get surprisingly little wrong about physics. Whether the physics is conveyed to the audience is a whole other matter, which I generally think could be done better. “The Science of Interstellar” is an inexpensive book that sheds light on far more than was elucidated in the movie.
Modern physics, specifically quantum mechanics and general relativity, have transformed our philosophical paradigm for viewing the world
Are there any similarities between philosophy and physics?
One of my majors at Yale was the (physics and philosophy) joint major. When I enrolled in this major program I didn’t even think to question why they were offered together. However, I have now received the question of what are the similarities between physics and philosophy enough that an explanation is in order.
Modern physics, specifically quantum mechanics and general relativity, have transformed our philosophical paradigm for viewing the world. Quantum mechanics has overturned our view of fundamental particles from points moving continuously in deterministic trajectories, to clouds of probability densities for being measured at one place rather than another.
Is a person who commits a crime and tunnels instantaneously to a remote part of the universe still responsible for the crime?
The prospect of quantum tunneling has interesting philosophical implications for moral responsibility— for example, is a person who commits a crime and tunnels instantaneously to a remote part of the universe still responsible for the crime? What if, instead of tunneling, that person’s molecules were disassembled at one location then reassembled at the other? Should the outcome of the trial of the reassembled person be any different from that of the person who tunneled?
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Keystone was a regional trading center for area coal company towns and camps. It also served as a regional red-light district, and its “Cinder Bottom” was a notorious early-twentieth-century destination in coal country. A group of twenty-odd one-story brick bungalows at the eastern edge of town contrasts with a similar number of two-story American Foursquare brick houses at the western end, evidence of the hierarchy that prevailed in living quarters in the coalfields.
If SAH Archipedia has been useful to you, please consider supporting it.
SAH Archipedia tells the story of the United States through its buildings, landscapes, and cities. This freely available resource empowers the public with authoritative knowledge that deepens their understanding and appreciation of the built environment. But the Society of Architectural Historians, which created SAH Archipedia with University of Virginia Press, needs your support to maintain the high-caliber research, writing, photography, cartography, editing, design, and programming that make SAH Archipedia a trusted online resource available to all who value the history of place, heritage tourism, and learning.
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Mining Camp from the Early 1900’s
Ruby, Arizona is a ghost town 50 miles southwest of Tucson and 4 miles north of the Mexico border. It is surrounded by the Coronado National Forest in an area of rugged mountains, semi-arid deserts and abundant wildlife.
The area’s elevation of 4,200 feet supports both desert plants and range grasses along with mesquite, ash and oak trees.
Ruby was the largest mining camp in southwest Arizona
The first Europeans to visit the area were Spanish conquistadors in the late 1500’s. In the 19th century there was knowledge of gold and the region was referred to as “Oro Blanco” or white gold.
Rough terrain and low rainfall did not lend themselves to agricultural development over the years, but high mineral content in the area attracted prospectors with their dreams of wealth.
Later, as the colonists moved west, there was an influx of adventurers, mountain men, ranchers and miners.
The first strike in the Montana vein was in the late 1870’s, and by the turn of the century, Ruby had become the largest mining camp in the area. A post office was located here from 1910 to 1940.
Visit the ghost town of Ruby, Arizona
Ruby Road heading south from Arivaca is 12 miles long and half is dirt today. The road is generally in good condition except during the monsoon season and then, you should call ahead before making the drive. Imagine the trip in 1930 when a Ford or Packard or buckboard pulled by horses was the means of transportation. Washboard!
Bustling mining camp becomes ghost town
This historic ghost town of Ruby, Arizona is rich in the history of life at the turn of the century. The mining company left behind equipment and buildings that supported the operation of Montana Mine, which closed in 1940. The miners and their families left behind their three-room school, the playground, the merchantile and a rich vision of their everyday life in Ruby, Arizona.
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Chapter 11, Paragraph 6.
“The justification of believers under the Old Testament was, in all these respects, one and the same with the justification of believers under the New Testament.”
Abraham! Joseph! Moses! They and all the Old Testament saints who witnessed miracles, sacrificed animals, and lived in a culture, time, and place so foreign to my own, I admit I find them hard to relate to. Blame the old movies, musicals, and storybooks written about them, but their lives seemed so sweeping, so grandiose, so larger-than-life. (And in Technicolor!) What could modern-day Christians have in common with such ancient people whose faith was so strong movies were made about them millennia later?
A beautiful fact about justification is that when it comes to being declared righteous before God, all the elect are equal. The reason why Abraham is considered righteous, or Rahab, or Daniel, is not because there was something inherently amazing in them that made God take notice. They were justified by faith through the obedience and death of Jesus Christ. As any sinner who is drawn to Christ today is pardoned of sins and accepted as righteous, so too they were. Time does not divide the elect when it comes to justification.
How could the Old Testament saints be justified by faith in Christ when Jesus had not been born yet? Earlier in chapter seven of the Confession we read how the Covenant of Grace (the offer of life and salvation to sinner by Jesus Christ) was revealed first to Adam and Eve after the Fall, then by farther steps until “the full discovery thereof was compleated in the new Testament”. Through the animal sacrifices, promises, and various types, Jesus was revealed to be the Seed of the Woman who would crush the Serpent’s head. Those elect who lived before Christ were not justified due to all the offerings they sacrificed, but were justified by faith in the One who was to come. They received all the benefits of Christ’s redemption although it had not yet occurred. (Confession, Chapter 8, paragraph 6)
I may not lead a nation or have movies made about me. You might not, either. But if we are both in Christ, our righteousness is the same. We have God to thank for that.
Questions to Consider
- Is it hard to believe that you have anything in common with Old Testament saints?
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The Whole Collection of Frankenstein Essay Topics
The history of “Frankenstein” refers to those stories about which everyone has heard, but what is the essence? We often do not actually know. For example, many, referring to the story of Mary Shelley, think that Frankenstein is a fairy monster, while others believe that he is the creator of a monster. In fact, the story of Mary Shelley is just a sad omen of what is happening in the twentieth century.
“Frankenstein” is a popular novel and usually students are assigned to write essays on it. If you face this problem, then we are here to help you by providing “Frankenstein” essay topics. These topics can be used to write an essay or any other academic paper, and you can read them through and come up with your own ideas.
Analytical Essay Topics for Frankenstein
- Analyze the theme of loneliness in the novel “Frankenstein.”
- Analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.
- Analyze Mary Shelley’s depiction of women in “Frankenstein.” How does she make them seem passive or submissive?
- Why is Frankenstein’s monster never given a name?
- Analyze how Frankenstein’s monster is responsible for the characters’ deaths.
- How does Mary Shelly write “Frankenstein” as her interpretation of how far humanity has steered away from the righteous path?
- Analyze the historical relevance of “Frankenstein” by Mary Shelley focusing upon examples of the ideas concerning the reactions to the historical movements of the enlightenment, industrial revolution, and romanticism. Give examples of all three movements.
- Analyze the romantic elements of “Frankenstein.”
- Analyze philosophy in “Frankenstein.”
- Why does the author describe all women characters passive and self-sacrificing in the novel?
- “Woman has ovaries, a uterus: these peculiarities imprison her in her subjectivity, circumscribe her within the limits of her nature” (quote by Simone de Beauvoir). How can we use this statement, and de Beauvoir’s The Second Sex, more generally in “Frankenstein”?
- Who is more human, the monster or Frankenstein?
- What is revealed through symbolism, setting, and dialogue?
- Analyze motivations of the characters in “Frankenstein.”
- What does light and fire symbolize in the novel?
Compare and Contrast Frankenstein Paper Topics
- It has been suggested in Gothic literature that “obsession leads to destruction.” Compare and contrast Shelley and Wilde’s presentation of Victor in “Frankenstein” and Dorian in “A Picture of Dorian Grey” in light of this view.
- Compare “Frankenstein” and “A Sound of Thunder” and 1 Samuel 28 King James Version (KJV) of the Bible.
- Compare “Frankenstein” and “The Mysteries of Udolpho.”
- Mary Shelley’s “Frankenstein” and Robert Stevenson’s “The Strange Case of Dr. Jekyll and Mr. Hyde.” Compare and contrast the two novels in relation to this Stephen King quote:
“Horror appeals to us because it says, in a symbolic way, things we would be afraid to say right out straight, with the bark still on; it offers us a chance to exercise (that’s right; not exorcise but exercise) emotions which society demands we keep closely in hand.”
- Compare “Frankenstein” and “The Handmaids Tale.”
- Compare the “Frankenstein” film and book.
- Compare “Frankenstein” in artwork and film.
- Compare Victor Frankenstein and the monster. Consider their relationships with nature, desire for family, etc.
- Compare maturity in “Frankenstein,” “Julius Caesar,” and “Beowulf.”
- Compare “Frankenstein” and “Perfume:The Story of a Murderer.”
- Compare the isolation of Frankenstein with Ebeneezer Scrooge in “Christmas Carol.”
- Both Mary Shelley’s novel “Frankenstein” (1818) and H.G. Wells’ novel “The Time Machine” (1895) feature a scientist as the primary protagonist. Discuss the representation of the scientist in both novels.
- Compare and contrast “Frankenstein” (the book by Mary Shelley) psychologically or historically using three scholarly articles (two articles to compare and one article to contrast).
- Compare and contrast the movie “The Martian” with Mary Shelley’s book “Frankenstein.”
- Compare between Mary Shelley’s “Frankenstein” and Nathaniel Hawthorn’s “The Birthmark.”
- Victor Frankenstein and Beowulf are two protagonists that allowed their ambition to rule them. Discuss the differences and similarities between these two characters, and how their ambitions shaped not only their fate but also the outcome of the stories.
Descriptive Essay Topics for Frankenstein by Mary Shelley
- Describe how this book could have been considered offensive and not liked by religious folk.
- Describe “Frankenstein” as romanticism.
- Describe feminist theory in “Frankenstein” by Mary Shelley.
- Describe the influence “Frankenstein” has had in pop culture and science.
- Describe Victor as the modern Prometheus.
- Describe the idea of exploration in the novel, and how it illuminates characters.
- Describe to what extent Mary Shelley’s “Frankenstein” inspired James Whale’s 1930s film “Frankenstein.”
- Describe how Mary Shelley’s “Frankenstein” alludes to the myth of Prometheus?
- Describe how Mary Shelly’s life experiences and the death of family members has shaped the overall story of “Frankenstein.”
- Describe the ethical concerns Victor Frankenstein’s use of animal and human bodies might raise.
- Describe Frankenstein’s creature and the responsibility for his fate.
- Describe the difference of the term “monstrosity” between Victor Frankenstein and the monster he created.
- Describe the theme of kindness and compassion in “Frankenstein.”
- Describe feminism in “Frankenstein.”
- What is Victor’s greatest fear as he leaves for England? Describe the irony in his decision to continue.
Argumentative Frankenstein Topics
- Victor and the creature present radically different perspectives in the events of “Frankenstein.” Explain the primary ways their perspectives and arguments differ. Whose viewpoint do you support? Write an essay in which you support Victor’s argument.
- How has “Frankenweenie,” a Tim Burton film, transformed Mary Shelley’s “Frankenstein” to appeal to modern audiences?
- To what extent does “Frankenstein” support Mary Wollstonecraft’s claim that women were treated as inferior to men?
- How is “Frankenstein” a romantic and horror novel?
- How does Darwin, “Frankenstein,” and “Splice” characterize gender behavior and emotions from 1871 through today?
- Is the creature’s demand for a female companion a valid request? Examine the pros and cons of Victor’s compliance. Consider evidence provided by both Victor and the creature.
- What evidence suggests Victor feels responsibility for the murders? What evidence illustrates that he still blames the creature?
- How is Victor’s view of the Scottish Orkney a reflection of his emotional state?
- After watching his female companion torn to bits, the creature makes an eloquent defense and vows Victor will “repent of the injuries (he) inflicts.” Is the creature justified in his feelings? Why or why not? What is Shelley’s purpose in his defense?
- After hearing of Clerval’s murder, Victor falls ill once again. In agony, he wonders, “Why did I not die?” What would your answer be? Is there a reason for his continued anguish?
- For Victor and his father, what purpose would a quick marriage to Elizabeth serve? Discuss the impact on Elizabeth. What role does she continue to play? Does her death alter or perpetuate that role?
- Discuss the irony in Victor’s statement to the magistrate: “Man, how ignorant art thou in thy pride of wisdom!”
- What is the motivation behind Victor’s vow to find and destroy his creature? Has he learned any lessons?
- How is Victor the true monster in “Frankenstein”?
- Discuss the “humanity” of the monster in Mary Shelley’s “Frankenstein.”
Persuasive Essay Topics
- Is the creature in “Frankenstein” a zombie?
- Examine the relationship between Victor Frankenstein and his monster. How do they interact and communicate with each other? What qualities do the characters have in common, or not?
- How does “Frankenstein” rely on the ideas, beliefs, or issues circulated in other texts?
- How does the creature of “Frankenstein” form the archetypal monster/horror character?
- Why does Frankenstein create his creature?
- How is “Frankenstein” both a romantic novel and a Gothic horror novel?
- “Victor Frankenstein and the monster share the same personality: like father, like son.” Defend or attack this statement.
- Does Frankenstein succeed in creating a “human” life form very much like God does?
- Does Victor choose to be alienated because of his desire for knowledge?
- Does “Frankenstein” present the value of the domestic circle?
- Does Victor’s act of creation result in the destruction of everyone dear to him?
- Does “Frankenstein” show that human beings are deeply ambitious?
- How does the monster turn to revenge after it is abandoned and mistreated?
- Do in the crises and suffering in “Frankenstein” result when imperfect men disturb nature’s perfection?
- How is the power of nature depicted in “Frankenstein”?
If you are writing an essay on “Frankenstein” for the first time, then our “Frankenstein” essay topics will be a great help for you. If you paid attention to our topics, you can get a perfect theme for your essay, or even research paper or term paper. If you don’t even have a hint on how to write your paper, check out our blog for guides that describe how to write different types of papers in detail.
Photo by maraisea from Pixabay
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TRUTH AND MEANING OF HUMAN SEXUALITY
What is human sexuality? What should we teach the students about the body and human purpose? How can an incomplete understanding of sexuality mislead our students and destroy the future of the family? How is chastity an expression of sexuality?
Human sexuality refers to the totality of the person, not just the sexual act. There are two aspects of human sexuality, the biological and the non-biological, which refers to the relational power of human beings. Sexuality is man’s capacity to be fulfilled, to be creative, and to be generative, expressed either biologically or non-biologically.
Man and woman, being created both in the image of God, are endowed with equal personal dignity. They are not just bodies, but persons, and the wholeness involves the physical and the spiritual aspects. Sexuality must be understood in its Christian view in order to develop the proper attitude in relating to others.
Sexuality in its proper perspective; the body & its purpose; the biological and non-biological aspects of sexuality; the twin aspects of biological sexuality and the consequences of separating these two; non-biological or relational sexuality as a lasting expression of love; man & woman as complements and endowed with equal personal dignity; conjugal love as the merger of the human and the divine; sexuality & the family; marriage and same-sex unions; love as the fundamental vocation of every person; chastity, abstinence and fidelity as an expression of love.
Cartoons on this page from: Philippine Daily Inquirer
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There are dozens of types of autoimmune diseases, which cause the body's immune system to attack healthy cells, and millions of Americans suffer from them. They can result in a range of problems, from pain in joints and muscles to dysfunction in organs. For those with ongoing or severe symptoms, doctors can investigate for autoimmune diseases such as rheumatoid arthritis, lupus, multiple sclerosis or celiac disease, said Dr. Sahayini Kumar, a faculty member with Greater Baltimore Medical Center's department of internal medicine.
What constitutes an autoimmune disease, and who commonly suffers?
In autoimmune disease, the body's immune system erroneously attacks the body's own cells. Normally, the immune system carefully singles out invaders for destruction and suppresses reactions against its own tissues. The immune system may become confused with a number of triggers. These triggers [can include] inherited defects in the immune system, contact with infections that look like the body's cells or trigger strong reactions, and exposure to medications or herbs that turn up in the system. Like the rest of our body, our immune system ages and may become dysfunctional later in life.
Whatever the cause, autoimmune disorders may affect any part of the body. They attack women three times more often than men. Some diseases, like lupus, have even higher frequency in women. African-American, Hispanic and Native American women are more likely to develop the disease than Caucasian women.
Symptoms can vary depending on which organ system is affected. For example, rheumatoid arthritis most commonly affects the cartilage and the bones; therefore, joint pain, swelling and stiffness are the most common symptoms. Lupus, on the other hand, affects many systems simultaneously, with symptoms such as fever, muscle aches, weight changes, joint pains, skin rashes, mouth ulcers, blood in the urine, cough, chest pain, abdominal pain and seizures. Sjogren's disease can [cause] dry eyes and dry mouth.
These are just a few examples of up to 100 autoimmune diseases, and symptoms can vary widely within a disease. They can also vary in the severity at various time periods. Because of the wide range of impact and varying symptoms, patients may find diagnosing autoimmune diseases challenging.
Does everyone with joint pain and inflammation have an autoimmune disease?
Joint pain and inflammation can also occur with other diseases and injuries. Wear and tear on the joints, called osteoarthritis, affects almost every person as they age and sometimes may appear very similar to autoimmune disorders. In general, osteoarthritis progresses more slowly and responds more readily to standard anti-inflammatory medication, physical therapy and surgery. Many viral infections can cause sudden pain in multiple joints. Bacterial infections can affect the joints, causing pain and inflammation. Gout is another cause of joint pain and inflammation.
When do you need to see a doctor, and how are the disorders diagnosed?
If the symptoms are severe or continue for several days, you should see your primary care physician. An autoimmune disease is diagnosed by your doctor based on your symptoms, a physical examination and lab tests. Keeping a diary of your symptoms can be helpful, as the precise timing of symptoms can help a clinician sort through them. For instance, how long stiffness of a joint lasts, what occurs just before a rash or which activities worsen a pain all help categorize what type of immune activity the patient is experiencing.
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Similarly, the look and feel of the skin and joints on a physical exam often distinguish important features. Blood tests to assess body functions also help. These might check blood counts and organs such as the liver, kidney and thyroid. X-rays allow us to look directly at the joints. Other blood tests directly look at how the immune system functions.
What are the treatments, and how effective are they?
The treatment depends on the type of autoimmune disease. If the disease affects a system that produces a substance that is essential for the body, the treatment would focus on replacing the deficient substance. For example, when the pancreas is affected, it results in Type 1 diabetes; the treatment would be to replace the deficient insulin.
If the disease affects multiple systems like in lupus, the treatment would focus on suppressing the inflammation. Anti-inflammatory medications such as glucocorticoids, nonsteroidal anti-inflammatory drugs and disease-modifying antirheumatic drugs (DMARDS) have been in use for the past several decades.
A newer class of drugs called biologic DMARDS [were] introduced in the late 1990s for treating moderate to severe autoimmune diseases. These drugs target cells at a molecular level in preventing inflammation at a very early stage. Many studies have shown that these newer drugs are much more effective in slowing and preventing the disease progression. However, these drugs are costly and can have serious side effects, increasing infections and malignancy. The risks and the benefits should be discussed with your health care provider when deciding which drug suits you the best.
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What is Muscular Dystrophy?
What is Muscular Dystrophy? It is a group of inherited diseases that lead to the progressive weakening of the muscles and wasting away of muscle tissue. In this disorder, genes that are abnormal interfere with the formation of muscle tissue by interrupting the production of a specific essential protein.
There are over 30 different types of Muscular Dystrophy diseases. The most frequently occurring types of the disease occur in boys and the symptoms appear in childhood. The symptoms of other types of Muscular Dystrophy disease don't appear until a person is an adult.
Muscular Dystrophy can affect a person's ability to walk, breathe or swallow. Therapy and medications can help slow the progression of the disease and manage the symptoms, but there is no cure exists for Muscular Dystrophy disease.
There are various types of Muscular Dystrophy disease, these include:
- Duchenne Muscular Dystrophy
- Myotonic Dystrophy
- Facioscapulohumeral Muscular Dystrophy
- Emery-Dreifuss Muscular Dystrophy
- Oculopharyngeal Dystrophy
- Distal Muscular Dystrophy
- Mitochondrial Myopathies
- Limb-girdle Muscular Dystrophies
- Becker's Muscular Dystrophy
Specific genes in our body are responsible for producing proteins that serve to protect the fibers of our muscles. When one of these specific genes is abnormal, Muscular Dystrophy disease occurs.
Each certain type of Muscular Dystrophy is caused by a mutation that is specific to that form of the disease. Many of these gene mutations are inherited from a person's parents. Some can happen spontaneously and for no apparent reason in a mother's egg, or in the forming embryo. That form of Muscular Dystrophy is then passed on to following generations.
Every Muscular Dystrophy disease is acquired through inheritance. Each type of Muscular Dystrophy is related to a particular hereditary mutation. The nature of this hereditary mutation and which chromosome it is situated on decide the attributes of the Muscular Dystrophy and the way the sickness is passed starting with one generation onto the next.
People of all ages, sexes, and races can develop Muscular Dystrophy. Duchenne Muscular Dystrophy is the most common type of the disease. This occurs the most often in male children. Individuals who have a family member with Muscular Dystrophy are at increased risk of developing the condition and of passing it on to their own children.
A family history of Muscular Dystrophy is a risk factor, yet the condition may go down without a known family history. A man can be a silent bearer of the condition. This implies a relative can convey a duplicate of the condition, yet it doesn't cause Muscular Dystrophy in that individual. Every now and then, the condition can go down for eras before influencing a child.
Males are more probable to have Muscular Dystrophy than females. Males and females who are born to a mother who has the condition each have a shot of acquiring Muscular Dystrophy However, young women who acquire the gene will be asymptomatic bearers, and young men will show manifestations.
The complications of muscle diseases that are progressive, such as some forms of Muscular Dystrophy include:
- Inability to walk: Sometimes, the muscle weakness of Muscular Dystrophy leads to the inability to use the legs to walk.
- Shortening of tendons and muscles: When these tissues shorten, contractures can occur, which further limits mobility.
- Difficulty breathing: As muscle weakness progresses, the muscles used for breathing can be affected.
- Scoliosis: This is also known as the curvature of the spine. The spine may curve abnormally due to weakened muscles.
- Heart problems: The heart muscle is sometimes weakened by Muscular Dystrophy.
- Problems swallowing: The muscles used in swallowing may be weakened by Muscular Dystrophy causing aspiration Pneumonia or other nutritional problems.
Muscular Dystrophy - Symptoms
Muscle weakness that is progressive is the major Muscular Dystrophy symptoms. Other more specific symptoms can start at various ages and in different groups of muscles. The causes of Muscular Dystrophy depend on the specific type of Muscular Dystrophy that is present.
Duchenne muscular dystrophy
About 50% of people affected by the causes of Muscular Dystrophy have Duchenne. Females can be mildly affected by this type of the disease and can carry the disease, passing it on in their genes, but males are typically affected by the causes of Muscular Dystrophy.
Approximately one-third of the males who develop Duchenne Muscular Dystrophy do not have a relative with the disease. This could be because the gene that the causes of Muscular Dystrophy are prone to abnormal and sudden change, which is known as Spontaneous Mutation.
Most of the time, a child with Duchenne Muscular Dystrophy will begin to develop Muscular Dystrophy symptoms at the age of 2 or 3 years old. Symptoms typically include:
- Difficulty jumping and running
- Falling down frequently
- Trouble getting up from a sitting or lying position
- Walking up on the toes
- A waddling gait
- Large muscles in the calf of the leg
- Learning delays
- Muscle pain and stiffness
Becker Muscular Dystrophy
Becker Muscular Dystrophy is typically a milder form of Muscular Dystrophy and it progresses more slowly. It also occurs later in life, typically in the teenage years but sometimes not until the mid-twenties or sometimes even later. The Becker Muscular Dystrophy symptoms are very similar to Duchenne.
Other types of muscular dystrophy
Many of the other causes of Muscular Dystrophy are defined by a characteristic feature of the disease or by the location where the Muscular Dystrophy symptoms first begin to appear in the body. Examples of these causes of Muscular Dystrophy are:
- Myotonic: This is sometimes called Steinert's disease. Muscular Dystrophy symptoms include the inability to relax the muscles following muscle contractions. The muscles of the neck and face are typically the first muscle groups to be affected. Myotonic Muscular Dystrophy is the most common form of Muscular Dystrophy that has its onset in adulthood.
- Facioscapulohumeral (FSHD): This form of Muscular Dystrophy is characterized by muscle weakness that begins in the shoulders and the face. With the loss of muscle mass, the shoulder blades might protrude to look like wings when the arms are raised. The onset of FSHD typically is in the teen years but may occur in mid-adulthood or in childhood.
- Congenital: This Muscular Dystrophy affects both girls and boys and is evident at birth or prior to the age of 2. Some forms progress very slowly and they produce only mild disability. Other congenital causes of Muscular Dystrophy progress quickly and cause profound impairment.
- Limb-girdle: The shoulder and hip muscles are typically the first muscles to be affected in this form of Muscular Dystrophy. Onset is usually in the teenage or childhood years. Problems lifting the front of the foot are common and so the person may experience frequent tripping.
If Muscular Dystrophy is suspected, the physician usually reviews the patient's medical history and performs a physical examination.
The following studies and tests are often used in diagnosing the causes of muscular dystrophy:
- Enzyme testing: When muscles are injured, they release enzymes into your blood, like creatine kinase (CK). If a person who has not been involved in a traumatic injury, high levels of CK in the blood can indicate a disease of the muscles, like Muscular Dystrophy.
- Electromyography: In this study, muscles are tested by inserting an electrode needle into a muscle. The electrical activity of the muscle is then measured when the muscles tighten and relaxes. The patterns of change in electrical activity of the muscles are used to diagnose some muscle disorders such as Muscular Dystrophy.
- Genetic testing: Gene mutations that lead to some types of Muscular Dystrophy can be detected in blood samples.
- Muscle biopsy: To perform this study, a tiny piece of muscle tissue is taken through a needle or a small incision. Looking at the tissue with a microscope can help doctors tell the difference if the other muscle disorder is causing symptoms.
- Tests that study heart function (electrocardiography and echocardiogram): These studies check how the heart is working. They are used most often when doctors suspect Myotonic Muscular Dystrophy.
- Lung function studies: These tests evaluate the work of the lungs.
Treatment for Muscular Dystrophy
There is no cure for any type of Muscular Dystrophy. Treatment for Muscular Dystrophy such as medication, surgery, and physical therapy can help to prevent problems in the spine and joints and allow people who have the disease to stay active for as long as possible.
Human trials of gene treatment for Muscular Dystrophy with the dystrophin gene are in the near future. For example, researchers are inquiring about approaches to embed a working dystrophin gene into the muscles of young men with Duchenne and Becker Muscular Dystrophy.
Analysts are researching the capability of certain muscle-building medications to back off or invert the movement of Muscular Dystrophy. Different trials are investigating the impacts of the dietary supplements creatine and glutamine on muscle energy generation and storage.
For a person who has Muscular Dystrophy, the following treatment for Muscular Dystrophy medications might be recommended:
- Corticosteroids: Steroids, such as prednisone, may help slow the progression of some types of Muscular Dystrophy and may increase the muscle strength. Steroids have the risk of many side effects, especially with prolonged use. Side effects include weakened bones and weight gain, which increases the risk of broken bones. For these reasons, long-term use of steroids is not always recommended as a treatment for Muscular Dystrophy.
- Heart medications: If Muscular Dystrophy causes damage to the heart muscle, medications like beta-blockers or ACE inhibitors may be prescribed as a treatment for Muscular Dystrophy.
Assistive devices and different types of therapy are often used to help improve the quality of life for people with Muscular Dystrophy. Examples of treatment for Muscular Dystrophy via therapy include:
- Stretching exercise and range-of-motion: Stretching and moving the joints through their full range-of-motion can help keep a person with Muscular Dystrophy mobile and flexible and serve as a treatment for Muscular Dystrophy. As the muscles weaken, they can pull the arms and legs inward and contracted. Stretching the muscles may prevent the joints from becoming fixed and frozen.
- Exercise: Swimming, walking, and other forms of low-impact aerobic exercise can help maintain mobility, muscle strength and overall well-being. Some types of exercise might not be helpful, so be sure to talk to your doctor before starting any type of aerobic exercise.
- Braces: Braces can provide help with movement by providing support to muscles that have weakened. They can also keep the tendons and muscles straightened and stretched, preventing the progression of contractures in Muscular Dystrophy.
- Mobility aids: For people with Muscular Dystrophy or other problems with mobility, walkers, wheelchairs, and canes often help maintain independence and mobility.
- Breathing assistance: Some people who have Muscular Dystrophy develop weakness in the muscles used for breathing. A machine to help deliver oxygen to lungs is sometimes used at night for conditions like sleep apnea. In cases of severe Muscular Dystrophy, a ventilator may be needed.
In some cases, people with Muscular Dystrophy develop abnormal curvatures in their spine that make it difficult for the lungs to expand. Treatment for Muscular Dystrophy via surgery can be performed to correct this problem and make breathing easier.
Carriers are regularly sisters and moms of those with Muscular Dystrophy and, for the most part, don't show any symptoms. However, they may display little indications that give insights of it. They can pass the illness on to their children; their children will get the disease at a fraction of the time, allowing the females to become carriers. For Duchenne and Becker Muscular Dystrophy, protein and DNA tests can recognize carriers, and DNA tests can give a pre-birth conclusion. Tests for carriers of different types of Muscular Dystrophy are currently being worked on.
In the later stages of Muscular Dystrophy, as muscles used for breathing become weaker, respiratory problems may put a person with the disease at higher risk for infection. It's important to stay current with immunizations for influenza and be vaccinated for Pneumonia.
Changes in the diet have not been shown to have an effect on the progression of Muscular Dystrophy. Because impaired mobility can lead to constipation, dehydration, and obesity, it's essential for people with Muscular Dystrophy to consume a healthy diet. Foods that are high in fiber and protein may help and limit the intake of empty calories is beneficial.
If you have Muscular Dystrophy, you may be feeling overwhelmed. The following treatment for Muscular Dystrophy may be helpful:
- Find someone you can talk to: It may be helpful to talk about your feelings with a family member, your doctor or a friend. Consider joining a support group.
- Learn to talk about the disease: If your child has been diagnosed with Muscular Dystrophy, ask your physician for help in talking about the disease with your child and ways to answer the questions that come up.
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A new study finds that lower blood levels of vitamin D are related to an increased risk of tuberculosis (TB), suggesting that vitamin D supplementation may help prevent and treat TB. While previous research has shown a relationship between vitamin D deficiency and TB, this is the first study to document a similar relationship with latent TB a condition where a person is infected with the Mycobacterium tuberculosis bacteria, but does not have active tuberculosis disease.
The study is published in the February 1 issue of Clinical Infectious Diseases, currently available online.
Low vitamin D levels are associated with an increased likelihood of primary infection with Mycobacterium tuberculosis and also, once infected, are associated with increased likelihood of having active TB, said lead author Katherine Gibney, MD.
Tuberculosis is a common and deadly infectious disease which usually attacks the lungs. According to the World Health Organization, it is estimated that TB was responsible for the deaths of 1.6 million people in 2005. Approximately one-third of the worlds population is infected with TB bacillus, most of whom have a latent infection, not active disease. Approximately 10 percent of those with a latent infection will develop active disease. People with HIV or otherwise weakened immune systems are also at greater risk of contracting the bacillus and developing active disease.
The research was conduction among sub-Saharan African immigrants to Australia. Worldwide, most TB cases occur in developing countries; however, the number of cases in the developed world is increasing as the number of people whose immune systems are compromised by immunosuppressive drugs, substance abuse, or HIV/AIDS increases.Â
Gibney suggests the next step is to study the effects of adding vitamin D supplementation to regular TB treatment in patients with active TB to determine if they get better faster. Gibney also recommends a trial of vitamin D supplementation in patients with latent TB to determine if supplementation reduces the risk of progression to TB. Vitamin D therapy should be investigated as an adjunct to therapy in both TB and latent TB and should not replace standard anti-TB medications.
Source: Infectious Diseases Society of America (IDSA)
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With the rise of precarious employment in the teaching field, some teachers are interested in looking at ways to earn additional income. There are other reasons such as the desire for more creativity, an interest in learning new skills, or having more work-life balance. For me, it was the freedom to travel at any time of the year, not just school breaks. This workshop was developed in response to inquiries from teachers regarding my transition to teacherpreneur and the research that I conducted as part of this transition.
We discussed the following topics: why become a teacherpreneur; definitions of teacherpreneur; the difference between a freelancer and a teacherpreneur; and the top five ways teachers earn additional income. There was also a hands-on activity where small groups brainstormed a list of “teacher transferrable skills” to inspire teachers to think of themselves as more than just an ESL teacher.
What is a Teacherpreneur
“…the teacher creates a different way of navigating the profession without leaving that profession entirely. Their talents remain in the classroom and on the school site, but they’ve had the opportunity to shake their dice, try something new, and use their skills in a different way” (Wolpert-Galwin, 2015).
“Teacherpreneurs are classroom experts who teach students regularly, but also have time, space, and reward to incubate and execute their own ideas — just like entrepreneurs” (Berry, 2015).
“A classroom teacher or school based leader who is both educator and entrepreneur; an educator who works a flexible and/or freelance schedule; and/or an educator with a “side hustle” that supplements their income”. (Porter-Isom, 2015)
I also provided my own definition: an educator who combines creativity, skills, and expertise to develop products resources, and services outside the classroom to earn additional income.
Questions often arise related to the difference between a freelancer and teacherpreneur. A freelancer is paid per hour/project whereas a teacherpreneur designs product and/or resources that earn passive income. Being a freelancer means the constant search for new work. There are only so many hours that we can physically work in a week so this limits our income. Writing a digital product such as an e-book or online course are two good options for earning passive income. Of course, you can be both a freelancer and a teacherpreneur. Some examples of my projects (or multiple income streams) include hourly instructor (online teaching), freelance writer, and teacherpreneur (instructional coaching for new teachers and e-books).
From Teacher to Teacherpreneur
During the presentation, I outlined my own journey from teacher to teacherpreneur. Becoming a “teacherpreneur” happened by accident. The previous year, a friend of mine asked me if I could write an online course for him. I really enjoyed the experience of writing something unrelated to teaching English. That same year, we attended a four day training event for people interested in becoming coaches, authors, speakers and online course writers. I assumed that I would learn about writing more courses for my friend but ended up thinking how I could use the information to launch a freelance career.
Top ways to earn income online
Based on my own research, I presented the top five ways that teachers can earn an income online which are the following:
1. Online Teaching. There are several options such as setting up an account on
www.italki.com which is one of the fastest growing language learning online companies. Teachers can also teach online courses for colleges and universities or set up their own website and recruit students. The latter is much more time-consuming but more lucrative.
2. Writing teaching materials and courses. Teaching materials and courses can be sold on one’s own website. Online courses can be sold on platforms such as Udemy and teaching materials on websites like Teachers Pay Teachers and TES.
3. Writing for business/academia. Freelance websites such as www.freelancer.com and www.Upwork.com are good places to start to find projects to bid on. Projects such as blog writing, proofreading and editing and assistance with academic papers are very common. Teachers could also advertisement these services on their own websites but again this takes more time to find clients.
4. English language assessments. CELPIP and IELTS hire instructors to grade assessments online.
5. Digital products (e-books and guides). It is becoming easier to self-publish through companies such as Amazon, Lulu, Smashwords, and The Round. Teachers can also sell their digital projects on their own websites.
There is a huge learning curve in terms of acquiring new skills for marketing oneself and learning digital product development, email list building, marketing and social media. There are many free resources including webinars that are available on the Internet that cover these topics is detail. It takes time to build an email list of subscribers and develop credibility and a following. People rarely buy products online from people who are not known so building a presence online using social media is a good way to start.
There are other things to consider before launching oneself as a teacherpreneur including brand and niche. Your brand is your promise to your customer. It tells them what they can expect from your products and services and helps you grow your business and attract new people. In terms of niche, it helps to narrow down your expertise in the ELT field to attract the ideal client. For example, I specifically work with new ESL teachers and my blog and social media posts are geared towards this niche.
It is important to remember that there is no one way to become a teacherpreneur. There is no “one formula” or “roadmap”. The journey is unique for each teacher because of our interests, skills, credentials and desires. There are several questions that one must ask before embarking on the road to teacherpreneurship. It is important to consider what is right for you at this particular point in time. How much time do you have to devote to developing projects or taking on additional work? What are your financial requirements? It was not recommended that teachers abandon their teaching careers and launch themselves as a teacherpreneurs without fully assessing one’s personal needs and situation.
If you’d like to complete an activity to help you reflect on your transferrable skills, what you love about teaching, what you want, and what you have to offer, the link for the handout can be found in the references. Other materials for exploring teacherpreneurship, including some free resources and more than 25 teacherpreneur interviews, can be found at www.teacherpreneur.ca. I like to stress that teacherpreneurs do not have superpowers but are just regular teachers, as can be seen in the interviews.
Finally, there are many misleading ads and articles online that promise a six-figure income for bloggers and online course providers. Don’t be fooled. Being a teacherpreneur can be exciting and liberating but requires discipline and hard work.
Berry, B. in Wolpert-Gawron, H. (2015). The Era of the Teacherpreneur. Retrieved from
Palmer. P. (2106). TESL Ontario handout Teacher to Teacherpreneur TESL Ontario Handout Teacher to Teacherpreneur.pdf
Porter-Isom, K. (2015). Edupreneur Today. Retrieved from http://www.edupreneurtoday.com/
Wolpert-Gawron, H. (2015). The Era of the Teacherpreneur. Retrieved from
2 thoughts on “Teacher to teacherpreneur: How to monetize your professional skills”
Brilliant advice – thank you.
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A Gantt chart is a horizontal, timeline-based bar chart that represents a project plan in time. It was invented by Henry Gantt around 1910 and was heavily used throughout the 20th century for scheduling projects. Tasks listed to the left of the chart have their corresponding bars on the timeline and these visualize the workflow in a project. Start and end dates of tasks, milestones, dependencies between tasks, and assignees are classic components of Gantt charts. Modern software builds on the original concept: collapsible task structure, critical path, progress bars, resource management panels, and more can be found in Gantt chart software.
What is a Gantt chart used for?
Gantt charts are used by project managers and product managers to break down a project into manageable pieces of work, stay organized, and visualize dependencies between tasks.
Building and managing a comprehensive project
Project managers use Gantt charts to visualize the building blocks of a project and to break this single, huge project into smaller, more manageable tasks. The resulting small tasks are scheduled on the Gantt chart's timeline, along with dependencies between tasks, assignees, and milestones.
At the execution stage of large, organized and detailed projects, Gantt charts help visualize the process and progress. The tool aligns teams by keeping everyone focused on the same goals and working on a single timeline.
Determining logistics and task dependencies
Gantt charts can be employed to keep an eye on the logistics of a particular, even small, project. Task dependencies, which are visualized as colored arrows in most Gantt chart software, help ensure that a new task can only start once another task has been completed. If one task catches a delay, then some Gantt chart software may automatically reschedule the next task. This third use case addresses the needs of multi-team environments.
The benefits of using a Gantt chart
Gantt charts are useful for simplifying complex projects. The tool presents tons of data in an incredibly visual and aggregatable manner. The bar chart keeps tasks on track when there are multiple stakeholders and large, or numerous teams; or when the scope changes frequently. Another benefit of using the Gantt chart is maintaining a bird’s eye view on the whole project, especially on all milestones and deadlines. The Gantt chart is efficient as a first alert tool.
How to use a Gantt chart
Let's quickly go through a model Gantt chart workflow as it would be used by a waterfall or hybrid project manager.
- Determine a project schedule: break projects into manageable chunks of work; schedule the resulting epics, stories, tasks, and sub-tasks in time (by setting start and end dates).
- Establish roles, responsibilities and resources: ensure you've got enough resources for the amount of work and use resource management panes to avoid under-/over-allocation of resources.
- Monitor project progress: use progress bars to monitor progress from sub-task to epic levels.
- Identify milestones: milestones are moments of truth; accomplishments that teams should achieve on or ahead of schedule. They are optional but recommended.
- Find and report problems: locate real, threatening problems using the Gantt chart and use critical path functionality to identify tasks that will affect the project's completion date.
Gantt chart examples
Gantt charts remain an important project management tool throughout various industries. At the end of the second decade of the 21st century, the Project Management Institute concluded that a mere 11% of organizations were fully Agile. In other words, 89% of organizations employ waterfall project management methodologies (usually at higher management level) in addition to the agile ones. This is called a hybrid approach. If you happen to think in 'dates and deadlines' then you're probably among those 89% that need timeline-based Gantt charts.
Two distinctively different Gantt charts apply to those who treat Jira as a project management tool (or PPM tool). The screenshots below come from a tool called BigPicture:
A project-specific Gantt chart is a detailed plan, using time tracking and progress bars for each sub-task, as well as arrows representing dependencies between tasks. Project-level Gantt charts tend to be used on the team level or within a department. This type uses milestones, critical paths, and baselines heavily, and these modern additions to the core bar chart collectively motivate the assigned team or department to deliver a product or a significant release on time. The collapsible work breakdown structure allows project managers to get a bird's eye view on the crucial stories of the project.
High-level, org chart
Use the high-level, org chart to oversee a whole portfolio of projects. A bar on the org chart represents a project in the portfolio, rather than a task. The 'percent completed' for each project is a key metric here. You can also use statuses (new, in progress, completed), as well as baselines, to represent delays. A Chief Strategy Officer might use this variant of the chart for presentations delivered to the board of directors, CEO, or president.
The higher the level of management the more often you’ll see Gantt charts in action. Note, however, that many teams who proudly use agile roadmaps or boards use simplified Gantt charts, with iterations overlay added to the timeline. On the other hand, some advanced Gantt chart apps for Jira are capable of displaying sprints/iterations on top of their timelines. Both tools exploit the same concept, but Gantt chart apps for Jira are typically more feature-packed.
The Gantt chart is a universal tool. Teams can work in an agile, waterfall, or hybrid-style with modern Gantt chart software. Senior management, PMOs, and teams can virtually keep all of their work within a Gantt chart app and Jira. The tool is very scalable and equally applicable to the portfolio, large solution, program, and team levels, as per SAFe® guidelines.
Get your Gantt chart app from the Agile at Scale collection on the Marketplace.
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Which countries have the reputation for being the most ‘environmentally-friendly,’ and does the perception match the reality? Two recent articles in Foreign Policy (“A map of China by stereotype”, March 4) and The Atlantic (“‘Why is Pennsylvania so haunted?’: The U.S. according to autocomplete’) have revealed interesting insights on national stereotypes in the United States and China using Google and Baidu’s autocomplete functions. What if we used the same method to look globally at how Google users view countries’ environment, compared to how countries actually perform on environmental protection?
To determine ‘reality,’ we used the 2014 Environmental Performance Index (EPI) – a biennial ranking of how well countries perform on high-priority environmental issues. The EPI measures environmental issues like air and water quality, climate change and energy, forests, fisheries, and biodiversity and habitat protection.
The results are pretty interesting. In some cases, perceptions are not too surprising. For example, the word ‘bad’ appears in relation to China’s environment, although relatively speaking, China was not the world’s worst environmental performer, ranking 118th out of 178 countries on the 2014 EPI. Other results align with the EPI’s findings. Despite recent gains in biodiversity and water management, for instance, Madagascar’s environment is indeed fragile. The country ranked 127th out of 178 countries on biodiversity and habitat protection, which is worrisome considering that in the last decade scientists have discovered 600 new species on the less than 600,000 square kilometer island. For other nations, the EPI’s data runs counter to some widespread misconceptions. Despite ranking 24th out of 178 countries, Canada is nonetheless seen as “one of the worst abusers of the environment.”
Similarly, despite it’s associations with deforestation, Brazil emerged as one of the top performers in this area. Through a combination of surveillance technology and increased environmental law enforcement, deforestation levels fell 50 percent between 2003-2004 and 2010-2011. Protecting the Amazon remains a challenge, and droughts in 2005 and 2010, along with a recent spike in deforestation, have conservationists particularly worried. Still, for other countries struggling to reverse trends in forest loss, Brazil’s policies may offer a roadmap to sustainability. Comparing environmental indicators to common assumptions helps highlight these kinds of unexpected successes.
The map was created using Google Chrome’s incognito mode, to avoid biasing the results with previous search histories (we are environmental researchers, after all). To get the autocomplete suggestions, the phrase “why is [this country’s] environment” was entered into Google’s search box. For instance, typing “why is China’s environment” produced the result below.
If a search did not generate autocomplete results, the word “environment” was replaced with keywords from the EPI’s issue categories of water, air, climate change, forests, fisheries, and biodiversity. This is how we gleaned auto-complete results for Brazil.
If a search with these terms still did not generate any autocomplete results, the phrase “why is” and the country’s name went into the search bar, and the top environmentally-related term or search term was selected. For example, just typing in ‘why is Mexico’s’ prompted two references to the country’s water to come up as common search terms.
While using auto-complete as a “scientific method” has its caveats (e.g., we searched in English, which could be biasing the results with data from primarily English speakers), the autocomplete results highlight potential reputational challenges countries may face when striving to improve environmental performance. Individual buy-in is necessary to tackle many environmental challenges. For governments to reduce climate emissions, individual behavior changes like choosing public transportation over driving a gas-guzzling SUV can make an impact in the aggregate. However, if citizens feel that environmental conditions are out of line with what data might show, governments could find it challenging to reverse the loss of trust or negative reputational impacts that may result. We’ve seen first-hand evidence of this occurring in China, for example, whose netizens have expressed suspicions in official air quality statistics and have led to the government taking substantial measures, including a $277 billion plan, to tackle air pollution.
To explore the complete 2014 EPI results, visit www.epi.yale.edu.
This post was co-written with Amy Weinfurter, a Co-Editor-In-Cheif at SAGE Magazine, and a Research Assistant at the Yale Center for Environmental Law and Policy.
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Plan in place for Okanagan wine industry to reuse bottles
Ian Stuart, professor of supply chain management with UBC Okanagan's Faculty of Management, is working with the Okanagan Valley's wine industry to design and implement a business plan that reduces wineries' carbon footprint and saves them money by reusing wine bottles in the Valley.
"Right now the wine bottles we as consumers take back and get a dime for - they actually get smashed up and broken into pieces," says Stuart. "Some of them get used as landfill; some of them get shipped down to glass manufacturers where they get crushed further and made into new bottles - meaning there's still a lot of energy being consumed throughout that recycling process."
Stuart was approached last June by Michael Bartier, winemaker at Road 13 Winery in Oliver, and Stephen de Boer, a former wine-industry consultant, about the feasibility of a reuse system in the Okanagan. He says the reuse system is successfully operating in Canada with beer bottles, and it has found some success in areas in Europe with wine bottles. In other areas, such as California, it has found little success.
"We know the system can be done in Canada, because it works with beer bottles," says Stuart. "The question is: How do we replicate that system in our area with wine bottles? Well, we did a rough business plan and it turns out there are some very good advantages for trying the reuse system here, both financially and environmentally."
Working in the Okanagan's favour are the geographical proximity of its wineries, and access to a local bottle-washing facility, Mission Bottle Wash, which is the only private bottle-washing plant in Western Canada."
One of the main challenges is the fact that wine bottles, unlike most beer bottles, come in different shapes and sizes, so the collection, sorting and distribution of the various bottles could become costly. To solve this issue, the wineries would have to move collectively towards a standardized wine bottle.
By buying large quantities of standardized wine bottles, Stuart says, wineries will save money right from the start. As well, a new bottle costs anywhere from $.80 to $1.20, which is more than the cost of a reused wine bottle even after the estimated cost of collection and cleaning.
"It makes sense for three compelling reasons," says Bartier. "First, our local market is a large percentage of our sales, meaning that the glass physically does not travel far and does not need to travel far to be returned -- essentially this makes the logistics easier.
"Second, we have a globally unique situation in that people are already in the practice and mindset of returning their bottles -- this is by far the most difficult aspect of setting up a reuse system, and it is already done."
The third advantage, says Bartier, is the Okanagan region's existing infrastructure -- an existing glass-return system and an operating glass-washing facility in the Valley.
"There are some logistics to set up but the hard parts have already been done," he says.
The reuse initiative has been a topic of conversation amongst various wineries for years, and is being spearheaded by Bartier. So far, 40 wineries have agreed to work together by buying used wine bottles, washing them in Summerland and distributing them among themselves for reuse.
The next step will be to create a buying group that will purchase mass quantities of wine bottles, which will lead to the beginning of a standardization of wine bottles among the wineries. As well, committees of volunteers from the wine industry have been formed to look at issues such as the legal structure of the plan, and any technical issues surrounding the bottles themselves.
"The wineries that have expressed interest are quite enthusiastic about the idea," says Bartier. "There are some financial advantages to be gained by eliminating the waste stream and there is also a very important and legitimate story that could be used in the marketing of the wineries involved. And, certainly not least, this is the right thing to do aside from the business advantages."
"It is a fascinating project -- one that has green and sustainable written all over it," says Stuart. "Eventually the system will have to be owned and operated by the wineries to make sense and have any kind of lasting effect. But I jumped at the chance to be involved - it's a really interesting idea, and one that could work in our region."
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Fact or Fiction:
Myths about period cookery
Myth: In the Middle Ages, they used spices to cover up the flavor
of spoiled meat.
While it is true that medieval cooks used a wider variety of
spices in meat dishes than the modern palate is accustomed to, there is
no evidence that this was ever done to cover up the taste of spoiled meat.
It is more likely that spices were used to vary what would otherwise be
a fairly monotonous diet, especially in the winter. Using a variety
of spices was also a way to show how wealthy you were; spices were an expensive
luxury item, and would not have been common in a peasant's diet.
Another factor that may contribute to the "spoiled meat" myth is that,
since we are all accustomed to modern refrigeration, we can't imagine how
people would preserve meat without one. Since they didn't have refrigerators,
their meat must have spoiled within a day or two, right?
Well, actually, they had several methods of preserving meats and other
foods. It could be salted, dried, pickled in brine or vinegar, and,
if the winter was cold enough, frozen. It might even have been sealed
inside a hard pastry crust that would keep out the air and preserve the
meat from spoiling that way. And of course, they had the option of
butchering animals only as needed. So while they might not have always
had fresh meat as we think of it, they didn't have to eat meat that was
However, meats that were preserved by salting or drying would suffer
some loss of flavor. Salted meat would generally have to be soaked
or rinsed in water for a time to remove at least some of the salt.
Dried meats would also tend to suffer from a loss of flavor. Spices
were used to restore some of the lost flavor.
Myth: It's very expensive to cook period feasts.
It might appear that way at first. But there are several
important things to keep in mind.
First, period feast menus generally contain a lot of meats, and especially
a lot of game meats that would be prohibitively expensive for a modern
cook to use. But while the menu for a single course might contain
twenty different meats, remember that each guest was not expected to have
a serving of each dish. Instead, you might have portions of a few
favorites, remembering that there were more courses to come.
Also, keep in mind that the game meats that would be so expensive for us
to obtain were commonly available to period cooks. Being as thrifty
as any modern cook, they would use what was available and inexpensive.
Perhaps an alternative would be to serve mostly beef, pork and chicken
(meats that are available and affordable for modern cooks), with small
amounts of rabbit, quail, or venison so that people can get a taste of
what would have been on a period table.
Second, cooks in the Middle Ages and Renaissance had no choice but to use
whatever foods were seasonally available. However, modern cooks trying
to emulate them often forget that fruits and vegetables have seasons.
After all, we can walk into a grocery store any day of the year and expect
to find oranges, apples, melons, asparagus, and strawberries. But
keep in mind that foods that are in season are usually a lot cheaper.
As an example, asparagus can be found for as little as $.99/lb in the spring;
but if you put it on your menu for a fall harvest feast, be prepared to
spend three or four times that amount per pound. So you can save
a substantial amount of money by sticking to foods appropriate to the season.
Finally, people often think that the amount and number of spices that are
used will increase the cost of a period feast. Now, it's true that
if you go out and buy the spices in those fancy glass jars, you'll be paying
$3-$6 for a whole jar of a spice, when you're only going to end up using
a tablespoon of the stuff. So here's Arwen's favorite money-saving
tip for cooks: Buy your spices in bulk at a local health food store
(Wild Oats, for example), or your local food co-op, if you're fortunate
enough to have access to one. That way, you buy only the amount you
need, and you're not paying for the glass jar. You can generally
buy all the spices you need for a feast for 100 for well under $5.
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Pancreatic cancer begins in the tissues of your pancreas — an organ in your abdomen that lies horizontally behind the lower part of your stomach. Your pancreas secretes enzymes that aid digestion and hormones that help regulate the metabolism of sugars.
Pancreatic cancer often has a poor prognosis, even when diagnosed early. Pancreatic cancer typically spreads rapidly and is seldom detected in its early stages, which is a major reason why it's a leading cause of cancer death. Signs and symptoms may not appear until pancreatic cancer is quite advanced and complete surgical removal isn't possible.
Signs and symptoms of pancreatic cancer often don't occur until the disease is advanced. When signs and symptoms do appear, they may include:
- Upper abdominal pain that may radiate to your back
- Yellowing of your skin and the whites of your eyes (jaundice)
- Loss of appetite
- Weight loss
- Blood clots
When to see a doctor
See your doctor if you experience unexplained weight loss, abdominal pain, jaundice, or other signs and symptoms that bother you. Many diseases and conditions other than cancer may cause similar signs and symptoms, so your doctor may check for these conditions as well as for pancreatic cancer.
It's not clear what causes pancreatic cancer.
Understanding your pancreas
Your pancreas is about 6 inches (about 15 centimeters) long and looks something like a pear lying on its side. The pancreas secretes hormones, including insulin, to help your body process sugar in the foods you eat. And it produces digestive juices to help your body digest food.
How pancreatic cancer forms
Pancreatic cancer occurs when cells in your pancreas develop mutations in their DNA. These mutations cause cells to grow uncontrollably and to continue living after normal cells would die. These accumulating cells can form a tumor.
Most pancreatic cancer begins in the cells that line the ducts of the pancreas. This type of cancer is called pancreatic adenocarcinoma or pancreatic exocrine cancer.
Rarely, cancer can form in the hormone-producing cells of the pancreas. This type of cancer is called islet cell cancer or pancreatic endocrine cancer.
Factors that may increase your risk of pancreatic cancer include:
- African-American race
- Excess body weight
- Chronic inflammation of the pancreas (pancreatitis)
- Family history of genetic syndromes that can increase cancer risk, including a BRCA2 gene mutation, Lynch syndrome and familial atypical mole-malignant melanoma (FAMMM)
- Personal or family history of pancreatic cancer
As pancreatic cancer progresses, it can cause complications such as:
Jaundice. Pancreatic cancer that blocks the liver's bile duct can cause jaundice. Signs include yellow skin and eyes, dark-colored urine, and pale-colored stools.
Your doctor may recommend that a plastic or metal tube (stent) be placed inside the bile duct to hold it open. In some cases a bypass may be needed to create a new way for bile to flow from the liver to the intestines.
Pain. A growing tumor may press on nerves in your abdomen, causing pain that can become severe. Pain medications can help you feel more comfortable. Radiation therapy may help stop tumor growth temporarily to give you some relief.
In severe cases, your doctor may recommend a procedure to inject alcohol into the nerves that control pain in your abdomen (celiac plexus block). This procedure stops the nerves from sending pain signals to your brain.
Bowel obstruction. Pancreatic cancer that grows into or presses on the small intestine (duodenum) can block the flow of digested food from your stomach into your intestines.
Your doctor may recommend a tube (stent) be placed in your small intestine to hold it open. Or bypass surgery may be necessary to attach your stomach to a lower point in your intestines that isn't blocked by cancer.
Weight loss. A number of factors may cause weight loss in people with pancreatic cancer.
The cancer itself may cause weight loss. Nausea and vomiting caused by cancer treatments or a tumor pressing on your stomach may make it difficult to eat. Or your body may have difficulty properly processing nutrients from food because your pancreas isn't making enough digestive juices.
Pancreatic enzyme supplements may be recommended to aid in digestion. Try to maintain your weight by adding extra calories where you can and making mealtime as pleasant and relaxed as possible.
Start by seeing your family doctor or a general practitioner if you have any signs or symptoms that worry you. Your doctor may recommend tests and procedures to investigate your signs and symptoms. If your doctor determines you have pancreatic cancer, you may be referred to:
- A doctor who treats cancer (oncologist)
- A doctor who uses radiation to treat cancer (radiation oncologist)
- A surgeon who specializes in operations involving the digestive tract
- A doctor who diagnoses and treats digestive conditions (gastroenterologist)
Because appointments can be brief, and because there's often a lot of ground to cover, it's a good idea to be well prepared. Here's some information to help you get ready, and know what to expect from your doctor.
What you can do
- Be aware of any pre-appointment restrictions. At the time you make the appointment, be sure to ask if there's anything you need to do in advance, such as restrict your diet.
- Write down any symptoms you're experiencing, including any that may seem unrelated to the reason for which you scheduled the appointment.
- Write down key personal information, including any major stresses or recent life changes.
- Make a list of all medications, vitamins or supplements that you're taking.
- Consider taking a family member or friend along. Sometimes it can be difficult to remember all the information provided during an appointment. Someone who accompanies you may remember something that you missed or forgot.
- Write down questions to ask your doctor.
Your time with your doctor is limited, so preparing a list of questions will help you make the most of your time together. List your questions from most important to least important in case time runs out. For pancreatic cancer, some basic questions to ask your doctor include:
- Do I have pancreatic cancer?
- What is the stage of my cancer?
- Will I need additional tests?
- Can my cancer be cured?
- What are my treatment options?
- Can any treatment help me live longer?
- What are the potential risks of each treatment?
- Is there one treatment you feel is best for me?
- What advice would you give a friend or family member in my situation?
- I'm currently experiencing these signs and symptoms. What can be done to help me feel more comfortable?
- Should I see a specialist? What will that cost, and will my insurance cover it?
- Am I eligible for a clinical trial?
- Are there brochures or other printed material that I can take with me? What websites do you recommend?
In addition to the questions that you've prepared to ask your doctor, don't hesitate to ask other questions that occur to you during your appointment.
What to expect from your doctor
Your doctor is likely to ask you a number of questions. Being ready to answer them may allow more time to cover other points you want to address. Your doctor may ask:
- When did you first begin experiencing symptoms?
- Have your symptoms been continuous or occasional?
- How severe are your symptoms?
- What, if anything, seems to improve your symptoms?
- What, if anything, appears to worsen your symptoms?
Diagnosing pancreatic cancer
If your doctor suspects pancreatic cancer, you may have one or more of the following tests to diagnose the cancer:
- Imaging tests to create pictures of your internal organs. Imaging tests help your doctor visualize your internal organs, including your pancreas. Imaging tests used to diagnose pancreatic cancer include ultrasound, computerized tomography (CT) scan and magnetic resonance imaging (MRI).
- Using a scope to create ultrasound pictures of your pancreas. An endoscopic ultrasound (EUS) uses an ultrasound device to make images of your pancreas from inside your abdomen. The ultrasound device is passed through a thin, flexible tube (endoscope) down your esophagus and into your stomach in order to obtain the images. Your doctor may also collect a sample of cells (biopsy) during EUS.
Using a scope to inject dye into the pancreatic ducts. Endoscopic retrograde cholangiopancreatography (ERCP) uses a dye to highlight the bile ducts in your pancreas.
During ERCP, an endoscope is passed down your throat, through your stomach and into the upper part of your small intestine. A dye is then injected into the pancreatic and bile ducts through a small hollow tube (catheter) that's passed through the endoscope. Finally, X-rays are taken of the ducts.
A tissue or cell sample (biopsy) can be collected during ERCP.
Removing a tissue sample for testing (biopsy). A biopsy is a procedure to remove a small sample of tissue from the pancreas for examination under a microscope.
A biopsy sample can be obtained by inserting a needle through your skin and into your pancreas (fine-needle aspiration). Or it can be done using endoscopic ultrasound to guide special tools into your pancreas where a sample of cells can be obtained for testing.
Staging pancreatic cancer
Once a diagnosis of pancreatic cancer is confirmed, your doctor will work to determine the extent (stage) of the cancer. Your cancer's stage helps determine what treatments are available to you. In order to determine the stage of your pancreatic cancer, your doctor may recommend:
- Using a scope to see inside your body. Laparoscopy uses a lighted tube with a video camera to explore your pancreas and surrounding tissue. The surgeon passes the laparoscope through an incision in your abdomen. The camera on the end of the scope transmits video to a screen in the operating room. This allows your doctor to look for signs cancer has spread within your abdomen.
- Imaging tests. Imaging tests may include CT and MRI.
Blood test. Your doctor may test your blood for specific proteins (tumor markers) shed by pancreatic cancer cells.
One tumor marker test used in pancreatic cancer is called CA19-9. But the test isn't always reliable, and it isn't clear how best to use the CA19-9 test results. Some doctors measure your levels before, during and after treatment.
Stages of pancreatic cancer
Using information from staging tests, your doctor assigns your pancreatic cancer a stage. The stages of pancreatic cancer are:
- Stage I. Cancer is confined to the pancreas.
- Stage II. Cancer has spread beyond the pancreas to nearby tissues and organs and may have spread to the lymph nodes.
- Stage III. Cancer has spread beyond the pancreas to the major blood vessels around the pancreas and may have spread to the lymph nodes.
- Stage IV. Cancer has spread to distant sites beyond the pancreas, such as the liver, lungs and the lining that surrounds your abdominal organs (peritoneum).
Treatment for pancreatic cancer depends on the stage and location of the cancer as well as on your age, overall health and personal preferences.
The first goal of pancreatic cancer treatment is to eliminate the cancer, when possible. When that isn't an option, the focus may be on preventing the pancreatic cancer from growing or causing more harm.
When pancreatic cancer is advanced and treatments aren't likely to offer a benefit, your doctor will help to relieve symptoms and make you as comfortable as possible.
Surgery may be an option if your pancreatic cancer is confined to the pancreas. Operations used in people with pancreatic cancer include:
Surgery for tumors in the pancreatic head. If your pancreatic cancer is located in the head of the pancreas, you may consider an operation called a Whipple procedure (pancreatoduodenectomy).
The Whipple procedure involves removing the head of your pancreas, as well as a portion of your small intestine (duodenum), your gallbladder and part of your bile duct. Part of your stomach may be removed as well. Your surgeon reconnects the remaining parts of your pancreas, stomach and intestines to allow you to digest food.
Whipple surgery carries a risk of infection and bleeding. After the surgery, some people experience nausea and vomiting that can occur if the stomach has difficulty emptying (delayed gastric emptying).
Expect a long recovery after a Whipple procedure. You'll spend several days in the hospital and then recover for several weeks at home.
- Surgery for tumors in the pancreatic tail and body. Surgery to remove the tail of the pancreas or the tail and a small portion of the body is called distal pancreatectomy. Your surgeon may also remove your spleen. Surgery carries a risk of bleeding and infection.
Research shows pancreatic cancer surgery tends to cause fewer complications when done by experienced surgeons. Don't hesitate to ask about your surgeon's experience with pancreatic cancer surgery. If you have any doubts, get a second opinion.
Radiation therapy uses high-energy beams, such as X-rays, to destroy cancer cells. You may receive radiation treatments before or after cancer surgery, often in combination with chemotherapy. Or, your doctor may recommend a combination of radiation and chemotherapy treatments when your cancer can't be treated surgically.
Radiation therapy usually comes from a machine that moves around you, directing radiation to specific points on your body (external beam radiation). In specialized medical centers, radiation therapy may be delivered during surgery (intraoperative radiation).
Chemotherapy uses drugs to help kill cancer cells. Chemotherapy can be injected into a vein or taken orally. You may receive only one chemotherapy drug, or you may receive a combination of chemotherapy drugs.
Chemotherapy can also be combined with radiation therapy (chemoradiation). Chemoradiation is typically used to treat cancer that has spread beyond the pancreas, but only to nearby organs and not to distant regions of the body. This combination may also be used after surgery to reduce the risk that pancreatic cancer may recur.
In people with advanced pancreatic cancer, chemotherapy may be used alone or it may be combined with targeted drug therapy.
Targeted therapy uses drugs that attack specific abnormalities within cancer cells. The targeted drug erlotinib (Tarceva) blocks chemicals that signal cancer cells to grow and divide. Erlotinib is usually combined with chemotherapy for use in people with advanced pancreatic cancer.
Clinical trials are studies to test new forms of treatment, such as new drugs, new approaches to surgery or radiation treatments, and novel methods such as gene therapy. If the treatment being studied proves to be safer or more effective than are current treatments, it can become the new standard of care.
Clinical trials can't guarantee a cure, and they may have serious or unexpected side effects. On the other hand, cancer clinical trials are closely monitored to ensure they're conducted as safely as possible. And they offer access to treatments that wouldn't otherwise be available to you.
Talk to your doctor about what clinical trials might be appropriate for you.
No complementary or alternative treatments have been found to effectively treat pancreatic cancer.
But complementary and alternative medicine treatments may help with signs and symptoms you experience due to your cancer or cancer treatments. Talk to your doctor about your options.
Alternative treatments to help you cope with distress
People with cancer frequently experience distress. Some research suggests distress is more common in people with pancreatic cancer than it is in people with other types of cancer.
If you're distressed, you may have difficulty sleeping and find yourself constantly thinking about your cancer. You may feel angry or sad.
Discuss your feelings with your doctor. Specialists can help you sort through your feelings and help you devise strategies for coping. In some cases, medications may help.
Complementary and alternative therapies may also help you cope with distress. Examples include:
- Art therapy
- Music therapy
- Relaxation exercises
Talk to your doctor if you're interested in complementary and alternative treatments.
Learning you have a life-threatening illness can be devastating. Although there are no easy answers for people dealing with pancreatic cancer, some of the following suggestions may help:
Learn what you need to know about your cancer. Learn enough about your cancer to help you make decisions about your care. Ask your doctor about the details of your cancer and your treatment options. Ask about trusted sources of further information.
If you're doing your own research, good places to start include the National Cancer Institute and the Pancreatic Cancer Action Network.
- Assemble a support system. Ask your friends and family to form a support network for you. Your friends and family may feel helpless and uncertain after your diagnosis. Simple tasks that are helpful to you may give them comfort. And you may find relief in not having to worry about certain tasks. Think of things you want help with, such as meal preparation or transportation to appointments.
- Find someone to talk with. Although friends and family can be your best allies, in some cases they have difficulty coping with the shock of your diagnosis. In these cases, talking with a counselor, medical social worker, or a pastoral or religious counselor can be helpful. Ask your doctor for a referral.
- Connect with other cancer survivors. You may find comfort in talking with other cancer survivors. Cancer survivors can provide unique insight into your situation. Contact your local chapter of the American Cancer Society to find cancer support groups in your area. The Pancreatic Cancer Action Network can connect you with a pancreatic cancer survivor who can provide support by phone or email.
Consider hospice. Hospice care provides comfort and support to terminally ill people and their loved ones.
Hospice care allows family and friends — with the aid of nurses, social workers and trained volunteers — to care for and comfort a loved one at home or in hospice residences. It also provides emotional, social and spiritual support for people who are ill and those closest to them.
Although most people under hospice care remain in their own homes, the program is available in most places — including nursing homes and assisted living centers.
Although there's no proven way to prevent pancreatic cancer, you can take steps to reduce your risk, including:
- Stop smoking. If you smoke, stop. Talk to your doctor about strategies to help you stop, including support groups, medications and nicotine replacement therapy. If you don't smoke, don't start.
- Maintain a healthy weight. If you currently have a healthy weight, work to maintain it. If you need to lose weight, aim for a slow, steady weight loss — 1 or 2 pounds (0.5 or 1 kilogram) a week. Combine daily exercise with a diet rich in vegetables, fruit and whole grains with smaller portions to help you lose weight.
- Choose a healthy diet. A diet full of colorful fruits and vegetables and whole grains may help reduce your risk of cancer.
Nov. 22, 2014
- What you need to know about cancer of the pancreas. National Cancer Institute. http://www.cancer.gov/cancertopics/wyntk/pancreas. Accessed Aug. 27, 2013.
- Abeloff MD, et al. Abeloff's Clinical Oncology. 4th ed. Philadelphia, Pa.: Churchill Livingstone Elsevier; 2008. http://www.clinicalkey.com. Accessed Aug. 27, 2013.
- Pancreatic adenocarcinoma. Fort Washington, Pa.: National Comprehensive Cancer Network. http://www.nccn.org/professionals/physician_gls/f_guidelines.asp. Accessed Aug. 27, 2013.
- Tarceva (prescribing information). Farmingdale, N.Y.: OSI Pharmaceuticals Inc.; 2013. http://www.tarceva.com/patient/considering/index.jsp. Accessed Aug. 27, 2013.
- Clark KL, et al. Psychological distress in patients with pancreatic cancer — An understudied group. Psycho-Oncology. 2010;19:1313.
- Distress management. Fort Washington, Pa.: National Comprehensive Cancer Network. http://www.nccn.org/professionals/physician_gls/f_guidelines.asp. Accessed Aug. 27, 2013.
- Pancreatic SPOREs. National Cancer Institute. http://trp.cancer.gov/spores/pancreatic.htm. Accessed Aug. 27, 2013.
- EGRP-supported epidemiology consortia. National Cancer Institute. http://epi.grants.cancer.gov/Consortia/single/pacgene.html. Accessed Aug. 27, 2013.
- Gastrointestinal genetic epidemiology — Gloria M. Petersen. Mayo Clinic. http://mayoresearch.mayo.edu/petersen_lab/index.cfm. Accessed Aug. 27, 2013.
- Shimosegawa T, et al. International consensus diagnostic criteria for autoimmune pancreatitis: Guidelines of the International Association of Pancreatology. Pancreas. 2011;40:352.
- Sugumar A, et al. Distinguishing pancreatic cancer from autoimmune pancreatitis. Current Gastroenterology Reports. 2010;12:91.
- Kendrick ML, et al. Total laparoscopic pancreaticoduodenectomy. Archives of Surgery. 2010;145:19.
- Townsend CM Jr, et al. Sabiston Textbook of Surgery: The Biological Basis of Modern Surgical Practice. 19th ed. Philadelphia, Pa.: Saunders Elsevier; 2012. https://www.clinicalkey.com. Accessed Aug. 27, 2013.
- Golden AK. Decision Support System. Mayo Clinic, Rochester, Minn. July 12, 2013.
- Estimated number of new cancer cases and deaths by sex, US, 2013. American Cancer Society. http://www.cancer.org/research/cancerfactsstatistics/cancerfactsfigures2013/index. Accessed Sept. 4, 2013.
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Based on material by Carlos Scheidegger and Kevin Sun
HTML specifies the content of a web page, but plain HTML says relatively little about how the content looks. This is where CSS comes in. CSS stands for Cascading Style Sheets: they are external declarations that control the way your elements will get rendered by a web browser. A full discussion of CSS syntax is, as usual, given at the MDN CSS website; we show the very basics here.
A stylesheet will usually consist of a list of CSS rules that are inserted in
<style> elements in the HTML header,
<head>. A single CSS rule associates a CSS selector with a set of CSS declarations.
More important than styling, however, are the rules on how we identify elements in the dom, the selectors.
CSS Element Selectors
Let’s look at a very simple CSS rule:See output in new page.
In this rule,
strong is the element selector, and each line inside the curly brackets is a declaration.
Roughly, the way this goes is: for every DOM element with tag name strong, make its background color brown, and its font size 150% of the base size.
CSS rules are applied in order that they appear in the document, and if more than one rule matches the element, then they both apply (there is more nuance than this, but for now that’s OK). For instance, the example below is entirely equivalent to the above:See output in new page.
CSS Class Selectors
CSS selectors can be much more powerful than selecting on element names. For example, we can create user-defined “classes” of styles. Classes allow us to define certain elements to be of a specific type that is then formatted consistently. Here is an example with “important” text and a “footnote”. Both are in a
<div>, but they have different semantics, and we also want to display them differently.
Class selectors are identified by a leading period
.important in CSS.
Note that we can also apply multiple classes to a single element, as you can see in the important footnote.
CSS ID Selectors
ID selectors work similar to class selectors, but IDs may only be used once for an element in the DOM (as is often the case in HTML, this isn’t enforced by the browser, but you SHOULD definitely do it). ID selectors are identified by a leading hashtag/number/pound sign
#header. You can use IDs as “anchors” to refer to a site by appending
#idname to the URL. For example, following this link (
#css-id-selectors) will scroll your browser to this section.
But you can also use IDs to apply custom styles in CSS:See output in new page.
You can also use the combination of IDs and CSS to create layouts of a page:See output in new page.
However, nowadays, you should use CSS Grid Layouts to lay out a potentially responsive web page.
CSS Relationship Selectors
CSS selectors let you match elements based on their relationship with other elements. While I will simply refer you to the MDN Selectors webpage for the full reference, I want to highlight two particularly important ones: the child selector and the descendant selector.
The child selector matches every time an element is directly enclosed by a different element. For example, consider the following rule involving the child selector:See output in new page.
Multiple Rules in CSS
When more than one CSS rule matches, then different CSS declarations might conflict with one another. In that case, “the most specific declaration wins”. The rules for what counts as more specific are really disgusting, so if you find yourself debugging CSS code because the styles “don’t take”, the first thing you should try is to set completely different classes for the element and add all the declarations to this class. Then, with help from the Developer Tools, you can add classes back to your element to see which declarations might be winning the specificity race. In order to avoid this kind of trouble, it’s better to stick to simple declarations as much as possible.
Try editing CSS directly in the inspector!
Pseudo ClassesSee output in new page.
Other ways of declaring CSS
You can provide CSS stylesheets as an external file. This is very useful when you want to share CSS rules across many different documents. In that case, you include the following element in your
<link rel="stylesheet" href="style.css"/>
In this case, style.css should be an additional file that consists entirely of CSS rules.
Finally, you can place CSS declarations directly inside an element. You do this using the style attribute, which most HTML elements support. For example, if you have this CSS rule:See output in new page.
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Your circular journey starts here
A circular economy seeks to move beyond fashion’s
linear model of take, make and waste to close the loop!
Why the fashion industry has to change
Thanks to fast fashion’s linear model of take, make and waste the fashion industry earned itself the award of the second biggest polluter on our planet, only beat by the oil industry. But don’t worry, there’s an alternative: the circular economy.
140 million kilo’s of clothing is burned each year
It takes an average of 8.000 litres of water to produce one pair of jeans
50 per cent of fast fashion pieces are disposed of within a year
We consume 400 per cent more clothing today versus 20 years ago
The average garment is only worn seven times before it gets thrown out
Around 5% of total CO2 emissions come from the fashion industry
Cotton accounts for 35% of the world’s insecticide and pesticide use
We can do something about it
The circular economy closes the loop by designing out waste and minimising environmental impacts. Sounds abstract? Simply start your sustainable journey with day to day changes like purchasing circular denim and become the sustainable champ you set out to be.
By being part of the circular economy you are creating a world where waste will be reused. At the moment our jeans consist of between 23% – 40% post consumer recycled denim. The recycling process saves resources but is more expensive than the production of virgin cotton. The reason for that is that we pay the actual costs of our products, rather than taking short cuts on the backs of others or our planet.
Zero Impact Jeans
We said goodbye to the old and dirty techniques. We eliminated PP spray, use cradle to cradle indigo dye and our factory recycles 95% of its water through reverse osmosis. Oh, also our papertags are C2C certified. Hence your future jeans won’t leave any ecological footprint but instead help you collect karma points. – You’re welcome.
We learned that if something is surprisingly cheap, someone else, somewhere in the world pays for it. That’s why we keep our supply chain short and count our suppliers as our friends rather than business acquaintances. We are proud to say the denim experts in the factories sew and stitch with a smile on their face and earn living wages. See it for yourself here.
6 Collections a year? No thank you. Our styles are made to stay. By buying our high quality jeans you’re officially entering the Slow Fashion movement which not only means that we don’t throw out our leftovers every two months but also that you’ll be able to buy that perfect pair of jeans you found again and again. Buy less, buy well and make it last!
Lease a Jeans
Feel your commitment issues flaring up when shopping? No need to worry, if you’re not ready for the responsibility of full ownership of your jeans, we’ve got your back. Lease our jeans and we stay responsible for the raw materials and promise to deal with them responsibly when you’re done using your denim. It’s simply access over ownership.
Organic & Vegan
At MUD Jeans we have a holistic approach to caring. We care about the environment, the people and also the animals of this planet, that’s why our jeans consist of recycled & organic cotton and we use paint instead of leather patches. No animals, plants or people were harmed during the production of our jeans – pinky promise.
We like to take care of you as much as of our denim, that’s why you can always holler at us on our live chat, we repair your jeans for free in case they tear or a zipper or button and we do monthly educational calls with students to chat about the circular economy, a sustainable lifestyle and the concept behind Lease A Jeans.
Send Old Jeans
Dig up those unworn jeans out of the back of your closet and send them our way. You’ll get €10,- off your purchase or a month free lease and we’ll recycle them into new, cool denim. Disclaimer: We know your quality standards are as high as ours that’s why the old jeans need to consist of at least 96% cotton so we can keep the materials pure and the quality on point.
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One of the mysteries of the English language finally explained.
A spectroscopic method of locating electrons within the molecules of a paramagnetic substance.
- ‘The effects on lipid dynamics have been investigated by spin-label electron spin resonance spectroscopy.’
- ‘From radiocarbon to luminescence, uranium-series and electron spin resonance, the results were the same.’
- ‘Models for the helical structure have been developed based on NMR, electron spin resonance, infrared, and circular dichroism data, as well as computer simulations.’
- ‘This domain size range is from two to three orders of magnitude larger than that estimated from electron spin resonance and fluorescence spectroscopy experiments and from modeling.’
- ‘Spectroscopic methods as NMR and electron spin resonance considered thereafter are sensitive to short-range interactions and appropriate to the measurement of the molecular order and dynamics.’
Top tips for CV writingRead more
In this article we explore how to impress employers with a spot-on CV.
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Sunset Crater Volcano National Monument was proclaimed on May 26, 1930, and was put under the management of the Forest Service before being transferred to the National Park Service on August 10, 1933. The park sits on 3,040 acres of land and is located in the north-central part of the U.S. state of Arizona.
The park was created to protect Sunset Crater which is a cinder cone that lies in the San Francisco Volcanic Field. This volcanic cinder cone (and its summit crater) were formed through a series of eruptions that occurred between AD 1040 and AD 1100.
One of the other unique attractions of the volcanic cinder cone, besides its majestic presence, is the beautiful color on the top half that looks like a sunset. In as much as there is a self-guided loop trail that is about one mile long from the base of the volcanic cinder cone, hiking to the summit is not allowed.
This restriction was as a result of excessive erosion that was caused by hikers and has therefore been closed since 1973. That said, visitors can still hike on other areas of the park and along specific trails. Additionally, visitors can enjoy other recreational activities like camping and interpretive programs.
Some of the facilities available for guests to the park include a picnic area, campground, visitor center, restrooms, self-guided trail, and museum. The visitor center is situated close to the park’s entrance, which is approximately 15 miles north of Flagstaff, Arizona, along U.S. Highway 89.
Dogs are definitely allowed into Sunset Crater Volcano National Monument, but there are some restrictions as you would expect. First, dogs should always remain leashed or in a secure enclosure. It is also important to mention that dogs are not allowed into the visitor center and into other park buildings.
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My students need 40 copies of the historical novel "Black Ships Before Troy" to bring history alive in my classroom.
Help us bring the Trojan War to life! The Black Ships Before Troy is an attention grabbing novel that truly brings the rich history of the Ancient Greeks into the classroom. Students dive into this book, and are disappointed when it's over!
The students at our school are fantastic, and are all over the spectrum.
The kids come from a variety of backgrounds, and the diversity creates an active, energetic classroom. They love activities that get them thinking and talking, and the book I'm proposing would do just that! These kids would absolutely love to have more resources (or even enough for our growing classrooms) so that each student could become engrossed in Ancient Greece.
There is no doubt that literacy is a major focus in every classroom today. As a social studies teacher, rarely do I have the opportunity to offer the students an incredibly entertaining version (text) of historical events that they absolutely love. The Black Ships Before Troy is an age-appropriate summary of The Iliad, and is full of action. This story gives students a great introduction to the Greek Gods, while also integrating the history of Ancient Greece and the Trojan War. I can say that this story engaged every student in my classroom. It has war, blood, revenge, love and HISTORY. Even my squirmiest students loved this book.
This story is the perfect marriage of historical events coupled with a gripping, face-paced story line.
This story had all of my students coming to class ready to learn. They absorbed historical facts, but also developed a perspective for how the Greek Gods factored into every day life. The themes in this story (greed, power, revenge) stimulated fantastic debates and discussions. My kids were learning history, and possibly enjoying the process!Read More
You donate directly to the teacher or project you care about and see where every dollar you give goes.
Expand the "Where your donation goes" section below to see exactly what Mrs. Carney is requesting.See our finances
|Black Ships Before Troy • AKJ Books||$5.10||40||$204.00|
Our team works hard to negotiate the best pricing and selections available.View complete list Show less
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Published on August 26th, 2013 | by Guest Contributor12
US Wastes 61–86% Of Its Energy
August 26th, 2013 by Guest Contributor
Originally published on Outlier, Opower’s blog.
by Barry Fischer, Opower’s head writer
Put another way, more than half (i.e. 61%) of the energy that flows through our economy is ultimately wasted.
The predominance of inefficiency is conveyed by the energy-flow diagram below: it shows the country’s energy fuel inputs (e.g. coal, natural gas) on the left side, and end-use energy consumption (e.g. residential, industrial, transportation) on the right side.
Of the 95.1 quadrillion British Thermal Units (known as “quads”) of raw energy inputs that flowed into the US economy in 2012, only 37.0 quads were constructively used at the end of the day (as “energy services”). The other 58.1 quads were, in essence, wasted. This waste, summarized in the top right of the diagram, is euphemistically classified as “rejected energy.”
As has been the case for decades, most of the economy’s energy waste stems from electricity generation (because most power plants are relatively inefficient) and the transportation sector (internal-combustion vehicles are also notoriously inefficient, but they are getting better).
One should not expect any economy, power plant, or car to be 100% efficient. Indeed, the Second Law of Thermodynamics tells us that achieving perfect thermal efficiency is as possible as unscrambling an egg. But 39% efficiency? It certainly leaves some major room for improvement.
And some experts argue that even 39% efficiency is painting a rosy picture: defining energy as the “capacity to do useful work” (rather than strictly as a commodity measured by its energy content), physicist Robert Ayres and his colleagues estimate that the true energy efficiency of the US economy is closer to 14%.
So how does Lawrence Livermore National Laboratory’s 2012 energy flow analysis compare to its analyses in recent years? Strikingly, their findings suggest that 2012 was the most energy-wasteful year in more than a decade (and the third most profligate year since LLNL began producing these studies in the 1970s). By LLNL’s historical calculations, the amount of energy wasted annually has hovered between 50-58% during the last ten years. But in 2012, their waste calculation shot up to 61%.
Why? AJ Simon, a senior researcher at LLNL who leads the energy flow studies, told Opower that the increased waste number stems in part from updated assumptions about the end-use efficiency of vehicles and household appliances. Specifically, a pair of recent analyses of overall energy consumption in the transportation and residential sectors prompted LLNL to adopt more realistic engineering estimates for 2012.
Simon’s team now estimates that US cars, trains, planes and the like are on average 21% efficient (rather than 25%, as previously surmised) and US household energy uses like heating, cooling, and lighting are on average 65% efficient (rather than 80%). Holistically, these estimates may yet still be overly optimistic, in that they don’t reflect behavior-related energy inefficiencies, such as over-drying one’s clothes or leaving the A/C running in an unoccupied house.
Feeling nostalgic for a time when the US economy used more energy than it wasted? You’ll have to go back to 1970, in the days when LLNL’s diagrams weren’t so colorful. In that year (which also featured the first Earth Day celebration), the country eked out a slightly better than 50% efficiency performance, wherein 31.1 quads of “useful energy” eclipsed 30.6 quads of “rejected energy.”
Since 1970, however, the substantial growth in energy use for electricity and transportation — sectors that, as mentioned above, are historically poor at turning fuel into work — has caused energy waste to gradually prevail over energy productivity.
Fortunately, though, the nation is seeing a promising wave of technological advances, utility-sector innovation, behavioral science approaches, and policy breakthroughs that are helping to make energy productivity not just a serendipitous achievement in 1970, but an enduring reality for the decades ahead.
Follow @OpowerOutlier on Twitter
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Spotted Hyena Facts and Information
Introduction to Spotted Hyena
The Spotted Hyena is often called the Laughing Hyena due to the sounds it makes that are so similar to a human laugh. These animals are often not given much credit for their contribution to the ecosystem. They are the subject of many forms of myths and folk tales throughout cultures around the world.
Spotted Hyena Description
The body of the Spotted Hyena is long and slender. They are brown in color with black spots and a long tail. They are very similar in the looks of their face to wild canines. They have sharp teeth and when they move their lips they often look like they are smiling which further adds to the image that they are laughing. They have a very good sense of hearing and excellent vision.
|Conservation status||Least Concern|
Spotted Hyena Distribution
The Spotted Hyena has a big location where it is able to live around Africa, specially Sub-Saharan Africa. They tend to stick around areas of water. They know that is where they will have the best chance of being able to find enough food for survival. Due to the demise of their open range though their habitat has increasingly overlapped creating tensions.
Spotted Hyena Behavior
One of the biggest battles out there for the Spotted Hyena has to do with the Lions. They tend to fight endlessly over food and territory. They live in clans that can have up to 80 members. The females are the leaders over those clans. There is a great deal of socialization and hierarchy in place in these clans.
Spotted Hyena Feeding
The Spotted Hyena is a carnivore and they will hunt as well as consume food that has been left by other predators. They often consume what others left behind because they have teeth that allow it to be able to get through bones and other tough materials that those other hunters had to leave behind. They also have a digestive system that enables them to consume food that has been left rotting in the hot sun.
They are very skilled when it comes to hunting for their own resources of food. They will get several members to confuse the herd while others are focused on the target of prey that they plan to take down. This is how they often get wildebeest, impala, zebra and antelope. They can also hunt on their own for rodents, reptiles, birds, and insects.
One of the elements of the Spotted Hyena that make people uneasy is that they are said to consume humans. There are no records of them every actively hunting them. However, some cultures including those of people in Kenya and Maasai will leave the bodies of their dead for them to consume. They will kill livestock and they are bold in their efforts of raiding food supply locations of villagers.
Spotted Hyena Reproduction
Mating can occur for the Spotted Hyena during any time of the year. As long as they have habitat and food they will do so. When those basic needs are being hard to find then they will be less likely to do so. Most of the births do occur during the wet seasons though. The males in a clan may become very aggressive in an effort to be able to get the approval of a female for mating with her.
After mating has occurred the gestation period is about 110 days. The females will find an abandoned den where they can call home in the weeks before they give birth. It isn’t uncommon for several females and their young to all be found in the same den. She may have from 2 to 4 per litter. They can live up to 25 years in the wild.
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Preventing Excessive Gestational Weight Gain and Postpartum Weight Retention.
V O’Dwyer, F McAuliffe.
National Maternity Hospital, Holles street, Dublin 2.
Pregnancy and the postpartum period are unique opportunities to promote healthy lifestyle choices including a healthy diet and regular exercise. This is especially important for those who are overweight or obese. Women are weighed at their first antenatal visit and body mass index (BMI) calculated, but not all hospitals routinely weigh women throughout pregnancy. A qualitative Dublin study examined experiences of routine weighing during antenatal care. This study found that women expected to be weighed during pregnancy and postpartum. The benefits of this included providing reassurance and minimising postpartum weight retention. Furthermore, women were eager to receive more information about healthy lifestyle interventions and gestational weight gain (GWG) from healthcare professionals1. It has been shown that women with a BMI ≥ 25kg/m2 make food choices and physical activity behavioural choices based on a number of factors including social support, food modelling, social facilitation and obesogenic environment. They will also make positive choices in an effort to achieve a good pregnancy outcome2. Gestational weight gain guidelines were published by the Institute of Medicine in 2009. These recommendations are based on BMI at the first antenatal visit. They suggest lower GWG for women who are overweight and obese compared with those with a normal BMI prior to pregnancy. However, it has been shown that obese women are more likely to exceed their recommended GWG of 5-9kg compared with those with a normal BMI, whose recommended GWG is 12.5-18kg3. A systematic review showed that low educational attainment was also likely to be associated with women gaining outside the Institute of Medicine recommendations for GWG. Thus it was suggested that healthcare providers should provide additional support to these pregnant women to reduce the gap in health inequalities between those of high and low socioeconomic status4.
Most pregnant women in Ireland are overweight based on their BMI at the first antenatal visit. In an Irish study of 10,524 mothers the mean postpartum BMI was 25.7 ± 5.4 kg/m2 and 16.8% of the women were obese. Postpartum maternal obesity levels were associated positively on univariable analyses with lower household income and earlier completion of full-time education. On multivariable analysis, maternal obesity was associated with increasing parity in lower income households suggesting the problem gets worse with each pregnancy5. So how do we prevent GWG and postpartum weight retention? A randomised control trial examining the effect of a low glycaemic index diet on pregnancy outcomes including gestational weight gain showed that women in the intervention arm gained significantly less weight in pregnancy (12.2 vs. 13.7kg; p=0.01).6 Furthermore, they continued this positive lifestyle intervention to three months postpartum. This resulted in greater weight loss from pre-pregnancy to three months postpartum than the control group (1.3 vs. 0.1 kg, p = 0.022)7. Encouraging a positive lifestyle change during pregnancy and postpartum requires a multidisciplinary approach including general practitioners, obstetricians and dieticians. But what is the best forum to deliver this support? A recent study has used positive lifestyle interventions in conjunction with web based technology in an effort to improve pregnancy outcomes for mother and baby by reducing the incidence of gestational diabetes mellitus.
The PEARS study, a randomised controlled trial in women with a BMI ≥25kg/m2 used a healthy lifestyle package including a motivational counselling session to encourage behaviour change, low glycaemic index, nutritional advice and daily physical activity prescription delivered before 18 weeks gestation, as well as a smart phone app to provide ongoing healthy lifestyle advice and support throughout pregnancy8. A recent cluster randomised controlled trial evaluated an internet based intervention in addition to standard weight loss management strategies to promote postpartum weight loss in low income women. The weight loss programme included a recommended calorie intake ranging from 1200 to 1800 calories per day based on study entry weight, with 300 additional calories for mothers who were breastfeeding. Exercise was gradually increased to 30 minutes or more on most days. There was an interactive web based strategy used over a 12-month period which provided weekly lessons with automated feedback, an online diary, a weight and physical activity tracker, videos, and a message board. Four weekly text messages notified participants of new website content and provided motivation and feedback. Advantages of this trial were its long duration compared with previous studies, and the interactive web based technology was available in English and Spanish. Limitations of the study were that pre-pregnancy weight was self-reported as was dietary intake during the study. Of the 371 participants those in the intervention arm lost more weight (0.9 vs 3.2kg) and were more likely to return to pre-pregnancy weight by increasing physical activity and decreasing calorie intake compared with the control group9.
Women who are overweight or obese are at increased risk of pregnancy complications including hypertensive disorders of pregnancy, gestational diabetes mellitus (GDM) and venous thromboembolism. They are also more likely to require pregnancy interventions such as induction of labour caesarean section. For those that develop gestational diabetes mellitus they are cared for by a multidisciplinary team and given advice regarding diet to ensure good glycaemic control. All women with GDM have a glucose tolerance test at 6 weeks postpartum to check for Type 2 diabetes. Even if this is normal these women are at increased risk of developing Type 2 diabetes within 10 years. A new clinic at the National Maternity Hospital has been set up to help women with a BMI >30kg/m2 and a history of GDM to lose weight prior to their next pregnancy. Women are seen by an obstetrician and an endocrinologist at this clinic. Interventions used include providing information about the benefits of weight loss and treatment options of a supervised diet and exercise regime or medications over a three month period. This will hopefully prevent pregnancy complications and interventions and improve their long term health.
The average woman is beginning pregnancy with a BMI in the overweight category. Retaining gestational weight gain will push some of these women into the obese BMI category. Obesity is associated with adverse health outcomes such as diabetes and cardiovascular disease. It is therefore important that women lose weight postpartum and return to their pre-pregnancy weight. Using diet and exercise interventions with the addition of web based tools can facilitate this positive lifestyle change and improve long-term health.
Vicky O’Dwyer, National Maternity Hospital, Holles street, Dublin 2.
Phone number: 016373100
1. O’Dwyer V, O’Toole F, Darcy S, Farah N, Kennelly MM, Turner MJ. Maternal obesity and gestational weight gain. J Obstet Gynaecol. 2013 Oct; 33(7): 671-4.
2. O’Brien EC, Alberdi G, McAuliffe FM. The influence of socioeconomic status on gestational weight gain: a systematic review. J Public Health (Oxf). 2017 Apr 7:1-15.
3. Turner MJ, Layte R. Obesity levels in a national cohort of women 9 months after delivery. Am J Obstet Gynecol. 2013 Aug;209(2):124.e1-7.
4. Allen-Walker V, Mullaney L, Turner MJ, Woodside JV, Holmes VA, McCartney DM, McKinley MC. How do women feel about being weighed during pregnancy? A qualitative exploration of the opinions and experiences of postnatal women. Midwifery. 2017 Jun; 49: 95-101.
5. Walsh JM, McGowan CA, Mahony R, Foley ME, McAuliffe FM.Low glycaemic index diet in pregnancy to prevent macrosomia (ROLO study): randomised controlled trial. BMJ 2012 Aug 30; 345: e5605.
6. Horan MK, McGowan CA, Gibney ER, Donnelly JM, McAuliffe FM. Maternal diet and weight at 3 months postpartum following a pregnancy intervention with a low glycaemic index diet: results from the ROLO randomised control trial. Nutrients. 2014 Jul 23; 6(7): 2946-55.
7. O’Brien OA, Lindsay KL, McCarthy M, McGloin AF, Kennelly M, Scully HA, McAuliffe FM. Influences on the food choices and physical activity behaviours of overweight and obese pregnant women: A qualitative study.
Midwifery. 2017 Apr; 47: 28-35.
8. Kennelly MA, Ainscough K, Lindsay K, Gibney E, Mc Carthy M, McAuliffe FM.
Pregnancy, exercise and nutrition research study with smart phone app support (Pears): Studyprotocol of a randomized controlled trial.
Contemp Clin Trials. 2016 Jan; 46: 92-9.
9. Phelan S, Hagobian T, Brannen A, Hatley KE, Schaffner A, Munoz-Christian K, Tate DF. Effect of an internet based program on weight loss for low-income postpartum women. Jama 2017; 317 (23): 2381-91.
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He died, and left the kingdom to his sons, who reigned with various fortunes, but were not long-lived, and left no offspring, so that Elidure was again advanced to the throne, and finished the course of his life in just and virtuous actions, receiving the name of the pious, from the love and admiration of his subjects.
Wordsworth has taken the story of Artegal and Elidure for the subject of a poem, which is No. 2 of “Poems founded on the Affections.”
After Elidure, the Chronicle names many kings, but none of special note, till we come to Lud, who greatly enlarged Trinovant, his capital, and surrounded it with a wall. He changed its name, bestowing upon it his own, so that henceforth it was called Lud’s town, afterwards London. Lud was buried by the gate of the city called after him Ludgate. He had two sons, but they were not old enough at the time of their father’s death to sustain the cares of government, and therefore their uncle, Caswallaun, or Cassibellaunus, succeeded to the kingdom. He was a brave and magnificent prince, so that his fame reached to distant countries.
About this time it happened (as is found in the Roman histories) that Julius Caesar, having subdued Gaul, came to the shore opposite Britain. And having resolved to add this island also to his conquests, he prepared ships and transported his army across the sea, to the mouth of the River Thames. Here he was met by Cassibellaun with all his forces, and a battle ensued, in which Nennius, the brother of Cassibellaun, engaged in single combat with Csesar. After several furious blows given and received, the sword of Caesar stuck so fast in the shield of Nennius that it could not be pulled out, and the combatants being separated by the intervention of the troops Nennius remained possessed of this trophy. At last, after the greater part of the day was spent, the Britons poured in so fast that Caesar was forced to retire to his camp and fleet. And finding it useless to continue the war any longer at that time, he returned to Gaul.
Shakspeare alludes to Cassibellaunus, in “Cymbeline”:
“The famed Cassibelan,
who was once at point
(O giglot fortune!) to master Caesar’s sword,
Made Lud’s town with rejoicing fires bright,
And Britons strut with courage.”
KYMBELINUS, OR CYMBELINE
Caesar, on a second invasion of the island, was more fortunate, and compelled the Britons to pay tribute. Cymbeline, the nephew of the king, was delivered to the Romans as a hostage for the faithful fulfilment of the treaty, and, being carried to Rome by Caesar, he was there brought up in the Roman arts and accomplishments. Being afterwards restored to his country, and placed on the throne, he was attached to the Romans, and continued through all his reign at peace with them. His sons, Guiderius and Arviragus, who made their appearance in Shakspeare’s play of “Cymbeline,” succeeded their father, and, refusing to pay tribute to the Romans, brought on another invasion. Guiderius was slain, but Arviragus afterward made terms with the Romans, and reigned prosperously many years.
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In 1970, millions of Americans joined together to clean up parks and learn how to become more energy efficient during the first Earth Day. This exciting event united us in our efforts and made us all want to do better for our planet – today, tomorrow and beyond. But the world has shifted since 1970.
In the years that followed, technology ushered in a massive revolution – smart devices can now control our entire home, electric cars are charging in our garages, and energy star appliances are the standard. Many of us even have the ability to harness the power of the sun by installing solar panels on our roofs to generate clean energy. This has led to a new era in innovation that has changed the face of efficiency, reducing our carbon footprint in ways we might not have thought possible 49 years ago.
Now, we are able to build energy efficient smart homes, utilizing automation schedules and rules, unprecedented levels of intelligence, a plethora of devices – and more specifically, smart thermostats. Thermostats have acted as training wheels for what would become a vastly more intelligent home. It provided many of us with our first ever taste of home energy control and automation. And while most of us have been focused on achieving greater efficiency through the thermostat, it isn’t necessarily the source of energy savings that we anticipated. In fact, research shows that the greening of the smart home isn’t about the thermostat at all.
Intelligence and Insight
It is true that our HVAC often accounts for almost half of our energy usage. And logically, if we had something that automated or made it easy to schedule setbacks, it should lend itself to increased energy savings. By all calculations, under the right circumstances, it can accomplish just that, saving up to 10% in energy consumption. But it isn’t automation scheduling or remote control of the thermostat that is helping us embrace a greener lifestyle – it’s insight.
In a very revealing study, the University of Michigan found that energy coaching saved participants (who used a smart thermostat without automation) 4.7% more energy. That isn’t very surprising when you consider that, without automation or insight, smart thermostats are little more than basic thermostats with a remote control.
However, what was surprising is what researchers discovered next. They learned that energy advising successfully saved 12.4% more energy for participants that were using Nest’s Auto-Schedule feature. That’s an energy savings of 7.7% more than those not using the Auto-Schedule feature.
How is that possible!?
Most autonomous learning schedules like Nest’s tries to learn our temperature preferences throughout the day, and then prepares a schedule to re-create the heating and cooling experience in the future. It’s not rocket science and it’s definitely not focused on efficiency. For instance, this type of autonomous solution could be very convenient, letting a house heat up when it assumes people are headed home from work. But if its assumptions are wrong (or even if they’re right) it could in fact be causing more energy consumption during periods of time that it was previously inactive. However, once a focus on energy is incorporated into a thermostat, it is an absolute game changer.
Energy advising goes so far beyond just automation, providing consumers with new insights into how and when energy is being used by an HVAC. In fact, the study showed the energy savings that participants achieved were due to an energy coach’s ability to:
- Help us understand how to balance energy savings and comfort
- Give insights on how to optimize scheduling for efficiency and convenience
- Make it easy to implement these more effective thermostat schedules
- Challenge our ideas on what an efficient lifestyle is
Apply that level of coaching and insight across the whole smart home and you will marvel at the efficiency you can achieve! Take Powerley Advisor, part of a larger home energy management and home automation platform. It goes beyond just informing us about energy use. Instead, it suggests insightful new ways to use our smart home and optimize our energy consumption. Alerts make it possible to monitor when there’s a sudden spike in energy, like our HVAC, or a sudden increase in our always-on energy use. And let’s not gloss over our energy score, which helps us understand the impact of our energy use across different facets of the entire home. For many of us, it is this type of guided insight which we have been sorely missing from our smart homes, and have all been waiting for!
More Insights Today for a Greener Tomorrow
Earth Day is a great reminder about how important it is to live greener lives. With more than 1 billion people worldwide now celebrating every year, this event has inspired many communities to organize and strive to make a difference.
But with such smart home innovation at our doorstep, we don’t have to go out and plant trees to participate in Earth Day (after all, in many places the ground is still frozen over), we can participate right at home by becoming more energy efficient.
On its own, smart thermostat has been known to save around 10% in energy consumption. Once insight from energy advising is applied, it has the potential to increase even more. Extend that across the whole smart home and your energy savings has the potential to go through the roof – creating the greener smart home we have all been imagining.
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Taos County New Mexico
The Taos County Clerk's Office is located at 105 Albright Street, Taos, NM 87571; phone: 575-737-6380.
Taos County has a multicultural history which is diverse and reaches back at least 8,000 years with evidence of pre-historic settlement sites through Spanish exploration and colonization. Taos is unique and distinct in the history of New Mexico and the United States. It is one of the longest continuously inhabited regions in the country. Rock art dating from the Archaic Period (5500 BC to 100 AD) to historical times is found along the Rio Bravo del Norte (Rio Grande) in Taos County. Around 1050 AD pueblos began to build in the Taos area; Pot Creek was built in the 1200s, and abandoned by 1350; and Taos Pueblo built around 1000-1450 is still occupied today. There were pit houses and pueblos in Talpa circa 1100-1300, and Picuris Pueblo is still in existence today. From 1500, ancestors of the Apaches and Navajos, plus Muoache Utes, traded, hunted, gathered and raided the pueblos.
Francisco Vasquez de Coronado and his expeditionary group explored parts of northern Mexico, New Mexico, Arizona, California, Texas, Oklahoma and Kansas. During these explorations Hernando de Alvarado visited and traveled through Taos in 1540. Don Juan de Onate, the head of the first Spanish settlements in New Mexico, sent a delegation, which included a priest, to Taos and Picuris Pueblos in 1598. In the records of Pedro de Castaneda, Taos Pueblo, the northernmost pueblo, was called Braba, later Valledolid. This was also recorded by Juan Velarde, secretary to Juan de Onate, and later changed to Taos by early Taos settlers, which is an approximation of Tiwa words Ta-o-ta "Red Willow Place" or Tua-Tah "Our Village". Comanche raids encouraged early Taos Pueblo peoples and Spanish settlers to work together for mutual protection. On September 9th of 1598, Fray Francisco Zamora was chosen and assumed his post as missionary to Taos and Picuris Pueblos.
In the early 1800s, French, American and Canadian trappers began trading in Taos County. On September 27, 1821, New Mexico became part of Mexico. In 1826, Padre Martinez was installed as Pastor of Taos and opened a school. In the same year, Kit Carson took up residence in the community. In 1842 Padre Martinez baptized Kit Carson into the Catholic faith and later married him to Josefa Jaramillo. During these years, Padre Martinez brought the first printing press to Taos and El Crepusculo became its first newspaper.
On August 22, 1846, General Kearney proclaims all of New Mexico, with its original boundaries, as part of the United States. When New Mexico was taken over by Kearney, there were only seven counties. The old Mexico scheme divided the province into three districts, northern, central, and southeastern. The counties were Taos, Rio Arriba, Santa Fe, San Miguel, Santa Ana, Bernalillo and Valencia. The Treaty of Guadalupe Hidalgo was signed in 1848. The Territorial Convention Council of October 10, 1848 was organized by the election of Antonio Jose Martinez of Taos County, as President. Members of the first district which included the counties of Taos and Rio Arriba, were Pablo Gallegos, George Gold, Antonio Jose Martinez, Vicente Martinez and Antonio Ortiz.
The founders of the artist's colony at Taos were Bert Phillips and Ernest L. Blumenschein, who arrived together in 1898. In 1915 the Taos Society of Artists was formed by Blumenschein and Phillips, joined by J. Sharp, Oscar Berninghas, E. Irving Couse, Victor Higgins, Walter Ufer and Kenneth Adams.
Alongside the art colony, there grew a colony of writers founded by Mabel Dodge Lujan, a wealthy New Yorker, who arrived in Taos in 1916. After marrying Tony Lujan from Taos Pueblo, she invited writers from around the world to her home. Among those who came were John Collier and D.H. Lawrence.
Just as all New Mexicans and other people in the United States, Taosenos had enjoyed the country's general prosperity in the 1920s; they fell victim to disastrous economic conditions during the 1930s, the decade of the Great Depression. Taos farmers and ranchers sold less and some lost their lands because of hard times. Most county villagers had earned wages through seasonal employment outside the community but that declined. Progress from Roosevelt's New Deal, the Work Process Administration (WPA) and the Civilian Conservation Corps (CCC) employed many Taos County residents and helped build many schools and commercial projects.
World War II recorded Taos County citizens as some of the first to see action for the U.S. in the Philippines. Acknowledged in 1941 as the best anti-aircraft regiment in the Army, the 200th Coast Artillery was the last organized resistance on Bataan to fight the Japanese. That any of the New Mexicans survived at all was a testament to their toughness and camaraderie. On April 9, 1942, at the surrender of Bataan to the Japanese army, they found themselves herded onto the road that history would call the "Death March." Years in prison camps, liberation, hospitalization and formally inactivated April 2, 1946, many returned home to live productive and useful lives.
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1Relating to or denoting a Middle Pleistocene glaciation in northern Europe, possibly corresponding to the Günz of the Alps.
- In the epochs before the Menapian, Elsterian, Saalian and Late Weichselian Glacials, there formed the permafrost zones, the depth of which could reach 450 m in the Estonian Monocline.
- Based on the paleomagnetic and palynological examinations the glacial deposits in Koñczyce profile are older than 750 ka BP and are likely to correspond to the Menapian.
- There is also a similarity to the majority of sponges in the Dutch / German border region that were deposited in glaciofluvial sediments during the Menapian.
1950s: from Latin Menapii, a people of northern Gaul in Roman times, + -ian.
For editors and proofreaders
Line breaks: Me¦nap|ian
Definition of Menapian in:
What do you find interesting about this word or phrase?
Comments that don't adhere to our Community Guidelines may be moderated or removed.
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The Limits of Confidentiality
The duty to report and to warn
By Clifton Mitchell
Q: Most therapists understand their responsibility to report child abuse, but what about statutory rape?
The laws defining statutory rape differ from state to state, the only similarity being in the structure of the definitions. Statutory rape laws are defined by the ages of the parties having sexual intercourse: there's a younger party who's between two particular ages, and an older party who's a number of years older, and they're having sex. When the age differences are deemed to be significant, states take away the younger party's legal right to consent. Thus, statutory rape is socially consenting sex between two parties, but because of age differences, the state has removed the younger party's right to consent.
Because the relationship between the parties is not a custodial-caretaker relationship, as is required for an act to be child abuse, most states have no statutory rape-reporting laws, and mental health professionals are usually not legally required to report. Unfortunately, there's little consistency among states regarding age differences. The situation is further complicated because, even though statutory rape is legally different from child abuse, some state's departments of children's services still take statutory rape reports. Whether or not statutory rape reports are accepted by child services differs considerably from state to state. For example, Florida and California have enacted mandatory statutory rape-reporting laws under certain circumstances. If you live in those states, you should study the circumstances for which you're required to report. As always, check your state's procedures before you act.
Q: What about the duty to report rape?
In most states, there's no duty to report rape unless it's in the context of child abuse. This is surprising to the public and mental health professionals alike. In cases of a rape by a stranger or in a dating relationship, the rights of confidentiality reside with the person who's been assaulted. Rape of children and other sexual behavior with children should be reported under child abuse laws. For example, in Tennessee, the department of children's services wants to be informed of all sexual behavior for children under age 13.
Q: What are your legal and/or ethical obligations when a 16-year-old female tells you she's having sexual intercourse with her 18-year-old boyfriend?
This is a consenting sexual relationship in a "romantic" context in virtually every state in the country, and there's no duty to report. We should be careful lest we become the sex police. Yet again, you should check with your state's laws for guidance and age differences. As noted, California and Florida may require reporting under certain circumstances.
Q: So what are your legal and/or ethical obligations when a 15-year-old female client reports that she's having intercourse with her 26-year-old boyfriend?
This is statutory rape by the laws of most states, but, technically, it could be argued that there's no duty to report. Ethical guidelines require that you report in accordance with the laws of your state and offer no specific guidance in such cases. However, Florida and California are the two states that would likely mandate reporting in this instance and, because of the age difference, most departments of children's services would take this type of case and work with attorneys to decide whether any law had been broken.
Q: What are your legal and/or ethical obligations when a 15-year-old female tells you she was date-raped by a 17-year-old male?
That's rape. Many people use the term "date rape," but I can find no unique laws addressing date rape. As noted, unless it's in the context of child abuse and thus occurs within a custodial-caretaker relationship, most states don't have mandatory rape-reporting laws. The rights of reporting in this case go to the client, and you should consult with the client about how she wants to proceed. Of course, it would be prudent to educate the client and provide support for revealing the information as she desires.
Q: What are your legal and/or ethical obligations when a 9-year-old male reports to you that his neighbor fondled his genitalia?
This is a clear case of child abuse. A neighbor would be considered to be in a custodial-caretaker relationship simply because of being close to the family. This isn't proper sexual behavior, and you should report it as child abuse to your local department of child services or child-protective services. Most states require reporting of sexual behavior of children regardless of context. When in doubt, consult with your local department of child services.
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Assessment is inextricably linked with learning and teaching, and its profile in British schools has never been higher. Recently the value and importance of formative assessment in supporting learning and teaching has also become widely recognised.
Although assessment is a prime concern of anyone involved in education it remains a highly complex field where much controversy and misunderstanding abounds.
This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences.
- प्रतिलिपि अधिकार:
- 2008 Sue Swaffield
Choosing a Book Format
EPUB is the standard publishing format used by many e-book readers including iBooks, Easy Reader, VoiceDream Reader, etc. This is the most popular and widely used format.
DAISY format is used by GoRead, Read2Go and most Kurzweil devices.
Audio (MP3) format is used by audio only devices, such as iPod.
Braille format is used by Braille output devices.
DAISY Audio format works on DAISY compatible players such as Victor Reader Stream.
Accessible Word format can be unzipped and opened in any tool that supports .docx files.
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Use these Biology and Ecosystems videos entitled Energy Flow and Material Cycles of Ecosystems to study how the flow of energy and materials in an ecosystem impacts the structure and function of that ecosystem. Study the trophic structure of an ecosystem: the food chain, food web, and trophic level. Discover examples of ecosystems, and explain the roles of producers, primary consumers, secondary consumers, and decomposers in the feeding structure of an ecosystem.
Learn about food chains, food webs, and trophic levels and discover how energy flows through an ecosystem. Use these 3 online educational video titles to understand the basic principles of an ecosystem's trophic structures and function, including food chains and webs, trophic levels, and the fictional relationship's between them. Study the flow of energy through an ecosystem. Examine the material cycles and the principles influencing the movement of materials through an ecosystem.
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Natural cures and home remedies for anemia empower people to better manage their health without relying on expensive medications, which may also feature harmful or annoying side effects. By using simple measures, like herbs and dietary adjustments, anemia can be safely managed and a person can, once again, enjoy optimal health. For a closer look at home remedies for anemia, it is important to first understand how this condition is developed.
Anemia is a deficiency of red blood cells, or more specifically, a deficiency of hemoglobin present in those cells. Since hemoglobin is responsible for delivering oxygen to all vital parts of the body, such as cells and organs, a person who is deficient in hemoglobin does not get enough life-giving oxygen in these areas.
Anemia exists as two main types, which are either primary or secondary. In primary types, anemia is the result of extreme blood loss from an accident, childbirth or internal bleeding from conditions such as an ulcer or bleeding hemorrhoids.
In secondary anemia, the cause is largely due to a nutritional deficiency, such as an iron deficiency or a person lacking proper amounts of folic acid, vitamin E, vitamin B6, vitamin B12 or vitamin C. Many times a person may believe they are eating a proper diet, but improper absorption of key nutrients can contribute to anemia.
Alcohol consumption and processed foods also create a high risk for a person developing anemia.
The symptoms of anemia include, but are not limited to:
- Decreased energy
- Agitated moods
- Digestive disorders
- Pale skin
- Irregular menstrual flow
- Sore mouth
Home Remedies for Anemia
The following are some of the best natural cures and home remedies for anemia:
- Red grapes
- Sunflower or pumpkin seeds
- Black strap molasses
- Black beans
- Pinto Beans
- Egg yolks
- Brewer’s Yeast
Beef liver is a good choice for treating iron deficient anemia, but only if the beef comes from a non-polluted, organically raised source. In humans and animals, the liver serves as a detoxifying system. Therefore, animals that have been fed foods that contain herbicides or who have been given antibiotics and hormones have residual waste stored in their liver, which transfer to a human when consumed.
Preparing foods in iron cookware can also be a helpful anemia home remedy. To further replenish missing nutrients, organic vitamins and supplements can be taken.
A person with an iron deficiency should also avoid coffee and tea since each disrupts the absorption of key nutrients. If tea is an enjoyable beverage for some, consider herbal teas such as dandelion, raspberry leaves or comfrey, all of which are also herbal home remedies for anemia. Other useful herbs are:
For pernicious anemia, caused by a vitamin B12 deficiency, injections may be necessary as oral supplements or foods high in B12 may not be properly absorbed.
Holistic health starts with a healthy, nutrient rich diet. Nutrient deficiencies, like iron deficiency, can contribute to feelings like fatigue, weakness, irritability; and can undermine healthy body initiatives. Adding supplements like iron can help keep your body on track without introducing harmful synthetics.
By balancing a nutritious diet, with proper rest and exercise, a person can reduce the risks of developing anemia or cure anemia if they have already developed the condition. It is important to regularly use home remedies for anemia even after the condition has been cured, as a healthy lifestyle must be consistently maintained over time to prevent future illnesses.
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Blue Light Blocker
What’s all the fuss about?
Light, what allows us to see, is much more complicated than what you might know.
All sources of light, from the sun to our phones, flashlights and headlights work by exposing our eyes to a variety of visible and invisible energy. What we see is called the Visible Light Spectrum. We will spare you most of the physics lessons, but a little is necessary. Visible light is composed of energy with wavelengths from roughly 380 – 700 nanometers.
Energy with shorter wavelengths are called Ultra-Violet (UV) and energy with longer wavelengths are known as Infra-Red (IR).
What Is Blue Light?
As we said, visible light is a large spectrum ranging from 380 – 700 nanometers. Blue light is a subsection of this ranging from 380 – 500 nanometers. This is the shortest wavelength of visible light, but has the highest energy levels. This is why Blue Light is sometimes referred to as “High Energy Visible” or HEV light.
Key Points About HEV
Like all energy, including UV, IR and Visible Light radiation, visible HEV — the portion of the visible light spectrum with the shortest wavelengths and highest energy — has both benefits and dangers.
Blue light is everywhere.
Sunlight is the main source of HEV, and being outdoors during daylight is where most of us get most of our exposure to it. But there are also many man-made, indoor sources of HEV, including fluorescent and LED lighting and flat-screen televisions.
Most notably, the display screens of computers, electronic notebooks, smartphones and other digital devices emit significant amounts of HEV. The amount of HEV light these devices emit is only a fraction of that emitted by the sun. But the amount of time people spend using these devices and the proximity of these screens to the user's face have many eye doctors and other health care professionals concerned about possible long-term effects of HEV on eye health.
The eye is not very good at blocking HEV.
Anterior structures of the adult human eye (the cornea and lens) are very effective at blocking UV rays from reaching the light-sensitive retina at the back of the eyeball. On the other hand, virtually all visible HEV passes through the cornea and lens and reaches the retina. Blue Light filters such as our unique Blue Blockers help keep the HEV from even getting to the eye.
What is so good about HEV?
HEV has many positive effects on the human body. It helps regulate the circadian rhythm. It slows the release of melatonin, therefore boosting alertness. It helps with memory and cognitive function as well as elevating mood. In fact many people with Seasonal Affective Disorder and other similar conditions, obtain relief with Light Therapy utilizing extra HEV exposure.
But too much of a GOOD thing can be BAD.
The amount of natural HEV we would get from spending 3 - 6 hours per day outside in the sunlight is probably optimal. Factor in the different quality from artificial sources (more on this later) as well as the increased exposure in our digital world and we can start to see negative effects.
Many people, especially children, spend significant amount of time looking at phones, tablets or watching LED TV’s before bed. At this time in the evening, the body’s circadian rhythm should be preparing itself for sleep. It starts to release extra melatonin, a natural relaxing/sleep hormone. Reduced melatonin production secondary HEV exposure is a significant factor in difficulty sleeping, or getting a restful night’s sleep. If you ever wonder why your kids are having trouble sleeping at night, consider the timing and amount of digital device time they get.
Poor quality and quantity of sleep also brings with it day time fatigue, increased risk of obesity, diabetes, heart disease and depression.
Additionally there is ongoing research about the effects of nighttime HEV exposure and certain types of cancers.
So why are digital devices so bad?
In addition to the timing and increased exposure already discussed, the quality of HEV is different between natural and artificial sources. Natural sunlight has it’s energy distributed rather evenly over the full range of visible light. Thomas Edison’s good old incandescent lightbulb is somewhat similar in it’s energy distribution to sunlight. LED lights from TV’s, phones, tablets, computers and compact fluorescent lightbulbs on the other hand are more vivid due to their uneven distribution. They tend to peak in certain areas with their largest peak around the 430 – 455 nanometer wavelength. This uneven distribution is unnatural to the human body and tends to highlight the bad properties of HEV, while minimizing the good.
How does all this affect my eyes?
HEV (as well as UV energy), being of higher energy, can be particularly damaging to the vital macular photoreceptors. As we stated earlier, much of the UV is blocked by the front structures of the eye. In addition, even clear eyeglass lenses block almost all UV from even getting to the eye. Even with this reduced penetration, we know that UV exposure is the 2nd strongest risk factor for Age Related Macular Degeneration (ARMD), behind only smoking. With the relatively short time that we have seen a proliferation of LED lights, it is too early to see the natural course on our eyes, however the potential to see a dramatic increase in the incidence and severity of ARMD certainly exists. Early laboratory studies are proving this to be true.
In fact, studies are showing that the most damaging wavelength of light to the retina, centers just around 445 nanometers, which if you recall is the greatest peak in wavelength of LED devices. Our Blue Blockers lenses filter this specific wavelength.
Although more research is needed to determine how much natural and man-made HEV is "too much blue light" for the retina, many eye care providers are concerned that the added HEV exposure from computer screens, smartphones and other digital devices might increase a person's risk of macular degeneration later in life.
Blue light also contributes to digital eye strain.
Because short-wavelength, high energy blue light scatters more easily than other visible light, it is not as easily focused. When you're looking at computer screens and other digital devices that emit significant amounts of blue light, this unfocused visual "noise" reduces contrast and can contribute to digital eye strain.
Research has shown that lenses that block blue light with wavelengths less than 450 nanometers increase contrast significantly. Our Blue Blockers can easily reduce this strain and increase contrast.
So what can be done to protect yourself
Reducing your amount of exposure to HEV emitting sources is certainly the key to help protect yourself from the harmful effects. Especially important are the artificial sources discussed. This can be achieved in a number of ways.
Reduced screen time: Easy in concept but not always in reality. A good recommendation on the amount of screen time is around 2 hours a day at a maximum. Furthermore, it is advisable to break that up to no more than 30 minutes at a time. This can significantly increase your contrast and reduce eyestrain and the potential damaging affects to the retina. In addition, avoid exposure in the few hours before bedtime for improved sleep patterns.
Physical device filters: A number of manufacturers make filters that attach directly to your devices. These filter out the harmful HEV, while allowing other light to pass to your eyes. In addition to protecting your eyes, they can also protect your screen from scratches and other damage.
Software filters: For smartphones and tablets, there are a number of apps that will filter out the more intense HEV. These serve not only to protect your eyes, but also increase contrast and help lessen the negative effects on Circadian rhythm.
Eyeglass lenses: HEV filters are becoming increasing common on eyeglass lenses. Applied as a coating much the same way as Anti-Reflective or UV coatings are, these lenses will then filter out the excessive HEV, helping to reduce the negative impacts from increased exposure. These can be used as single vision lenses or in progressive lenses. Lenses with no prescription, but with a HEV filter are even commonly worn by people who either do not need a prescription or to be worn over contacts. At Payne Glasses, we make protecting yourself from damaging HEV a very affordable option with our unique Blue Blocker technology.
From the beginning of human history, we have always been exposed to HEV. Over the past decade, advancements in technology have had a tremendous impact on our daily lives. Daily tasks are easier and we are able to work more efficiently, however there are some negative consequences of this technology. One of these is the increased exposure to HEV. With that can come sleep problems, obesity, depression, vascular disease and certainly increased risk of ocular problems, most significantly ARMD. Following the simple guidelines above, complete with Blue Blocker lenses from Payne Glasses, can have both an immediate and long lasting impact in quality of life for many people.
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Actinopterygii (ray-finned fishes) > Scorpaeniformes
(Scorpionfishes and flatheads) > Tetrarogidae
Etymology: Paracentropogon: Greek, para = the side of + Greek,kentron = sting + Greek, pogon = beard (Ref. 45335).
Environment: milieu / climate zone / depth range / distribution range
Marine; reef-associated. Tropical
Northwest Pacific: southern Japan and southern Korean Peninsula.
Size / Weight / Age
Maturity: Lm ? range ? - ? cm
Max length : 9.3 cm SL male/unsexed; (Ref. 36318)
Morphology | Morphometrics
Inhabits shallow Zostera marina beds and rocky reefs (Ref. 559). Dorsal spine venomous (Ref. 559).
Life cycle and mating behavior
Maturity | Reproduction | Spawning | Eggs | Fecundity | Larvae
Masuda, H., K. Amaoka, C. Araga, T. Uyeno and T. Yoshino, 1984. The fishes of the Japanese Archipelago. Vol. 1. Tokai University Press, Tokyo, Japan. 437 p. (text). (Ref. 559)
IUCN Red List Status (Ref. 115185)
CITES (Ref. 115941)
Common namesSynonymsMetabolismPredatorsEcotoxicologyReproductionMaturitySpawningFecundityEggsEgg development
ReferencesAquacultureAquaculture profileStrainsGeneticsAllele frequenciesHeritabilityDiseasesProcessingMass conversion
Estimates of some properties based on models
Phylogenetic diversity index (Ref. 82805
= 0.5625 [Uniqueness, from 0.5 = low to 2.0 = high].
Bayesian length-weight: a=0.00389 (0.00180 - 0.00842), b=3.12 (2.94 - 3.30), in cm Total Length, based on all LWR estimates for this body shape (Ref. 93245
Trophic Level (Ref. 69278
): 3.2 ±0.3 se; Based on size and trophs of closest relatives
Resilience (Ref. 69278
): High, minimum population doubling time less than 15 months (K=0.55).
Vulnerability (Ref. 59153
): Low vulnerability (24 of 100) .
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The Start Point Lighthouse stands on one of the most exposed peninsulas on the whole English Coast, she has safely guided vessels for over 170 years.
In 1834 James Walker got approval for the tower to be built and construction started in 1836. He had already designed 29 lighthouses including the Needles and Wolf Rock. Building it was consigned to a Huge McIntosh and records show it was the lowest tender at £2,765.
Standing 67 feet tall with the base walls 4ft 6 inches thick reducing to 2ft at the top, these granite facing stones were bought in by boat. The optic is the same as used in the Cordouan lighthouse near Bordeaux and was designed by a woman called Augustin Fresnel. Incredibly the light we see today is derived from a 1,000 watt bulb created through a series of connecting prisms which refract light into a single beam.
Originally, light was only provided by Argand oil burners invented by a Swiss man in 1784 called Aime Argand. The oil used was either from sperm whale, seal or herrings but rape seed was also used depending on availability and cost.
In 1862 a fog bell was erected and this could strike for 4 and a half hours without attention, in 1876 it was replaced by a powerful fog siren which could be heard as far away as Salcombe.
The lighthouse originally manned by just 2 people was increased to 3 with the arrival of this complex fog siren and additional dwellings and allotments were built to house their families and ensure their self-sufficiency; these are now holiday lets.
- Parking - Plenty
- Accessibility - No problem
- Toilets - Yes
- Refreshments - No
- Dogs - Welcome year round (not inside)
The Visitor Centre is not open every day - do call in advance if you wish to take a tour to avoid disappointment.
History and beautiful coastal views out to sea.
Look out for
The light !
It's a fact !
Hugh McIntosh was blind! He had a very 'hands on' approach to the construction and accounting and was also President of the Institute of Civil Engineers, he was involved in the building of both Swansea South Docks and Falmouth Docks.
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What is Flutter and Why You Should Learn it in 2020
This year, once again, mobile applications became more and more popular. And there are many programming tools available to developers who want to create them. Among these tools there is Flutter, a free and open-source mobile UI framework created by Google, which distinguishes itself particularly well.
What is Flutter?
Flutter is a free and open-source mobile UI framework created by Google and released in May 2017. In a few words, it allows you to create a native mobile application with only one codebase. This means that you can use one programming language and one codebase to create two different apps (IOS and Android).
Flutter refers to two important things:
- An SDK (Software Development Kit): A collection of tools that are going to help you develop your applications. It includes tools to compile your code in native machine code (code for IOS and Android).
- A Framework (UI Library based on widgets): A collection of reusable UI elements (buttons, text inputs, sliders, etc.) that you can personalize for your own needs.
To develop with Flutter, you will use a programming language called Dart. The language was created by Google in October 2011, but it has improved a lot over these past years.
Dart focuses on front-end development, and you can use it to create mobile and web applications.
“Flutter is Google’s UI toolkit for building beautiful, natively compiled applications for mobile, web, and desktop from a single codebase.” - Google, flutter.dev
Why you should learn Flutter?
I selected some of the reasons why I like Flutter and why I want to use it next year. I will give you details and my feedback below.
Simple to learn and develop
Flutter is a modern framework, and you can feel it! It’s a way simpler to create mobile applications with it. If you have used Java, Swift, or React Native, with flutter it’s different.
I personally never liked mobile application development before I started using Flutter.
What I love about Flutter is that you can create a real native application without a bunch of code.
Quick compilation: maximum of productivity
Thanks to Flutter, you can change your code and see the results in real-time. It’s called Hot-Reload. It only takes a short amount of time when you save to update the application itself.
Significant modifications force you to reload the app. But if you do work like design, for example, and change the size of an element, it’s in real-time!
Ideal for startup MVP
If you want to show your product to investors as soon as possible, you can use Flutter!
My top 4 reasons to use it for your MVP:
- It’s cheaper to develop a mobile application with Flutter because you don’t need to create and maintain two mobile apps (one for IOS and Android).
- One developer is enough to create your MVP.
- It’s performant – you won’t notice the difference between a native application and a Flutter one.
- It’s beautiful – you can easily use widgets provided by Flutter and personalize it to create a valuable UI for your customers (find just below examples of applications made with Flutter).
It’s important for a new technology to have a good documentation. But it’s not always the case that it has it! Something very interesting about Flutter is the documentation. You can learn a lot from the documentation, and everything is very detailed with easy examples for basic use cases. Each time I’ve had a problem with one of my widgets in my code, I can check the documentation and the answer is there.
Flutter Documentation Architecture
A growing community
Flutter has a robust community, and it’s only the beginning!
As you may know, I love to share my knowledge and useful content on programming on my website. I need to know I’m working on a technology full of potential with a lot of backers.
When I started using Flutter, the first thing I did was search for communities, and surprise… there are a considerable number of places to exchange info on Flutter!
I will give you some examples of places I love to check daily. Feel free to send me a message on Twitter with your suggestions.
- Flutter Awesome: An awesome list that curates the best Flutter libraries and tools. This website publishes daily content with lots of examples, application templates, advice, etc.
- Awesome Flutter: A GitHub repository (linked to Flutter Awesome) with a list of articles, videos, components, utilities, etc.
- It’s all widgets!: An open list of apps built with Flutter.
- Flutter Community: A Medium publication where you can find articles, tutorials, and much more.
Supported by Android Studio and VS Code
Flutter is available on different IDEs. The two main code editors for developing with this technology are Android Studio (IntelliJ) and VS Code.
Android Studio is a complete software with everything already integrated. You have to download Flutter and Dart plugins to start.
VS Code is a lightweight tool, and everything is configurable through plugins from the marketplace.
I use Android Studio because I don’t need to configure a lot of things to work.
You are free to choose your preferred IDE!
If you want to start in freelance, you should think about Flutter!
In 2020, this technology is going to explode. I believe that a lot of people are going to search for developers who know how to use it.
The biggest platform for freelancers in France, called Malt, recently published the tech trends of this year. Flutter has grown by +303% on this platform between 2018 and 2019.
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The longest word in the English language is pneumonoultramicroscopicsilicovolcanoconioses!
The dot over the letter 'i' is called a tittle.
More Language Facts
The longest word in English
Longest word with no vowels
The longest word in the English language with no vowels is Rhythms!
Most popular first name
The most popular first name in the world is Muhammad!
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St. Olaf College owns nearly 700 acres of farmland in addition to our 300 acre campus. In the early 1990′s corn was the major crop grown here using conventional farming methods. Since then, close to half of this land has been placed in our Natural Lands program by restoring to native habitat (prairie, woodlands and wetlands). However, close to 400 acres is currently rented to local farmers whose agricultural systems now include corn, soybeans and some alfalfa.
In 1993, a 44-acre parcel of farmland was converted from conventional agriculture (mainly corn using heavy tillage) to a more sustainable system of a four-crop/five-year rotation of corn, soybeans, oats/alfalfa, alfalfa, alfalfa (C-S-O/A-A-A). An arrangement for this project was made with a local farmer who included alfalfa in his rotation. Since then the college has become very supportive of the idea of encouraging sustainable agriculture and in 2004 agreed with it’s farm renters to convert all its farmland to a corn-soybean rotation employing NO-TILL agriculture with the incorporation of more legume (alfalfa) in the rotation. In addition to improving our environmental stewardship of this valuable farmland, it has provided an outdoor laboratory for student research projects.
Student Agriculture Research
In 1992 environmental studies students Cheri Weber and Derek Fisher conducted a feasibility study in which they interviewed farmers, collecting data on inputs, costs, labor time in the field, crop prices, yields, chemical use, etc. This study was instrumental in the conversion from a conventional (C) “corn only” system to a more sustainable rotation (C-S-O/A-A-A) system in 1993. A 3-year grant from the Minnesota Department of Agriculture’s Energy and Sustainable Agriculture Program enabled student research projects by Jan Nicholls (’94), Erica Wetzler (’95) and Ketil Rogn (’96), to study soil quality, soil organisms, crop production, economics, energy efficiency and other parameters. Briefly, these projects found that the C–S-O/A-A-A rotation reduced soil erosion over 60%, reduced energy consumption more than 20%, reduced chemical use 65%, and slightly increased overall yields and income per acre compared to growing corn only. However, time spent in farm labor was nearly three times greater for the sustainable operation meaning that one person could not farm as much land. Wendell Berry defines sustainable agriculture as “supporting both the land and the people.” The St. Olaf study demonstrated that adding a cover crop to the rotation significantly increased ecological sustainability, but market conditions have to change before farmers can obtain economical sustainability on a diverse rotation.
More recently, in 2003 Megan Gregory conducted agriculture research on St. Olaf farmland comparing soil characteristics, runoff water quantity and nutrient fluxes, energy use, and overall productivity of three farm types, including conventional “corn-only” fields, more sustainable rotational fields, and a no-till “corn/soybean” operation. Her work demonstrated very similar advantages for the rotation and the corn/soybean/no-till systems over the corn-only system as described above. Her work resulted in a publication in the Journal of Renewable Agriculture and Food Systems (see citation below). Biology and Environmental Studies classes at St. Olaf College now incorporate information from these studies and field trips to the agriculture sites as part of their learning experience.
Land Stewardship Project
Alternative Farming Systems Information Center
Community Alliance with Family Farmers
Extension Service at University of Minnesota
Minnesota Department of Agriculture
Sustainable Agriculture Network
Sustainable Farming Connection
USDA (United States Department of Agriculture)
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It seems harmless enough, but incense smoke may pose real health hazards. Here´s what you need to know.
It smells so rejuvenating when it feels the room with its sweet scent, but incense smoke may have a darker side. Incense smoke is increasingly being scrutinized as a causative factor in respiratory disease, particularly cancer of the respiratory tract. This is particularly true when incense is burned in a small or poorly ventilated space such as an apartment. There’s even some thought that incense fumes may be as hazardous to health as second hand cigarette smoke.
What is it about incense smoke that could potentially make it so toxic? When incense is burned, the smoke given off contains polycyclic aromatic hydrocarbons, otherwise know as PAH’s. These are the same unhealthy substances that have been associated with an increased risk of lung cancer in coal miners. PAH’s are also released from atmospheric emissions. Other toxic and carcinogenic substances found in burning incense smoke include benzene and carbonyls. Obviously, these are not substances you want to be exposed to if you’re concerned about your health.
A study published in the online journal Cancer, looked at the association between incense smoke and risk of cancer of the respiratory tract. It showed that people who used incense on a daily basis for more than forty years had a seventy percent increased risk of developing respiratory tract cancer when compared to those who didn’t use incense. The relationship between incense smoke exposure and cancer risk appeared to be dose dependent in this study which adds additional credibility to the findings. Previous studies have also shown an association between incense smoke and brain tumors and leukemia in children.
Interestingly, the Catholic Church of Ireland addressed the issue of the health dangers of incense burned during church services after receiving health warnings from the minister of state in Ireland’s Ministry of Transport. The minister was concerned that the use of incense in the church might increase the cancer risk of the members, particularly children who might be more susceptible to the unhealthy effects of incense smoke than adults. Incense is increasingly being recognized as an indoor air pollutant and a potential cancer causing agent.
If you’re concerned about the toxicity of incense smoke but still want to add a pleasant smell to your home, a safer choice might be to purchase an essential oil nebulizing infuser which can disperse natural scent throughout your home. The smell from these infusers smells cleaner than that which comes from burning incense. These diffusers can be purchased online and a variety of essential oils can be found at your local health food store or natural food market.
Before you light up your next piece of incense, consider the potential health consequences of incense smoke to you and your family. Then, get smart and choose a diffuser instead.
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|Alternative title(s)||The New-Zealander|
John Williamson started the New Zealander as a weekly newspaper in 1845 and it was the main competitor of the Southern Cross. These were the only two newspapers that became established in Auckland for any significant period of time before the 1860s.
The New Zealander began during the depression following the war against Hone Heke in Northland. The paper aimed to represent the interests of the average settler and Māori. It was the view of the New Zealander that the interests of the larger land claimant groups were already receiving more than enough coverage in the Auckland Times. Ironically the Times closed shortly after the New Zealander began publishing in June 1845.
The Southern Cross was temporarily suspended in 1845 leaving the New Zealander to continue without competition until the Southern Cross was revived in 1847. The New Zealander responded to this by publishing bi-weekly. In 1848 Williamson took William Chisholm Wilson into partnership.
The paper steadily increased its influence. By 1859 it was the leading paper in New Zealand and in 1863 it became a daily. Also in that year the partnership split over the war against the Māori. Williamson was against it while Wilson was for it. Wilson left to set up the New Zealand Herald and Williamson carried on as the sole owner.
The New Zealander incurred some criticism for its comments on the war. In June 1864 fifty men from the HMS Esk threatened to pull down the newspaper office after one of the paper's correspondents suggested that Captain Hamilton's death at Gate Pa was due to his men having deserted. Williamson refused to apologise but did offer to print a rebuttal from the seamen in his paper.
By this time the New Zealander had begun to lose influence and support. The paper's pro-Māori policy was moderated but it was too late. In 1865 it couldn't sustain daily publication and had to revert to bi-weekly. In May 1866 the office burnt down and the paper stopped.
The New Zealander and the Southern Cross are good examples of the way the country's press was politically aligned at the time and this was mirrored in other centres around New Zealand.
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In this English lesson you'll learn the English vocabulary related to kitchens: sink, plate, bowl, kettle, pot, frying pan, knife, spoon, chopping board, and fork.
Have an English speaking friend coming over for dinner? You can try out your new vocabulary with them as you set the table. If you do a good job, maybe they'll wash the dishes in return!
Spread the word ♥
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The best way to meet the evolving needs of our consumers is to take the time to listen to what they have to say. That’s exactly what researchers did at Michigan State University in a recent Food Literacy and Engagement Poll. With 1,059 U.S. residents participating, the survey highlights some key perceptions our consumers have about food. Based on respondents’ thoughts, the results also help us identify areas where we can do a better job of educating the general public about food.
As reported by TheConversation.com, here are six trends revealed from the poll results:
- More than one-third of Americans do not know that foods with no genetically modified ingredients contain genes. For the record, all foods contain genes, and so do all people.
- Nearly half (48%) of Americans say they never or rarely seek information about where their food was grown or how it was produced.
- More than half of respondents in our survey (51%) were willing to pay higher prices for foods with a less damaging impact on the environment.
- Half of respondents in the poll (50%) expressed concern over the safety of food available for purchase in their community.
- Although genetically modified organisms are currently found in over 75% of packaged food in the U.S., and we encounter them daily in corn, sugar and soy, most Americans remain unaware of their potential. Forty-six percent of poll respondents either don’t know whether they consume GMOs or believe they rarely or never do.
- When it comes to food, many Americans do not trust experts. Just 59% of respondents in our survey said that they trusted information from academic scientists on nutrition and food safety. Less than half (49%) trusted government scientists, and only one-third (33%) trusted industry scientists.
According to the article, “The majority of respondents were young and affluent, and also more likely than their peers to describe themselves as having a higher-than-average understanding of the global food system. The full survey revealed that much of the U.S. public remains disengaged or misinformed about food. These findings are problematic because food shapes our lives on a personal level, while consumer choices and agricultural practices set the course for our collective future in a number of ways, from food production impacts to public health.”
So what can we do about this growing disconnect? It all starts with stepping outside of our comfort zones and identifying opportunities to share factual information. This might be through social media or one-on-one conversations in your community. It may even be through online reviews on consumer products.
With the recent partnership of Amazon and Whole Foods making headlines, soon, more consumers will have access to value-added, specialized products at the click of a button. Often, these products come with a myriad of claims, and while these labels appease a certain type of customer, they also tend to lead to further confusion and a heightened sense of mistrust over conventionally-produced foods. This brings me back to my point that perhaps we as producers need to be a voice of reason through online reviews of these products in order to reach folks who may be unnecessarily paying more for a food based on fear or guilt.
Perhaps it’s easy to say, not my circus, not my problem. After all, ranchers are certainly busy taking care of business at home. However, if we don’t carve out the time to address some of this consumer confusion, you can bet environmental and animal rights activist groups will be more than happy to fill in the gaps for us.
The opinions of Amanda Radke are not necessarily those of beefmagazine.com or Farm Progress.
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-The provision of a broad-based primary education which will prepare young children for their future studies at any school of their choice, eliminating the need for extra lessons.
-Creation of fluency in English, as well as Greek and another language.
-Development of the ability to take full advantage of new technology and the Internet.
Development of twenty-first century citizens
-Creating knowledge of and respect for the people and cultures of Europe and the wider world.
-Fostering understanding of similarities and acceptance of differences among peoples of all nations.
-Creation of awareness of the cultural ties and values that unite Europe.
-Development of awareness of the environment and the need for its conservation.
-Involvement in national and international educational projects and research.
Development of ethics and traditional values
-Observance of all main Christian festivals.
-Emphasis on virtues of honesty, responsibility and co-operation.
-Fostering a sense of the value of family, nation and international community.
Development of personality
-Emphasis on the need for co-operation and teamwork.
-Encouragement of creative and original thinking.
-Building of confidence and self-esteem.
-Creation of a sense of belonging and worth.
-Creation of a love for learning.
-Development of aesthetic sensibilities.
-Encouragement of emotional and spiritual growth.
Xenion Junior School aims to help our children to become young people who:
Think rationally and do not take things for granted
Can take their place in any school or wider community
Behave in a responsible and caring manner
Are aware of justice and fairness
Are tolerant and broad-minded
Understand and appreciate the beauty and complexity of our world
Are curious and motivated to learn
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The Khmer Empire was Southeast Asia’s largest empire during the 12th century. The empire’s centre of power was Angkor, where a series of capitals were constructed during the empire’s zenith.
The Cambodian genocide was carried out by the Khmer Rouge regime led by Pol Pot between 1975 and 1979 in which an estimated 1.5 to 3 million people died.
Many Cambodians still suffer from the trauma and the cicatrices of this tragic event.
We have a duty to honor the memory, but also have hope for the next generations and a brighter future.
Over the next decade, Cambodia will continue to strengthen its position within the ASEAN as a strategic partner; rich in travel and hospitality, cultural significance and precious commodities such as rice.
With our three core pillars focusing on culture, business and social causes, the Cambodian Association in Hong Kong will promote the strengths of the country across the local and expatriate communities.
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Marketers are responsible for ensuring that messages are presented in an ethical manner.
Salt Lake City, UT (PRWEB) May 09, 2017
In the United States, 77% of the population owns a smart phone and 69% use some form of social media.1 Of the total time spent online in the U.S., close to 20% is spent on social platforms.2 According to reports by Common Sense Media, U.S. teenagers spend an average of nine hours per day using digital devices for entertainment, adding up to over 136 days per year.1 Researchers are taking a close look at a society that is constantly plugged in to see what harm may result from overexposure to social media.
According to recent studies on social media use, platforms use “variable rewards” to encourage people to compulsively check their accounts, sometimes leading to technology addiction.1 Researchers have discovered that social media use activates two parts of the brain responsible for feelings of being rewarded: the amygdala and the striatum.3 These are the same regions of the brain that are stimulated when an addict gambles or uses drugs.3 Variable rewards, such as likes, retweets and comments, do not occur on a fixed schedule, so users are never sure when they’ll receive the next “reward” or positive reinforcement.1 This uncertainty hooks users into constantly checking their social media pages. Experts believe that anywhere from 0.7% to 11% of the population are addicted to technology.1
While users may believe that time spent on social media is a minor interruption to their day, research has shown that it takes an average of 25 minutes to return to their original task.4 For adolescents and young adults who are addicted, social media has been linked to academic failure, sleep deprivation, social isolation and health issues.1
In marketing, where the goal is to modify the consumer’s behavior, the industry is experiencing a shift from 20th century tactics, which relied on exposure to or familiarity with a brand, to a more invasive experience where a brand forms habits.1 Experts liken the psychological process at work in social media marketing to pulling the handle of a slot machine: users constantly pull the handle (refresh their screen) in hopes of receiving a reward.1
There is a movement in the digital marketing world where ethical digital media solutions providers are looking for ways to successfully target their audience without enabling technology addiction. “Marketers are responsible for ensuring that messages are presented in an ethical manner,” says Asad Khan, founder of ePlanet, a global business process outsourcing provider. “Instead of focusing on penetration and click-through rates, ethical marketers should ask themselves how they can improve lives.”
Providing valuable content that is in line with a company’s values and mission will engage an audience without driving compulsive habits. Tips and how-to videos are examples of useful content that will build trust for the sponsoring brand and promote sharing. Posting interesting information also encourages sharing and engagement through likes and comments. According to an Ipsos study on global social media usage, users are more likely to share “interesting” things (61%) rather than “funny” (43%) or “unique” (26%) posts.5
“When developing a content strategy, consider what will resonate the most with the brand’s audience. Social media is a great outlet for answering common questions and providing solutions for common problems that arise with a service or product,” added Khan.
Social media is also a good venue for sharing information about upcoming industry events, such as trade shows, webinars and other branded events. Additionally, posing a question on social media is a way to instantly engage your audience while discovering what is most important to them. No matter how brands try to identify themselves using these platforms, it’s important to ensure that addictive habits are not being exploited to the detriment of the consumer.
About ePlanet Communications:
ePlanet Communications is a global business process outsourcing provider with extensive experience in call center operations, digital media solutions, and direct response solutions. By using its integrated channel management capabilities and highly-trained staff, ePlanet develops and deploys inbound and outbound customer support fully integrated with its clients’ marketing campaigns. Digital media solutions include website design, digital franchising, fully functioning eCommerce operations, and the creation of interactive, immersive and responsive social media campaigns across different platforms. ePlanet is also highly experienced in the area of direct response trial, consistently delivering improved customer satisfaction, increased customer retention, and better order value. To learn more about ePlanet and its capabilities, please visit http://www.eplanetcom.com.
1. Conick, Hal. “Marketing’s Ethical Line Between Social Media Habit and Addiction.” American Marketing Association, 6 Apr. 2017. Web. 28 Apr. 2017.
2. Adler, Emily. “Social Media Engagement: The Surprising Facts about How Much Time People Spend on the Major Social Networks.” Business Insider. Business Insider, 07 July 2016. Web. 28 Apr. 2017.
3. Navarro, Alyssa. “Facebook Addiction Affects Brain Like Cocaine, Gambling: Study.” Tech Times. N.p., 25 Feb. 2016. Web. 28 Apr. 2017.
4. Bosker, Bianca. “The Binge Breaker.” The Atlantic. Atlantic Media Company, 06 Jan. 2017. Web. 28 Apr. 2017.
5. “Global ‘Sharers’ on Social Media Sites Seek to Share Interesting (61%), Important (43%) and Funny (43%) Things.” Ipsos, 3 Sept. 2013. Web. 28 Apr. 2017.
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Life Below Water
Conserve and sustainably use the oceans, seas and marine resources for sustainable development.
Reduce Marine Pollution
By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution.
Protect and Restore Ecosystems
By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts, including by strengthening their resilience, and take action for their restoration in order to achieve healthy and productive oceans.
Reduce Ocean Acidification
Minimize and address the impacts of ocean acidification, including through enhanced scientific cooperation at all levels.
By 2020, effectively regulate harvesting and end overfishing, illegal, unreported and unregulated fishing and destructive fishing practices and implement science-based management plans, in order to restore fish stocks in the shortest time feasible, at least to levels that can produce maximum sustainable yield as determined by their biological characteristics.
Conserve Coastal and Marine Areas
By 2020, conserve at least 10 per cent of coastal and marine areas, consistent with national and international law and based on the best available scientific information.
End Subsidies Contributing to Overfishing
By 2020, prohibit certain forms of fisheries subsidies which contribute to overcapacity and overfishing, eliminate subsidies that contribute to illegal, unreported and unregulated fishing and refrain from introducing new such subsidies, recognizing that appropriate and effective special and differential treatment for developing and least developed countries should be an integral part of the World Trade Organization fisheries subsidies negotiation.
Increase the Economic Benefits from Sustainable Use of Marine Resources
By 2030, increase the economic benefits to small island developing States and least developed countries from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture and tourism.
Increase Scientific Knowledge, Research and Technology for Ocean Health
Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing States and least developed countries.
Support Small Scale Fishers
Provide access for small-scale artisanal fishers to marine resources and markets.
Implement and Enforce International Sea Law
Enhance the conservation and sustainable use of oceans and their resources by implementing international law as reflected in the United Nations Convention on the Law of the Sea, which provides the legal framework for the conservation and sustainable use of oceans and their resources, as recalled in paragraph 158 of “The future we want”.
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Smoke on the mountain
On a recent wander through a portion of Michaux State Forest, I found the road winding around a large parcel of blackened ground and trees. The question arose what good the burn, clearly a controlled burn of which I had read, would do for the wildlife that lived there. So I asked Fire Forester Philip Bietsch to explain the process.
For years I have read that fire is Mother Nature’s cleanup tool. Periodically, she shoots a bolt of lightning into the tinder and sets it alight. The resulting blaze turns dead brush and grass to ash. Some creatures leave the area, at least temporarily, while others find niches in which to hide and wait out the fire.
Native Americans apparently noticed, and were known to set fires to improve blueberry and huckleberry production.
Then along came our more direct ancestors. They built large towns, and expensive homes along waterways and ponds and surrounded by forest — at least what they did not cut down for ships masts and homes. Even in the South Mountain
Still, periodic fires would clean the forest floor, and old and dying trees that blocked sunlight from the decaying duff. It turns out researchers can look at the rings in tree stumps and tell not only how old the tree was but which years it was subjected to fire. Data gained from South Mountain area trees showed that natural fires occurred every 5-to-10 years. In some grassy areas, fire was an annual event.
According to Bietsch, the South Mountain area has not experienced a major forest fire in nearly a century. Coincidentally, since the early 1900s, Pennsylvania foresters have been charged with suppressing forest fires. We generally do not like fire in our forests. We want to live there, and build expensive homes surrounded by trees and wildlife, but we tell Mother Nature she may not do what she has done since there were forests — periodically burn them clean, removing fuel that, if left to collect, can feed much larger fires.
Smokey Bear has done a super job of reducing forest fires. Now they are far fewer and, left to their own direction, much more intense. Hence the need for controlled burns, in which specially trained foresters deliberately set fires to keep them small. They mow grasslands, and cut away shrubs to set limits on fire’s burn direction. Sometimes they drop ping-pong ball incendiary devices from helicopters to start fires and shape burn areas.
Bietsch said contrary to some movies depicting animals en masse running away from, critters have learned to avoid burning areas. Foresters in helicopters have watched as deer “run around back – it’s a temporary displacement” to wait for the fire to burn out. Primary burn season is early March to mid-May, when turkeys are nesting, but the birds – which ironically were once made nearly extinct from human lumbering, farming and market shooting – simply make new nests when early ones are burned.
The 1,400-acre burn, created from a series of smaller fires, I drove around has started to grow back. Often within a day, oak sprouts – favored salad makings for White-tail Deer – and other greenery have started to poke out of the seeming destruction. Grouse and turkey populations immediately begin to rebuild.
“These animals evolved with fire,” Bietsch said. “Within a day or so, they’re back in there.”
It’s a trade, he said – some apparent habitat destruction for a healthier forest and safer human habitat – a trade apparently worth making.
One can see the alternative on the evening news, as huge swaths of western forests ignite and wipe out whole towns.
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Orpheus Island is a national park in North Queensland, Australia, 1,189 km (739 mi) northwest of Brisbane, as is Pelorus Island 800 metres to the north. It is part of Shire of Hinchinbrook. Besides Orpheus Island, the national park also includes Albino Rock, which is located 2.6 kilometres (1.6 mi) east of Palm Island. Palm Island is the closest location with government facilities. A research station, operated by James Cook University, is located on the island, as is an exclusive resort. St Michael's Grammar School (St Kilda) uses it for a two-week program known as GBR each June. Orpheus Island is a continental island. At the census of population 2006, Orpheus had a population of 21 (7 male and 14 female), no families.
The Aboriginal name for this island is Goolboddi Island. The name 'Orpheus' was given to the island in 1887 by Lieutenant G. E. Richards, referring to HMS Orpheus.
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Alopecia areata is “a typical state of undetermined etiology portrayed by no scarring, generally awry regions of hair loss on the scalp, eyebrows, and potions of the beard.”
In most of the conditions the hair falls in patches. For the vast majority, the male pattern baldness is just a few patches, however at times it can be more outrageous.
Some of the time, it can prompt to the total loss of hair on the scalp (alopecia totalis) or, in extraordinary cases, the whole body (alopecia universalis).
Alopecia areata is thought to be an immune system infection, where the immune system assaults the body’s own cells rather than destructive remote intruders.
On account of alopecia areata, the resistant immune assaults the hair follicles bringing about inflammation, which prompts to baldness.
The condition happens when white platelets harms the cells of hair follicles, making them recoil and drastically back off hair generation. It is not known what makes the body’s immune to target hair follicles.
While researchers are uncertain why these progressions happen, it appears that hereditary qualities are included as alopecia areata will probably happen to the person who has a relative with the infection. One in five individuals with the illness has a relative who has likewise created alopecia areata.
Other research has found that numerous individuals with a family history of alopecia areata likewise have an individual or family history of other immune system issue, for example, atopy (a confusion described by a propensity to be “hyper hypersensitive”), thyroiditis, and vitiligo.
There is little evidence as to alopecia areata is caused by what. Extraordinary instances of stress trigger the condition, yet latest research indicates a hereditary cause.
The primary manifestation of alopecia areata is baldness. Hair falls out in little round patches on the scalp. These patches are typically a few centimetres or less. Hair loss may likewise happen on different parts of the body as well. You may first notice loss of hair in the shower or pillow. Different sorts of diseases can also make hair fall out in a comparable example. Baldness alone shouldn’t be utilized to analyze alopecia areata.
In other cases, a few people may encounter more hair loss than others. This is a sign of another kind of alopecia, for example,
The loss of hair connected with alopecia areata is unusual and arbitrary. The hair may grow back and after that may drop out once more. The degree of balding and regrowth changes enormously from individual to-individual from the effect of Alopecia areata treatment in Dubai.
Specialists are typically ready to analyse alopecia areata by looking at the regions of hair loss .They may take a look at hairs at regions of hair loss under a magnifying instrument.
On the off chance that, after an underlying clinical examination, if the specialist still can’t decide on analysis, they can perform skin biopsy then. They may also carry a blood test.
As the symptom of alopecia areata are so particular, making an analysis is quick and direct.
There is as of now no Alopecia areata treatment in Dubai, despite the fact that there are a few types of treatment that can be proposed by specialists to help hair re-develop the hair more rapidly.
The most widely recognized type of alopecia areata treatment is, the utilization of corticosteroids, effective drugs that can suppress immune system of an individual. These can be regulated through infusions (most normal), topical application, or orally.
Different solutions that can be recommended that aid hair development or influence the immune are Minoxidil, Anthralin, SADBE, and DPCP. Though some of these may help with the re-development of hair, they can’t stop the formation of new bare patches. A few people swing to other Alopecia areata treatment in Dubai, for example, aromatherapy and acupuncture.
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So small and remote as to be easily overlooked in a rapid perusal of the cerebrum, the pineal gland has been a source of fascination for philosopher and physician alike since its discovery by HerophiIus in 300 H.C. Galen dubbed the gland konareion (conarium in Latin), meaning "shaped like a pinecone." Descartes believed that the pineal's central location uniquely qualified it to be the "seat of the soul." To those for whom the anatomic situation was too suggestive not to postulate a psychic link, the pineal was the "sphincter of the mind."
Evolution of Techniques to Study the Pineal
Science began to make inroads in pineal physiology with early anatomic studies of animals such as fish and amphibians, which also possess pineal glands but in more superficial locations adjacent or in close proximity to visual structures. The human pineal is buried deep within the brain, far from the surface where it might interact directly with sources of light. Therefore, its photoreceptor function was not appreciated until anatomists could trace pathways from the optic apparatus to the pineal and comparative anatomists determined that the organ monitoring environmental photic information was the same in lower animals and humans. Only then did awareness of the link between this gland and photoperiodic homeostasis begin to emerge.
For 4 decades, isolation and assay techniques for a long list of biosynthetic precursors, intermediaries, neurotransmitters and peptide hormones have overwhelmed an entire scientific journal devoted to pineal research. Although the volume of data renders impossible, for the moment, the assemblage of a comprehensive summary of pineal physiology. it clearly establishes the gland's central role in coordinating vertebrate physiology.
The pineal is studied at the chemical level by analysis of its products and of interactions between these and others isolated from organs throughout the body. Individual pineal cells from a variety of species are subjected to chemical and physical manipulations. The isolated pineals of subhuman species have been examined and purified homogenates used in a variety of culture and tissue experiments. In vivo experiments are most frequently done in rats and lower animals but also in primates. Human in vivo studies are becoming increasingly feasible with improved techniques for chemical analysis and imaging of the nervous system.
Much of what is known about pineal physiology is learned from manipulations of exposure of an organism to light - the major influence on pineal physiology. Comparison of physiologic parameters before and after pinealectomy provides clues to the organ's function.
For a variety of reasons, frequently ethical ones, relatively few studies of pineal physiology have been done on human beings. Much of the available information about how the pineal operates and what its functions are is derived from animal studies, cell cultures, and tissue preparations. The precise significance of many experimental findings for humans is nebulous. Many of the functions ascribed to the human pineal are based on extrapolations from in vitro and nonhuman data.
Phylogenetic Clues to Pineal Function
Comparisons among species provide important clues to the pineal's role in humans. Phylogenetically, the gland has been primarily a photoreceptor organ. Throughout vertebrate species it is closely related to the optic apparatus. Some species have cortical and medullary portions of the pineal: the significance of this is unknown.
Pineal volume does appear to correlate with variations in hormonal activity. Species with larger pineals (relative to total organism size) tend to be homoeothermic (vs. heterothermic) and to have diurnal physiologic cycles (vs. nocturnal). Tropical animals tend to have smaller pineals than those adapted to living in temperate climates, where seasonal variations in temperature and daily duration of sunlight make reproductive timing more critical.
The pineal is present in all vertebrates. In lower species its location is often more superficial and its association with photoreceptor function is more obvious. Through evolution. the pineal changed from a photoreceptor organ to one associated with an organism's interactions with the light-dark cycle.
Analogies between mammalian and amphibian photoreceptors (anatomic, chemical or functional) are not identities. Interesting and exciting theories about human pineal function are frequently extrapolated from animal research or even from in vitro tissue or cell culture preparations. Cautious appraisal of pineal data from nonhuman studies is warranted to avoid over- or underestimation of the gland's importance in humans.
The pineal arises as an evagination of the neuroepithelial roof of the third ventricle, between the habenula and the posterior commissure in the second month of gestation. Neuroepithelial cells become pinealocytes, whereas mesenchymal cells become the connective tissue strands, fibroblasts and vessels of the gland. The pineal develops from two lobes that fuse. The gland's orientation changes from vertical to horizontal. Innervation of the gland is completed in the prenatal period.
At birth there are two types of pinealocyte which are distinguishable to approximation 3 years of age. Type I pinealocytes are S-100-positive and neuron-specific enolase-negative; type II pinealocytes are enolase-positive. S-100-negative, and melatonin negative. At birth. type I cells predominate. but by 1 year of age, they are outnumbered by type II cells.
Secretory activity, specifically of the primary pineal product melatonin, varies throughout the course of development. Serum melatonin levels increase from the third postnatal month to preschool age. They then decline steadily from preschool age until sexual maturity. This pattern raises the interesting possibility that, contrary to previous beliefs, the gland's effects on development are not necessarily related to sexual maturation. The pineal reaches its adult size by age 4 years and undergoes no significant histologic changes from childhood to adulthood.
Regional Gross Anatomy
The anatomic location of the pineal with respect to nearby neural and vascular structures accounts for the difficulty in surgical access as well as for the neurological symptoms that may accompany mass lesions arising in the gland. From the physiologic perspective, the pineal is well situated to serve as the hub of a system of input, feedback and regulation among numerous diverse brain regions.
Also called the epithalamus, the pineal is located in the posterior most portion of the epithelial roof of the third ventricle. The posterior commissure is found posteroinferiorly. Anteriorly the gland is in continuity with the habenular trigone and the striae medullaris thalami. The posterior portion of the corpus callosum, the splenium overlies the pineal.
Although the gland is suspended in the pineal recess, a CSFfilled cistern contiguous with the quadrigeminal cistern, the gland itself is not bathed in spinal fluid but rather is surrounded by a pial layer. Because the organ is solid, the substances it produces are probably not primarily released directly into the third ventricle but rather into the vascular system.
Major vascular structures lying in proximity to the pineal or passing by it are the medial posterior choroidal arteries (the major feeders to the gland) and numerous perforators. Ample venous outflow seems to facilitate the distribution of synthesized substances. Drainage is into the vein of Galen via the internal cerebral veins: the veins of Rosenthal are situated just lateral and superior to the pineal. Behind the gland is the precentral vein of the cerebellum.
Microscopically the pineal appears as clusters of parenchymal cells enclosed by bands of connective tissue of variable thickness that consist of fibrous astrocytes and other cell types. The pineal is surrounded by a capsule and is composed of lobules with separating connective tissue septae. Astrocytes are shown to be abundant by glial fibrillary acidic protein (GFAP) staining and form a barrier between vessels and pinealocytes.
There are many different cell types in the gland. In addition to supporting, neuronal, and endothelial cells, the stroma is made up of pinealocytes, which themselves may be subdivided by histologic and electron microscopic, and increasingly by biochemical and functional, criteria.
Pinealocytes make up 90 percent of the parenchyma of the gland. In sub mammalian species, they are derived from photoreceptor cells. In vertebrates there are thought to be two types of pineal cells, light and dark, so named on the basis of their responsiveness or unresponsiveness to light input at the retina, The existence of these two types in humans remains controversial.
Parenchymal pineal cells are thought to belong to the system of amine precursor uptake and decarboxylation (APUD) cells. They stain positively for neuron-specific enolase.
Pinealocytes are characterized by their prominent nuclei and nucleoli. Each pinealocyte has several cytoplasmic processes, which terminate in club-shaped endings on perivascular spaces and which may provide a means for communication between pinealocytes.
Because it produces substances chemically related to neurotransmitters, contains synaptic vesicles, secretes its products in response to stimulation of receptors on its cell membrane and originates in the ectoderm, the pinealocyte can be considered a "paraneuronal" cell. Kappers considers the pineal "a true endocrine organ" because pinealocytes, although derived from neuroectoderm, are not neurons.
In lower animals, pinealocytes morphologically resemble retinal photoreceptor cells. Some of the pinealocytes in these species have processes that resemble axons and many of them immuno-stain positively for gamma-aminobutyric acid (GABA).
Glial cells, primarily fibrous astrocytes, appear to serve both supportive and metabolic roles in the pineal, as they do in all central nervous system tissue. Staining with S-100 suggests that microglial cells are also present.
The endothelial cells that make up the vascular supply to the pineal do not have the tight junctions characteristic of the bloodbrain barrier: the pineal is thus rightly considered to be a circumventricular organ. Although parasympathetic, commissural. and peptidergic fibers have been demonstrated in the pineal. the only fibers with known physiologic significance in the gland are general visceral afferent sympathetics originating in the superior cervical ganglion and reaching the pineal via the nervi conarii. These postganglionic sympathetic fibers receive descending input from hypothalamic nuclei, particularly the suprachiasmatic nucleus (SCN), which receives direct input from retinal ganglion cells. Unmyelinated fibers travel through connective tissue in discrete bundles. In some animals all the sympathetic input reaches the pineal as unmyelinated fibers travelling with venules and arterioles, which vascularize the gland. There is also questionable parasympathetic innervation, possibly arriving via the habenula and posterior commissure. Neurotransmitters reach pineal cells not across a synaptic cleft but by diffusion after release from varicosities some distance away. Other cell and tissue types found in the pineal include fibrous connective tissue, skeletal muscle and lymphocytes.
Acervuli, corpora arenacea, or pineal calcifications, the familiar and important pineal landmarks seen on skull roentgenography and computed tomography (CT) of the head are still incompletely understood. Calcium accumulates along plasmalemma and intracellularly in pinealocytes. This may be the basis of calcium deposition, which occurs in an organic matrix produced by pinealocytes. The calcareous concretions grow along growth zones and are composed of calcium, magnesium and ammonium ions as well as calcium carbonate. The growth process is thought to be age- and sex-independent and is probably related to the gland's secretory activity.
Although the etiology of these concretions is not known, two theories have been proposed. In the first a carrier protein is thought to be released into intracellular vacuoles. In the second there is decreased drainage of tissue fluid from the gland. Acervuli are seen in 3 percent of pineals by age 1 year, in 7.1 percent by age 10, and in 33 percent by age 18.
The functional significance of pineal calcifications is unknown. Recent CT studies of pineal calcifications have attempted to correlate their presence with diseases such as schizophrenia.
Another incompletely understood phenomenon is the formation of benign pineal cysts. These mass lesions, which can reach proportions sufficient to result in clinical symptoms and signs, are thought to result either from degeneration of foci of gliosis within the gland or from sequestration of CSF during pineal development. Why this happens remains unknown. In a recent radiologic review, Golzarian et al. reported a 2,4 percent incidence in 500 consecutive magnetic resonance imaging studies. Pineal cysts can be found in 25 to -40 percent of subjects studied at autopsy.
What the Pineal Does: Cycles and Signals
Generation of Cycles and Periodicity
Human physiologic systems fluctuate in a cyclic manner, reflecting an internal awareness of diurnal and seasonal cycles. The pineal supplies both clock and calendar information to the organism.
Although the pattern of nocturnal melatonin production varies among species, the duration of night-time melatonin elevation is always proportional to the duration of night. Because the duration of day and night changes during the year, photoperiod information is information about time of year as well.
To survive the cyclic variations, terrestrial organisms need mechanisms not just for detecting changes in the environment but also for anticipating them. In the absence of an explicit environmental cue, organisms needed an internal signal of impending change to make timely, adaptive behavioural preparations.
The organism must respond appropriately to cycles and oscillations of variable frequency and amplitude. In addition to the lightdark cycle, there are cycles of reproduction, seasons and aging (the cycle from birth to death). Virtually all of the multifarious pineal physiologic functions can be understood in the context of vertebrate biological cycles.
Cyclic environmental stimuli affect the organism in various ways: physical, mechanical and chemical. Input must be converted from external physical to internal signals. Electromagnetic energy in both the visible and the nonvisible portion of the spectrum reaches the pineal through a well-described neural pathway. Other external factors with cyclic variations seem to influence the pineal through less clearly understood transduction mechanisms.
The pineal integrates the transduced environmental signal information and generates its own signals. Through the integrated production and release of various neurohormonal substances, the pineal brings order to the apparent chaos of the disparate signals it receives.
Although melatonin is most important, the pineal produces other substances that have signal-transducing effects. Once released, pineal hormones have effects on other biosynthetic pathways, which then become important for signal transduction. Understanding their effects is essential to understanding pineal physiology.
The effects of pineal signals occur at the level of cells, organs and organism behaviour. Such effects result in physiologic changes within the internal environment, which are themselves feedback signals to the pineal.
The effects of electromagnetic field interactions with biological systems are only beginning to be understood. Both light and non visible electromagnetic energy decrease the conversion of serotonin to melatonin. Although the mechanisms are incompletely described, the alterations in melatonin production due to light appear to be the same as those due to nonvisible electromagnetic field exposure.
Light has an effect on the level of melatonin production and release as well as on the rhythm of this production and release. In humans exposed to moderate and low light, there are differences not only in the level of salivary melatonin but also in the duration of the melatonin peak and time of offset.
The control of melatonin synthesis by light gives the pineal its essential photoperiodicity. Light has two different effects on the circadian rhythm of melatonin production and release: it acutely suppresses melatonin output according to the wavelength of light and the circadian phase and it entrains or phase-shifts the underlying cellular pacemaker. The pathways for these different but related effects may have the same origin.
Light causes configurational and chemical changes in the rods and cones of the retina. These changes are the basis of transduction of light energy into neural signals, which can be passed along neural pathways to the pineal. In addition, pineal cells themselves have photoreceptor properties demonstrated by recordings of responses to light stimulation of isolated pineal cells, which show electrical reactions to illumination.
Static magnetic fields consistently and reproducibly perturb circadian melatonin rhythm. The effects are reflected in alterations in levels of cyclic adenosine monophosphate (cAMP), N-acetyltransferase (NAT) activity, hydroxyindole-O-methyltransferase (HIOMT) activity, and pineal and blood melatonin concentrations, all of which are decreased by magnetic field exposure. S-Hydroxytryptamine (serotonin) is increased as a consequence of decreased melatonin synthesis.
Although the mechanisms for the influence of nonvisible electromagnetic energy on melatonin formation are not known, the retina is thought to be the magnetoreceptor. Alterations in the retinal magnetoreceptor are transmitted to the suprachiasmatic nucleus.
Magnetic fields cause depression of melatonin levels in experimental rats. The rat pineal also responds to pulsed static magnetic fields with a decrease in NAT activity. Interestingly, the effect occurs during the middle or late dark phase but not during the light phase or early dark phase. The reason for differences in the response to magnetic field during different portions of the photoperiod is not known. In humans. 6-hydroxymelatonin excretion in urine is lower in users of magnetic field-emitting as opposed to conventional electric blankets.
Alterations in periods of sun and seasonal temperature changes require homeostatic and behavioural adaptations in warm-blooded animals. As coordinator of circadian seasonal responses, the pineal can affect mechanisms of temperature change anticipation, detection and response.
Elevation of temperature has been shown to increase the amplitude of the melatonin rhythm in cultured chick pineal cells. In a study in which melatonin levels were manipulated through administration of a beta-adrenergic antagonist, there was an inverse relationship between body core temperature and melatonin levels. The result suggests a possible clinical use for melatonin in conditions associated with loss of circadian body core temperature rhythm.
Other forms of high energy also affect pineal activity. Whole body irradiation with 14.35-Gy gamma rays was shown to increase pineal NAT activity in rats.
Input to the Pineal
The neural pathway through which light influences the pineal originates at the retina. Axons of certain retinal ganglion cells travel through the optic nerves, branching off to form a separate pathway, the retinohypothalamic tract to the suprachiasmatic nucleus (SCN). Some light information also reaches the SCN via the lateral geniculate body.
The biological clock appears to be in the SCN, which has a high density of melatonin receptors to receive feedback from the pineal. Some melatonin receptors that mediate seasonal reproductive behavioural changes are thought to reside in the anterior pituitary gland (pars tuberalis).
Light activation of the retinal ganglion cells inhibits the SCN, while it leaves the SCN active to stimulate the next station of the pathway, the paraventricular nucleus. Innervation to the SCN is bilateral, although predominantly from the contralateral retina. The nucleus is better studied in lower animals, in whom it is better defined; in humans it is more diffuse.
Efferent signals of the SCN are not fully understood. Some appear to be neural (those to the hypothalamus in particular), but some may occur through release of a diffusible substance into the CSF.
Axons of paraventricular neurons travel through the medial forebrain bundle to the intermediolateral area of the upper thoracic spinal cord. The intermediolateral axons are the presynaptic input to superior cervical ganglion cells, whose efferents travel initially with other sympathetic fibers along the carotid artery; ultimately, however, they form distinct fiber tracts, the bilateral nervi conarii, which synapse on pineal cells.
The superior cervical ganglion is the source of the postganglionic output to the pineal. Norepinephrine is released from postganglionic fibers, primarily during darkness. In darkness, the SCN is electrically inactive. In light the SCN is inhibited, which leads to decreased norepinephrine release. The norepinephrine then stimulates beta1 receptors, which, through induction of protein synthesis via the G protein-mediated cAMP second messenger system, increase production of melatonin.
Sympathetic fiber endings do not directly end on pinealocytes but rather are precapillary. The norepinephrine they release, reaches the pineal cells by diffusion. Although sympathetic innervation of the pineal has been proved only in lower species, cervical spine injury is a model for sympathetic denervation in humans. Following high cervical spinal cord injury, there is loss of the normal melatonin cycle and an increase in 24-h production of the hormone. In addition, stages 3 and 4 and rapid-eye-movement (REM) sleep, all of which can be induced experimentally by melatonin administration, are disrupted by cord transection.
The neuroendocrine effects of the superior cervical ganglion (SCG) can be demonstrated by ablation of the ganglion, which results in changes in prolactin release, changes in drinking behaviour, disruption of photoperiod reproductive control, and changes in thyroid and oxytocin activity.
The SCG is an important modulator at the pineal neuroeffector junction. Presynaptically, norepinephrine influences alpha- and beta-adrenergic receptors. Postsynaptic substances from the effector (pineal) cells, such as serotonin, provide feedback on presynaptic cells. Prostaglandin E2 exerts a negative influence on transmission.
The innervation of the pineal is probably almost exclusively sympathetic, although there is some evidence of parasympathetic innervation in some lower mammals. Parasympathetic fibers originate at the superior salivatory nucleus of the seventh cranial nerve, travel along the greater superficial petrosal nerve, and reach the pineal probably through the habenular and posterior commissures. The physiologic significance of acetylcholinergic parasympathetic input to the pineal is unknown.
Pineal substances are released by ependymal secretion or direct release of products of the endoplasmic reticulum after processing by the Golgi apparatus. This release, into pericellular and pericapillary spaces, is under the control of the sympathetic nervous system.
Immunohistochemical methods have been used to determine that histaminergic nerve fibers, originating from the posterior hypothalamus, project to the pineal complex of the rat. Histamine must therefore be considered a putative neurotransmitter contained in the central innervation of the pineal gland, but its function in pineal physiology has not been elucidated.
Although neural input of transduced environmental signals is important in setting the biological clock, pineal cells seem to have their own intrinsic rhythmicity, independent of external signals. Chick pineal cells maintained in dissociated cell culture express an intrinsic photosensitive circadian oscillator, whose mechanism is not fully understood. A model with dissociated lizard pineal cells demonstrated circadian rhythms of melatonin secretion, in the absence of neural or humoral input. Blind humans with no retinas showed a slightly greater than 24-h cyclic variability in melatonin levels.
Pineal Output: Substrates for Pineal Effects
The neural pathways convey information about environmental electromagnetic energy. At the pineal, this information is transduced into physiologically effective signals through the release of various chemical compounds. Although modern assay techniques have detected numerous pineal products, the two most important groups are the indole amines melatonin and serotonin, and pineal peptides.
Melatonin synthesis and release follow a circadian rhythm with high nocturnal and low diurnal levels. Light of varying intensity, wavelength, and duration of exposure, and darkness influence melatonin production by affecting cAMP and norepinephrine control mechanisms.
Although influenced by cycles of light and darkness, melatonin has its own intrinsic circadian rhythm. Lewy and Newsome demonstrated cyclicity in melatonin levels in blind subjects.
Melatonin is only briefly stored in the pinealocyte. Because of its high lipophilicity, it rapidly crosses cell membranes and enters the blood stream and possibly the CSF, where levels of melatonin are much lower than but parallel to those in blood. Cisternal injection of melatonin leads to increases in hypothalamic cAMP. However, the significance of melatonin in CSF is not known.
Melatonin was initially described as a most potent substance in blanching amphibian melanocytes by causing aggregation of intracellular melanin granules. It also antagonizes the darkening effects of melanocyte-stimulating hormone.
Melatonin is a 232-dalton indole amine (a seven-carbon two-ring structure with an attaching -NH2), N-acetyl-5methoxytryptamine, which is synthesized in pinealocytes (as well as in the retina, red blood cells, hypothalamus, SCN, intestine and peripheral nerves) from tryptophan. The existence of extrapineal sites has been demonstrated in experiments in rats: loading with tryptophan caused increased melatonin levels in pinealectomized animals as well as those with intact glands.
Melatonin has a half-life of 10 to 40 min. In rats, 90 percent is cleared in one pass through the liver. In mice, 70 to 80 percent is converted into inactive metabolites by liver microsomal systems.
Melatonin synthesis from tryptophan is a two-stage process. After the circulating amino acid is taken up from blood by pinealocytes, tryptophan is first converted to serotonin by a hydroxylation step followed by a decarboxylation step. Serotonin is then converted to melatonin by three steps in which a series of enzymes successively add an acetyl, methyl and finally a hydroxyl group to the indole ring.
The rate-limiting step is the conversion of serotonin to N-acetylserotonin by the enzyme N-acetyltransferase (NAT), which is induced by darkness at the retina and converts serotonin to melatonin. NAT activity has its own rhythmicity and can be followed as a marker for melatonin. NAT activity decreases toward the end of the dark phase, suggesting that some inactivating substance may influence the enzyme. The next enzymatic reaction, conversion of N-acetyltryptophan to melatonin, is catalyzed by hydroxyindole-O-methyltransferase (HIOMT). Induction or suppression of this rate-limiting enzyme synthesis by cAMP is a potential site of melatonin synthesis regulation.
Once melatonin is produced in the pineal gland, it is quickly released into the vascular system. The rapid release of melatonin is generally believed to relate to its high lipophilicity, which allows it to pass readily through the membrane of the pinealocytes and the endothelial cells that line the capillaries. In addition to melatonin, two pineal peptides that can be used to follow melatonin effects are methoxytryptamine and methoxytryptophol.
Although melatonin is the most important compound produced by the pineal, serotonin, an intermediate product in the synthetic pathway, also displays periodicity and may itself be important as a homeostatic agent or as part of some "biological clock" mechanism.
The concentration of serotonin in the pineal is 250 times greater than that in any other region of the brain, and the concentration is higher in the brain than anywhere else in the body. At night the concentration is 10 to 20 mg/g of pineal tissue: during the day this rises to 60 to 90 mg/g. It is postulated that less serotonin is secreted at night because of its consumption as a precursor in melatonin synthesis.
Several peptides are also produced and released by the pineal and may participate in its functional activity. Some of these are exclusive to the pineal, whereas others are found elsewhere in the body. Several are putative neurotransmitters. It is extremely difficult to isolate peptides because so many are present in the pineal, but the number identified by immunocytochemical techniques continues to grow.
Many neuropeptides are produced at sympathetic synaptic endings and released at the pineal: they include vasopressin, oxytocin, somatostatin, α-melanocyte-stimulating hormone, endorphin, vasoactive intestinal peptide (VIP), substance P, luteinizing hormone-releasing hormone (LHRH), thyrotropin-releasing hormone, angiotensin II, adrenocorticotropic hormone (ACTH), neurophysins I and II and α-albumin (which is identical to GFAP). These substances may be released into the synaptic cleft or may enter the blood stream to act as hormones.
Several antigonadotropins were the first pineal peptides to be isolated. They act on the hypothalamus, affecting levels of prolactin, luteinizing hormone (LH) and follicle-stimulating hormone (FSH). Their mechanism of action seems to be an effect on catecholamine turnover, specifically by increasing dopamine synthesis.
The neurohypophyseal substances vasopressin and oxytocinlike peptides have also been isolated from the pineal: this has led to speculation of possible hypothalamic influences on pineal activity. These substances are thought to reach the pineal via extrahypothalamic fibers whose cell bodies are in the magnocellular portion of the hypothalamus. LHRH and VIP have also been immunocytochemically demonstrated in the pineal.
Arginine vasotocin (AVT), a nonapeptide differing from arginine vasopressin in only one amino acid, has been isolated from the pineal. AVT is found in lower animals and was initially isolated from bovine pineals, although it is also produced in the pituitary. In mammals it is produced by specialized pineal cells. AVT is thought to act through the serotonin pathway by interfering with serotonin release at postsynaptic receptor sites. It may also exert its effect through actions on the GABA-containing habenuloraphe pathway. The substance has actions like those of melatonin, but it is far more potent. It has sleep-inducing and anticonvulsant effects and can induce changes in the EEG and promote REM sleep.
Recoverin is a 26-kDa protein that binds to calcium and activates guanylate cyclase in retinal photoreceptors when, upon photoexcitation, the intracellular concentration of free calcium drops. It is found only in photosensitive cells and may be involved in photosignal transduction.
Pineal transduction of physical environmental signals is a function of the anatomic and chemical substrate of the gland as well as of physiologic mechanisms for signal generation and control. The anatomic location in relation to neural pathways, neurotransmitters and the receptors that pass and receive signals along the pathway, as well as the pathways for synthesis and release of hormonal products, are all important in transduction. Control and feedback mechanisms and mechanisms by which the pineal hormones interact with target cells underlie pineal's function as a link between an external environmental stimulus and internal end organ (homeostatic) responses.
Mechanisms of Action
At the molecular level, one of the proposed mechanisms of melatonin could be through binding to calmodulin. Studies have demonstrated a specific melatonin-binding site. Interactions with calmodulin would enable melatonin to participate in the modulation of many intracellular functions dependent on Ca2+, which could include cytoskeletal rearrangements and inhibition of calmodulin-dependent phosphodiesterase activity. Phylogenetic preservation of calmodulin and melatonin may reflect the participation of both in a fundamental physiologic mechanism of cellular regulation and synchronization.
The cAMP system is important in mediating the effects of the hormone. Prolonged melatonin exposure affects the sensitivity of the cAMP system and increases the production of cAMP. Melatonin also increases the sensitivity of the cAMP system to stimulation by substances such as forskolin through a mechanism not dependent on new protein synthesis.
Protein kinase C (PKC) prevents and reverses melatonininduced pigment aggregation. Presumably activation of PKC stimulates the intracellular machinery involved in the centrifugal translocation of pigment granules along microtubules.
Because of the high lipophilicity of the melatonin molecule, Reiter postulates that the most important mechanisms of melatonin action may occur not at the cell membrane but rather within the cell. He recently reviewed evidence that melatonin interacts with oxygen-centered free radicals, reducing their number by two mechanisms: stimulation of glutathione peroxidase, which breaks down hydroxyl radical and scavenging by the melatonin molecule itself, of free radicals. Melatonin binds within the nucleus, where it may have a role as protector of nearby DNA.
Melatonin action may be mediated through an effect on the microtubules, which are intracellular protein structures important in cellular movement, division and axon transport. There is evidence that melatonin causes ultrastructural changes in microtubules. An effect on microtubules like that of colchicine has been seen when the structures are allowed to recover following disruption by temperature elevation.
Melatonin causes a decrease in the protein content of hypothalamic microtubules. It has been shown to decrease axoplasmic transport in the sciatic and optic nerves.
The microtubule hypothesis for the action of melatonin is attractive because it provides a mechanism for melanin granule aggregation in melanocytes and consequent skin lightening. Aggregation of granules requires participation of microtubules.
The microtubule hypothesis has been challenged by investigators who administered melatonin to chick embryos and noted no changes in the central nervous system. Other mechanisms for melatonin action haw been postulated, including effects on cellular cyclic guanosine 3.5' -monophosphate (cGMP) and prostaglandins.
Melatonin has been found in the hypothalamus, midbrain, pituitary, peripheral nerves and gonads. Steroid receptors are found on pineal cells and it is postulated that melatonin may alter the number or affect intracellular processing of steroid-receptor complexes at that site. The physiologic significance of melatonin binding in multiple tissues is in many cases unknown. [125I] iodomelatonin binds with high specificity at several sites in the chicken spinal cord with diurnal variation. Although this suggests a direct melatonin effect on the cord, the actual significance of these binding sites is unknown.
Melatonin receptors are found in many organs throughout the body. In cardiac muscle, melatonin induces changes in calcium and magnesium ion-dependent ATPase activity. The presence of putative melatonin receptors in the guinea pig kidney supports hypotheses of melatonin-regulated renin secretion together with renal excretory functions via melatonin receptors. In many locations, the function of the pineal hormone remains unknown.
Control of and Feedback to the Pineal
Pineal activity can be controlled by affecting either the intrinsic cyclicity of pineal cells or by affecting rates of production and release of pineal products. Mechanisms by which intrinsic cellular rhythms would be reprogrammed remain to be worked out. Production and release of pineal products can be influenced at a genetic, enzymatic, or neural level. Although both show circadian oscillations, chick retina and pineal have slightly different NAT activity and melatonin content responses to constant light and darkness.
Reprogramming Cycles and Rhythmicity: Levels of melatonin can be regulated at many points along the synthetic and release pathways. Neurotransmitters, genes, and enzymes each have their own synthetic and production control pathways that affect melatonin production and release.
Factors known to influence melatonin level (besides electromagnetic radiation) include age, body weight and height, use of glasses, beta blockers, chlorpromazine, antidepressants and genetic variations. Melatonin production and release are affected by the change of seasons, phases of the menstrual cycle, puberty and aging.
Hormones such as testosterone, progesterone, prolactin, thyroxine, FSH, LH, and parathyroid hormone have all been shown to influence pineal activity as measured by the level of melatonin synthesis within the gland. They exert their effects either directly on pinealocytes or indirectly on sympathetic nerves in the pineal. Receptors for many hormones have been detected on pineal cells.
Genetic Control: The locus controlling pineal serotonin NAT has recently been localized to mouse chromosome 11. Studies of induction of messenger RNA (mRNA) transcription and other genetic changes will be important in the future definition of melatonin production and release control mechanisms. Protooncogenes may participate. Stressful stimuli induce a significant increase in the expression of c-fos mRNA in the pineal gland suggesting a possible mechanism by which such stimuli could influence pineal function.
Enzymatic Influences: Any factor that influences protein synthesis can potentially enhance or blunt melatonin's effects or even establish new cycles within the larger one regulated by light and darkness. Enzyme levels are determined by rates of protein synthesis but also by inhibitory and excitatory substances that may operate on NAT in the pineal. Alteration in receptor number and sensitivity is yet another mechanism by which cyclicity could be influenced.
The list of substances produced by the pineal all of which have their own control mechanisms susceptible to cyclic influences, includes such biologically active agents as tryptophan, histamine, and angiotensin I. Target tissue sensitivity to melatonin varies with the number and sensitivity of receptors there and the influence of other hormones. All these target tissue-resident factors are amenable to cyclic influences. A system of interacting regulating influences enables the organism to respond to a plethora of periodically variable challenges, of which light is just one.
Understanding the control of pineal melatonin production and release requires measurement of levels of melatonin and intermediate substances in its production pathway (such as serotonin) as well as activities of the various enzymes (adenyl cyclase, HIOMT, NAT) participating in its synthesis. The level of NAT is of special importance because this enzyme catalyzes the rate-limiting reaction in the synthetic pathway, the conversion of serotonin to melatonin. Its activity increases in darkness. Serotonin N-acetyltransferase (SNAT) is truly circadian (i.e., not dependent on light).
With the onset of darkness there is an increase in the firing rate of sympathetic neurons with endings on pineal cells. A large increase in pineal NAT activity is associated with increased local turnover of norepinephrine and the pineal takes up circulating dietary phenylalanine.
Electrical activity in the suprachiasmatic nucleus (and thus stimulation of norepinephrine release and ultimately of melatonin production and release) is shut off within 1s of exposure of the retina to light. The degree to which this activity is curtailed depends on the intensity of the light to which the retina is exposed, Light wavelength may be important in suppressing melatonin production. Blue light (wavelength of 500 to 520 nm) seems to be most effective and suggests that rhodopsin is an important participant in the effect.
Additional control is possible along the synthetic pathways of the substances that affect the melatonin pathway, the most important being norepinephrine, Phenylalanine is first converted to tyrosine, Tyrosine. in a rate-limiting step catalyzed by tyrosine hydroxylase is converted to 3,4-dihydroxyphenylalanine (DOPA). This reaction occurs 50 percent faster at night. DOPA is then converted to dopamine by DOPA decarboxylase. Finally, dopamine is converted to norepinephrine. This multienzymatic biosynthetic process is stimulated by darkness. The norepinephrine is then released, crosses through the synaptic space, and stimulates production and release of melatonin by pineal cells. Norepinephrine is deactivated by the well-described mechanisms of diffusion, reuptake and enzymatic degradation by monoamine oxidase and catechol-O-methyItransferase.
Levels of NAT, the enzyme that adds an -OCH3 to serotonin in the melatonin synthetic pathway, have been shown to increase following beta-adrenergic activation of cAMP activity at night. In light, NAT activity decreases. The enzyme may be regulated by a disulfide peptide, such as arginine vasopressin, somatomedin, or insulin in light, but the functional (teleological) significance of this is unclear.
Long-term ethanol administration has been shown to result in a significant decrease in NAT activity in the pineal. The significance of this finding is unclear.
NAT activity is variable during the light-dark cycle. Increases in the NAT conversion reaction require increases in NAT itself, which requires protein and therefore mRNA synthesis. These processes account for the time lag noted from onset of darkness to increase in melatonin level.
Data show that melatonin applied in the late light period advances the evening NAT rise during a short photoperiod only; during a longer photoperiod, the phase-advancing effect of melatonin may conflict with a phase-delaying effect of the end of a light period, and the effect of light exposure overrides that of melatonin.
Rhythmic control of melatonin production by modulation of NAT activity is mediated through activity of cAMP. cAMP is important for protein synthesis and maintenance of NAT in active form. cAMP concentration is higher in the pineal than in any other part of the brain. cAMP is a regulator of pineal melatonin production in the chick as evidenced by the fact that chemicals that raise cAMP (or analogue) levels also raise melatonin levels. Substances that lower cAMP lower melatonin. There is also a circadian pacemaker in pineal cells that regulates melatonin production independent of cAMP.
In the chick pineal, cAMP appears to act downstream in the pathway that generates circadian rhythm. In experiments in which chemicals were added to raise cAMP to supersaturated levels, there was no continuous elevation of melatonin level. Rather, the cyclic rise and fall of melatonin continued. This indicates that the melatonin pacemaker is not cAMP. cAMP and the pacemaker act synergistically to regulate SNAT activity and the melatonin rhythm, with cAMP mediating acute effects and amplitude regulation.
Not surprisingly, rhodopson and retinoid activity in the retina is coordinated with activity of NAT and melatonin production. HIOMT catalyzes another step in the melatonin synthetic pathway and thus is a site for potential metabolic control. In rats, HIOMT peak enzyme activity occurs 5 h after the onset of darkness and is followed by two lesser bursts of activity preceding each change in the photoperiod. There is an approximately 18-fold increase in methylating capacity at night.
Neural Influences on Production and Release of Pineal Products
Beta-adrenergic receptors: Neurotransmitter receptors are an important site for control and modulation of pineal activity by the nervous system. Beta-adrenergic receptors are located outside of the blood-brain barrier, which supports the view of the pineal as a peripheral, rather than a central organ. Postganglionic cells from the superior cervical ganglion release norepinephrine: norepinephrine binds to beta1-adrenergic receptors on pinealocytes. which stimulate production of cAMP through a G proteinmediated mechanism. The increase in cAMP increases mRNA production, specifically of NAT.
The number of beta-adrenergic receptors increases at the end of the light period. At night, release of norepinephrine from terminals leads to a decrease in the number of receptors by the end of the dark phase. NAT activity increases further if the beta1 agonist isoproterenol is given at the end of the light phase. when receptors are more abundant, than if given at the end of the dark phase, when they are fewer. There is a great fluctuation in the level of beta-adrenergic receptors over 24 h.
The number of postsynaptic receptors can be increased by increasing the length of an animal's exposure to light or by surgically removing the cervical ganglion. Under such conditions the number of receptors on pineal cells increases and there is supersensitivity to adrenergic agents. Administration of isoproterenol is not associated with an increase in circulating melatonin in humans; perhaps some coneurotransmitter is required that is not stimulated by isoproterenol (e.g., GABA, histamine, DOPA). Administration of beta blockers blocks the night-time increase in pineal melatonin (alpha blockers have no effect).
Alpha-adrenergic receptors: Alpha-adrenergic receptors have not yet been identified in humans. In rats, alpha-adrenergic receptors of the pineal may be related to the regulation of phospholipid metabolism.
The activity of rat alpha-adrenergic receptors seems to be prostaglandin-mediated. Norepinephrine stimulates pineal production of prostaglandins and phosphatidyl inositol. The prostaglandinmediated change in the cell membrane and its components may be part of a neuroendocrine mechanism for signal transduction.
Alpha-adrenergic receptors that may respond to substances released by presynaptic axons whose neuronal cell bodies are located centrally in the brain are also present on pinealocytes. Stimulation of these is thought to induce changes in the phosphatidyl inositol pathway.
Adrenergic mechanisms of control: Adrenergic stimulation of the adult pineal gland increases cAMP and cGMP production by over 100-fold. Beta-adrenergic stimulation results in an increase in alpha-mediated cyclase activation, which is potentiated by alpha1-adrenergic-induced increases in intracellular calcium (Ca2+) and calcium-dependent protein kinase. Alpha-adrenergic receptors have a greater effect on the pineal during the course of development, whereas beta-adrenergic receptors are most important in the adult.
cAMP appears shortly after birth, cGMP after the second week of life. In a study that raised levels of intracellular calcium, cGMP did not appear until after the second week of life. However, if cells from before the second week were placed in same medium as cells from after second week, they would begin to make cGMP, suggesting the presence of a diffusible factor.
GABA-ergic receptors: Fifteen percent of pinealocytes are positive for GABA. Glutamic acid decarboxylase is found in the pineal gland as well as the GABA receptor complex, which includes the GABA-binding site, the benzodiazepine-binding site, and the chloride ionophore, GABA receptor-positive pinealocytes have neuron-like properties in that they release GABA in response to depolarizing stimuli. In the rat pineal, GABA is released following interaction of norepinephrine with alpha1 adrenoreceptors. Both A and B types of GABA receptors have been described in the pineal. Activation of A receptors interferes with norepinephrineinduced melatonin release. Activation of B receptors decreases norepinephrine release. Presynaptically, GABA increases maximal velocity but decreases the affinity of norepinephrine uptake. The pre- and postsynaptic effects of GABA in the pineal seem to be similar to those in other parts of the brain.
A relationship between melatonin and cortical benzodiazepine receptors is evidenced by the fact that melatonin administration maintains the concentration of cortical benzodiazepine receptors in pinealectomized and superior cervical ganglionectomized rats. Nicotine diminishes norepinephrine-stimulated melatonin accumulation, although it has no effect on melatonin production or release. A binding site for the excitatory neurotransmitter glutamate has recently been identified and characterized in the rat pineal. Glutamate may play a modulating role in pineal physiology.
Suprachiasmatic nucleus: Regulation of the suprachiasmatic biological clock is not fully understood. Administration of the pineal hormone melatonin to rats induces expression of Fos, the protein product of the c-fos proto-oncogene in the SCN. c-fos is activated only if the melatonin is given during the late phase of subjective day. Because melatonin administration late in the day advances the SCN biological clock, it must do so through a mechanism independent of c-fos.
Melatonin-receptor density in the rat in both the pars tuberalis and SCN increases in pinealectomized animals as well as those exposed to light. Administration of melatonin reverses this effect, indicating that melatonin itself regulates receptor density in these areas.
Melatonin-receptor levels are highly variable throughout the light-dark cycle. It is believed that receptor down-regulation may account for some of the different effects of the hormone at different phases in the cycle.
Ovarian hormones inhibit rat pineal melatonin production in the proestrous night. RU486 fails to block this effect, which suggests that estradiol is its mediator.
Pineal cells express a 3.5-kb mRNA that corresponds to the estradiol-17 beta receptor. At low concentrations, administered estradiol is inhibitory: at high concentrations it is stimulatory. These effects were modified, depending on when during the lightdark cycle the estradiol was administered.
Elevated levels of melatonin were found in association with pituitary tumors secreting either prolactin or growth hormone.
Effects on neural cells of melatonin: The effects of melatonin have been most studied in the hypothalamus. Melatonin has been shown to change protein synthesis, GABA content and neurohormone release, and to decrease cAMP accumulation as well as to alter excitatory responses. Melatonin has effects on neuronal activity and protein synthesis in several brain locations, including the hypothalamus, midbrain and pineal.
Melatonin and vasotocin have effects on spontaneous neuronal activity in certain areas of the brain. The effects of microiontophoretic application of melatonin and melatonin plus vasotocin on spontaneously active neurons of the caudate-putamen in shamoperated and pinealectomized rats were studied. Administration of melatonin alone to caudate-putamen cells caused inhibition of approximately three-quarters of neurons. Melatonin combined with vasotocin (another prominent pineal product) increased inhibition to 100 percent.
Ethanol Levels and Consumption, and Melatonin Production: Ethanol at usually consumed levels was shown to inhibit melatonin production in healthy volunteers. There was an associated increase in noradrenergic activity. The combined effects may be associated with disturbances of sleep and performance observed with this substance.
The pineal has been postulated to play a role in various other conditions, such as glaucoma, porphyria, hemochromatosis and endocrine disorders. Myelin formation and maintenance can be altered following pinealectomy: this is thought to be due to alterations in levels of long-chain fatty acids.
Endocrine effects of the pineal include influences on the thyroid and adrenals. The pineal has been demonstrated to have effects on growth, body temperature, blood pressure, motor activity and sleep. The effects of melatonin differ, depending on the point in the photoperiod at which it is given.
Melatonin binds to calmodulin with high affinity. This enables it to influence cellular activity within physiologic ranges. It may be through its interaction with calmodulin that melatonin affects many cellular rhythmic activities. Melatonin and calmodulin are both phylogenetically well-preserved molecules, which suggests that their interaction represents a primary mechanism for regulation and synchronization of cellular physiology.
Studies in rats have shown that pinealectomy induces hypertension that can be blocked by melatonin administration. This effect is thought to be related to stimulation of the renin-angiotensin system or perhaps to stimulation of central adrenergic receptors. Weight and volume of the pineal have been shown to be higher in aging hypertensives than in normotensives. Altered pineal sensitivity to norepinephrine and isoproterenol has been demonstrated in spontaneously hypertensive rats and is thought to be related to stimulation of PKC and intracellular calcium.
Melatonin receptors are far more prevalent across cell types than had previously been suspected before radiolabeling assays were available. Although binding studies are a means of determining potential sites of melatonin action, their detection does not necessarily indicate the mechanism of action.
Binding of melatonin has been demonstrated in the anteroventral and anterodorsal nuclei of the rat, which suggests that some of the effects of melatonin are mediated via the limbic thalamus. These effects are thought to be due to interaction with specific, high-affinity melatonin receptors in the SCN and hypophyseal pars tuberalis, respectively. Receptor localization studies using 125I have shown melatonin receptors in the SCN and pars tuberalis of seasonally breeding species, including the rhesus monkey. The pars tuberalis receptors are absent in humans.
Melatonin Feedback onto SCN
Several studies have indicated that pineal melatonin feeds back on SCN rhythmicity to modulate circadian patterns of activity and other processes. However, the nature and system-level significance of this feedback are unknown. Recently published work indicates that although pinealectomy does not affect rat circadian rhythms in light-dark cycles or constant darkness, wheel-running activity rhythms are severely disrupted in constant light. These data suggest either that pineal feedback regulates the light sensitivity of the SCN or that it affects coupling among circadian oscillators within the SCN or between the SCN and its output.
Pineal (Melatonin) Influences on Hormones
Melatonin influences activity of many hormones and is, in turn, influences by them through feedback mechanisms. The interaction of melatonin and prolactin is of particular interest because it implicates several potential subsidiary control systems. Bright light at night leads to decreased prolactin levels paralleling those of melatonin.
Melatonin's effect on prolactin could be mediated through an effect on the SCN. perhaps mediated through an effect on the dopamine or endogenous opioid system. Total levels of prolactin secretion remained constant in light exposure experiments, which suggests that modulation occurs at the level of secretion rather than production. The interaction with prolactin may be part of the mechanism for melatonin to influence the reproductive system.
Studies in pinealectomized rats demonstrated a greater ACTH response to stress. This suggests that the pineal may suppress stress-reactive ACTH outflow.
There is a relationship between melatonin and the adrenal cortex that is dissociated from the hypothalamic-pituitary-adrenal axis. Administration of melatonin leads to an increase in adrenal corticosteroid levels.
Pineal influence over the neurohypophysis has been shown in experiments on pinealectomized animals. Exposure to constant light, while altering the patterns of neurohypophyseal activity in the pineal intact group, had little effect on the pinealectomized animals, indicating that the effect of light is mediated by the pineal.
Melatonin probably also acts through effects on the serotonergic system, which has an intrinsic component in the parvocellular nuclei of the hypothalamus as well as the system of raphe nuclear projections to the hypothalamus via the median forebrain bundle. Melatonin is not a competitive binder to serotonin receptors and therefore exerts its effect on cells of the serotonergic system by separate receptors. Melatonin and serotonin have antigonadotropic effects. The effect of melatonin on serotonin metabolism is controversial. Electrical stimulation of the pineal produces hypertension and tachycardia in the rat antagonized by serotonin receptor antagonism, bilateral vagotomy or spinal transection.
The emerging link between the immune system and the pineal may reflect an evolutionary connection between reproduction and recognition of self. Melatonin has an immunostimulatory effect, especially in states of immunodepression, including that induced by stress. The immune system link with melatonin suggests its possible use as a therapeutic agent in immunodeficiency as well as in cancer immunotherapy.
A principal target of melatonin is the thymus. The immunoenhancing effect seems to be due to T-helper cell-derived opioid peptides and lymphokines. Pituitary hormones may also be involved. Induction of these lymphokines by melatonin suggests the presence of specific binding sites on immune system cells. Melatonin production by the pineal is modulated by interleukin-2 (lL-2) and thymic hormones. The pineal gland might thus be viewed as the crux of a sophisticated immunoneuroendocrine network which functions as an unconscious, diffuse sensory organ. Administration of exogenous melatonin significantly enhances murine antibody-dependent cytotoxicity, whereas pinealectomy impairs it.
The presence of melatonin receptors on cells of the immune system does not necessarily implicate the pineal hormone as an immune regulator; however, a study on binding of 2iodomelatonin to human lymphocytes discovered that there were two types of receptors, differentiated by both the affinity of binding and the second messenger stimulated by binding. This is suggestive of a complex stimulation and regulatory mechanism.
Another study on diurnal rhythms of chick serum and granulocyte lysozyme found that rhythmicity abolished after pinealectomy could be restored by administering melatonin to the animals. This suggests that melatonin may have an influence on nonspecific immune mechanisms. Melatonin may be associated with multiple sclerosis through its effects on biological cycles and the immune system.
A study of IL-2 combined with melatonin in patients with solid neoplasms found a significant increase in the mean number of lymphocytes. This effect was not observed with melatonin alone, which suggests that IL-2 must be present for this immunostimulatory effect of melatonin to occur.
Melatonin promotes the growth of certain tumors. Although not itself known to be carcinogenic, the pineal hormone, acting through receptors linked to the cAMP and G protein second messenger systems, may participate in regulatory processes that become altered in preneoplastic states. Thus melatonin may act as an inductive factor where permissive intracellular conditions exist.
Pineal gland hyperplasia and elevated levels of melatonin have been demonstrated in association with disseminated melanoma. Melatonin receptors have been detected on certain types of breast tumor cells. There is an inverse relationship between melatonin level and level of estrogen receptors in patients with breast cancer.
An association between human breast cancer and levels of melatonin is suggested by the finding of depressed melatonin levels in the serum of patients with primary breast cancer. Experimental breast cancer cells have been successfully inhibited by melatonin, which suggests the possibility of using melatonin and other pinealderived substances as antineoplastics.
Levels of melatonin (but not those of prolactin and growth hormone) in 132 cancer patients were significantly higher than in 58 controls. Higher melatonin levels seemed to correlate with the stage of cancer. Interesting in the melatonin-neoplasia link is that levels of melatonin do not seem to be affected by surgical removal and that the rhythmicity of melatonin secretion is comparable to that in normals.
Several studies of the effect of melatonin on different tumor types have found it to be largely inhibitory. The mechanisms of this effect have been postulated to be mediated by effects on mitotic activity: immunocompetence, or secretion of growth hormone, somatomedin, ACTH or catecholamines. In one study, pinealectomy increased the growth of transplanted tumor cells in hamsters, whereas melatonin reversed this effect.
A study of tumor (erythroleukemia) cells in culture looked at the inhibition of cellular proliferation by pineal gland extracts. The gland had the most inhibitory activity in summer, whereas it was only weakly inhibitory or even excitatory in winter. This suggests seasonality of cancer occurrence.
Possible links between the pineal and neoplasia are being investigated intensively. Understanding the mechanisms whereby the pineal would induce or inhibit neoplasia might shed light onto the process of neoplastic transformation. Melatonin or another pineal substance could serve as a marker for neoplastic induction or progression.
Effects on the rhythmicity of melatonin secretion have been observed in cancer patients with breast, prostate and other neoplasms. The pineals of patients with cancer have been shown to be enlarged and degenerated, compared with age-matched controls.
Although an experimental model does not exist, numerous physiologic and epidemiologic factors are consistent with involvement of the pineal gland in the pathogenesis of endometrial carcinoma.
Pinealectomy inhibited leukemogenesis in a murine model, whereas melatonin promoted it. The melatonin appeared to work through an opioid mediator as an opioid antagonist blocked the melatonin effect.
Growth and Development
Mass lesions of the pineal region are associated with precocious puberty. However, the role of the pineal in puberty is still unclear. Melatonin levels are highest in both sexes between ages 1 and 5 and then decrease until the end of puberty. Melatonin levels have been shown to be the same for prepubertal and adult males as well as those undergoing precocious puberty. A study that measured melatonin levels in relation to stages of adrenarche found no relationship, indicating that pineal-puberty relationships are not mediated through an effect of melatonin on adrenarche.
A study of 57 normal children and 39 with disorders of onset of puberty found no correlation between nocturnal peak melatonin levels and those of testosterone, estradiol, or LH. This suggests that melatonin does not have a major inhibitory effect on the hypothalamic-pituitary-gonadal axis during childhood.
Evidence from other species, as well as the association between melatonin and dysmenorrhoea, gonadal growth and involution and reproduction. suggests a probable link between the pineal hormone and puberty. This remains to be fully elucidated by current experimental techniques.
The reason for the frequently observed association between pineal neoplasms and precocious puberty is not understood. Postulated mechanisms, other than an effect of melatonin, include the tumour's secretion of unknown substances that induce pubertal changes. Another possibility is modification of normal hormonal regulation mechanisms by pressure or by mechanical effects of a pineal region mass on nearby brain structures (such as the hypothalamus).
Pineal peptides and indoles seem to affect fertility by restricting reproductive function to an optimal time of the year, which improves survival of the species. The pineal converts photic and temperature cues into meaningful messages by which reproduction and nurturing are optimally timed.
The pineal effect on regulation of reproductive activity is mediated by melatonin levels, which increase and decrease during the lengthening and shortening of day-night periods as the seasons change. When days are longer, the period of melatonin production is prolonged, which may signal a season change to the animal, which could be a factor in controlling reproductive activity.
In many animals, maturation of the female reproductive organs is inhibited by the action of melatonin. During the reproductive phase, melatonin has important coordinating roles in regulating the timing of the LH surge and the production of progesterone. In 1963 Wurtman et al. first reported that melatonin given to female rats decreased ovarian weight and increased the frequency of estrus. This antigonadotropic effect has since been substantiated and may partly explain the effect of tumors that ablate the pineal: a positive gonadotropic effect and, frequently, precocious puberty.
After the identification of melatonin and the determination of its relationship to photoperiodicity, the most significant discovery about the hormone was of its effect on the reproductive organs and their function in mammals. Recent studies have confirmed that melatonin has effects on hypertrophy and atrophy of reproductive organs (e.g., ovaries) in experimental animals.
Ultrastructural changes in pineal cells have been observed in animals during different phases of the breeding cycle. There is a decline in levels of circulating melatonin with aging, suggesting that this chemical may be involved in the process of menopause. Increases in enzyme and cellular organelle activity during gestation have been documented.
The mediator of antigonadotropic activity of pineal extracts is unknown. Experiments with pineal extracts containing no melatonin or steroid fractions showed potent antigonadotropic effects in an ovine model. implicating an "inhibin-like" factor.
The pineal. presumably through melatonin, controls the timing of the LH surge, The LH surge in pinealectomized rats is variable. Administration of melatonin to pinealectomized animals shortly after a light-to-dark transition improved regulation of the timing of the LH surge. Administration of melatonin at other times in the light-dark cycle was ineffective. This shows that time of administration with respect to the light-dark cycle is important to melatonin effect.
Pineal effects on the menstrual cycle are probably mediated through effects on the pineal centres that produce and secrete gonadotropin-releasing hormone (GnRH) and other reproductionrelated hormones. The GnRH pulse generator can be inactivated by melatonin. Melatonin release is increased during the dark phase, which is longer during winter. Humans are not seasonal breeders, perhaps because of a defect in the retinopineal pathway. Melatonin, if it can be administered in a way that mimics the night-time amplitude and duration of long-day breeders, might be an effective contraceptive.
In one study, short photoperiods associated with increases in melatonin were associated in hamsters with loss of estrus. This could be restored by pinealectomy. Melatonin production and secretion patterns were altered in six studied amenorrheic women, reflecting a probable link between the pituitary-gonadal axis and the pineal.
Melatonin has been shown to decrease the release of GnRH in castrated animals (minks) but not in uncastrated controls. This implies that melatonin effects require testosterone feedback. Melatonin will cause testicular regression in pinealectomized hamsters only if delivered in a specific temporal pattern.
Exposure of hamster seminiferous tubule cells to melatonin caused regression and necrosis with increased incidence of aspermic tubules. This effect is absent if a much larger dose of melatonin is given over a prolonged period of time.
Melatonin levels in human milk exhibit a daily rhythm of high levels at night and undetectable levels during the day. These variations may communicate time-of-day information to breast-fed infants.
Melatonin may affect the behavioural as well as physiological aspects of reproduction, By using regulated. timed infusion of melatonin. it is possible to show which secretory profile is optimal to elicit certain seasonally appropriate behavioural and physiologic reproductive responses. In hamsters and sheep the duration of the melatonin infusion seems to be the crucial aspect of the signal.
The pineal is thought to be active in all stages of human life. The gland maintains its weight and ability to produce enzymes into the eighth decade. Circadian rhythms of pineal excretion are not affected by aging or senile dementia. However 24-h mean melatonin levels are half as great in the elderly as in the young. Melatonin levels in the CSF also decrease with age. Several reasons for these decreases have been suggested, including (1) changes in the release of the hormone, (2) an increase in its metabolism or excretion. (3) an increased sensitivity to light in the aged or (4) decreased or nonresponsive pineal beta-adrenergic receptors.
Melatonin and serotonin may be involved in the development of ischemic heart disease, Alzheimer's disease, tumor formation and other degenerative processes associated with aging. The favourable effects of dietary restriction on aging may also be related to melatonin.
Excitatory amino acids inhibit melatonin release. Melatonin is a potent nonenzymatic free radical scavenger. Increased release of excitatory amino acids may account for some of the effects of aging. The possible use of melatonin to slow down aging is supported by experiments demonstrating decreased hydroxyl radicalinduced oxidative damage in experimental rats.
Oral administration of melatonin to aging mice prolongs survival and preserves a youthful state. In one study, pineal glands were grafted from young mice to older mice thymuses. Thymus tissue remained youthful and T-cell function was preserved. (A diurnal rhythm in the activity of superoxide dismutase has been observed, the significance of which is not known.) Changes in the nightly melatonin peak provide a signal that informs the organism of its age. It has been hypothesized that this "durational signal" at the cellular level is the sleep-induced pCO2 changes in the blood.
Calcium availability is decreased in aging and is postulated to be the cause of decreased beta- and alpha-adrenergic responses leading to melatonin biosynthesis. A decreased response of short sympathetic neurons to applied melatonin has been demonstrated in rats. Increasing evidence that melatonin administered to rats slows the rate of aging has led to the proposed use of melatonin to inhibit aging due to free radicals.
Any discussion of melatonin's influences on human behavioural physiology must specify which effects result from direct administration of purified melatonin and which result from whole gland extract. In addition, many physiologic probabilities in animals are downgraded to mere possibilities in humans, pending confirmatory human investigation.
The actions of the pineal (and of melatonin) can be divided into two broad categories: behavioural and nonbehavioural. Behavioural effects include regulation and synchronization of biological activity into optimal cycles, such as for waking and sleeping, food seeking and reproduction. This activity is often tied to environmental light and dark variation, but there are intrinsic cycles as well. Persistence of locomotor circadian rhythms in the face of functional pinealectomy induced by bright light suggests the existence of a mechanism or mechanisms for cyclicity independent of the pineal. An interesting proposed behavioural link is that between melatonin-mediated changes in intracellular Ca2+ and infant colic.
A high dose of melatonin can produce ataxia, incoordination, muscle relaxation, ptosis, piloerection, muscle relaxation, extremity vasodilatation, and generalized decrease in movement. At very high doses, flexor reflexes are impaired, breathing becomes laboured, and body temperature decreases prior to death. Based on these findings, it has been postulated that melatonin plays a role in movement and therefore in movement disorders.
Studies of melatonin interaction with L-dopa in rats and detection of the hormone in the substantia nigra suggest a possible link to Parkinson's disease. Chronic oral melatonin administration ameliorates Parkinsonian tremor and rigidity.
A link between melatonin and amyotrophic lateral sclerosis (ALS) has also been proposed, based on the observed influences of melatonin on axonal transport in sciatic and other nerves. Melatonin is associated with the serotonergic transmission systems, and serotonin is believed to be involved in the pathogenesis of ALS.
Treatment with L-dopa is associated with dyskinesias thought to be due to striatal dopaminergic activity perturbations. In laboratory animals, the pineal hormone melatonin has been shown to regulate striatal dopaminergic activity and block L-dopa-induced dyskinesias. Sandyk et al. report a dramatic improvement in L-dopa-induced dyskinesias in a patient with Parkinson's disease treated with the application of external magnetic fields.
Both heat and cold increase locomotor activity in rats through a mechanism mediated by the pineal. Pinealectomy attenuates the response. It is thought that these and other non photic stimuli create stress from which pineal hormones promote escape through increased motor activity.
Wheel-running activity in hamsters is one of the experimental models used in correlating plasma melatonin levels with locomotor activity. Complex circadian melatonin rhythms have been associated with wheel-running activity.
Sleep- Wake Cycle and Epilepsy
Alpha rhythm appears around the time of puberty in the human brain. Thus it is a marker for psychosexual development, which is importantly influenced by the pineal. Administration of melatonin blocks alpha rhythm, which suggests that melatonin's progressive decline during childhood may enable the maturation of alpha rhythm. Sandyk proposes using alpha rhythm as a "neurophysiological marker" of pineal activity in disorders associated with alpha rhythm disturbances, such as autism. dyslexia, personality disorders, epilepsy, Tourette's syndrome and schizophrenia.
Melatonin may act through a thermoregulatory mechanism by lowering core body temperature and thereby increasing sleep propensity. Melatonin has circadian cycling and hypnotic effects, which make it a good candidate as an adjuvant drug for sleep in conjunction with other drugs known to alter melatonin production, such as beta-blockers and benzodiazepines.
Developmental periods associated with increased melatonin are associated with decreased REM sleep: those with low melatonin are associated with increased REM sleep. Sandyk proposes that low melatonin is permissive for REM sleep. He further suggests that narcolepsy may be due to a maturational defect of the pineal gland in infancy.
Melatonin is important for maintaining sleep-wake cycles, and its absence or excess can cause irregularities in REM sleep. Melatonin has been shown to induce sleep and characteristic EEG rhythms in several species. Following intraperitoneal administration of melatonin, brain stem serotonin has increased, which is associated with sleep induction. In the elderly, decreased sleep is associated with decreased melatonin levels. Intensive research is under way to investigate the therapeutic use of melatonin or an analogue for patients with insomnia.
The extremely high levels of melatonin observed in patients suffering from narcolepsy and therefore with REM sleep deprivation have led some to suggest an etiologic link between hormone and sleep disorder. Melatonin has been proposed as a treatment for narcolepsy. but no clinical trials have been undertaken.
REM sleep onset is associated with increased melatonin levels, which may be due to increased norepinephrine release associated with the increased autonomic activity. Oral administration of melatonin in gelatine was associated with a decreased subjective feeling of jet lag in aeroplane travellers.
A more recent double-blind, placebo-controlled study of a small group of police officers working for seven consecutive night shifts found improved performance in various letter-target and visual search tests after melatonin was administered. Melatonin administration is also associated with prolonged time needed for animals to emerge from the effects of barbiturates and with decreased anxiety-inducing behaviours. It decreases alertness and increases sleepiness in animals.
Exogenous melatonin administration is associated with decreased epileptiform activity in animal models of epilepsy. Pinealectomy in these animals produces increased seizure activity. Antimelatonin antibodies have been shown to have an epileptogenic effect in rats. Evidence from humans supports the findings that melatonin increases sleep, decreases motor activity, and decreases paroxysmal EEG activity observed in epileptic patients.
Evidence that melatonin is anticonvulsive is that pinealectomy results in seizures in experimental animals. Recent studies with magnetoencephalography have shown an apparent proconvulsive effect of melatonin. This would be consistent with the observed five- to eight-fold higher levels of plasma melatonin observed at night than during the day. Seizures are also more frequent during pregnancy, when melatonin levels are higher. Anticonvulsants that decrease melatonin secretion, such as the benzodiazepines, may exert their antiepileptic activity by attenuating nocturnal melatonin secretion.
In rats the period associated with the development of enkephalin-induced seizures coincides with the peak of melatonin plasma levels at 3 weeks of age; therefore, it is proposed that melatonin mediates the anticonvulsant action of drugs effective for petit-mal (absence) epilepsy and that the pineal gland is implicated in the pathogenesis of this form of childhood epilepsy . In addition, a relationship between pineal calcification and the laterality of temporal lobe seizures has been proposed, based on the fact that the pineal receives predominant limbic input from the right temporal lobe, which itself has greater limbic and reticular input than the left temporal lobe.
The mechanisms for melatonin's sedative and antiepileptogenic effects remain obscure but may be due to interactions with the serotonergic and/or GABA-ergic neurotransmitter systems. Benzodiazepines have been demonstrated to have a stimulatory effect on acetyltransferase.
Artificial magnetic fields may attenuate seizure activity by altering the functioning of the pineal gland and melatonin levels. Humans kept under bright light during the night will show deterioration in parameters measuring performance in spite of decreases in their melatonin level; this suggests that these parameters worsen for other reasons.
Other Behavioural Effects
Nociceptive responses have been significantly diminished by functional pinealectomy (induced by a single long-light-duration day). Oral melatonin administration restored the pain response.
Aggression is decreased after pinealectomy and increased again when melatonin is administered. Ethanol preference does not seem to be affected by pinealectomy. Passive avoidance is increased with a pineal extract. Social isolation induces pineal hypertrophy. Stress leads to increased production of melatonin and tryptophan uptake by the pineal. A dramatic demonstration of the probable link between psychology and pineal physiology is the observed alteration in NAT activity observed in rat pups deprived of maternal contact.
Melatonin is known to decrease activity in the SCN and reticular formation. Melatonin may be involved in certain mental processes and has been implicated in mental illnesses, such as cyclic affective disorders.
The pineal and melatonin seem to interact with several psychiatric drugs, especially antidepressant and antipsychotic medications that operate on the beta-adrenergic system. Chlorpromazine and haloperidol inhibit HIOMT, the responsible enzyme. Chronic lithium administration suppresses a shift in the peak night-time melatonin concentration and decreases hormone levels.
In patients with no cortisol response to administration of dexamethasone, there may be a pineal factor that stimulates the production of corticotropin-releasing factor by inhibiting its action. Depressed patients with an abnormal dexamethasone suppression test result have lower-than-normal melatonin levels. Low melatonin levels have been suggested to indicate a genetic trait for depression. These abnormalities have been correlated with other changes in the hypothalamic-pituitary-adrenal axis. Patients with low melatonin levels also often have early escape on dexamethasone suppression testing.
Melatonin is increased in mania, which is consistent with a condition associated with increased sympathetic activity. There is a possible relationship between pineal hormonal activity and eating disorders, such as anorexia nervosa. It is unclear if the abnormalities are the cause or effect of the psychopathologic process.
Seasonal affective disorder (SAD), recently popularized in the media, is a condition associated with onset of depression during winter, with its longer periods of darkness. Exposure of SAD patients to several hours of bright light lowers circulating levels of melatonin and concomitantly elevates mood. Whether the two effects are coincidental or causally related is under investigation.
A patient with both SAD and cocaine addiction was described. SAD is related to disorders in circadian rhythms, and cocaine addiction may be related to disorders of melatonin. The two conditions may thus both be linked through the pineal.
Investigators of the causes of the sudden infant death syndrome (SIDS) have suggested that the pineal acts as the "masterswitch of life and death" through neurohormonal regulation and neural connections with the hypothalamus: it acts especially through its influence on hypothalamic noradrenaline levels that contribute to SIDS by influencing the function of the autonomic nervous system, specifically the control of such vital functions as breathing.
Although other infra- and ultradian cycles influence behaviour, the light-dark variation is the most blatantly regulatory cycle in humans. The sensitivity of melatonin production and release to environmental light was demonstrated in a study that followed serum melatonin levels in night shift workers in Antarctica. A period of night shift work requires readaptation of melatonin rhythms. This study shows that the time taken to adapt is longer (3 weeks) in winter than in summer (1 week). This has important implications for shift workers in temperate zones. A study of melatonin levels in a population living at a latitude of 70 degrees with almost continuous darkness in winter and almost continuous light in summer, showed the highest levels in January and the lowest in June.
Serotonin may contribute to an antidepressant effect of the pineal. Forced swimming, a test of immobility in rats (and an animal model for depression), was improved following the transplant to the frontal neocortex of pineal tissue.
Analysis of CT scans showed increased pineal calcification in premenopausal schizophrenic women. This suggests a link between pineal activity (presumably decreased in the presence of calcification) and schizophrenia.
Because of relationships between melatonin and physiologic processes associated with arousal, manipulations of melatonin levels through imposed magnetic fields have been proposed for disorders of sleep and for epilepsy.
Sandyk noting the seasonal and possibly cyclic occurrence of cluster headaches and to a lesser extent migraine headaches, believes that the pineal and melatonin may be involved in their pathogenesis. He cites successful treatment of a patient with migraine with picoTesla magnetic fields.
An important consideration in any therapeutic intervention with melatonin will be mode of delivery. An oral melatonin regimen in rats was found to be effective in re-establishing normal circadian levels of urinary 6-sulphatoxymelatonin in functionally pinealectomized rats.
The pineal enables the organism to coordinate its activities with cyclic variations in the physical environment. This is achieved primarily through links between the pineal and the photoreceptor organs as well as interrelationships between the gland and the information-processing neuroendocrine system. An interesting question for neurosurgeons to ponder is why lesions that destroy or increase pineal tissue seem to be associated more with mechanical effects on adjacent brain tissue and CSF circulation than with alterations in physiology. The pineal is a modulator, not a primary mover in the physiologic engine.
From the little structure that seemed to do nothing except give rise to difficult tumors, the pineal has emerged as a central organ in human physiology. Consistent with the evolving holistic picture of the organism, the pineal defies understanding if conceptually relegated to one system or function. The updated concept of the soul is that of a dynamically interacting totality in which the pineal may exert an important if not dominant role, entitling it to a share of the throne on which Descartes placed it.
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Some individuals are under the wrong impression that backseat passengers are safer than those in the front.
There are plenty of signs on the highways informing us about road safety. However, many individuals riding in the backseat still tend to neglect the basic safety requirement of buckling their seat belt. They are often under the notion that only the driver and the people in the front of the vehicle are at risk in the event of a car crash.
The reality is that in the event of a collision, unbuckled passengers in the rear pose a risk of slamming forward. This can be fatal for the driver and other passengers.
What the research shows
A recent survey shows that 72% of adults put on their seat belts when they are sitting in the back seat, while 91% use the belt when they sit in the front. That means there is a difference of 20%. The people in the age group 35 – 54 are least likely to buckle themselves in the rear seat. Only 60% of the back seat riders in this age group bother to put on their belts, while 73% of the adults in the age group 18 – 34 do it.
The unfortunate demise of Princess Diana is a prominent example of the dangerous nature of unbuckled riding. She died in a car crash in Paris at the age of 36 because she was riding in the back seat of a Mercedes without buckling the belt.
However, two decades after the accident, many people are still failing to learn a lesson and similar crashes still take place.
What happens if you don’t wear your seat belt?
Some people are under the wrong impression that backseat passengers are safer than those in the front. The fact is that the laws of Physics remain the same, whether you sit in the front or at the back.
Many back seat riders think that they will not be pushed out of the windshield in a crash because the back part of the front seat would come in the way. However, as previously mentioned, this can prove fatal for the driver.
At the time of a car crash, the unbuckled passenger sitting in the back can hit against the seat of the driver and push him into the steering wheel and the airbag which typically has a 35 MPH impact. Nearly half of the deaths in vehicle crashes are due to unbuckled occupants.
Lack Of Awareness About The Importance of Seat Belts in the Backseat
Reports show that 4 out of 5 people who ride for a short distance or take a taxi neglect to use their rear seat belt. They either feel it is unnecessary or are not aware that they have to tie the belt for safety.
Unbuckled passengers in the back seat are three times more susceptible to death in a collision. This risk is increased with the rise in ride-sharing services. It is necessary that back seat passengers understand the importance of fastening their seat belt.
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Association for Science in Autism Treatment (ASAT)
Established in 1998, ASAT is a non-profit group of parents and professionals dedicated to higher standards of accountability for professionals treating people with autism. If you’re beginning your journey of choosing a treatment for your loved one with autism, start with ASAT’s page on evaluating treatments, found here.
Behavior Analyst Certification Board (BACB)
A non-profit agency established to develop, maintain and oversee the credentialing process for professionals wishing to practice in the field of behavior analysis, with the mission of protecting consumers of behavior analytic services. Here you can find a Board Certified Behavior Analyst (BCBA), a BACB approved course sequence, or read the ethical guidelines that all BCBAs adhere to.
Centers for Disease Control and Prevention (CDC): Know the Signs
Learn the milestones that typically developing children should hit, and when.
Organization for Autism Research
OAR’s Family site is a great resource for families beginning their journey after an autism diagnosis. Here you can find family support links, worksheets to introduce autism to younger children, and information on how to better understand your child’s diagnosis.
National Center for Medical Home Implementation: Care Notebook
Here you can find all the suggested pages for your Care Notebook, a centralized place to begin tracking all of your family member’s medical, educational and therapeutic needs, interventions, and progress.
National Institute of Neurological Disorders and Stroke
An autism fact sheet in easy to understand language, including information about diagnosis, research, and treatment.
My Autism Team
A social networking site for families affected by autism.
Autism Speaks: The Importance of Early Access to Care
A wonderful resource for parents outlining the process of getting care early, in order to get the best possible outcome!
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Posted on June 29, 2017 @ 12:04:00 PM by Paul Meagher
Lean Startup Theory advocates the use of ongoing experimentation to find out if customers value your product or not. The use of A/B testing is often used determine if some feature is having a significant positive influence on customers or not. The popularity of A/B testing derives from the fact that it is easy to change some minor feature of a website to see if some success measure is improved or not relative to the control/existing version of the website. The technique is easy and the math is easy (but check this out).
A/B testing is only one experimental technique that might be used and it has some limitations. One limitation is that it is often used to test only one factor or version at a time to see if the factor/version improves success metrics or not. Optimal performance is often a function of the interaction of two or more factors that can not determined by testing one factor at a time. Chemical reactions can occur optimally at a combination of temperature and pressure that is not predicted by studying each factor separately.
Today I want to mention a methodology that is not that well known but which is used in industry to find the factors and the levels of each factor that produces optimal outcomes. That methodology is called Response Surface Methodology (RSM) and is commonly used in chemical industries to find the optimal operating conditions (temp, pressure, catalytic agents, reactants, pH, etc..) for producing a chemical reaction.
Response Surface Methodology begins by listing all the factors that might contribute to the response. It also examine the levels
that each of these factors might take on. When you do this you quickly run into a combinatorial explosion of factor levels to
test. Where Response Surface Methodology comes in is to help guide you towards a reduced set of factors/levels to interatively test to arrive at an estimate of the optimal factor level settings.
All I can hope to do in this blog is mention a couple of ideas from response surface methods that I found interesting and am still exploring.
If you have, say, 3 factors (temperature, pressure, pH) with 5 levels then to run a full factorial design requires that you measure responses under each of the possible 125 conditions. This is generally not economically feasible so the question becomes whether you can find the optimal condition by studying some subset of conditions, often called a fractional factorial design. One such design that is popular in RSM is called Central Composite Rotable Design. That is an intimidating phrase for a neat idea. Basically you reduce the number of levels by only testing the extreme levels of each factor along with the median level of each factor and interpolating all the values that would fall in between.
So if you wanted to test the growth of a plant as a function of nitrogen and moisture instead of studying all the levels of each factor you would only test the response for the median levels of each factor and the extreme levels of each factor and try to interpolate what the response would be between these levels. Other fractional designs are possible.
The second idea from RSM that is worth thinking about is to plot the levels of your factors on each axis to generate a response surface that depicts our how the variables interact. The combination of moisture and temperature levels will generate a growth response in the plant that can be plotted as a response surface that an educated eye can read to better grasp what the optimal factor levels might be, or what tradeoff might might be best to make. We are all familiar with drawing and interpreting graphs consisting of curves, but not so familiar with drawing and interpreting surfaces and contours so as to understand the interaction of 2 variables. Being able to visualize the interaction of 2 variables as response surfaces can allow our visual system to process the information more thoroughly than a set of numbers would.
I have found that a good starting point for understanding response surfaces is Khan Academy's tutorials on
Multivariate Calculus. You don't have to know
calculus to learn some useful multivariate skills from the first few tutorials.
I hope this blog has helped to convince you that there are experimental methodologies besides A/B testing that might be
applied to discovering the right combination of factors for your product or service. One at a time testing does not provide any insight into the potential interactions of that factor with other factors. For that you need a factorial design and to administer it efficiently you may want to consider response surface methodologies.
The definitive text on RSM is by George Box and Norman Draper with the title Response Surfaces, Mixtures, and Ridge Analyses (2nd, 2007). Not an easy read but worth scanning for ideas and probably very useful if you want to use RSM to optimize your product or service.
Posted on June 22, 2017 @ 10:47:00 AM by Paul Meagher
Jean Martin Fortier, in his excellent book The Market Gardener (2014), explained and illustrated how he and his wife make 100,000$ per acre. There farm is an example of a very high yielding enterprise measured by the quantity of produce grown or income generated.
A critical aspect of their argument as to why the farm was high yielding was because he did not use a standard tractor and its accompanying implements to cultivate the land. Instead he relied on smaller scale equipment that was appropriate to the permanent bed system he setup on his 1.5 acre gardening area. He argued that this helped also with the financial yield of the system because he did not have associated machinery debt and maintenance costs. He was not afraid to spend money on tools that improved his productivity, he just made the decision that he didn't see a role for a standard tractor in maximizing yield.
The metaphor of the market gardener is that there are alot of potentially good paying niches our there were our focus might turn to improving quality and getting better at production, rather than getting bigger. Investments into quality and efficiency can still increase yield without dedicating more physical area to production. By focusing on quality and efficiency, we might increase yield by getting more production using less work and inputs and higher prices for better quality. Fortier's argument is that getting bigger in physical scale is not the best route to increasing yield.
That being said, Jean Martin had a generous benefactor invest alot of money into scaling up the market gardening approach to more than 1.5 acres (to 8 acres). This latest video shows how he is scaling up in a way that remains true to many of his market gardening practices, but he now has the room to incorporate new animal and permaculture systems to potentially produce even greater per-acre yields. That is still to be determined. As far as his benefactor is concerned, the most important yield of the system might be the trained market gardeners that the larger scale operation can foster.
There are multiple types of yield a business can try to optimize for and which defines what the enterprise considers success.
Posted on June 13, 2017 @ 07:47:00 AM by Paul Meagher
In previous blogs (part 1, part 2, part 3), I have argued that the term yield is most useful as a measure of productivity per unit area. Some usages of the term yield are simply productivity measures without any accounting of the area involved (e.g., stock and bond yields). Here we will delve deeper into the spatial aspect of yield and talk about yield mapping. Yield maps are visual depictions of how yield varies as a function of GPS coordinates.
There is a convergence of technology in agriculture that enables on-the-fly calculation of yield as an operator is harvesting a field.
Yield mapping technology is built into some combine harvesters now so the operator can gauge or verify that a certain part of a field is yielding more than others and to compare to historical yields from that area.
The 4 ft x 8 ft garden I planted in my cold frame exhibits a similar variability in productivity per unit area with yield being quite high in most areas, but with a noticeable gap in one area where I have planted basil (at the same time as the other crops).
The power of yield mapping comes from comparing it with other maps that contain information about the presence of other variables.
A combine harvester might also contain sampling tools that record the level of nitrogen or moisture in the soil as it progresses through the
field enabling the operator to see how the yield map might be explained by the levels of nitrogen and moisture in those areas. The
yield maps might also be compared with maps produced by flyover drones doing multi-spectral imaging as a basis for measuring different
field characteristics. The point is that to increase yield we can't just measure yield itself, we also have to measure other characteristics that might explain the yield patterns and, in the case of farming, would allow us to make precise interventions to improve yield.
So the concept of yield mapping includes not just mapping the levels of productivity over an area but can also be extended to mapping associated variables that might be used to explain and improve yield (e.g., where it might be lacking in, say, nitrogen in a certain part of the field).
In a store front, we could measure yield per square foot or cubic foot of space. We could do yield mapping of each shelf in the store and
compute the relative yield derived from the different locations of the store. We might measure yield by computing the amount of income generated by a given area of shelf space. Perhaps we could optimize store front yield by co-relating the yield map to the presence of other variables that might co-vary with such yield. Yield in agriculture is also affected by ambient conditions like the weather. Similarly, yield in a store front would be affected by factors such as types and levels of traffic, socioeconomic status of the catchment area, and the competitive landscape. Something like yield mapping might be useful to do in bricks and mortar establishments.
The term yield mapping was briefly mentioned in the interesting book Push Button Agriculture: Robotics, Drones, Satellite-Guided Soil and Crop Management (2016) by K.R.Krishna. The author argues that the next level of productivity improvement in industrial agriculture is now happening but will become more pronounced as robotics, drones, and gps technology makes further inroads into farming. The level of productivity per unit area of land will increase because we have more precise control over what needs to be done to maintain or increase yields (via maps created using drones, gps, and onboard sensors) but also because robotic innovation will continue to reduce the need for repetitive work to be done by humans. A lesson from industrial agriculture is that precision and robotics are two major factors that are now being targeted to increase yields even further.
Posted on June 6, 2017 @ 08:23:00 AM by Paul Meagher
I had some additional thoughts on increasing yield this weekend that will be the focus of today's blog (earlier thoughts at part 1 and part 2).
Just to refresh, I use the term yield to refer to a measure of productivity per unit area. Productivity might be measured in dollars or
in bushels of corn. Often dollars are used as a surrogate measure of yield but it is not perfectly correlated with physical yield because the
yield in dollars is also affected by supply and demand. That being said, we are often interested in yield measured both in dollars and bushels
as they both provide useful information.
The calculation of yield is also affected by two major complicating factors.
One complicating factor is that yield is a multidimensional concept. You can increase yield across several dimensions at the same time and
a good designer often is.
In 2011 Ethan Roland & Gregory Landua wrote an influential essay called
The 8 forms of capital. This diagram gives you a
quick overview of the categories they posited.
Where Ethan and Gregory use the term "Capital" I might use the phrase "Types of Yield" and regard each of these as types of yeild a project
Another complicating factor is that yield can be hard to assign. For example, I sell square bales of hay from my barn to clients consisting
mostly of horse owners. One horse owner confided to me today that she keeps her horses in the barn during the hot part of the day when the
flies are bad. She likes to have some hay available for them to eat. The hay that we sell to such horse owners is stored in the barn and sold from there.
What is the yield of the barn measured in dollars? Besides the tricky, but interesting math involved, we also have the problem of deciding what percentage of the final price obtained should be attributed to the storage aspect. There were also the costs of mowing, teddering, raking, baling, moving it into the barn, and beer to quench the workers. You can assign a percentage but to find solid grounds for doing so may also be tricky.
Ultimately, we always have to come back to the fact that yield is meant to be a practical concept that we might use to assess performance on a per unit area basis. These complications make the calculation of yield more difficult but possibly also more meaningful and relevant.
Before deciding on any design I decided to place my bikes in the back of my truck to see how they fit. Yesterday, I finally installed a metal
carrier on the back of my truck that I intend to use for transporting lumber and kayaks. By chance, the position of the top metal railing is slightly above the top of the handle bars of the two bikes. Also, the handle bars of both bikes are roughly the same height of the ground.
This opens up the potential for a much simpler design than I've seen to date that takes advantage of these fortuitous circumstances. That
design involves simply running 2x4 lumber from one railing to the other, using a couple of U-bolts to mount the 2x4 lumber to the railings, and then using some type of clip to mount the handles to the 2x4 lumber. After around an hour of working on it, this is what I finally came up with.
This little design episode reminds me that design should not be a top down exercise. It is definitely useful to get top down guidance by seeing how other people solved a similar problem but we should also do mock ups so that we can also get bottom up feedback on what might work. Sometimes the bottom up feedback is sufficiently good to suggest an opportunistic design that can solve the problem.
FYI: I used two 13cm rubber bungee cords to secure each bike handle to the pressure-treated 2x4. I removed an S clip from one side of the bungee cord so that I would have a hole to insert the remaining S clip into (forming a loop with one clip). So far the bike carrier appears to work ok. The bikes are very solidly in position and stayed in position when I took some sharp turns to test it out. It is easy to strap the bikes in and remove them. Hopefully there will only be minor wear on the handles from the rubber bungee cord and lumber holding them in place. I could install another beam and reverse the direction of a third bike to have it comfortably fit in the back of my truck. Bikes could be secured to the metal rail with a bike lock if that was a concern.
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“Did dinosaurs live on Earth with man? Did a flood really cover the entire earth? Are we a product of random accidents? Did humans evolve from apes? Is there life on other planets? How old is the earth?” Our kids continue to ask the same questions that we asked when we were young. The difference today is that our children have many more places to search for answers than we did, and far too little of what they find is true.
How do you get your children to come to you for those critical worldview-shaping answers? Ridicule rarely works (“Only an idiot would believe we came from monkeys!”) and neither does criticizing a popular school teacher (“He’s an evolutionist and probably an atheist”).
Rather than choosing methods that may alienate your children, find ways to build a relationship of trust with them—then you will become the go-to person for their questions. Here are four areas you can foster to become your children’s number-one resource when it comes to difficult creation questions—easy to remember with the acronym CARE.
- Communication. Communicate that you care about the things that matter to them. Listen to them and pay attention to the things they are interested in. If your son raves about dinosaurs, learn the characteristics of the Stegosaurus and the Tyrannosaurus rex and join the conversation when the topic of dinosaurs comes up.
- Availability. Be available to look up answers, show them sources on the Internet, read books with them, attend workshops, and take them on tours of creation ministries. When you visit museums, zoos, and planetariums, prepare your child beforehand for the theories they will hear and read, and then be ready to discuss their questions.
- Research. As the parent, become informed. Learn the common arguments and study the latest research. If your child asks you something you don’t know, be quick to say, “I don’t know, but I know where we can find the answer.” Go to www.ICR.org, read creation-based resources, watch creation DVDs, and attend conferences. (The ICR website has an archive of thousands of articles dealing with most of the subjects both children and adults have questions about!)
- Environment. Create an environment of learning in your home. Have books and resources available for all ages. Encourage questions, investigative thinking, and research.
At some point, your child will likely become the go-to person in the areas they are passionate about. If you CARE about what’s important to your kids by building the foundation of trust and the habit of investigative research when they are young, then they will be prepared for those high school and college days that challenge their worldview.
We are excited to tell you about our current project—a new DVD series titled Unlocking the Mysteries of Genesis. Dr. Henry Morris III reveals details of this incredible 12-DVD set, currently in production, in his article “Unlocking the Mysteries of Genesis” (pages 5-7). Each episode “offers a biblical view of creation that bridges the generation gap and reconciles faith with science.” Parents, churches, and schools will discover that this resource further equips youth and young adults with “tools to move forward with renewed commitment to their Christian values and faith in God’s unfailing Word.”
* Jayme Durant is Executive Editor at the Institute for Creation Research.
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What Is Priming Psychology And What Is It Used For?
By: Jessica Anderson
Updated September 17, 2020
Medically Reviewed By: Avia James
Priming is one of the unconscious ways our memories work when we're identifying words, objects, tasks, or situations at hand. Basically, priming means activating a specific part of your brain, so you're more likely to recognize something in front of you. For example, you can prime someone to notice blueberries in a fruit basket by first showing them the color blue.
In general, when someone looks at a basket full of fruit, they might notice the brightly-colored yellow bananas first, or maybe they'll see the apples if that's their favorite snack. However, showing that same person the color blue in advance (or priming them to notice things that are "blue") increases the likelihood that they'll notice the blueberries first. This happens because the concepts of "blue" and "blueberries" are closely linked in our memories.
When a word, an image, a sound, or any other stimulus elicits an associated response, priming is at play. If you need a strong study tool or a new therapy technique, you may want to learn more about this phenomenon. Well, you're in luck. In this article, we'll learn all about priming, including different types of priming and how they can be used.
Priming is a technique used in cognitive psychology that conditions responses by exposure to specific stimuli. It works with our unconscious responses to change our thought patterns and reactions by tapping into the way our brains process, store, and recall information. Priming is known to improve cognitive and behavioral response times. In addition, it decreases anxiety, stress, and depression and can even be a strong study aid.
With all of these benefits, it's no surprise that it's used in therapy to help people improve their lives. It's a strong tool and can be used for a variety of purposes. You might even see priming in brain games. If you're interested in priming, you're not alone. Read on to learn if priming may be right for you.
Types Of Priming
Before learning about the therapeutic uses of priming, it's important to see and understand the many types of priming that are used in our society. Some of these descriptions may include complex psychological terms, but the techniques listed below should give you a broad overview of priming's many applications.
- Repetition Priming: When our brains experience a specific stimulus and response, the same response will be processed quicker each time it's processed in the future. In other words, repetition helps us think faster.
- Positive and Negative Priming: Positive priming speeds up the reaction time between the stimulus and the response, whereas negative priming slows it down. Repetition increases positive priming, while ignoring the stimulus provides negative priming.
- Perceptual Priming: This type of priming relies on forms, such as the exact format of a stimulus and the way in which a stimulus is introduced. In other words, individuals are conditioned to respond to a specific item.
- Conceptual Priming: This type is based on categories, the meaning of the stimulus, and semantic tasks that reinforce the priming. For example, you might be primed to think of fruit in general when you see a blueberry. Psychologists use this tool to look at how the concept of the stimulus is related to the individual being primed.
- Associative Priming: We can speed up response time or processing time by using a related word or act. It works off the knowledge that the brain is faster at responding to stimulus when it associates terms.
- Semantic Priming: This is used when items or words are associated logically or related linguistically.
- Response Priming: Here, the stimulus is used to produce a motor effect. Stimulus speed and motor response speed increase together.
- Masked Priming: When the stimulus is covered or hidden in some way, the brain still unconsciously recognizes it.
- Kindness Priming: An act of kindness produces happiness, and that positive mood is unaffected by negative stimuli.
Priming is a staple in our society and in our work with psychology and mental health. As we mentioned earlier, you might see priming in brain games. You might also notice priming when you walk down the street, turn on the television, or talk to your therapist. Below, we'll look at these uses in more detail.
Psychology and Research
Psychologists use priming to study and research memory and the brain. Topics might relate to how the brain stores information, how it retrieves it, and how it perceives it. As such, it's contributed to new findings in research about Alzheimer's disease, including how the disease affects the brain.
Advertising and Politics
Priming is also a crucial component in most advertising. Repetition and association play a major role in how advertisers construct their campaigns because a few well-placed associations, the right colors, and some repetition will sell just about anything. That's why it's used in print, voice, or video fashion. You may even see priming in politics as a politician tries to gain your vote.
Stress and Depression
Positive priming produces positive feelings and responses that can reduce stress, depression, and other burdens. That's why priming is helpful in therapy. When a client begins to associate therapy sessions with stress relief, their symptoms and their quality of life improve. If you've been to therapy before, you've almost certainly used priming. You may not have noticed, however, because it's mostly unconscious. Still, know that, if you have made positive life changes with the help of therapy, you've already benefited from priming.
Yoga and meditation mantras are clear examples of priming at work. These motivational sayings are meant to elicit positive feelings and stress relief, and they work to prime the user for positivity. In addition, using positive quotes to reinforce positive behavior can be a helpful tool. Each time the quote is repeated, the stimulus for positive thoughts works to recall positive associations that have been made in the past.
Fears and Anxiety
Exposure therapy is another therapeutic method that uses priming. In this case, the individual is exposed to something that causes them distress. This may happen all at once or gradually over time. After the individual has become used to the thing that causes their fear or anxiety, they're primed to face it again in the future. In this way, priming reduces these reactions.
Addiction always requires treatment from healthcare or mental health professionals, but priming can be used to ease the process. Priming can replace negative emotions and thoughts with positive ones, empowering individuals to make positive changes in their lives. This approach can be particularly helpful for people who are recovering from addiction. In addition, negative priming can be used to create an aversion to the addictive substance or behavior.
Memory can be primed for many associations, which can provide an extra boost when you're studying. Research has shown that repetition and association increase a student's ability to recall all types of information. In fact, creating associations using rhythm or rhyme is a technique that has been used to educate children for hundreds of years.
Priming as a Cognitive Tool
As mentioned earlier, priming happens unconsciously all of the time. However, it's possible to use this cognitive tool to help shape our positive behaviors or let go of negative ones. A licensed counselor can help you to determine how priming and other cognitive tools can be used to help you reach your goals. Reach out to a counselor today to learn more.
If you have a busy schedule or have trouble getting to a therapy appointment for any reason, consider an online option like BetterHelp. This platform has more than 4,000 licensed therapists, and you can meet with them from the comfort and privacy of your own home (or wherever you have an internet connection). See reviews of BetterHelp counselors below.
"Mackenzie has transformed my Monday nights. I look forward to discussing everything with her. I feel understood, I feel heard, I feel respected, and I feel confident confiding things with her. She challenges me. She supports me. She builds my confidence. With her guidance, I know my feelings are valid and that I will be ok. She keeps track of my progress. Thank you Mackenzie!"
"Debbie is thoughtful, patient, and understanding. She's able to navigate some of my fears, pains, and anxieties and give me useful feedback for how to better myself."
Priming is an interesting and useful psychological tool with a wide variety of uses in therapy and in society in general. If you think priming may be right for you, reach out to your therapist today. It may be the tool you need to enjoy your life to the fullest.
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Difference between Internet, Intranet and Extranet.
This is the world-wide network of computers accessible to anyone who knows their Internet Protocol (IP) address - the IP address is a unique set of numbers (such as 188.8.131.52) that defines the computer's location. Before a computer can be accessed, the name needs to be resolved (translated) into an IP address. To do this your browser (for example Netscape or Internet Explorer) will access a Domain Name Server (DNS) computer to lookup the name and return an IP address - or issue an error message to indicate that the name was not found. Once your browser has the IP address it can access the remote computer. The actual server (the ...
This posting describes the difference between Internet, Intranet and Extranet.
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Winter is the coldest season of the year in polar and temperate climates (winter does not occur in tropical climates). It occurs after autumn and before spring in each year. Winter is caused by the axis of the Earth in that hemisphere being oriented away from the Sun. Different cultures define different dates as the start of winter, and some use a definition based on weather. When it is winter in the Northern Hemisphere, it is summer in the Southern Hemisphere, and vice versa.
In many regions, winter is associated with snow and freezing temperatures. The moment of winter solstice is when the sun’s elevation with respect to the North or South Pole is at its most negative value (that is, the sun is at its farthest below the horizon as measured from the pole). The day on which this occurs has the shortest day and the longest night. The earliest sunset and latest sunrise dates outside the polar regions differ from the date of the winter solstice, however, and these depend on latitude, due to the variation in the solar day throughout the year caused by the Earth’s elliptical orbit (see earliest and latest sunrise and sunset).
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The concept of method and methodology. Classification of methods of scientific knowledge.
The concept method (from the Greek word “method” – the path to something) means a set of techniques and operations of practical and theoretical learning of reality.
The method equips a person with a system of principles, requirements, rules, guided by which he can achieve the intended goal. Mastering a method means for a person knowing how to perform certain actions in order to solve various tasks, and the ability to apply this knowledge in practice.
“Thus, the method (in one form or another) is reduced to a set of specific rules, techniques, methods, norms of cognition and action. It is a system of prescriptions, principles, requirements that orient the subject in solving a specific task, achieving a certain result in a given field of activity. He disciplines the search for truth, allows (if correct) to save time and effort, to move to the goal the shortest way. The main function of the method is the regulation of cognitive and other forms of activity. ”
The doctrine of the method began to develop in the science of modern times. Its representatives considered the correct method a guide in moving to reliable, true knowledge. So, a prominent philosopher of the XVII century. F. Bacon compared the method of knowledge with a lantern illuminating the way for a traveler walking in the dark. And another famous scientist and philosopher of the same period, R. Descartes, set forth his understanding of the method as follows: “By method,” he wrote, “I mean precise and simple rules, strict observance of which … without wasting mental forces, but gradually and continuously increasing knowledge, contributes to the fact that the mind achieves true knowledge of all that is available to him. ”
There is a whole field of knowledge, which is specifically engaged in the study of methods and which is commonly called methodology. The methodology literally means “the doctrine of methods” (for this term derives from two Greek words: “method” – method and “logos” – teaching). Studying the laws of human cognitive activity, the methodology develops on this basis methods for its implementation. The most important task of the methodology is to study the origin, essence, efficiency and other characteristics of the methods of knowledge.
Methods of scientific knowledge can be subdivided according to the degree of their generality, i.e., the breadth of applicability in the process of scientific research.
There are two known general methods in the history of knowledge: diadetic and metaphysical. These are general philosophical methods. From the middle of the 19th century, the metaphysical method began to be more and more displaced from the natural sciences by the dialectical method.
The second group of methods of knowledge consists of general scientific methods that are used in various fields of science, that is, they have a very wide, interdisciplinary spectrum of application.
The classification of general scientific methods is closely related to the concept of levels of scientific knowledge.
There are two levels of scientific knowledge: empirical and theoretical .. “This distinction is based on differences in, firstly, the methods (methods) of the most cognitive activity, and secondly, the nature of the achieved scientific results.” Some general scientific methods are applied only at the empirical level (observation, experiment, measurement), others only at the theoretical (idealization, formalization), and some (for example, modeling) both at the empirical and theoretical levels.
The empirical level of scientific knowledge is characterized by direct research of actually existing, sensually perceived objects. The special role of empiricism in science lies in the fact that only at this level of research we are dealing with the direct interaction of man with the studied natural or social objects. Here, living contemplation (sensory cognition) prevails, the rational moment and its forms (judgments, concepts, etc.) are present here, but they have a subordinate meaning. Therefore, the object under study is reflected mainly from its external relations and manifestations that are accessible to living contemplation and expressing internal relations. At this level, the process of accumulating information about the objects under study, phenomena by observing, performing various measurements, and supplying experiments is carried out. Here is also the primary systematization of the actual data obtained in the form of tables, charts, graphs, etc. In addition, already at the second level of scientific knowledge – as a result of summarizing scientific facts – it is possible to formulate some empirical patterns.
The theoretical level of scientific knowledge is characterized by the predominance of the rational moment – concepts, theories, laws and other forms and “mental operations”. The lack of direct practical interaction with objects determines the peculiarity that an object at a given level of scientific knowledge can be studied only indirectly, in a mental experiment, but not in a real one. However, living contemplation is not eliminated here, but becomes a subordinate (but very important) aspect of the cognitive process.
At this level, the disclosure of the most profound essential aspects, relationships, patterns inherent in the studied objects, phenomena by processing the data of empirical knowledge takes place. This processing is carried out using systems of “higher order” abstractions — such as concepts, conclusions, laws, categories, principles, etc. However, “at the theoretical level, we will not find a fixation or an abbreviated summary of empirical data; theoretical thinking cannot be reduced to the summation of empirically given material. It turns out that the theory does not grow out of empiricism, but, as it were, next to it, or rather, above it and in connection with it. ”
The theoretical level is a higher level in scientific knowledge. “The theoretical level of knowledge is aimed at the formation of theoretical laws that meet the requirements of universality and necessity, i.e. act everywhere and always. ” The results of theoretical knowledge become hypotheses, theories, laws.
Separating in a scientific study these two different levels, one should not, however, separate them from each other and oppose them. After all, the empirical and theoretical levels of knowledge are interrelated. The empirical level acts as a basis, a theoretical foundation. Hypotheses and theories are formed in the process of theoretical understanding of scientific facts, statistical data obtained at the empirical level. Moreover, theoretical thinking inevitably relies on sensually-visual images (including diagrams, graphs, etc.) with which the empirical level of research deals.
In turn, the empirical level of scientific knowledge can not exist without the achievement of the theoretical level. Empirical research usually relies on a certain theoretical structure that determines the direction of this research, determines and justifies the methods used in this process.
According to K. Popper, it is absurd belief that we can begin a scientific study with “pure observations”, not having “something similar to theory”. Therefore, some conceptual point of view is absolutely necessary. Naive attempts to do without it, in his opinion, can only lead to self-deception and uncritical use of some unconscious point of view.
The empirical and theoretical levels of knowledge are interrelated, the boundary between them is conditional and mobile. Empirical research, identifying new observations with the help of observations and experiments, stimulates theoretical knowledge (which summarizes and explains them) and sets new, more complex tasks for it. On the other hand, theoretical knowledge, developing and concretizing new own content on the basis of empiricism, opens new, broader horizons for empirical knowledge, orients and directs it in search of new facts, contributes to the improvement of its methods and means, etc.
The third group of methods of scientific knowledge includes the methods used only in the framework of research of a particular science or a particular phenomenon. Such methods are called tea-science. Each private science (biology, chemistry, geology, etc.) has its own specific research methods.
At the same time, particular scientific methods, as a rule, contain various general scientific methods of cognition in various combinations. Private science methods may include observations, measurements, inductive or deductive reasoning, etc. The nature of their combination and use depends on the research conditions, the nature of the objects being studied. Thus, private scientific methods are not divorced from general scientific methods. They are closely related to them, include the specific use of general scientific cognitive techniques to study a specific area of the objective world. At the same time, the particular scientific methods are connected with the universal, dialectical method, which is, as it were, refracted through them.
Another group of methods of scientific knowledge are the so-called disciplinary methods, which are systems of techniques used in a particular discipline, which is part of any branch of science or originated at the intersection of sciences. Each fundamental science is a complex of disciplines that have their own specific subject and their own specific research methods.
The latter, the fifth group includes interdisciplinary research methods which are a combination of a number of synthetic, integrative methods (arising as a result of combining elements of different levels of methodology), aimed mainly at joints of scientific disciplines.
Thus, in scientific knowledge, there is a complex, dynamic, integral, subordinated system of diverse methods of different levels, spheres of action, orientation, etc., which are always implemented subject to specific conditions.
It remains to add to this that any method in itself does not predetermine success in the knowledge of one or another aspect of material reality. It is also important to be able to correctly apply the scientific method in the process of knowledge. If we use the figurative comparison of academician P. L. Kapitsa, the scientific method “seems to be the Stradivarius violin, the most perfect of the violins, but in order to play it, you need to be a musician and know music. Without this, it will also be fake, like a normal violin. ”
The universal (dialectical) method of knowledge, the principles of the dialectical method and their application in scientific knowledge.
Dialectics (Greek dialektika – I am talking, arguing) – the doctrine of the most common laws of development of nature, society and knowledge, in which various phenomena are considered in the diversity of their connections, the interaction of opposing forces, trends, in the process of change, development. In its internal structure, the dialectic as a method consists of a number of principles, the purpose of which is to lead knowledge to the unfolding of developmental contradictions. The essence of the dialectic is precisely in the presence of the contradictions of development, in the movement towards these contradictions. Let us consider in brief the basic dialectical principles.
The principle of comprehensive consideration of the objects studied. An integrated approach in knowledge.
One of the important requirements of the dialectical method is to study the object of knowledge from all sides, to strive to identify and study as many as possible (from an infinite set) of its properties, relationships, and relations. Modern research in many fields of science increasingly requires taking into account an increasing number of factual data, parameters, connections, etc. This task is becoming more and more difficult to solve without using the informational power of the latest computer technology.
The world around us is a single whole, a certain system, where each object as a unity of the diverse is inextricably linked with other objects and they all constantly interact with each other. One of the basic principles of materialist dialectics — comprehensiveness of consideration — emerges from the statement about the universal connection and interdependence of all phenomena. The correct understanding of any thing is possible only if the entire set of its internal and external sides, relations, relations to etc. is investigated. To really know a subject deeply and comprehensively, one must embrace, study all its sides, all connections and “ mediation ”in their system, with the isolation of the main, decisive side.
The principle of comprehensiveness in modern scientific research is implemented in the form of an integrated approach to objects of knowledge. The latter allows us to take into account the multiplicity of properties, parties, relationships, etc. of the objects and phenomena under study. This approach underlies the integrated, interdisciplinary research, which allows to “combine into one” multilateral research, to combine the results obtained by different methods. It is this approach that led to the idea of creating research teams consisting of specialists in various fields and fulfilling the requirement of comprehensiveness in solving certain problems.
“Modern integrated scientific and technical disciplines and research are the reality of modern science. However, they do not fit into the traditional organizational forms and methodological standards. It is in the sphere of these studies and disciplines that the practical “internal” interaction of the social, natural and technical sciences is being carried out … Such studies (which, for example, include research in the field of artificial intelligence) require special organizational support and the search for new organizational forms of science. However, unfortunately, their development is hampered precisely because of their non-traditional, lack of a clear idea of their place in the system in the mass (and sometimes professional) consciousness science and technology. ”
Nowadays, complexity (as one of the important aspects of the dialectical methodology) is an integral element of modern global thinking. Based on it, the search for solutions to global problems of our time requires a scientifically based (and politically weighted) integrated approach.
The principle of consideration in the relationship. Systemic cognition.
The problem of taking into account the connections of the investigated thing with other things occupies an important place in the dialectical method of knowledge, distinguishing it from the metaphysical. The metaphysical thinking of many natural scientists, who ignored in their research the real relationships that exist between the objects of the material world, created many difficulties in scientific knowledge at one time. To overcome these difficulties began in the XIX century. the transition from metaphysics to dialectics, “… considering things not in their isolation, but in their interconnection”.
The progress of scientific knowledge already in the 19th century, and even more so in the 20th century, showed that any scientist, in whatever field of knowledge he worked, will inevitably fail in research if he considers the object being studied out of touch with other objects, phenomena or will ignore the nature of the relationship of its elements. In the latter case, it will be impossible to understand and study the material object in its integrity as a system.
A system is always a certain integrity, which is a collection of elements, the functional properties and possible states of which are caused not only by the composition, structure, etc. of its constituent elements, but also by the nature of their interrelationships.
To study an object as a system, a special, systematic approach to its cognition is also required. The latter must take into account the qualitative originality of the system in relation to its elements (that is, that it – as integrity – has properties that the elements that make it up).
It should be borne in mind that “… although the properties of the system as a whole cannot be reduced to the properties of the elements, they can be explained in their origin, in their internal mechanism, in the ways of their functioning based on the properties of the elements of the system and character their interconnections and interdependencies. This is the methodological essence of the system approach.
Otherwise, if there were no connection between the properties of the elements and the nature of their interconnection, on the one hand, and the properties of the whole, on the other hand, there would be no scientific sense in considering the system as a system, that is, as a set of elements with certain properties. Then we would have to consider the system simply as a thing with properties irrespective of the properties of the elements and the structure of the system. ”
“The principle of consistency requires the distinction between the external and internal sides of the material systems, the essence and its manifestations, the discovery of the diverse aspects of the subject, their unity, the disclosure of the form and content, the elements and structure, the random and the necessary, etc. This principle directs thinking to the transition from phenomena to their essence, to the knowledge of the integrity of the system, as well as the necessary connections of the subject under consideration with the processes surrounding it.
The principle of consistency requires the subject to put in the center of knowledge the idea of integrity, which is designed to guide knowledge from the beginning to the end of the study, no matter how it disintegrates into separate possible, at first glance, not related to each other, cycles or moments; the whole way of knowing the idea of integrity will change, enrich, but it must always be a systematic, holistic view of the object. ”
The principle of consistency is aimed at a comprehensive knowledge of the subject, as it exists at one time or another; it aims to reproduce its essence, integrative basis, as well as the diversity of its aspects, manifestations of the essence when it interacts with other material systems. Here it is assumed that this item is separated from its past, from its previous states; This is done for a more directional knowledge of its current state. Distraction from history in this case is a legitimate method of knowledge.
The spread of the systems approach in science was associated with the increasing complexity of research objects and the transition from metaphysical-mechanistic to dialectical methodology. Symptoms of the exhaustion of the cognitive potential of metaphysical-mechanistic methodology, focused on reducing the complex to individual connections and elements, appeared as early as the 19th century, and at the turn of the 19th and 20th centuries. the crisis of such a methodology has already been revealed quite clearly, when common human reason has increasingly begun to come into contact with objects interacting with other material systems, with consequences that can no longer be (without allowing an obvious error) to tear away from the causes that gave rise to them.
The principle of determinism.
Determinism – (from the Latin. Determino – I define) – is a philosophical doctrine about the objective regular relationship and interdependence of the phenomena of the material and spiritual world. The basis of this doctrine is a statement about the existence of causality, that is, such a connection of phenomena in which one phenomenon (cause) under certain conditions necessarily generates another phenomenon (effect). Even in the writings of Galileo, Bacon, Hobbes, Descartes, Spinoza, it was justified that when studying nature one must look for valid causes and that “true knowledge is knowledge by means of causes” (F. Bacon).
Already at the level of phenomena, determinism makes it possible to distinguish the necessary connections from random ones, essential ones from non-essential ones, to establish certain repeatability, correlative dependencies, etc., that is, to carry out the promotion of thinking to the essence, to the causal connections within the essence. Functional objective dependencies, for example, are connections of two or more consequences of the same cause, and the knowledge of regularities at the phenomenological level must be complemented by the knowledge of genetic, causative connections. The cognitive process, going from effects to causes, from accidental to necessary and essential, is aimed at disclosing the law. The law, however, determines phenomena, and therefore knowledge of the law explains phenomena and changes, the movements of the object itself.
Modern determinism presupposes the existence of various objectively existing forms of the interrelation of phenomena. But all these forms ultimately add up on the basis of universal causality, outside of which not a single phenomenon of reality exists.
The principle of study in development. Historical and logical approach in knowledge.
The principle of studying objects in their development is one of the most important principles of the dialectical method of knowledge. This is one of the fundamental differences. dialectical method from the metaphysical. We will not receive true knowledge if we study a thing in a dead, frozen state, if we ignore such an important aspect of its being as development. Only by studying the past of the object of interest to us, the history of its emergence and formation, can we understand its current state and predict its future.
The principle of studying an object in development can be realized in cognition by two approaches: the historical and the logical (or, more precisely, the logical-historical).
In the historical approach, the history of the object is reproduced exactly, in all its versatility, taking into account all the details, events, including all sorts of random deviations, zigzags in development. This approach is used in a detailed, thorough study of human history, in observations, for example, the development of some plants, living organisms (with the corresponding descriptions of these observations in full detail), etc.
The logical approach also reproduces the history of the object, but at the same time it undergoes certain logical transformations: it is processed by theoretical thinking with the release of the general, the essential, and is freed at the same time from everything that is accidental, insignificant, superficial, which hinders the identification of the development pattern of the object being studied.
Such an approach in the natural sciences of the XIX century. It was successfully (albeit spontaneously) implemented by C. Darwin. For the first time, he had a logical process of cognition of the organic world based on the historical process of development of this world, which made it possible to solve scientifically the question of the origin and evolution of plant and animal species.
The choice of a historical or logical approach in cognition is determined by the nature of the object being studied, the objectives of the study and other circumstances. At the same time, in the real process of cognition, both of these approaches are closely interrelated. The historical approach is not complete without some logical understanding of the facts of the history of the object being studied. The logical analysis of the development of an object does not contradict its true history, it proceeds from it.
F. Engels emphasized this interrelation of historical and logical approaches in cognition. “… The logical method,” he wrote, “… is essentially nothing more than the same historical method, only freed from historical form and from interfering accidents. Where the story begins, the same should begin the train of thought, and its further movement will be nothing more than a reflection of the historical process in an abstract and theoretically consistent form; the reflection is amended, but corrected in accordance with the laws, which the actual historical process itself gives … ”
The logical-historical approach, based on the power of theoretical thinking, allows the researcher to achieve a logically reconstructed, generalized reflection of the historical development of the object under study. And this leads to important scientific results.
In addition to the above principles, the dialectical method includes other principles – objectivity, concreteness, “the split of the single” (the principle of contradiction), etc. These principles are formulated on the basis of the relevant laws and categories, which together reflect the unity and integrity of the objective world in its uninterrupted development.
General scientific methods of empirical knowledge.
Scientific observation and description.
Observation is a sensual (mostly visual) reflection of objects and phenomena of the external world. “Observation is a purposeful study of objects, relying mainly on such sensory abilities of a person as sensation, perception, representation; in the course of observation, we gain knowledge of the external aspects, properties, and characteristics of the object in question ”. This is the initial method of empirical knowledge, which allows to obtain some primary information about the objects of the surrounding reality.
Scientific observation (as opposed to routine, everyday observations) is characterized by a number of features:
– focus (observation must be carried out to solve the research problem, and the observer’s attention should be fixed only on the phenomena associated with this task);
– regularity (observation must be carried out strictly according to the plan, drawn up on the basis of the research task);
– activity (the researcher must actively search for, highlight the points he needs in the observed phenomenon, drawing on his knowledge and experience, using various technical means of observation).
Scientific observations are always accompanied by a description of the object of knowledge. An empirical description is the fixation, by means of a natural or artificial language, of information about objects given in observation. With the help of the description, sensual information is translated into the language of concepts, signs, diagrams, drawings, graphs and figures, thus taking the form convenient for further rational processing. The latter is necessary for fixing those properties, the sides of the object being studied, which constitute the subject of study. Descriptions of the results of observations form the empirical basis of science, based on which researchers create empirical generalizations, compare the objects under study according to certain parameters, classify them according to some properties, characteristics, find out the sequence of the stages of their formation and development.
Almost every science goes through the specified initial, “descriptive” stage of development. At the same time, as emphasized in one of the papers dealing with this issue, “the main requirements that are imposed on a scientific description are aimed at making it as complete, accurate and objective as possible. The description should give a reliable and adequate picture of the object itself, accurately reflect the phenomena under study. It is important that the concepts used for the description always have a clear and unambiguous meaning. With the development of science, changes in its fundamentals, means of description are transformed, and a new system of concepts is often created. ”
When observing there is no activity aimed at the transformation, change of objects of knowledge. This is due to a number of circumstances: the inaccessibility of these objects for practical impact (for example, observation of remote space objects), undesirability, based on research objectives, interference with the observed process (phenological, psychological, etc.), lack of technical, energy, financial and other capabilities. experimental studies of objects of knowledge.
According to the method of observation can be direct and indirect.
With mediocre observations, certain properties of the object are reflected, perceived by the human senses. This kind of observation has given much useful in the history of science. It is known, for example, that the observations of the position of planets and stars in the sky, carried out for more than twenty years by Tycho Brahe with unparalleled accuracy for the naked eye, were the empirical basis for Kepler’s discovery of his famous laws.
Although direct observation continues to play an important role in modern science, more often than not scientific observation is indirect, that is, it is carried out using certain technical means. The emergence and development of such means has largely determined the enormous expansion of the capabilities of the method of observation that has occurred over the past four centuries.
If, for example, before the beginning of the XVII century. astronomers observed the celestial bodies with the naked eye, then the invention of the optical telescope by Galileo in 1608 raised astronomical observations to a new, much higher level. Nowadays, the creation of X-ray telescopes and their output into outer space aboard the orbital station (X-ray telescopes can work only outside the earth’s atmosphere) made it possible to observe such objects of the Universe (pulsars, quasars) that could not be studied in any other way.
The development of modern science is associated with the increasing role of the so-called indirect observations. Thus, objects and phenomena studied by nuclear physics cannot be directly observed either with the help of the human sense organs, nor with the help of the most advanced instruments. For example, when studying the properties of charged particles with the help of the Wilson camera, these particles are perceived by the researcher indirectly – according to their visible manifestations, such as the formation of tracks consisting of many droplets of liquid.
At the same time, any scientific observations, although they rely primarily on the work of the sense organs, require at the same time participation and theoretical thinking. The researcher, relying on his knowledge and experience, should be aware of sensory perceptions and express them (describe) either in terms of ordinary language, or – more strictly and abbreviatedly – in certain scientific terms, in some graphs, tables, figures, etc. For example, emphasizing the role of theory in the process of indirect observations, A. Einstein, speaking to V. Heisenberg, noted: “Whether this phenomenon can be observed or not depends on your theory. It is the theory that must establish what can be observed and what cannot. ”
Observations can often play an important heuristic role in scientific knowledge. In the process of observation, completely new phenomena can be discovered that allow one or another scientific hypothesis to be substantiated.
From the foregoing it follows that observation is a very important method of empirical knowledge, providing for the collection of extensive information about the world around it. As the history of science shows, with the correct use of this method, it turns out to be very fruitful.
Experiment is a more complex method of empirical knowledge than observation. It involves the active, purposeful and strictly controlled influence of the researcher on the object being studied in order to identify and study various aspects, properties, connections. In this case, the experimenter can transform the object under study, create artificial conditions for its study, interfere with the natural course of the processes.
“Experiment holds a special place in the general structure of scientific research. On the one hand, it is the experiment that is the link between the theoretical and empirical stages and levels of scientific research. According to its design, an experiment is always mediated by preliminary theoretical knowledge: it is conceived on the basis of relevant theoretical knowledge, and its goal is often to confirm or refute a scientific theory or hypothesis. The results of the experiment themselves need a certain theoretical interpretation. At the same time, the method of experiment according to the nature of the cognitive means used belongs to the empirical stage of cognition. The result of experimental research is, first of all, the achievement of factual knowledge and the establishment of empirical patterns. ”
Experimentally oriented scientists argue that a cleverly thought out and “cunning” expertly staged experiment is above theory: theory can be completely refuted, and reliably gained experience is not!
The experiment includes other methods of empirical research (observation, measurement). At the same time, it has a number of important, unique features.
First, the experiment allows us to study the object in a “purified” form, i.e., to eliminate all kinds of side factors, stratifications that impede the process of research.
Secondly, in the course of the experiment, an object can be placed in some artificial, in particular, extreme conditions, that is, it can be studied at ultralow temperatures, at extremely high pressures or, conversely, in vacuum, at enormous electromagnetic field strengths, etc. In such artificially created conditions, it is possible to detect surprising at times unexpected properties of objects and, thus, to comprehend their essence more deeply.
Third, by studying a process, the experimenter can intervene in it, actively influence its course. As academician I.P.Pavlov noted, “experience seems to take phenomena into its own hands and sets in motion one or the other, and thus, in artificial, simplified combinations, determines the true connection between phenomena. In other words, observation collects what nature offers it, while experience takes from nature what it wants. ”
Fourth, an important advantage of many experiments is their reproducibility. This means that the experimental conditions, and accordingly the observations made at the same time, can be repeated as many times as necessary to obtain reliable results.
Preparation and conduct of the experiment require compliance with a number of conditions.
So, the scientific experiment:
- it is never put at random, it assumes the existence of a clearly defined research goal;
- it is not done “blindly”, it is always based on some initial theoretical positions. Without an idea in his head, said I.P.Pavlov, one cannot see the fact at all;
- not carried out unplanned, randomly, the researcher preliminarily outlines the ways of its implementation
- requires a certain level of development of technical means of knowledge necessary for its implementation;
- should be conducted by people with sufficiently high qualifications.
Only the totality of all these conditions determines the success in experimental research.
Depending on the nature of the problems solved during the experiments, the latter are usually divided into research and verification.
Research experiments make it possible to discover new, unknown properties of an object. The result of such an experiment can be conclusions that do not follow from the available knowledge about the object of study. An example is the experiments put in the laboratory of E. Rutherford, which led to the discovery of the atomic nucleus, and thus to the birth of nuclear physics.
Verification experiments are used to verify, confirm those or other theoretical constructs. Thus, the existence of a number of elementary particles (positron, neutrinos, etc.) was initially predicted theoretically, and only later they were discovered experimentally.
Based on the methodology and results obtained, the experiments can be divided into qualitative and quantitative. Qualitative experiments are exploratory in nature and do not lead to any quantitative relationships. They only allow to identify the effect of certain factors on the phenomenon under study. Quantitative experiments are aimed at establishing accurate quantitative dependencies in the phenomenon under study. In actual practice, experimental studies of both of these types of experiments are implemented, as a rule, in the form of successive stages in the development of knowledge.
As is known, the connection between electrical and magnetic phenomena was first discovered by the Danish physicist Oersted as a result of a purely qualitative experiment (by placing a magnetic compass needle next to a conductor through which electric current was passed, he found that the arrow was deviating from the initial position). After Oersted published his discovery, quantitative experiments of the French scientists Biot and Savard followed, as well as Ampere’s experiments, on the basis of which the corresponding mathematical formula was derived.
All these qualitative and quantitative empirical studies laid the foundation for the study of electromagnetism.
Depending on the field of scientific knowledge, in which the experimental research method is used, there are natural science, applied (in technical sciences, agricultural science, etc.) and socio-economic experiments.
Measurement and comparison.
Most scientific experiments and observations involve a variety of measurements. Measurement is the process of determining the quantitative values of certain properties, the sides of the object being studied, a phenomenon with the help of special technical devices.
The great importance of measurement for science was noted by many prominent scientists. For example, D. I. Mendeleev emphasized that “science begins with the beginning of measurement.” A well-known English physicist V. Thomson (Kelvin) pointed out that “every thing is known only to the extent that it can be measured”.
The measurement operation is based on the comparison of objects for some similar properties or sides. To make such a comparison, it is necessary to have certain units of measurement, the presence of which makes it possible to express the studied properties from the side of their quantitative characteristics. In turn, this allows the wide use of mathematical tools in science and creates prerequisites for the mathematical expression of empirical dependencies. The comparison is used not only in connection with the measurement. In science, comparison acts as a comparative or comparative historical method. Originally established in philology, literary criticism, it was then successfully applied in jurisprudence, sociology, history, biology, psychology, history of religion, ethnography, and other areas of knowledge. Whole branches of knowledge using this method appeared: comparative anatomy, comparative physiology, comparative psychology, etc. Thus, in comparative psychology, the study of the psyche is based on a comparison of the psyche of an adult with the development of the psyche in a child, as well as animals. In the course of scientific comparison, not arbitrarily chosen properties and relations are compared, but significant ones.
An important aspect of the measurement process is the method of its conduct. It is a set of techniques that use certain principles and measurement tools. The principles of measurement in this case refer to some phenomena that form the basis of measurements (for example, temperature measurement using the thermoelectric effect).
There are several types of measurements. Based on the nature of the dependence of the measured value on time, the measurements are divided into static and dynamic. In static measurements, the value that we measure remains constant in time (measurement of the size of bodies, constant pressure, etc.). Dynamic includes such measurements, during which the measured value changes over time (measurement of vibration, pulsating pressures, etc.).
According to the method of obtaining results, direct and indirect measurements are distinguished. In direct measurements, the desired value of the measured value is obtained by directly comparing it with a standard or issued by a measuring instrument. In indirect measurement, the quantity sought is determined on the basis of a known mathematical relationship between this quantity and other quantities obtained by direct measurements (for example, finding the specific electrical resistance of a conductor by its resistance, length and cross-sectional area). Indirect measurements are widely used in cases where the desired value is impossible or too difficult to measure directly or when direct measurement gives a less accurate result.
With the progress of science, the measuring technique is moving forward. Along with the improvement of the existing measuring instruments, working on the basis of traditional established principles (replacement of the materials from which the device parts were made, the introduction of individual changes in the design, etc.), there is a transition to fundamentally new, measuring device designs caused by new theoretical prerequisites. In the latter case, devices are created in which new scientific ones are implemented. progress. For example, the development of quantum physics significantly increased the possibilities of measurements with a high degree of accuracy. Using the Mössbauer effect allows you to create a device with a resolution of about 10 -13% of the measured value.
Well-developed instrumentation, a variety of methods and high characteristics of measuring instruments contribute to the progress in scientific research. In turn, the solution of scientific problems, as noted above, often opens up new ways to improve the measurements themselves.
General scientific methods of theoretical knowledge.
Abstraction The ascent from the abstract to the concrete.
The process of cognition always begins with the consideration of specific, sensually perceived objects and phenomena, their external features, properties, relationships. Only as a result of the study of the sensually-concrete, does a person arrive at some generalized notions, concepts, or other theoretical propositions, that is, scientific abstractions. Obtaining these abstractions is associated with a complex abstracting activity of thinking.
In the process of abstraction, there is a departure (ascent) from sensually perceived concrete objects (with all their properties, sides, etc.) to the abstract ideas about them that are reproduced in thought. At the same time, a sensually concrete perception is, as it were, “… evaporates to a degree of abstract definition.” Abstraction, thus, consists in mental abstraction from some – less significant – properties, sides, signs of the object being studied with simultaneous release, formation of one or several essential sides, properties, signs of this object. The result obtained in the process of abstraction, called abstraction (or use the term “abstract” – as opposed to concrete).
In scientific knowledge, for example, identification abstractions and isolating abstractions are widely used. Identification abstraction is a concept that results from the identification of a certain set of objects (at the same time they are diverted from a number of individual properties, characteristics of these objects) and their uniting into a special group. An example is the grouping of the whole variety of plants and animals living on our planet into special species, genera, orders, etc. Isolating abstractions are obtained by highlighting certain properties, relationships that are inseparably connected with objects of the material world, into independent entities (“stability “,” Solubility “,” electrical conductivity “, etc.).
The transition from the sensible-concrete to the abstract is always associated with a certain simplification of reality. At the same time, ascending from the sensually concrete to the abstract, theoretical, the researcher gets an opportunity to understand the object under study more deeply, to reveal its essence. At the same time, the researcher first finds the main connection (relation) of the object being studied, and then, step by step, tracing how it changes in different conditions, opens new connections, establishes their interactions and in this way reflects in its entirety the essence of the object being studied.
The process of transition from sensual-empirical, visual representations about the phenomena under study to the formation of certain abstract, theoretical constructions reflecting the essence of these phenomena is the basis of the development of any science.
Since the concrete (i.e., real objects, processes of the material world) is a combination of a set of properties, sides, internal and external relations and relations, it cannot be known in all its diversity, remaining at the stage of sensory cognition, being limited to them. Therefore, there is a need for a theoretical understanding of the concrete, that is, the ascent from the sensually concrete to the abstract.
But the formation of scientific abstractions, general theoretical principles is not the ultimate goal of knowledge, but is only a means of a deeper, more diverse knowledge of the concrete. Therefore, the further movement (ascent) of knowledge from the achieved abstract again to the concrete is necessary. The knowledge of the concrete obtained at this stage of the research will be qualitatively different compared to that which was at the stage of sensory cognition. In other words, the concrete at the beginning of the process of cognition (sensually-concrete, which is its initial moment) and the concrete that is comprehended at the end of the cognitive process (it is called logical-concrete, emphasizing the role of abstract thinking in its comprehension) are radically different from each other.
The logical-concrete is theoretically reproduced in the mind of the researcher concrete in all the richness of its content.
It contains in itself not only sense-perceptible, but also something hidden, inaccessible to sensory perception, something essential, regular, comprehended only with the help of theoretical thinking, with the help of certain abstractions.
Idealization. Thought experiment.
The mental activity of a researcher in the process of scientific knowledge includes a special kind of abstraction, which is called idealization. Idealization is the mental introduction of certain changes in the object under study in accordance with the objectives of research.
As a result of such changes, for example, some properties, parties, attributes of objects can be excluded from consideration. Thus, idealization widespread in mechanics, called the material point, implies a body devoid of any size. Such an abstract object, the dimensions of which are neglected, is convenient when describing the movement of a wide variety of material objects from atoms and molecules to the planets of the solar system.
Changes to the object, achieved in the process of idealization, can also be made by giving it some special properties, which are in reality impracticable. An example is the abstraction introduced by idealizing into physics, known as an absolutely black body (such a body is endowed with a property that does not exist in nature absorb absolutely all radiant energy falling on it, not reflecting anything and not passing through itself).
The expediency of using idealization is determined by the following circumstances:
First, “idealization is expedient when real objects to be investigated are rather complicated for the available means of theoretical, in particular mathematical, analysis, and in relation to an idealized case, by attaching these means, a theory can be constructed and developed under certain conditions and goals , to describe the properties and behavior of these real objects. The latter, in essence, certifies the fruitfulness of idealization, distinguishes it from barren fantasy. ”
Secondly, it is advisable to use idealization in those cases when it is necessary to exclude certain properties, the connections of the object under study, without which it cannot exist, but which obscure the essence of the processes occurring in it. A complex object appears as if in a “purified” form, which facilitates its study.
Thirdly, the use of idealization is advisable when the properties, parties, relations of the object being studied are excluded from consideration in the framework of this study on its essence. In this case, the correct choice of the admissibility of such an idealization plays a very large role.
It should be noted that the nature of idealization can be quite different if there are different theoretical approaches to the study of a phenomenon. As an example, we can point out three different notions of the “ideal gas”, which were formed under the influence of various theoretical-physical concepts: Maxwell-Boltzmann, Bose-Einstein and Fermi-Dirac. However, all three variants of idealization obtained in this case turned out to be fruitful in the study of gas states of various nature: the ideal Maxwell-Boltzmann gas became the basis for the study of ordinary molecular rarefied gases at rather high temperatures; The ideal Bose-Einstein gas was used to study the photon gas, and the ideal Fermi-Dirac gas helped solve a number of electron gas problems.
Being a kind of abstraction, idealization allows an element of sensual visibility (the usual process of abstraction leads to the formation of mental abstractions that do not have any visibility). This feature of idealization is very important for the implementation of such a specific method of theoretical knowledge, which is a mental experiment (it is also called mental, subjective, imaginary, idealized).
A mental experiment involves operating with an idealized object (replacing a real object in abstraction), which consists in the mental selection of certain provisions, situations that allow to detect some important features of the object under study. This shows a certain similarity of the mental (idealized) experiment with the real. Moreover, any real experiment, before being carried out in practice, is first “played” by the researcher mentally in the process of reflection and planning. In this case, the mental experiment acts as a preliminary ideal plan for a real experiment.
A mental experiment can be of great heuristic value, helping to interpret new knowledge obtained in a purely mathematical way. This is confirmed by many examples from the history of science.
The idealization method, which is very fruitful in many cases, has at the same time certain limitations. In addition, any idealization is limited to a specific area of phenomena and serves to solve only certain problems. This can be clearly seen at least by the example of the above idealization “an absolutely black body”.
The main positive value of idealization as a method of scientific knowledge lies in the fact that the theoretical constructions obtained on its basis allow then to effectively explore real objects and phenomena. The simplifications achieved with the help of idealization facilitate the creation of a theory that reveals the laws of the studied area of the phenomena of the material world. If the theory as a whole correctly describes real phenomena, then the idealisations put in its basis are legitimate.
Formalization is understood as a special approach to scientific knowledge, which consists in using special symbolism, which allows to distract from the study of real objects, from the content of theoretical positions describing them and operate instead with a certain set of symbols (signs).
This technique is to build abstract mathematical models that reveal the essence of the studied processes of reality. When formalizing, the arguments about objects are transferred to the plane of operation with signs (formulas). Relationships of signs replace statements about the properties and relationships of objects. In this way, a generalized symbolic model of a certain subject area is created, which makes it possible to detect the structure of various phenomena and processes when diverting from the qualitative characteristics of the latter. The derivation of some formulas from others according to strict rules of logic and mathematics represents a formal study of the basic characteristics of the structure of various, sometimes very distant in nature phenomena.
A vivid example of formalization is the mathematical descriptions of various objects and phenomena that are widely used in science and are based on relevant substantial theories. At the same time, the mathematical symbolism used not only helps to consolidate the already existing knowledge about the objects and phenomena under study, but also acts as a tool in the process of their further cognition.
To construct any formal system, it is necessary: a) to assign an alphabet, that is, a specific set of characters; b) setting rules by which “words”, “formulas” can be obtained from the initial characters of this alphabet; c) setting rules by which from some words, formulas of this system, you can move on to other words and formulas (the so-called inference rules).
As a result, a formal sign system is created in the form of a specific artificial language. An important advantage of this system is the possibility of conducting an object in its framework in a purely formal way (operating with signs) without directly referring to this object.
Another advantage of formalization is to ensure the brevity and clarity of recording scientific information, which opens up great opportunities for operating it.
In the axiomatic construction of theoretical knowledge, first a set of starting points is specified that do not require proof (at least within the framework of this knowledge system). These provisions are called axioms, or postulates. Then, from them, according to certain rules, a system of conclusion sentences is built. The set of initial axioms and sentences derived from them forms an axiomatically constructed theory.
Axioms are statements whose proof of truth is not required. The number of axioms varies widely: from two to three to several dozen. The logical conclusion allows to transfer the truth of axioms to the consequences derived from them. At the same time, axioms and conclusions from them are subject to the requirements of consistency, independence and completeness. Following certain well-defined rules of inference allows us to streamline the process of reasoning when deploying an axiomatic system, to make this reasoning more strict and correct.
To define an axiomatic system, some language is required. In this connection, symbols (icons) are widely used, rather than bulky verbal expressions. Replacing a spoken language with logical and mathematical symbols, as mentioned above, is called formalization. If formalization takes place, then the axiomatic system is formal, and the positions of the system acquire the character of formulas. The formulas obtained as a result of the derivation are called theorems, and the arguments used in this case are called proofs of theorems. Such is the almost well-known structure of the axiomatic method.
In methodology, the term “hypothesis” is used in two senses: as a form of the existence of knowledge, characterized by problematic, unreliability, need for proof, and as a method of forming and substantiating explanatory sentences, leading to the establishment of laws, principles, theories. The hypothesis in the first sense of the word is included in the method of the hypothesis, but it can also be used outside of it.
The best idea of the method of the hypothesis is an introduction to its structure. The first stage of the hypothesis method is familiarization with the empirical material that is subject to theoretical explanation. Initially, this material is tried to be explained with the help of laws and theories already existing in science. If there are none, the scientist proceeds to the second stage – the suggestion of assumptions or assumptions about the causes and patterns of these phenomena. At the same time, he tries to use various methods of research: inductive guidance, analogy, modeling, etc. It is quite possible that at this stage several explanatory assumptions are made that are incompatible with each other.
The third stage is the stage of assessing the severity of the assumption and selection from the set of most guesswork. The hypothesis is tested primarily for logical consistency, especially if it has a complex shape and turns into a system of assumptions. Further, the hypothesis is tested for compatibility with the fundamental inter-theoretical principles of this science.
At the fourth stage, the assumption is unfolded and a deductive derivation of empirically verifiable consequences from it takes place. At this stage, a partial reworking of the hypothesis is possible, an introduction to it using mental experiments of specifying details.
At the fifth stage, experimental verification of the consequences derived from the hypothesis is carried out. The hypothesis either receives empirical confirmation, or is refuted as a result of experimental verification. However, the empirical confirmation of the consequences of the hypothesis does not guarantee its truth, and the refutation of one of the consequences does not unambiguously indicate its falsity as a whole. All attempts to build an effective logic for confirming and refuting theoretical explanatory hypotheses have so far failed. The status of an explanatory law, principle, or theory is best obtained by testing the proposed hypotheses. From such a hypothesis, as a rule, maximum explanatory and predictive power is required.
Familiarity with the general structure of the hypothesis method allows you to define it as a complex, complex method of cognition, which includes all its diversity and forms and is aimed at establishing laws, principles and theories.
Sometimes the hypothesis method is also called the hypothetical-deductive method, bearing in mind the fact that the hypothesis is always accompanied by deductive derivation of empirically verifiable consequences from it. But deductive reasoning is not the only logical device used in the framework of the hypothesis method. When establishing the degree of empirical validity of the hypothesis, elements of inductive logic are used. Induction is also used at the stage of guessing. A significant place in the hypothesis is the conclusion by analogy. As already noted, at the stage of development of a theoretical hypothesis, a mental experiment can also be used.
The explanatory hypothesis as the assumption of the law is not the only kind of hypotheses in science. There are also “existential” hypotheses — assumptions about the existence of elementary particles unknown to science, units of heredity, chemical elements, new biological species, etc. The ways of proposing and substantiating such hypotheses differ from explanatory hypotheses. Along with the main theoretical hypotheses, there may be auxiliary ones that allow the main hypothesis to be brought into better agreement with experience. As a rule, such auxiliary hypotheses are later eliminated. There are also so-called working hypotheses, which make it possible to better organize the collection of empirical material, but do not pretend to explain it.
The most important kind of hypothesis method is the method of mathematical hypothesis, which is characteristic of sciences with a high degree of mathematization. The hypothesis method described above is a meaningful hypothesis method. Within its framework, meaningful assumptions about laws are first formulated, and then they receive the corresponding mathematical expression. In the method of the mathematical hypothesis, thinking follows a different path. First, to explain quantitative dependencies, a suitable equation is selected from adjacent fields of science, which often implies its modification, and then a meaningful interpretation is attempted to give this equation.
General scientific methods applied at the empirical and theoretical levels of knowledge.
Analysis and synthesis.
Under the analysis understand the division of the object (mentally or realistically) into its component parts for the purpose of their separate study. As such parts there may be some real elements of the object or its properties, signs, relations, etc.
Analysis – a necessary stage in the knowledge of the object. Since ancient times, the analysis has been used, for example, to decompose into components of certain substances. Note that the method of analysis played an important role in the breakdown of the phlogiston theory.
Undoubtedly, analysis occupies an important place in the study of objects of the material world. But it is only the first stage of the process of knowledge.
To comprehend an object as a whole, one cannot limit oneself to studying only its constituent parts. In the process of cognition, it is necessary to reveal the objectively existing connections between them, to consider them as a whole, in unity. To carry out this second stage in the process of cognition – it is possible to move from studying the individual constituent parts of an object to studying it as a single connected whole if the method of analysis is supplemented by another method – synthesis.
In the process of synthesis, a combination of the constituent parts (sides, properties, features, etc.) of the object under study, dissected as a result of the analysis, is made. On this basis, further study of the object takes place, but as a whole. At the same time, synthesis does not mean simple mechanical connection of separated elements into a single system. He reveals the place and role of each element in the system of the whole, establishes their interrelation and interdependence, that is, it allows one to understand the true dialectical unity of the object under study.
The analysis fixes mainly the specific, which distinguishes the parts from each other. Synthesis, on the other hand, reveals what is essentially common, which binds the parts together. The analysis involving the implementation of the synthesis, its central core has a significant selection. Then the whole does not look the same as at the “first acquaintance” of the mind with it, but much deeper, more meaningful.
Analysis and synthesis are successfully used in the field of human mental activity, that is, in theoretical knowledge. But here, as well as at the empirical level of knowledge, analysis and synthesis are not two operations separated from each other. In essence, they are like two sides of a single analytical-synthetic method of knowledge.
These two interrelated methods of research receive their own specification in each branch of science. From general reception, they can turn into a special method: for example, there are specific methods of mathematical, chemical and social analysis. The analytical method was developed in some philosophical schools and directions. The same can be said about synthesis.
Induction and deduction.
Induction (from the Latin. Inductio – guidance, inducement) is a formalological conclusion, which leads to a general conclusion on the basis of private premises. In other words, this is the movement of our thinking from the particular to the general.
Induction is widely used in scientific knowledge. Finding similar signs, properties of many objects of a certain class, the researcher makes a conclusion about the inherentness of these signs, properties of all objects of this class. Along with other methods of cognition, the inductive method has played an important role in the discovery of some laws of nature (world wideness, atmospheric pressure, thermal expansion of bodies, etc.).
Induction used in scientific knowledge (scientific induction) can be implemented in the form of the following methods:
1. The method of single similarity (in all cases of observation of a phenomenon, only one common factor is found, all others are different; therefore, this only similar factor is the cause of this phenomenon).
2. The method of the only difference (if the circumstances of the occurrence of a phenomenon and the circumstances under which it does not arise, are almost the same and differ only in one factor, which is present only in the first case, then we can conclude that this factor is the reason for this phenomena).
3. The combined method of similarity and differences (is a combination of the above two methods).
4. The method of accompanying changes (if certain changes of one phenomenon each time entail some changes in another phenomenon, then the conclusion about the causal relationship of these phenomena follows).
5. Method of residues (if a complex phenomenon is caused by a multifactorial cause, some of these factors are known as the cause of some part of this phenomenon, then the conclusion follows: the cause of the other part of the phenomenon is the other factors that are part of the common cause of this phenomenon).
The ancestor of the classical inductive method of knowledge is F. Bacon. But he interpreted induction extremely widely, considered it the most important method of discovering new truths in science, the main means of scientific knowledge of nature.
Deduction (from the Latin. Deductio – elimination) is to obtain private conclusions based on the knowledge of some general provisions. In other words, this is the movement of our thinking from the general to the particular, the individual.
But a particularly great cognitive significance of deduction is manifested in the case when not just an inductive generalization, but a hypothetical assumption, such as a new scientific idea, acts as a general premise. In this case, deduction is the starting point for the birth of a new theoretical system. The theoretical knowledge created in this way predetermines the further course of empirical research and guides the construction of new inductive generalizations.
Getting new knowledge through deduction exists in all natural sciences, but the deductive method is especially important in mathematics. Operating with mathematical abstractions and building their reasoning in very general terms, mathematicians are often forced to use deduction. And mathematics is perhaps the only deductive science proper.
In the science of New Age, the prominent mathematician and philosopher R. Descartes was a promoter of the deductive method of knowledge.
But, despite attempts in the history of science and philosophy to detach induction from deduction, to oppose them in the real process of scientific knowledge, these two methods are not used as isolated, isolated from each other. Each of them is used at the appropriate stage of the cognitive process.
Moreover, in the process of using the inductive method, deduction is also often “hidden”. “Summarizing the facts in accordance with some ideas, we thereby indirectly deduce the generalizations we receive from these ideas, and we are not always aware of this. It seems that our thought moves directly from facts to generalizations, that is, that there is pure induction. In fact, in line with some ideas, in other words, implicitly guided by them in the process of summarizing the facts, our thought indirectly goes from ideas to these generalizations, and, therefore, there is a deduction here … in all cases when we generalize, in accordance with any philosophical propositions, our conclusions are not only induction, but also hidden deduction. ”
Emphasizing the necessary link between induction and deduction, F. Engels strongly advised scientists: “Induction and deduction are interconnected in the same necessary way as synthesis and analysis. Instead of unilaterally exalting one of them to heaven at the expense of the other, one should try to apply each in its place, and this can be achieved only if they do not lose sight of their connection with each other, their mutual complement with each other. ”
Analogy and modeling.
An analogy is understood as the similarity, similarity of some properties, signs or relations among various objects in general. The establishment of similarities (or differences) between objects is carried out as a result of their comparison. Thus, the comparison underlies the method of analogy.
If a logical conclusion is made about the presence of any property, attribute, relationship of the object being studied on the basis of establishing its similarity with other objects, then this conclusion is called inference by analogy.
The degree of probability of obtaining the correct inference by analogy will be the higher: 1) the more well known are the general properties of the compared objects; 2) the more significant the common properties found in them, and 3) the deeper the mutual regular relationship of these similar properties is known. It should be borne in mind that if an object in relation to which an inference is made by analogy with another object has some property that is incompatible with the property about the existence of which a conclusion should be drawn, then the general similarity of these objects loses any meaning .
The method of analogy is used in various fields of science: in mathematics, physics, chemistry, cybernetics, in the humanities, etc. Well-known energy scientist V. A. Venikov well said about the cognitive value of the method of analogy: “Sometimes they say:“ The analogy is not proof ”… But after all, if you look it out, you can easily understand that scientists do not seek to prove anything in this way. Is it not enough that the true resemblance gives a powerful impulse to creativity? .. The analogy can jump out the idea into new, unknown orbits, and, of course, the correct idea is that the analogy, if treated with due care, is the simplest and clear path from old to new. ”
There are different types of conclusions by analogy. But it is common for them that in all cases one object is directly examined, and a conclusion is drawn about another object. Therefore, the conclusion by analogy in the most general sense can be defined as the transfer of information from one object to another. At the same time, the first object, which is actually being investigated, is called a model, and another object, to which information received as a result of research of the first object (model) is transferred, is called the original (sometimes a prototype, sample, etc.). Thus, the model always acts as an analogy, that is, the model and the object (original) displayed with its help are in a certain similarity (similarity).
Depending on the nature of the models used in scientific research, there are several types of modeling.
- Mental (perfect) modeling. This type of modeling includes various mental representations in the form of certain imaginary models. It should be noted that mental (ideal) models can often be realized materially in the form of sensually perceived physical models.
- Physical modeling. It is characterized by a physical similarity between the model and the original and aims at reproducing in the model the processes peculiar to the original. According to the results of the study of certain physical properties of the model, they judge the phenomena that occur (or may occur) in the so-called “natural conditions”. Nowadays, physical modeling is widely used for the development and experimental study of various structures, machines, for a better understanding of some natural phenomena, for studying effective and safe methods of mining, etc.
- Symbolic (sign) modeling. It is associated with the conditional-sign representation of some properties, relations of the original object. Symbolic (sign) models include a variety of topological and graph representations (in the form of graphs, nomograms, diagrams, etc.) of the objects under study or, for example, models presented in the form of chemical symbols and reflecting the state or ratio of elements during chemical reactions. A special and very important kind of symbolic (sign) modeling is mathematical modeling. The symbolic language of mathematics makes it possible to express the properties, sides, relations of objects and phenomena of the most diverse nature. The relationships between various quantities describing the functioning of such an object or phenomenon can be represented by the corresponding equations (differential, integral, integro-differential, algebraic) and their systems.
- Numerical simulation on a computer. This type of modeling is based on the previously created mathematical model of the object or phenomenon under study and is used in cases of large amounts of computation required for the study of this model. Numerical modeling is especially important where the physical picture of the phenomenon being studied is not completely clear, the internal mechanism of interaction is not known. By means of calculations on the computer of various options, an accumulation of facts is carried out, which makes it possible, in the end, to make a selection of the most real and probable situations. The active use of numerical simulation methods makes it possible to drastically reduce the time required for scientific and design developments.
The modeling method is constantly evolving: one type of model replaces another as science advances. At the same time, one thing remains unchanged: the importance, relevance, and sometimes the indispensability of modeling as a method of scientific knowledge.
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Wednesday, August 27, 2014
The eastern coastline of India is called the Coromandel Coast, which is the anglicized version of "Chozhamandalam" - the domain of the Chozhas. From their capital at Thanjavur, the Chozha emperors ruled over a territory that at its peak covered all of south India, and most of the east coast up to Bengal. Rajendra Chozhan extended the influence of the Chozhas across the seas, taking over parts of today's Thailand, Cambodia, Lagos, Vietnam, Malaysia and Indonesia.
Rajendra's reign extended so far to the north that he was also titled 'Gangaikonda Chozhan', the one who acquired Ganga. It is by that title that he is referred to in this hall - Sree Gangaikondan Mandapam - in Triplicane. The hall is used for recitals, discourses and similar events, mainly associated with the temples in the vicinity.
But I am a bit confused. The hall seems to be associated strongly with symbols of Vaishnavism, including the images of Garuda at the corners of the roof. Rajendra was the successor of Raja Raja Chozhan, who had had the Brihadeeswarar Temple at Thanjavur, where Shiva is the main deity, built. That temple was the inspiration for his son to build a similar one at Gangaikonda Chozhapuram, which was also dedicated to Shiva. So, does this mandapam really go back to the Chozha times? Or is there some other Gangaikondan being referred to here?
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December 7, 1941, was by an assessment a devastating day. The Hawaiian Air Force suffered a crippling blow, but the genesis of recovery and final victory over the enemy emerged in the valor of those who weathered the onslaught and fought back with everything they had. In the 50 years since then, the attack has become a faded memory for some and to many members of the younger generation just another moment in history. It deserves better understanding and commemoration, however, for this sudden, damaging strike on our forces marked the beginning of America's involvement in a terrible global war that was massive in scope and destruction. Literature on the 7 December 1941 Japanese attack that launched the United States into World War II is extensive. Japan's primary objective that day was to cripple the US Fleet anchored at Pearl Harbor, and the Navy's experience during the attack has been chronicled in detail. Control of the air over the island of Oahu was essential to the success of the attack, but documentation on Army Air Forces involvement has been sparse and often fragmented. Consequently, few people understand why the Hawaiian Air Force was so unprepared to accomplish its air defense mission or realize the extent of the damage and casualties it sustained on that "Day of Infamy." This book is an attempt to remedy that situation, and the events and actions of the US Army Air Forces on 7 December are told in this publication. In this writing several important question are addressed. Why was the Imperial Japanese Navy able to devastate the Hawaiian Air Force with little or no opposition? Why was the American air arm with over 200 aircraft, including long-range bombers, six radar stations, a trained ground observer unit, and extensive antiaircraft weapons units unable to perform its primary job of protecting the fleet? Why are all available aircraft unarmed and lined up like sitting ducks on the flight line at each base? Why were the radar stations shut down at 0700 on the morning of the attack? Where was the central fighter control unit, and why was it not activated prior to the attack?
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News and Sexuality: Media Portraits of Diversity is a practical teaching tool that addresses complex and often controversial issues in an engaging and accessible manner for journalism students. Edited by Laura Castañeda and Shannon B. Campbell, this volume contains original material written for this text that equips students with the general knowledge of sexual diversity needed by today’s journalists. This comprehensive text includes the history of media coverage of gay, lesbian, bisexual, transgender, and intersex issues and covers important contemporary topics in the news that range from cross-dressing to AIDS to same-sex marriage.
Chapter 1: “A Tremendous Sensation”: Cross-Dressing in the 19th-Century San Francisco Press
“A Tremendous Sensation”: Cross-Dressing in the 19th-Century San Francisco Press
In 1866, San Francisco's leading daily newspaper published a frontpage story describing a “tremendous sensation” caused the previous night by a woman who appeared “in full masculine apparel” on the ...
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Photo Courtesy of National Archives and Records Administration
I completed reading Weevils in the Wheat: Interviews with Virginia Ex-Slaves yesterday and found these 1930s recorded conversations fascinating. The Virginia Writers Project employees conducted oral history interviews with about 300 elderly former slaves to get their views on life before emancipation and since. While a number of the original interviews have been lost over time, this published collection has been available since 1976.
Fortunately, a majority of the interviews were made by African Americans, so interviewees seem to have been more candid than some of the WPA Federal Writers Project interviews conducted by white interviewers. That was the case when African Americans Emmy Wilson and Claude W. Anderson spoke with former slave Cornelius Garner in Norfolk in 1937.
Garner explained to his interviewers that he was born in 1846 in St. Mary’s County, Maryland. Garner said that he started working at about ten years old helping grow tobacco, wheat, corn, and oats on his owner’s plantation. He described his housing as good; that it didn’t leak, but had a dirt floor and straw beds. Garner also explained that he received plenty to eat. He said that a ration of meat and corn meal was supplied, and sometimes he received fish, molasses, and bread.
Garner does not go into an explanation of how, but in 1864 he arrived in Norfolk, Virginia. Being curious, I thought I’d see if I could corroborate his statement with any available service records.
Indeed, Garner’s records show he enlisted in Company B of the 38th United States Colored Infantry.on February 15, 1864 in Great Mill’s, Maryland. It was his army service that brought him to Norfolk, where he was officially mustered in. Garner was described as eighteen years old and five feet, five inches tall, and having a dark complexion. He is identified as being born in St. Mary’s County, Maryland, as he explained to his interviewers.
Private Garner was present and accounted for with his unit until September 29, 1864, when he was wounded at New Market Heights fighting with the 38th USCT in Alonzo Draper’s brigade. Garner mentioned in his interview fighting at Deep Bottom and Chaffin’s Farm (aka New Market Heights) but did not cover the fact that he was wounded. His service records indicate that he spent time at Balfour General Hospital, a Union army hospital in Portsmouth in October and November and returned to duty on December 12.
Garner’s records indicate that he was sent back to the hospital on February 2, 1865, for an unexplained illness. His is shown as being in the general hospital at Fort Monroe from March until about September. Then he appears to have been transferred to Fort Wood in New York harbor; most likely for a trip to Texas for border duty, where the 38th was stationed until they were mustered out in 1867. Garner explained in his interview that he returned to Virginia when he left the army that very year.
In Garner’s records is an application for compensation by his former owner Ann Milburn. Milburn also supplied an affidavit of her loyalty to seek payment for Garner’s service. Garner said in his interview that his master was Lewis Milburn. Looking up Ann Milburn in the 1860 census I found that she was the 50 year old wife of farmer John L. Milburn. John Milburn owned $10,000 in personal property. Their son, seventeen year old Lewis, is shown as a “farm hand.” John L. Milburn also appears in the 1860 slave schedules as the owner of sixteen slaves, who lived in two slave dwellings. On that list of a slaves appears a fourteen year old black male, who would fit Garner’s age and description exactly.
Being able to corroborate Garner’s interview story with official documents, in my opinion lends a extra level of credence to these sometimes disregarded “memory” accounts of lives spent in slavery.
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Let’s see a ‘raise of hands’ – how many of you have kids who act like eating vegetables is worse than going to the dentist or doctor?
Don’t worry, you’re not alone. It’s one of the most common parenting challenges out there.
Parents know that kids need the nutrients that vegetables provide, but sometimes it’s easier to just not fight with them and let them skip that dish of broccoli, spoonful of spinach, or whatever it may be.
And, while tricking kids isn’t always the greatest parenting tactic, in this case, it’s for a good cause. In other words, when it comes to your kids' nutrition, all's fair.
One of the easiest ways to ‘trick’ kids into eating those veggies is to include them in a smoothie. More than likely, if you use a few smart maneuvers, they’ll never even know they're in there.
Even if your kids question why their smoothie is green (in the case where you use spinach, kale, or other green vegetable), you can come up with a witty answer. Tell your kids you decided to celebrate St. Patty’s Day every day, or something silly and fun like that.
Another trick to remember is that some ingredients actually diffuse the green color; ingredients like berries and carrots can remove some of the questions about whether there are hidden veggies involved.
Also, fresh tomatoes, when blended, turn a pink or coral color, doing a great job of disguising the green color associated with those dreaded veggies.
And, just a few more tricks to make smoothies more fun for kids. Serve smoothies in a kid’s cup and use a crazy straw with it. Make it appealing for kids and they’ll be more likely to forget about whether or not there are veggies in there.
Have your kids name the smoothie recipes with something fun and easy to remember.
Okay, now let’s look at smoothie recipes with hidden veggies. Notice we skip using any veggie names in the titles – your secret is safe! I hope you'll find these recipes helpful.
Orange You Glad It's A Banana Smoothie
- 2 cups orange juice
- 1 cup spinach
- 1/2 cup chopped carrots
- 2 large ripe bananas
- 2 cups ice cubes
Pour the orange juice into a blender and then add the rest of the ingredients. Blend on high until smooth.
Apple Of My Eye Smoothie
- 1 large ripe banana
- 1 1/2 cups apple juice
- 2 cups chopped carrots
- 1 cup plain or vanilla yogurt
Put all ingredients in a blender and blend on high until smooth.
Creamy Double Berry Smoothie
- 1 cup tomato juice
- 1/2 cup milk
- 1 cup plain yogurt
- 1 cup strawberries,frozen
- 1 cup mixed berries,frozen
- 1 ripe banana
- 1/4 cup spinach
Put the liquids in blender first and then add the remaining ingredients. Blend on high for several minutes until smooth.
Cran-Apple Strawberry Smoothie
- 1 cup cran-apple juice
- 1 cup strawberries, frozen
- 1/2 cup fresh broccoli, steamed
- 1/2 cup plain yogurt
Add the cran-apple juice to the blender first. Now add the remaining ingredients and blend on high until smooth.
Banana Berry Smoothie
- 1 cup milk
- 1 Tbsp. honey
- 1/4 cup yogurt
- 1/4 cup cauliflower, frozen
- 1 ripe banana
- 1/2 cup strawberries, frozen
Add the milk, honey, and yogurt to the blender. Now add the remaining ingredients and blend on high until smooth.
With just these few smoothies, you should be ready to sneak some veggies into your kids' diet. You may never have to hear your kids say; “I hate vegetables” again!
Strengthen Your Immune System Naturally
Beta-1, 3D Glucan boosts the immune system to provide support and balance. It is unlike other immune supplements that simply stimulate or alter the immune response in unnatural ways. Over 50 years of research from prestigious universities around the world document the benefits of Beta-1, 3D Glucan.
Transfer Point is the only company that offers a Beta glucan with a minimum of 83% Beta-1,3D Glucan content, with no harmful contaminants. Every batch is independently tested and a Certificate of Analysis is provided and available upon request.
Research proves that purity matters when it comes to biological activity. No other Beta glucan can match the effectiveness that has made Transfer Point’s Beta Glucan the respected name in immune support.
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Smart weather radar aims to help planes ride the storms
There's a jolt - and passengers on a Qantas A380 en route from London to Sydney are bounced in their seats or sent tumbling in the aisles.
Severe turbulence caused by bad weather above the Indian Ocean in January this year resulted in seven people being treated for injuries, with four ending up in hospital.
This is not a rare occurrence. Frequent flyers know how unpleasant the irregular, and at times violent, motion of air currents can be.
Extreme weather can lead to injuries on board and damage to the plane, resulting in huge costs to airlines.
In the worst cases, bad weather can also play a role in a crash.
Although some air pockets are difficult to predict, pilots know that black storm clouds ahead often mean severe shaking and low visibility, as well as possible hail and lightning.
To spot these hazards and make the correct decision about pressing ahead or deviating, most large commercial and business jets are equipped with weather radar systems.
Partly thanks to this technology, pilots are able to notice thunderstorms early - but people still end up getting hurt. Last year, 80 passengers and cabin crew had turbulence-related injuries on commercial UK aircraft, says the UK Civil Aviation Authority.
And according to the US Federal Aviation Administration (FAA), nearly 60 people are hurt each year because of turbulence on US flights - there have even been a small number of fatalities. Bad weather also accounts for 70% of flight delays.
European plane manufacturer Airbus calls weather radars "essential equipment on modern airliners".
And now major aviation suppliers are busy upgrading this technology.
The weather radar that has been in use for some time is based on the so-called "tilt" technique.
A dish attached to the plane's nose or one of the wings scans the airspace in front, and the pilot has to manually adjust the tilt to check the weather above or below.
When workload is high, it is possible to misadjust the radar or misinterpret the data.
This could lead to the plane flying right into a dangerous cell or deviating too much, using more fuel than necessary.
But the new developments could help solve these issues, says Philip Brown, a cloud physicist from the Met Office, the UK's national weather service.
Auto-tilt and auto-scan techniques could be "a significant advance in on-board data processing and display systems", he says.
"By doing a lot of data storage and processing, the system is able to generate displays that can be used more intuitively than those from standard aircraft weather radar displays."
One feature involves warning if rain might have interfered with the radar beams, creating a distorted reading.
"This could certainly be a useful new feature in navigating around intense thunderstorm activity," says Mr Brown.
3D weather map
US-based Honeywell, one of the biggest global aviation suppliers, has just rolled out its next-generation Intuvue system.
It automatically scans above, below and in front of an aircraft, relying on sensors to determine moisture content, temperature profile and other data in the storm cell ahead.
On-board computers then access the "reasonable probability" of external hazards - and display a three-dimensional weather map for the pilot in real time, says the firm's senior chief engineer, Ratan Khatwa.
"We've simplified the operation - our new radar is hands-free.
"Instead of asking the pilot to manipulate tilt, the radar antenna automatically scans the airspace up to 320 miles in front and up to 60,000ft in altitude - a range greater than any other radar that exists today.
"And we interpret the image for the pilot, showing turbulence, hail and lightning icons."
The new system is already installed on a number of US aircraft, he adds.
Another big avionics maker, Rockwell Collins, plans to roll out a major upgrade to its weather radar technology in 2013.
The company says that more than 150 airlines around the world have installed its MultiScan Threat Detection system on more than 5,000 aircraft.
The new Boeing 787 Dreamliner will have it as well.
Next year, the software update will include the ability to perform real-time analysis of thunderstorm cells to indicate hail, lightning and potential turbulence, says the company's Steve Paramore.
The system will automatically adjust weather detection parameters depending on the time of day, time of year and the plane's geographic position.
"Our radar [works similarly] to the way modern jet fighters evaluate targets," says Mr Paramore.
"We initially evaluate using horizontal 2D sweeps and develop the track information for up to 40 thunderstorm threats. Based on their relative threat to the aircraft, cells are then analysed individually using vertical sweeps.
"This allows us to concentrate on the individual threats and provide a real-time threat analysis.
"In the future, it will also be important for the on-board radar to be shared with air traffic controllers so everyone has a common weather picture."
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What is Duchenne Muscular Dystrophy?
Duchenne Muscular Dystrophy, like all muscular dystrophies, causes weakening of the muscles. DMD is a recessive genetic mutation that occurs on the X chromosome. As a result, it almost exclusively affects boys. Unfortunately for the boys who have been diagnosed with DMD, it is the most severe of all the muscular dystrophies:
- Boys with this disease are diagnosed earlier, usually between 3 and 5 years of age.
- They lose muscle function more quickly, many boys are in wheelchairs by 10-12.
- They die earlier, most boy’s with DMD die in their mid 20’s.
Since Gus’ diagnosis, many well-meaning people have tried to reassure us that they know someone in their 40’s, 50’s or 60’s with muscular dystrophy.
What We’re Funding
At Hope for Gus, we consider ourselves stewards of the money that people donate. We feel incredibly indebted to you, the donor for two reasons:
- We are so appreciative of the fact that you are willing to join us in the fight to save Gus and the tens of thousands of boys like him who are suffering from DMD.
- We are honored that you have entrusted us with your charity dollar. We will do everything in our power to justify that trust. We take it very seriously because it comes down to saving lives.
We work to leverage every donation through the Duchenne Alliance. For example, if we are funding worthy research, we may challenge other foundations to match our donation, or we may work with others to match theirs. Our goal, of course is to bring promising research to fruition; to bring treatments to our boys.
Funding through 2018
- Dr. Kevin Flanigan – GalGt2 Gene Therapy Trial – Columbus Children’s – $20,000
- Charley’s Fund Program to Consolidate Research – $15,000
- Eric Hoffman – Reveragen Trial – $37,645
- Daedalus – Dr. McCeachern Stem Cell Research – Utah – $10,000
- U of Reading – Dr. Keith Foster – Repeat Dosing Gene Therapy – $25,000
- Dr. Jerry Mendall – Folistatin Gene Therapy – $29,500
- Eric Olson (University of Texas Southwest) – CRISPR/CAS 9 – $100,000 (through PPMD)
- Phrixus Pharmaceuticals – Carmaseal – $20,000
- UMass Memorial Hospital Research Coordinator position – $30,000
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Climate change is a real problem that affects the entire planet. Nowadays, climate change caused by global warming has become more visible due to rising greenhouse gas levels. One of Europe’s main objectives is to reduce greenhouse gas emissions and increase renewable energy sources (Europe 2020, 2010). All the people on earth planet are responsible for climate change. We must all together do something to prevent climat change. Making people aware of climate change is one of the most important ways to reduce its impact. The teachers who are the architects of society and the students who create the future of society are an integral part of the core of the solution.
We will endeavor to explore the concrete evidence of climate change and reach out to many people to cooperate on possible solutions. Using scientific methods, various types of impacts related to climate and geomorphological formations caused by climate change will be analyzed in different countries. Through this project, we essentially intend to:
• Increase knowledge and competence on climate change by observing the morphological and hydrographic changes caused by climate change in different locations.
• Share ideas on climate change in different regions, providing information on climate characteristics, classified with precipitation and temperature graphs.
• Motivate students to find solutions that reduce climate change;
• Develop practical ideas on renewable energy sources;
• Make students aware of the need for savings through creative ideas.
This is intended to raise awareness of climate change by giving students and teachers the opportunity to experience climate change evident in different countries. Active learning will improve knowledge consolidation. Participants will collaborate with each other, which will make it easier to understand the fact that our problems are common and that together we must put in place common solutions – we are the world together.
This is a private project. To join you must be a registered site member and request project membership.
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Body volume + polygon - math problems
Number of problems found: 6
- Hexagon rotation
A regular hexagon of side 6 cm is rotated through 60° along a line passing through its longest diagonal. What is the volume of the figure thus generated?
- Roof 8
How many liters of air are under the roof of tower which has the shape of a regular six-sided pyramid with a 3,6-meter-long bottom edge and a 2,5-meter height? Calculate the supporting columns occupy about 7% of the volume under the roof.
- Hexa prism
Determine the volume of hex prism with edge base 4 cm. The body height is 28 cm.
- Pentagonal pyramid
Calculate the volume of a regular 5-side (pentaprism) pyramid ABCDEV; if |AB| = 7.7 cm and a plane ABV, ABC has angle 37 degrees.
- Pentagonal prism
The regular pentagonal prism is 10 cm high. The radius of the circle of the described base is 8 cm. Calculate the volume and surface area of the prism.
- Regular hexagonal prism
Calculate the volume of a regular hexagonal prism whose body diagonals are 24cm and 25cm long.
Body volume - math problems. Polygon Problems.
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- Streptopelia decaocto, Eurasian collared-dove is a member of the dove and pigeon family. They are a gray stocky, medium-sized dove with squared tail. They have a slender black bill and a deep red iris. Their head and breast are pinkish. They have a partial black collar outlined in white on the back of the neck. There is a gray band across the coverts and the primary feathers are dark brown. S. decaocto have a wingspan of 18-22 in. (45-55 cm). The eyes have a deep red iris. The legs and feet of S. decaocto are a dark red. Males and females are very similar and change very little throughout the year. Immature birds are similar, but have pale reddish margins on the breast, wing, and back feathers. They lack a complete collar until they are about 3 months old. Young birds have red eyes and brownish red legs. A similar species is Streptopelia risoria, Ringed Turtle-Dove, and it is also nonnative.
- Life Cycle
- S. decaocto usually breeds between February and October in temperate climates but may breed year-round in warmer regions. Clutches usually have 2 eggs with one of the eggs being much larger. Parents share incubation which lasts for about 15 days. The eggs may hatch as much as 40 apart. After hatching the young are fed by regurgitation. The young fledge about 18 days after hatching and are independent by the time they are about a month old. The longest known lifespan of a S. decaocto was 13.6 years old.
- S. decaocto was found in Turkey, Syria, Iraq, Northern Greece, and Southern Bulgaria around 1930. It has naturally expanded its range across many parts of Europe, Asia and North Africa. S. decaocto was introduced to Antigua, Barbuda, Bahamas, Belize, Canada, Cayman Islands, Cuba, Dominica; Guadeloupe, Japan, Martinique, Mexico, Montserrat, Netherlands Antilles, Saint Kitts, Nevis, Turks Island, Caicos Island and the United States.
- Control Efforts
- S. decaocto is considered a pest species because it competes with native species outside its native range. It can be a problem in agricultural areas, especially where grains are grown. S. decaocto can be a carrier for West Nile Virus. It is hunted in some areas, but generally with little effect on the overall population.
View other image sets:
Other System Links
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As more people begin booking flights again, many factors come into play—from price to time of day to number of stops. Last month, Google Flights began adding carbon emissions estimates for flights in its search results.
Research from UC Davis indicates that consumers are willing to pay more to pollute less during flights and that including such emissions information may help green the aviation industry.
In a blog post for the Institute of Transportation Studies (ITS), computer science professor Nina Amenta, environmental psychologist Angela Sanguinetti, and National Center for Sustainable Transportation policy director Mike Sintentos write:
“Many consumers choosing lower-carbon flights could push airlines to invest in more fuel-efficient aircraft as well as sustainable aviation fuels. Repeatedly seeing emissions information could raise traveler’s awareness of the environmental cost of flying. This may ultimately build support for emissions reduction regulations and investments in more sustainable travel alternatives.”
In 2015, the team began work on GreenFLY.ucdavis.edu, a demo flight search website that shows the emissions of each flight as prominently as the price and sorts flights from lowest to highest emissions. The demo showed wide variation in emissions among flights with the same origins and destinations. For example, emission estimates for flights from San Francisco to Paris ranged from 711 kg to 1,623 kg.
Experiments conducted by Sanguinetti and Amenta indicate that displaying emissions estimates might change behavior. In the experiments, participants were asked to choose among “hypothetical flight choices on an interface very similar to the new Google Flights that showed CO₂-equivalent emissions prominently and labeled the greenest flight,” describes a Computer Science news article.
Participants were willing to pay $20 or more for a flight with 100kg emissions fewer than a comparable flight, although price was still the most important factor.
“This translates to a rate (‘willingness to pay’) of about $200/ton of CO2 saved, much higher than the average price of carbon offsets, which is about $3-6/ton!” the researchers wrote in the blog.
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About a quarter of all U.S. children ages 2 to 5 are overweight or obese, while nearly 80 percent of kids ages 1 to 3 have too much salt in their daily diet. Those are some of the revelations in a new government study from the Centers for Disease Control and Prevention, according to the Washington Post.
The Post reports the study found 7 in 10 toddler dinners contained too much salt, while most cereal bars, breakfast pastries and snacks for infants and toddlers had added sugars. As the newspaper points out, "Excess sugar and salt can contribute to obesity and elevated blood pressure early as childhood, but also later in life."
The added sugars in the tested food included high-fructose corn syrup, dextrose and glucose, which all increase calorie counts without any added health benefits. As for extra sodium, it's linked to increased blood pressure.
Data for the study comes from foods available in 2012. Though no specific names were mentioned, it did note that popular brands of macaroni and cheese, mini hot dogs, rice cakes, crackers, dried-fruit snacks and yogurt treats were tested.
One positive discovery from the study was that the majority of infant foods were low in sodium, which was surprising considering that "7 out of 10 toddler foods were high in the amount of sodium per serving," the study's lead author, Mary Cogswell of the CDC, told the Post.
The full CDC study is being published in the journal Pediatrics. Its researchers advise parents to closely read the labels on their children's food and make healthier choices before getting in the checkout line at the grocery store.
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| 0.973799
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(CNN) — Apparently sexism isn’t just a social problem — if you’re in the path of a hurricane, gender bias might actually kill you.
A team of researchers concluded that people prepare differently for hurricanes depending on whether the storm has a male or female name.
“Feminine-named hurricanes (vs. masculine-named hurricanes) cause significantly more deaths, apparently because they lead to a lower perceived risk and consequently less preparedness,” the researchers wrote in the Proceedings of the National Academy of Sciences.
In other words, a hurricane named “Priscilla” might not make people flee like a hurricane named “Bruno” would.
The study analyzed more than six decades of death rates from U.S. hurricanes.
It suggests that changing a severe hurricane’s name from Charley to Eloise could nearly triple its death toll.
“For severe storms, where taking protective action would have the greatest potential to save lives, the masculinity-femininity of a hurricane’s name predicted its death toll,” the study said.
Hurricane Katrina in 2005, which left more than 1,800 people dead, was not included in the study because it was considered a statistical outlier. Neither was Hurricane Audrey in 1957, which killed 416 people.
The study does note that both of those very deadly hurricanes had female names.
Study: Experiments back up the claim
In addition to analyzing death tolls from actual hurricanes, the researchers conducted a series of experiments to test their hypothesis.
In one experiment, participants predicted the intensity of 10 hurricanes — five with female names and five with male names. The male hurricanes were deemed more intense — regardless of the gender of the participant.
In another test, participants were asked to judge the risks of a hypothetical “Hurricane Alexander” and a “Hurricane Alexandra.” Despite being told both had uncertain intensity, respondents considered Hurricane Alexander to be riskier.
The third experiment tested whether participants would be more likely to evacuate due to a “Hurricane Christopher” vs. a “Hurricane Christina.” As expected, more people would flee their homes if Hurricane Christopher came barreling toward them compared to an impending Hurricane Christina.
But not everyone buys the team’s hypothesis. Jeff Lazo of the National Centre for Atmospheric Research said the pattern is most likely a statistical fluke, according to National Geographic.
Why name hurricanes anyway?
Giving hurricanes short, easy-to-remember names helps reduce confusion when two or more tropical storms are brewing at the same time, the National Hurricane Center said.
For decades, all hurricanes were only given female names — in part because hurricanes were unpredictable, the study said, citing the Encyclopedia of Hurricanes, Typhoons and Cyclones.
“This practice came to an end in the late 1970s with increasing societal awareness of sexism, and an alternating male-female naming system was adopted,” the report said.
Each year’s list of hurricane names is alphabetical, alternating between male and female monikers.
If you’re thinking about lobbying to have a hurricane named after you, don’t bother. A U.N. World Meteorlogical Organization committee has already set up six years’ worth of names. The lists repeat after each six-year cycle.
“The only time that there is a change is if a storm is so deadly or costly that the future use of its name on a different storm would be inappropriate for obvious reasons of sensitivity,” the National Hurricane Center said.
This year’s list of names include “Omar” and “Sally.” It’ll be interesting to see how people might prepare differently if caught in the paths of those storms.
CNN’s Ben Brumfield contributed to this report.
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The prevailing view on the origin of the Cold Classical Kuiper Belt is that Neptune was responsible for harassing, i.e., perturbing, these objects from within the Solar System to their current position at the outer edge of the solar system. New research by a University of Victoria graduate student, Alex Parker, and his supervisor, JJ Kavelaars, at the National Research Council's Herzberg Institute of Astrophysics, has shown that is unlikely to have happened.
It turns out that binary Kuiper Belt Objects (KBOs) are quite common in the Cold Classical Kuiper Belt. We're not quite sure how these binaries form but there is no doubt they are there. Well, the simulations run by Parker and Kavelaars showed conclusively that if Neptune was responsible for moving the objects to their current position, all of the binaries KBOs would have been destroyed in the process. This will cause astronomers to rethink their ideas on how the Kuiper Belt and the rest of our Solar system was formed.
And we are still no closer to understanding how the binary Kuiper Belt objects are formed
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ALOIGNY, CHARLES-HENRI D’, Marquis de La Groye, lieutenant, garrison adjutant, military commandant, knight of the order of Saint-Louis, naval captain; b. c. 1662 in the province of Poitou, son of Louis d’Aloigny and Charlotte de Chasteigner; he took the title of Marquis de La Groye after the death of his father and his older brother; d. in the autumn of 1714, in the shipwreck of the Saint-Jérôme on Sable Island.
Charles-Henri d’Aloigny, who was a midshipman at Rochefort, sailed for Canada in 1683 with the rank of lieutenant in the land forces. His 30 years in New France were distinguished by an active military career. He was promoted captain in 1688 by Brisay de Denonville, and this appointment was confirmed by a royal order dated 1 March 1691. He received a commission in 1692 as sub-lieutenant in the navy.
In 1695 Aloigny accompanied Crisafy on an expedition to re-establish Fort Frontenac. In September of that year, on learning that small groups of Indian prowlers were setting traps and ambushes for the French, Frontenac [Buade*] and Callière dispatched supporting troops to various points, and Aloigny was assigned the task of leading a detachment in the direction of Boucherville to surprise the Indians who were pillaging crops.
In 1700 Aloigny was appointed commandant of Fort Frontenac for some months, replacing Louvigny [La Porte], who had been arrested “for having acted contrary to the king’s orders.” In 1702 Aloigny was appointed garrison adjutant, succeeding Daniel d’Auger de Subercase who had been appointed governor of Placentia (Plaisance). From this time on Aloigny received one military promotion after another. He was commandant of the troops in 1704, a position that he held until his death, at which time the king deemed it advisable not to make any further appointments to the position. He was created a knight of the order of Saint-Louis in 1705, and two years later he received a commission as lieutenant-commander.
For reasons of health he had to return to France in 1708; in 1709 he was back in the colony, pursuing his military activity. That same year he was promoted commander in the navy, and the following year naval captain. In the autumn of 1714, after being ill for eight months, during which “he was several times at death’s door,” he sailed on the Saint-Jérôme to return to France. The ship was wrecked on Sable Island.
Apparently La Groye was a good soldier; Frontenac, in 1691, considered him a “brave officer, very devoted to the service, and a gentleman” Callière, for his part, described him in 1701 as a “good officer.”
On 5 Nov. 1703 Charles-Henri d’Aloigny had married Geneviève Macard, daughter of Nicolas Macard and Marguerite Couillard Married first to Charles Bazire*, then to François Provost, she had been widowed twice No children were born of her marriage with Aloigny.
N.-G Boucault, “État présent du Canada,” APQ Rapport, 1920–21, 35. “Correspondance de Frontenac (1689–98),” APQ Rapport, 1927–28, 66 “Correspondance de Vaudreuil,” APQ Rapport, 1938–39, 96. Jug. et délib.A. Roy, Inv. greffes not., XIX Royal Fort Frontenac (Preston and Lamontagne), 387, 391, 399, 467. Taillemite, Inventaire analytique, série B, I. P.-G. Roy, La ville de Québec, II, 56, 430.
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Jesus, Mary, Zachary and his son John are all members of the same family, the family of Imran, who are descendents from the family of David.
We learn from God’s own words, in the Quran, that they were righteous, and worshipped God with true submission:
“And Zachary and John and Jesus ..., each one of them was of the righteous.” (Al-An’am, 6:85)
“... and remember Our slave David, endued with power. Verily, he was oft-returning toward God in all matters and in repentance.” (Sad, 38:17)
“And Mary was a truthful one; she believed in the words of God and His books ...” (Al-Ma’idah, 5:75)
John is the prophet known by Christians as “John the Baptist.” However, neither the Quran nor the authentic traditions of Prophet Muhammad speak of John as either baptizing or being baptized. John’s mission was to remind the Children of Israel that they had entered into a covenant with God. He spoke the same words as all of the Prophets of God – worship One God with full submission.
In their old age, when all hope of having a child was gone, God provided Prophet Zachary and his wife with a miracle child. A son, the first child in the world named John. God, Himself, chose John’s name: “God gives you glad tidings of John, confirming the Word from God, noble, celibate; a Prophet from among the righteous.” (Al-Imran, 3:39)
We know from the Quran that Prophet John was given wisdom as a child, and Islamic sources speak of him as being a quiet, gentle child, who loved learning and being outside amongst the animals. John grew into a devout and noble man. It is said that he lived a simple life in the wilderness or desert, spending his time praying and remembering God. He was filled with compassion and mercy for those around him and all of mankind. The scholars of Islam have said that John wept out of fear and love for God, and that his tears left marks on his cheeks.
|John’s life was one of struggle and striving, but he held tightly to the religion of God (to worship One God Alone) and died for his beliefs.|
John refers to his cousin Jesus as the "Spirit of God" and does so to place emphasis on the miraculous creation of Prophet Jesus.
In the authentic traditions of Prophet Muhammad (such as in Saheeh Ahmad, Tirmidi and others) there are stories relating to Prophets John and Jesus meeting and discussing their mission to guide the children of Israel back to the straight path. Prophet Muhammad tells us that John gathered the children of Israel together, and beseeched them to follow the commandments of God, to worship none but God; to pray; to fast; to give charity and to spend time remembering God.
God bestowed a special blessing upon His Prophet John: “And peace be on him, the day he was born, the day he dies, and the day he will be raised up to life again!” This is the greatest blessing that can be bestowed upon a human being; peace – safety, security, contentment. This is the inevitable result of following the guidance sent to us from God.
The Quran and the authentic traditions of Prophet Muhammad do not reveal the details of John’s death. We do know, however, that he was reviled and persecuted because of his strong insistence on following the law of God as revealed in the Torah, and that this eventually led to his death. John’s life was one of struggle and striving, but he held tightly to the religion of God (to worship One God Alone) and died for his beliefs.
|Mary was one of the Truthful, Jesus was the word of God, John was neither arrogant nor disobedient and Zachary glorified his Lord.|
The family of Imran is a guiding light for mankind. Their devotion to God was unparalleled and their way of dealing with each other serves as a reminder to us. Each parent is concerned with their child’s hereafter rather than the delights of this world. Each child respects and deals with their elders and parents with the affection and dedication commanded by God. The members of this blessed family served God with true devotion, and put His laws above all others. About them God said:
“So, as for those who believed (in the Oneness of God) and did deeds of righteousness, He will give their due rewards, and more, out of His Bounty. But as for those who refuse His worship and were proud, He will punish them with a painful torment. And they will not find for themselves, besides, God any protector or helper.” (An-Nisa, 4:173)
Mary was one of the Truthful, Jesus was the word of God, John was neither arrogant nor disobedient and Zachary glorified his Lord. Together these descents of Prophet David are the blessed family of Imran, and they are an example to mankind.
If we struggle as they struggled, if we believe with certainty, as they believed, and if we serve God with full submission, just as they served God, on the Day of Judgment, by the Grace of God, we may be counted amongst the righteous.
Related Links:Prophet Jonah: Ordeal and Supplication
The Story of Prophet Saleh
Mary in Islam (Part 1)
Jesus in the Quran
The Creation of Prophet Adam
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The following are suggestions regarding the language of assertiveness.
In this writing, we have made three major assumptions:
- Disagreement and conflict are inevitable in intimate relationships.
- Styles of expressing anger are learned and therefore can be changed.
- Angry feelings depend on one’s perception of the situation.
Therefore, developing self-knowledge, listening , and communicating skills are the keys to fighting fairly.
Generally, we think of “flights” as angry confrontations between two or more people where tempers flare, voices are raised, and insults are exchanged. This way of resolving conflict, while unfortunately common, unusually results in bitterness, distrust, and desire for revenge. The issues may be temporarily settled, but on or both partners feel resentful, angry or hurt. Both partners experience a loss of intimacy.
Clean, fair “fights”, on the other hand, are confrontations in which disagreements and grievances are dealt with according to a specific set of guidelines. Applying these principles, alone with the skills of active listening and a collaborative attitude allows differences to be negotiated.
Both partners will be more likely to feel refreshed, resolved, and relieved that important issues have been dealt with. Successful fights tends to clear up problems and increase intimacy by helping each partner understand the other better.
The following guidelines highlight some of the major fair and unfair fighting techniques couples use with each other. Remember, what you need to decide is not “Should I express my anger?” or even “How should I express my anger?” but “How can I communicate to my partner about this issues so that s/he will do something about it?”.
- Deal with small but significant issues when they happen.
- Be able to let go of anger generated by trivial issues.
- Pick a good time. Deal with big issues as soon as possible, preferably when you’re both prepared to deal with them. Make and keep an appointment to flight if necessary.
- Know what you’re fighting about. Be specific, limited and direct with your complaint. Bring up one thing at a time.
- Avoiding or ignoring an issue your partner feels is important
- Giving “the silent treatment”
- Going home to mother
- Bring up issue at time embarrassing to partner
- Gunny sacking – saving up little hurts and hostilities then dumping them on your partner all at once.
- Report your anger appropriately using “I” statements (“I am furious about…”);
- Be specific and concise.
- Say what you really mean
- Stay in the present; use current examples.
- Deal with partner’s behavior, not his/her personality.
- Generalizing – “You never…” or “I am always…”
- Labeling, name calling, character assassination – “You bastard”
- Mind reading – telling partner what s/he is thinking and feeling
- Dwelling on past grievances
- Accusations, blaming your partner for your problem
- Hitting below the belt, purposely calling attention to known weaknesses or areas of sensitivity
- Exaggerating – overreacting to a situation or making idle threats or ultimatums
- Count to 10, or more if you’re really attacked. At least at first, try not to take your partner’s anger personally.
- Let your first response to a grievance be an attempt to understand your partner’s perceptions, values and feelings – “May be she’s had a rough day”
- Be an active listener – express back to your partner what you understand his/her thoughts and feelings are
- Be sensitive. Avoid fighting back when you partner is just letting off steam.
- Check out feelings and thoughts you think your partner has if you think you know but they aren’t saying.
- If you’re wrong, admit it!
- Cross-complaining; responding to partner’s initial complaint with one of your own
- Ignoring partner
- Belittling partner or issues
- Assuming partner should know what you are thinking or feeling when you haven’t said anything
Negotiating – Win/Win
- After you understand how your partner is feeling, try to find out what it is your partner is really interested in obtaining by making the complaint or grievance or by not responding to you
- Express your interest in coming to a solution which is satisfactory to you both… a position in which you can both “win”.
- Discuss each other’s perceptions. How is it that your partner sees things so differently from you!
- Try to find a number of ways you can both get something of what you want. Consider as many options as possible from all sides of the issue.
- Keep to the subject. Try to resolve one issues before moving to another.
- Presenting non-negotiable demands
- Thinking your partner must lose if you are to win (and vice versa)
- Ignoring your partner’s strong expression of emotions.
- Having physical safety values for excess emotion (Jogging, biking, listening to music etc.)
- Call a foul when you feel a guideline has been broken
- Be ready to forgive.
- If the fight isn’t resolved right ow, make an appointment to finish it later. Allow for interim solutions.
- If the fight is resolved, try to finish with an expression of positive feelings that you’ve worked together successfully.
- Pretending to go alone, or to agree when you really don’t
- Withholding affections, breaking previous agreements
- Continuing with repetitious, stale arguments with no process being made toward resolution
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Magadansky State Nature Reserve
Commission of the Russian Federation for UNESCO Russian Ministry of Natural Resources
The Secretariat of the United Nations Educational Scientific and Cultural Organization (UNESCO) and the World Heritage Centre do not represent or endorse the accuracy or reliability of any advice, opinion, statement or other information or documentation provided by the States Parties to the World Heritage Convention to the Secretariat of UNESCO or to the World Heritage Centre.
The publication of any such advice, opinion, statement or other information documentation on the World Heritage Centre’s website and/or on working documents also does not imply the expression of any opinion whatsoever on the part of the Secretariat of UNESCO or of the World Heritage Centre concerning the legal status of any country, territory, city or area or of its boundaries.
Property names are listed in the language in which they have been submitted by the State Party
All four clusters of Magadansky Reserve are separated from each other, rather hard-to- reach and have no settlements or constant transport roads. Each cluster has its own distinctive features in locality appearance, climate conditions, composition of flora and fauna. Clusters of the Magadansky Reserve are located within the Northern Far East mainland mountain and upland physical-geographical province. Among them emerges the Okhotsko-Kolymskoye highland standing on the watershed between Kolyma basin (Arctic basin) and rivers falling into the Okhotsk Sea. From the west the area is adjoined by the south-eastern edge of Cherskogo mountain system and a line of intermountain areas the most noteworthy of which is Seimchano-Buyundinskaya. The Reserve's area is situated in the zone of moderate and sub-polar climate charactcrzed by cold long winter and cool short summer. The vegetation period is not enough provided by heat, typical are summer frosts and uneven humidification. All landscape-vegetation groups of the south of the Magadan Region are presented at the Reserve. According to the latest data, at the area of three near-Okhotsk clusters were noted 638 species of higher vascular plants. At floristically poor Seimchansky clusters grow 236 plant species, but the share of continental species absent at other clusters is high here. The most significant features of each cluster from the conservational point of view: Yamsky coastal cluster - features the disjunctively located part of Siberian spruce areal on the north-eastern edge of its distribution. The cluster is distinguished by the high biodiversity and the abundance of relic dark-coniferous plant species. Yamsky marine cluster - features the peculiar vegetation of the bird bazaars of Yamsky islands which had apparently been formed as the result of long-time interaction of birds and coastal vegetation. Kava-Chelomdjinsky cluster - except its vast area and great diversity of vegetation types, is unique by its species composition and wetland complex typology. A line of species on their eastern edge of area1 grows here. Olsky cluster - has one of the richest specific flora of the northern Far East with great number of endemics of the different floristic regions and relics of different age and genesis. The peninsula is an intersection spot of arctic and arctic-alpine species' southern migration routes and routes of' Far East species moving to the north. Simchansky cluster - is the only continental cluster with the composite flood plain structure and rich and diverse wetland and flood plain vegetation. It is peculiar by many species common in the Pacific found in its inland flood plain forests as relics. In rivers and lakes of the Reserve are met 32 fish species. The most numerous are migrating salmons - humpback salmon, chum salmon, silver salmon (Onchoryncus Gorbuscha, 0. keta, O. kisutch) separate specimen of quinnat and blue-back salmon (O. tschawytscha, 0. nerka) are met. In rivers and lakes of the Seimchansky cluster are common: Arctic grayling, whitefish, Brachymystax lenok, Coregonus cylinotraceous, pike, perch and burbot. Avifauna of the Reserve is representative for the Okhotsk-Kolyma area. Avifauna list includes 173 species, 150 of which are nesting; the others are noted on passage. 40 species of terrestrial and 8 species of marine mammals have been registered within the Reserve. Most common are Sores caecutiens and Sores daphaenodon, northern redbacked vole, chipmunk, pika, blue hare, brow bear, fox, sable, ermine, mink, locally - elk and bighorn sheep. At all clusters are met, but less typical are: red and Russian flying squirrels, root vole, weasel, gluttton. Lynx is rarely met.
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Begin the journey with us through the book of Romans, verse by verse!
- Author: Paul the Apostle
- Date of Writing: Around A.D. 57
- Place of Writing: At Corinth in Gaius’ house (Romans 16:23)
- Theme: The Gospel (Romans 1:16)
- Occasion: Paul is writing a letter to the Jewish and Gentile Christians living in Rome to address their theological issues.
- Establishment: It was most likely not established by any apostle, but by the preaching of converted Jews from Pentecost around 30 A.D. Roman Catholic tradition believes that Peter eventually went to Rome and became its “first Bishop,” read here to learn more about their take on church history.
- The Roman Christians: (a) They were both Jew and Gentile, (b) they met in small congregations, and (c) they had some divisions among them.
- Jewish Persecution: In 19 A.D. and 41-54 A.D. Jews were expelled from Rome, it caused people like Priscilla and Aquila (Acts 18:1-2) to move to Corinth.
- The City of Rome: (a) The capitol city of the Roman Empire, (b) had over 1 million citizens, (c) it was multi-racial, (d) pagan in religion, and (e) the center of the Roman world for over 1,000 years. More on Ancient Rome.
OUTLINE OF ROMANS
- The Letter Opening: Paul’s Call to Serve the Gospel (1:1-17)
- The Heart of the Gospel: Justification by Faith (1:18-4:25)
- The Assurance Provided by the Gospel: The Hope of Salvation (5:1-8:39)
- The Defense of the Gospel: The Problem of Israel (9:1-11:36)
- The Transforming Power of the Gospel: Christian Conduct (12:1-15:13)
- The Letter Closing: Those Who Serve Alongside of Paul with the Gospel (15:14-16:27)
Romans 1:1-7: The Gospel Regarding God’s Son & Greetings
1 Paul, a servant of Christ Jesus, called to be an apostle and set apart for the gospel of God— 2 the gospel he promised beforehand through his prophets in the Holy Scriptures 3 regarding his Son, who as to his earthly life was a descendant of David, 4 and who through the Spirit of holiness was appointed the Son of God in power by his resurrection from the dead: Jesus Christ our Lord. 5 Through him we received grace and apostleship to call all the Gentiles to the obedience that comes from faith for his name’s sake. 6 And you also are among those Gentiles who are called to belong to Jesus Christ. 7 To all in Rome who are loved by God and called to be his holy people: Grace and peace to you from God our Father and from the Lord Jesus Christ.
v. 1: Paul describes himself as a servant (Gk “doulas“ – “slave”) completely at his master’s call and service. He is set apart for the gospel (Gk “euangelion” – “good news”). The Greek word for “gospel” is similar to “basar” in Hebrew as found in Isaiah 52:7, “glad tidings” and is used in the LXX (Greek translation of the Old Testament translated around 132 B.C.).
v. 2: The gospel Paul is preaching had been promised by such prophets as Isaiah in Isaiah 40:9, 52:7, 60:6, 61:1 and in Nahum 1:15. Also, from the prophets as a whole when they point to Jesus and His work as the Messiah.
vs. 3-4: Jesus came in the flesh as a descendant of David (2 Samuel 7:13-14 & Matthew 1:1-17), but was shown to be the Son of God by the Spirit of holiness in His resurrection (Psalm 110:1 & Acts 13:32-33). Jesus is our Lord (Gk “kurios” – “master/boss”), thus Paul was stating Jesus should be obeyed by all. And in Romans 10:9-13 to confess Jesus as Lord is to say He is God, Yahweh (Joel 2:32).
v. 5: Paul declares that through Jesus he has been given grace (Gk “charis” – “gift”) to be an apostle, (Gk “apostole” – “sent one”) to call or preach to people to have obedience that comes from faith (Gk “pistis” – “trust in God”).
v. 6: Paul specifies that his audience, the gentile Christians in Rome, are apart of the those “who are called to belong to Jesus Christ.” This shows that the people had heard the Gospel “call” (Gk kletos – “they were invited”) and they accepted the invitation by faith, thus they now are saved or belong to Jesus (Matthew 22:14 KJV).
v. 7: Paul now opens the letter to everyone, both Jew and Gentile, and declares they are “loved by God” and “called to be saints” (Gk “hagios“ – “holy ones”). Paul gives his standard greeting “grace and peace” (Gk “charis” & “eirene“ – “favor” & “well being”).
Romans 1:8-17: Personal Remarks & The Gospel Described
8 First, I thank my God through Jesus Christ for all of you, because your faith is being reported all over the world. 9 God, whom I serve in my spirit in preaching the gospel of his Son, is my witness how constantly I remember you 10 in my prayers at all times; and I pray that now at last by God’s will the way may be opened for me to come to you.
11 I long to see you so that I may impart to you some spiritual gift to make you strong— 12 that is, that you and I may be mutually encouraged by each other’s faith. 13 I do not want you to be unaware, brothers and sisters, that I planned many times to come to you (but have been prevented from doing so until now) in order that I might have a harvest among you, just as I have had among the other Gentiles.
14 I am obligated both to Greeks and non-Greeks, both to the wise and the foolish. 15 That is why I am so eager to preach the gospel also to you who are in Rome. 16 For I am not ashamed of the gospel, because it is the power of God that brings salvation to everyone who believes: first to the Jew, then to the Gentile. 17 For in the gospel the righteousness of God is revealed—a righteousness that is by faith from first to last, just as it is written: “The righteous will live by faith.” (Habakkuk 2:4)
vs. 8-10: Paul states that is thankful for the faith the Romans have because it is being “reported” (Gk “kataggell?” – “published”) all over the world (1 Thessalonians 1:8) and he “constantly” “remembers” them in his prayers “at all times.”
vs. 11-13: Paul declares he “longs” (Gk “epipothe?” – “to pursue with love”) the holy ones of Rome to give them a “spiritual gift” (Gk “pneumatikos charisma” – “divine extraordinary power”) to make them “strong” (Gk “st?riz?” – “firmly established”). He also shares that he had tried to come to them, but had been prevented. This could have been because of the expulsion of the Jews in 49 A.D.
vs. 14-15: Paul shares his call to preach to all people in any condition of mind or spiritual state (“wise” or “foolish”). He also makes his passion known to come and preach in the phrase, “I am so eager to preach“ (Gk “prothymos euaggeliz?” – “ready and willing to announce God’s glad tidings”).
v. 16: Paul boldly declares he is not “ashamed of the Gospel” because he believes it is the “power of God” (Gk “dynamis theos” – “the limitless resource and strength of God”) to save the Jew and Gentile through believing, (i.e., “trusting in God”).
v. 17: Paul states that “in” the gospel a “righteousness from God is revealed” (Gk “dikaiosyn? theou” – “right standing with God’s divine justice”) that is received by faith. The ground work for the message of faith for all mankind’s salvation is based in the OT; especially in Habakkuk 2:4.
Romans 1:18-32: God’s Wrath Against Sinners
18 The wrath of God is being revealed from heaven against all the godlessness and wickedness of people, who suppress the truth by their wickedness, 19 since what may be known about God is plain to them, because God has made it plain to them. 20 For since the creation of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that people are without excuse.
21 For although they knew God, they neither glorified him as God nor gave thanks to him, but their thinking became futile and their foolish hearts were darkened. 22 Although they claimed to be wise, they became fools 23 and exchanged the glory of the immortal God for images made to look like a mortal human being and birds and animals and reptiles.
24 Therefore God gave them over in the sinful desires of their hearts to sexual impurity for the degrading of their bodies with one another. 25 They exchanged the truth about God for a lie, and worshiped and served created things rather than the Creator—who is forever praised. Amen.
26 Because of this, God gave them over to shameful lusts. Even their women exchanged natural sexual relations for unnatural ones. 27 In the same way the men also abandoned natural relations with women and were inflamed with lust for one another. Men committed shameful acts with other men, and received in themselves the due penalty for their error.
28 Furthermore, just as they did not think it worthwhile to retain the knowledge of God, so God gave them over to a depraved mind, so that they do what ought not to be done. 29 They have become filled with every kind of wickedness, evil, greed and depravity. They are full of envy, murder, strife, deceit and malice. They are gossips, 30 slanderers, God-haters, insolent, arrogant and boastful; they invent ways of doing evil; they disobey their parents; 31 they have no understanding, no fidelity, no love, no mercy. 32 Although they know God’s righteous decree that those who do such things deserve death, they not only continue to do these very things but also approve of those who practice them.
vs. 18-23: “Wrath” (Gk “org?” – “anger exhibited in punishment”). God is presently punishing the sins of the wicked with anger because they are suppressing the truth, they are holding truth down and choosing to live in godlessness and wickedness.
Reason for God’s wrath in Romans 1:19-23:
- vs. 19-20: What was known about God was plain to them
- v. 21: They knew God but did not glorify him or give him thanks
- v. 22: They became fools in their thinking
- v. 23: They exchanged the glory of God for images
- General Revelation: Truth given by nature to all men (v. 20). Learn about Paul’s usage of Genesis in this passage.
- Special Revelation: Truth given by direct contact with God or with His messages to others (Romans 10:14-17)
Result of God’s Wrath in Romans 1:23-32:
- vs. 24-25: God gave them over to sinful desires, which resulted in idolatry and “they exchanged the truth of God for a lie.”
- vs. 26-27: God gave them over to “shameful lusts” (Gk “atimia pathos” – “vile afflictions of the mind”) which resulted in homosexuality (Leviticus 20:13 & 1 Corinthians 9:11). For more depth visit Dr. James White’s site.
- vs. 28-32: God gave them over to a “depraved mind” (Gk “adokimos nous” – “failed understanding”) which resulted in being filled with every kind of wickedness and approving the acts of wickedness.
Living for Jesus is all about living for the gospel!
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Why does the Italian language have two verbs that mean “to be” – essere and stare? Well, there is no why. It just happened, and not just in Italian. Some other Romance languages make the same distinction, too. Most notably are Spanish and Portuguese. French does not. There is no “why,”, but the “how” can be explained and is traced back to a time when the Italian language did not even exist. In some late Latin/Early Romance dialects “to stay” started to be used instead of “to be” when a transient state or quality was implied by the speaker.
Let’s look at this. In the present tense the conjugations follow the patterns shown below:
|Pronoun||essere||stare||Meaning: to be|
essere is the verb generally used to translate to be:
|Cosa sono?||What are they?|
|È italiana.||She’s Italian.|
|Sono io.||It’s me.|
|È un problema.||It’s a problem.|
|Siete pronti?||Are you ready?|
However, stare is used for to be in some common contexts:
to say or ask how someone is
|Come stai?||How are you?|
|Sto bene, grazie.||I’m fine thanks.|
|Mio nonno sta male.||My grandfather isn’t well.|
to say where someone is
|Luigi sta a casa.||Luigi’s at home.|
|Starò a Roma due giorni.||I’ll be in Rome for two days.|
to say where something is situated
|La casa sta sulla collina.||The house is on the hill.|
with the adjectives zitto and solo
|Vuole stare solo.||He wants to be alone.|
|Sta’ zitto!||Be quiet!|
to make continuous tenses
|Sta studiando.||He’s studying.|
|Stavo andando a casa.||I was going home.|
essere is generally used to translate “to be.”
Stare is used to talk about health, where people and things are and with some adjectives. It is also used to make continuous tenses.
In Italian, the present continuous is used instead of the present simple to talk about what is happening at the moment, when you want to emphasize that it’s happening right now.
|Arrivano.||They are coming.|
|Stanno arrivando!||They’re coming!|
The Italian present continuous is made with the present tense of stare and the gerund of the verb. The gerund is a verb form that ends in –ando (for –are verbs), or –endo (for –ere and –ire verbs) and is the same as the –ing form of the verb in English, for example, walking, swimming.
|Sto cercando il mio passaporto.||I’m looking for my passport.|
|Sta scrivendo.||He’s writing.|
|Stanno dormendo.||They’re sleeping.|
|Cosa stai facendo?||What are you doing?|
To make the gerund of an –are verb, take off the ending and add –ando, for example, mangiando (meaning eating), cercando (meaning looking for).
To make the gerund of an –ere or –ire verb, take off the ending and add –endo,
for example, scrivendo (meaning writing), partendo (meaning leaving).
Tip: Only use the Italian present continuous to talk about things that are happening at this very minute. Use the present simple tense to talk about things that are continuing, but not necessarily happening at this minute.
|Studio medicina.||I’m studying medicine.|
Only use the present continuous in Italian for actions that are happening right now.
To make the present continuous, use the present tense of stare and the gerund of the main verb.
This month’s proverb:
Meglio solo che male accompagnato.
Translation: “Better alone than in bad company.”
This month’s falso amico:
It is attendere, which doesn’t mean to attend. It means to wait. Attend in Italian is rendered as partecipare or assistere.
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Article Keyword Videos to Watch
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Images - Links - Articles
A Brief History of Archery
Archery is a sport that dates back years and years before the modern day version that we have today with all sorts of high-tech equipment and different techniques of shooting and competing with other archers. To give you an idea of just how old archery really is, in approx. 2800 BC, the first composite bow was produced by the Egyptians. It was made from wood, tipped with animal horn and held together with animal sinew and glue. Unstrung, it resembled a "C" shape and would have required 2 people to string it. The bowstring was made from "catgut" (sheep intestines). The arrows used were extremely light, could be shot 400 yards using the composite bow and would easily penetrate the armor of that time period. The Egyptians used archers on the back of light chariots who were highly trained and skilled and could easily outflank an enemy army with devastating effect.
Back in the day of the Roman Empire, they owed much of their military superiority to their skilled archers. In Europe the bow and arrow were displaced by firearms as a military weapon in the 16th century. By the time the Spanish Armada attempted to invade England in 1588, an English county troop levy consisted of one-third bowmen to two-thirds soldiers with guns, and by century's end the bow had been almost abandoned as a weapon. Nevertheless, peoples of the Far East employed archers in warfare as recently as the 19th century, and the use of the bow and arrow in hunting and intertribal fighting continues in central Africa and South America up to the present day.
The bow was retained as a hunting weapon, and archery continued to be practiced as a sport in England by both royalty and the general public. The earliest English archery societies dated from the 16th and 17th centuries. The oldest continuously held archery tournament still extant, known as the Ancient Scorton Arrow, was founded in Yorkshire in 1673; and about 1790 the Royal Toxophilite (Greek toxon, “bow”; philos, “loving”) Society was formed to advance the sport. The Prince of Wales, afterward George IV, became the patron of this Society and set the prince's lengths of 100 yards (91 m), 80 yards (73 m), and 60 yards (55 m); these distances are still used in the British men's championship York Round (six dozen, four dozen, and two dozen arrows shot at each of the three distances).
Although archery has definitely changed since the people of the Bible first used it, without it history might have turned out much differently. Bows and arrows saved many people’s lives, and even do today. As a means of hunting animals for food, as a defensive or conquering weapon, or as an instrument in competition, the bow and arrow has impacted the world. Physically, the structure of archery has developed, the circumstances for which archers use their bow and arrow has changed drastically, and the way in which warfare utilized archery has nearly come to an end. Archery has etched and will continue to etch an imprint on the world’s mind—even if only in history, legends, and stories.
About the Author: Scott Byers is the owner of Absolute Archery, a complete archery resource with articles on archery and archery equipment.
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Why do Opossums play dead?
Opossums play dead for a number of reasons, just the way they use their tails to trick their predators and support their bodies while climbing on trees. Opossums are the single Marsupial mammals found in Northern part of America, the animals don’t usually grow bigger than fifteen pounds in body weight, and aside from playing dead; they can also perform some tricks such as killing head-down by their tails. The oddest thing you can find these animals do is to play dead, especially when they are faced with some unwanted situations.
Opossums are considered peaceful animals, and most times they move little by little on the ground and try as much as possible to keep away from confronting other animals or humans. Opossums are susceptible to predators, plus such include, coyotes, dogs and foxes. When an Opossum is finally cornered, it will start hissing, growling, and may bite when provoked beyond what it can bear. Opossums are constant victims of fast-speeding cars. When Opossums eventually meet a deadly predator, they “faint” or “freeze” at the prospect of confronting such a predator, and most people will consider it “playing dead”.
Opossums can play dead for between few seconds and several minutes, depending on the types of predator or danger they are confronted with. In most cases, the predator will play around with the Opossum’s body for a while and leave it. Playing dead is regarded as an instinctive response from an Opossum, as the prospect of facing danger can send the animal into a temporary shock. The shock experience by the animal will induce the animal to go into a comatose that may last for between 40 minutes or more than 3 hours.
While an Opossum is playing dead, its body remains in a limp state, while the front teeth will suddenly turn to balls and at the same time drools run from its mouth. It may sometimes appear that post-death decay has started already in the animal. The state of play dead by an Opossum may sometimes go as far as releasing some decay odour, as the animal release some foul smell from its anal region – this will eventually fool the predator into believing that the carcass of the animal is already decaying.
The risk of playing dead, may save the life of an Opossum temporarily however, there are many risks associated with this act. For instance, the animal may be buried thinking that it is already dead, or it may be run over by a fast-speeding car.
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Japanese-American community leaders are gearing up to commemorate 30 years this week since their activism prompted an official apology from Washington for their wartime incarceration.
On Saturday in Los Angeles' Little Tokyo, the Japanese American National Museum and Go for Broke, an educational center that teaches about the Japanese Americans who served with the United States Army in World War II despite their families' incarceration, will hold a number of talks and exhibits to remember the government's apology for a presidential executive order that incarcerated 120,000 Americans of Japanese origin amid hysteria over the war.
The Civil Liberties Act of 1988, the result of tireless community activism in Los Angeles and across the country, offered a blueprint for other American communities seeking justice, says Mitchell Maki, the director of Go for Broke and co-author of the book Achieving the Impossible Dream: How Japanese Americans Obtained Redress. "There are specific examples in which the Civil Liberties Act from the Japanese-American redress movement served as an exemplar for other communities," Maki says. These include Florida's 1994 recognition and reparations over the 1923 Rosewood Massacre, in which white supremacists slaughtered an entire community of black Floridians; and Congress' 1993 Apology Resolution for the overthrow of the Hawaiian Kingdom that decimated much of the indigenous civilization there.
Now, Japanese-American leaders are engaged in what they see as another civil rights siege: the Trump administration's hostility toward immigrants and communities of color, specifically its travel ban barring people from five Muslim-majority nations from entering the U.S. The ban, many say, bears resounding parallels to the unconstitutional incarceration of Japanese Americans in World War II.
The Japanese-American alliance with Middle Eastern and Muslim Americans has grown steadily since their vocal opposition to the Muslim hysteria in the aftermath of the 9/11 terrorist attacks. An exhibit at the Japanese American National Museum that runs through the end of the week, called "What We Carried," features photographs of objects that Iraqi and Syrian refugees brought along when they fled their homes. At the start of the exhibit is a description tying the emotional impact of the refugees' belongings to that of objects brought by Japanese-American community elders to internment camps across the Western U.S.
For Maki, the history of Japanese Americans' fight for redress offers a blueprint for taking on the Trump administration. "The Japanese-American redress movement is a story of a small, disenfranchised, and oppressed community that found its voice and the courage to stand up and demand a rightful apology," Maki says. "That's a lesson to all Americans that we all have a rightful place at the table and to demand what is just. What is given to one American needs to be given to all Americans."
Norman Mineta, a former Democratic representative from California who served in the cabinets of former Presidents Bill Clinton and George W. Bush, was incarcerated during the war as a child in Heart Valley, Wyoming. Mineta worked together with fellow legislators and congressional staff to start the commission that, together with the the Japanese American Citizens League and other community groups, resulted in the White House apology. The Commission on Wartime Relocation and Internment of Civilians gathered testimony from Japanese Americans across the country who, overcoming generational trauma and a culture of silence on the experience of internment, came forward to testify.
After their success in the battle for official recognition of Japanese-American internment, it seems there are new battles emerging in the present day, Mineta tells Pacific Standard.
"I think that the commission report in talking about the causes of the evacuation and internment still apply today, namely the historical racial discrimination, secondly hysteria, and thirdly the lack of or the failure of political leadership. I think those three elements do apply today," he says. "The public really has to be vigilant in the protection of their constitutional rights. They don't have to be vigilantes, but they do have to be very vigilant in the protection of their constitutional rights."
In resisting Trump administration policies toward immigrants and others, Mineta underlined the importance of public education, in the commission, toward the end of demanding redress. "People don't take up an issue unless they see a clear injustice and there are so many things that have occurred in our country—and it is a great country," he says, explaining that its proven ability to right wrongs is a sign of strength.
Maki agreed that a clarity of purpose, establishing common cause and working in tandem with a broad umbrella of affected American communities is key to fighting the tides of what many call institutionalized xenophobia.
"One lesson was that it was incredibly important for the Japanese-American community to find its own voice and then to speak with one voice on this," he says. "By the time the redress bill hit the floor of congress, Japanese Americans were pretty much in unison that this is what we wanted. There's always some dissent. But this was the vehicle by which we pursued justice, rather than 10 voices in the community bickering."
Also decisive was the ability of the Japanese-American movement to frame its fight within the broader context of a battle for the integrity of the U.S. Constitution and American civil liberties.
"This wasn't an ethnic-specific bill; this was about our constitution and equal protection under law," Maki says.
On occasion, news coverage presents controversial Trump administration policies as exclusive to specific communities. That, Maki says, is a mistake in a country where our rights are heavily interlinked.
"When I think of issues in our nation today, often they are portrayed as ethnic or immigration or special interest issues, which they are not. At their core they are about bringing together distinct cultures into one strong nation. We can't lose sight of that."
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