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Is Your Pain a Cry For Water? Dehydration is the greatest stress to the body on both a global and a cellular level. Water is essential for life. All processes require a plentiful supply of water for optimal function whether it is industrial or physiological. Without a plentiful supply of water, processes grind to a halt. The composition of the body is mainly water about 75% with the remaining 25% comprising of proteins, minerals and fat. Percentage water composition by body parts: - Brain 85% - Lungs 80% - Liver 73% - Skin 71% - Heart 77% - Kidneys 80% - Muscles 73% - Blood 79% - Bone 22% - Teeth 10% On average the body requires about six to eight glasses that is two to two and a half litre of water a day . Urine should be clear, or straw coloured. If it is yellow you are dehydrated. The intensity of the yellow is a good indicator of the level of dehydration. Thirst is a late sign of dehydration and at this point the body is under stress and consequently is not able to function at optimum levels. It is wise not to wait to be thirsty to drink water, but to hydrate the body in measured amounts over the day. This will be affected by environmental temperature, humidity and the degree to which you lose water as a result of exercise. It is also important to note that whole foods which were designed for the human body; ripe fruits and fresh vegetables contain a high percentage of water, which helps hydrate the body. Processed foods are generally stripped of their water, along with their nutrients, and causes dehydration due to the high levels of processed salt, sugar and man-made carbohydrates that they contain. When the body is dehydrated the brain can receive a hunger signal instead of one for thirst. This is because as the human brain, nervous system and body was evolving, the body would get a high percentage of its water from the foods we ate, since fresh water would at times be difficult to come by. Fast forward to present day living where the standard UK diet is highly processed and devoid of water, then these hunger signals contribute to even further dehydration and the added consequence of weight gain and obesity. Increasing evidence indicates that even mild dehydration plays a role in the development of many diseases and pain syndromes. When you understand just how crucial water is to life this starts to make sense. When the body is experiencing drought conditions, there is a hierarchy of needs for water. The brain and nervous system get first call on the available supply followed by the vital organs. This would make sense as these organ systems ensure survival of the organism. At the bottom of the hierarchical pile are the bones, the muscles and connective tissue (comprising our joints) and the skin. If you are not yet aware, the majority of our sensory receptors which include our pain receptors are located in all of these tissues. They allow the brain to monitor any changes to the environment that may represent a potential threat to the organism, so that it can initiate an appropriate response by way of the nervous system to the skeletal muscles, to move away from the threatening stimulus. In a dehydrated state there is an increase in toxic substances which stimulate the pain receptors, and thus lead to acute and chronic pain states, particularly of the muscle and skeletal system. The intervertebral discs are a major part of the muscle and skeletal system. They act as shock absorbers for the spine and are composed of a fibrous outer layer and a gel nucleus. They require an abundance of water as they support the weight of the body by hydraulic pressure. The gel nucleus is mainly water and supports about 75% of body weight. If the body is dehydrated, and because the disc is low on the hierarchical scale for water, it quickly dries and fails to support body weight adequately. This leads to drying of the discs and the supporting muscles and connective tissue. If this drought state persists the movement pattern of the discs and other joints become faulty, leading to weakness, stiffness and hypersensitivity of the pain receptors. If this turns into a persistent chronic dehydrated state then degenerative changes occur to the discs and joints and physiological changes occur to the muscles and connective tissue. Connective tissue runs throughout the body and does exactly what it says. It connects the body tissues together. It is comprised of three compounds: - Collagen fibers that give it structure and strength. - Elastin which allows for flexibility. - Ground substance which is a watery substance that nurtures and nourishes the tissue. If the body is dehydrated the collagen fibers weaken, the elastin is depleted leading to stiffening of the tissue, and the ground substance becomes very gelatinous, compromising it’s nurturing function. Overall the tissue that holds the body together becomes weakened, more rigid and under nourished. This is a forerunner to chronic degenerative changes and chronic pain syndromes. There is no substitute for water. Caffeinated drinks are diuretics and make us lose more water than we take in. Sugared drinks reduce the availability of the water between the cells, as when glucose (sugar) is taken up by the cells water follows. Artificially sweetened water poses a serious risk to the body’ as the artificial sweeteners metabolize into compounds that are known to be toxic and can cause neurological damage leading to chronic fatigue states, seizures and brain tumors, to mention but a few. Water is essential in reducing risk of all illnesses including diabetes, allergies, pain syndromes, inflammatory and degenerative diseases. For a more comprehensive understanding of the therapeutic and physiological effects of water see Dr. F Batmanghelidj book Your Body’s Many Cries For Water. As a footnote – be aware that too much water is also detrimental to health, as it can lead to hyponatreamia (lowered sodium levels), a condition whereby your cells swell due to an increase in water. This is particularly dangerous if it affects the brain cells. It is therefore important to regulate your sodium intake and a dab of rock salt or sea salt on the tongue can be beneficial. It is important however if you are suffering with high blood pressure and on a low salt diet to discuss this with your medical doctor first. The best way to monitor your level of hydration is to monitor the color of your urine and then drink water accordingly.	<urn:uuid:de8d82ad-be84-4873-bb53-bbc1503b4a2e>	CC-MAIN-2018-05	http://www.omaghchiropractic.com/health-and-wellness/is-your-pain-a-cry-for-water/	s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886952.14/warc/CC-MAIN-20180117173312-20180117193312-00753.warc.gz	en	0.950348	1,329	3.359375	3
No one in the world really knows how the Great Pyramid of Giza was built – that is, of course, except for myself! Such is how I start a lecture or speech on this controversial subject. As an attention grabber, it works well, but it is nothing compared to the subject matter at hand. There are about as many proposed methods of construction as there are people who propose theories on the subject, with the informed reader aware of most. The following brief and condensed explanation of the Great Pyramid’s construction is one of the most fantastic and unconventional methods ever proposed. With some consideration, this is possibly the method that makes the most sense. The following narrative of the Great Pyramid’s construction is based on a privately published and very rare book called Pharaoh’s Pump written by the late independent researcher, Edward J. Kunkel. This is the book that is so highly regarded in the recent best selling book, 5/5/2000: Ice, the Ultimate Disasterby Richard W. Noone. Pharaoh’s Water Pump Traditional Egyptologists explain the subterranean passages and the chamber deep below the Great Pyramid as a change in design. Egyptologists tell us after working so long and hard on this part of construction the Pharaoh decided he wanted to be entombed in a chamber up in the pyramid. Pyramidologists tell us the passages are designed and built as Man’s prophetic chronology set in stone. Others say the descending passage and subterranean room were used to view the stars. The Pharaoh’s Pump Foundation and the book Pharaoh’s Pump maintain that these passages cut into solid bedrock are a colossal and enormous hydraulic ram pump! This hydraulic ram pump is built on a gigantic scale never duplicated in the ancient or modern world. Massive amounts of pumped water was used to supply a series of water locks, up to the Great Pyramid, transporting barges with stones to the building site. With its own pumped water and a series of water locks as a lifting medium, the Great Pyramid supplied its own water power to build itself! Before the Great Pyramid’s construction, the site was not flat but a granite outcropping. The shape and size of this outcropping is unknown. In the finished pyramid the granite outcropping protrudes up to a height near the bottom of the Grand Gallery. The site is on a gradual sloping hillside. Uphill from the Great Pyramid is the Libyan Desert. Almost all agree that the two subterranean shafts and the subterranean room were excavated before the pyramid was built. Herodotus, the famous Greek historian, tells us ten years were spent in preparation. The subterranean excavations at the construction site were the preparatory work needed before construction started. At this stage of construction, there was only one mechanical element needed to create the largest, most colossal, hydraulic ram water pump ever created! That one single mechanical element being a drain and valve. The dead end shaft, cut in the south-eastern corner of the Subterranean Chamber is 2 feet 7 inches wide, 2 feet 5 inches high and 52 feet 9 inches long. Its direction is from true north to south. Its position is horizontal and it lies at the lowest corner of the lowest chamber. This suggests that it functioned as a drain, but it dead ends in the rock. Even though it is 105 feet below the base of the building, it is still high enough from the outside to function as a drain. The cutting of this shaft must have been an awful job. It is so small – only 29 inches high and 31 inches wide with a length of 52 feet, leaving very little elbow room. Maybe a midget crew cut it. I’ll never believe that its existence is due to over-sight or gross error. I’ll never shrug it off as a miscalculation. I have too much respect for the ancient engineers for that. Why is there so much interest in the lowest shaft of the Subterranean Chamber? The answer lies in this simple fact: a waste duct in this particular area would be definite proof that the engineers had cut a simple water ram in the solid rock! Around the base of the Great Pyramid and in its immediate vicinity are a number of unusual and hard to explain cuttings in the solid rock. Among these cuttings are the “crypts” that contain the so-called “sunships.” Traditional Egyptologists maintain these ships were entombed at the same time as the Pharaoh and the ships were used during the funereal precession. The location of the sun ship pit and other features indicate that they were created at the same time as the Great Pyramid and were part of a drain system with a valve that would complete the greatest water ram pump in the world. The dead end shaft that leads south from the Subterranean Chamber heads directly towards the sunship pit. This water drain system of the pump was unnecessary after the Great Pyramid was completed. Later the ancients used the pit for ceremonial purposes after the functional purpose of this cutting was no longer needed. Our current understanding of the passage from the Subterranean Chamber towards the sunship pit is that the passage is a dead end. Apparently this dead end has never been examined with the idea in mind that it may be a drain duct. In 1954, two sun ships were discovered in the rock hewn cavity at the very southern base of the pyramid. It is reasonable to assume that the size and shape of this cavity has been surveyed and recorded. Such data is hard to come by. It would be interesting to examine the north wall and ascertain the distance from it to the terminus of the dead end. The terminus of the dead end is about 83 feet south of dead centre of the building. This leaves a space of about 300 feet to its southern base. In short, I believe there exists a connecting duct, between the dead end and the sun ship cavity. Explorers might hit pay-dirt if they take a good hard look at the end of the dead end and the north wall of the sun ship’s crypt. This pump was a simple water ram of monstrous proportions. A ram that pumps far more water than it wastes. My guestimate? At least 4 tons for one ton of wastage to a height of 60 feet during a time cycle of one minute. The sun ship cavity itself may be part of it. My line of reasoning follows this pattern. Originally, the cavity was cut for use as part of the drain for the water pump. When the Great Pyramid was completed the pit was no longer needed. Only after the construction of the Great Pyramid were the sun ships installed in their pits. Why not decorate and touch up these pits with some regal trappings? I have believed from the very beginning that this tube is part of a drain and that its outlet is sealed in as clever a fashion as the ancients managed to conceal other openings. It is utterly fantastic to believe that the ancient engineers overlooked this common device – a drain that can be opened and closed at will and thus employ the same mechanics of the common ram. I predict that one or more baffle walls will be found in the horizontal tube leading south from the subterranean chamber, the function of which is to slow down the high velocity of water discharge and ease the shock exerted on the waste valve. What will the drain valve look like? It will be a “door with pivots.” We call them butter-fly valves. They are easy to open and close and are operated by a handle. Pairs of holes with granite seats to fit this type of valve are found in the passage near the top of the lower diagonal. No one, for a moment, doubt that these seats and holes are for this type of “door.” There are two other check valves in the subterranean cuttings. A short distance down in the solid rock of the lower diagonal is an offset “wherein,” says Sir Flinders Petrie (The Pyramids and Temples of Giza), “hung a door that swung inward.” A pair of eight inch round holes are found here, one in the east wall and the other in the west wall. Adjacent to these round holes is granite masonry. This mechanical element, given a hydraulic interpretation, is a check-valve. The holes support a round shaft and the granite masonry is the valve seat. Halfway up the passage leading from the Subterranean Chamber to the lower part of the Grand Gallery is the Grotto. Detailed research indicates it too in ancient times housed a check valve. How the Water Was Pumped The Ancients were doing what every engineer does before he undertakes a massive construction project. The machine comes first, and in this case it was a water pump. These subterranean cuttings formed a hydraulic ram pump. The lower diagonal holds about 88 tons of water! When the valve in the drain is opened the water in the lower diagonal moves down. Then the drain valve is closed. The water in the lower diagonal continues to move down compressing the air in the Subterranean Chamber. This chamber has an air capacity of 7000 cubic feet! Once this moving water has compressed the air to the maximum, the water stops moving. At that point, the check valve in the upper end of the lower diagonal closes. The highly compressed air in the Subterranean Chamber pushes water up through the “grotto” and onto the rocky knoll. Research including computer modelling shows that the water ram pump would easily pump water to a height of the top of the completed Great Pyramid. Water ram pumps are a very interesting device and are still being built and sold to this day. Water ram pumps work and work well. When you shut a water faucet off and the pipes rattle, think about the ancient engineers who used the same force in a colossal scale to move and lift the blocks in constructing the Great Pyramid. What existed at this point is a mound of rock with a passage in the centre that leads up from the Subterranean Chamber and the descending passage down to the Subterranean Chamber. All of the subterranean passages and subterranean valves were finished and the colossal hydraulic ram was ready to go. The source of water for the pump was the ancient lake of Moeris. This lake was huge, about the size of Lake Erie. Its elevation was above the base of the Great Pyramid. Water for the pump was brought to the site and channelled into the lower diagonal from this lake. If the hydraulic ram pump pushes water up the central shaft it will be wasted because the water will just flow down the granite outcropping. At this stage, parabulious walls were built around the building site. This created a catch basin for the water. Near the base of the Great Pyramid to this day can be seen these same “parabolus walls” made of earth, which surround the building. The walls form a rectangular basin and look like the remains of an ancient catch basin or reservoir. The 14 foot vein of river silt found inside is mighty convincing evidence that in ancient times this rectangular enclosure held water, and formed a pond 180 acres in area. And the little rocky knoll, upon which the pyramid stands, became a little rocky island. The Construction Process Try to envision, if you will, the rocky knoll high above the Nile before a single block was set. It must have been a bleak, bare, gray mound of limestone. It was not flat. The perimeter had to be levelled off to create a base for the first row of casing stones. To use the water, it must be caught. The simplest device to catch it is a ditch. Once a ditch was cut in the location of the first row of casing stones and filled with water, it formed a perfect device for a levelling operation. Water would pour from the ditch at the lowest contour of the rock. This lowest contour determined the elevation of the base. Five hundred chisellers could be put to work at one time and whack the perimeter of the base down to a uniform level. The still water in the ditch would be their gauge, and simplify surveying operations. The next step would be to move the casing stones from the quarry across the river up to the base of the prepared building site of the Great Pyramid. How would you bring 16 ton stones from across the river, that are already on barges, up to the site of the Great Pyramid? A site with subterranean cuttings that are a hydraulic ram pump. Evidence indicates that a series of water locks from the Nile to the building site were created to move the stones up from the river to the building site. The locks worked just as the water locks work in the Panama Canal. The subterranean cuttings that are a colossal hydraulic ram pump supplied the needed water to operate the locks. Comparatively recent excavations have exposed the cutting of a giant rock-hewn stairway with huge risers, ascending from the basin near the Nile River to the top of the knoll. This cutting has the basic characteristics of the remains of a series of water-locks, although every relic that would indicate water-locks is gone. The accepted explanation for this cutting was to extract blocks for structural use in the pyramids. I never believed this explanation because the cutting is too precise, too neat, and too regular. If the ancients were quarrying blocks alone, the sides, the treads, and the risers would have been left rough and uneven. As they are today, these stairs are too wide to be of practical use as water-locks, but if a wall were built in the centre of the steps, dividing the stairway in two, the result would be two narrower sets of stairs. If appropriate masonry were placed in this divided stairway with pairs of water-gates made of wooden planks, the locks would be complete. When water was pumped into the locks they would have been ready to take stone laden barges up one set of locks, while the empty barges came down through the other. I believe that this stairway of locks is part of the 60 foot roadway described by Herodotus. The completion of the first course of casing stones formed a rectangular enclosure in which water could be impounded, forming a pool or artificial pond. Once this pool was created, barges with the rough interior stones were brought up the locks into the pool and put in place with remarkable ease. The block was moved into place by workers wading waist high in a pool of water. When the block was in position, the water level was lowered, which set the stone gently down on the floor of the pool. When this pool was filled with the rough interior stones, the next course of casing stones were brought up and placed above the previous course of casing stones. This created a higher pool of water. Barges with rough interior stones were brought up the locks and put in place with remarkable ease, until that pool was filled. A 16 ton casing stone or even a large 40 ton monolithic block could be moved and set as gently as a mother lays her sleeping babe in a crib. This simple process continued, step by step, course by course, level by level, until the Great Pyramid was completed! The workers moved the stones into the correct position on special barges. Then the water in the pool was lowered, gently lowering the stone in place. The barges were such that when the stone was lowered into place the barge could be removed from the stone, similar to a modern day forklift. With the use of water as a powerful and easily controlled lifting medium, the massive weight and size of the stones created no problems. Using the largest casing stones possible is a measure of economy. Large stones mean less quarrying work and finishing of the faces. The same is true for the rough cut stones one sees now that the casing stones have been removed. Since moving the stones to the building site is the least labour intensive part of the construction, the use of very large stones makes the job easier. It is interesting to note that the sides of the Great Pyramid “bend inward.” Or to put it another way, the sides of the Great Pyramid have a concave crease from the apex down to the centre of the base of each side. The Great Pyramid of Giza actually has eight sides. This was vital because of the hydrostatic pressure of the water inside the pyramid during construction. The Great Pyramid is the only pyramid in the world with this characteristic. This feature must have made the design and construction more difficult, but it was a must. Each side bends inward against the pressure of the water inside of the pyramid just as a dam like Hoover Dam bends towards the force of the water it holds back. The casing stones have precision joints that are cemented together to make the exterior of the Great Pyramid water tight. This was not to keep the pesky Egyptian rain out, but to hold water in during construction. According to Herodotus: “… they raised the remaining stones to their places by means of machines formed of short wooden planks. The first machine raised them from the ground to the top of the first step, on this there was another machine, which received the stone on its arrival, and conveyed it to the second step, whence a third machine advanced it still higher.” Another translator of Herodotus offers this translation: “They made it first in the shape of stairs, and lifted up the stones that remained with engines made of short timbers. From the ground they raised them to the first range of stairs; when the stone came up to this, it was set in another engine that stood on the first range, and drawn up from this to the second range; and thence by another engine to the third, for there were as many engines as there were ranges of stairs . . .” In the first, the word “machine” is used, while in the second, the word, “engine.” But the gist of the translations are identical. In modern usage, the words ‘engine’ and ‘machine’ are often used synonymously. And it may be here that in the translation of the ancient Greek the meaning of these two words are even more closely allied. For example, the dictionary defines the word catapult as “an ancient engine of war.” By a physicist’s definition, a catapult is not an engine of war, but a machine of war. An engine uses fuel directly to make it go. More than a hundred years ago, the US state of Ohio built an elaborate system of canals. Even today, in the vicinity of Akron, Ohio, century old water-locks are in operation. Nowadays, pleasure craft pass through them. The lock-gates are made of wooden planks about eight feet long. These locks are truly machines. They are water elevators and a floating body can be raised or lowered in them. They are made of stone andshort wooden planks. I believe that the machines Herodotus described were a series of water-locks. Elsewhere in the same volume he tells of seeing an old dry-dock that was used by King Necos to repair damaged war vessels. Think of this: How can anyone build a dry-dock and not use a water-lock? It cannot be done. The construction of the Great Pyramid continues. Upon the completion of each level, the next level above was assembled on the level before it. But how are the massive blocks moved up to ever greater heights as the construction progresses? As each level was completed, a water lock was built to move the blocks up to the next level. These series of locks moved blocks up the north face of the pyramid, one lock per level, all the way to the top. When the top of the pyramid was completed, the top lock was not needed. That lock was removed and the casing stones put in place. Small stones and rubble were placed in the area of the removed lock by hand. If solid close fitting stones were used then the water from the pump could not supply water to the rest of the locks below the top lock. Each lock was removed and replaced with casing stones from the top to the bottom with small stones and rubble placed in the area of the locks. Herodotus says he was told the pyramid was finished from the top, downward. To this day one can see along the north face where small stones and rubble fill the location of the series of locks. Most have heard the legends and myths that tell the stones were levitated into place by some unknown force. Some fables speak of the stones being somehow floated to their destination. These stories from distant past, lacking detail, do speak great truth. Even though this description is brief and abbreviated, you now know the answer to the riddle of the ages! You know how the Great Pyramid was built! No massive ramps almost the size of the pyramid itself. No sweated brow or tortured back. No multitudes of slaves harnessed like animals heaving to the crack of the whip. No aliens from distant worlds. Just workers wading waist deep in cool pools of water. Men moving barges, operating valves, locks and pumps under the watchful eye of talented Ancient Engineers. Building the Great Pyramid was not an exercise of oppression by a ruthless Pharaoh. Building the Great Pyramid was a snap! Its construction was an orderly, systematic, inventive and wondrous, piece of cake. But why build it? WHY? What was its purpose? Was it a tomb to be used once by an all powerful ruler? Was it built as a sacred place for those initiated in secret societies of higher wisdom to perform unknown rites? Was it somehow an observatory to view the stars? Was it built as prophecy in stone to confirm Biblical prophecies? What is the meaning of the mysterious interior chambers and passages? Is it a power source that we do not understand? Is it a temple, tomb or machine? The answer to why the Great Pyramid was built is the subject of the second half of this series to be published in the next issue of New Dawn. If you appreciated this article, please consider a digital subscription to New Dawn. STEVEN MYERS is the founder of the Pharaoh’s Pump Foundation, Coquille, Oregon, USA. Further information on the Foundation can be obtained by visiting the web site www.thepump.org. The above article appeared in New Dawn No. 54 (May-June 1999). © New Dawn Magazine and the respective author. For our reproduction notice, click here.	<urn:uuid:3d1aba47-18e7-4ca9-b62c-3a454ff681e6>	CC-MAIN-2014-15	http://www.newdawnmagazine.com/articles/how-the-great-pyramid-was-built	s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609524259.30/warc/CC-MAIN-20140416005204-00190-ip-10-147-4-33.ec2.internal.warc.gz	en	0.968697	4,661	3.265625	3
“The Plough” by Anne Savage Organization: Montreal Museum of Fine Arts (Musée des beaux-arts de Montréal) Address: 1380 Sherbrooke St W, Montreal, QC H3G 1J5 Contact: Jacques Des Roches, mberthet(a)mbamtl.org Description: Painting by Anne Savage depicting a plough standing in furrowed fields dates from 1931 to 1933 and is part of the collection of the Montreal Museum of Fine Arts. Year made: 1931-1933 Made by: Anne Savage (1896-1971) Materials/Medium: Oil on canvas Colours: Greens, grey, browns, reds Provenance: Gift of Arthur Gill in 1970 Size: 76.4 cm x 102.3 cm Photos: Courtesy Montreal Museum of Fine Arts “The beauty of the Quebec landscape is the lead-in and the lovely feeling of the country moving back and the light and so on,” Anne Savage once said (McDougall, p. 183). This is the feeling in her painting “The Plough,” with its backdrop of rhythmic, undulating hills. Against this scene, she has planted the farming implement, which soars to take up the whole forefront, suggesting “the power of the human spirit to contend with nature” (www.klinkhoff.com). Savage was an artist who played an active role in the Quebec art movements of the 1920s and 30s, and an educator who had a major impact on how art is taught today. “The Plough” lives at the Montreal Museum of Fine Arts, in the permanent collection on Quebec and Canadian Art. It is one of Savage’s most recognized works, but also characteristic of a Canadian style of painting of the time, representing Canada as an uninhabited landscape, “an ideal rural land unspoiled by the influence of modern life” (www.annesavage.ca). The MMFA acquired the work as a gift from Arthur Gill in 1970, one year before Savage’s death. In the 1930s, however, it was shown at exhibitions in Toronto, Hamilton, Montreal and Atlantic City, and at the Tate Gallery in London, England, in 1938. Anne Savage, the teacher Savage began teaching art at Baron Byng High School when the school opened in 1922. She stayed for 26 years. Located on St. Urbain Street, the school was attended mostly by children of European Jewish immigrants, and has since become legendary through the books of Mordecai Richler. Since Savage had no formal training as a teacher, she relied on her instincts, her own discoveries as a child, and her own development as a painter. Her methods were innovative and revolutionary for the time: she pushed aside the desks, did away with traditional copying of other people’s works, and took her students on sketching trips to Fletcher’s Field (now Jeanne-Mance Park) at the foot of Mount Royal. But what most inspired her students—many of whom went on to become professional artists and educators—was not just her deft instruction on colour, form and composition, but her passion and enthusiasm, her love of art and design, and her ability to see the value in each person’s work. “She couldn’t help seeing the beauty, she couldn’t help passing it on,” said former student Leah Sherman, in the biography Anne Savage: The Story of a Canadian Painter, written by Savage’s niece, Anne McDougall (p. 68). In fact, it was Savage who inspired Sherman (who succeeded her as art teacher at Baron Byng) and artist and educator Alfred Pinsky to develop art programs at Sir George Williams University in the 1960s—what is now Concordia University’s Faculty of Fine Arts. (Pinsky was Dean of Fine Arts from 1975 to 1980.) Savage worked with young children too. In 1937, she began giving Saturday morning art classes at the Art Association of Montreal (now the MMFA). They were so popular she had to bring in more artist teachers and open up classes in the gymnasiums of public schools. This association led to the development of the Child Art Council, which became the Quebec Society for Education Through Art. She left Baron Byng to become Supervisor of Art for the Protestant School Board of Greater Montreal in 1948, and in the 1950s she lectured on art education at McGill University and the Thomas More Institute. Anne Savage, the painter Yet as Savage struggled to juggle the demands of teaching, painting and family (she never had children or married, but took care of her mother), she saw herself first and foremost as a painter. Born “Annie Douglas Savage” in Montreal on July 27, 1896, she grew up in Dorval (then countryside), and spent summers with her family, first in Quebec's lower St-Lawrence region, and later at their Laurentian cottage on Lake Wonish, where she eventually built her studio. Along with the Eastern Townships, these areas were major sources of inspiration for her work. She studied at the Art Association of Montreal under William Brymner and Maurice Cullen, learning about Art Nouveau design and Impressionism (which was new to Canada). Brymner also introduced his students to the work of Tom Thompson and the Toronto-based painters called The Group of Seven. They became the most important influence on Savage’s technique and philosophy of painting. In fact, she became a close friend of A.Y. Jackson, one of The Group of Seven’s members. The Beaver Hall Group In 1921, Savage and some fellow artists founded the Beaver Hall Group, sharing studio space and exhibiting together. The group included a number of English-speaking artists who have contributed to the Quebec art world, such as Randolph Hewton, Henrietta Mabel May, Lilias Torrance Newton, and Efa Prudence Heward. Like Savage, many were students of Brymner, who encouraged them to develop a personal language, resulting in a diversity of approaches and subjects. Through A.Y. Jackson, the Beaver Hall Group had close ties with The Group of Seven. However, it was the overriding influence of The Group of Seven that led Savage and others to form the Canadian Group of Painters in 1933, to ensure that other artists would not be excluded from the Canadian art scene. Savage was president in 1949 and 1960. But other art currents were emerging. John Lyman, whose work had caused scandal when exhibited in 1912, returned from exile in Europe. In 1938, he formed the Eastern Group of Painters, which included artists such as Alexandre Bercovitch, Eric Goldberg, Goodridge Roberts, Jack Humphrey, and Jori Smith. In 1939, he pioneered the Contemporary Art Society of Montreal; the society would become an important voice in Quebec for the next 10 years. Anne Savage: Artist and Educator. Concordia University and SchoolNet Digital Collections. [Online], http://www.annesavage.ca Barbara Black, “Happy 80th birthday to founder of Faculty of Fine Arts,” Concordia University Journal, November 10, 2005 [Online], http://cjournal.concordia.ca/journalarchives/2005-06/nov_10/005357.shtml Lori Callaghan, “Visual Artists: From Painting to Performance Collectives” in Recognizing Artists/Enfin Visibles! English Language Arts Network. [Online], http://www.quebec-elan.org/histories/oneView/10 Janet Braide, Anne Savage: Sa Vision de la Beauté / Her Expression of Beauty, Montreal: Montreal Museum of Fine Arts, 1979. Anne McDougall, Anne Savage: The Story of a Canadian Painter. Montreal: Harvest House, 1977. Barbara Meadowcroft, “Anne Savage Biography,” Galerie Walter Klinkhoff [Online], http://www.klinkhoff.com/canadian-artist/Anne-Savage “Towards Modernism (1920s-1930s),” Quebec and Canadian Art, Montreal Museum of Fine Arts [Exhibition wall panels]. To Learn More Anne Savage Archives, 1896-1971. Rose Montgomery-Whicher, Julia L. Olivier, Leah Sherman. Montreal: Concordia University, 1989. By Woman's Hand, dir. Pepita Ferrari. Montreal: National Film Board of Canada, 1994 [Film]. Calvin, H.A. Anne[e] Savage, teacher. M.A. Thesis. Montreal: Concordia University, 1967. Canadian Painting in the 30s, National Gallery of Canada. [Online], http://cybermuse.gallery.ca/cybermuse/enthusiast/thirties/index_e.jsp Barbara Meadowcroft, Painting Friends: The Beaver Hall Women Painters, Montreal: Vehicle Press, 1999. Esther Trépanier, Peinture et modernité au Québec, 1919-1939, Montreal: Nota Bene, 1999. Esther Trépanier, Jewish Painters of Montreal: Witnesses of Their Time 1930-1948, Montreal: Les Éditions de l’Homme, 2008. Evelyn Walters, The Women of Beaver Hall: Canadian Modernist Painters, Toronto: Dundurn Press, 2005. Eve Krakow is a freelance writer and translator based in Montreal, specializing in areas such as education and the arts, early childhood development, and the environment. Her articles and essays have appeared in a variety of publications, including QAHN’s Quebec Heritage News.	<urn:uuid:ac679595-1cf9-482f-a47f-6fd770759dbd>	CC-MAIN-2019-18	http://100objects.qahn.org/content/plough-anne-savage-1930	s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578527720.37/warc/CC-MAIN-20190419121234-20190419143234-00189.warc.gz	en	0.94507	2,048	2.625	3
Technology is only as good as the people who use it. Same as education is only as good as the people who teach. With rapid digital advances in personal computing and social networking, teachers need to adapt just as quickly to put these developments into good use in the classroom. Technology makes the tools, but what are the general characteristics that make an effective educator for the 21st century? No need to leave the classroom One of the key characteristics of a 21st century educator is their ability to create opportunities using technology to immerse the classroom environment to the outside world. Voice over IP (VoIP) technology used in corporate video conferencing is readily available to teachers today. As simple as hooking up tablets or smartphones to Skype using a 4G LTE connection, educators can engage the class in real-time online lectures with other students outside the United States. You can also bring the students on a virtual documentary tour of foreign countries and historic sites through the use of HD video streaming websites such as Youtube. With new technologies that connect countries to the global network, communication has been made easy between students and teachers anywhere. Open-minded learning and teaching To be a 21st century educator, one must have the willingness to learn new technologies on their own as well as from other teachers, and even their students. An effective teacher must be aware and consequently, open to the fact that in this age, even young people are exposed to technology, and are at times better versed at such devices than adults. The open-minded educator always looks for learning opportunities even from the most unlikely sources. With online social networking channels such as Google Hangout and Facebook, teachers can collaborate easily with fellow educators from different backgrounds, levels of specialization and even disciplines. Through collaboration, teachers can learn and adopt others’ personal classroom techniques and methods that can be useful in enhancing their own styles of instruction. Engaging student participation beyond listening and reading The key to a successful teaching lies with the students themselves. Rather than subjecting students to hour-long boring lectures, the 21st century educator engages them in a much deeper aspect of the learning process. How? By encouraging students to participate in lesson design, students are empowered to become more open with their interests to teachers. Besides boosting student activity, collaborative lesson design helps students enjoy the learning experience as a whole, and promotes creativity, as well as teamwork. Interestingly, one additional benefit of this approach is that teachers are given alternatives to the usual teaching methods, further adding to flexibility of instruction. Injecting the fun factor With the improved student participation, teachers can then employ non-traditional approaches to further incite interest in learning. Rather than popping out a usual quiz, why not bust out a vocabulary battle with game apps on the students’ tablet PCs? Games for one are sure attention-grabbers that students are profoundly interested in. With a huge selection of apps with high educational value, integrating game-based approaches to classroom instruction allows for a much more interactive and fun learning experience. Teachers need to evolve as fast as technology does. By adopting an open mind and awareness on the rapidly-developing technologies and their possible uses in classroom instruction, teachers become future-ready for the 21st century. Are you a successful modern techie teacher? Tell us your success story. About the Author Image at top of post by tjmwatson (Tess Watson)	<urn:uuid:6ae31051-ddda-4c18-942b-28e9deed9f11>	CC-MAIN-2014-35	http://teacherswithapps.com/blog-the-teacher-of-tomorrow-what-makes-a-21st-century-educator/	s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500826679.55/warc/CC-MAIN-20140820021346-00125-ip-10-180-136-8.ec2.internal.warc.gz	en	0.961838	691	3.515625	4
The effect of AIDS on the aging continues taking its toll on those who support children of mothers and fathers who’ve died of the disease. In South Africa, an organization called Grandmothers Against Poverty and AIDS (GAPA) is actively trying to improve the quality of life for these older women who have little or no resources for raising these children. Kathleen Broderick is the director of GAPA which serves townships near Cape Town. She says GAPA gets basic government financial aid to help run its educational and peer support programs. She says as recently as five years ago family members were dying from AIDS but nobody would admit it because “the stigma was absolutely awful and families turned within themselves.” Broderick says grandmothers were left to care for orphans and sick people without any community support. She says because the older and younger generations were not talking to each other about sexual activity, both ignorance and stigma became rampant. Broderick says GAPA educates 30 new grandmothers every month in three day workshops where “they learn the basics about what the disease is, how to cope with it, and various other skills which help them and their families.” As examples, she mentions food gardening, the issue of making wills, how to deal with bereavement, and human rights which she says is emphasized. Broderick says after the workshops the grandmothers join 10 member peer support groups that meet once a week to council and comfort each other. Broderick says that her own occupational therapy skills – which the project manager also has -- work well in the form of productive activities for GAPA’s mission: “you heal yourself through doing something, becoming a new person through your own enterprises.” She says that women over 60 are eligible for a small state pension of about 800 rand [approximately $100 a month] and statistics reveal that for every grandmother getting a pension, 20 people are supported. However, she says virtually half the grandmothers are under age 60, and because they don’t get the pension, find themselves in dire poverty. She adds that the younger grandmothers’ actual handicraft skills are very important for survival because it increases their household income. She says GAPA “is a wonderful project; it’s made such a difference: ”even though grandmothers have always looked after children, they’ve never had to be the sole breadwinners 24/7… but now they are.”	<urn:uuid:70a21aee-75da-4b20-992f-db31613cd909>	CC-MAIN-2017-30	https://www.voanews.com/a/a-13-2007-02-22-voa31-66765822/564029.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426951.85/warc/CC-MAIN-20170727022134-20170727042134-00400.warc.gz	en	0.982077	515	2.90625	3
In today’s dynamic healthcare landscape, ensuring the safety of patients and staff is paramount. Safe patient handling isn’t just a buzzword; it’s an essential practice that protects everyone involved in patient care. When done incorrectly, lifting patients can have serious negative consequences, potentially injuring both patients and caregivers as seen in the photo above. With high-quality safe-patient-handling equipment, healthcare leaders have tools that can mitigate these risks. Understanding Safe Patient Lifting Safe patient lifting is the application of ergonomic principles and tools to move or support a patient safely. Ergonomic principles for patient handling have the goal of reducing physical strain on caregivers through the use of equipment and proper techniques. Integrating safe-patient-handling equipment and techniques offers a host of benefits, including reducing injury rates, increasing patient comfort, and improving the efficiency of facility operations. The Do’s of Lifting Patients Safely Do Assess the Risk Before your staff perform any patient lift, they should always conduct a risk assessment. This allows them to determine the patient’s mobility level so that they can evaluate the equipment and personnel needed. Do Use Proper Body Mechanics Proper body mechanics also play a pivotal role in patient lift safety. Key ergonomic principles that should be followed include: - Utilizing leg muscles – The power for lifting should come from the legs, not the waist or back muscles. - Get up close to the load – Being closer to the bed will help your staff experience less strain. - Use a wide, stable base – Stability reduces the risk of experiencing strain or losing control during the transfer. - Ensure a comfortable, firm grasp – Maintaining a good grip will reduce the risk of losing control of the load, potentially having to bear all the patient’s weight on a single arm. - Keep the spine close to neutral – The closer the spine is to neutral, the less bending strain it will experience. - Make sure the movement is smooth – A single, smooth movement helps to prevent something from becoming dislodged and promotes patient comfort. Effective communication and teamwork are also essential when lifting patients. When your staff communicates well, it ensures everyone is in sync and understands their roles. It also facilitates a better understanding of personnel and equipment needs at the time of each patient lift. Do Understand The Equipment When using safe patient handling equipment, your staff should always know the types of equipment that they have available. They should also understand the safe working load for each piece of equipment and how to use each type of equipment correctly. Do Provide Training Training is vital for long-term patient lifting success. Patient lifting training involves having regular sessions and competency assessments to keep skills sharp. The Don’ts of Lifting Patients Safely While there are several principles that you should follow to promote safe patient lifting, there are also things that should be avoided: - Don’t lift manually if there is any potential alternative. - Don’t rely solely on personal strength. - Don’t use makeshift lifting devices. - Don’t be in a hurry or rush during patient transfers. - Don’t overload or exceed the weight limits of equipment Safe Patient Handling Equipment Having the right type of equipment for the right situation is vital to promoting patient safety during transfers and lifts. Some of the main types of safe-patient-handling equipment includes: - Transfer and slide sheets – Aid in repositioning and side-to-side transfers. - Mechanical lifts and hoists – Provide full-body support during lifting patients from a chair or bed. These lifts perform the same functions as a ceiling lift, but can be moved from one location to another. - Sit-to-stand devices – Help patients transition between sitting and standing. - Ceiling lifts – Installed overhead and used for various transfers. These lifts are always present in the room when needed. Choosing the right equipment is essential and requires an understanding of the specific type of transfer needed for a given situation. Regular maintenance and equipment inspection is also important to ensure these tools are available and function correctly each time they are needed. Resistance to using patient lifting equipment can occur due to staff misconceptions or unfamiliarity. To address this, healthcare leaders must promote comprehensive staff understanding of equipment and enhance their familiarity with this equipment. Regular feedback sessions with healthcare professionals can provide valuable insights and suggestions for improvements. In the ever-evolving world of healthcare, the safety of patients and staff remains a consistent priority. Safe patient handling isn’t just about the patient; it’s about ensuring the well-being of those dedicated professionals who care for them. Embracing the proper techniques and equipment ensures everyone’s safety. At Joerns, we are committed to helping healthcare leaders promote patient and staff safety. Our state-of-the-art equipment and transfer educational materials will help you ensure your staff is following the best practices for patient lifting and reduce your facility’s safety risk.	<urn:uuid:c96b3f9e-3a2f-44a5-85b7-ce09e80a0c7d>	CC-MAIN-2024-10	https://www.joerns.com/safe-patient-handling/the-dos-donts-of-lifting-patients-safely/	s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475727.3/warc/CC-MAIN-20240302020802-20240302050802-00082.warc.gz	en	0.916021	1,041	2.546875	3
At the most basic level, smart meters serve to produce more accurate energy billing and enable consumers to better understand their energy usage. More significantly however, smart meter technology is a vital component in the realisation of the smart energy grid – the digital, interconnected networks that will provide us with a more modern, more efficient, and cleaner supply of power. The smart grid will utilise a range of new technologies – with smart meters at the very centre of this chain – to allow for two-way communication between consumers and the energy network, enabling real-time, automatic responses to changing electric demand. Using smart data to match supply with demand Thanks to the mass of data collected by smart meters, distribution network operators will be armed with more accurate figures on the country’s energy use, and in turn will be able to better match energy supply with demand. This means less investment will be needed to fortify the grid through the raising of energy bills, ultimately lowering power costs for consumers. Enabling demand-side response Currently, our system relies on sources of energy that can be easily turned up to meet peaks in demand. As it’s not possible to control the sun or wind in such a way, we have to rely on carbon-fuelled generation for constant back up. Instead, by incentivising customers to use less energy when supply is low or demand is high, or use more – for example – when the wind is blowing, we will able to respond to demand better, as well as make more use of renewable, variable sources. One way of doing this is through time-of-use tariffs. Smart meters facilitate this in the form of demand-side response; letting energy suppliers know accurate, real-time measures of demand, and notifying consumers when energy is cheap or expensive via visible price signals so they can save as much power (and money) as possible. Promoting green technologies Over the coming years, the development of smart technology will enable appliances to automatically switch on and off in response to demand and supply. Smart meters, working alongside these connected devices, microgeneration technology and battery storage, will also open up the possibility for consumers who produce their own energy to have control over exactly when they use their energy, when they store it, and even when they can export it to the grid for profit. Delivering the future of smart energy Britain’s smart grid infrastructure is expected to deliver huge economic benefits in the UK, with an estimated potential of £13 billion of gross value added and £5 billion of potential exports by 2050, as well as creating over 9,000 jobs. Our commitment to deliver next generation smart meters to homes and businesses isn’t the only way we are helping the country establish this future energy industry. The smart grid – and the complicated new technologies and processes that come with it – will require a much greater need for energy services, as consumers look for help in adopting and managing new ways of using energy. Our energy management team have been helping consumers evolve with the changing energy market for over two decades, and are now helping them adapt to and benefit from these exciting changes. Smart grid infrastructure will also need to be designed, installed and connected to the network – the rollout of EV charging points, for instance. Through our nationwide utility infrastructure and asset finance services, we are helping with that too. Thanks to this rare breadth of expertise, SMS Plc is uniquely placed to deliver the future of smart energy.	<urn:uuid:847c8438-9e17-4828-9fee-41ac89474005>	CC-MAIN-2019-18	http://www.sustainablesmartcities.org/uncategorized/smart-meters-paving-the-way-for-our-future-energy-system/	s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578529606.64/warc/CC-MAIN-20190420100901-20190420122901-00508.warc.gz	en	0.937428	711	3.015625	3
What is a High School Equivalency (HSE) Credential? Take charge of your future In the United States and its territories, adults who left high school before graduation have another way to secure a high school equivalency credential. What does that mean? It means that, through testing, you can demonstrate you have the same skills and knowledge as a high school graduate. And doing so can help you create a whole new future. Once you pass the test, your state or jurisdiction will issue you a high school equivalency certificate or high school equivalency diploma. How can the HiSET® exam help you get your HSE credential? The HiSET® exam is one of three tests U.S. states and territories use to measure high school equivalency skills. The General Educational Development (GED®) and the Test Assessing Secondary Completion® (TASC™) are the other options. Some states offer only one of these tests. Other states offer all three tests and let you decide which one you wish to take. What's important to know is this: All three tests allow you to earn your high school equivalency credential from your state. ETS works closely with states to make sure the HiSET exam closely reflects the skills of a high school graduate and to provide a fair, rigorous exam. Why? We want you to have confidence in, and a sense of achievement with, your new credential. Not sure if you’re ready? Sign up to get resources that can help you make your decision.	<urn:uuid:9ff8abb6-f7e0-4fda-bb56-00a59e49e828>	CC-MAIN-2020-50	https://hiset.ets.org/what	s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00342.warc.gz	en	0.945716	317	3.0625	3
Human Rights Day Breakfast: 12/4/2007 You are Cordially Invited to Our Human Rights Day Breakfast Discovering Concord’s Black History Tuesday, December 4th, 2007 Trinitarian Congregational Church 54 Walden Street, Concord 7:30–9:00 am If we look around the world today, there are many places where human rights are being ignored – too many. From the forced relocation of civilians in South Darfur by the Sudanese government, to the punishment of a sexual abuse victim in Saudi Arabia, to the brutal attacks on Buddhist monks in Burma, violations of human rights against individuals and groups are far too common. Next year will be the 60th anniversary of the Declaration of Human Rights. The Universal Declaration of Human Rights was issued on December 10, 1948 to set a benchmark of human rights standards that should be met at a minimum. In part the Declaration reads: “Everyone can claim the following rights, despite a different sex, a different skin color, speaking a different language, thinking different things, believing in another religion, owning more or less, being born in another social group, or coming from another country.” Setting aside one day to focus on the issues of human rights is supposed to make us look not only at the more obvious and appalling erosion of rights around the world, but also to check in our own backyards for ways to safeguard them here at home. Human rights groups including Amnesty International and Human Rights Watch are good sources of information on these issues as they play out in the United States: the ban on religious books in prisons, the convictions of the “Jena Six”, and the growing call for prisoners with certain mental illnesses to be kept out of solitary confinement, are all examples of how our human rights are at risk individually and collectively. Celebrating Human Rights Day allows us to focus on our local community while remaining mindful of how human rights are matters of life and death in other parts of the world. The Concord-Carlisle Human Rights Council will hold its annual Human Rights Day Breakfast on Tuesday December 4, at 7:30 am at the Trinitarian Congregational Church on Walden St in Concord. The topic being presented this year is ‘Uncovering Concord’s Black History’. Did you know that there are many houses in Concord that were stops on the Underground Railroad? That the Alcotts, Thoreaus and Emersons were all very active Abolitionists? That the sisters, aunts, mothers and wives of those famous Transcendentalists formed the ‘Concord Female Anti-Slavery Society’? That Harriet Tubman, Frederick Douglass, William Lloyd Garrison all visited and spoke in Concord? That some of our streets are named after black residents – Jennie Dugan, Brister Freeman? Our aim is to construct a physical trail loop that includes many of these places, along with the re-packaging of the book, ‘Black History in Concord’, written by Barbara Elliott and Janet Jones of the Concord Public Schools in 1978. We hope to make it more available, both in the schools and in the community, so that it can be not only a teaching tool, but a guide to the trail itself. All are welcome at the Breakfast, and there is no charge for any C- CHRC event.	<urn:uuid:56ea5797-ac81-47f2-8c98-a406509bb8b2>	CC-MAIN-2021-49	https://www.cchumanrights.org/post/human-rights-day-breakfast-12-4-2007	s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358233.7/warc/CC-MAIN-20211127193525-20211127223525-00484.warc.gz	en	0.945692	688	2.578125	3
Imagine the last time that you gave a presentation, speech, or a talk. How did it go? Afterward, did you think about the event? If so, why? And what parts of the event did you focus on? How did it go? How you answer these questions may depend on how much social anxiety you experience. Research indicates individuals with social anxiety disorder (SAD; characterized by a persistent fear of judgment, criticism, and negative evaluation in social or performance situations) tend to rate their performance in social interactions and performance situations more negatively than those without SAD do 1, 2, 3. Simply put, in response to “how did it go?”, individuals with SAD are more likely than those without SAD to say that it went poorly. Afterward, do you think about the event? If so, why? Current research on SAD also indicates that individuals with SAD tend to have positive meta-cognitive beliefs, or positive beliefs about repeatedly thinking about the event 2, 4, 5. For example, individuals with SAD may believe that thinking about the event will result in learning more about themselves and their performance. Thus, in response to “Afterward, do you think about the event? If so, why?”, individuals with SAD are more likely than those without SAD to say yes, because they believe that thinking about the event will be helpful. What parts of the event did your focus on? The current literature also indicates that individuals with SAD engage in post-event processing, a term that describes prolonged rumination and repetitive negative thinking following a social anxiety-provoking event. Individuals with SAD typically engage in post-event processing by repetitively thinking about the feelings of anxiety and the negative thoughts and self-perceptions that occurred during the social anxiety-provoking event 1, 2, 6. Thus, in response to “what parts of the event did you focus on?”, individuals with SAD are more likely that those without SAD to say that they focused on the negative, rather than the positive, aspects of the event. How can we use this information? To put it all together, a recent study by Gavric and colleagues (2017) found that having positive meta-cognitive beliefs predicted post-event processing, which, as models of SAD indicate, is an important mechanism maintaining or exacerbating SAD 7. Such findings indicate that targeting positive meta-cognitive beliefs or post-event processing may be an effective strategy in treating SAD. For example, let’s say that John has SAD and has recently given a presentation. John is likely to believe that it is helpful to later think about his performance on the presentation, and subsequently do so. However, he is more likely to focus on the negative aspects of his performance. In doing so, the memory of the social event becomes encoded as being more negative and more anxiety-provoking than it really was, since John now remembers the presentation as only the anxious feelings and thoughts that he had. Consequently, John continues to experience anxiety about social situations, thus maintaining or exacerbating his SAD 7. Currently, the preferred treatment is CBT with exposure. But future research may be able to use this information to highlight additional avenues for therapies to target SAD, such as changing John’s post-event processing to focus on positive or alternate outcomes instead. As an example, new research is focusing on ABBT with exposure techniques for SAD. And while further study is necessary to better examine positive meta-cognitive beliefs and post-event processing in the context of the therapy, the study does further pave the way for us to gain a better understanding of the cognitive factors maintaining SAD. - Brozovich, F., & Heimberg, R. G. (2008). An analysis of post-event processing in social anxiety disorder. Clinical Psychology Review, 28, 891-903. http://dx.doi.org/10.1016/j.cpr.2008.01.002. - Gavric, D., Moscovitch, D. A., Rowa, K., & McCabe, R. E. (2017). Post-event processing in social anxiety disorder: Examining the mediating roles of positive metacognitive beliefs and perceptions of performance. Behaviour Research and Therapy, 91, 1-12. http://dx.doi.org/10.1016/j.brat.2017.01.002. - Zou, J. B., & Abbott, M. J. (2012). Self-perception and rumination in social anxiety. Behaviour Research and Therapy, 50, 250-257. http://dx.doi.org/10.1016/j.brat.2012.01.00. - Fisak, B., & Hammond, A. N. (2013). Are positive beliefs about post-event processing related to social anxiety? Behaviour Change, 30, 36-47. http://dx.doi.org/10.1017/bec.2013.4. - Wong, Q. J. J., & Moulds, M. L. (2010). Do socially anxious individuals hold positive metacognitive beliefs about rumination? Behaviour Change, 27, 69-83. http://dx.doi.org/10.1375/bech.27.2.69. - Kocovski, N. L., MacKenzie, M. B., & Rector, N. A. (2011). Rumination and distraction periods immediately following a speech task: Effect on post-event processing in social anxiety. Cognitive Behaviour Therapy, 40, 45-56. http://dx.doi.org/10.1080/16506073.2010.526631. - Hofmann, S. G. (2007). Cognitive factors that maintain social anxiety disorder: A comprehensive model and its treatment implications. Cognitive Behavior Therapy, 36(4), 193-209. https://dx.doi.org/10.1080%2F16506070701421313. Carol S. Lee is a clinical psychology doctoral student at the University of Massachusetts Boston, with a background in psychology from the University of California San Diego. Her research with Dr. Sarah A. Hayes-Skelton focuses on understanding the effectiveness of anxiety disorder treatments, especially in the context of engaging in behavior despite fear or anxiety. Carol and Dr. Hayes-Skelton co-author articles for Anxiety.org, blending social and clinical psychology in their work.	<urn:uuid:addc21cc-dec6-4026-9b2a-01195bf5f0f6>	CC-MAIN-2023-50	https://www.anxiety.org/post-event-processing-and-social-anxiety-disorder-sad	s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00210.warc.gz	en	0.911195	1,366	3.1875	3
Changing Climate, Changing Coasts Experts now agree that many of the risks of climate change are no longer just potential—they are inevitable. About the Event On February 5, 2009, the New England Aquarium and Woods Hole Oceanographic Institution brought together a diverse group of climate change experts and business leaders, policy makers, and representatives from non-governmental organizations to bring the issue of global climate change closer to home. The interdisciplinary group gathered at the Moakley Federal Courthouse in Boston for "Changing Climate, Changing Coasts," a day-long symposium on the local impacts of climate change. Speakers described the potential impacts of climate change on coastal development, real estate, fisheries, marine animals and their habitats. In New England, sea level rise may cause dramatic changes in the coastline, and in Boston’s harbor the 100-year flood zone will move inland, flooding and erosion will increase, especially along Cape Cod, Nantucket and Martha’s Vineyard, and barrier islands will disappear. The symposium examined the implications for the local economy and environment and—with a pragmatic bias—explored ways to adapt to climate change. Steps to be taken include revisiting current zoning requirements and development regulations along the shoreline, protecting urban waterfront property, bringing insurance premiums in line with new levels of risk, and implementing measures that will make natural areas more resilient. - "Biological Impacts of Climate Change in the Gulf of Maine" by Scott D. Kraus, Ph.D., New England Aquarium (pdf 1 MB) - "Ocean Chemistry is Changing" by Scott Doney, Ph.D. , Woods Hole Oceanographic Institution (pdf 880 KB) - "Changing Climate, Changing Coasts: Some Economic Considerations" by Porter Hoagland, Ph.D., Woods Hole Oceanographic Institution (pdf 348 KB) - "The Rising Tide in Boston: Sea Level Rise and Coastal Flooding Due to Climate Change" by Ellen M. Douglas, PE, PG, Ph.D., Environmental, Earth and Ocean Sciences University of Massachusetts, Boston (pdf 340 KB) - "The Necessity and Economics of Adaptation" by Gary Yohe Ph.D., Wesleyan University (pdf 2.5 MB)	<urn:uuid:28edbe5f-33c5-478f-9f8d-3d4d049a4f20>	CC-MAIN-2014-41	http://www.neaq.org/about_us/symposium.php	s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037662910.19/warc/CC-MAIN-20140930004102-00487-ip-10-234-18-248.ec2.internal.warc.gz	en	0.865536	464	2.828125	3
Each political neighborhood, and thus every state, has a constitution, at the very least insofar as it operates its vital establishments according to some elementary physique of guidelines. Such individuals who want to develop a complicated knowledge of Canadian constitutional law. Constitutional law additionally involves the rights and powers of the branches of government. The idea of citizenship shall be mentioned within the new and more international constitutional framework. The course is designed to give the students a deeper insight into the current changes of worldwide and European law in the route of forming extra complete regimes, applying supranational legal kinds, applying international courts and thus additionally of accomplishing the qualities of constitutional legal techniques. This lesson assumes that college students have already studied standing in their Environmental Law or Administrative Law courses. The course can even give an introduction to the theories of democracy that are related to the new constitutional ranges. Exemptions from the formal conditions will be given to college students with admission to the faculty’s own change or grasp’s diploma programmes. By formally conferring via these gadgets a higher standing on guidelines that outlined the organization of presidency and restricted its legislative and government powers, U.S. constitutionalism displayed the essential nature of all constitutional law: the fact that it is basic” with respect to all different laws of the legal system. We particularly hope for these Cambodian students to seek out motivation on this guide to academically have interaction with legal questions and contribute with their articles in direction of the evaluation and analysis of Cambodian Constitutional Law.	<urn:uuid:a92be8a7-684b-46ab-b30e-38d095d15761>	CC-MAIN-2019-51	https://www.fengqiubby.com/tag/dictionary	s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540514893.41/warc/CC-MAIN-20191208202454-20191208230454-00316.warc.gz	en	0.938472	305	3.015625	3
Here's What You Need to Remember: Under the cameras of Japanese photographers and the contemptuous glare of Japanese officers, Gen. Jonathan Wainwright surrendered the last of the U.S. garrison in the Philippines. “Tell Joe, wherever he is, to give ’em hell for us,” said the radio signal. “My love to you all. God bless you and keep you. Sign my name, and tell mother how you heard from me. Stand by.” And then there was silence. On the morning of May 6, 1942, U.S. Army Sgt. Irving Strobing sent the last message—to America, his family and his brother Joe—from the fortress of Corregidor, an island at the mouth of Manila Bay. A few hours later, under the cameras of Japanese photographers and the contemptuous glare of Japanese officers, Gen. Jonathan Wainwright surrendered the last of the U.S. garrison in the Philippines. From Corregidor’s tunnels emerged eleven thousand starving, wounded and exhausted American and Filipino prisoners, including several American nurses. They swelled the ranks of the defenders of the Bataan peninsula, who had surrendered on April 9. By early May 1942, the Japanese had captured seventy-six thousand American and Filipino soldiers in the largest surrender in U.S. history. On the seventy-fifth anniversary of the fall of Corregidor, the question still remains: what went wrong? The answer is pretty much everything. The problems began with an impossible strategic situation. Manila is only two thousand miles from Japan, but five thousand miles from Pearl Harbor. By the 1930s, it was obvious that in the case of war, the Philippines would be isolated by the Japanese Navy, bereft of reinforcements and resupply. War Plan Orange called for the U.S. Navy to conduct a naval cavalry charge across the Pacific to relieve the garrison. At best, this would be chancy; at worst, Japanese aircraft and subs would whittle down the U.S. fleet; and in reality, the Pearl Harbor disaster left no fleet to come to the rescue. None of which was Philippines commander Gen. Douglas MacArthur’s fault, but much else was. Under his watch, essential defense preparations were left undone (exacerbated by tight prewar budgets). By December 7, 1941, U.S. Army and mobilized Filipino troop strength had soared from thirty-one thousand to 130,000 troops. But the Filipinos in particular were poorly trained and armed, and the defenders were scattered across the islands of the Philippines. The Far East Air Force had perhaps three hundred aircraft, but that included only thirty-five B-17s and another hundred modern P-40 fighters, with the rest obsolete models. The Asiatic Fleet based in Manila had only a handful of ships, some submarines, plus the Fourth Marine Regiment. News of Pearl Harbor awakened MacArthur at 3 a.m. December 8. The aircraft at Clark Field should have been dispersed and then launched to bomb Japanese airfields on Taiwan. With bad weather delaying the Japanese strike for nine hours, the Americans might have caught Japanese planes on the ground—if MacArthur had authorized it. Instead the Japanese caught the American air fleet on the ground and decimated it, thus depriving the defenders of their only chance to disrupt the impending amphibious landing. Later on December, Japanese troops landed on northern Luzon, unmolested for a handful of U.S. aircraft (which still managed to sink or damage several ships). But this was only a sucker punch before the main landing: on December 22, the Japanese Fourteenth Army landed in Lingayen Gulf, in the center of Luzon and close to Manila and Clark Field. This was followed by a smaller landing in southern Luzon. Outflanked and outmaneuvered, MacArthur ordered Plan Orange, a delaying action by rearguards while the bulk of his forces moved into the defenses of the Bataan Peninsula near Manila. Covered by detachments of U.S. and Filipino troops, including some M3 Stuart light tanks, eighty thousand troops and twenty thousand civilians made it into Bataan. Unfortunately, Plan Orange called for sufficient supplies for only forty-three thousand troops to dig in at Bataan. Nonetheless, the Bataan troops fought bravely and inflicted heavy losses. But unless the U.S. Navy could instantly resurrect the sunken battleships at Pearl Harbor, the Philippines were doomed. Backed by heavy air support, the Japanese eventually broke through the lines of starving and ill defenders. Most eventually surrendered, but a few made it to Corregidor, defended by a motley assortment of Army, Marine and Filipino troops. Lacking food and medicine, they too were bombed and shelled until they surrendered May 6. And MacArthur? The Bataan troops composed a song about him to the tune of “The Battle Hymn of the Republic”: Dugout Doug MacArthur lies ashaking on the Rock Safe from all the bombers and from any sudden shock Dugout Doug is eating of the best food on Bataan And his troops go starving on. Dugout Doug’s not timid, he’s just cautious, not afraid He’s protecting carefully the stars that Franklin made Four-star generals are rare as good food on Bataan And his troops go starving on. Dugout Doug is ready in his Kris Craft for the flee Over bounding billows and the wildly raging sea For the Japs are pounding on the gates of Old Bataan And his troops go starving on . . . But MacArthur was busy with other things. He was awarded $500,000 by Philippine president Manuel Quezon for his prewar service, and his staff also got money (Eisenhower was offered money, but turned it down). To be fair, he was ordered by President Roosevelt to fly himself and his family aboard a B-17 to Australia. Following orders, to be sure, but his troops weren’t so lucky. Between the cruelty of the Bataan Death March, and for the survivors the brutality of Japanese prison camps, 40 percent of the Americans never made it home. “I will return,” MacArthur vowed. And he did—on October 20, 1944, and in the presence of photographers.	<urn:uuid:91df06df-0b04-4135-9fae-29adf04b8722>	CC-MAIN-2023-06	https://nationalinterest.org/blog/reboot/12000-us-troops-once-surrendered-japanese-military-192859	s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764501066.53/warc/CC-MAIN-20230209014102-20230209044102-00053.warc.gz	en	0.968915	1,328	2.9375	3
May 3, 2018, is America's National Day of Prayer. It became a permanent fixture on America's calendar of national observances in May of 1988 when President Ronald Reagan signed a bill into law designating the first Thursday of May annually as America's official, annual National Day of Prayer. I had the privilege, as a member of America's National Prayer Committee, to be in the White House that day in 1988 to watch President Reagan sign this unprecedented historic document. It may surprise you to know that more than 45,000 different public gatherings will be held all across America—on state Capitol steps, in churches, public arenas and including a national celebration in famed Statuary Hall within our nation's Capitol building. It is estimated that some five million Americans, and possibly many more, in some way will be participating in united, public prayer on this very day. But how did this all begin? From the earliest days of our republic, prayer has been foundational to the very fabric of our culture. Proclamations for National Days of Thanksgiving, Fasting and Prayer were common. For example, from 1775 when the first Thanksgiving proclamation was issued and up to 1815, a 40-year span, 42 different proclamations for prayer were issued (or an average of about one per year). Of those 42, 13 focused on "Fasting, Humiliation and Prayer." I'll highlight two of these proclamations, one from those earliest years, and another almost a century later from Civil war days. In 1777 a proclamation called for a Day for Fasting, Humiliation and Prayer that was to include "humble penitence confessing [our] manifold sins and aggravated transgressions imploring through Jesus Christ our Lord, the pardoning mercies of almighty God ..." What amazing wording. The proclamation ends with this directive: "All servile labor and recreation are hereby forbidden on said day!" Imagine that wording getting by our "politically correct" censors of our day? But perhaps most memorable of such national proclamations was issued in 1863 when President Abraham Lincoln challenged all Americans: ".. .to confess their sins ... and the sins of our nation ... and to recognize the sublime truths ... of Holy Scriptures, and proven by all history, that those nations only are blessed whose God is the Lord .." Fast forward to 1952 and our modern National Day of Prayer. During the Korean War a young 34-year-old evangelist named Billy Graham stated in early 1952 that it would be deeply significant "at this time of crisis to see the leaders of our country kneeling before almighty God in prayer." Congressman Percy Priest of Tennessee heard these words of the young evangelist and referred to them before Congress as "a challenge to our nation for a National Day of Prayer." No doubt these words reached President Truman's desk, perhaps beside the president's famed plaque that read "The Buck Stops Here", because in April of 1952 Truman signed a bill stating "a National Day of Prayer must be declared by each subsequent president at an appropriate date of his choosing." Although this was surely a positive development, the phrase "an appropriate date of his choosing" was too general and lacked the impact of a fixed day, like Memorial Day, Thanksgiving or Martin Luther King Day. Further, no broad coalition of spiritual leaders existed to promote the cause. That changed in the mid-1970's when Vonette Bright, co-founder of Campus Crusade for Christ with her husband Bill, caught the vision. Vonette hosted a meeting in 1976 at the Christian Embassy in Washington when seeds for a National Prayer Committee were planted. I had the privilege of being in that meeting and all of us present felt God was giving birth to something destined to begin a new movement of prayer for our nation. The National Prayer Committee became official in 1979 and began contending (lobbying might be a better word) for a fixed National Day of Prayer. Breakthrough came in 1986 when Senator Strom Thurmond of South Carolina, at the encouragement of the National Prayer Committee, offered a bill before the Senate for just such a fixed day. Almost immediately, 13 senators and 90 congressmen endorsed the bill. Two respected rabbis—Joshua Haberman and Marc Tanenbaum—also voiced full support of the bill. On May 5, 1988, the bill passed the Senate unanimously, followed quickly by overwhelming passage in the House. Final victory came Thursday May 8, 1988, when President Ronald Reagan signed the bill into law. The first Thursday of May was now America's official, annual, National Day of Prayer! Today, America's National Day of Prayer is thriving. Not only will some 5 million Americans participate in some form of united, public prayer, but Christians in other nations will join in as well. And I am rather certain, when all this praying if completed somewhere in the last time zone in America, the Hawaiian Islands—all will have prayed in agreement with President Lincoln's words, that both "the Holy Scriptures and history itself" prove "that those nations only are blessed whose God is the Lord!" Dick Eastman is International President of Every Home for Christ, a ministry that takes a gospel presentation to more than 330,000 homes daily in 160 nations. Dick also is a founding member and president of America's National Prayer Committee, which gives leadership to America's National Day of Prayer. Get Spirit-filled content delivered right to your inbox! Click here to subscribe to our newsletter. Help Charisma stay strong for years to come as we report on life in the Spirit. Become an integral part of Charisma’s work by joining Charisma Media Partners. Click here to keep us strong! Dr. Mark Rutland's National Institute of Christian Leadership (NICL) The NICL is one of the top leadership training programs in the U.S. taught by Dr. Mark Rutland. If you're the type of leader that likes to have total control over every aspect of your ministry and your future success, the NICL is right for you! FREE NICL MINI-COURSE - Enroll for 3-hours of training from Dr. Rutland's full leadership course. Experience the NICL and decide if this training is right for you and your team.Do you feel stuck? Do you feel like you’re not growing? Do you need help from an expert in leadership? There is no other leadership training like the NICL. Gain the leadership skills and confidence you need to lead your church, business or ministry. Get ready to accomplish all of your God-given dreams. CLICK HERE for NICL training dates and details. The NICL Online is an option for any leader with time or schedule constraints. It's also for leaders who want to expedite their training to receive advanced standing for Master Level credit hours. Work through Dr. Rutland's full training from the comfort of your home or ministry at your pace. Learn more about NICL Online. Learn more about NICL Online.	<urn:uuid:183b9b0d-575c-447b-bb26-397cd489e342>	CC-MAIN-2019-43	https://ministrytodaymag.com/life/prayer/24972-5-million-people-to-gathered-last-week-to-lift-their-hearts-in-unity-for-national-day-of-prayer	s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00549.warc.gz	en	0.958075	1,426	2.59375	3
This is an exotic tree that has been widely cultivated for more than a century as a shade and ornamental tree in Florida and elsewhere. This is the aromatic tree from which camphor was derived (used in medicines and mothballs), until camphor oil began to be made artificially in the 1920s. The camphor quickly grows into a good-looking shade tree which is frequented by berry-eating birds. The camphor tree is a broad-leaved evergreen that is often twice as wide as it is tall. It grows to 50 to 100 feet tall. Where trees are present, the ground is often well-populated with camphor seedlings or small trees; of course this is when they are easiest to control. A quick way to identify camphor is to crush some leaves in order to smell the pungent camphor odor. Camphor trees are densely covered with shiny oval and elliptical leaves, up to 5 inches long. Young leaves are reddish. In spring, the tree grows 3 inch spikes of very small yellowish-white flowers, which are soon replaced by black pea-sized berries. Camphors grow either in full sun or light shade, and prefer well-drained, sandy soil.	<urn:uuid:c66cf456-9c91-4267-8563-ebeb8b9b6ada>	CC-MAIN-2023-50	https://toptropicals.com/catalog/uid/cinnamomum_camphora.htm	s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100047.66/warc/CC-MAIN-20231129010302-20231129040302-00894.warc.gz	en	0.980812	250	3.28125	3
The "Flashback Trojan" malware package, a virus designed to steal personal information, has infected over half a million Mac computers worldwide, BBC News reported. Many of the infected computers (almost 57 percent) are located in the US, with another 19.8 percent in Canada, CNET reported. Dr. Web, a Russian anti-virus software company, originally reported that 550,000 Macintosh computers were infected by the botnet. They later revised the number to over 600,000, with 274 of those based in Cupertino, California, Dr. Web malware analyst Sorokin Ivan tweeted, indicating that the virus was spreading rapidly. @mikko, at this moment botnet Flashback over 600k, include 274 bots from Cupertino and special for you Mikko - 285 from Finland — Sorokin Ivan (@hexminer) April 4, 2012 However, the chief researcher at F-Secure, the antivirus firm that warned Mac users about the malware attacks on Monday, was unable to confirm Dr. Web's numbers, ComputerWorld reported. @sawaba Can't confirm or deny the half a million estimate by Dr. Web. We don't have good stats on Mac malware. — Mikko Hypponen (@mikko) April 4, 2012 The Flashback virus was first discovered by anti-virus experts in September 2011, Mashable reported. It was initially designed to resemble an Adobe Flash Player installer, but would seek out user names and passwords stored on your Mac once installed. Here's how to find out if your Mac is infected. More from GlobalPost: Anonymous: operating system created by hackers sparks security fears Later versions of the botnet exploited weaknesses in Java programming language, and allowed the virus to be installed from certain websites without the user's permission, BBC reported. "By introducing the code criminals are potentially able to control the machine," Dr. Web's chief executive Boris Sharov told the BBC. "We stress the word potential as we have never seen any malicious activity since we hijacked the botnet to take it out of criminals' hands. However, we know people create viruses to get money." Apple released its' own security update on Wednesday to protect Mac users against the virus. It can be activated by clicking on the software update icon in the computer's system preferences panel, BBC reported. Other security companies have suggested that users disable the Java plug-in in their browsers altogether if they don't use Java-based Web applications, according to CNET. More from GlobalPost: Sabu: The confessions of a hacker turncoat	<urn:uuid:c3661727-034a-4b7d-b204-94580d2c9301>	CC-MAIN-2015-48	http://www.globalpost.com/dispatch/news/business-tech/120405/flashback-trojan-malware-package-has-infected-over-600000-mac-com	s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398525032.0/warc/CC-MAIN-20151124205525-00184-ip-10-71-132-137.ec2.internal.warc.gz	en	0.93037	533	2.515625	3
“Technology marches in seven-league boots from one ruthless, revolutionary conquest to another, tearing down old factories and industries, flinging up new processes with terrifying rapidity”. This quote may as well be from today. It fits well into todays popular discourse on how digital technology is changing organizations, social structures, and economic structures. Rapidly. And the overall message is that organizations need to adapt, or a rapid death is predicted. This quote is not from todays’ news though, it dates back as far as1927, to Charles Beard, an American historian. Telling us something about the fact that we have been here before. Is there a lesson to be learned? There is a common understanding that we are facing a new revolution, – a digital revolution, and entering Industry 4.0. Klaus Schwab, the founder of World Economic Forum, identified four major impacts on businesses with the development of Industry 4.0. 1. A shift in customer expectations that leads businesses to focus more on the users than the product or service they provide 2. Improvement in asset productivity through the use of big data, 3. increased importance of new forms of collaboration, and 4. the transformation of operating models into digital models. One way organizations can use digital technology is to improve customer experience, like making a booking system digital, or by making an app that makes it easier for the customer to use your service or product. Another way is to make processes more efficient by applying robots to procedures that can be automatized. But it is the value organizations can create for the customers by transforming digitally that is at the center of the revolution. It is especially the digital technology’s ability to be flexible, individualized and adaptive that makes it a tool the organizations can use to offer more value in terms of experience to their customers. Those who are able to transform will win market shares and gain trust and loyalty from their customers and users. Digital transformation can be defined as «the use of new technologies (social media, mobile, analytics or embedded devices) to enable major business improvements such as enhancing customer experience, streamlining operations, or creating new business models”. To use the term “transformation” rather than “change” implies that this is not about adoption of new technology, but a fundamental change in the way business is done. This changes the role of technology in organizations. Traditionally technology has been used as a tool to support the physical organization to enhance productivity and efficiency within the organization. It is commonly standardized and bought by a supplier, and seldom customized for the organization or made by the organization. But technology is always made by someone. And that someone will bring their own sets of values, norms and culture, into the design of the technology. This will in turn influence the users of the technology in terms of their behavior. Digital technology is not just supporting the physical world, it is entangled with the physical world which makes it even more potentially powerful and influential on human behavior. And this means that we should pay a lot more attention to the behavioral and strategic features built into the technology in the first place. As early as Karl Marx believed that technology was a major influence to make profound changes to society, determining the course of social change, political processes, the economic system, human’s way of thinking and so on. In this view, unconsciously adopted technology may end up changing our organizations and society for the worse. Even worse, technology can also be used as a conscious tool to benefit only the few by only focusing on efficiency and productivity and profit for the owners – or in public cases, for the government. An opposing and maybe more optimistic view can be illustrated by a famous quote from Sartre: “freedom is what you do with what’s been done to you”. He believed that all humans are free and responsible for their own actions. According to this view organizations can transform their organizations in a deliberate way. Not as a result of the technology, but as a deliberate way to be able to use the technology as a value creator, for the benefit of both organization and society. We have to remember that technology itself does not have the power to change anything. We may be mesmerized by the working capacity of robots and their abilities. But the fact is that robots are inherently stupid. They only do what you tell them to do. We need to remember that technology is made by humans, used by humans and that humans also have the power to change technology. When we are choosing to transform our organizations from physical to digital we cannot fail to understand the reciprocal and complex relationship between technology and humans. Digital technology is not a determinant for organizations, but an opportunity for organizations to re-evaluate or re-imagine why they exist, for whom and how they work. Although technology have certain physical or digital properties, users have the option, at any moment in the situation to choose to do otherwise. In such possibilities lies the potential for innovation, learning and change”. Users are though limited by their own perceptions of technology. “What technology is does not change over space and time, but what it does can and often changes”. This perspective suggests that humans and technology can change together in an ongoing process of interaction. A new definition for digital transformation could be “an ongoing process of strategic renewal that uses advances in digital technologies to build capabilities that refresh or replace an organization’s business model, collaborative approach, and culture”. In this view human, organizational and cultural development is an ongoing strategic renewal in relation to how the technology is being used and altered over time. Though, at the same time recognizing that the initial design of technology also influences this process from the beginning. This process can be conscious or unconscious. And it can lead to poor or great results for society and organizations or value creation. This though, may be a better way of understanding how the transformation process could be encountered by managers to be able to use digital technology consciously for creating value. The founder of World Economic Forum, Klaus Schwab, puts it in a nice way: “The good news is that the evolution of the fourth industrial revolution is entirely within our power, and we are still at the very early stages. The social norms and regulations governing emerging technologies are in the process of being developed and written today. Everybody can and have a say in how new technologies affect them. But standing at these crossroads means we bare a huge responsibility. If we miss the window of opportunity to shape new technologies in ways that promote the common good, enhance human dignity and prtect the environment, there is a good chance that the challenges we experience today will only be exacerbated, as narrow interests and biased systems further entrench inequalities and compromise the rights of people in every country”. Management should therefore be very conscious of the why’s of digital technology. The start of any transformation process should be the purpose of the organization. In the design process managers need to make sure all employees are aware of this purpose (surprisingly most of them are not) and give employees, and users of technology, the opportunity to be actively involved in influencing, using and shaping and redesigning technology to help fit their work in the best way, so they can actively engage in fulfilling this purpose. The best fit may ultimately lie in the way this process is done in a systematic way, by allowing the users autonomy of their work and at the same time making the business manageable by making the purpose clear, instead of looking for the perfect technology.	<urn:uuid:54e5dffb-d9fc-4429-aa64-7186f5d9cc2a>	CC-MAIN-2019-51	https://ostlyngbjerke.no/uncategorized/digital-technology-made-by-humans-used-by-humans-changed-by-humans/	s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541310970.85/warc/CC-MAIN-20191215225643-20191216013643-00414.warc.gz	en	0.952765	1,538	2.84375	3
Could you explain how a moon draws angular momentum from a planet? I know that the gravitational force transfers momentum, but I don't understand the mechanics behind it. There's a correct simple answer, a wrong simple answer, and a detailed correct answer. The wrong simple answer is that the Moon raises two bulges in the oceans. The Earth's rotation pulls the bulge closer to the Moon ahead of the Moon angularly, and this in turn results in a transverse acceleration of the Moon. That transverse acceleration in turn causes the Moon to recede. That's a nice short and simple answer, but it's wrong. The tidal bulges don't exist. These tidal bulges is one of the few things Newton got wrong. What's worse, the people who promulgate that explanation know that it's wrong. The detailed correct answer is that the tides dissipate in a few key spots on the Earth: The North Atlantic, Patagonia, the coast of Alaska and Australia. Averaged over time, the water piles up in those spots, and it does so in a way that leads the Moon when those spots are closer to the Moon than is the center of the Earth. It's a rather ad hoc explanation and it depends very much on the shapes and alignments of the continents. Right now there are two huge north/south barriers to free flow of the tides, the Americas and Afro-Eurasia. The tidal losses are much higher than nominal because of this, which makes the Earth's rotation rate slow down considerably faster than nominal, and also makes the Moon's recession rate be much faster than nominal. At other times in the Earth's history, the continents were aligned differently and the tides had a much freer flow. The slowing of the Earth's rotation rate was less than nominal during these times, as was the Moon's recession rate. Scientists can see these variations in the changes in length of day in tidal rhythmics and in iron bands. Sometimes length of day changed quickly, other times, not so quickly. The tidal bulge theory doesn't explain this. The dynamic theory of the tides does, but not nearly as simply as the bulge theory. The correct simple answer is truly simple. Over the millennia, the tides are slowing down the Earth's rotation rate. That angular momentum can't just disappear because angular momentum is a conserved quantity. The angular momentum has to be transferred elsewhere. Since it is the tides that are slowing down the Earth's rotation rate, and since it is the Moon and the Sun that are the causes of the tides, that angular momentum must be transferring to the Moon and Sun. Since the Moon dominates over the Sun by a bit more than a factor of two with regard to tidal forces, most of that angular momentum has to be going to the Moon. The only place it can go is the Moon's orbit; the Moon itself is tidally locked to the Earth. Does the exact mechanism really matter? One of the big joys of the conservation laws is that they let you skirt around details. By way of analogy, suppose you are trying to read up on Lie groups on the internet. If you follow link after link after link you'll eventually find yourself reading an article on the 1956 New York Knickerbockers. Those details just get in the way of understanding. That angular momentum is conserved and that the Moon is responsible for most of the slowing of the Earth's rotation rate is a good answer.	<urn:uuid:edc81d77-c4b1-4c1e-863a-64c26d3a6d46>	CC-MAIN-2016-26	http://physics.stackexchange.com/questions/129089/how-does-angular-momentum-transfer-between-a-planet-and-its-moon	s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397795.31/warc/CC-MAIN-20160624154957-00162-ip-10-164-35-72.ec2.internal.warc.gz	en	0.955745	706	4.125	4
When you think of gout, what image comes to mind? A paunchy nobleman, indulging in too much wine and rich food? As with many diseases, there are assumptions made about the diagnosis of gout that are not always based in fact. According to Mayo Clinic, gout is a common and complex form of arthritis that can affect anyone, characterized by sudden, severe attacks of pain, swelling, redness and tenderness of the joints. Gout pain is primarily caused by the accumulation of urate crystals in the joints, which leads to swelling and inflammation, also known as a gout attack. Here are some common myths associated with gout: Myth: Gout only affects the wealthy and obese. Truth: Gout can afflict anyone of any size! As with most conditions, being overweight can put you at a higher risk of having gout due to your body not being capable of functioning at its best ability. On the flip side, wealth and status have nothing to do with gout; genetics play a key role in whether or not you will also have gout. If your father, brother, aunt and uncle have gout, more than likely you will have it too! Myth: Exercise and diet will not help gout symptoms. Truth: With the help of a consistent exercise regime, maintaining a healthy body weight can help reduce the frequency of gout attacks. In addition to easing painful symptoms, exercise can provide overall stress relief and benefit to your health. Diet plays a crucial part in increasing or reducing the amount of inflammation in the body. Harvard Health indicates that limiting the intake of red meat, alcohol consumption, refined sugars and salt, minimizes the amounts of purines consumed, a chemical that breaks down into uric acid in the body. Examples of foods low in purines include vegetables and low/non-fat dairy products. Myth: Women cannot have gout attacks. Truth: Although men are much more likely to develop gout early in life, the chance for women to develop gout increases dramatically following menopause. After age 60, men and women are just as likely to inherit gout symptoms. Research Study Participation No matter the myth you may have heard, it is still a fact that there is still research that needs to be done to find a cure for gout! Physicians at New England Research Associates are evaluating potential new treatment options for adults suffering from gout. If you or someone you know has been diagnosed with gout, you may be eligible to participate in clinical research study. Qualified participants will receive study-related care at no cost, as well as receive compensation for travel. To learn more on how you can be involved, CLICK HERE.	<urn:uuid:d330ea66-7765-4e46-8238-1a1b5f133774>	CC-MAIN-2023-14	https://alsaresearch.com/2018/11/07/myths-about-the-diagnosis-of-gout/	s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950363.89/warc/CC-MAIN-20230401221921-20230402011921-00463.warc.gz	en	0.964729	558	2.8125	3
The onset of signs and symptoms of ear infection is usually rapid. Signs and symptoms common in children include: - Ear pain, especially when lying down - Tugging or pulling at an ear - Difficulty sleeping - Crying more than usual - Acting more irritable than usual - Difficulty hearing or responding to sounds - Loss of balance - Fever of 100 F (38 C) or higher - Drainage of fluid from the ear - Loss of appetite Common signs and symptoms in adults include: - Ear pain - Drainage of fluid from the ear - Diminished hearing When to see a doctor Signs and symptoms of an ear infection can indicate a number of conditions. It's important to get an accurate diagnosis and prompt treatment. Call your child's doctor if: - Symptoms last for more than a day - Symptoms are present in a child less than 6 months of age - Ear pain is severe - Your infant or toddler is sleepless or irritable after a cold or other upper respiratory infection - You observe a discharge of fluid, pus or bloody discharge from the ear An adult with ear pain or discharge should see a doctor as soon as possible. An ear infection is caused by a bacterium or virus in the middle ear. This infection often results from another illness — cold, flu or allergy — that causes congestion and swelling of the nasal passages, throat and eustachian tubes. Role of eustachian tubes The eustachian tubes are a pair of narrow tubes that run from each middle ear to high in the back of the throat, behind the nasal passages. The throat end of the tubes open and close to: - Regulate air pressure in the middle ear - Refresh air in the ear - Drain normal secretions from the middle ear Swelling, inflammation and mucus in the eustachian tubes from an upper respiratory infection or allergy can block them, causing the accumulation of fluids in the middle ear. A bacterial or viral infection of this fluid is usually what produces the symptoms of an ear infection. Ear infections are more common in children, in part, because their eustachian tubes are narrower and more horizontal — factors that make them more difficult to drain and more likely to get clogged. Role of adenoids Adenoids are two small pads of tissues high in the back of the nose believed to play a role in immune system activity. This function may make them particularly vulnerable to infection, inflammation and swelling. Because adenoids are near the opening of the eustachian tubes, inflammation or enlargement of the adenoids may block the tubes, thereby contributing to middle ear infection. Inflammation of adenoids is more likely to play a role in ear infections in children because children have relatively larger adenoids. Conditions of the middle ear that may be related to an ear infection or result in similar middle ear problems include the following: - Otitis media with effusion is inflammation and fluid buildup (effusion) in the middle ear without bacterial or viral infection. This may occur because the fluid buildup persists after an ear infection has resolved. It may also occur because of some dysfunction or noninfectious blockage of the eustachian tubes. - Chronic otitis media with effusion occurs when fluid remains in the middle ear and continues to return without bacterial or viral infection. This makes children susceptible to new ear infections, and may affect hearing. - Chronic suppurative otitis media is a persistent ear infection that often results in tearing or perforation of the eardrum. Risk factors for ear infections include: - Age. Children between the ages of 6 months and 2 years are more susceptible to ear infections because of the size and shape of their eustachian tubes and because of their poorly developed immune systems. - Group child care. Children cared for in group settings are more likely to get colds and ear infections than are children who stay home because they're exposed to more infections, such as the common cold. - Infant feeding. Babies who drink from a bottle, especially while lying down, tend to have more ear infections than do babies who are breast-fed. - Seasonal factors. Ear infections are most common during the fall and winter when colds and flu are prevalent. People with seasonal allergies may have a greater risk of ear infections during seasonal high pollen counts. - Poor air quality. Exposure to tobacco smoke or high levels of air pollution can increase the risk of ear infection. Most ear infections don't cause long-term complications. Frequent or persistent infections and persistent fluid buildup can result in some serious complications: - Impaired hearing. Mild hearing loss that comes and goes is fairly common with an ear infection, but it usually returns to what it was before the infection after the infection clears. Persistent infection or persistent fluids in the middle ear may result in more significant hearing loss. If there is some permanent damage to the eardrum or other middle ear structures, permanent hearing loss may occur. - Speech or developmental delays. If hearing is temporarily or permanently impaired in infants and toddlers, they may experience delays in speech, social and developmental skills. - Spread of infection. Untreated infections or infections that don't respond well to treatment can spread to nearby tissues. Infection of the mastoid, the bony protrusion behind the ear, is called mastoiditis. This infection can result in damage to the bone and the formation of pus-filled cysts. Rarely, serious middle ear infections spread to other tissues in the skull, including the brain or the membranes surrounding the brain (meningitis). - Tearing of the eardrum. Most eardrum tears heal within 72 hours. In some cases, surgical repair is needed.	<urn:uuid:1ce20229-286c-460f-80a5-3e7a8a10d973>	CC-MAIN-2016-50	http://www.mayoclinic.com/diseases-conditions/ear-infections/symptoms-causes/dxc-20199484?footprints=mine	s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698543170.25/warc/CC-MAIN-20161202170903-00239-ip-10-31-129-80.ec2.internal.warc.gz	en	0.929555	1,202	3.625	4
Developing Artistic Concepts for Kindergarten Children in Egypt Using Graphic Activities The current work presents a program for children in Egypt. This program involved a collection of artistic activities that purposes to improve some language, artistic skills of kindergarten children. The researchers have prepared a questionnaire for the link between the target group and the content. The questionnaire has been presented to experts for adjudicating. The program was applied to a group of 30 children. Another questionnaire has been prepared by the researchers for measuring the activities’ effect on the children. The second questionnaire was considered as the pre-test and post-test. Finally, after applying the activities and the questionnaire, the researchers detected a significant difference in favor of the post-test results. Digital Object Identifier (DOI): doi.org/10.6084/m9.figshare.12489869Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 552 P Christensen, A James, “Research with children. Perspectives and practices,” 2000. A A Arslan, “A study into the effects of art education on children at the socialisation process,” Procedia-Soc. Behav. Sci, 116, pp. 4114-4118. S TUNA. "The teaching of art criticism in the primary school in relation to the development of aesthetics perception and taste." (2007). K Freedman, P L Stuhr, "Art education is not a fill-It is essential," National Art Education Association Advocacy White Papers For Art Education, 2012. J Adams, F Atherton, “Young children and art education,” 2018. Y Huang, H Li, R Fong, “Using Augmented Reality in early art education: a case study in Hong Kong kindergarten,” Early Child Development and Care, 2016, 186(6), pp. 879-894. E Yazici, “The Impact of Art Education Program on the Social Skills of Preschool Children. Journal of Education and Training Studies,” 2017, 5(5), pp. 17-26. E Coates, A Coates, “Young children talking and drawing. International Journal of Early Years Education,” 2006, 14(3), pp. 221-241. R Merry, V Robins, “Triangle wheels and a ghost in a girl's skirt: Young children's representations of unreality. Early Years: An International Journal of Research and Development,” 2001, 21(1), pp. 41-53.	<urn:uuid:3e41b92b-1f69-4b1e-bafe-a078ab1386bd>	CC-MAIN-2022-33	https://publications.waset.org/10011156/developing-artistic-concepts-for-kindergarten-children-in-egypt-using-graphic-activities	s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573399.40/warc/CC-MAIN-20220818185216-20220818215216-00546.warc.gz	en	0.876627	574	3.265625	3
About 10% of the population will suffer from Plantar Fasciitis at some point during their lifetime. That’s a lot of people! Do only runners suffer from Plantar Fasciitis? Plantar fasciitis is a common condition that effects the bottom of the foot. It’s the irritation of the plantar fascia – a thick ligament-like tissue on the sole of the foot. Plantar fasciitis is normally painful when walking, loading or stretching. Anyone can suffer from the condition, no matter if they are fit or unfit, if they play sports,or go for a casual walk now and then. Why is PF such a big deal? We all spend so much time on our feet that any problem with them can be severely limiting. You can cope with a sore arm by not using it, but it is very hard to not use your feet. If left untreated plantar fasciitis can lead to bony spurs developing where the fascia attaches to the heel. Perhaps most importantly. untreated plantar fascia or any other foot dysfunction will in time create secondary issues. Many of you know exactly what I mean. Prolonged foot pain commonly causes knee, hip or back pain. There are several reasons for this such as limping, altered biomechanics (optimal use of the leg), muscle tightness and the chain reaction these cause. In other words you cannot have perfectly good function in the rest of the body if even one joint is dysfunctional. Even long after foot pain is forgotten, secondary knee, hip or back pain can persist. Sometimes it’s very hard to get to the source of problems if your body has long adjusted to your new alignment caused by new “bad” biomechanics that help you to avoid original pain. Do not let that chain reaction develop. Why see a physio? When I say – foot problem, you say – Podiatrist. I agree that podiatrists have amazing talents in treating foot problems. And of course they can make orthotics if and when required. But plantar fasciitis is more than only a foot problem. Physios have a lot of success with treating plantar fasciitis by looking at the hip, knee and calf as well as the foot. They have the skills to asses and treat all these area and to guide you through progressive loading exercises. I believe physio’s have one secret – they look at the body as a whole. Three tips for plantar fasciitis - Pain on plantar fascia and calf pain are suggestive of plantar fascia. Normally pain is more significant on medial part of your foot (big toe side). - Heel raise in shoes and ice massage are the greatest relievers. - Stretching is not enough, you have to strengthen. Let me go back to number 3. Stretching is not enough. Everyone I talk to that has been treated for plantar fasciitis says they have been given a bunch of stretching exercises. Why in my opinion this is not enough? The plantar fascia in made to support your foot arch. But it is backed up by a number of muscles that help share the load. It needs to be strong enough to support the load of your body while you walk, run or jump. Progressive strengthening is the only way to get you back to those activities. I hope you enjoyed the read. If you want to know more about plantar fasciitis visit our Facebook page where we will be posting short video’s about self-assessment and treatment of plantar fasciitis.	<urn:uuid:c3b822da-98f5-4c2f-9c2c-cc32406a1240>	CC-MAIN-2021-43	https://www.activephysiodalby.com.au/plantar-fasciitis-the-biggest-mistakes-most-people-make/	s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585828.15/warc/CC-MAIN-20211023224247-20211024014247-00411.warc.gz	en	0.929193	759	2.640625	3
Tuticorin (Thoothukudi), is a city and a Municipal corporation in Tuticorin (Thoothukudi) district in the Indian state of Tamil Nadu. Tuticorin is the headquarters of Tuticorin or Thoothukudi district which is located at southeastern part of Tamil Nadu. It is almost 580 km away from Chennai, about 261 km away from Trichy and about 133 km away from Madurai. Thoothukudi became the centre of the Indian independence movement in the early 20th century, with such leaders as the poet Subramanya Bharathy, Veerapandiya Kattabomman, Venni Kalady, Vellaya Thevan, and V.O. Chidambaram Pillai. In 1906, the freedom fighter V. O. Chidambaram Pillai, with the help of Bal Gangadhar Tilak, launched the first Swadeshi ship S.S. Gaelia from this port town in British India. Tuticorin was the seaport of the Pandyan kingdom after Korkai and later was taken over by the Portuguese in 1548, captured by the Dutch in 1658, and ceded to the British in 1825. The lighthouse built in 1842 marked the beginning of the history of Thoothukudi harbour development. Tuticorin was established as a Municipality in 1866 with Roche Victoria as its first chairman. It attained the status of Corporation on August 5 2008 after 142 years. The economy of Thoothukudi is based on shipping, fishing, salt pan, mineral and agricultural industries. Thoothukudi has a host of other industries including power, chemicals, copper smelting etc. Origin of the name The town was originally called as Thirumandhira Nagar. There are three theories as to the origin of the name: Thoothu (Dig) and Kudi (Drink) - The town had no rivers and the only source of drinking water was from wells. "Thoortha" means land "reclaimed" from sea while "Kudi" also stands for "settlement" or "colony". Hence "Thoortha Kudi" or "Thoothukudi" could mean a settlement built on land reclaimed from sea.Finally, the name "Tuticorin" was used by Portugese people who came here. Today the city is referred to as Thoothukudi in Tamil and Tuticorin in English. The city is also been Known as Muthu Nagaram (Pearl City), the city of pearls. This is due to its once thriving natural pearl diving industry. The city now has a number of major industries centering on other natural resources such as salt and copper. Additionally, it has one of India's fastest growing ports. Tuticorin became the citadel of the freedom struggle in the early 20th century. In 1906, one of the greatest freedom fighters of India, Mr. V.O. Chidambaram Pillai, launched the first swadeshi ship "S.S. Gaelia" in British India. During World War II, when India was still under British dominance, the economic and stragetic importance of Tuticorin Port made the town vulnerable to enemy bombings. Sirens and bomb shelters were installed in the town. After Independence, the Port of Tuticorin witnessed a flourishing trade and handled a variety of cargo meant for the neighbouring countries of Sri Lanka, Maldives etc. and the coastal regions of India. As of 2011 the city has a population of 320.466 Films with Tuticorin Background Currently a daily Spice Jet Airline Flight service between Chennai and Tuticorin is active. There are two flights from Chennai to Tuticorin one in the morning Flight and afternoon flight arrives at 2:10PM and leaves after half an hour.The flight is quick and easy. Tuticorin Airport is at Vagaikulam, 15 km from the heart of the city. There are enough Taxi options to get there. The State Government has planned to extend the runway(Over 700 acres of land is under approval) and modernize the airport to handle to more traffic and bigger aircrafts. The Airport runway is being extended to facilitate landing of large airplanes and the night landing facility will be established soon. A popular way of getting here is by train, most useful is the daily Pearl City Express service from Chennai which departs 7:35PM every evening, arriving the next morning at 7:30AM. Both Bangalore and Mysore have night trains bound for Tuticorin, with a depature time from Mysore at 6PM and from Bangalore 9:20PM, arriving 10:45AM the next day. Regional destinations with direct trains includes Coimbatore and Tirunelveli. Tuticorin City is well connected by road with rest of the country. The Major Highways are: Currently the Tuticorin - Madurai (NH 45B) and Tuticorin - Tirunelveli (NH 7A) are being converted into 4-lane Expressway. Tuticorin port is the gateway to India when it comes to shipping with cargo ships arriving daily, some of these accepts paying passangers. It's also the only port in the country with a weekly direct cargo service from USA, taking 22 days. Both Europe, China and several ports along the Red Sea have direct routes too. Also, after many years of being cut off there is now a direct passenger ferry from Colombo, the capital of Sri Lanka with Flemingo Liners . Sailing dates changes every week but departure time from Colombo is 6PM, arriving in Tuticorin next morning at 8AM. Tuticorin (Thoothukudi) has two main bus stations namely New bus Stand and Old Bus stand. Town buses connect both of them with other parts of the town. A network of mini-buses makes getting around Tuticorin easier. Auto-Rickshaws are also preferrable. If you want to travel by the auto, consult local friends or relatives beforehand to find out reasonable prices for the distance you intend to go and negotiate a rate with the driver before the journey. Palayamkottai road (stretching westward from the old Bus stand), Areas surrounding the Lord Bhagam Priyal temple, Lord Shiva and Lord Perumal temples, WGC (West Great Cotton) road, its parrallel V.E (Victoria Extension) road and the streets adjacent to WGC road forms the main area of Tuticorin. One should be careful and aware of the one-way traffic along the WGC road. There are many famous temples in and around Tuticorin Churches And Cathedrals And Many More Mosques in Kayalpattinam (Tuticorin District) Tuticorin is famous for Our Lady of Snows Shrine Basilica festival which takes place during August every year. To show their love and gratitude, devotees presented a golden car which is used to carry the miraculous statue of Our Lady of Snows around the town during her feast day. The Golden Car first appeared in procession on 2nd February 1806 and since then on 5th August of every year. A big star rests over the royal crown on the top of the car, signifying the name of Our Lady as the Star of the Sea (Stella Maris). The statue is one of three works of religious art originally brought by explorer Ferdinand Magellan to the Philippines, the others being the Santo Niño de Cebu and the Manapad altar crucifix. The flag Hoisting of the Festival happens on July 26 and festival fever sets in.Special prayers happens during these days. Devotees from all over the world flock it during this season. If you planning to visit Tuticorin during this season, Make prior reservation of Stay. The other famous festivals are Besides these, there are two Maha Utsavams called,in Tamil, as Aavanipperunthirunaal and Maasipperunthirunaal being conducted and celebrated in a grand fashion during Simharavi ie.,Tamil month of Aavani(August-September)and Kumbharavi ie., Tamil month of Maasi(January-February) respectively. These are 12 day festivals which happen twice every year,during the above said periods. There are many restaurants in Tuticorin. They serve everything from typical tuticorin cuisine to all cuisines. Tuticorin is famous for a wide variety of sweets, snacks, and the famous "Parotta Salna Set". Tuticorin even has its own version of the "macaroon", this version differs from the French version since its made with egg whites, cashew, sugar, and yeast. Alagu Vilas, Lala Mithai Kadai (near new bus stop), Namachivaya are all famous sweet meat shops that sell delicious traditional sweets and savories. Ganesh Bakery on VOC Road sells the famous macaroon and while you are stocking up on their macaroons, you could also pick up their delicious cakes and cookies. Another sweet worthy of mention is thenkuzhal made of molasses, a sinful combination of flour and molasses in a unique floral-ring shape. You can find this in Alagu Vilas. You need to specifically ask for "karupatti thenkuzhal". Palayamkottai Rd as well as WGC Road have a slew of bakeries along their stretch. If you are in South Tuticorin near Beach Road, you must try the local delicacies - vazhapazha innipu (banana halwa), dodol (yes, a local version of the Indonesian sweet), paaghu (made with brinjal and palm jaggery), puttu karupatti (cute molasses candies). These are all made in the houses that line the Beach Road and Lady of Snows Church. It would be a good idea to ask the locals to find these houses. If you are near the old bus stand, do pick up "Nut Bars" from Gnanam Bakery - a delicious nut candy made with oodles of ghee.Arya Sweets & Bakery is famous for the Traditional sweets & other bakery items with goood quality.. This is the must eat place in tuticorin. Well, Thoothukudi is not famous just for the sweets, this is a town famous for its hot, spicy meat fare made right on the streets. Alwar Night Club (near new bus stop) is where the locals go berserk over deep fried parotta pieces coated with chicken/mutton gravies. For vegetarians, Brindavan Hotel offers traditional chettinad delicacies like hot and sweet paniyarams. There is something in Tuticorin for every palate - two things you shouldn't leave without sampling are the macaroons and the salna set from Alwar. there are a lot of Tea and Coffee bars, Snacks Stalls, Fruit Juice corners, Bakeries, Sweet stalls, etc. which could be found at any main area. The Hospitality Industry of Tuticorin have tremendous over the last few years.Hotels and Lodges could be found at areas around Old Bus Stand and along V.E road. Once you get into Tuticorin, Any Auto-Rickshaw driver or Taxi Driver can suggest a place to stay according to your convenience. One can also google and make online booking in prior Tuticorin is generally a very safe place to stay and the people are very friendly. Incase you need any help For Police, Dial 100; For Ambulance/Fire Service, Dial 101. Medical stores and Pharmacies could be found along the main roads and main streets. But if you regularly take a medicine, it is better you bring that along with you.Some of the Pharmacy are If you need to get to a hospital or clinic, you can enquire with your hotel receptionist or Auto-Rickshaw driver or Taxi Driver or any local friends or relatives. AVM Hospitals located in the centre of the city has 24 * 7 medical help. Other than that may smaller hospitals and clinics are there • Pincode - 628001 to 628008 • Telephone - +91 461 • UN/LOCODE - INTUT • Vehicle - TN 69	<urn:uuid:cc6b1545-dac1-4b97-aa0e-7bf752c96e0c>	CC-MAIN-2015-32	http://wikitravel.org/en/Tuthukudi	s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042987135.9/warc/CC-MAIN-20150728002307-00228-ip-10-236-191-2.ec2.internal.warc.gz	en	0.945552	2,623	3.03125	3
\|Skip Navigation Links\| \|Exit Print View\| \|man pages section 3: Extended Library Functions Oracle Solaris 10 1/13 Information Library\| - initialize lgroup interface cc [ flag... ] file… -llgrp [ library... ] #include <sys/lgrp_user.h> lgrp_cookie_t lgrp_init(lgrp_view_t view); The lgrp_init() function initializes the lgroup interface and takes a snapshot of the lgroup hierarchy with the given view. If the given view is LGRP_VIEW_CALLER, the snapshot contains only the resources that are available to the caller (for example, with respect to processor sets). When the view is LGRP_VIEW_OS, the snapshot contains what is available to the operating system. Given the view, lgrp_init() returns a cookie representing this snapshot of the lgroup hierarchy. This cookie should be used with other routines in the lgroup interface needing the lgroup hierarchy. The lgrp_fini(3LGRP) function should be called with the cookie when it is no longer needed. The lgroup hiearchy represents the latency topology of the machine. The hierarchy is simplified to be a tree and can be used to find the nearest resources. The lgroup hiearchy consists of a root lgroup, which is the maximum bounding locality group of the system, contains all the CPU and memory resources of the machine, and may contain other locality groups that contain CPUs and memory within a smaller locality. The leaf lgroups contain resources within the smallest latency. The resources of a given lgroup come directly from the lgroup itself or from leaf lgroups contained within the lgroup. Leaf lgroups directly contain their own resources and do not encapsulate any other lgroups. The lgroup hierarchy can be used to find the nearest resources. From a given lgroup, the closest resources can be found in the lgroup itself. After that, the next nearest resources can be found in its parent lgroup, and so on until the root lgroup is reached where all the resources of the machine are located. Upon successful completion, lgrp_init() returns a cookie. Otherwise it returns LGRP_COOKIE_NONE and sets errno to indicate the error. The lgrp_init() function will fail if: The view is not valid. There was not enough memory to allocate the snapshot of the lgroup hierarchy. See attributes(5) for descriptions of the following attributes: lgrp_children(3LGRP), lgrp_cookie_stale(3LGRP), lgrp_cpus(3LGRP), lgrp_fini(3LGRP), lgrp_mem_size(3LGRP), lgrp_nlgrps(3LGRP), lgrp_parents(3LGRP), lgrp_resources(3LGRP), lgrp_root(3LGRP), lgrp_view(3LGRP), liblgrp(3LIB), attributes(5)	<urn:uuid:a40639c5-e1d5-4de6-9ff9-d738fd2d4690>	CC-MAIN-2018-05	https://docs.oracle.com/cd/E26505_01/html/816-5172/lgrp-init-3lgrp.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889567.48/warc/CC-MAIN-20180120102905-20180120122905-00653.warc.gz	en	0.840212	674	2.546875	3
Know how fatty foods containing fats and carbohydrates trigger type 2 diabetes. Get information on the research conducted on various ill effects that fatty foods have on diabetes patient In what is being considered a breakthrough in type II diabetes related research, researchers have found that fatty foods are the most important trigger for diabetes in adults. This research was carried out on mice and on human pancreatic cells to look at how fatty foods affect insulin production and the blood sugar monitoring systems of the body. For the study, researchers at the University of California in collaboration with RIKEN Advanced Science Institute, Japan looked at the effect of high fat foods on the pancreatic cells of mice. Also in order to compare the results that were obtained from the experiment conducted on mice, they also looked at the effect of fatty foods on the pancreatic cells of humans suffering from type II diabetes. Upon research it was seen that due to the presence if a high fatty diet, the proteins Foxa2and Hnf1A become less effective. These proteins are responsible for the production of GnT-4a and Slc2a2 proteins. GnT-4a protein is responsible for the detection and insulin response of the body towards the glucose that is found in the bloodstream. Slc2a2 on the other hand is responsible for sensing the presence of glucose in the bloodstream. Therefore, with the productivity of important proteins shut down, the beta cells in the pancreas which are responsible for monitoring and regulating the glucose levels in the body cannot perform fully. This leads to the presence of excess glucose in the blood which in turn is a potential risk for type II diabetes. Although researchers are not for sure that this is the way in which fatty foods affect the human pancreatic cells in general but they are hopeful that further research will shed light on this fact. Moreover, they are tipping this research as the starting point of further enquiry into the treatment options for type II diabetes. Read more articles on Understand Type 2 Diabetes Mellitus All possible measures have been taken to ensure accuracy, reliability, timeliness and authenticity of the information; however Onlymyhealth.com does not take any liability for the same. Using any information provided by the website is solely at the viewers’ discretion. In case of any medical exigencies/ persistent health issues, we advise you to seek a qualified medical practitioner before putting to use any advice/tips given by our team or any third party in form of answers/comments on the above mentioned website.	<urn:uuid:976711b9-c761-47b0-a5f8-7fda367542ea>	CC-MAIN-2020-29	https://www.onlymyhealth.com/fatty-foods-trigger-type-ii-diabetes-1313483665	s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655890092.28/warc/CC-MAIN-20200706011013-20200706041013-00389.warc.gz	en	0.949807	506	2.921875	3
A paper released by PNAS yesterday but not yet available (it will eventually appear here), has been making the rounds in the general news as a story about wine tasting. The authors themselves present it as a revealing indication of the power of marketing. It's probably a little bit of both, plus a few more things, so it's worth looking in detail at what the authors did, and the limits of the experiments. The short description of their work was that they recruited 20 volunteers willing to sit in MRI tubes and proceeded to lie to them. They told the subject that they were studying a specific aspect of wine tasting, and would serve them five wines, only identified by price. In reality, they were actually exploring the impact of perceived value (as reflected in that price) and taste perception. And to do that, they actually only served three wines: they simply served two of them twice, and inflated or deflated the price. Specifically, they took a $5 bottle of wine and served it at both that price and $45. They also served a $90 bottle of wine at its normal price and at $10. A $35 bottle served at only its real price acted as a control, and a saline solution helped them identify functional MRI signals associated with the basic act of tasting. They also served them the same wines without price information several weeks later. When it came to their subjective experience, users ranked the five wines simply according to price. The $90 wine won the taste contest hands down when served at its real price but, when served at $10, came in at a statistical dead heat with the $5 bottle. That same $5 bottle edged out the $35 control when it was stated that it cost $45. Afterwards, when wines were presented without price information, the subjects expressed a weak preference for the cheaper wine. The authors themselves note a potential problem with these subjective results: "A potential concern with these behavioral results is they might exhibit 'experimenter demand' effects. In particular, some subjects might deem it inappropriate to report to the experimenter that a cheaper wine tastes better." That's where the fMRI results are intended to help out. According to the researchers, activity in brain areas involved with the actual process of tasting were consistent across all the different wines. Differences in activity were detected in the medial orbitofrontal cortex, which the authors indicate is associated with pleasant perceptions, and two other regions of the brain. The strength of the response in these locations roughly correlated with the ultimate rating the user gave the wine (although there were some significant outliers). The authors propose that the actual experience of taste is actually a combination of "top down" expectations (in this case based on price) plus the actual sensory input—similar to what has been found with other sensory experiences. It's a non-controversial conclusion, but I'm not sure that the results support it that strongly. The remaining problem I see is that most brain regions are involved with a number of processes, so it's possible that some of the signals that were detected are associated with a process different from a simple linear input based on expectations. Still, the study lays the groundwork for a further exploration of the topic. I'd also like to see the work repeated with people who write wine reviews. PNAS, 2008. DOI: 10.1073/pnas.0706929105	<urn:uuid:b2b3ce1d-4aa2-4bb7-92e9-23c984e96728>	CC-MAIN-2015-18	http://arstechnica.com/science/2008/01/15/top-down-control-of-taste-surfaces-in-wine-study/	s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430454443858.51/warc/CC-MAIN-20150501042723-00069-ip-10-235-10-82.ec2.internal.warc.gz	en	0.97971	689	2.546875	3
Academic journal article Anglican Theological Review John Ruskin and the Ethics of Consumption John Ruskin and the Ethics of Consumption. By David M. Craig. Charlottesville, Va.: University of Virginia Press, 2006. ? + 422 pp. $60.00 (cloth). John Ruskin (1819-1900) was one of the major figures of Victorian culture, highly influential as an art critic. In major works such as Modern Painters and The Seven Lamps of Architecture, he was able to set forth overarching visions of the nature of art and culture as well as to influence British taste and artistic developments. Ruskin is credited with providing helpful support for the appreciation of the impressionistic art of J. M. VV. Turner, and his artistic ideals, influenced by medieval art and culture, helped to shape die environment for the popularity of the pre-Raphaelite and Arts and Crafts movements of the late 1800s. Like William Morris, the major figure of medievalism and late Victorian decorative art, Ruskin was also a social critic and was involved with movements to improve the lives of British workers. Ruskin s later writings are more concerned with social issues. The study by David Craig of Ruskin s "ethics of consumption" is too narrowly titled in some ways, because it will not prepare modern readers for what they will encounter here: the foundational elements of Ruskin's aesthetic theory, the influence of theology, the connection between imagination and religion, and his theories of work, culture, and moral character. But the scope of the book as a treatment of a theory of consumption is also part of the point: contemporary thought has compartmentalized problems, made them overly technical, and left them as the preserves of trained specialists. The field of economics, for example, has been divided into subspecialties with complex mathematical models and formulas, and has become, like many other academic disciplines, more difficult to master. Non-specialists-for example, moral theologians or the Conference of Catholic Bishops - have been criticized and dismissed for daring to comment on economic issues "beyond their competence." David Craig states in his introduction that the time is ripe for a reappraisal of what Ruskin can teach us. …	<urn:uuid:38bc6755-2fc4-4752-9c40-2825af82c0a0>	CC-MAIN-2015-32	https://www.questia.com/library/journal/1P3-1835884951/john-ruskin-and-the-ethics-of-consumption	s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042989331.34/warc/CC-MAIN-20150728002309-00158-ip-10-236-191-2.ec2.internal.warc.gz	en	0.96503	456	2.734375	3
The California Science Center in Los Angeles, which now displays the space shuttle Endeavour, debuted itsFriday morning (May 31), featuring the silver Toyota Tundra pickup truck that helped deliver the massive orbiter to the museum last October. The Giant Lever, which since 2003 has been exhibited in the science center's parking lot, invites visitors and in particular, children to use a tremendous purple lever to hoist a 6,645-lb (3,014 kilograms) truck into the air as a demonstration of the physics of leverage. The Giant Lever previously lifted an earlier model Toyota Tundra. Friday's unveiling wasn't the only "pickup" however, for the science center: Toyota Motor Sales, USA also presented the museum with a check for $401,300, the amount raised during a "tweet drive" leading up to the . The donated funds are expected to go toward the building of the shuttle's permanent home, the planned Samuel Oschin Air & Space Center, where Endeavour will be displayed vertically, mated with rocket boosters and an external fuel tank, as it looked when on the launch pad. NASA retired thetwo years ago following its 25th and final flight into space, which ended with an early-morning landing on June 1, 2011. More than a year later, after making the orbiter safe to be displayed, the space agency ferried the vehicle to Los Angeles atop a modified Boeing 747 jumbo jet. from Los Angeles International Airport (LAX) to the California Science Center in October 2012 was mostly accomplished atop a NASA overland transporter powered by four computer-controlled vehicles. However, there was a short, but pivotal, stretch of the journey where the transporters could not be used. "One of the biggest [challenges] was crossing a bridge over the 405 interstate," Frank Dominy, a project engineer with the Sarens heavy lifting and transport company, told Air&Space magazine. "California doesn't allow the type of equipment we use, so we had to move the shuttle over to different equipment just to cross the bridge." "That's where Toyota filmed a commercial they towed [Endeavour] across with their pickup truck," Dominy said. Toyota, which prior to the tow extensively tested its truck to make sure that it was up to the job, used a stock 2012 Tundra CrewMax half-ton pickup, identical to the model it was selling at its dealerships. No additional modifications were made to increase the Tundra's towing capacity or to generate more power, company officials said. Driving the Tundra for the tow and TV shoot was precision driver Matt McBride, who previously appeared in other ads for Toyota and in feature films. McBride's passenger for the short drive was former NASA astronaut Garrett Reisman, who flew aboard Endeavour in 2008. On Friday, Reisman attended the Tundra's unveiling as part of the California Science Center's lever exhibit. Toyota's advertisements featuring Endeavour ran in print and on TV soon after the shuttle rolled into its temporary home inside theat the science center. The car company included a new cut of the TV commercial as part of its post-show for the 2013 Super Bowl. Tundra Endeavour Tweet Drive Toyota's participation transporting Endeavour continued a partnership between Toyota Motor Sales and the California Science Center to raise awareness of the space program and to educate the public through exhibits and programs. In support of its role in Endeavour's museum delivery, the car company created a website where the public could get a look at the behind the scenes preparations for the towing and send re-tweets through Twitter promoting the move. For each tweet site visitors sent, Toyota announced it would donate $50 to the California Science Center, up to the first 10,000 tweets. A total of 8,026 re-tweets were sent. Michael Rouse, vice president of diversity, philanthropy, and community affairs for Toyota Motor Sales, USA presented California Science Center president Jeffrey Rudolph with $401,300 as part of Friday's event. to see more photos of space shuttle Endeavours Toyota Tundra installed in the Giant Lever at the California Science Center. And seefor continuing coverage of the delivery and display of NASA's retired space shuttles. Follow collectSPACE.com onand on Twitter at @. Copyright 2013 collectSPACE.com. All rights reserved.Copyright 2013 , a TechMediaNetwork company. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.	<urn:uuid:fc6d9d00-027d-4086-b60b-55876122a27f>	CC-MAIN-2017-47	http://yaplog.jp/maniedbkh/	s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806543.24/warc/CC-MAIN-20171122084446-20171122104446-00646.warc.gz	en	0.885934	942	2.703125	3
The children will bring home a homework book which explains their homework for the week. Homework will be sent home as follows: All children are expected to read for 15 minutes each day. Your child will bring home spellings in their homework books every other week with a list of spellings to practice. Please encourage them to look at each word, cover it and practice writing it, then check it. They will also have a spelling investigation every other week to complete. Regular spelling practice of a few minutes each night will make a big difference to your child's confidence and ability. Children will bring home times table practice every other week. They will also have work linked to maths topic covered in class every other week. Homework will be sent home on Friday and be due in the following Thursday. A spelling test will take place fortnightly.	<urn:uuid:54f2af7a-c1b0-451d-94cf-595c3c7c3bad>	CC-MAIN-2021-43	https://www.queensway.oxon.sch.uk/children/class-pages/year-2-class-miss-jeffries	s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585561.4/warc/CC-MAIN-20211023033857-20211023063857-00053.warc.gz	en	0.964797	171	2.703125	3
At St. Mary’s, we are committed to a topic based approach to learning, making cross curricular links, for example, between history, art and English and working broadly around a theme such as: I’m an Explorer, Get Me Out of Here, World War 2 or Choccywoccydoodah. Our curriculum is organised into themes which have been purposefully selected to ignite children’s interests and connect them to the world around them. These topics incorporate the knowledge and skills of each of the different curriculum areas while promoting the links within and across subjects. This ensures there is continuity, progression and challenges that encourage children’s development in all areas. Where particular subject knowledge does not connect purposefully to a topic it is taught discretely. Teachers use Learning Journeys to map out the range and depth of learning over each half term. They capture key knowledge and vocabulary that will be covered in each topic and support children to learn and remember facts. Each subject has its own curriculum document detailing progression over the years. Click on a subject area below: If you have any questions about the curriculum we follow at St. Mary's, please look at the school prospectus or class pages first or contact the school who will direct you to the relevant subject leader who will be able to answer your query.	<urn:uuid:76343105-8af0-42ac-99ad-aae831571a77>	CC-MAIN-2021-31	https://www.stmarys698.herts.sch.uk/curriculum/	s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154277.15/warc/CC-MAIN-20210801221329-20210802011329-00532.warc.gz	en	0.939532	273	2.921875	3
The Sacrament of Confession via the Roman Catholic Spiritual Direction site. The following lesson is taken from the Baltimore Catechism. The Baltimore Catechism was the standard catechism of teaching the faith and catechizing children from 1885 to Vatican II. Its basic question-and-answer approach is the most natural learning style for the human mind and simplifies even the most complex theological questions. On the Sacraments in General What do we mean by the “right intention” for the administration of the Sacraments? A. By the right intention for the administration of the Sacraments we mean that whoever administers a Sacrament must have the intention of doing what Christ intended when He instituted the Sacrament and what the Church intends when it administers the Sacrament. Is there any likeness between the thing used in the outward sign and the grace given in each Sacrament? A. There is a great likeness between the thing used in the outward sign and the grace given in each Sacrament; thus water is used for cleansing; Baptism cleanses the soul; Oil gives strength and light; Confirmation strengthens and enlightens the soul; Bread and wine nourish; the Holy Eucharist nourishes the soul. What do we mean by the “matter and form” of the Sacraments? A. By the “matter” of the Sacraments we mean the visible things, such as water, oil, bread, wine, etc., used for the Sacraments. By the “form” we mean the words, such as “I baptize thee,” “I confirm thee,” etc., used in giving or administering the Sacraments. Do the needs of the soul resemble the needs of the body? A. The needs of the soul do resemble the needs of the body; for the body must be born, strengthened, nourished, healed in affliction, helped at the hour of death, guided by authority, and given a place in which to dwell. The soul is brought into spiritual life by Baptism; it is strengthened by Confirmation; nourished by the Holy Eucharist; healed by Penance; helped at the hour of our death by Extreme Unction; guided by God’s ministers through the Sacrament of Holy Orders, and it is given a body in which to dwell by the Sacrament of Matrimony. Q. 589. Whence have the Sacraments the power of giving grace? A. The Sacraments have the power of giving grace from the merits of Jesus Christ. . Does the effect of the Sacraments depend on the worthiness or unworthiness of the one who administers them? A. The effect of the Sacraments does not depend on the worthiness or unworthiness of the one who administers them, but on the merits of Jesus Christ, who instituted them, and on the worthy dispositions of those who receive them. What grace do the Sacraments give? A. Some of the Sacraments give sanctifying grace, and others increase it in our souls. When is a Sacrament said to give, and when is it said to increase, grace in our souls? A. A Sacrament is said to give grace when there is no grace whatever in the soul, or in other words, when the soul is in mortal sin. A Sacrament is said to increase grace when there is already grace in the soul, to which more is added by the Sacrament received. Which are the Sacraments that give sanctifying grace? A. The Sacraments that give sanctifying grace are Baptism and Penance; and they are called Sacraments of the dead. . Why are Baptism and Penance called Sacraments of the dead? A. Baptism and Penance are called Sacraments of the dead because they take away sin, which is the death of the soul, and give grace, which is its life. May not the Sacrament of Penance be received by one who is in a state of grace? A. The Sacrament of Penance may be and very often is received by one who is in a state of grace, and when thus received it increases — as the Sacraments of the living do — the grace already in the soul.	<urn:uuid:92229126-4f2a-459c-b302-e28fcc2259d6>	CC-MAIN-2021-49	https://catholicismpure.wordpress.com/2012/08/03/what-grace-is-given-in-the-sacraments-and-10-other-questions/	s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363689.56/warc/CC-MAIN-20211209061259-20211209091259-00068.warc.gz	en	0.948448	896	2.671875	3
Todd J. Barber, Cassini lead propulsion engineer While Cassini's flight team enjoyed a brief break during solar conjunction, the spacecraft itself continued its scientific tour de force before, during, and after. Nearly a month ago, our imaging instruments took almost half a day to search for elusive "spokes"-- dark, radial features within or near Saturn's rings. I remember seeing spokes for the first time over a quarter century ago, surely one of the most perplexing of Voyager's results at Saturn as brilliantly revealed in the pages of "National Geographic." We predict these features will become more prevalent as the geometry of the rings with respect to the sun changes in the coming years. Cassini also has been observing Saturn itself, mounting a coordinated effort to unlock the mysteries of the north polar region. Any one instrument helps reveal a piece of the puzzle, but only by assembling the puzzle pieces back on Earth can we truly understand the complexities of localities like Saturn's north pole. Perhaps in the interest of hemispherical fair play, Cassini also searched for aurora near Saturn's southern pole. Observations of a lovely crescent Rhea and its dark side closed out August, along with movies of Saturn's kinked F-ring and infrared observations of Titan to help reveal surface composition. What a way to go into solar conjunction! Another pivotal discovery occurred within the last few weeks, indeed this one worthy of a press release. Our tireless explorer discovered faint ring arcs acting as bookends for two of Saturn's tiny moons, Anthe and Methone. As with spokes, the ring arcs discovered by Voyager 2 at Neptune are among my favorite of solar system surprises, for just as spokes should shear apart in rotating ring systems, ring arcs should quickly spread out and form a uniform ring. Apparently, a gravitational resonance with Saturn's twin of the "Death Star," Mimas, helps keep these ring arcs stable. Nature isn't always as symmetrical and orderly as our simplified models predict--and that's one of many reasons planetary science is so, well, heavenly.	<urn:uuid:157115d9-c7e6-4349-be02-5841b45caa61>	CC-MAIN-2018-43	https://solarsystem.nasa.gov/news/11154/	s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583516892.84/warc/CC-MAIN-20181023174507-20181023200007-00459.warc.gz	en	0.953397	419	3.015625	3
Jewelry ancient to modern Baltimore — People have always worn jewelry. Their reasons for doing so have stayed pretty much the same and, in many cases, so have the functions of particular articles. The badge still signifies office or rank. The ring may denote an association or symbolize union. the pin serves decorative as well as utilitarian purposes. The ostentatious gewgaw proclaims wealth. anyone who questions the amuletic and mystical symbolism of jewelry might think back a few years to the time when the gullible were so easily sold on mood rings. The precious articles now in the display cases at the Walters Art Gallery for the exhibition "Jewelry -- ancient to Modern" span a period of 6,000 years. It is one of the most comprehensive jewelry shows ever held in the United States. Many of the oldest pieces demonstrate the immutabilities of human nature, like the gold and bronze eight-century Greek fibula, an ancestor of the safety pin, which kept the folds of an ancient garment together while serving as an ornamental object. Beyond that, the articles evidence lost skills. No one understands how in 700 B.C. the Etruscans produced the fine granulations of their gold pectorals and earrings without tools. The art disappeared along with later hand skills that ceased to be practiced after the industrial Revolution. The 1,000 objects in the exhibition, which are on view through Jan. 20, represent only a portion of the museum's riches. Henry Walter's passion for rare jewelry reached its height in the 1920s, when the pieces he purchased in Europe and New York were shipped to Baltimore by the crateload. His father, William T. Walters, made a fortune in railroads and became one of the 19th century's great american connoisseur-collectors and art patrons Henry Walters enlarged the family art holdings further, sometimes combining pleasure cruises on his yacht, the Narada, with extensive purchasing tours. In 1900 he dropped anchor in the harbor of st. Petersburg (alongside the yacht of the Czar) and went ashore on a foray into the shop of the court jeweler, Carl Faberge. some of the jeweled parasol handles that Mr. walters selected on that buying spree are in the current exhibition. The finely wrought Faberge trinkets are unspectacular when compared with a showpiece like Louis Comfort Tiffany's "Irin corsage." A nine-inch-long stemmed blossom rendered in gold and silver, it is set with 120 sapphires as well as numerous diamonds and dematoid garnets. The piece was seldom if ever actually worn. "It was never tested whether you could dance with the lady who was wearing the 'Iris Corsay,' says anne Garside, head of publications for the Walters Art Gallery. Among sybaritic items that Mr. Walters collected are pieces wrought by Rene Lalique. When Mr. Walters spotted the French Craftsman's display at the 1904 St. Louis World's Fair, the collector bought the whole lot. In today's terms, the Lalique orchid comb (a five-inch flower carved from a single piece of ivory and enclosed by three plique-a-jour transparent enamel leaves veined with diamonds) was a staggering bargain for $1,000. Lalique's brooch with fruit clusters (a large pale pink pearl surrounded by enamel laurel leaves and mother-of-pearl fruit) seems equally cheap for the $1,8000 Mr. Walters paid. The prize of the Walters collection is probably the Estarhazy marriage collar , a dazzling decoration of South German or Hungarian origin, which Palatine Miklos esterhazy wore from shoulder to shoulder on his doublet in 1611. a marvel of workmanship and symbolism, it links up 14 multilevel pieces of gemset enameled gold in a layer-by-layer buildup of such subjects as clasped hands, parrots and doves, and the cornucopia of prosperity. Somewhat less magnificent are the Renaissance hanging pendants that nobles and their ladies attached to the big sleeves of their velvets and silks so the jewel would be visible from all angels. Themes of these pendants reflect the Age of Discovery (many are galleons of fish), as well as a time when sanitation and cleanliness were not at their peak. Many pendants are hinged containers for musk or ambergris to mask unpleasant odors. The double-eagle design of a 16th-century German pendant of design incorporates a toothpick -- a curved claw that issues from the beak of an eagle. It is in barbaric jewelry that the Walters Art Gallery collection surpasses any other in the world. The simple design concept of the Hunnish goldsmith who created the beaten gold carnelian-studded trappings of a fourth century horseman are quite contemporary in feeling. The garnet-encrusted eagle brooches that once fastened the cloak of a Visigoth chieftain look as if they could be worn today. But there you are. as the French are fond of saying, "the more it changes, the more it is the same things."	<urn:uuid:894c3523-709e-4a0a-adf7-29ad19b3f047>	CC-MAIN-2017-51	https://www.csmonitor.com/1980/0110/011016.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948513866.9/warc/CC-MAIN-20171211183649-20171211203649-00411.warc.gz	en	0.944773	1,087	2.75	3
What is Theta (THETA)? What is Theta ? Well, Theta is a blockchain with a very useful vision; they want to improve the quality of videos anywhere in the world. Maybe you can always watch videos in the best quality available, but not everybody can. Some parts in the world lack of a strong internet connection. Here you can read how Theta is doing it. What is Theta and how does it work? Today‘s live video streaming is of poor quality according to the developers of Theta. Especially in undeveloped countries. This is because of the Content Delivery Networks (CDN) lack reach, which causes video re-buffering and high load times in some parts of the world. Almost every video that is shared today is available in 4K. Viewers demand the best, and want to see those videos in 4K, 8K or even better quality, like VR. Normally a video creator posts his video on a platform like YouTube. When someone wants to see the video, he will need to make a connection with the server of YouTube to render the video. This can be a problem and take a lot of time when the CDN lacks reach in that part of the world. The problem is actually that the video is only available from 1 server. A centralized server. Developers of Theta wanted to fix this problem by making videos not only available from one centralized server, but by offering them in a decentralized network. Theta is creating a peer-to-peer network (P2P) as it is running on a blockchain. People who participate in Theta, offer their unused bandwidth for video caching and relay-nodes. This will improve the quality of the video and makes them smoother to watch. By this way, even people in undeveloped countries with a CDN that lacks reach can watch videos in 4K, 8K and VR. Theta is, as said, using a P2P network to improve the performance and quality of videos. This can be done because the network of Theta consists of different users with different types of hardware. So, there is a lot of variety, which makes the network always work. The hardware of users (so called nodes) in the network can also be used as caching nodes. This makes it possible to relay the streaming to viewers that are geographically closer to the nodes that is storing the video the viewers want to see. The users of the network can also pull the video stream from other nodes instead of relying on content delivery networks. In the end, Theta wants to reduce the costs of CDNs by 80%. This is based on the lack of need to maintain expensive data centers that are built anywhere in the world. These datacenters take a lot of space and costs a lot of money, that won‘t be needed anymore after Theta succeeds. Why would somebody share his unused memory and bandwidth with others so they can view videos? That‘s a question the developers of Theta also asked to themselves. They wanted to stimulate people to share their memory and band-with for the Theta network by creating a Theta cryptocurrency named Theta Fuel (also known as TFuel). Participations get Theta Fuel when they participate in the network. Theta started as an ICO. There is a total supply of 5 billion Theta Fuel coins, and Theta has a marketing cap of $48.146.889 in October 2020. The trading of Theta is particularly popular in Korea but can be traded anywhere in the world. How can I use Theta? Most cryptocurrency exchanges, like Coinmerce offer Theta Fuel. You can buy and sell Theta on this platform. It can be stored in a hot wallet or cold wallet, as long as it supports the ERC-20 standard, because Theta is built on this standard. Can I join the Theta network? It is possible to join the network of Theta and work together with other users to improve video quality all over the world. You can do this by downloading the latest tools on the website of Theta; www.thetatoken.org, and earn TFuel by letting Theta cache videos on your piece of hardware. Who founded Theta? Theta is founded by Mitch Liu and Jieyi Long. They are both also cofounder of THETA.tv. Mitch Liu is besides Theta, also cofounder of Gameview Studios and Tapjoy. Jieyi has an PhD in Computer Engineering and developed multiple patented technologies including VR live streaming as well as instant replays for video games. This also gave him the vision to give every person in the world the ability to watch videos in the best quality. The blockchain team of Theta exists of 15 people that help developing the platform as best as possible. Theta is very popular and has a lot of investors. These investors believe in the power of the decentralized network and vision of Theta. The most famous investors are Samsung, Sony, Sierra Ventures and DHVC.	<urn:uuid:3f870419-966b-4c03-a19f-581c882bc5e6>	CC-MAIN-2023-40	https://coinmerce.io/de/lernen/was-ist-theta/	s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510520.98/warc/CC-MAIN-20230929154432-20230929184432-00169.warc.gz	en	0.960066	1,045	2.71875	3
WASHINGTON, Oct. 11, 2017 - A report released by the Energy Information Administration shows carbon dioxide (CO2) emissions decreased by 89 million metric tons (MMmt) in 2016 from the previous year. Energy-related CO2 declined in carbon intensity and in energy intensity for an overall carbon intensity decline of 3.1 percent, EIA said in a report released Oct. 5. The decline in emissions in 2016 was the sixth in 10 years, with the steepest drop occurring in 2009. In 2016, CO2 emissions were 823 MMmt below 2005 levels, resulting in a 14 percent reduction. EIA attributes falling emissions to reduced carbon intensity and a slowed population growth. The report shows a rise in emissions derived from petroleum and other liquids beginning in 2012 and general decline in CO2 emitted from coal consumption since 2007. Natural gas CO2 emissions have risen each year since 2009. However, natural gas produces more energy for the same amount of emissions as coal. Transportation produced the most CO2 emissions, staying with a trend that began in the late 1990s. Motor gasoline claimed 56 percent of the transportation sector’s 34 MMmt increase in emissions, which was up 1.8 percent from 2015. Jet fuel also surpassed 2015 emissions by 4 percent. Diesel emissions fell by 2.7 percent. Industrial emissions continue a downward trend which began in the 1990s. Building sector emissions declined 3.5 percent in 2016. The commercial sector curbed emissions by 3.2 percent. Thanks to 2016’s moderate temperatures, residential sector CO2 emissions were down 3.6 percent from 2015. Wind and solar electricity generation helped lower the carbon intensity of the electric supply. The year 2016 saw an increase in nuclear power generation and a decrease in hydropower. Other renewables remained flat. Start your day with the Agri-Pulse Daily Harvest Email. Sign up for a four-week free trial by clicking here!	<urn:uuid:9d679a51-f79e-43fa-99a1-341f931323b5>	CC-MAIN-2020-16	https://www.agri-pulse.com/articles/10013-energy-related-emissions-decline-overall-but-rise-for-transportation	s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371833063.93/warc/CC-MAIN-20200409091317-20200409121817-00089.warc.gz	en	0.946205	393	2.953125	3
A moving story An MRI scanner has been adapted to capture moving as well as still images for the first time. UK researchers have taken images of diseased body parts in four dimensions — time, width, height and depth. The images will help clinicians diagnose diseases in constantly moving vital organs, such as the heart and the lungs. At present, still MRI scans of moving bodily organs appear blurred. Computer models that describe how the organs move are overlaid on still images taken from MRI scans. By combining the two, researchers are able to scan moving parts. The researchers are also building models to describe how different organs should behave when they are functioning normally, said Prof David Hawkes, director of the five-university Interdisciplinary Research Collaboration (IRC) specialising in improving medical images. ‘In near-imaging we are able to build detailed models of certain structures within the brain and use them to automatically drive brain images, such as for the study of dementia.’ Clinicians need to understand how the brain works so they can diagnose problems more accurately. Pharmaceutical companies must understand the brain so that they can tell whether drugs designed to lessen the effects of, for example, dementia will be successful. All five universities — Imperial College, King’s College, UCL and Oxford and Manchester — receive funding from drugs companies, including AstraZeneca and GlaxoSmithKline. But the IRC’s work goes beyond making MRI scanners more effective. Researchers have also developed models for ultrasound scans so that treatments for breast cancer can be more accurately assessed during clinical trials. By using these improved models, clinicians should find it easier to tell whether a tumour is malignant or benign. If an operation is needed, the improved scanning technology will enable the clinician to locate the tumour more accurately. Hawkes said: ‘We have been bringing together x-ray scans, MRI and some functional imaging that makes certain tissues brighter in the image.’ The researchers are also seeking to understand how the human body works from a molecular level up to a millimetre scale. By plotting what the human body does on such a small scale, they are able to help drugs companies better target disease and illnesses. One model that has already been proved to be effective describes how the brain regulates the flow of blood to the head. By rotating volunteers through 360º, researchers were able to understand how the brain continues to receive a steady supply of blood at all times. They measured blood pressure and used an ECG to build the model. Having developed the working model, drugs companies can now more accurately assess treatments designed to limit the effects of strokes.	<urn:uuid:1ae505c9-ddb7-4ba4-98ae-8f68f1e27514>	CC-MAIN-2014-35	http://www.theengineer.co.uk/news/a-moving-story/290612.article	s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500823333.10/warc/CC-MAIN-20140820021343-00420-ip-10-180-136-8.ec2.internal.warc.gz	en	0.946904	543	3.40625	3
Akamine, Ernest K. 1951. Viability of Hawaiian forest tree seeds in storage at various temperatures and relative humidities. Pacific Science 5:36-46. Culliney, John L., and Bruce P. Koebele. 1999. A native Hawaiian garden: how to grow and care for island plants. Honolulu: University of Hawai'i Press. p. 107-109. Lamb, Samuel H. 1981. Native trees and shrubs of the Hawaiian Islands. Santa Fe, New Mexico: Sunstone Press. p 50-51. Lilleeng-Rosenberger, Kerin. 1996. Plant propagation notebook. Unpublished materials: National Tropical Botanical Garden. Obata, John K. 1967. Seed germination in native Hawaiian plants. Newsletter of the Hawaiian Botanical Society 6 (3):13-20. Ragone, Diane, and Kerin Lilleeng-Rosenberger. 1995. Hawaiian Rare Plant Conservation Project. Unpublished report: National Tropical Botanical Garden. Wagner, Warren L., Darrel R. Herbst, and S. H. Sohmer. 1990. Manual of the flowering plants of Hawai'i. 2 vols, Bishop Museum Special Publication 83. Honolulu: University of Hawaii Press and Bishop Museum Press. p. 705-706. Woolliams, Keith. 1977. Report from Waimea Arboretum. Newsletter of the Hawaiian Botanical Society 16 (5):75-76. Woolliams, Keith. 1978. Propagation of some endangered Hawaiian plants at Waimea Arboretum. Notes from Waimea Arboretum & Botanical Garden 5 (1):3-4. Yoshinaga, Alvin. 1998. Storing seeds of some native rain forest plants: some simple methods. Newsletter of the Hawaiian Botanical Society 37 (2):28-32.	<urn:uuid:1ffb4048-01d0-4c1a-9f0b-8e23c5435f34>	CC-MAIN-2016-50	http://www2.hawaii.edu/%7Eeherring/hawnprop/sop-chry.htm	s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698544678.42/warc/CC-MAIN-20161202170904-00118-ip-10-31-129-80.ec2.internal.warc.gz	en	0.679267	398	2.625	3
Choice About Unc (10: 3,3,4) This issue carries one of the greatest histories of any coin from the Mint of the United States. It is now accepted to be the first coinage issue from the United States. A meager 1,500 pieces were struck from 75 Spanish silver dollars deposited by Thomas Jefferson on July 11, 1792. From Jefferson's own notebook he wrote: "Delivd. 75 D at the mint to be coined". Two days later, on July 13, he wrote: "Recd. From the mint 1500 half-dimes of the new coinage." Following this transaction Jefferson left Philadelphia for Monticello. On this journey, Jefferson made many purchases that were denominated in half dimes. Prior to this journey, his transactions were noted in odd amounts, typically pounds, shillings and pence. President Washington, in his 1792 State of the Union address, given on November 6, 1792, he told of the new coinage: "In execution of the authority given by the Legislature measures have been taken for engaging some artists from abroad to aid in the establishment of our mint. Others have been employed at home. Provision has been made of the requisite buildings, and these are now putting into proper condition for the purposes of the establishment. There has also been a small beginning in the coinage of half dimes, the want of small coins in circulation calling the first attention to them." About 400 examples survive, mostly in low grade, as these were spent by Jefferson during the Summer of 1792. Being a 5-cent coin in an era when the half-real was valued at 6 cents, these were spent rather than saved. Slightly over 100 examples are certified by PCGS and NGC. A few spectacular examples survive, these being gifts to the President, Director of the Mint and other dignitaries who showed interest. The examples that were spent circulated extensively. As many as 90% of the surviving issue are struck on planchets that have roller marks. These lines, which look like adjustment marks, are from the crude rolling out of the silver bars. The present example is one of the few examples missing these marks. This issue is also normally found with one die off-center. The present example is an exception as well. The present piece is a beautiful wholesome example which shows only light circulation wear. A light violet tone enhances the surfaces. A few light hairlines are present. A few light scratches are visible - from the A in HALF to N in UNITED and from the eagle's tail to the I in AMERICA. A few old stains are also visible. Altogether an attractive example for the grade.	<urn:uuid:3f5c1ca3-65dc-425e-a85f-a8a2c0f74c7b>	CC-MAIN-2018-17	https://www.indiancent.com/index.php/1792-h10c-bust-half-disme-pcgs-au50-our-nation-s-first-coinage-14058.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125937780.9/warc/CC-MAIN-20180420120351-20180420140351-00256.warc.gz	en	0.978284	547	2.9375	3
Deliver WOW Through Service. Embrace and Drive Change. Create Fun and A Little Weirdness. Be Adventurous, Creative, and Open-Minded. Pursue Growth and Learning. Build Open and Honest Relationships With Communication. Build a Positive Team and Family Spirit. Do More With Less. What are examples of educational values? Key Learning Areas Care and Compassion. Doing Your Best. Fair Go. Freedom. Honesty and Trustworthiness. Integrity. Respect. Responsibility. What are the 4 core values of values education program? This is to ensure that the core values of Maka-Diyos, Makatao, Makakalikasan, and Makabansa are instilled among the learners. manifest in actual life an abiding faith in God as a reflection of his spiritual being. What are the five main values in education? Values education is an explicit attempt to teach about values and/or valuing. Superka, Ahrens, & Hedstrom (1976) state there are five basic approaches to values education: inculcation, moral development, analysis, values clarification, and action learning. What are the 5 core values? Five Core Values INTEGRITY. Know and do what is right. Learn more. RESPECT. Treating others the way you want to be treated. Learn more. RESPONSIBILITY. Embrace opportunities to contribute. Learn more. SPORTSMANSHIP. Bring your best to all competition. Learn more. SERVANT LEADERSHIP. Serve the common good. Learn more. What are 10 moral values? 10 Moral Values for Children to Lead a Great Life Respect. Many parents make the mistake of teaching their children only about respect for elders, but that is wrong. Family. Family is an integral part of kids’ lives. Adjusting and Compromising. Helping Mentality. Respecting Religion. Justice. Honesty. Never Hurt Anyone. How do schools use core values? Identify which values are most important to your teachers and staff members as well as to your students and their families. Ask yourself, “do we encourage dedication, responsibility, productivity, respect, etc.?” Decide which three most reflect the goals you have for your school, then seek input from others. Why are values so important in education? Value-based education is essential to develop an individual and help him/her lifelong in many ways: It gives a positive direction to the students to shape their future and even helps them to know the purpose of their life. Value education also helps the students to become more and more responsible and sensible. What are examples of core values? Core Values List Family. Freedom. Security. Loyalty. Intelligence. Connection. Creativity. Humanity. How do I identify my core values? Follow the steps below to generate a list of your core values: Write down your values. Consider the people you most admire. Consider your experiences. Categorize values into related groups. Identify the central theme. Choose your top core values. What do I value most in education? Creativity, kindness, and confidence are the values that are most important to me in the classroom. When students are encouraged to be creative, they can “learn how they learn”. That knowledge can then be applied to any challenge they are hoping to overcome. What are the 12 values Headings said to be universal? UNIVERSAL VALUES – PEACE, FREEDOM, SOCIAL PROGRESS, EQUAL RIGHTS, HUMAN DIGNITY – ACUTELY NEEDED, SECRETARY-GENERAL SAYS AT TUBINGEN UNIVERSITY, GERMANY. What are the 12 core values? The 12 Core Values Hope. To look forward to with desire and reasonable confidence. Service. Ready to be of help or use to someone. Responsibility. A particular burden of obligation upon one who is responsible. Faith. Honor. Trust. Freedom. Honesty. What are the 7 core values? Loyalty, duty, respect, personal courage, honor, integrity and selfless service are the seven core values and describes what an Army soldier is all about. LOYALTY describes bearing true faith and allegiance to the U.S. Constitution, the Army, your unit and other soldiers. What are your top 5 values? There are lots of personal values examples. My 5 most important values are Family, Freedom, Adventure, Authenticity, and Wisdom. Your most important personal values might be love, financial security, knowledge, creativity, personal growth, or any combination of all of the values in the world. What are the 6 core moral values? Based on the convergence of the three sources of standards, six universal moral values for corporate codes of ethics are proposed including: (1) trustworthiness; (2) respect; (3) responsibility; (4) fairness; (5) caring; and (6) citizenship. What are the 10 values? 10 Values Every 20-Something Man Should Strive To Embody Loyalty. Loyalty seems to be lost in today’s world. Respect. Respect is one of the highest signs of an actualized man. Action. Society has conditioned people — men, especially — not to be people of action. Ambition. Compassion. Resilience. Risk. Centeredness. What are the most important morals? While morals tend to be driven by personal beliefs and values, there are certainly some common morals that most people agree on, such as: Always tell the truth. Do not destroy property. Have courage. Keep your promises. Do not cheat. Treat others as you want to be treated. Do not judge. Be dependable. What are your own core values in life? List of Personal Core Values adventurous. authenticity. commitment. compassion. concern for others. consistency. courage. dependability. What does the core values mean? The core values of an organization are those values we hold which form the foundation on which we perform work and conduct ourselves. The core values are the basic elements of how we go about our work. They are the practices we use (or should be using) every day in everything we do. How do you imbibe core values? Don’t just let your core values sit on the wall as a brand, imbibe it into your daily life at work. Breathe, play and work by them daily. Some other ways to actively imbibe organizational values is by aligning them with the organization’s culture activities, such as volunteering together in social events. What values are important for students? 8 Moral Values Children Must Learn Gratitude. Gratitude is the readiness to show appreciation and thankfulness for what you have. Honesty. Children read in books that “honesty is the best policy.” But to learn its true meaning, they need to practice it continuously. Sharing. Empathy. Compassion. Cooperation. Respect. Equality. What are the 3 types of values? The Three Types of Values Students Should Explore Character Values. Character values are the universal values that you need to exist as a good human being. Work Values. Work values are values that help you find what you want in a job and give you job satisfaction. Personal Values. What is your values in life? Your values are the things that you believe are important in the way you live and work. They (should) determine your priorities, and, deep down, they’re probably the measures you use to tell if your life is turning out the way you want it to.	<urn:uuid:706afcc4-0e30-4234-b060-2a2c144d1427>	CC-MAIN-2023-23	https://www.livelaptopspec.com/what-are-educational-core-values/	s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650620.66/warc/CC-MAIN-20230605021141-20230605051141-00583.warc.gz	en	0.897147	1,576	3.421875	3
\|Part of a series on\| \|Conventional elements of coats of arms\| A slogan is used in Scottish heraldry as a heraldic motto or a secondary motto. It usually appears above the crest on a coat of arms, though sometimes it appears as a secondary motto beneath the shield. The word slogan dates from 1513, though it is a variant of the earlier slogorn, which was an Anglicisation of the Scottish Gaelic sluagh-ghairm. Mottoes and heraldry The word slogan dates from 1513. It is a variant of the earlier slogorn, which was an Anglicisation of the Scottish Gaelic sluagh-ghairm (sluagh "army", "host" + gairm "cry"). Slogans are used in heraldry, most notably in Scottish heraldry. In Scottish heraldry slogans are used as mottoes, or secondary mottoes. Slogans usually appear above the crest on a coat of arms, though sometimes they appear as a secondary motto beneath the shield. There may be several possible origins for mottoes used in heraldry, however slogans are considered to have originated from battle cries or war cries. There are several notable heraldic mottoes which are thought to originate from a war cries. For example, the Royal coat of arms of the United Kingdom contains the motto DIEU ET MON DROIT ("God and my right") which has been thought to originated as a war cry. As has the motto MONTJOYE SAINT-DENIS which appeared on the former French coat of arms (this motto is refers to the oriflamme, the royal standard of the kings of France, which was kept in the Basilique Saint-Denis). Several mottoes found in Irish heraldry, which end in a boo, are also thought to have originated as war cries. Examples of such Irish mottoes are CROM A BOO of the Fitzgerald earls of Leinster; and SHANET A BOO of the Fitzgerald earls of Desmond. Not all slogans are actually authentic war cries though. Many slogans pertaining to Scottish clan chiefs have been registered relatively recently at the Court of the Lord Lyon. Sometimes slogans are merely a name, such as A HOME A HOME A HOME of the Homes, others refer to a rallying point for the clan, like CRUACHAN of the Campbells, some slogans refer to a prominent clansman like the Maclean Fear eile airson Eachuinn ("Another for Hector"). In at least one case, a patron saint is used as a slogan, as in St Bennet and Set On of the Setons. The arms of Grant use two slogans (or mottoes): CRAIG ELACHAIDH (which appears above the crest), and STANDFAST (which appears beneath on a scroll beneath the shield). Sometimes a clan chief's slogan appears on his crest badge and in consequence on the crest badges worn by his clan members. In some cases the chief's slogan also appears on his standard, guidon and pinsel. \|Clan or title\|\|Slogan\|\|Notes\| \|Arthur\|\|EISD O EISD\|\|(from Scottish Gaelic: "Listen o listen") Appears in the second compartment of the current chief's Arms.\| \|Buchanan\|\|Clar Innis\|\|An island in Loch Lomond.\| \|Cameron\|\|Chlanna nan con thigibh a' so 's gheibh sibh feòil\|\|(from Scottish Gaelic: "Sons of the hounds come here and get flesh")\| \|Campbell\|\|CRUACHAN\|\|Previously thought to refer to Ben Cruachan near Loch Awe. The slogan actually refers to a farm on the west coast of Loch Awe, opposite Innischonnell Castle.\| \|Colquhoun\|\|CNOC EALACHAIN\|\|Refers to a mountain near Rossdhu, former seat of the chiefs of the clan.\| \|Donnachaidh\|\|GARG 'N UAIR DHUISGEAR\|\|(from Scottish Gaelic: "Fierce when roused")\| \|Farquharson\|\|CÀRN NA CUIMHNE\|\|(from Scottish Gaelic: "Cairn of remembrance")\| \|Forbes\|\|Lònach\|\|A mountain in Strathdon.\| \|Fraser\|\|A 'Mhor-fhaiche\|\|(from Scottish Gaelic: "Restorer of Ruins")\| \|Caistel Dhùm\|\|Castle Downie.\| \|Gordon\|\|AN GORDONACH\|\|(from Scottish Gaelic: "A Gordon")\| \|Grant\|\|CRAIG ELACHAIDH\|\|(from Scottish Gaelic: "The rock of alarm")\| \|Gregor\|\|ARD-COILLE\|\|(from Scottish Gaelic: "Height of the wood", or "High wood")\| \|Highlanders in general\|\|Albanich!\| \|Clan Kerr Sero Sed Serio\|\|Kincaid\|\|A KINCAID\| \|King of Scotland\|\|St. Andrew!\| \|Macdonald\|\|FRAOCH EILEAN\|\|(from Scottish Gaelic: "The Heathery Isle") The slogan appears on a compartment in the current chief's Arms. The slogan refers to an island in the Sound of Islay.\| \|Macdonald of Clanranald\|\|DH' AINDEOIN CO THEIREADH E\|\|(from Scottish Gaelic: "Gainsay who dare") The slogan appears on a compartment in the current chief's Arms.\| \|Macdonell of Glengarry\|\|CRAGAN AN FHITHICH\|\|(from Scottish Gaelic: "The raven's rock") The slogan appears in an Escroll over the Arms of the current chief.\| \|MacDonald of Keppoch\|\|DIA 'S NAOMH AINDREA\|\|(from Scottish Gaelic: "God and St. Andrew") The slogan appears as a second motto in a lower Escroll on the current chief's Arms.\| \|MacDougall\|\|Buaidh no Bàs\|\|(from Scottish Gaelic: "Victory or Death")\| \|Macfarlane\|\|Loch Slòigh\|\|(from Scottish Gaelic: "The loch of the host")\| \|Macgillivray\|\|Dunmaghlas\|\|The name of the chief's castle.\| \|Mackay\|\|BRATACH BAN MHIC AOIDH\|\|(from Scottish Gaelic: "The white banner of The Mackay")\| \|Mackenzie\|\|Tulach Ard\|\|(from Scottish Gaelic: "The High Hillock")\| \|Mackinnon\|\|Cuimhnich bàs Ailpein\|\|(from Scottish Gaelic: "Remember the death of Alpin")\| \|Mackintosh\|\|LOCH MÒIGH\|\|Loch Moy, a loch near the seat of the clan chiefs.\| \|MacLaren\|\|Creag an Tuirc\|\|(from Scottish Gaelic: "The boar's rock")\| \|Maclean\|\|Bàs no Beatha\|\|(from Scottish Gaelic: "Death or life")\| \|Fear eile airson Eachuinn\|\|(from Scottish Gaelic: "Another for Hector")\| \|MacLennan\|\|Druim nan deur\|\|(from Scottish Gaelic: "The ridge of tears")\| \|Macnab\|\|BOVAIN\|\|The old Macnab duthus.\| \|Macnaghten\|\|Frechelan\|\|A castle on Loch Awe.\| \|MacNeil\|\|Buaidh no Bàs\|\|(from Scottish Gaelic: "Victory or Death")\| \|Macpherson\|\|CREAG AN DHUIBH\|\|(from Scottish Gaelic: "The black rock") Located near Cluny.\| \|Macquarrie\|\|An t-Arm breac dearg\|\|(from Scottish Gaelic: "The Red Speckled (or spotted) Army")\| \|Macrae\|\|Sgurr Uaran\|\|A mountain in Kintail near Loch Duich. It is one of the "Five Sisters of Kintail".\| \|Matheson\|\|Acha 'n dà thernaidh\|\|(from Scottish Gaelic: "The Field of the Two Declivities")\| \|Menzies\|\|Geal is Dearg a suas\|\|(from Scottish Gaelic: "Up with the Red and White")\| \|Morrison\|\|DUN EISTEIN\|\|Dùn Èistean, sometimes Anglicised as "Hugh's Castle". The slogan appears on the chief's Arms (on a compartment below the shield).\| \|Munro\|\|CASTEAL FÓLAIS NA THEINE\|\|(from Scottish Gaelic: "Foulis Castle on fire")\| \|Stewart of Appin\|\|Creag-an-Sgairbh\|\|(from Scottish Gaelic: "The Cormorant's Rock") A rock in Appin.\| \|Sutherland\|\|Ceann na Drochaide Bige\|\|A bridge at Dunrobin.\| - Woodcock; Robinson (1988), p. 112. - Merriam-Webster (2003), p. 1174. - Fox-Davies; Johnston (2007), p. 449–450. - Innes of Learney (1971), pp. 60–61. - "Further Guidance on Flags". The Court of the Lord Lyon (lyon-court.com). Retrieved 2008-07-30. - Unless otherwise noted the reference for all slogans in this column is from: Adam, Frank; Innes of Learney (1970), pp. 545–546. - "Scottish Clan Pinsels". Flags of the World (fotw.net). Retrieved 2008-07-31. This webpage claims to cite Scottish Clan & Family Encyclopedia. - "history". Clan Arthur USA Association (clanarthur.org). Retrieved 2007-09-09. - Adam, Frank; Innes of Learney (1970), pp. 545–546. - Campbell of Airds (2002), pp. 289–290. - MacKinnon (1995), p. 137. - Robert Chambers (1847), "Slogans", Select writings of Robert Chambers, 7, pp. 132–138 - "Lord Macdonald of Macdonald". The High Council of Clan Donald (highcouncilofclandonald.org). Retrieved 2008-06-19. This website cites: "Lyon Register (Volume 36, Folio 44)" for the Arms of Godfrey James Macdonald of Macdonald. - "The Captain & Chief of Clanranald". The High Council of Clan Donald (highcouncilofclandonald.org). Retrieved 2008-06-19. This website cites "Lyon Register (Volume 42, Folio 21)" for the Arms of Ranald Alexander Macdonald of Clanranald. - "The Chief of Glengarry". The High Council of Clan Donald (highcouncilofclandonald.org). Retrieved 2008-06-19. This website cites "Lyon Register (Volume 1, Folio 576)" for the Arms of Aeneas Ranald Euan MacDonell - "A Chlann Raghnall Lochbhair". A Chlann Raghnall Lochbhair (macdonaldofkeppoch.org). Archived from the original on 2008-02-23. Retrieved 2008-06-19. The Arms are of Ranald Alasdair MacDonald of Keppoch. - "Scottish Clan Insignia". Flags of the World (fotw.net). Retrieved 2008-08-02. This webpage claims to cite Scottish Clan & Family Encyclopedia. - "SGURR UARAN". Clan Macrae Scotland (clan-macrae.org.uk). Retrieved 2008-06-21. - "The Chief Of Clan Morrison". Clan Morrison Society of North America (cmsna.x10hosting.com). Retrieved 2011-12-11. This website gives the Arms of the current chief's grandfather John Morrison of Ruchdi. - Adam, Frank; Innes of Learney, Thomas (1970). The Clans, Septs & Regiments of the Scottish Highlands (8th ed.). Edinburgh: Johnston and Bacon. - Campbell of Airds, Alastair (2002). A History of Clan Campbell: Volume 2: From Flodden to the Restoration. Edinburgh: Edinburgh University Press. ISBN 1-902930-18-5. - Fox-Davies, Arthur Charles; Johnston, Graham (2007). A Complete Guide to Heraldry. Skyhorse Publishing Inc. ISBN 1-60239-001-0. - Innes of Learney, Thomas (1971). The Tartans of the Clans and Families of Scotland (8th Edition (1975 reprint) ed.). Edinburgh: Johnston and Bacon Publishers. ISBN 0-7179-4501-4. - MacKinnon, Charles (1995). Scottish Highlanders. Barnes & Noble Publishing. ISBN 0-88029-950-9. - Merriam-Webster (2003). Merriam-Webster's Collegiate Dictionary (11th ed.). Merriam-Webster. ISBN 0-87779-809-5. - Woodcock, Thomas; Robinson, John Martin (1988). The Oxford Guide to Heraldry. Oxford University Press. ISBN 0-19-280226-7.	<urn:uuid:ff6a40f7-cddc-49b4-a135-340afc72e21a>	CC-MAIN-2023-06	https://gateway.ipfs.io/ipfs/QmXoypizjW3WknFiJnKLwHCnL72vedxjQkDDP1mXWo6uco/wiki/Slogan_(heraldry).html	s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00000.warc.gz	en	0.786846	3,128	2.765625	3
The term career-ready is generally applied to (1) students who are considered to be equipped with the knowledge and skills deemed to be essential for success in the modern workforce, or (2) the kinds of educational programs and learning opportunities that lead to improved workforce preparation. The career-ready concept is also related to 21st century skills and college-ready. Calls for placing a greater emphasis on “career readiness” in public education are, generally speaking, a response to the perception that many public schools, particularly public high schools, pay insufficient attention to developing the intellectual abilities, practical skills, work habits, and character traits required for success in the workplace or in various professional career paths (many career and technical education programs, however, would be exceptions to this general view). In other words, “career-ready” has become a touchstone in a larger debate about what public schools should be teaching and what the purpose of public education should be. For example: Is the purpose of public education to get students to pass a test or to earn a high school diploma? Or is the purpose to prepare students for success in life after graduation, including postsecondary education and modern jobs or career paths? Advocates of career readiness, and the related concept of “college readiness,” would contend that the purpose of public education is to look beyond test scores or graduation rates—success in school—to the knowledge, skills, and aptitudes students actually need to succeed in adult life—success after school. A high school diploma, in this view, should certify readiness for post-graduation jobs and learning experiences, rather than merely the completion of secondary school. Some educators are wary of the “career-ready” label, since they view it as a potential subversion of “college-ready”—the idea that students should be held to high academic expectations and graduate from public high school prepared to enroll in, succeed in, and graduate from two- or four-year collegiate programs. Others argue that college readiness should not be a universal goal in public education, since it may undervalue other post-graduation options, such as military careers or industry-certification programs, or that it may alienate, disadvantage, or stigmatize students who are not aspiring to a college education but planning to get a job after high school. Still others argue that there is no real distinction between “career-ready” and “college-ready,” since students will need, or should be taught, the same skills and knowledge regardless of their future aspirations or post-graduation plans. In this case, career-ready versus college-ready “debate” is not only seen as misleading or unnecessarily confusing, but also as an artificial distinction that potentially give rise to the same educational inequities that concepts such as career-ready and college-ready were created to overturn—i.e., that college-preparatory programs will end up providing a high-quality education to some students, while career-preparation programs will provide a lower-quality or less-valuable education to others. In this case, the general argument is that all students should receive the best possible education regardless of what they may plan to do after graduating from high school, and that any attempt to create different educational tracks for “college-bound students” and “career-bound students” will, inevitably, lead to inequities and divergent educational quality. Since it is impossible to accurately predict any individual student’s future educational choices or career path (which may change dramatically from early adolescence to adulthood), the reasoning goes, schools should encourage the highest possible aspirations in students. In addition, some national surveys of college educators and employers have provided evidence that, when it comes to the knowledge and skills that both college instructors and prospective employers are looking for, career readiness and college readiness may be largely indistinguishable. Some surveys, for example, have found that incoming college students and younger employees not only have similar learning and preparation deficits, but that both college educators and employers are looking for similar knowledge, skills, and aptitudes, including the broad array of skills often called “21st century skills.” Advocates of erasing the distinction between career-ready and college-ready may recommend or use the phrase “college and career ready” as an alternative. Some of this debate may stem from the stigma historically associated with “vocational education” programs, which were widely seen as having a lower status than the college-preparatory programs offered in regular high schools, in part because they were believed to be less demanding academically or because they were associated with “blue-collar” jobs. Yet many modern career and technical education programs, and more recent innovations such as theme-based academies and dual-enrollment programs, aim to integrate challenging academic preparation with career-related learning experiences, thereby rendering the distinction between “career-ready” and “college-ready” essentially moot. The Glossary of Education Reform by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.	<urn:uuid:8654c630-16e5-4e73-b0b1-eb139eb91176>	CC-MAIN-2016-44	http://edglossary.org/career-ready/	s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719463.40/warc/CC-MAIN-20161020183839-00233-ip-10-171-6-4.ec2.internal.warc.gz	en	0.963091	1,062	3.484375	3
I remember collecting the fallen Bakula flowers with the scent intact and stringing it together into a garland. The tree was planted by my grandfather, whose hobby was to grow exotic trees and plants in a plot reserved for his hobby. Though the color of Bakula flowers is subdued, the garland looks lovely. The scent makes up for the lack of color. The botanical name of Bakula is Mimusops Elengi and belongs to the family Sapotaceae. It is also known as Spanish cherry, Bullet wood, Indian Medlar, Surabhi / fragrant, Maulsari, and Madhu Gandha / sweet aroma. I was delighted to find this tree in full bloom in Jag Mandir Palace, Udaipur. Bakula is an evergreen tree and grows all over India. It reaches to a height of 16 to 18 meters with a well-defined dense rounded canopy. Bakula tree flowers from March to June. Flowers are small around 2cm in diameter. They bloom either in solitary or in bunches. The environs fill with the heady fragrance of the Bakula flowers. A small crown rises from the center of the flower. By morning the ground near the tree will be full of fallen Bakula flowers but with fragrance intact. While falling from the tree, the flower twirls like a disc helped by the crown in the middle. The flowers are offered to gods. Jains and Buddhists consider Bakula tree as sacred. The fruits of the Bakula tree are oval and are 2.5 cm long. The ripe fruits are sweet and are consumed by people. The fruit consists of one or two seeds. There is a growing demand in the cosmetics industry for Bakula as it has valuable properties for skin and hair care. Bakula is one of the herbs mentioned in ancient Ayurvedic scriptures and has been used for centuries in India for medicinal purpose. Leaves, bark, flowers, seeds, roots, fruits are used to treat various diseases especially dental disorders.	<urn:uuid:ae940a70-4204-40e7-bf85-08b6a800f640>	CC-MAIN-2014-49	http://www.itslife.in/gardening/trees/bakula-tree	s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400379190.66/warc/CC-MAIN-20141119123259-00197-ip-10-235-23-156.ec2.internal.warc.gz	en	0.96125	417	2.625	3
Iodophor is an iodine containing solution with a solubilizing agent such as a surfactant or providone. Iodophor is widely used in the brewing and dairy industries as a sanitizer. The iodine is usually complexed with a high molecular weight carrier typically a polymer (Palmer 1999). The most common iodophor is 1-vinyl-2-pyrrolidinone complexed with between 9% and 12% iodine (Gottardi 2001). The polymer serves three functions. First it increases the solubility of the iodine. Second, the polymer complexes with iodine, creating a reservoir of free iodine as the equilibrium of free and bound iodine shifts. Third, the polymer maintains a low but lethal level of free iodine in the solution of around 15 ppm at pH less than 7. This concentration is controversial, however as Donnell (1977) recommends a solution of 25 ppm. Other forms of iodine based sanitizers involve ethyl alcohol, propyl alcohol, and glycerol. Iodine is a very lethal agent that enters the cell and prevents protein synthesis. According to Palmer (1999), iodine oxidizes the hydrogen-sulfur bonds in the amino acid cysteine, preventing peptide synthesis and leading to cell death. Further mechanisms of cell toxicity involve iodination of membrane lipids and oxidation of membrane proteins. Iodophors can be difficult to use in industrial applications due to controversy about lethal concentrations. In a study of seven bactericidal solutions, including quaternary ammonia and phenolic compounds, the iodophor was the only ineffective solution at the manufacturer’s recommended concentration (Gottardi 2001). The effectiveness of the iodophor solution did not increase even after extended contact time. Application in Wine Microbiology: Iodophors and other iodine based preparations have not been popular in the wine industry. Iodine reacts with metals (Gottardi 2001), is inactivated by sulfur compounds (Palmer 1999), stains the skin, is an irritant, a poison, volatile, and is unstable in solution. The pH of the solution and to a lesser extent the temperature greatly affects the equilibrium concentration of iodine. Perhaps the greatest drawback to iodophors and iodine based sanitizers is the extremely complex chemistry. It is difficult to predict its reaction and efficacy in a complex solution. With water there exist nine different equilibria equations and at least ten iodide species (Gottardi 2001). Despite these problems, iodophors have been successfully employed for sanitizing bottling lines. An iodophor spray of 25 ppm performed hourly was successful in eliminating yeast from a bottling line (Donnelly 1977). Despite unpopularity in the wine industry, iodophors are popular among homebrewers due to rapid sanitizing action, and because they quickly volatilize to leave the solution free of iodine. Certain homebrewers dislike the staining that iodine solutions impart after continuous use. Iodophors are also used in the dairy industry because of its solubility and efficacy at cold temperatures where other sanitizers would be impaired. - Donnelly, David M. 1977 Elimination from Table Wines of Yeast Contamination by Filling Machines. Am. J. Enol. Vitic. 28:3 - Palmer, John J.2006 How to Brew Brewers Publications Colorado. - W. Gottardi, "Iodine and Iodine Compounds." Disinfection, Sterilization and Preservation, 4th Edition, S. Block (Ed). Lea and Febiger Publishers, 2001, 152- 16.	<urn:uuid:285d7893-7a3e-4114-a023-a7d6f79850f6>	CC-MAIN-2023-50	https://wineserver.ucdavis.edu/industry-info/enology/methods-and-techniques/common-chemical-reagents/iodophors	s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100135.11/warc/CC-MAIN-20231129173017-20231129203017-00699.warc.gz	en	0.923621	741	3.359375	3
St. John’s Other Revolt: The Desertions of 1840 On the night of May 24, 1840, estates Annaberg and Leinster Bay were the scenes of one of the largest mass desertions of enslaved laborers on St. John since the outbreak of the 1733 slave insurrection more than a century before. In all, eight men (Charles Bryan, James Jacob, Adam [alias Cato], Big David, Henry Law, Paulus, John Curay), and three women (Kitty, Polly, and Katurah) were involved. The group made their escape by stealing the estates’ boat, the Kitty Berg, and rowing the vessel to nearby Tortola under the cover of darkness. Ten of the individuals were from Leinster Bay, while only one was from Annaberg [SJPR, 1840; SOFS, 1854]. According to police reports of the incident, the runaways had carefully planned their escape. One of their numbers, Big David, was the watchman at the Leinster Bay plantation on the night of the desertions; another, Charles Bryan, was a carpenter, and it was believed that he had secretly fashioned oars and hidden them for the occasion. In preparation for leaving, members of the group had sold their “pigs and small animals on St. Thomas.” Their houses were found empty of belongings after their departure [SJPR, 1840]. The incident was first reported to authorities at 10 o’clock on Sunday morning, May 25. Upon notification of the escape, Police Master Brahde immediately made his way from his home in Coral Bay to Annaberg, where he found the estate overseer, Mr. Davis, in a state of great consternation. Davis, who expressed complete bewilderment over the incident, claimed that he “knew no reason for the Negroes’ desertion,” and explained that upon his evening inspection at 8 o’clock he had found “everything as it should be” on both the Annaberg and Leinster Bay plantations [SJPR, 1840]. After inquiries on the estates proved largely uninformative, Brahde concluded that, beyond determining that the group had fled to Tortola, no further pertinent details of the case would be forthcoming. In an effort to resolve the matter as quickly as possible, he decided that his first course of action should be to immediately send the local Moravian missionary, Brother Schmitz, to Tortola to plead with the deserters to return home. After sending word to Schmitz to prepare for the journey, Brahde hastily set out for St. Thomas to secure the governor’s formal pardon for the runaways in the event they consented to come back to St. John [SJPR, 1840]. Late Sunday night Brahde returned to St. John with assurance that none of the group would be prosecuted, and early the next morning Brother Schmitz set out in a hired boat for Tortola to negotiate. Upon his arrival in the British colony the missionary went directly to the local magistrate, Mr. Lewis, who called a gathering of the runaways at his home to discuss the issue. According to Schmitz, the house was soon crowded with not only the refugees from St. John, but also a number of local “free farmers” who had come to voice their support for the group. Once assembled the deserters expressed in no uncertain terms that they were “the utmost embittered” towards overseers Davis and Wallace, and that none of them would return as long as either of those men remained on the estates. The most vocal of the group, Charles Bryan, stated that the cause for their dislike of those individuals was that they could never “work enough” to please them, and “for each trivial matter were locked up or punished.” To each account offered as to how they had suffered at the hands of the overseers, the free Tortola people in the crowd responded with hearty cries of “Hear! Hear!” [SJPR, 1840]. Convinced of the groups’ resolve, Brother Schmitz returned to the Emmaus Mission Station on St. John where he penned a report to Police Master Brahde. In his report, Schmitz stated that he had been well treated by the people on Tortola, but held out little hope that any of the refugees would ever return [SJPR, 1840]. In fact, some of the group did return, but not until well after overseers Davis and Wallace had left the estates. During a hearing held in connection with claims for compensation due to the former owners of emancipated slaves on January 16, 1854, Charles Bryan recounted what had become of each of the eleven members of the group. In his testimony Bryan stated that he, along with his wife Katurah and James Jacobs, had all returned to work at Leinster Bay and were currently residing there. Of the others, Kitty, Paulus, David, and Adam had been recently seen on St. Thomas, while Henry Law, Petrus, and Polly — who on at least one occasion had visited her family at Leinster Bay — were still living on Tortola. As for John Curry, he had left Tortola bound for Trinidad soon after the meeting with Brother Schmitz in 1840. Bryan added that as recently as two years ago he had heard from a Tortola boat captain that Curry was “still on Trinidad and was well” [SOFS, 1854]. No record was found of any punitive actions ever having been taken against any member of the group.	<urn:uuid:c6abb183-2072-4c98-a09b-45c497f9a14d>	CC-MAIN-2016-40	http://stjohnhistoricalsociety.org/vol-iii-no-1-november-2001-st-johns-other-revolt-the-desertions-of-1840-by-david-w-knight-2001/	s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661289.41/warc/CC-MAIN-20160924173741-00032-ip-10-143-35-109.ec2.internal.warc.gz	en	0.983522	1,171	3.046875	3
INAD stands for Infantile Neuroaxonal Dystrophy otherwise known as PLAN (phospholipase associated neurodegeneration) is a disorder that falls under the umbrella of NBIA (neurodegenerative brain iron accumulation). According to the NIH, INAD is categorized as a lipid storage disorder that occurs due to the lack of a functioning Phospholipase A2 enzyme. The job of this enzyme is to convert phospholipids into fatty acids. Because this metabolic process doesn’t take place, the result is an accumulation of these phospholipids in the nerve endings called axons. What is INAD? The symptoms of INAD usually start to appear between the ages of 6 months and 2 years. A common pattern in young children is loss of previously acquired skills, mental and physical ability and progression of the disease over time. Many children experience delayed/difficulty walking, loss of neck control and low muscle tone in the trunk, which occurs early on. Eventually, muscle tightness and weakness in both arms and legs will follow. Overactive reflexes is seen at the beginning of the disease and the absence of reflexes is seen later as the disease progresses. Strabismus (crossed eyes) & nystagmus (involuntary eye movements) are often one of the very first indications of INAD, followed by optic atrophy (deterioration of the nerve that connects the eye to the brain). Due to an impairment of the function of cranial nerves (Bulbar dysfunction), children affected by INAD often have speech problems, Dysarthria (poor articulation or slurring), Dysphonia (defective use of the voice), Dysphasia (difficulty in using or understanding words). This leads to nutritional problems such as Dysphagia (difficulty swallowing), difficulty chewing, choking on liquids and nasal regurgitation. Due to these challenges of eating and drinking, children are often put on feeding tubes. Some children experience seizures in early stages some may experience seizures as the disease progresses. Infantile Neuroaxonal Dystrophy is a very rare disorder. Its specific incidence is unknown. Causes & Inheritance Pattern The human body is made up of millions of cells, and inside every cell there is a structure called DNA, which has detailed instructions on how all the parts of the body are put together and how they work. DNA is then further broken down into chromosomes. Humans typically have 46 total chromosomes that are organized in 23 pairs, there are two copies of each chromosome as we receive one set of 23 chromosomes from our mother and the other set of 23 chromosomes from our father. Chromosomes 1-22 are called autosomes, INAD has an autosomal recessive inheritence pattern, meaning that each parent is a carrier of the PLA2G6 mutation but do not show any effects of it. Since the sex chromosome, chromosome 23 is not involved, males and females are equally likely to inherit the mutated gene. In a standard pregnancy, there is a 25% chance that carrier parents will pass on their recessive PLA2G6 gene and have a child with INAD, a 50% chance that the child will be a carrier like his/her parents, and a 25% chance that the child will not have INAD or be a carrier. In the past, an MRI of the brain and an ophthalmologic exam are key tests used to establish the clinical symptoms of INAD. An MRI can allow doctors to look out for cerebellar changes such as atrophy (degeneration of the cerebellum) and cerebellar hyperintensity (brightness) or hypointensity (darkness) in the globus pallidus, either of which could indicate brain iron accumulation. However, not all children with INAD have iron accumulation in the brain. A diagnosis of INAD can now be confirmed through genetic testing of the PLA2G6 gene to find two gene mutations or through whole exome sequencing where all 20,000 genes are analyzed. Progression & Treatment The progression of INAD is usually rapid after the initial onset of symptoms. Many affected children never learn to walk or lose this ability shortly after learning it. During the last stages of the disease, severe spasticity (tight or stiff muscles), progressive cognitive decline and problems with vision have a large impact on daily life. Unfortunately, many children with INAD do not live beyond age 10, but some do survive into their teens or later ages. Supportive care and symptom management can lead to a longer life span by reducing the risk of infections and other complications. While there is currently no standard treatment for INAD, there are mouse models of INAD and also models of INAD using cells in a test tube. In both models, the polyunsaturated fatty acid, docosahexanoic acid (DHA) has been proven to be beneficial.	<urn:uuid:38aa5250-5663-4467-9b57-49c110cbe044>	CC-MAIN-2018-30	http://inadcure.org/about-us/what-is-inad/	s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676594675.66/warc/CC-MAIN-20180722233159-20180723013159-00407.warc.gz	en	0.950032	1,016	3.40625	3
Children with autism are characterized by an impairment of social interaction and repetitive patterns of behaviour. Autism is a heterogeneous span of disorders with unknown aetiology. Research has grown significantly and has suggested that environmental risk factors acting during the prenatal period could influence the neurodevelopment of offspring. The literature suggests that the maternal diet during pregnancy has a fundamental role in the etiopathogenesis of autism. Indeed, a maternal diet that is high in some nutrients has been associated with an increase or reduction in the risk of develop Autism Spectrum Disorders (ASD). The diet of ASD children is also a key factor for the worsening of ASD symptoms. Children with autism have food selectivity and limited diets due to smell, taste, or other characteristics of foods. This determines eating routines and food intake patterns, with consequent deficiency or excess of some aliments. Several studies have tried to show a possible relationship between nutritional status and autism. In this review we describe, emphasizing the limits and benefits, the main current empirical studies that have examined the role of maternal diet during gestation and diet of ASD children as modifiable risk factors at the base of development or worsening of symptoms of autism. File in questo prodotto: Non ci sono file associati a questo prodotto.	<urn:uuid:dc6ff6d0-5af2-431e-866c-88c16b283c45>	CC-MAIN-2023-50	https://ricerca.univaq.it/handle/11697/143690	s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00640.warc.gz	en	0.960969	254	3.171875	3
Scientists use only salt and sunlight to counteract the heating planet A one-slide summary of this article with questions to use with your 14–16 students: rsc.li/3az989B Researchers have developed a system that uses endothermic dissolution of a salt in water to cool its immediate surrounding area. Solar energy can then regenerate the solute and this means the cyclic system can work without requiring an electricity supply, making it well-suited for users in remote areas. The system has two stages. The first stage involves dissolving ammonium nitrate salt in water in a metal cup, which requires energy. This energy is drawn from the immediate environment, cooling the air surrounding the cup as well as the solution. The second stage regenerates the solute by evaporating the water solvent and is achieved by wicking the solution vertically onto the surface of a 3D structure, which, when exposed to simulated sunlight, offers a large area over which the solvent can evaporate. This leaves behind a compact crystalline salt layer on the surface, from which larger crystals can drop-off over time, to be collected underneath the structure for re-use. The system can deliver cooling whenever needed, all day long and all year round, while the solar solute regenerator works during daytime when solar energy is present. This system is not at all expensive as both the dissolution cooling system and solute regenerator are cheap. However, there are some limitations to consider. Compared to conventional air conditioning, this system still has a low cooling power, and it is only suitable for cooling small spaces. Read the full story in Chemistry World.	<urn:uuid:fa6581c8-8b3f-4418-9496-447917dfd1e0>	CC-MAIN-2023-50	https://edu.rsc.org/science-research/cooling-homes-with-an-endothermic-reaction/4014613.article	s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100745.32/warc/CC-MAIN-20231208112926-20231208142926-00092.warc.gz	en	0.941437	334	3.9375	4
Eugène Delacroix, leader of the nineteenth century Romantic movement, creator of France’s most iconic painting, Liberty Leading the People, is widely regarded as the most influential painter of his time. His unparalleled mastery of color inspired generations of artists; creating a bridge from the antiquated, high-brow art of the Salon, to the progenitors of Modern art from Symbolists and Pointillists, to those whom would revolutionize how we look at art today, the Impressionists. Well-born near Paris in 1798, though orphaned by the age of 16, Delacroix attended the best Parisian art schools of the day. He excelled and after graduating, his bold use of color, the impassioned expressions of his figures, and naturalist subject matter were antithetical to the prevailing idealism of the Neoclassicism exemplified in Jacques-Louis David’s Oath of the Horatii. Delacroix believed depicting the perfection of humanity – which can only exist in a painting – paled in comparison to capturing the reality of humanity, even if exacerbated by his eye’s lens to more fully elicit and incite the wildest emotions from his viewer. He was nevertheless very much a product of his early European, nineteenth century milieu where History paintings, whether political, religious, mythological or allegorical, were perched atop the hierarchy of genres. The hierarchy favored art that made an effort to render visible the universal essence of things over art that merely mechanically copied physical appearances. That is a lot to unpack, but is at the very heart of understanding and appreciating fine art. Let’s consider this example created by Delacroix around 1853. Incidentally, he painted at least six versions of this scene and the one depicted here is in the permanent collection of the Portland Art Museum in Oregon, USA. I’ve yet to reveal the title of this painting because in my opinion, it’s not important. I believe we could show this painting to an as-yet uncontacted South American tribe of primitive headhunters and they could tell us what is depicted, which is to say, what the painting means. In turbulent waters, the men fear for their lives. Except one. He must know something the others do not. He knows they will be okay. But we’re not primitive headhunters. We’re versed in history and literature. Depending on the breadth of that knowledge, you should be able to discern whom the sleeping figure is. Not sure yet? Here’s another version, currently in the collection of The Metropolitan Museum of Art in New York City. Delacroix’s composition here is superior in many ways as the mountain in the background draws your eye up to the pinnacle of the canvas. We are almost swept up by the chaos, writhing in the clutches of the storm itself. But it is Delacroix’s colorization that makes this painting a masterpiece. The jade sea with foamy, white caps is brilliantly defined beneath the foreboding, charcoal clouds. The reds and magentas worn by the terrified men are contrasted with the cool, blue robes and yellow light that emanates from our sleeper’s head like a halo. And by now you must surely recognize the scene Delacroix has depicted. The figure is Christ, the scene from the gospels of Matthew, Mark and Luke where Christ calmed the storm on the Sea of Galilee. Delacroix chose to depict Christ asleep, shifting the message from an affirmation of faith to an acknowledgement of doubt. Prevalent in each depiction is the man lying asleep or dead, directly beneath the Christ figure. Less-rendered than the other figures, each of these men’s countenances is similar to the Christs’. Why is the man unconscious (or already dead), unafraid of the impending doom? Perhaps because he represents Christ’s physical self, a husk of mortality, being shed and left behind as His spiritual self arises to guide the men to safety. Years later Vincent van Gogh, so struck by the painting, wrote the “little lemon yellow for the halo, the aureole—speaks a symbolic language through color itself.” The image stayed and resonated with Vincent after leaving Paris and heading for the South of France in February of 1888. Over that year in Arles, he blossomed into the great artist universally admired today. It was his exploration of Delacroix’s colorization that produced his revered Sunflowers, Sower with Setting Sun, Café Terrace at Night and many others. In fact, one of his lesser known works was directly inspired by this Delacroix. Let’s take a closer look at van Gogh’s Quay with Men Unloading Sand Barges. Vincent began by making a detailed sketch of men unloading barges from the Rhône to a quay in Arles, a stone’s throw from his home, remembered today as The Yellow House. That summer, Vincent had begun dabbling in Symbolist art. This is a sticky subject among art historians. Get six of them together in a room? They’ll come up with seven definitions. What’s important to me is how Vincent viewed, worked and tried to inspire his fellow comrades Émile Bernard and Paul Gauguin within the genre. We’ve already mentioned a key element, “the lemon halo… speaks a symbolic language through color itself.” Color became deeply symbolic to van Gogh, yellow representing the light of God and His love. Note how Vincent uses Delacroix’s jade green to colorize the Rhône. Another Symbolist component is line. Note how Vincent’s barges mirror those in the Delacroix depictions. By replicating their shape, he makes an allusion to their importance. The final Symbolist component to consider here is the addition or subtraction of physical reality. In the sketch, Vincent depicted Arles’ skyline in the background, as it exists in reality. In the final painting, he as transformed it to look more like a mountain; much like Delacroix’s mountain in Christ Asleep during the Tempest. Vincent added another nod to Delacroix by transforming the flag in the sketch to the French tricolor (at half-mast, no less) in the painting. Any delusions this is not a Symbolist venture are allayed by this excerpt Vincent wrote to Bernard about the painting which he painted specially for him. “You see that all of this is perhaps not at all — Impressionist – well, too bad, I can’t do anything about it — but I do what I do with an abandonment to reality, without thinking about this or that. Goes without saying that if you preferred another study from the batch to the Men unloading sand, you could take it and remove my dedication if someone else wants it. But I believe that that one will suit you once you’ve looked at it a little longer.” So, the question is what does this painting mean? Upon “looking a little longer,” what did Vincent expect his friend to see? The substantial visual references to the Delacroix aside, let’s consider what the men in the painting are doing: unloading sand. Work, labor, toil held strong spiritual resonance for van Gogh his entire artistic career, exemplified in his Potato Eaters of 1885. The sand could have symbolic meaning, referring to the Parable of the Wise and Foolish Builders wherein the wise erect their homes upon rock; the foolish, upon sand. The sand may refer to Genesis 3:19, “for dust thou art, and unto dust shalt thou return.” Or the sand itself may not be as important as the fact the men are working, bringing it from somewhere else to this place called Arles. Who are the three men working in the painting? Perhaps they’re representative of Vincent, Bernard and Gauguin, whose toil in their newfound Symbolist venture together, what Vincent termed a Renaissance, would be grounded not only in the colorization of Delacroix but in his (and their own) affirmations of faith in Christ. Vincent hoped Bernard would recognize his gift firstly as a Symbolist homage to Delacroix. Bernard had recently been studying the Bible, and Vincent, a former lay-preacher who knew the book back-to-front, encouraged him to do so. At this time, they were attempting to forge a new movement in art, something that would rise out of Impressionism. And while they dabbled in several forms including Pointillism and Cloisonnism, their exploration of Symbolism allowed them to reach for that pinnacle of artistic genres where they may render visible the universal essence of things. Vincent ultimately hoped Bernard and Gauguin, whom he was attempting to woo, to lure to Arles where they would institute a brotherhood of “artist-apostles,” igniting a new Renaissance in art, would recognize Quay with Men Unloading Sand Barges depicts this venture. Through their hard work and labors, the three would allegorically resurrect the message of Christ, firmly placing it back within the fin-de-siècle zeitgeist.	<urn:uuid:c69e0f28-b7cc-4d76-ad82-a048e55858f2>	CC-MAIN-2022-21	https://think.iafor.org/quay-with-sand-barges-vincent-van-goghs-symbolist-homage-to-eugene-delacroix/	s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662517245.1/warc/CC-MAIN-20220517095022-20220517125022-00610.warc.gz	en	0.958363	1,967	2.71875	3
Jeannie Hana August 31, 2020 Worksheets fun In other words, they’re locked out of most of the growth that our economy is going to experience in the future. According to the federal government, eight out of ten jobs in the next twenty years are going to be computer related. If you want your child to have access to the major portion of jobs in the future, your child must master math. It’s that simple. Once you know what your child should be working on in a particular grade, search for worksheets that fill those needs. Look for worksheets that have complete instructions that are easy for you and your child to understand. While worksheets for homeschool can assist in home schooling, they cannot take the place of a proper homeschool curriculum. One disadvantage they have is that they often focus on one subject area only, without integrating the whole curriculum. They can also be simplistic and give the impression that the student understands more than he actually does. Even the youngest students–kindergarteners–will benefit from printable worksheets. They will help your little one learn and master basic concepts in way that will capture and hold their attention. Remember that small kids enjoy doing things rather than simply reading or listening. For this reason, attractive, well-illustrated worksheets with something to do will make learning fun for them. What’s more, completing your worksheet will give the child a tremendous sense of fulfillment. Printable math worksheets can be used by both parents and teachers to help kids overcome some of their most common problems in leaning math. You can find worksheets for a wide range of courses–almost any course you want to teach your children. These include spelling, writing, English, history, math, music, geography, and others. They’re also available for nearly all grade levels. There are printable middle school, high school, elementary school, and even pre-school worksheets.	<urn:uuid:be00c20c-1eec-424a-ba44-62cdf4b01dde>	CC-MAIN-2020-50	https://costoffashion.org/dXj5751U8/mR57526bX/	s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141203418.47/warc/CC-MAIN-20201129214615-20201130004615-00580.warc.gz	en	0.951869	412	3.03125	3
Objective: ensure that all personnel that work in or visit the nursery consistently follow phytosanitary practices What you need to know: Everyone who works in the nursery needs to understand how Phytophthora spreads and how to avoid spreading it. For many, this will require substantial changes in thinking about how they go about tasks in the nursery. Personal protective equipment may need to be worn for some sanitizing procedures. Personal protective equipment that is reused needs to be cleaned and/or sanitized as appropriate. Visitors will be less informed about phytosanitary practices, so you need to ensure that they follow proper protocols or exclude them from clean areas of the nursery. This practice is applied in any critically clean situation in many industries. 6.1.1. Nursery workers should be trained in approved phytosanitary procedures and follow the procedures at all times. Make sure nursery workers have access to resources that discuss BMPs and clean nursery practices so they understand how Phytophthora spreads and the reasons for clean working practices. Encourage workers to ask questions if they are unclear about procedures or their rationale. 6.1.2. Clothing worn in clean areas of the nursery should be free of contamination. Don’t enter clean areas wearing clothes that may have soil from your yard, other landscaped areas, field sites, trails, or other potentially contaminated areas. Change clothes or use a removable outer layer (apron, smock, or coveralls) if you will be working with contaminated materials (e.g., cleaning used pots) and in clean nursery areas on the same day. Ensure personal protective equipment is clean and sanitized as appropriate. 6.1.3. Footwear should be cleaned and sanitized before entering clean areas of the nursery. Clean off all soil and detritus first and finish by soaking the soles and contaminated portions of the uppers with a disinfectant (e.g., 70% alcohol). 6.1.4. Use waterproof gloves when possible and clean and sanitize regularly (or discard as needed if using disposables). Use separate gloves for highly contaminated operations such as cleaning used pots. 6.1.5. Leather or fabric gloves are hard to sanitize and keep free of soil particles and should be avoided. Where use of these gloves is necessary, use multiple washable pairs and change into clean gloves if gloves become contaminated or when switching between activities that could result in cross contamination. 6.1.6. Don’t allow volunteers or other workers to bring home gardening gloves into the nursery unless they are freshly laundered. 6.1.7. If not using gloves, wash hands thoroughly with soap and water or hand sanitizer (quaternary ammonium or alcohol based) making sure clean off all adhering soil. 6.1.8. Require nursery visitors to follow the phytosanitary procedures that would apply to nursery workers, including clean clothes, shoes, and hands. Don’t allow visitors to enter clean areas or handle plants or clean materials without following the appropriate phytosanitary procedures. 6.1.9. Because information related to Phytophthora and other pests and diseases continues to expand and recommendations may change, keep in touch with the latest research and regulatory findings.	<urn:uuid:d9674e9e-a1bb-4694-92f6-29da9a1ef835>	CC-MAIN-2017-51	http://phytosphere.com/BMPsnursery/BMP6_1wrkvis.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948615810.90/warc/CC-MAIN-20171218102808-20171218124808-00003.warc.gz	en	0.922582	681	2.875	3
It was a chilly Saturday night in April 2016, and hundreds of Princeton University students were getting ready to party. The place: one of the university’s famous eating clubs. They double as both dining halls and social-event spaces, and more than 70 percent of Princeton’s undergraduates are members. Outside the club, in a tent strung with Christmas lights, Ana Gantman sipped coffee, ordered pizza, and prepared for a different form of evening entertainment—a field experiment that would last until 2 a.m. Gantman, now an assistant professor of psychology at Brooklyn College, along with Princeton Psychology Professor Betsy Levy Paluck and graduate students Jordan Starck and Ajua Duker, was testing whether she could change the way students perceived and understood issues around sexual assault and consent if those students took a pledge before the party. The idea for the pledge had come from the students themselves: a few months before their spring experiment, Paluck and Gantman read about an eating club that had started requiring its members to take a consent pledge before entering a party. (In 2014, students reported two sexual assaults at eating clubs on campus.) Paluck, Gantman, and the team, along with the enthusiastic eating-club leaders, wanted to measure the impact of that original pledge, and to test whether altering its language might influence students’ attitudes and perceptions—how responsible they felt for preventing assault, how much they understood the concept of consent, and whether they thought pledging was something everyone should do, for instance. The researchers took the original pledge, which was written in a legalistic language, and developed a second pledge with behavioral insights-infused language that invoked morality, identity, and social norms (“a psychological sledgehammer,” Gantman joked). They tested the pledges at two different eating clubs—the one where students had already been taking the original pledge and another where students had never been exposed to any pledge. Here’s how it worked: bouncers at the door of the parties randomly assigned party attendees to one of two conditions—to read aloud either the legalistic or the behavioral pledge—and gave them different hand stamps depending on which condition they were in. After the party, Gantman and her crew enticed students to complete a short survey in the tent outside with the promise of free, hot pizza. “People went into the parties looking cleaned up and walked out looking pretty sweaty,” Gantman recalled. The pizza proved to be an effective recruitment strategy. At the original eating club, the moral pledge had a greater influence on what Paluck and Gantman call “moralized thinking.” By their definition, this meant that students considered the issue of consent and sexual assault to be objective, clear, and something that requires action. To measure this, Paluck and Gantman asked questions that corresponded to those indicators, like “How responsible are you for preventing sexual assault?” and “Is consent confusing?” Across these indicators, students at the original club who received the moral pledge were more likely to consider the issues of consent and sexual assault to be objective, clear, and requiring action than those who received the original pledge. There are limitations to the conclusions they can draw from these results: for instance, they had no control condition (everyone got one pledge or the other, so there wasn’t a “no pledge” baseline for comparison), and they changed so much of the language between the two pledges that Gantman acknowledges it’s hard to pinpoint whether the evocation of norms, morality, or identity in one pledge, or students’ prior exposure to a different pledge (in the case of the first, original eating club) accounted for the effects. She also notes that although there’s research that suggests strong moral beliefs could affect behavior, they are not trying to make that connection or prove that point with this study. Even more importantly, another finding limits the conclusions Paluck and Gantman can draw: the results at the second eating club were completely different. There, the original, more legalistic pledge had a stronger influence on moralized thinking. Two similar populations and two very different reactions. As the authors explain, there is no single solution across contexts—even two eating clubs on the same college campus don’t necessarily respond exactly the same way to an intervention. The behavioral perspective says you have to consider that you are more a part of this problem than you would like to be. While there’s reason to believe these interventions can be effective, this research is just a start. Even at an early stage, these findings illuminate a larger lesson about how Gantman and Paluck think current approaches to reducing assault and harassment need to change: when designing solutions on campuses and in workplaces, we need to reconsider off-the-shelf trainings, and tailor interventions to situational context and community norms. In other words, we need to take a behavioral approach. “That means we’re interested in both the people in this situation and the way that situations and institutional contexts change their behavior,” Paluck told me. This focus on situational factors is something of a shift; previously, clinical approaches to understanding and reducing harassment tended to focus on the characteristics of the perpetrator. Those approaches are known as the serial predator or rapist model. The “serial” label is used to purposefully invoke a serial killer heuristic, and the idea that predators have a method and a ritual to target victims, Gantman says. While the behavioral approach recognizes that there may be people like that out there, it also implies the serial predator model is incomplete. “The data show that people assault at different rates over the course of their lives and that different situations in the world are more associated with sexual assault,” says Paluck. “So there’s more to this story … If you take the example of a college campus, everybody can agree that it feels different to be in a fraternity or the women’s center or a vegetarian co-op. These are very different situations that are going to trigger different perceptions that a person has of themselves, their partner, or anyone else.” These are also situations that could trigger different perceptions about consent and assault—concepts that may seem much clearer in the library at noon than they are at 1 a.m. inside a frat party. The pre-party pledge can make consent memorable at a moment when it can be easy to forget. While Paluck and Gantman’s findings are still under review, Paluck previewed her work at the ideas42 Behavioral Summit on October 25. After her presentation, I asked her a few more questions about how her and Gantman’s work might extend to workplace harassment, the impact of #MeToo on our perceptions of assault, and why we need to bring back the concept of the “banality of evil.” Our edited conversation is below. Elizabeth Weingarten: In many ways, taking a behavioral approach to assault—acknowledging that situational and institutional contexts matter as much, if not more, in shaping an individual’s behavior than “innate” traits—seems obvious. And yet, we’ve continued to perpetuate the narrative that there are a handful of bad men out there responsible for most of the assault while the rest of us are innocent. Why have we been so slow to integrate a behavioral approach? Betsy Levy Paluck: It’s really hard to switch out of a paradigm. The serial predator model has been a dominant paradigm, which means it takes time for any new frame to catch on. But there are also some specific features of this particular frame that act as drag factors and make the switch slower. The idea that most sexual assault is perpetrated by a handful of serial predators is a very appealing story. It means that probably your friends, your sons, and your family members are not predators or perpetrating any of this, and that you yourself are not implicated in the support or abetting of sexual assault. The idea that most sexual assault is perpetrated by a handful of serial predators is a very appealing story. It means that probably your friends, your sons, and your family members are not predators…and that you yourself are not implicated in the support or abetting of sexual assault. This is not to cast doubt on the existence of serial perpetrators, but there is a lot of data showing that they’re probably not responsible for all assaults. Or maybe even the majority of them. The behavioral perspective says you have to consider that you are more a part of this problem than you would like to be. It’s a more complicated story to tell. Many of us still don’t prefer complicated stories, and policymakers and politicians cannot advocate for complicated solutions. The behavioral perspective is a story about complicating the picture. And that’s a really difficult message to sell. How do we overcome our bias against simpler stories—particularly the ones that have clear distinctions between good versus bad men? One way to get around this problem of complexity is to shift the narrative from people to situations. There might be a relatively simple story to tell about particular situations that increase the likelihood to sexually harass or assault. But then we still need to deal with this idea that everyone has the potential to do this, or to be complicit in it. Grappling with that idea is actually how social psychology started. In the aftermath of WWII, people were trying to understand how millions of people in Germany could stand by when the Holocaust was happening directly in front of them. The conclusion was that situations, and in particular, interpersonal dynamics, can give rise to very bad behavior. It seems like we’ve gotten away from that a little bit. This idea of the banality of evil and the banality of wrongdoing—that’s a message we need to bring back. That’s a message that might force us to rethink the whole idea behind calling in a character witness for alleged assault perpetrators. How else has our focus on the serial perpetrator narrative influenced anti-sexual assault policy and practice? One insight that came out of the serial perpetrator or serial rapist model was that if the people who are perpetrating the majority of rapes on a college campus are beyond the reach of traditional messaging, persuasion, or behavioral change interventions, then the best way to protect one another against them is to try to interrupt the perpetration process as bystanders. The problem is that there isn’t much empirical evidence to support the idea that bystander interventions are doing anything to prevent or reduce sexual assaults. And yet, researchers still seem excited and hopeful about the promise of bystander interventions, as are some leading researchers; they were recommended, for instance, in the 2016 United States Equal Employment Opportunity Commission report on harassment. Why are so many people holding fast to this idea, when the efficacy is still so unclear? The bystander model tells you a good story about humanity—that most people are willing to help, that we can do this together, and that it’s just a matter of speaking up because there’s a silent majority who is in favor of fighting this problem. But this drastically underestimates the amount of pressure that someone who speaks up is facing, along with fears about reading the situation wrong and the potential of being ostracized for speaking out. If you look closely at bystander intervention training now, training guides don’t even recommend the “stand up and speak out” behaviors that you might imagine because they’re realizing it’s just not possible for people to do, and sometimes not even safe. It’s extremely difficult in the moment to assess whether someone is unhappy with what is happening, to know the power differential between individuals, and to also judge what kind of situation we’re in. It’s putting a huge burden on bystanders. And it assumes much more perfect information than they actually have. This gets to the heart of a question that has come out of the #MeToo movement—people wondering why bystanders didn’t intervene sooner, when so many of these assaults were open secrets. How have our perceptions and biases around sexual assault—who does it and why—informed #MeToo stories? And vice versa: how have #MeToo stories changed our perceptions about assault? Understandably, a lot of the stories that came out first were about serial perpetrators, because they do exist and because it takes so much momentum, support, and common experience for survivors of these incidents to come out. And then we saw more complicated stories come out. These were stories where it wasn’t necessarily a large number of people speaking, or the story did not seem as black and white. #MeToo was really interesting because it could have been read as an affirmation that the people doing this are serial perpetrators. But at the same time, the movement opened up discussions about the fact that assault can be done by others, even when it isn’t a well-kept secret and is widely known. Those cases were met with a lot more controversy, and the people telling their story were less widely embraced by the public. #MeToo both reflected these biases in the way we think about sexual assault but definitely pushed on them too. What messages should workplaces and college campuses take from your work about how to redesign sexual harassment and assault interventions? There are are a number of interventions that we have right now that are less about actually intervening and more about liability. It’s important for colleges and workplaces to get the message out that this behavior is unacceptable here, and we need to have proof that everyone has gotten the message. At the same time, we should be thinking and worrying about the off-the-shelf interventions that go beyond that basic idea about getting the message out, like online trainings. Online trainings haven’t been studied well, and are usually handled by for-profit organizations that have a conflict of interest in evaluating them. It’s surprising that people can hold two thoughts in their mind: one, that young men are predators and have these natures that make them want to take sexual contact by force, and the other that they need to be protected against false accusations—that this is the real problem. With online trainings, I worry about how much backlash they’re creating in terms of resentment about the topic. These standardized trainings and messages can alienate a lot of people in their communities, and turn them away from this notion that this is an important issue we should all be involved in and caring about. So how do workplaces and campuses get beyond the one-size-fits-all, off-the-shelf interventions? They should be thinking about tailoring approaches to their significant subcommunities, because these groups often operate by different internal rules, have different norms, and have their own influencers. The athlete population, for example, is often siloed in interesting ways from the rest of the university. In workplaces it might be a particular work team or department. In the work that Ana, Jordan, Ajua, and I did in the eating clubs, the idea for the intervention of asking people to read and agree to a message about consent actually came from those people in that subcommunity. They realized, here’s a moment when people have the motivation to get in to the party. We have their attention, and a chance to significantly change the way they see the situation and the people around them. What’s surprised you about your findings so far? It’s surprising that people can hold two thoughts in their mind: one, that young men are predators and have these natures that make them want to take sexual contact by force, and the other that they need to be protected against false accusations—that this is the real problem. Both of these ideas are very popular, and they seem to be in conflict with one another. In order to hold both thoughts in your mind, you need to think that there are just two types of men—serial predators, and completely innocent people who are being accused of things the serial predators are doing. I don’t think that anyone would realistically agree with that notion. Everything makes sense when you look at it from one particular angle. That’s the simplicity of the serial predator story and why it would be appealing. But on other hand it’s surprising that it’s had that long of a life.	<urn:uuid:4a003fe8-5387-4c68-aa71-329d2c8db83c>	CC-MAIN-2019-30	https://behavioralscientist.org/a-fresh-approach-to-understanding-sexual-assault-a-conversation-with-betsy-levy-paluck/	s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526799.4/warc/CC-MAIN-20190720235054-20190721021054-00319.warc.gz	en	0.966671	3,408	2.5625	3
Note: The Shabbos Torah Reading is divided into 7 sections. Each section is called an Aliya [literally: Go up] since for each Aliya, one person “goes up” to make a bracha [blessing] on the Torah Reading. 1st Aliya: Moshe sends the Spies on their mission. 2nd Aliya: The Spies return carrying the massive fruits of the land. They deliver their negative report and the nation loses its faith in G-d and Moshe. 3rd Aliya: Moshe successfully argues for the life of the nation, and Hashem issues the 40 year decree of wandering and dying. 4th Aliya: The Spies die, and the nation is informed of their own punishment. 5th Aliya: The laws of the Mincha – meal offering are stated. 6th Aliya: The laws of separating Challah – the dough offering, and the communal sin offering are stated. 7th Aliya: The individual sin offering; the incident with the man who transgressed Shabbos by gathering sticks; his punishment; and the Mitzvah of Tzitzit, conclude the Parsha. This week’s Haftorah relates the story of Yehoshua sending Kalev and Pinchas to spy out Yericho, their encounter with Rachav, and their report confirming the fear of Yericho’s inhabitants. The connection to our Parsha is obvious, however the outcome of this “second mission” was far different than the first one 38 years earlier. The year was 2488 -1273 b.c.e.	<urn:uuid:be71112f-d6f5-455e-bad3-7fb6ce9883cc>	CC-MAIN-2022-40	https://netzarimemunah.org/2015/06/13/parshas-shlach-4/	s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334871.54/warc/CC-MAIN-20220926113251-20220926143251-00178.warc.gz	en	0.953244	365	2.59375	3
The different colors on a soccer ball helps a player judge the spin on the ball. The spin on the ball can affect the trajectory of the ball. black and white different colors, different weights, different sizes It isn't called soccer ball because the soccer ball is the ball you use in soccer. See? I have actually heard people call it soccer and soccer ball. What is the power of the soccer ball the soccer ball is full of air all you have to do is kick the soccer ball and it rolls soccer ball, just did it No it is not, The main difference between a Futsal ball and a typical soccer ball, is that the bladder is filled with foam. That makes the ball heavier and have less bounce for use on the hard playing surface. white with black spots but there are tons of other, cooler soccer balls that have different colors and designs. There is air inside a soccer ball. There is no rubber in a soccer ball a Soccer ball	<urn:uuid:343ea9c6-a793-4886-9127-16d61b772c67>	CC-MAIN-2023-06	https://sports.answers.com/Q/What_colors_are_a_typical_soccer_ball	s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00597.warc.gz	en	0.962749	205	2.65625	3
By: Kenneth Cole How cars are made Gasoline is used in cars which comes from oil drills all over the earth that cause much pollution. Steel is also used a lot in cars which is made from iron that is mined anywhere from Canada to Australia which this mining pollutes water and causes environmental damage. They also use a tremendous amount of plastics that also come from oil and is very costing on the environment. Overall, the entire process of transforming raw bauxite into aluminum is incredibly energy intensive, requiring copious amounts of electricity, water and resources to produce, that is the main reason why power plants are built solely to support the aluminum industry. This power provided is largely from coal power plants which pollute the environment. Wastewater discharged from latex rubber processing usually contains high level of BOD, COD and SS .These characteristics vary from country to country due to difference in raw latex and applied technique in the process.	<urn:uuid:6fd72594-5a07-422b-aca8-231a761f96cd>	CC-MAIN-2018-13	https://www.smore.com/exejp	s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647681.81/warc/CC-MAIN-20180321180325-20180321200325-00253.warc.gz	en	0.96863	186	3	3
Pronunciation: (ol'mek, ōl'-), [key] —adj., n., pl. -mecs, (esp. collectively) -mec. Archaeol. of or designating a Mesoamerican civilization, c1000–400b.c.,along the southern Gulf coast of Mexico, characterized by extensive agriculture, a dating system, long-distance trade networks, pyramids and ceremonial centers, and very fine jade work. a member of the ancient people who belonged to the Olmec civilization. Random House Unabridged Dictionary, Copyright © 1997, by Random House, Inc., on Infoplease.	<urn:uuid:8086019a-5e28-4f94-9b44-04357aa8fe86>	CC-MAIN-2013-48	http://dictionary.infoplease.com/olmec	s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163053669/warc/CC-MAIN-20131204131733-00077-ip-10-33-133-15.ec2.internal.warc.gz	en	0.822006	138	2.609375	3
A Hamster is a rodent and is a popular pet. There are 25 known species of Hamster. It is nocturnal, which means they are active at night. Its diet includes a variety of foods such as dried food, berries, nuts, fresh fruits and vegetables. Hamsters are easy to breed in captivity and are often used as Lab animals. Here are some of the cutest species of Hamster for you to choose from if you are planning to have one. 1.) Teddy Bear Hamster The Teddy Bear Hamster, which is also known as "Angora" Hamster or Longhaired Hamster” is a hamster with short velvety fur that comes in many different colors. Male Teddy Bear Hamsters usually have much longer fur than the female variety. It is the second-largest hamster breed, measuring up to 18 cm long. 2.) Golden Hamster The neat-looking and beautiful Golden Hamster is a very popular species of hamster. This popular pet’s binomial name is Mesocricetus auratus and is also commonly known as Syrian Hamster. It can grow up to 18 cm in length and will usually have a lifespan of up to 5 years. 3.) Djungarian Hamster The cute-looking Djungarian Hamster or Phodopus sungorus is a ball-shaped and typically half the size of the Golden Hamster hence it is called a dwarf hamster. It is also commonly known as the Siberian Hamster or Russian Winter White Dwarf Hamster. The Siberian Hamster is more rounded than the Campbell’s Dwarf Hamster. It is shaped more like an egg. 4.) European Hamster The European Hamster, scientifically known as Cricetus cricetus, is endemic to Western Europe, Russia and many more. It is the largest species of hamster measuring up to 34 cm in length, not including a short tail of up to 6 cm. It is also known as the Black-bellied Hamster or Common Hamster. 5.) Chinese Hamster The Chinese Hamster or Cricetulus griseus originated in the deserts of Northern Chna and Mongolia. It can grow up to 9 cm in length and can weigh up to 43 grams. It has a lifespan of 3 years on average. It has always been kept as a pet and as a laboratory animal. 6.) Campbell's Russian Dwarf Hamster Campbell's Russian Dwarf Hamster or Phodopus campbelli is a dwarf species of hamster. The Campbell's Dwarf is also native to the steppes and semi-arid areas of Central Asia, the Altay Mountains and the provinces of Heilungkiang and Hebei in Northeastern China. Roborovskis or informally named Phodopus roborovskii is the smallest of all hamsters averaging 2 cm at birth, and rarely 7.5 cm during adulthood. Roborovskis lack any dorsal stripe which is commonly found on the other members of the Phodopus genus. Like many hamster species, it has a lifespan of 3 years. It is also called Desert Hamster. A Roborovski Hamster is fast, agile and naturally timid or shy. It is generally recommended as "look but don't touch" pets. - Awesomely-Looking Fancy Breeds of Rabbits - Amazingly Unique Breeds of Guinea Breed - 15 Absolutely Unique Breed of Dogs - World’s Most Unique Breeds of Cat - Fascinating Facts About The Gorgeous Guinea Pig - Fast Facts About the Charming Chinchilla - The Glamorous Gerbil + Fast Facts	<urn:uuid:93ef8053-bfb3-4bc2-9637-d2d1cbc7c786>	CC-MAIN-2018-09	http://abcsofanimalworld.blogspot.com/2011/08/cutest-hamsters-in-world.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814787.54/warc/CC-MAIN-20180223134825-20180223154825-00095.warc.gz	en	0.949287	760	2.625	3
(PhysOrg.com) -- Just like humans, chimpanzees mimic the laughter of their playmates even if they don't find the situation as 'funny'. New research from the University of Portsmouth, published in the journal Emotion, has produced the first evidence that apes do not just 'ape' the expressions of their social partners, but that their responses have a distinct social and emotional meaning. This shows that great apes have a more complex social use of expressions than previously thought. Lead author, behavioral biologist Dr. Marina Davila-Ross said: "I didn't expect to find such prominent differences between responsive and spontaneous laughter in chimpanzees, but my biggest surprise was the results showing those in newer groups mimic their playmates more often than those in established groups where the chimpanzees know each other well. This suggests mimicking laughter might play a special role in strengthening social bonds." The findings reveal important similarities with findings on humans, where both laugh cultures and mimicking cultures have been reported. Dr. Davila-Ross, of the University's Department of Psychology, said: "Humans clearly use laughter as an important response in a wide range of social situations, but it is particularly interesting that chimpanzees seem to also use laughter to respond in such distinct ways. "Great apes' ability to manage the sounds they make seems to be much more limited than humans and other animals, and even parrots. Nonetheless, their laughter might be partly managed and partly automatic. "They do not just mimic the expressions of their playmates; they respond with their expressions in more complex ways than we were aware of before. "We found their responsive laughter shows a similarity to the conversational laughter of humans. Both are shorter than spontaneous laughter and both seem designed to promote social interaction. "These sorts of responses may lead to important advantages in cooperation and social communication qualities that help explain why laughter and smiles have become integral tools of emotional intelligence in humans. The researchers found that responsive laughter is also used differently across social groups of chimpanzees compared to their use of spontaneous laughter. It is not evident at such a young age as spontaneous laughter, it is shorter, and it seems to prolong play, which has a vital role in the physical, emotional, social and cognitive development of both chimpanzees and humans. Dr. Davila-Ross's study examined laughter in 59 chimpanzees living in four groups in the chimpanzee sanctuary Chimfunshi Wildlife Orphanage in Zambia. Two of the groups had been established for more than 14 years, and two groups had been living together for less than five years. All contained a mixture of ages and sexes. Nearly 500 play bouts were video recorded and in all cases, playing sessions lasted significantly longer when one playmate joined in the laughter of another. Dr. Davila-Ross said: "Five million years ago the ancestors of apes and humans must have produced laughter as rather honest social responses. Since then, the ability to control laughter must have drastically increased, along with its adaptive advantages, which explains why laughter has become a highly sophisticated, ubiquitous tool of cooperation and social communication in humans." Joining in with a playmate's laughter is not the same as fake laughter, which only humans seem capable of, she said. Laughing is seen by evolutionary scientists to be present in all of the great apes. Human laughter is widely seen as an expression of joy but it can also be used in a wide range of situations. In contrast, great apes have only ever been documented to laugh during social play and tickling. Dr. Davila-Ross said: "Selection pressures might have favoured individuals who use their laughter in socially distinctive ways. "The phenomenon of a laugh triggered by the laughter of others seems to be deeply rooted in primate evolution. In humans such laugh responses appear early in development. Apes and monkeys also copy the expressions of other apes, such as yawning and play faces." Laugh contagion, where laughter continuously spreads across many individuals, seems to be unique to humans. Apes always need to be part of the 'fun' in order to laugh so an ape would not start to laugh just by hearing laughter of apes playing nearby. Dr. Davila-Ross said:"Future studies examining the social abilities linked to the use of other emotional expressions in monkeys and apes will help us better understand how pure emotional outbursts might have emerged into superior instruments of communication and to what extent the ability to manage them might have contributed to the origin of language." Explore further: Variety of genetic risk behind bone cancer in dogs	<urn:uuid:9a68e0d7-22c1-4cac-a25b-6f77ad03b205>	CC-MAIN-2013-48	http://phys.org/news/2011-03-apes.html	s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164567400/warc/CC-MAIN-20131204134247-00059-ip-10-33-133-15.ec2.internal.warc.gz	en	0.970424	926	3.34375	3
USGS Multimedia Gallery Title: Accessing Hurricane-Produced Mudflat BSC Description: Mudflats (open water in background) derived via erosion and habitat conversion from former mangrove forests often have a band of mangroves adjacent to the creek bank. Here a researcher accesses a mudflat at high tide to make measurements. Location: Everglades National Park, FL, USA Photographer: Carole McIvor , U.S. Geological Survey Usage: This image is public domain/of free use unless otherwise stated. Please refer to the USGS Copyright section for how to credit the photo. Suggest an update to the information/tags?	<urn:uuid:8eb5f7b3-6f95-4bc6-a406-cea51bd3529a>	CC-MAIN-2013-20	http://gallery.usgs.gov/photos/08_13_2010_ydt2Wki77Q_08_13_2010_1	s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700132256/warc/CC-MAIN-20130516102852-00013-ip-10-60-113-184.ec2.internal.warc.gz	en	0.865765	140	3.171875	3
What's he saying? "Since brass, nor stone, nor earth, nor boundless sea, / But sad mortality o'ersways their power," Since nothing in the whole world can survive forever, "How with this rage shall beauty hold a plea, / Whose action is no stronger than a flower?" How could something as delicate as beauty survive? "O! how shall summer's honey breath hold out, / Against the wrackful siege of battering days," How could summer last forever, "When rocks impregnable are not so stout, / Nor gates of steel so strong but Time decays?" When things as strong as rocks and steel gates are victims to Time? "O fearful meditation! where, alack, / Shall Time's best jewel from Time's chest lie hid?" Where can I hide the beauty of youth so that it does not die? "Or what strong hand can hold his swift foot back? / Or who his spoil of beauty can forbid?" How can I prevent the ravages of time? "O! none, unless this miracle have might, / That in black ink my love may still shine bright." Nothing will work against time except my poems, in which my beloved will be immortalized. Why is he saying it? Sonnet 65 continues the theme of the two sonnets preceding it, addressing the passage of time with the similar approach of how it destroys all earthly things. Sonnet 64 discusses the "lofty towers I see down-raz'd," the "brass" which is "eternal slave to mortal rage," or a victim to war, and the destruction of "the kingdom of the shore" by the "hungry ocean." Here again, "brass, nor stone, nor earth, nor boundless sea" can escape the ravages of time. Line 3 asks, "How with this rage shall beauty hold a plea," characterizing beauty as the plaintiff in a legal dispute. Time is thus characterized as an unfair tyrant, against which delicate beauty stands no chance in court. The legal terminology is continued in the following line with the use of the word "action." The idea of time's "rage" links Sonnet 65 to the previous sonnet. In Sonnet 64, "brass" is described as an "eternal slave to mortal rage." The term "rage" in association with time is also seen in Sonnet 13, which refers to the "barren rage of death's eternal cold." Lines 6-8 present a metaphor of the seizure of a city, which would be the final destruction of war. In line 6, "the wrackful siege of battering days," refers to ruin and destruction with the term "wrackful," while "siege" implies the taking of a city. "Battering" calls to mind a battering ram, which is a huge beam of wood swung against the gates of a city to break them down and allow the attacking army to enter. The "rocks impregnable" in line 7 refer to the city's walls, which were thought to be impenetrable, and the "gates of steel" in line 8 are the gates of the besieged city. Lines 10-12 pose three questions, which are answered in the final couplet. In line 10, "Time's best jewel" refers to the beauty of youth, and "Time's chest" is the place where Time eventually hides all youth: a coffin. Line 11's question, "Or what strong hand can hold his swift foot back?" suggests that Time has a "swift foot," or moves quickly, unstopped by even a strong hand held up helplessly against it. Line 12 asks how it is possible to stop time from destroying youth. Sonnet 63 uses the same idea of the physical quality of the black ink being transformed into something alive: "His beauty shall in these black lines be seen, / And they shall live, and he in them still green." The word "green" implies youth or newness, as in the greenness of springtime. In the final couplet of Sonnet 65, the poet hopes, "That in black ink my love may still shine bright." In this case, the hope that the love will "still shine bright" is a comparison to the sun, which time obscures with clouds.	<urn:uuid:6a3894ec-b79c-40cd-bfca-a00913b573fc>	CC-MAIN-2017-09	http://www.gradesaver.com/shakespeares-sonnets/study-guide/summary-sonnet-65-since-brass-nor-stone-nor-earth-nor-boundless-sea	s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501173405.40/warc/CC-MAIN-20170219104613-00580-ip-10-171-10-108.ec2.internal.warc.gz	en	0.953978	903	2.953125	3
Located on the grounds of a public housing complex on reclaimed land off Ashiya, near Kobe, built for survivors of the Great Hanshin-Awaji Earthquake that struck the region in 1995, this monument resembles the ruins of a vanished coastline and draws inspiration from an old coastal levee. It was my hope that the inorganic ridges of concrete, which run intermittently for 400 meters through six tower blocks and the courtyards between them, would grow to be a welcome and familiar part of the scenery for the new inhabitants. Here, on newly reclaimed land, flat and lacking historical context, this monument was intended to carry implications about the history and memory of the land we live on, including the dark legacy of disasters like earthquakes and floods. The monument is at the correct height for an actual levee, evoking the vanished coastline and sea surface, and hinting at the fact that the site was once sea. The series of parallel diagonal formations is reminiscent of layers of folded layers seen in in mountainous terrain, and echoes and amplifies the presence of Mt. Rokko, which forms a scenic backdrop to the region. Ironically, both monument and mountains run parallel to the active fault line that caused the Great Hanshin-Awaji Earthquake. The history of a city has many layers. Like other, more historic cities constructed with considerable human intervention, such as St. Petersburg and Venice, the reclaimed area of Ashiya is, in a positive sense, built on the sacrifice of coastline and sea. \|location\|\|Ashiya City, Hyogo Pref.\|	<urn:uuid:b270d017-336c-4bd1-abcc-6d3099581349>	CC-MAIN-2022-21	http://www.kmaa.jp/en/work/sacrificatio/	s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662619221.81/warc/CC-MAIN-20220526162749-20220526192749-00709.warc.gz	en	0.927689	373	2.875	3
Read these 17 Vegetable Gardens Tips tips to make your life smarter, better, faster and wiser. Each tip is approved by our Editors and created by expert writers so great we call them Gurus. LifeTips is the place to go when you need to know about Garden tips and hundreds of other topics. Growing fruits and vegetables is a great way to save money on your grocery bill. Getting set up may take some time and a bit of a financial investment, but once you learn how to grow and preserve your own food, you will not believe the savings. If you decide to plant fruit trees, it is important to remember that your return will not be immediate. Most fruit trees take five years before they really begin producing enough to store. This is not always the case, just the basic rule of thumb. Vegetables on the other hand will produce in the same season. By using various planting techniques such as intercropping and two level planting you can get a large enough harvest from even a tiny piece of land to eat fresh produce as it becomes available and still have enough to preserve for winter use. Growing your own herbs is another way to save money. Herbs can be expensive and the ones from the store are often old. There is no way to know when you buy bottled herbs how old they are. If you grow and dry your own, you will know. Herbs should be used up within a year for maximum taste. If you just want to use your herbs fresh when they are in season, there is nothing wrong with this either. For the price you would pay for one bottle of herbs you can have an entire plant that will grow, multiply and produce numerous bottles of herbs over many years. Some vegetable seeds do better or worse based on what is growing near them. Here are vegetable combinations that tend to work well together. Beets grow well alongside cabbage, onion, broccoli and cauliflower. Carrots grow well alongside peas, turnips, cucumbers, or tomatoes seeds. Corn grows well with peas, beans, squash, and melon seeds. Avoid planting the following vegetable seed varieties next to each other: Squash and radishes Peas and cauliflower Pole beans and beets Warm season vegetable seeds are those that should not be planted until warm weather is truly established. The following vegetables are considered warm season crops: beans, corn, eggplant, melon, okra, pepper, pumpkin, sweet potato, and tomato. You should always read the back of your vegetable seed packet to ensure you are planting your seeds during their optimum growing period. The layout of your vegetable garden is very important. You should plant vegetable seeds which produce tall crops on the northern side of your garden. This will keep your tall crops from shading your short crops. When planning your rows, you should plant vegetable seed families together. Here is a list of vegetable families that will help you plan your garden's layout. Vine Crops: cucumbers, squash and melon Root Vegetables: turnips, carrots, beets, onions, garlic, leeks and carrots Legumes: peas, limas and beans Brassicas: broccoli, collards, kale, cabbage, and cauliflower Succession planting ensures that your vegetable garden is brimming with a harvest the entire growing season. After you harvest one vegetable, you can replant one or more different vegetable seeds in its place. Here are a few succession planting ideas for you. After you have harvested your leaf lettuce, you can plant squash or bush beans. When your radish crop is nearing completion, you can replant the area with your cucumber seeds. Follow up your cabbage crop by planting snap beans. When your snap beans are harvested, you can use the area a third time by planting your fall lettuce. The key to producing a plentiful root crop is the soil preparation. These vegetable seeds need a loose, friable soil that is heavily worked. Root crops prefer to be planted in raised beds and planted in blocks, rather than rows. You should till the bed where you will be planting the vegetables seeds to at least an eight inch depth. As you are tilling the bed, you should work organic matter into the soil. When you order vegetable seeds, you may have the choice between hybrids and non-hybrids. Hybrid vegetable seeds tend to be more reliable because they have been produced in conditions that are controlled. This means they may be more resistant to diseases and more productive. Non-hyrbids are also known as “open-pollinated” varieties or heirloom varieties. Of the two, hybrids are thought to be the more trustworthy. However, there are gardeners who do insist on only using non-hybrids year after year. There are many fall vegetables that can withstand a light, early frost. The key is to know which vegetables will be productive in a cool climate, and to purchase those that have the earliest maturing varieties. Beets, onions, rutabagas, spinach, turnips, leaf lettuce, kale and cabbage can all be considered a fall growing vegetable. Before you plant your fall vegetable seeds, you should water the site the day before you sow. As the days grow shorter, you should ensure that your seeds are able to soak up every minute of sunshine they will receive. You can do this by applying a water-soluble fertilizer weekly. Around your long season vegetables (those that require 70 or more days to produce) you can plant cool season vegetables. The key is to plant your cool season vegetable seeds early, as they like the chilly, damp season. The following list of vegetable seeds is considered cool weather crops: cauliflower, brussels sprouts, parsnips, artichokes, beets, carrots, chard, lettuce, mustard greens, peas, radish and spinach. Be mindful that some cool season vegetable seeds do better when planted in a flat first, then transplanted into the garden. These vegetable seeds include cabbage, cauliflower, and broccoli. Corn does best when it is planted where it will receive a full day of sun. When planting, you should make sure the area is away from trees or buildings which could cast a shadow over your garden. Corn seeds should be planted at least 10 inches apart in a trench. When the vegetable seeds start to sprout and grow, you should hill up the soil around it. This will support the plant as it grows, and it also keeps weed at bay. You should plant your sweet corn in blocks. It is best to have at least four rows per block as this will help with pollination. It is important that carrot seeds are planted in a deeply worked soil that drains well. Raised beds are the choice of many as the soil is generally loose and stone-free. The reason this vegetable seed needs such well worked soil is because of the taproot. If it meets an obstacle, such as a rock or clay soil, it will either quit growing or branch off. You should plant carrot seeds about two weeks before the last expected frost. When planting, you should try to place them a half inch apart. You can make successive plantings every three weeks thru midsummer. You should only buy your vegetable seeds from reputable gardening companies. These businesses are credible – and you can be assured that their seeds have undergone research and trials. Vegetable seeds are living organisms and they do have a shelf life. Under the law, vegetable seed packets are required to state their intended growing season. Do not fall prey to someone peddling old seeds. You should purchase your vegetable seeds early -- as the supply of popular vegetable seeds can be stripped bare when the planting season finally arrives. When you order your seeds early, you can group them together by their growing season using rubber bands. You should group your vegetable seeds into three categories: 1) Seeds that should be planted as soon as the ground is ready. 2) Seeds that should be planted two to three weeks before the frost-free date in your growing area. 3) Seeds that should not be planted until all frost danger has passed. Seeds will keep until planting time, especially those that are purchased through reputable companies – as their seeds are generally packaged in moisture vapor packets. The squash family consists of many plants including the melons, cucumbers, pumpkins and squashes. While each vegetable is different, the vegetable seeds generally like the same culture. This crop does not like being transplanted. You should sow these vegetable seeds directly into the ground in which they will remain throughout the season. Most vine crops do well when planted in mounds. The mounds can be one to two feet in diameter – although you should allow more room for larger squashes and pumpkins. Treated vegetable seeds are seeds that have been coated with a chemical fungicide which protects them from disease. This protection lasts from planting time until the sprout emerges from the ground. Treated vegetable seeds are fast becoming the choice of many in both the small-scale and commercial sectors. You should keep in mind that the chemicals used on the vegetable seeds contains dyes. People and animals should not nibble on the seeds. Whether you're a beginning vegetable gardener or one with a lot of experience, the valuable lesson you can learn about replanting your vegetable garden year after year, is the importance of crop rotation. Many of the diseases that affect plants lie dormant in the soil. During the growing season, while vegetables are growing in the ground, or in raised beds, the plants leach nutrients from the soil. This occurs naturally, and leads to the need for fertilizers. Soil Nutrient Depletion When the soil loses nutrients, and those aren't replaced by things such as green manure or compost, the soil becomes more susceptible to diseases. It's kind of like the things that happen to people to compromise their immune systems. The healthier the quality of the soil, the more capable it is of fighting off disease spreading insects, or worse, diseases that lie dormant in the soil. Why Rotate Crops The purpose of crop rotation is two-fold. On one hand, it prevents the soil from getting more and more depleted of nutrients, something that leads to severe soil erosion. Soil erosion compromises the integrity of top soil, potentially contaminating nearby water sources, and turning into dust producing dust storms when winds are exceedingly strong. The Dust Bowl of the 1930's affected the entire state, but the most severe damage occurred in the panhandle area. Drought and overuse of the land were the chief causes of this because cattle grazed on the land where grass had kept top soil in place. The more people plant the same crop in the same place, the greater the likelihood that the same thing could happen again. The Irish Potato Famine was initially caused by an airborne fungus that traveled to the United Kingdom from Mexico. The fact that the poor Irish peasant farmers continued to plant potatoes just caused the fungus to spread, ultimately resulting in a famine that killed many thousands of people from typhus and other diseases. By continuing to plant potatoes after the initial fungus outbreak, the farmers insured that the fungus would continue to spread. What is Crop Rotation? Crop rotation simply means planting different vegetables in different places year after year. It requires that gardeners remember where different vegetables were planted each year. Garden design software or a simple pencil and paper drawing can accomplish this. Ideally, you should avoid planting the same types of vegetables in the same place. In other words, if you plant butternut squash in a certain location, you wouldn't want to plant other types of squash there. Likewise, it would be wise not to plant vegetables that grow on vines that run along the ground there. Plan your garden so that vegetables that are more sensitive to the hottest part of the sun can be protected by the foliage of other plants. When planting, allow enough space that plants won't touch or create concealed places where insects can nest or diseases can lie dormant. Remove diseased plant debris as soon as you discover it, and keep your garden weeded. All of these things will prevent the development and spread of diseases and prevent insects from laying eggs there and spreading disease as they travel between plants. \|Sheri Ann Richerson\|	<urn:uuid:c4f47b73-8c8d-469a-a049-512726e252f0>	CC-MAIN-2018-34	https://garden.lifetips.com/cat/63413/vegetable-gardens/index.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221219242.93/warc/CC-MAIN-20180822010128-20180822030128-00706.warc.gz	en	0.958672	2,532	2.921875	3
We read about Jesus clearing from the Temple the money changers and sellers of sacrificial animals in all four of the Gospels. John records the first instance shortly after he is baptized at the outset of his ministry. When it was almost time for the Jewish Passover, Jesus went up to Jerusalem. In the temple courts he found people selling cattle, sheep and doves, and others sitting at tables exchanging money. So he made a whip out of cords, and drove all from the temple courts, both sheep and cattle; he scattered the coins of the money changers and overturned their tables. To those who sold doves he said, “Get these out of here! Stop turning my Father’s house into a market!” The second incident was when Jesus entered Jerusalem prior to his arrest, trial and crucifixion. It was recorded by Mark and Luke as well as Matthew. Jesus entered the temple courts and drove out all who were buying and selling there. He overturned the tables of the money changers and the benches of those selling doves. “It is written,” he said to them, “‘My house will be called a house of prayer,’ but you are making it ‘a den of robbers.’” In both instances, Jesus did not display anger because he couldn’t get his way, but because the priests and merchants had turned the most sacred place of worship into a religious bazaar. The motivation for Jesus’s anger was pure, not out of pride or selfish ambition that is the typical root of anger. Jesus may have felt that the transactions were usurious—that the merchants were getting rich exchanging common money for temple coinage required for the temple tax—but the text doesn’t say that. What we read was Jesus’ objection to the commercialization of God’s house. Anger is one of many emotions that God built into the heart and mind of every human. Throughout the Bible we read about God’s anger. Clearly, then, anger is not sin. However, what we’re angry about most certainly can be sin, and when we don’t check the emotion of anger we often behave in a sinful manner. If anger is something you deal with, talk to God about getting it under control. One way to do that is getting into a right-relationship with God and then petitioning him for help. If you are not sure where you stand with God, we encourage you to check out our blog post: How does one become a Christian?	<urn:uuid:85461022-d79f-4249-a9cf-641ca87dda2d>	CC-MAIN-2022-27	https://lifesbasicquestions.com/2022/02/	s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104248623.69/warc/CC-MAIN-20220703164826-20220703194826-00530.warc.gz	en	0.975245	549	2.5625	3
Uni hohenheim vorlesung online dating From 1945 to 1948, 18 other students and teachers were arrested or abducted, many gone for weeks, and some taken to the Soviet Union and executed. Alexander von Humboldt, brother of the founder William, promoted the new learning. The university is known worldwide for pioneering the Humboldtian model of higher education, which has strongly influenced other European and Western universities, and the university has been widely called "the mother of all modern universities." The Humboldt University of Berlin has been associated with 41 Nobel Prize winners and is considered one of the best universities in Europe as well as one of the most prestigious universities in the world for arts and humanities. It was widely regarded as the world's preeminent university for the natural sciences during the 19th and early 20th century, and is linked to major breakthroughs in physics and other sciences by its professors such as Albert Einstein. After 1990 the name was retained due to its uncontroversial and non-communist nature, and because it had been chosen by the university itself as an act of resistance against naming the university after a communist leader. After the German reunification, the university was radically restructured and all employees were terminated and their positions readvertised.Students and scholars and political opponents of Nazis were ejected from the university and often deported.	<urn:uuid:dd9701a9-37df-4f98-9f1c-6370e8fb25e6>	CC-MAIN-2018-39	http://qhixe.promsmesi.ru/uni-hohenheim-vorlesung-online-dating-2272.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160233.82/warc/CC-MAIN-20180924070508-20180924090908-00120.warc.gz	en	0.981019	280	3.171875	3
Women workers outside Doncaster works, South Yorkshire, c 1905. © National Railway Museum / Science & Society Picture Library -- All rights reserved Women were employed in a variety of roles at Doncaster works, including polishing, sewing and cooking for the other workers. Doncaster works, known as the 'Plant Works' opened in 1853, making and repairing locomotives and rolling stock for the Great Northern Railway. At this time the works employed around 3500 workers.	<urn:uuid:6b825c0e-25a9-44af-9b49-bc3424fb8140>	CC-MAIN-2016-44	http://www.ssplprints.com/image/132904/women-workers-outside-doncaster-works-south-yorkshire-c-1905	s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720000.45/warc/CC-MAIN-20161020183840-00465-ip-10-171-6-4.ec2.internal.warc.gz	en	0.946471	97	3.234375	3
If you’re a beginning investor, you have likely been asked to consider what asset classes you’re interested in putting your money in, and are probably wondering what they are—and what difference it makes. Well, have a seat, because asset class is now in session. A “class” refers to a set of items that have characteristics in common—think of a class of third graders or a certain class of car. Therefore an asset class is a way to categorize different types of investments with similarities: Each item in a given asset class is going to react in a similar way to financial fluctuations, but differently from the other asset classes. For example, as a large generalization, in a hot economy, most stocks go up, but bond prices go down. That’s because different asset classes react to market conditions differently, as we will explore. When you invest in a certain asset class, you are putting your money into that type of investment, each of which has pros and cons depending on your investment strategy. Historically there have been three main types of asset classes: Also known as equities, buying a stock means that you are buying a share of that company. In other words, when you buy a stock you own a piece of a specific company, which means that its value will rise or fall based on that company’s performance—or more accurately, investors’ perception of that company, which is really what drives a stock to go up or down. As an asset class, stocks are considered to offer greater risk than some other ones, like bonds, but also have the potential to offer a higher return. Stocks typically are classified as “large cap” (those with market capitalizations above $10 billion) or “small cap,” with large cap considered the more stable. Also called fixed income products, bonds are a loan you offer an issuer, basically an IOU. While most people think of government bonds, such as treasuries issued by the U.S. government, or municipal bonds from states and cities, companies also issue their own corporate bonds. Though bonds are typically considered a safer investment, this asset class has variables as well, from the lower risk U.S. bonds to corporate bonds which offer greater risk (and thus, again, greater potential reward). Remember, of course, that no investment is “safe,” per se—there is always a level of risk. This isn’t just the cash you yourself have on hand. It refers to short-term loans, typically less than a year, which pay regular interest. This asset class usually takes the form of money market instruments like certificates of deposit (CDs) or promissory notes. These represent the lowest-risk (and lowest-return) investment of any, other than actual cash, and are liquid, meaning which you can tap their value as needed. Their benefit as an asset class is that they provide safety, such as for a very short-term need like an emergency fund, while still offering a better return than you’d get with your money sitting in your bank account. While those are the “big three” asset classes, as investing has grown more complex, newer types of investments have emerged that are now also considered discrete asset classes, such as: The most common types of real estate are residential, commercial, retail and industrial, all of which can be their own investment vehicles, but are all considered part of the same asset class. If you don’t want to (or can’t afford to) own an entire office building or apartment complex, you can invest in real-estate investment trusts (REITs), which means you are buying shares of a corporation that owns these properties. This asset class refers to raw materials that create other products. Common commodity investments include metals, like gold and silver; agricultural products, like grain or cattle; and energy, like natural gas and oil. One of the newest and thus “emerging” asset classes, cryptocurrency is still a bit of an unknown in the investing world. While most people think specifically of “Bitcoin,” there are thousands of other cryptocurrencies, both large and small. For example, you may have heard of Ethereum or Litecoin, and even Facebook has made an attempt to launch its own product. Cryptocurrency is essentially a digital token, esteemed because it is free of government regulation. When ranking asset classes, this likely would be one of the riskier ones, since so little is yet known about how cryptocurrency might react in a crisis. Options are great for everything, and certainly for investment portfolios. That’s because investors require a diverse range of investment vehicles that allow them to reach their goals. Asset classes each accomplish different goals that can align with the goal of your portfolio. For example, one factor investors should consider is their risk tolerance, which means whether they are equipped to endure the ups and downs of the stock market, either financially or emotionally. Another is their time horizon, which refers to how long investors have until they need the money. For example, a 20-something who is just starting to save for their future retirement has a long time horizon, while someone who is nearing retirement has one that is short. Your risk tolerance and time horizon combine to give you insight into whether you should create an aggressive or conservative portfolio, and that will help dictate which asset classes should be included. While many asset classes offer a variety of options that could suit an investor on either end of the spectrum (for example, blue-chip stocks can be more stable and thus conservative, compared with the more aggressive nature of emerging tech company stocks), there are other asset classes, such as bonds, that tend to lean toward a specific propensity, in this case, a more conservative asset class. The best investment products are the ones that suit an investor’s individual goals and take into account their risk tolerance and time horizon. But the important thing to remember is to ensure that your portfolio is diversified—in other words, it contains a broad range of asset classes. That provides a measure of safety in different market conditions, as each asset class will respond to the variables differently. In addition, diversity allows you to benefit from the various advantages of each type of asset class. While you can choose to purchase individual stocks or bonds as a way to diversify your portfolio, you also can simplify your strategy by investing in funds, which by their nature already include an element of diversification. That’s because a fund is essentially a variety of securities. Mutual funds are actively managed by an investment professional who aims to beat the market by buying and selling at just the right time, while index funds are designed to mirror the market, generating earnings that equal the returns of a stock market index, such as the Dow or the S&P 500. Another type of fund to consider is an exchange-traded fund, or ETF, which is a “basket” of investments that trades on the stock market just like a stock. In fact, ETFs are our favored investment vehicle at Acorns that we use to build our portfolios. We make sure to include a range of asset classes, grouped according to your needs—from conservative to aggressive. Acorns investment portfolios provide exposure to a diverse array of asset classes, which might include: Large company stocks Small company stocks Given the mix of the ETFs that Acorns includes in its portfolios, investors have exposure to thousands of stocks and bonds, thus checking every box in the diversification category, while still allowing investors to choose the investment strategy that’s right for them. And when it comes right down to it, that’s the secret sauce of asset classes. Each investor should choose a combination that reflects their needs at any given time, taking care to prioritize diversification in order to achieve the best possible financial outcome. This material has been presented for informational and educational purposes only. The views expressed in the articles above are generalized and may not be appropriate for all investors. The information contained in this article should not be construed as, and may not be used in connection with, an offer to sell, or a solicitation of an offer to buy or hold, an interest in any security or investment product. There is no guarantee that past performance will recur or result in a positive outcome. Carefully consider your financial situation, including investment objective, time horizon, risk tolerance, and fees prior to making any investment decisions. No level of diversification or asset allocation can ensure profits or guarantee against losses. Article contributors are not affiliated with Acorns Advisers, LLC. and do not provide investment advice to Acorns’ clients. Acorns is not engaged in rendering tax, legal or accounting advice. Please consult a qualified professional for this type of service.	<urn:uuid:f51aa8f4-992c-4379-85ff-ba033fccbd8a>	CC-MAIN-2023-14	https://www.acorns.com/learn/investing/asset-classes/	s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949642.35/warc/CC-MAIN-20230331113819-20230331143819-00094.warc.gz	en	0.961968	1,825	2.75	3
Arguably, urban tourism has become the most recent phenomena in the world today. United States have invested many resources to the development of urban tourism. As a matter of fact, many US cities are employing various strategies to attract tourists. According to Judd’, United States cities employing strategies such as refurbishing rundown areas, developing a new brand image, building malls for shopping, creating carousal zones, as well as advertizing for conference business. In general perspective, these strategies implemented to attract tourists in the cities translate into social and economic success. Cities in United States attract tourists virtually by marketing attractive images as well as marketing institutions that deal with tourist industry composition. In every economy, infrastructure facilities are very crucial. US cities have focused on investing in constantly infrastructure in order to attract tourists. Moreover, policies that distress the development of city infrastructure have been eliminated. This move promoted a lot of local public investments into the cities. Unites States cities are building and subsidizing, elaborate and advance infrastructures to support tourists and local recreation (Judd, 1995). The introduction of US Tourist Week is also another way that cities have used to attract tourism. This helped in attracting tourists to the United States. Moreover, cities have become more professionalized; this means that they have perfected the art of being organized through the improvement entrepreneurs and organizational skills. United States cities have employed advertisement in projecting the image of the cities towards tourists. Some of the easy used in advertisement to attract tourists include the use of path-breaking books, physical artifacts, as well as songs (Judd, 1995). Projection of place identity is also critical in ensuring that ordinary places are transformed into extraordinary places to tourist world. Also, United States cities utilize the art of photographing in presenting the image of their cities and scenery to local and international tourists. Sports are also one of the ways cities attract tourist. The use of festival malls has become a trend in the move to attract tourists. Many cities are increasingly competing in the construction of festival malls, with intent to attract tourists. Other recreational activities used to attract tourists include casino gambling. Cities have also introduced the carousal zones; this is part of tourism space within the central cities. It is composed of topless bars, strip clubs, pornography and sells sex stores (Judd, 1995). These zones are unstable since they are displaced by luxury office building and hotels, which add value to the image of the city. Judd, D. (1995). Promoting Tourism in US cities	<urn:uuid:4cd22505-db72-452b-a7ed-e0eaece1c912>	CC-MAIN-2020-40	https://www.wowessays.com/free-samples/essay-on-tourism-attraction/	s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400189928.2/warc/CC-MAIN-20200919013135-20200919043135-00577.warc.gz	en	0.96093	511	2.828125	3
Saturday, November 10, 2012 COULD A SOLAR FLARE BE THE END OF US? Last night I watched "THE KILLSHOT: APPROACHING THE MOMENT", on DVD. According to Major Ed Dames (ret.), remote viewers have seen a doomsday scenario, in which the Earth will be devastated by a tremendous solar flare. It isn't that far fetched, as signs keep pointing to that most real possibility. On Tuesday, August 6, 2011, an x6.9 flare was recorded. Then on Monday, October 22, 2012, NASA's Solar Dynamics Observatory (SDO) captured the sun erupting with an X1.8 class solar flare. The solar flare came from an active region on the left side of the sun known as AR 1598. This area of the sun has been known as a source of weaker flares. So the October 22, 2012 flare was weaker than the one on August 6, 2011. Does that mean the sun's flare activity is winding down? No, NASA predictes 2013 (May) will see solar storms building towards a peak, though at the same time, they claim that killer solar storms are an impossibility. Gee, that still doesn't sound very reassuring. So just what are solar flares? Flares occur when powerful magnetic fields in and around the sun reconnect. Often associated with active regions on the sun's surface, where the magnetic fields are strongest and seen as sun spots. Classified according to their strength, the smallest flares are B-class, followed by C, M and X, which is the largest. Each letter represents a ten-fold increase in energy output. Therefore, an X is 10 times an M and 100 times a C. There is also another scale within each letter class, these range from 1 to 9. C-class flares have little noticeable affect on Earth but M-class flares can cause brief radio blackouts at the North and South poles and produce minor radiation storms which could endanger astronauts. X is the last letter and most powerful class, however, there are flares 10 times more powerful than an X1 and X-class flares can go higher than 9. In 2003, a very powerful flare was recorded (during the last solar maximum). That particularly powerful flare overloaded the sensors that were measuring it (the sensors cut-out at X28). A powerful X-class flare such as that can create long lasting radiation storms, harm satellites, create global transmission problems, cause world-wide blackouts and even airline passengers flying near the poles, could receive small doses of radiation. On the cloudless British morning of Thursday, September 1, 1859, solar astronomer Richard Carrington took note of and drew a representation, of the sunspots he saw through the projected image from his 11 inch wide telescope. Before dawn the next day, skies all over the Earth erupted in red, purple and green auroras, which were so brilliant, that newspapers could be read as if it were daylight. Auroras could even be seen as far south as Cuba, Jamaica, the Bahamas, El Salvador and even in Hawaii. That wasn't the end of the story for the "Carrington Flare." Telegraph systems worldwide, went haywire. Sparks discharged, shocking telegraph operators, even setting fire to telegraph paper. Not only that, when telegraphers disconnected the batteries powering the telegraph lines, the aurora-induced electric currents in the wires still allowed messages to be transmitted, though many messages were gibberish. So what would happen if a flare like the 1859 flare occurred? Or how about that mega-flare that Major Ed Dames' remote viewers have seen in our near future? Power grids all over the world would go down and all electronic communications would cease. Satellites would be fried. The International Space Station would be no protection for the astronauts and airplanes could conceivably fall from the sky. There would be no phones, no TV, no Internet and no microwave ovens. And if you were out in it, you'd probably have a really nasty sunburn and a huge dose of radiation. Bummer! Society would most likely be knocked back to (at least temporarily), that day in 1859, minus the telegraph. Such circumstances could last anywhere from a few months, to years! That wouldn't be so bad now, would it? Well, maybe so. I've finally gotten used to "texting". [Author's Note: Though I do find this subject to be very serious and know that such a mega solar event could possibly kill millions, if not billions of people, humor is my preferred choice of self defense (instead of uncontrollable sobbing).] Additional Links and Sources: Solar Storms Building Toward Peak in 2013, NASA Predicts NASA Observatory Captures Another X-Class Solar Flare 2012: Killer Solar Flares Are a Physical Impossibility New Solar Cycle Prediction Solar Storm of 1859	<urn:uuid:51db28c9-7404-46cd-8972-451efc4c209c>	CC-MAIN-2015-14	http://lightsinthetexassky.blogspot.com/2012/11/could-solar-flare-be-end-of-us.html	s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131298464.94/warc/CC-MAIN-20150323172138-00111-ip-10-168-14-71.ec2.internal.warc.gz	en	0.955889	1,016	3.421875	3
Cadmium is often found as part of small particles present in air. You cannot tell by smell or taste that cadmium is present in air or water, because it does not have any definite taste or odor. Cadmium is a toxic metal commonly found in industrial workplaces, particularly where any ore is being processed or smelted. Most cadmium used the U.S. is extracted during the production of other metals such as zinc, lead, or copper. Due to its low permissible exposure limit (PEL), overexposures may occur even in situations where trace quantities of cadmium are found in the parent ore or smelter dust. Cadmium is used extensively in electroplating, although the nature of the operation does not generally lead to overexposures. Several deaths from acute exposure have occurred among welders who have unsuspectingly welded on cadmium-containing alloys or worked with silver solders. Cadmium is also found in some industrial paints and may represent a hazard when sprayed. Operations involving removal of cadmium paints by scraping or blasting may similarly pose a significant hazard. Cadmium is also present in the manufacture of some types of batteries. Cadmium emits a characteristic brown fume (CdO) upon heating, which is relatively non-irritating, and thus does not alarm the exposed individual. Breathing high levels of cadmium severely damages the lungs and can cause death. Eating food or drinking water with very high levels severely irritates the stomach, leading to vomiting and diarrhea. Long-term exposure to lower levels of cadmium in air, food, or water leads to a buildup of cadmium in the kidneys and possible kidney disease. Other long-term effects are lung damage and fragile bones.	<urn:uuid:dbc19184-32e6-4f5f-bcc3-158407741d79>	CC-MAIN-2015-48	http://www.state.nj.us/health/surv/njheavymetals/cadmium.shtml	s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398447266.73/warc/CC-MAIN-20151124205407-00302-ip-10-71-132-137.ec2.internal.warc.gz	en	0.959554	371	3.546875	4
Once widespread throughout the forests of Asia, orangutans are now found on just two islands, Sumatra and Borneo. There are two genetically distinct species: the Sumatran orangutan (Pongo abelii) and the Bornean orangutan (Pongo pygmaeus). The two species look slightly different: Sumatran orangutans have lighter hair and a longer beard than their Bornean relatives, and Sumatran males have narrower cheekpads. Both species are highly endangered due to habitat loss and poaching. Orangutans breed more slowly than any other primate, with the female having a baby on average only once every 7-8 years. Infants are dependent on their mothers for at least five years, learning about survival in the forest. Orangutans live for around 45 years in the wild, and a female will usually have no more than 3 offspring in her lifetime. This means that orangutan populations grow very slowly, and take a long time to recover from habitat disturbance and hunting. The orangutan is one of our closest relatives in the animal kingdom, sharing 96.4% of our DNA. Indigenous peoples of Indonesia and Malaysia call this ape "Orang Hutan" which literally translates as "Person of the Forest". Orangutans are unique in many ways. They are the only Great Ape in Southeast Asia, and the only Great Ape (other than humans) found outside Africa. They are the only 'red' ape, and the only strictly arboreal ape, meaning that they spend their lives in the forest canopy, even building nests in the trees in which to sleep. The other Great Apes (chimpanzees, bonobos and gorillas) do climb and build nests in the trees, but tend to spend their lives on the ground. Orangutans also differ from the other Great Apes in that they do not live in family groups. The largest family unit is a female and two offspring, and males and females usually meet up only to breed. This semi-solitary lifestyle is thought to have evolved due to the unpredictability of available food. Orangutans primarily eat fruit, and spend up to 60% of their time foraging and eating. Orangutans are highly intelligent and gentle animals. They use tools in the wild and have excellent memories, making mental maps of their forest home in order to find fruiting trees throughout the seasons. Click here to find out why orangutans are critically endangered. If you've ever wondered what an orangutan's longcall sounds like - listen to this!	<urn:uuid:a85b507c-abfd-4d1f-a031-7325b22452a5>	CC-MAIN-2015-40	http://www.orangutans-sos.org/orangutans/	s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737958671.93/warc/CC-MAIN-20151001221918-00108-ip-10-137-6-227.ec2.internal.warc.gz	en	0.947779	545	3.578125	4
In astronomy, the color index is a simple numerical expression that determines the color of an object, which in the case of a star gives its temperature. The smaller the color index, the more blue (or hotter) the object is. Conversely, the larger the color index, the more red (or cooler) the object is. This is a consequence of the logarithmic magnitude scale, in which brighter objects have smaller (more negative) magnitudes than dimmer ones. For comparison, the yellowish Sun has a B–V index of 0.656 ± 0.005, whereas the bluish Rigel has a B–V of –0.03 (its B magnitude is 0.09 and its V magnitude is 0.12, B–V = –0.03). To measure the index, one observes the magnitude of an object successively through two different filters, such as U and B, or B and V, where U is sensitive to ultraviolet rays, B is sensitive to blue light, and V is sensitive to visible (green-yellow) light (see also: UBV system). The set of passbands or filters is called a photometric system. The difference in magnitudes found with these filters is called the U-B or B–V color index, respectively. In principle, the temperature of a star can be calculated directly from the B-V index, and there are several formulae to make this connection. A good approximation can be obtained by considering stars as black bodies, using Ballesteros' formula: Color indices of distant objects are usually affected by interstellar extinction —i.e. they are redder than those of closer stars. The amount of reddening is characterized by color excess, defined as the difference between the Observed color index and the Normal color index (or Intrinsic color index), the hypothetical true color index of the star, unaffected by extinction. For example, in the UBV photometric system we can write it for the B-V color: The passbands most optical astronomers use are the UBVRI filters, where the U, B, and V filters are as mentioned above, the R filter passes red light, and the I filter passes infrared light. This system of filters is sometimes called the Johnson-Cousins filter system, named after the originators of the system (see references). These filters were specified as particular combinations of glass filters and photomultiplier tubes. M. S. Bessell specified a set of filter transmissions for a flat response detector, thus quantifying the calculation of the color indices. For precision, appropriate pairs of filters are chosen depending on the object's color temperature: B-V are for mid-range objects, U-V for hotter objects, and R-I for cool ones. - Zombeck, Martin V. (1990). "Calibration of MK spectral types". Handbook of Space Astronomy and Astrophysics (2nd ed.). Cambridge University Press. p. 105. ISBN 0-521-34787-4. - David F. Gray (1992), The Inferred Color Index of the Sun, Publications of the Astronomical Society of the Pacific, vol. 104, no. 681, pp. 1035-1038 (November 1992) - The Simbad Astronomical Database' Rigel page - Sekiguchi M. and Fukugita (2000). "A STUDY OF THE B-V COLOR-TEMPERATURE RELATION". AJ (Astrophysical Journal) 120 (2000) 1072. http://iopscience.iop.org/1538-3881/120/2/1072. - Ballesteros, F.J. (2012). "New insights into black bodies ". EPL (Europhysics Letters) 97 (2012) 34008. http://arxiv.org/pdf/1201.1809.pdf. - Michael S. Bessell (1990), UBVRI passbands, Publications of the Astronomical Society of the Pacific, vol. 102, Oct. 1990, p. 1181-1199	<urn:uuid:c361cb57-1104-4c62-bb96-ff4c4acc2bb9>	CC-MAIN-2016-40	https://en.wikipedia.org/wiki/Color_index	s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738659680.65/warc/CC-MAIN-20160924173739-00006-ip-10-143-35-109.ec2.internal.warc.gz	en	0.820014	854	4.1875	4
Toe-in (-) & Toe-out (+) 'Toe' is the term given to the left-right alignment of the front wheels relative to each other. Toe-in is where the front edges of the wheels are closer together than the rear, and toe-out is the opposite. Toe-in counteracts the tendency for the wheels to toe-out under power, like hard acceleration or at motorway speeds (where toe-in disappears). Toe-out counteracts the tendency for the front wheels to toe-in when turning at motorway speeds. A typical symptom of too much toe-in will be excessive wear and feathering on the outer edges of the tire tread section. Similarly, too much toe-out will cause the same feathering wear patterns on the inner edges of the tread pattern. Move cursor and hold over the red or blue arrow to see respective tire wear Camber Camber is the tilt of the top of a wheel inwards or outwards (negative or positive). Proper camber (along with toe and caster) make sure that the tire tread surface is as flat as possible on the road surface. If your camber is out, you'll get tire wear. Too much negative camber (wheels tilt inwards) causes tread and tire wear on the inside edge of the tire. Consequently, too much positive camber causes wear on the outside edge. Negative camber is what counteracts the tendency of the inside wheel during a turn to lean out from the center of the vehicle. 0 or Negative camber is almost always desired. Positive camber would create handling problems.The technical reason for this is because when the tires on the inside of the turn have negative camber, they will tend to go toward 0 camber, using the contact patch more efficiently during the turn. If the tires had positive camber, during a turn, the inside wheels would tend to even more positive camber, compromising the efficiency of the contact patch because the tire would effectively only be riding on its outer edge. Move cursor and hold over the red or blue arrow to seerespective tire wear Over- / Under-Inflation Another possible reason for abnormal tread wear is incorrect inflation. Tires should be inflated as per the car manufacturers instructions. If the tire is under-inflated the outer sides of the tread wear off faster. Also when the tire is under-inflated it generates excess of heat and may explode at high speeds. Similarly, if the tire is over-inflated, the center part of the tread wears off faster. In this case the contact patch of tire with the surface of the road is not sufficient and the stability of the car is decreased. Move cursor and hold over the scheme to see respective tire wear	<urn:uuid:37dedd6b-0618-4e5c-a6f5-0dcde0ad4552>	CC-MAIN-2018-05	http://tyresandaccessories.com/en/polezno/iznosvane.php	s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886794.24/warc/CC-MAIN-20180117023532-20180117043532-00596.warc.gz	en	0.936191	574	3.296875	3
Green Bond Guidelines The Ministry of the Environment, in an effort to maintain creditability in the environmental effects of Green Bonds and to reduce the issuer’s costs and clerical load, has created the Green Bond Guidelines in March 2017 to increase Green Bond issuance in Japan. The Guidelines, in accordance with the GBP, which are widely accepted international Green Bond market, provide issuers, investors, and other market participants with illustrative examples of specific approaches and interpretations which are tailored to Japan’s bond market to aid with decision-making regarding Green Bonds. At the same time, the Guidelines seek to prevent “green wash” bonds (bonds labeled as “green” despite having no environmental benefits or whose proceeds have not been appropriately allocated to Green Projects) from being issued and invested in while aiming for the further increase of Green Bond issuance in Japan. In 2020, considering the update of GBP and market change surrounding Green Bonds, the Ministry of the Environment published Green Bond Guidelines 2020. Basic Concepts of the Green Bond Guidelines - Ideally, the Green Bond market is to be developed through interaction based on sufficient information between issuers and investors. To classify the expected elements of Green Bonds in the Guidelines will form the foundation for interactions between the issuers and investors. - It is important for both issuers and investors that the credibility of Green Bonds in general is maintained within the market and society. In particular, it is extremely important to prevent green wash bonds from being issued and invested in as Green Bonds in the market. - Consideration is given to maintain consistency with the Green Bond Principles which are widely accepted internationally. - It is important for issuers to disclose information, and for investors and others to use that information in making assessments. Consequently, market discipline can be exercised to avoid greenwashing while securing the diversity of the approaches of issuers. Elements that Green Bonds are expected to possess and examples of the possible approaches are organized into three levels (“should,” “recommend,” and “to be considered”) to serve as an indicator of applicability. Structure of the Guidelines - Chapter 1: - Chapter 2: - Overview of Green Bonds - Chapter 3: - Expected Elements of Green Bonds and Examples of Possible Approaches - Use of proceeds - Process for project evaluation and selection - Management of proceeds - External review - Chapter 4: - Model cases - Chapter 5: - Revisions of the Guidelines Elements are sorted as follows, and detailed approaches are indicated. - Sentences described with the word “should” - Basic elements that bonds labeled as Green Bonds are expected to have - Sentences described with the word“Recommend” - Elements that bonds labelled as “green” are optimally expected to have - Sentences described with the word “to be considered” - Examples and interpretations	<urn:uuid:1ea6404e-cf62-425b-9b10-138a5e287343>	CC-MAIN-2021-43	http://greenbondplatform.env.go.jp/en/greenbond/guideline.html	s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585302.91/warc/CC-MAIN-20211020055136-20211020085136-00686.warc.gz	en	0.934439	610	2.625	3
Want the best bang for your exercise buck? The latest research points to high intensity – but the bottom line is staying active is the best medicine. “We are here; we are present! Place your right hand on your heart, and reach your left toward the ground. Tilt your neck and look at one unmoving point in the sky.” Northeast Park felt cool and calm in the early morning hours, before the raucous summer rains intermixed with stifling heat from the sun took over. Nicole Stern spoke to her class of kickboxers loudly, but without shouting. Each would-be fighter stood atop a blanket brought from home, breathing deeply, in and out, waiting for the class to fully begin. The park was empty, save for this group, the birds and a solitary older woman walking up to trees and kissing them in the morning light. The class participants work on stretching and exploring their bodies’ ranges of motion, preparing for intervals of high-intensity kick repetitions. If you’re looking to use your active moments to be as fit as possible, experts now recommend bursts of high-intensity exercise with breaks in between as opposed to longer, steadier workouts. The key, they say, is to increase your optimal oxygen uptake — the maximum rate of oxygen being consumed by the body during exercise. People with a higher level of oxygen uptake are at reduced risk for mortality. So how do we increase that threshold? “You can get a lot of benefit from a short duration of high-intensity interval training,” says Dr. Scott Powers, UAA endowed professor at the University of Florida’s department of applied physiology and kinesiology. “Go hard for that interval, then take a rest period, then go again. It appears that instead of going out and doing 30 minutes of continuous exercise, you can retain a lot of those benefits at the short distance.” The low-intensity workouts won’t improve your oxygen maximum, meaning higher intensity reduces risk of mortality more than lower intensity when it comes to exercise. In fact, Powers says O2 max is the only consistent measure of health versus mortality. “Multiple studies have looked at when people develop conditions and the consensus is that working above your oxygen maximum twice to three times a week will reduce your risks,” Powers says. “Basically, we have evidence that if you do this amount of exercise — 150 minutes per week — you will decrease risk of mortality.” Sprints over long-distance slower running is the key for cardio; low reps at the highest weight you can manage works for weight-training, which is also incredibly important for long-term health and viability. “As people age, they need to continue cardio, but also do resistance strength training,” Powers says. “You lose muscle mass as you hit 50, but people who have engaged in weight training their whole lives, when they lose that mass, they have more of it to lose, so they remain stronger.” Of course, these are just added benefits for those taking Stern’s Kickboxing in the Park class, every Monday, Wednesday and Saturday. “I’m here because, growing up, my mom didn’t think I was strong, so I come to get in tune with myself and get that strength,” says Bayley Reynolds, one of Stern’s most committed students. “This kind of exercise helps people be prepared for anything, physical or mental, that life throws at you,” Stern adds. “And I do my best to meet the needs of those who come to the class, taking more time with those who are new to it to get the breath-work, relaxation and movements down before increasing that power, speed and variability needed to deal with intense situations.” Once the students are ready, though, Stern pushes past the basics into intense repetitions and even interactive sparring. “It's about fun, 'badassery,' self-defense, health, connectivity to self and others, and movement for optimal outcomes. Both sides of the body and brain are equally worked so one gets the effects of bilateral stimulation, which has numerous well-known benefits for the brain,” she says. Intensity training is the trending best practice, but, of course, any exercise or activity is better than nothing, experts say. Dr. Heather Hausenblas, associate dean of the School of Applied Health Sciences at Jacksonville University, explains this “paradigm shift” in popular scientific thought. Even walking or simply standing can make a big difference in your life. “The belief was that you needed to do moderate exercise at the very least to get the benefit of it,” she says, “but now we see that you can accumulate a huge amount of physical activity just by walking around as you do things instead of sitting.” Hausenblas recommends implementing walking challenges during the day, even walking meetings. Certain personalities have preferences for different types of exercise, too, she says. “You need to be doing something. Incorporate it into your day. Stand more at your desk. Do yoga at home. Walk up stairs. Whatever’s going to fit into your day.” She encourages people to use current technologies, such as Bluetooth and smartphones, to change the way their workdays look. “Why sit when you’re on a conference call when you could walk and take notes with talk to text?” she asks. “For a long time I sat for 10-12 hours a day typing, but standing and shifting your weight throughout the day appears to be a good thing,” Powers concurs. “You are using your leg muscles and postural muscles that you don’t use when you’re sitting. You sit eight to 10 hours a day, you go home, sit to eat dinner, sit to watch TV. Then you go to bed. Standing helps offset that.” To live your healthiest life? Powers recommends both cardio and strength training three to seven days a week. “Every day you exercise, you are reducing your risk of gaining too much fat and you are burning calories,” he says. “If you feel an exercise-training hangover, taking a day off might be wise, but unless there is a joint issue or some other medical restraints, you should be able to exercise every day.” Hausenblas says people who exercise live seven years longer on average than those who do not. She also points to the social aspect of exercising, stating that when people first begin, they must be careful not to look at exercising as a chore, in isolation. It’s all about little steps, moderate and gradual gains, she adds. “You get a little more fit; you feel a little better. Exercise is medicine, ” she says. “If you could put exercise in pill form, it would be the strongest pill out there and it would be malpractice not to prescribe it.” As for Stern, she’ll continue kickboxing in the park and helping people feel strong and whole through that. She teaches classes at bulk rates or you can just walk in for $10 any morning she’s there. “Just remember to take your first breath,” she says. “Then do what you are going to do. Envision in your mind’s eye what you want to be like today, tomorrow, next week and next month. Take baby steps toward making it happen. You have to take care of yourself before you take care of others so you can do it well. Kickboxing gave me the internal strength I needed to be the hero I wish I had had growing up.” Whether it’s sprinting short distances, high-intensity circuit weights, kickboxing, or simply walking during your conference calls at work, a healthy, active lifestyle is achievable ... and it may save your life.	<urn:uuid:743ca551-8a54-480a-b569-a33ab795e566>	CC-MAIN-2018-09	http://www.gainesville.com/lifestyle/20171007/exercise-full-speed-ahead	s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812405.3/warc/CC-MAIN-20180219052241-20180219072241-00518.warc.gz	en	0.960034	1,683	2.515625	3
In the previous Discussion Board, revenue generating activities were discussed involving countries not adhering to the United Nations platform of Convention on Contracts for the International Sales of Goods (CISG). Regardless of whether the foreign country has accepted this platform or not, ultimately from time to time, disputes regarding business activities are going to take place. Therefore, what are the legal remedies that national and international businesses can rely on to seek some sort of restitution? Using the Internet and the library, select two countries of your choosing, and research their laws and regulations pertaining to the settlement of disputes that arise through business transactions. Address the following questions: What are the benefits of utilizing the negotiation process first? How much power and authority could the WTO enact during this process? What are the implications of choosing private law to seek ratification? Explain. What are the ramifications of choosing the governing law? Explain. Compile your responses into a Word document of 850 words. You must reference at least 2 sources from your library research. “Is this question part of your assignment? We Can Help!” International Sales of Goods was first posted on October 24, 2019 at 2:44 pm. ©2019 "Convenient Essays". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]	<urn:uuid:e428d390-b678-467e-846c-1c7bf558e760>	CC-MAIN-2021-21	https://universitytermpapers.net/international-sales-of-goods/	s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988725.79/warc/CC-MAIN-20210506023918-20210506053918-00032.warc.gz	en	0.935864	295	2.578125	3
Amusant, diversion, zabawa, menyeronokkan- these are just some of the versions of the word “fun“. As this word has various equivalents in other languages, the idea of fun also differs from person to person depending one’s own interpretation. In younger years, we take fun as a product of an activity such as playing along with our Lenovo computer or watching our favorite cartoon series. Under normal circumstances, a person at an early age possesses this kind of idea of fun in mind. In this particular level, we could therefore say that fun is tantamount to entertainment or recreation. “Going to school is fun”.This statement is something that does not normally come out from the mouths of the younger ones. It is an evidence that as we grow older, we may have new sets of perceptions regarding fun as we tend to acquire deeper or further understanding about this seemingly simple yet complex term. We explore a certain stage where we learn to appreciate acquisition of knowledge. As a result of such appreciation, we claim that we experience fun. In certain cases, fun is experienced by a being when encountering situations where another person is faced with slightly or extremely embarrassing moments which normally takes place when one isn’t careful enough with what he does or says. While it is true that this scenario may result to an outburst of ecstatic emotions from others, it may not be enjoyable for some. Sometimes, a joke that is being cracked will also result to a feeling of fun. By this, we may assume that the feeling of fun is a direct product of an intentional or unintentional turn of events that create surprises. As part of our lives, we have certain activities which we love to do and we call them our hobbies. One may love to shop, to play any sports or to go to movies. These activities bring about a positive feeling to the ones who are fond of doing such. Sometimes, an individual may do all sort of things just to do what he repeatedly does because it is by fulfilling those acts that he gets contentment. It is for this reason that many people say, “shopping is fun” or “playing volleyball is fun”. This is just a clear indication that the idea of fun is sometimes brought about by the satisfaction of one’s hobbies. Sometimes, fun is dependent upon one’s mood. Even if the person is doing his routine, given something or faced with relatively funny situations, that person may not feel the spirit of fun if not in a pleasant mood. However, in times where one’s mood is positive, it would be easy to welcome fun. One may equate fun with enjoyment, frolic, amusement, pleasure and many other terms according to perception. Do you have the same idea of fun? Photo: Computer - Tim Morgan Posted: July 15th, 2011 under Lenovo Updates - No Comments. Tags: Amusant, competition, Computer, diversion, Intel, IT, Lenovo, menyeronokkan, PC, zabawa	<urn:uuid:233312e8-a1a6-440a-97d5-e41b7d5f0760>	CC-MAIN-2024-10	https://whatsyourideaoffun.com/	s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00113.warc.gz	en	0.95811	624	2.5625	3
Resources \| Beaches and Dunes Beach and Dune Stabilization with Sand Fencing and Vegetation Dune restoration usually involves a combination of Marram grass planting and the placement of sand fencing. The fencing is used as a temporary sand barrier until the grasses become established. Mats and Netting Mats and netting are also techniques that have been used for protecting bare sand surfaces. Coarse netting and mats have been used in protecting dunes while transplanted dune grasses are establishing (Dahl, 1975). This technique does protect the sand surface but does not collect much sand, so the best use of netting and mats is to protect new seedlings (Woodhouse, 1978). Brush is another effective but temporary stabilizer of dune sites when placed over bare sand (Woodhouse, 1978). This method is not commonly used though, since it has high labor requirements and it interferes with subsequent planting (Woodhouse, 1978). Use of this method should be limited to small blowout areas. The most effective method of stabilizing coastal dunes is through the use of vegetation (Woodhouse, 1978). In many cases, vegetation is the least expensive, most durable, most aesthetically pleasing, and only self-repairing technique available (Woodhouse, 1978). Dune plants are especially effective at stopping and holding wind-borne sand. Their growth produces surface roughness which decreases the wind velocity near the ground, reducing wind erosion at the sand surface. Also, the plant stems and leaves above the sand surface greatly interfere with sand movement by saltation and surface creep (Woodhouse, 1978). As the grass fills and becomes buried, sand spills farther and farther into the interior of the stand of dune grass. A cover of dune plants tends to regenerate trapping capacity by growth even as it fills because the plants are stimulated to grow by the deposition of sand around them. The coastal environment is typically harsh for plant growth: for plants to be successfully established, they must have special adaptation characteristics that allow them to survive such a harsh environment. These plants must be able to tolerate rapid sand accumulation, flooding, sandblast, wind and water erosion, wide temperature fluctuations, drought, and low nutrient levels. Sand fences slow sand movement by reducing the wind velocity in their immediate vicinity. While sand fences are very effective in trapping windblown sand, once they are filled they have little or no further effect on sand movement (Woodhouse, 1978). However, the advantage of sand fences is that they can be installed during any season and they are fully effective as sand traps as soon as they are installed (Woodhouse, 1978). Research on the use of snow fences has demonstrated that a porosity ratio of 0.8:1 (40%) is the most effective (Carter, 1988). Typically commercial snow fencing has a 50% porosity, and works quite well in stabilization projects along Lake Huron. Snow fencing is usually an interim measure. Once dune vegetation has become established, the need for snow fencing is substantially reduced. American or Marram grass, (Ammophila breviligulata) is perhaps the most effective pioneer colonizer in most areas along Lake Huron. While it has been used extensively in dune restoration projects along Lake Huron, sourcing the plant in close proximity to the restoration site is important to avoid contaminating genetic make-up of endemic plants by importing plants from a large distance from the site. Marram grass from the Pinery/Ipperwash area is genetically different from the Marram grass found at Southampton, as an example. There are various types of dune vegetation, and careful consideration should be made concerning the type of vegetation that will be used at a particular restoration site. Certain plants do well in certain areas, while others are invasive and may overtake established plants. By contacting the Coastal Centre, trained staff are available for technical consultations. It should be noted that dune restoration is not possible in all locations along Lake Huron. Check with the Coastal Centre before beginning this type of project. Centre staff can make an evaluation of the site to determine whether or not conditions are appropriate for dune restoration, and recommend techniques to enhance the project’s likelihood of success.	<urn:uuid:85b322ee-8e78-4cf0-a5a4-6b3d854d4977>	CC-MAIN-2020-05	https://www.lakehuron.ca/beach-and-dune-stabilization	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00411.warc.gz	en	0.945615	868	3.6875	4
We, people, have a funny attitude towards the water, although it’s said to be the source of life. In the driest lands, there are wars being fought for any spring or artesian well. But at the same time, the western world acts like it’s mocking the nature by not using its fresh fluid sources and just forgets about the proper hydration. It all seems like a real modern world challenge…but the good thing is that we can conqueer it! 😉 Let’s see, how … Proper Hydration Means More than Drinking Water Living healthy is one of the greatest challenges of the modern world. Out of all, the proper hydration is much more complex than it may seem at the first sight. Most people think it’s only about drinking water, tea, or any other fluid. But it’s not like that at all – being properly hydrated actually means to have body-fluids in balance that can offer our cells, organs, and systems everything they need for their functioning. Hydration means providing the optimal amount of water, vitamins, minerals, antioxidants, and other essential nutrients that make us healthy and strong, physically and psychologically. Opposite to that, dehydration means that all these substances are not in balance – whether we consume too little or too much water, too little essential nutrients or maybe even superabundance of them. In order to feel well, one has to take the proper hydration – meaning consumption of enough fluids AND essential nutrients – very seriously. How Dehydration Affects Our Physical and Psychological Wellbeing Scientists have proven that dehydration can seriously affect our health. Not only that consuming too little water can have a bad impact on our appearance (dry and pale skin, cracked lips …), it can also lower our performance. And, did you know that the short-term health effects of dehydration can present themselves as delirium, constipation, headaches, tiredness, or even lower blood pressure? Thus, when speaking about the wellbeing at the workplace, we have to understand that with proper hydration, your employees will not only be able to feel, but also perform better. Because – if I should speak for myself and some of my friends who realised it too – when I am busy with work and excited about a new project, I totally forget to drink. Unless I keep my fluid container at the reach of my hand. And, even worse, when I have a not-so-healthy drink at the reach of my hand, I’ll just have it, because it is so convenient! Effect of Changing Hydration Habits to Increase the Wellbeing at the Workplace In order to increase my wellbeing, I decided to replace any handy energy or sugary drinks – that seem great quick-fixes – with water, unsweetened tea or even drinks that have nutrients added – so something that might actually help me feel better in the long term. And I must say that the effect of doing so is amazing. But not only that – lately I have also noticed that drinkig water is “contagious”. Meaning, when I get myself a glass of water, there are colleagues that get reminded about it, too. So as a team member or a leader I am more than happy to see that just by being myself working on my own wellbeing, I can help other people work on their own. Just as I was describing in one of my prevous posts on authentic leadership. To conclude in spirit of empowerment and creation of a better tomorrow, I warmly recommend you to take on a challenge of proper hydration as well. And if you need any ideas how to help your employees to make sure to hydrate well, you can always brainstorm them with me. 🙂	<urn:uuid:6b674038-4870-4b99-a983-5234f6e3c625>	CC-MAIN-2020-45	https://www.sasabozic.com/proper-hydration/	s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107918164.98/warc/CC-MAIN-20201031121940-20201031151940-00302.warc.gz	en	0.963593	778	2.53125	3
In India, children up to 12 years of age constitute 27% of our population. Due to rapid urbanization, this young generating is facing newer health challenges: - 40% are undernourished & 15% are overweight / obese, reflecting the dual burden of nutrition. - 20% children have refractory errors, nearly half of which go uncorrected. - 1 in 8 children have psycho-social disorders, almost all of which go unaddressed. - 50% children have tooth cavities — a much ignored chronic disease of childhood. Compounding this problem is the lack of consistent preventive health check-in behaviour, fuelled by out-of-pocket expenditure for services delivered by fragmented private providers. The result is a lack of a comprehensive approach and limited (if any) preventative care. For instance, dental health, vision, and nutrition screenings are frequently missed in the paediatrician’s clinic and are largely absent in many school health screenings. Although the Government of India mandates all schools and affiliated education boards to invest in the health of its children; including annual health checks, health and life-skills education. However, unfortunately, the government health departments are unable to deliver these elements of preventive health to private schools including those catering to low-income groups. AddressHealth Clinics is a chain of ‘one stop shop’ child health clinics, offering affordable preventive and primary health services to children through an integrated approach. Each clinic is a medical home for children living in a defined geography, providing services for paediatric illnesses, common dental procedures and dental hygiene promotion, vision checks, and vaccinations. They also include a pharmacy that stocks paediatric drugs and vaccines, children’s eye wear and more, addressing the most frequent needs of their patients. The clinics deliver seamless continuity of care within the community through their comprehensive school health programs that reach out to children in schools and pre-schools, providing screening, health education, nutrition and environment audits, mental health and counselling services. AddressHealth (as of July 2016) is present in 90 schools and runs 4 clinics in Bengaluru, providing services to over 55,000 children of which, over 30% are from BoP populations. AddressHealth aims to deliver comprehensive primary healthcare services to one million children by the year 2018 with more than 3 lakhs (300,000) of them belonging to low-income families. They also provide routine illness care, timely immunizations, health education and encourage preventive health behaviours amongst all children. Dr. Anand Lakshman, Co-Founder and CEO Dr. Anand is an experienced public health manager, with rich know-how of developing programme and policy at regional, national & international levels. He worked with the WHO and Micronutrient Initiative, an international technical agency, on programs which have reached more than 1.14 crore (114 million) children. Dr Anoop Radhakrishnan, Co-Founder Dr. Anoop is a doctor entrepreneur with a passion for setting up new generation healthcare ventures. He has previously been involved with setting up 2 other startups soon after his MBA from IIM-Lucknow. AddressHealth Solutions India Pvt Ltd was founded by doctor entrepreneurs Anand Lakshman and Anoop Radhakrishnan with a vision to ensure that every child attains a state of positive health. AddressHealth currently operates three clinics in Bangalore that provide one-stop-shop paediatric primary healthcare services.	<urn:uuid:ba2a1958-c2d8-4fe0-8ce1-24c3d19812ac>	CC-MAIN-2017-26	https://usf.vc/portfolio/addresshealth/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323889.3/warc/CC-MAIN-20170629070237-20170629090237-00402.warc.gz	en	0.957142	706	3.03125	3
When writing according to a specific styling guide there are several odds and ends that need to be addressed. One of them is the structure and format of the title page of a paper. Though small in scale (as compared to other aspects of a work) the title page is itself a very important statement; it is often one of the very first things a reviewer will see. If not properly formatted or in accordance with specific guidelines, a sloppy title page alone may hint to a reviewer that the rest of the paper will not be up to par. Remember that publishers as well as academic institutions have standards of paper formatting that need to be met when submitting a paper, article, manuscript, or other piece of writing. Even though these small nuances appear to be unnecessary at times, careful adherence to them as well as other formatting regulations will provide your writing with the finishing touches it needs to stand out from other papers. Most students and authors are required to follow a set styling code for referencing, citing, and overall formatting; which includes the title page of a work. Some of these formats, or styling guides, are detailed below. APA (American Psychological Association): Title Page For the APA styling guide there are five key components that need to be included in the title page. The running head that will appear on all pages of the document will also need to be placed at the top of the title page. It should be in the left-hand corner, all caps, and have the actual words 'running head:' before it to specifically identify what it is. The running head that is used is actually just a shorter version of the main title. For example; if the title of the paper is The effects of bullying on adolescent males in urban New Haven. Then the running head would be BULLYING AND ADOLESCENT MALES The title of the paper should be simply place in the center of the upper half of the page. Nothing special is required with lettering, as the words are typed in traditional manner with key terms being capitalized. For example; The Effects of Bullying on Adolescent Males in Urban New Haven. Author & Institute Affiliation The author's name should be typed only two lines below the title of the page and centered as well. In presentation there really should be no visual difference between the two (that is the author's name and title page). Following the author's name (directly under it) would be the university or other affiliation spaced by two lines as well. An author's note may also be listed in some circumstances and would be located about five or six spaces below the institute affiliation. The information that is included in the author's note is ideal for professionals with works to be published-though a student may also be required to provide an author's note. Only a few things need be included in the author's note, and they are as follows; - any specific information about the author's particular department - acknowledgments of financial support for the research endeavor (if applicable) - acknowledgments of other types of support (whether it be advice, guidance etc.) - and the author's contact information. Sample APA Title Page Running head: BULLYING AND ADOLESCENT MALES The Effects of Bullying on Adolescent Males in Urban New Haven Thomas Edison State College Alexander Waltman, Department of Criminal Justice, Thomas Edison State College; Judith Bingham, Department of Psychology, Thomas Edison State College. Correspondence for this article can be sent to John Doe, Thomas Edison State College, 100 State Street, Trenton, NJ 00000. MLA (Modern Language Association): First page When using the MLA styling guide a title page is not traditionally accompanied with the body of the work (though one can be attached if necessary). Since there is no title page, instead, all of the identifiable information is placed in the upper left hand corner of the first page of the paper. Therefore on the same page as the introductory paragraph for instance, you will find all the information that is typically located on a title page. This information includes: - student's name - instructor's name - course title Likewise, all of this information should be double-spaced using the traditional Times New Roman size 12 font. In addition to this, the first page of the work should also include a running header with the student's last name, a space, and the corresponding page number. Since MLA does not require a title page there really is no exact explanation of how it should be formatted (if you would like to include one). The best course of action would be to consult the teacher or department that requested the title page from you or follow similar standards of title page formatting such as APA or Chicago styles. Chicago Manual of Style: Title Page The Chicago styling guide does require a title page which is very simple and easy to create. All of the information should be double-spaced and written using a plain format, without underlying, caps, or bolding of text. What needs to be included on the title page as well its positioning is as follows: - title of the work: about a quarter from the top of the page - student's name: halfway down the page - course title and number, instructor, and date: about two-thirds down the page Other formatting tips In addition to the title page formatting tips provided its also crucial to consult a styling guide for other key issues such as; creating a work cited and reference page, using in-text citations, and footnotes and endnotes. Proper implementation of all formatting codes are essential to the success and proficiency of your overall paper or publication. *Note: Some publications may reject papers that do not meet particular formatting standards. For instructors this is generally the more extreme case, but in most situations the least they will do is give the paper a point reduction for not adhering to the requested formatting guidelines.	<urn:uuid:6d6d7d75-35ac-4cec-9387-0f7ed410012b>	CC-MAIN-2016-26	http://www.bestcustomwriting.com/blog/writing-in-general/writing-a-title-page-structure-tips-with-a-good-example	s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783393518.22/warc/CC-MAIN-20160624154953-00094-ip-10-164-35-72.ec2.internal.warc.gz	en	0.92126	1,225	2.921875	3
Piotr Ilyitch (Pyotr Il'yich) Tchaikovsky (May 7, 1840 - November 6, 1893) was born in Kamsko-Votkinsk, in the western Ural Vyatka province of Russia. He studied law in St. Petersburg and took music classes at the St. Petersburg Conservatory. There his teachers included the Russian composer and pianist Anton Rubinstein, from whom Tchaikovsky subsequently took advanced instruction in orchestration. In 1866 the composer-pianist Nicholas Rubinstein, Anton's brother, obtained for Tchaikovsky the post of teacher of harmony at the Moscow Conservatory. There the young composer met the dramatist Aleksandr Nikolayevich Ostrovsky, who wrote the libretto for Tchaikovsky's first opera, The Voyevoda (1868). From this period also date his operas Undine (1869) and The Oprichnik (1872), the Piano Concerto #1 in B Flat minor (1875), the symphonies #1 (called "Winter Dreams", 1868), #2 (1873, subsequently revised and titled "Little Russian"), and #3 (1875), and the overture Romeo and Juliet (1870). The first Piano Concerto was dedicated originally to Nicholas Rubinstein, who pronounced it unplayable. Deeply injured, Tchaikovsky made extensive alterations in the work and dedicated it instead to the German pianist Hans Guido von Bulow, who rewarded the courtesy by performing the concerto on the occasion of his first concert tour of the United States (1875-76). Rubinstein later acknowledged the merit of the revised composition and made it a part of his own repertoire. Well known for its dramatic first movement and skillful use of folk-like melodies, it subsequently became one of the most frequently played of all piano concertos. In 1876 Tchaikovsky became acquainted with Madam Nadejda von Meck, a wealthy widow, whose enthusiasm for the composer's music led her to give him an annual allowance of 600 pounds. Fourteen years later, however, Madame von Meck, believing herself financially ruined, abruptly terminated the subsidy. Although Tchaikovsky's other sources of income were by then adequate to sustain him, he was wounded by the sudden defection of his patron without apparent cause, and he never forgave her. The period of his connection with Madame von Meck was one of rich productivity for Tchaikovsky. To this time belong the operas Eugene Onegin (1878), The Maid of Orleans (1879), Mazeppa (1883) and The Sorceress (1887), the ballets Swan Lake (1876) and The Sleeping Beauty (1889), the Rococo Variations for Cello & Orchestra (1876), the Violin Concerto in D Major (1878), the orchestral works Marche Slave (1876), Francesca da Rimini (1876), Symphony #4 in F minor (1877), the overture The Year 1812 (1880), Capriccio Italien (1880), Serenade for string orchestra (1880), Manfred symphony (1885), Symphony #5 in E minor (1888), the fantasy overture Hamlet (1885) and numerous songs. Meanwhile, in 1877, Tchaikovsky, perhaps hoping to still the sexual identity conflicts, had married Antonina Milyukova, a music student at the Moscow Conservatory who had written to the composer declaring her love for him. The marriage was unhappy from the outset, and the couple soon separated. From 1887 to 1891 Tchaikovsky made several highly successful concert tours, conducting his own works before large, enthusiastic audiences in the major cities of Europe and the U.S. He composed one of his finest operas, The Queen of Spades, in 1890. Early in 1893 the composer began work on his Symphony #6 in B minor, subsequently titled Pathétique by his brother Modest. The first performance of the work, given at St. Petersburg on October 28, 1893, under the composer's direction, was indifferently received. Nine days later, Tchaikovsky died – of cholera, according to official records. Modern scholarship, however, is inclined to credit the story that he committed suicide at the prompting of a group of former law school classmates, who feared scandal because an aristocrat had complained to the czar about Tchaikovsky's homosexuality. Many Tchaikovsky compositions – among them The Nutcracker (ballet and suite, 1891-92), the Piano Concerto #2 in G Major (1880), the String Quartet #3 in E Flat minor (1876), and the Trio in A minor for Violin, Cello, and Piano (1882) – have remained popular with concertgoers. His most popular works are characterized by richly melodic passages in which sections suggestive of profound melancholy frequently alternate with dance-like movements derived from folk music. Like his contemporary, the Russian composer Nikolai Rimsky-Korsakoff, Tchaikovsky was an exceptionally gifted orchestrator; his ballet scores in particular contain many striking effects of orchestral coloration. His symphonic works, popular for their melodic content, are also strong (and often unappreciated) in their abstract thematic development. In his best operas, such as Eugene Onegin and The Queen of Spades, he used highly suggestive melodic passages to depict a dramatic situation concisely and with poignant effect. His ballets, notably Swan Lake and The Sleeping Beauty, have never been surpassed for their melodic intensity and instrumental brilliance. Composed in close collaboration with the choreographer Marius Petipa, they represent virtually the first use of serious dramatic music for the dance since the operatic ballet of the German composer Christoph Willibald Gluck. Tchaikovsky also extended the range of the symphonic poem, and his works in this genre, including Romeo and Juliet and Hamlet, are notable for their richly melodic evocation of the moods of the literary works on which they are based.	<urn:uuid:74df4a01-97bf-4a8b-b1ac-bf40c0b945f8>	CC-MAIN-2015-06	http://www.classical.net/~music/comp.lst/tchaikovsky.php	s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115869320.77/warc/CC-MAIN-20150124161109-00116-ip-10-180-212-252.ec2.internal.warc.gz	en	0.966644	1,284	2.71875	3
The Autobiography of Benjamin Franklin Symbolism, Imagery, Allegory Franklin comes up with lots of societal improvements, but one of the most important ones, to which he keeps returning, is the creation of a library. The library he helps found in Philadelphia is a symbol of sharing knowledge. Throughout his life, Franklin makes versions of libraries whenever he can: arranging to borrow books from other printers and booksellers, and working with the Junto Club to establish a public, subscription library. This subject is important enough to Franklin that he passionately raises money for it, advertises it, and even contributes books from his personal library to it. We can see how the library matters to Franklin in three different ways. First, as a reader, he sees it as a place where he can access all sorts of books that he couldn't get as an individual. Second, as a writer, he sees it as a place that sustains and values the arts of literature and philosophy. Third and finally, as a self-educator he sees it as a place that will provide other people with the same opportunities that he fought hard to get for himself. In providing people from different classes and backgrounds with equal access to books and the knowledge within them, Franklin's library insists on intellectual equality, just as the colonists using that library would soon insist on social and political equality.	<urn:uuid:90eca725-e6f9-4538-aca7-a9d45c3cfb26>	CC-MAIN-2014-52	http://www.shmoop.com/autobiography-benjamin-franklin/library-symbol.html	s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802775221.51/warc/CC-MAIN-20141217075255-00039-ip-10-231-17-201.ec2.internal.warc.gz	en	0.974034	278	3.28125	3
As an Internet developer, it is important to know the mechanics of the Internet. You need to understand about all the components and factors involved in accessing the Internet. This module introduces you to the hardware and software you need to access the Internet. It also introduces you to setting up essential elements of the infrastructure such as your desktop, browser, and email. You will round out your learning with instruction on various Internet services and the clients that enable them. You will find learning the information almost as simple as learning your ABCs. After completing this module, you will be able to: - Evaluate the hardware and software you need to access the Internet - Describe how to configure a desktop computer to access the Internet - Explain how to optimize a browser for performance - Explain how to configure a browser for cookies and Active X - Describe which protocols to use for sending and receiving email - Define the purpose and types of MIME (Multipurpose Internet Mail Extensions) In the next lesson, you will learn about the three critical components of the Internet. The Internet has grown into a loose collection of individual networks and computer systems, all operating according to agreed-upon network protocols, allowing the worldwide transfer of information between systems built on a variety of operating platforms. No individual, company, agency, or institution owns the Internet. It is a distributed system of interconnected computers and networks. This means that no single primary or main computer is driving the internet. Rather, it is an electronic global "neighborhood". Some networks are bigger and faster than others, but each one arranges its own network infrastructure. The origins of the internet can be found in the military culture of the cold war, the Internet's original ancestor was established at the (ARPA) Advanced Research Projects Agency of the U.S. Department of Defense. It was called ARPANET and was created out of the need for a robust, redundant system capable of carrying critical military data throughout a relatively small network of then-powerful computers. Serving as a critical element of military preparedness and civil defense, ARPANET was designed to function regardless of any kind of network disruption such as a nuclear attack. The original ARPANET has been replaced by a succession of bigger, faster, more powerful networked systems, leading to the modern Internet. Sensing the potential of distributed computing for science discovery and application, the National Science Foundation created a network dedicated to academic research and development based on the ARPA's Internet protocol. Operating from a system of regional computing systems connected by an Internet backbone , the Internet offered researchers immediate access to colleagues and files throughout the world. Internet marketing is the fastest growing and most exciting branch of marketing today. As the world becomes ever more connected, keeping up with developments and trends is vital for marketers trying to reach new audiences. Technology and software are changing at such a high rate that it seems almost impossible to keep up with trends. Products and services are evolving and adapting to the online sphere. The web is constantly shifting, growing and changing. How do savvy internet marketers cope with all this? They harness the power of the web and its myriad tools for their own needs. They find unique and personal ways to interact with customers online. They plan, organize, implement and measure complex internet-wide strategies seamlessly. Most importantly, they never stop learning, growing and adapting themselves.	<urn:uuid:f331ed41-59d8-4305-aed1-dbb16c159d6e>	CC-MAIN-2020-16	https://www.seomining.com/internet-web-technologies/module2/intro-accessing-internet.php	s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371893683.94/warc/CC-MAIN-20200410075105-20200410105605-00170.warc.gz	en	0.939829	695	3.78125	4
Celebrating poet Anne Spencer The life of Anne Spencer—poet, librarian, social activist and only the second African American poet to be included in the Norton Anthology of Modern Poetry (1973)—will be celebrated on February 4 at Virginia University of Lynchburg (the former Virginia Theological Seminary and College), with a screening of “Annie’s Pencil,” a film based on a play about the poet’s life written by her granddaughter, playwright Shaun Spencer Hester. “She lived a very vibrant life and knew fascinating people,” explains Hester, “but I wanted the play to show she was just an ordinary person who accomplished remarkable things.” Spencer was born in 1882 in Henry County, and moved to Lynchburg in 1893 to attend the Virginia Theological Seminary and College. She later met and married Edward Spencer, Lynchburg’s first parcel postman, and raised three children: Bethel, Alroy and Chauncey (an aviator who initiated the training program that produced the Tuskegee Airmen). Spencer worked as a teacher and a librarian, and helped to establish the first Lynchburg chapter of the NAACP. From her home—and beloved garden, Edenkraal—on Pierce Street, now a National Historic Landmark, Spencer penned poems that captured the attention of literary heavyweight and activist James Weldon Johnson. He encouraged her to submit her work to literary journals of the day such as the NAACP journal, The Crisis. According to Nina Salmon, assistant professor of English at Lynchburg College and the author of Anne Spencer: “Ah, how poets sing and die!”, Spencer wrote “because the poems emerged, or needed to emerge. ” Adds Salmon: “That she was a published poet was more an accident of time and place than it was a desire on her part to see her work reach a wider audience.” But her work did reach a larger audience and her salon became a gathering place for some of the brightest stars of the Harlem Renaissance—the black literary movement of the 1920s—and beyond, including Langston Hughes, Thurgood Marshall, W. E. B. DuBois and Martin Luther King Jr. Though Spencer’s poetry addressed a wide range of subjects she often eschewed political topics to write about nature. Before her death in 1975, Spencer told her biographer J. Lee Greene, “I write about some of the things I love. But have no civilized articulation for the things I hate.”	<urn:uuid:74654cf0-2deb-4ffb-a58d-3a1d58d0ccc7>	CC-MAIN-2017-04	http://www.virginialiving.com/culture/literary-luminary/	s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281162.88/warc/CC-MAIN-20170116095121-00140-ip-10-171-10-70.ec2.internal.warc.gz	en	0.968864	535	2.640625	3
Brief Description of 5G 5G, (fifth generation of wireless technology) is a technology based upon previous communications technologies infrastructure which allows devices and networks to receive and broadcast data which includes media wirelessly. The major difference of 5th generation compared to that of its predecessors is the frequency spectrum at which it operates. 5G provides faster connection speeds and broader bandwidth. However this comes at an expense of higher microwave frequencies and many more repeaters or cell sites as the 5G is a higher microwave frequency. The higher the wave, the shorter distances it can travel. 5G Fact List View PDFfrom: GrassrootsInfo.org The 5G Trojan Horse Documentary	<urn:uuid:a77ffcbe-9b50-452a-928a-7fe4af55858a>	CC-MAIN-2021-21	http://survivingintheusa.com/5g-fact-page/	s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00307.warc.gz	en	0.945677	137	3.515625	4
Play idea: Physically active play – Korikori Children love moving and movement, and being physically active is an important part of everyday life. \|Level of compliance\|\|Main audience\|\|Other\| Children learn through play. Below is some information about a play idea for your children. Finding ways every day for children to use large and small muscles allows them to gain increasing control over their bodies. Physical activity promotes children’s mental and emotional health as well as their physical well-being. Physically active play can help children to - develop large muscles, strength and balance - develop flexibility and coordination including hand–eye coordination - develop skills such as throwing, catching, hopping, skipping, climbing and balancing - develop an awareness of space, such as over/under, in front/behind, on top/beneath, inside/outside - develop mathematical concepts such as long/short, big/small, wide/narrow - be confident in controlling their bodies and learn their limits - learn to cooperate and share - understand that physical activity is fun and can release tension. Adults can support children by - making sure spaces are safe and free from obstructions - making sure the equipment is safe, well maintained and positioned safely - letting them play around with equipment in their own way and at their own pace - joining in and providing encouragement, advice, support and demonstrations as needed e.g different ways to land or throw a ball - encouraging them to join in by taking turns - modelling language that goes with the play - making sure physical play resources and opportunities are available at all times. Providing for physical activity Being physically active can happen inside or out. Just remember that safety comes first, so make sure there is enough space for children to be physically active without the risk of hurting other children. If children are climbing, swinging, sliding or jumping, also make sure there’s enough soft fall cushioning on the floor for a safe landing. Ideas for natural resources Anything that allows for running, balancing, swinging, crawling, stepping, climbing, catching, throwing, pushing, pulling, hopping, skipping, jumping, rolling, crouching or twirling. Some examples are: - skipping ropes - ribbons or scarves - bean bags - balancing boards - slides and other fixed equipment - boxes, planks and ladders - other junk material Provide children with waterproof overalls, umbrellas and gumboots so they can play outside on wet days. Physically active play supports learning across all strands of Te Whāriki. In particular, it supports the Exploration strand, where children gain confidence in and control of their bodies. They develop increasing knowledge about how to keep physically healthy. This play idea has been developed for playgroups. Feel free to use it at other types of ECE service, but make sure you're still following the regulations and licensing criteria that apply to your service type. Parents may also find this information useful. Last reviewed: Has this been useful? Give us your feedback	<urn:uuid:4938b680-89b4-4190-9ec7-865f67d3196f>	CC-MAIN-2021-17	https://minedu.cwp.govt.nz/early-childhood/teaching-and-learning/learning-ideas/physically-active-play-korikori/	s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039568689.89/warc/CC-MAIN-20210423070953-20210423100953-00285.warc.gz	en	0.946088	643	4	4
Founded in 1997, BookFinder.com has become a leading book price comparison site: Find and compare hundreds of millions of new books, used books, rare books and out of print books from over 100,000 booksellers and 60+ websites worldwide. Pattern Languages of Program Design 4: Software patterns are reusable, higher-order designs that recur repeatedly across applications. Pattern Languages of Program Design 4 offers a wide variety of these forms from different areas of computing. Especially valuable to C++ or Java programmers, but useful to anyone who designs software for a living, this book is a worthy choice containing dozens of designs that you can incorporate into your own projects. Arranged in 23 chapters, each containing multiple patterns, the text contains well over 100 software setups on a wide variety of topics. Standout sections here include a compilation of C++ idioms by James Coplien, which are derived from his well-known Advanced C++ Programming Styles and Idioms, a book that helped inspire early pattern-makers. A chapter on managing limited memory provides tips for working with embedded systems on today's handheld devices. Those with a background in engineering will also appreciate the catalog of patterns for finite state machines (FSMs). Designers have the tendency to make patterns out of what is familiar to most everyone. Several chapters look at patterns used on Web sites (for example, navigation bars) and in wiring together multimedia content. The book also groups management patterns, some of which can be used for improving customer relations and managing software development. The last section, surely the most entertaining, is devoted to software management and describes why most code, over time, devolves into a "Big Ball of Mud." There is certainly a lot to take away for any designer who reads this book. It is a particularly rich collection of recently "discovered" patterns that will get you thinking about reusable design in your own software. --Richard Dragan Topics covered: Object-oriented software design patterns, C++ idioms, patterns for managing limited memory, patterns for Smalltalk prototyping, patterns for history and time, security patterns, report patterns, feature extraction patterns, finite state machine (FSM) patterns, patterns for Web sites and multimedia systems, patterns for reusable multimedia artifacts, patterns for telecommunications, patterns for choosing publishable papers for conferences, patterns from writers' workshops, customer interaction patterns, patterns for better software project management. [via]	<urn:uuid:5eef56ab-d6d2-439a-aa8f-4ef067d74548>	CC-MAIN-2014-10	http://www.bookfinder.com/dir/i/Pattern_Languages_of_Program_Design_4-_Software_Patterns_Series_/0201433044/	s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678663724/warc/CC-MAIN-20140313024423-00061-ip-10-183-142-35.ec2.internal.warc.gz	en	0.912825	494	2.59375	3
Level B2 corresponds to independent users of the language, i.e. those who have the necessary fluency to communicate without effort with native speakers. It is important to bear in mind that the Common European Framework of Reference for Languages (CEFRL) is the system that defines and explains the different levels of oral and written expression and comprehension for languages such as English. It consists of 6 levels of reference: three blocks (A or basic user, B or independent user and C or proficient user), which are in turn divided into two sublevels, 1 and 2. Skills at level B2 One of the questions you might ask yourself when you read this information is, what language competences characterise a person who can prove they have a level B2 in English? The CEFRL specifies that students at this level should be able to: - understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization - interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party - produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.	<urn:uuid:298c9fe3-887a-40a7-a640-f7b8535b44c2>	CC-MAIN-2020-40	https://www.britishcouncil.sg/english-courses/adults/levels/b2	s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00160.warc.gz	en	0.930647	254	4.03125	4
Two main types of heat exchangers exist, differing in using an intermediate storage or direct transfer of heat. In a regenerator, heat from the primary medium is first stored in a thermal mass and later on (during the next cycle) regenerated from that mass by the secondary medium. The thermal mass can either be the wall material of the flow ducts or a porous medium, through which the primary and the secondary flow is alternately led. In a recuperator, both media are separated by a wall through which heat is transferred directly. Further split systems are used in which an intermediate medium carries heat from the primary medium in a first heat exchanger to the secondary medium in a second heat exchanger. The regenerator has a serious disadvantage since the heat has to be diffused in and out of the intermediate storage material, hereby loosing exergy as the heat front in the flow direction is smoothed out and not all of the heat can be regenerated. Additionally, the intermediate storage material (generally the wall of the flow ducts) needs to be a good heat conductor for the storage function, which causes high heat conduction in the flow direction, inducing a considerable loss of effectiveness (<<90%). In a recuperator, the only fundamental loss is the heat conduction through the wall in the flow direction, which, however, can be reduced to less than a per mille by using material with low heat conductivity like plastics. Only a recuperator can be used for obtaining the required effectiveness. If the information here above caught your interest and you want to know more, please fill in our contact form.	<urn:uuid:40a371b3-50a5-41fe-9693-ea77b15da6b4>	CC-MAIN-2021-49	https://www.recair.com/us/general/recuperator-or-regenerator/	s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00509.warc.gz	en	0.939706	335	3.328125	3
In today’s world, geographic borders and barriers are constantly being erased. Our planet’s future hinges on the cultural competence of all its inhabitants, at a time when many education systems provide limited intercultural competency components. Around the world, many have failed to understand that global understanding is a skill that all students will need to possess in order to address global issues and function in a global society. What is the #10Million Initiative? Since 2003, ProjectExplorer.org has brought the world into the classroom with free multimedia content and lesson plans that improve students’ global awareness and cross-cultural understanding. Nearly six million students have used our online materials to become more globally and culturally aware. Now we’re on a mission to create #10Million globally competent youth by 2020. Measuring Global Knowledge Unlike traditional academic subjects, there is no set framework to assess intercultural knowledge and global competency. In partnership with thought leaders and educators from the Apartheid Museum, the World Affairs Council, Sister Cities International, and the U.N., we have identified a core set of questions every 25-year old should be able to answer to demonstrate their intercultural knowledge. Global knowledge is the first step on the path global citizenship – it is the foundation that will allow one to take action toward positive global change. Please contact us if your school or organization is interested in joining the #10Million initiative.	<urn:uuid:ac4819ce-8564-444f-8957-920e1ff0b4c4>	CC-MAIN-2019-35	http://www.projectexplorer.org/about/10million	s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027321160.93/warc/CC-MAIN-20190824152236-20190824174236-00354.warc.gz	en	0.923199	292	3.5625	4
Containers are great for developers, but containers are also an excellent way to create reproducible, secure, and portable applications. Applications can be deployed reliably and migrated to multiple computing environments quickly using containers. It could be the developer's laptop to the testing environment or staging to the production environment. To use Dockers, Kubernetes, etc., it has been necessary to build containers. A Docker is used as a configuration management tool and a container engine that helps run an application with a high level of abstraction and security. It provides your application with key components that make it run efficiently in different environments. It is possible to write code quickly, test it, and deploy it to production with quick shipping, testing, and deployment with docker methodologies. In this section, we will cover the following topics; Table of Contents - What is a Dockerfile? - SHELL and EXEC FORM - Docker CMD - Docker ENTRYPOINT - When to use CMD and ENTRYPOINT - Using ENTRYPOINT with CMD #1 What is a Dockerfile? Basically, Dockerfiles are simple text files with instructions on how to create Docker images. The containers created by Dockerfiles can run on any Linux server. Business applications can be more flexible and portable using Dockerfiles. Applications and their dependencies are packaged using Dockerfiles and run in virtual containers, either on premises or in public clouds. There are three specific types of commands that can be used to build and run Dockerfiles: - RUN - To run this command you will need a separate new layer and this command is mainly used to build images, and install packages and applications. - CMD - The CMD describes the default container parameters or commands. The user can easily override the default command when you use this. - ENTRYPOINT - A container with an ENTRYPOINT is preferred when you want to define an executable. You can only override it if you use the --entrypoint flag. #2 SHELL and EXEC FORM To understand the docker daemon process, you will need to build a docker file. To build a sample dockerfile using the two commands: The Syntax for any command in SHELL form: The syntax for any command in EXEC form: <instruction> ["excecutable" "parameter"] To write docker CMD/ENTRYPOINT in both forms: - CMD SHELL form - CMD echo "Atatus - Full-stack monitoring tool" - CMD EXEC form - CMD ["echo", "Atatus - APM monitoring solution"] - ENTRYPOINT SHELL form - ENTRYPOINT echo "Atatus - Observability platform" - ENTRYPOINT EXEC form - ENTRYPOINT ["echo", "Atatus - Observability Platform"] #3 Docker CMD Docker CMD produces a default executable for a Docker image. A container can be built on top of this image without command-line arguments. A docker image will run whatever command is specified by the CMD command. It is the default executable for a docker image. Using the CMD command to create a Dockerfile and build an image Step-1: Create a new folder named docker-test to store the new images. Step-2: Move to the new folder that you have created using the below command. cd docker-test touch Dockerfile Step-3: Open the docker file with the text editor of your preference. Step-4: Add the following content in your docker file. FROM ubuntu RUN apt-get update CMD ["echo" , "Try Best APM Monitoring Tool at atatus.com"] Step-5: Save and exit from the file. Step: 6 You can now build the docker image from the newly created docker file. As long as you are in the same directory, you need not specify the location of the docker directory. Just build the image by running the following command: sudo docker build . To add the tag to the build use the below command: sudo docker build -t [tag_name] . Step: 7 Use the following command to find out if the newly created image is stored locally. sudo docker images Step: 8 Run the container with the following command. sudo docker run [image_name/image_id] Upon running the command, the container will run the default CMD instructions, displaying the text entered. If we add an argument to the run command it overrides the default instruction. sudo docker run dockertest hostname With the overridden CMD instructions the above command will run and display the hostname ignoring the echo instruction in the docker file. #4 Docker ENTRYPOINT It is used to set executables that will run only when the container is initiated. ENTRYPOINT commands cannot be overridden or ignored even if command-line arguments are stated. This can be written in both Exec and SHELL form. Using the ENTRYPOINT command to create a Dockerfile and build an image Step: 1 Here I have used the same directory and docker file to use the ENTRYPOINT command. You can also create a new docker folder and a docker file. Open the existing file with the vi editor: Step: 2 Replace the content with the below one: FROM ubuntu RUN apt-get update ENTRYPOINT ["echo" , "Try Best APM Monitoring Tool at atatus.com"] Step: 3 Save the file and exit. Step: 4 You can now build the docker image from the newly created docker file. As long as you are in the same directory, you need not specify the location of the docker directory. Just build the image by running the following command: sudo docker build . To add the tag to the build, use the below command: sudo docker build -t tagname . Step: 4 Use the following command to find out if the newly created image is stored locally. sudo docker images Step: 5 Run the container with the following command. sudo docker run [image_name] #5 When to use CMD and ENTRYPOINT CMD can be used effectively if the default instructions are set in advance to run when no arguments are typed in the command line. This will lead the CMD argument to store and load the container image as soon as possible. To override instructions, docker-run can be executed through a CLI. ENTRYPOINT can be used in both single purpose and multi-mode images, which will contain a specific command to run the container. Besides building wrapper container images for legacy programs, it is also used to ensure that programs will always run, which is achieved by using an ENTRYPOINT instruction. #6 Using ENTRYPOINT with CMD ENTRYPOINT and CMD both are not similar and the instructions are not manually exclusive. Still, they both can be used in your Docker file. There are many such cases where we can use both ENTRYPOINT and CMD. The thing is that you will have to define the executable with the ENTRYPOINT and the default parameters using the CMD command. Maintain them in exec form at all times. To run a container with ENTRYPOINT and CMD Step: 1 Open and modify the existing docker file using the below command or create a new file. Step: 2 Add the below content to the file. The docker file should contain the ENTRYPOINT instruction specifying the executable and CMD instruction specifying the default parameters. FROM ubuntu RUN apt-get update ENTRYPOINT ["echo", "Affordable Observability Platform - atatus.com"] CMD [/bin/bash] Step: 3 Build a new image for the changed docker file. sudo docker build . Step: 4 Test the container with no parameters. sudo docker run [container_name] The above command will display the text entered in the docker file. Step: 5 Try adding parameters to the docker run command and see what happens. sudo docker run [container_name] [your_name/some_text] The output would have been changed and this is because we cannot override the ENTRYPOINT instructions, whereas CMD instructions can be overridden. There are use cases where both ENTRYPOINT and CMD can be used in the same dockerfile. Both docker CMD and ENTRYPOINT instructions are necessary while building and executing a dockerfile. Choosing the most suitable one completely depends on your use case. - If you have an auxiliary set of arguments, use CMD instructions as a default method, unless there is an explicit command line reference when a docker container runs. It can be used if a user needs a default command that may be easily overridden. - You can use ENTRYPOINT if you want to define a container with specific executables. Experiment with both the instructions and find the best solution that works for you. Monitor Your Entire Application with Atatus Atatus is a Full Stack Observability Platform that lets you review problems as if they happened in your application. Instead of guessing why errors happen or asking users for screenshots and log dumps, Atatus lets you replay the session to quickly understand what went wrong. We offer Application Performance Monitoring, Real User Monitoring, Server Monitoring, Logs Monitoring, Synthetic Monitoring, Uptime Monitoring and API Analytics. It works perfectly with any application, regardless of framework, and has plugins. Atatus can be beneficial to your business, which provides a comprehensive view of your application, including how it works, where performance bottlenecks exist, which users are most impacted, and which errors break your code for your frontend, backend, and infrastructure. If you are not yet a Atatus customer, you can sign up for a 14-day free trial .	<urn:uuid:d4e968c4-fd78-4ebe-8933-6dd48d4a4165>	CC-MAIN-2022-40	https://www.atatus.com/blog/docker-cmd-vs-entrypoints/	s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00678.warc.gz	en	0.822643	2,117	3.25	3
Anemia is a common complication of advanced chronic kidney disease (CKD) and end-stage renal disease (ESRD), and anemia management is a critical element of care for these patients. In addition to erythropoeitin deficiency and resistance, there is a high prevalence of iron deficiency in the CKD population. This is related to excess blood losses, particularly in patients on long-term hemodialysis who require frequent cannulation and may lose blood through dialysis lines, lab draws, and clotted filters as well as unrelated losses from gastrointestinal bleeding. In addition to blood loss, there is also poor utilization of oral iron with decreased iron absorption mediated by hepcidin and other factors. A recent article by Ratcliffe et al summarizes updates to guidelines by the National Institute for Health and Care Excellence (NICE) in the United Kingdom for management of iron deficiency in adult and pediatric patients with CKD and ESRD. The guidelines take into account various testing modalities to assess for iron deficiency and management strategies for iron administration, including efficacy, safety, cost, and ease of administration. The gold standard for assessing iron stores is a bone marrow biopsy, but this is not feasible as a routine diagnostic test. Percentage of hypochromic red cells (>6% hypochromic) is another assessment of iron deficiency, with reticulocyte hemoglobin content proposed as an alternative. Unfortunately, these tests are not always available and require processing of the sample within 6 hours, which may not be feasible for many free-standing dialysis units. They will also be unreliable in patients with thalassemia or thalassemia trait. The combination of ferritin <100 ng/L and transferrin saturation <20% is an option if the red cell assessments are not feasible. Changing the ferritin value for iron deficiency has a dramatic impact on specificity, and use of a higher cutoff carries a risk of exposing patients to iron overload. Use of either ferritin or transferrin saturation alone is not advised. With regard to treatment, the modality of choice varies with regard to the patient’s status (adult or pediatric, CKD or ESRD on hemodialysis) and patient preferences. For most patients either on hemodialysis or receiving treatment with erythropoiesis-stimulating agents (ESAs), parenteral iron is preferred, either at low frequent doses for patients on routine hemodialysis, or at higher less-frequent doses for patients not on hemodialysis. Consideration needs to be given to potential infusion reactions, particularly anaphylaxis. Although oral iron is often inadequate, a trial of oral therapy is advised for patients with CKD not receiving ESAs or for patients who refuse parenteral therapy. Treatment of iron deficiency will require both a correction phase, with higher dose iron administration, followed by a lower dose maintenance phase. Anemia management remains complicated and it is clear that there is not a “one size fits all” strategy. The NICE guidelines take into account cost factors, patient-related factors, and adverse effects. There are different strategies proposed based on the presence of CKD or ESRD and also whether the patients are already receiving ESAs. Although potentially logistically challenging for some facilities, the emphasis on red cell iron content as a marker of total body iron stores appears to offer some advantages over other testing strategies and is a potential step forward in iron deficiency assessment. John W. O’Bell, MD AJKD Blog Contributor	<urn:uuid:342f5076-246a-4d16-b236-7186ab546b19>	CC-MAIN-2019-30	https://ajkdblog.org/2016/02/25/iron-or-no-iron-does-one-size-fit-all/	s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525829.33/warc/CC-MAIN-20190718211312-20190718233312-00239.warc.gz	en	0.918325	732	2.828125	3
Analogy is to recognize the relationships between words and to select two words that have a similar relationship as the preceding words. Common relationships between words: \|Word\|\|Intensity [higher form of word]\| \|Word\|\|Synonym [ has same or similar meaning ]\| \|Word\|\|Antonym [ has opposite meaning ]\| Q. obsolete: contemporary Opt. past:future; old fashioned: stylish; future:present; past:present; A. past: present Q. Kindness : hostility Opt. deception:confidence; walking:running; giant:pygmy; dissent:commotion Q. Frugality: parsimoniousness Opt. joy:ecstasy; poverty:misery; rich:poor; love:hate Opt. intelligent:dumb; generous:cheerful; pleased:thrilled; sensible:lively A. pleased: thrilled Q. Arc: curve Opt. triangle:base; rectangle:square; square:polygon; revolution:distance Opt. magazine:book; screen:movie; writing:libel; scribble:note The student’s vocabulary and logic shall be tested. The question has 4 words and the user has to identify the word that doesn’t belong to the group. Q. statue, statute, statuette, sculpture A. statute – means law Q. xylophone, cymbals, kettledrum, waltz A. waltz is a dance form not music instrument. Q. calf, pup, ewe, piglet A. ewe – adult female sheep Q. Gill, yard, stick, mile A. stick isn’t a standard measure Q. despise, vituperate, loathe, renege A. renege – to withdraw from promise Q. gainsay, deny, aver, rebuff A. aver means to report and other words are for challenging the validity. Q. despondent, morose, melancholic, indifferent A. indifferent – as others mean sadness Q. hinder, thwart, precipitate, forestall Q. Book, paper, pencil, pen, sharpener A. Book – its not a stationery item Q. Sun, moon, stars, mars, universe A. Universe is a collection Q. Hostel, hotel, club, inn , motel A. club – its not a lodging place Q. arc, diagonal, tangent, radius, diameter A. diagonal – others are associated with circles. Q. Plassey, panipat, kurukshetra, haldighat, sarnath A. sarnath – isn’t a place where a famous war was fought. Q. Pound, yen, ounce, franc, dollar A. ounce – weight not currency Q. inch, foot, yard, quart, meter Q. axe, sword, knife, shovel, saw A. shovel – not used for cutting Q. uncle, cousin, brother, nephew, niece A. brother – direct relation unlike others. Q. boil, peel, roast, fry A. peel – others are forms of cooking Q. ruffian, gangster, criminal, paragon, pirate A. paragon – meaning is ideal person Q. silk, cotton, flax, jute, nylon A. nylon – is artifical fiber Score more than 80% marks and move ahead else stay back and read again!	<urn:uuid:e64d6b74-76db-4903-b93f-94dc34c28967>	CC-MAIN-2020-40	https://www.indianacademics.com/chapter-2-analogy/	s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198287.23/warc/CC-MAIN-20200920161009-20200920191009-00111.warc.gz	en	0.653735	750	3.296875	3
The Suffolk Coast is a special place for visitors and wildlife, it is also very rich and interesting in terms of habitats and wildlife. Our coast has several designations which reflect its beauty and importance locally, nationally and internationally. Some of these designations are commonly talked about, such as Area of Outstanding Natural Beauty (AONB), Heritage Coast, Sites of Special Scientific Interest (SSSI) and Local and National Nature Reserves (LNR and NNR). Some designations are not as well-known but are very important for wildlife (biodiversity). Special Protection Areas (SPA) and Special Areas of Conservation (SAC) as well as Ramsar Sites (wetlands) are vital for birds during migration and breeding, for feeding, roosting and nesting. These designations protect the birds directly as well as their habitats, as they provide important food, vegetation and landscapes for their lifecycles. Because wading birds are reliant on tides to expose mud and salt marsh to feed and rest, they can be very vulnerable to disturbance. Birds will move with the tides through the day as the water exposes and covers food and rest areas, often feeding at the water’s edge. The rising tide brings birds closer to the shore, people, dogs, and recreational activities that can disturb them, causing them to fly away. If there are no suitable areas for them to land, they will continue flying until the disturbance has gone away. Wading birds can be easily frightened away from feeding and resting areas, especially at high tide, preventing them from eating enough or getting enough rest. Nesting areas can also be close to where people like to recreate (walking, running, cycling, dog walking, paddle-boarding, boating, kitesurfing etc) and birds can be scared from their nests. The Suffolk Coast Recreation Disturbance Avoidance and Mitigation Strategy (RAMS) is a partnership between East Suffolk Council, Ipswich Borough Council and Babergh and Mid Suffolk District Councils. Its aim is to reduce the impact of increased levels of recreational use on Habitat Sites (also often called European Sites), due to new residential development in the Suffolk Coast area, and to provide a simple, coordinated way for developers to deliver mitigation for their developments. The RAMS project allows for a strategic approach to mitigating the in-combination effects of development on these designated areas and allows mitigation to be delivered across the project area. Taking a coordinated approach to mitigation has benefits and efficiencies compared to project by project mitigation packages. The RAMS partnership approach has support from Natural England. The Zone of Influence (ZOI) is the area where increased residential development will result in likely significant effects. As set out in the strategy, evidence shows that there is a 13 km Zone of Influence (ZOI) around the relevant Habitat Sites in the Suffolk Coast area (this includes East Suffolk, Ipswich Borough and Babergh and Mid Suffolk Council areas). Increased recreation without mitigation would result in the significant features of the sites being degraded, or lost, and these internationally important areas losing their birds and habitat, (and therefore their designations), and the Suffolk Coast losing significant important areas for birds, plants and wildlife generally. Any new residential development within the Zone of Influence will be required to mitigate the effects of the development and show how this will be achieved prior to approval of planning permission. In smaller development this is most efficiently achieved through payment of the RAMS contribution only. For sites comprising of more than 50 dwellings and in more sensitive locations, a bespoke approach including payment of RAMS and demonstration of on-site/off-site mitigation measures may be required. This Suffolk Coast RAMS Habitat Regulation Assessment (HRA) Record provides guidance, agreed with Natural England. It will be used when intending to consent relevant development and in undertaking its Appropriate Assessment. Where a financial contribution towards RAMS is required it can be paid upfront or via a legal agreement that will secure payment before, or upon commencement of the development. The RAMS contribution is set at £121.89 per dwelling within Zone A and £321.22 per dwelling within Zone B. Please check which zone your development will fall in using the interactive map. To make an upfront payment, you can complete the RAMS upfront payment form to make a BACS payment, then email the form along with proof of payment to [email protected] or make an online payment to the council (select ‘other payments’ and then ‘RAMS Habitat Mitigation’). The upfront payment is refundable in the event planning permission is refused, an appeal is dismissed, or the development is not implemented. Where a Section 106 Agreement is required for a planning permission, the Suffolk Coast RAMS payment can be included with the other obligations. A report on Rams income and expenditure for 2019-20 is appended to the East Suffolk Infrastructure Funding Statement for 2019/20.	<urn:uuid:ecacd51f-d883-454b-b6a6-4a98a2099fd0>	CC-MAIN-2021-17	http://www.eastsuffolk.gov.uk/planning/developer-contributions/rams/	s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038069133.25/warc/CC-MAIN-20210412175257-20210412205257-00299.warc.gz	en	0.944207	1,020	2.921875	3
A Workbook Solution that will be of use to you and your children would require the use of an Empirical and Molecular Formula Worksheet Answer Key. These types of worksheets are quite helpful to students who cannot seem to grasp the information in a test or homework. A Worksheet Answer Key is an item that can be found in a variety of different forms for free as well as in other types of items. The worksheet you need is going to depend on what type of worksheet answer key you will use to create the worksheet for your needs. The worksheet answer key is going to be a very simple sheet that can be printed out and used to have a quick and easy way to provide your child with a means to help them understand the information that they are required to get on a test or homework. The most basic of all worksheets are those that will consist of a single formula that has to be written on the form that the worksheet is to be used in. There is usually a formula that can be found online and it can be easily found in various forms that are set up for you to print out. This is the most basic worksheet answer key. You will generally find that the worksheet is set up in the way that the instructions on the form are to be printed out. In this worksheet answer key there will be a formula that consists of some numbers and then another formula that is always displayed at the bottom of the worksheet. For example, the formula in the bottom portion of the worksheet will be a combination of numbers that will be different than the numbers on the top part of the worksheet. On the bottom portion of the worksheet the formula will be a different number than that which is on the top portion of the worksheet. This will provide your child with a means to understand what the formula is to find a solution on the problem in the worksheet. There is no doubt that an Empirical and Molecular Formula Worksheet Answer Key is going to be extremely useful for those who need to be able to provide your child with a means to help them find a way to solve their problems. The worksheet that you will be able to come up with will be the same type of worksheet that you will find in any other type of worksheet that is available in a typical library or school. As mentioned earlier, there are a variety of forms that you can find an Empirical and Molecular Formula Worksheet Answer Key in a variety of different types of forms. The best place to look for a worksheet answer key is in one of the typical libraries and you will be able to find a worksheet that you will be able to solve any type of problem that your child has with a formula in some type of problem.	<urn:uuid:03d404b4-e93d-4b29-ad81-bfdd95d0aee4>	CC-MAIN-2022-49	https://www.semesprit.com/60875/empirical-and-molecular-formula-worksheet-answer-key/	s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710801.42/warc/CC-MAIN-20221201053355-20221201083355-00575.warc.gz	en	0.966771	567	3.546875	4
Or did you mean: Schrödinger's Cat (thought experiment), Schrödinger's Cat trilogy , Schrödinger's cat in popular culture , In Search of Schrödinger's Cat The Schrödinger toolEasy JSP, Servlet development It's a Tomcat with a Swing GUI.www.micromata.com Home > Library > Reference > Philosophy Dictionary Celebrated animal introduced by the Austrian physicist Erwin Schrödinger (1887-1961) in 1935, in a thought experiment showing the strange nature of the world of quantum mechanics. The cat is thought of as locked in a box with a capsule of cyanide, which will break if a Geiger counter triggers. This will happen if an atom in a radioactive substance in the box decays, and there is a chance of 50% of such an event within an hour. Otherwise the cat is alive. The problem is that the system is in an indeterminate state. The wave function of the entire system is a ‘superposition’ of states, fully described by the probabilities of events occurring when it is eventually measured, and therefore ‘contains equal parts of the living and dead cat’. When we look and see we will find either an alive cat or a dead cat, but if it is only as we look that the wave packet collapses, quantum mechanics forces us to say that before we looked it was not true that the cat was dead and also not true that it was alive. The thought experiment makes vivid the difficulty of conceiving of quantum indeterminacies when these are translated to the familiar world of everyday objects. VRMars - 3D ScienceMars Exploration Rover Spirit - 3D. Virtual Reality 3D Software on MarsVRMars.com Home > Library > Reference > Wikipedia Schrödinger's Cat: If the nucleus in the bottom left decays, the Geiger counter on its right will sense it and trigger the release of the gas. In one hour, there is a 50% chance that the nucleus will decay, and therefore that the gas will be released and kill the cat. Schrödinger's cat is a seemingly paradoxical thought experiment devised by Erwin Schrödinger that attempts to illustrate the incompleteness of an early interpretation of quantum mechanics when going from subatomic to macroscopic systems. Schrödinger proposed his "cat" after debates with Albert Einstein over the Copenhagen interpretation, which Schrödinger defended, stating in essence that if a scenario existed where a cat could be so isolated from external interference (decoherence), the state of the cat can only be known as a superposition (combination) of possible rest states (eigenstates), because finding out (measuring the state) cannot be done without the observer interfering with the experiment — the measurement system (the observer) is entangled with the experiment. The thought experiment serves to illustrate the strangeness of quantum mechanics and the mathematics necessary to describe quantum states. The idea of a particle existing in a superposition of possible states, while a fact of quantum mechanics, is a concept that does not scale to large systems (like cats), which are not indeterminably probabilistic in nature. Philosophically, these positions which emphasize either probability or determined outcomes are called (respectively) positivism and determinism. The thought experiment One can even set up quite ridiculous cases. A cat is penned up in a steel chamber, along with the following device (which must be secured against direct interference by the cat): in a Geiger counter there is a tiny bit of radioactive substance, so small, that perhaps in the course of the hour one of the atoms decays, but also, with equal probability, perhaps none; if it happens, the counter tube discharges and through a relay releases a hammer which shatters a small flask of hydrocyanic acid. If one has left this entire system to itself for an hour, one would say that the cat still lives if meanwhile no atom has decayed. The psi-function of the entire system would express this by having in it the living and dead cat (pardon the expression) mixed or smeared out in equal parts.It is typical of these cases that an indeterminacy originally restricted to the atomic domain becomes transformed into macroscopic indeterminacy, which can then be resolved by direct observation. That prevents us from so naively accepting as valid a "blurred model" for representing reality. In itself it would not embody anything unclear or contradictory. There is a difference between a shaky or out-of-focus photograph and a snapshot of clouds and fog banks. An illustration of both states, a dead and living cat. According to quantum theory, after an hour the cat is in a quantum superposition of coexisting alive and dead states. Yet when we look in the box we expect to only see one of the states, not a mixture of them. The experiment must be shielded from the environment to prevent quantum decoherence from inducing wavefunction collapse. The above text is a translation of two paragraphs from within a much larger original article, which appeared in the German magazine Naturwissenschaften ("Natural Sciences") in 1935. It was intended as a discussion of the EPR article published by Einstein, Podolsky and Rosen in the same year. Apart from introducing the cat, Schrödinger also coined the term "entanglement" (German: Verschränkung) in his article. Schrödinger's famous Gedankenexperiment poses the question: when does a quantum system stop existing as a mixture of states and become one or the other? (More technically, when does the actual quantum state stop being a linear combination of states, each of which resemble different classical states, and instead begin to have a unique classical description?) If the cat survives, it remembers only being alive. But explanations of the EPR experiments that are consistent with standard microscopic quantum mechanics require that macroscopic objects, such as cats and notebooks, do not always have unique classical descriptions. The purpose of the thought experiment is to illustrate this apparent paradox: our intuition says that no observer can be in a mixture of states, yet it seems cats can be such a mixture. Are cats required to be observers, or does their existence in a single well-defined classical state require another external observer? Each alternative seemed absurd to Albert Einstein, who was impressed by the ability of the thought experiment to highlight these issues; in a letter to Schrödinger dated 1950 he wrote: You are the only contemporary physicist, besides Laue, who sees that one cannot get around the assumption of reality—if only one is honest. Most of them simply do not see what sort of risky game they are playing with reality—reality as something independent of what is experimentally established. Their interpretation is, however, refuted most elegantly by your system of radioactive atom + amplifier + charge of gun powder + cat in a box, in which the psi-function of the system contains both the cat alive and blown to bits. Nobody really doubts that the presence or absence of the cat is something independent of the act of observation. But perhaps it was inevitable that Einstein would be impressed with Schrödinger's cat—Einstein had previously suggested to Schrödinger a similar paradox involving an unstable keg of gunpowder, instead of a cat. Schrödinger had taken the next step of applying quantum mechanics to an entity that may or may not be conscious, to further illustrate the putative incompleteness of quantum mechanics. Introduction to...Mathematical formulation of... Decoherence · InterferenceUncertainty · ExclusionTransformation theoryEhrenfest theorem · Measurement Double-slit experimentDavisson-Germer experimentStern–Gerlach experimentEPR paradox · Popper's experiment Schrödinger's cat Schrödinger equationPauli equationKlein-Gordon equationDirac equation Quantum field theoryQuantum electrodynamicsQuantum chromodynamicsQuantum gravityFeynman diagram Copenhagen · Quantum logicHidden variables · TransactionalMany-worlds · EnsembleConsistent histories · RelationalConsciousness causes collapseOrchestrated objective reduction Planck · SchrödingerHeisenberg · Bohr · PauliDirac · Bohm · Bornde Broglie · von NeumannEinstein · FeynmanEverett · Others In the Copenhagen interpretation, a system stops being a superposition of states and becomes either one or the other when an observation takes place. This experiment makes apparent the fact that the nature of measurement, or observation, is not well defined in this interpretation. Some interpret the experiment to mean that while the box is closed, the system simultaneously exists in a superposition of the states "decayed nucleus/dead cat" and "undecayed nucleus/living cat", and that only when the box is opened and an observation performed does the wave function collapse into one of the two states. More intuitively, some feel that the "observation" is taken when a particle from the nucleus hits the detector. This line of thinking can be developed into Objective collapse theories. In contrast, the many worlds approach denies that collapse ever occurs. Steven Weinberg said: All this familiar story is true, but it leaves out an irony. Bohr's version of quantum mechanics was deeply flawed, but not for the reason Einstein thought. The Copenhagen interpretation describes what happens when an observer makes a measurement, but the observer and the act of measurement are themselves treated classically. This is surely wrong: Physicists and their apparatus must be governed by the same quantum mechanical rules that govern everything else in the universe. But these rules are expressed in terms of a wavefunction (or, more precisely, a state vector) that evolves in a perfectly deterministic way. So where do the probabilistic rules of the Copenhagen interpretation come from?Considerable progress has been made in recent years toward the resolution of the problem, which I cannot go into here. It is enough to say that neither Bohr nor Einstein had focused on the real problem with quantum mechanics. The Copenhagen rules clearly work, so they have to be accepted. But this leaves the task of explaining them by applying the deterministic equation for the evolution of the wavefunction, the Schrödinger equation, to observers and their apparatus. Everett many-worlds interpretation & consistent histories In the many-worlds interpretation of quantum mechanics, which does not single out observation as a special process, both states persist, but are decoherent from each other. If states are decoherent, there is no effective communication or interaction between them. When an observer opens the box, he becomes entangled with the cat, so observer-states corresponding to the cat being alive and dead are formed, and each can have no interaction with the other. The same mechanism of quantum decoherence is also important for the interpretation in terms of Consistent Histories. Only the "dead cat" or "alive cat" can be a part of a consistent history in this interpretation. In other words, when the box is opened, the universe (or at least the part of the universe containing the observer and cat) is split into two separate universes, one containing an observer looking at a box with a dead cat, one containing an observer looking at a box with a live cat. The Ensemble Interpretation seeks to portray superpositions as nothing but subensembles of a larger statistical ensemble. That being the case, the state vector would not apply to individual cat experiments, but only to the statistics of many similar prepared cat experiments. Proponents of this interpretation hope this makes the Schrödinger's cat paradox a trivial non issue. However, they do not have an ontological account of what is occurring in experiments which do not involve ensembles, such as the single-particle version of Young's slits experiments and quantum computing. No framework but superposition has been offered explain why these phenomena exist at all.. If they admit that there is such a phenomenon as superposition, the proponents of the Ensemble interpretation are left without any response to the challenge of the paradox: how and whether collapse occurs. On the other hand, if superposition is denied, then various well-attested phenomena are left unexplained.. Objective collapse theories According to objective collapse theories, superpositions are destroyed spontaneously (irrespective of external observation) when some objective physical threshold (of time, mass, temperature, etc) is reached. Thus, the cat would be expected to have settled into a definite state long before the box is opened. This perhaps illustrates that the nub of the paradox is not superposition or collapse but observation. The experiment is a purely theoretical one, and the machine proposed is not known to have been constructed. This has some practical use in quantum computing and quantum cryptography. It is possible to send light that is in a superposition of states down a fiber optic cable. Placing a wiretap in the middle of the cable which intercepts and retransmits the transmission will collapse the wavefunction (in the Copenhagen interpretation, "perform an observation") and cause the light to fall into one state or another. By performing statistical tests on the light received at the other end of the cable, one can tell whether it remains in the superposition of states or has already been observed and retransmitted. In principle, this allows the development of communication systems that cannot be tapped without the tap being noticed at the other end. This experiment can be argued to illustrate that "observation" in the Copenhagen interpretation has nothing to do with consciousness (unless some version of Panpsychism is true), in that a perfectly unconscious wiretap will cause the statistics at the end of the wire to be different . Yet, one still cannot factor out the observation of the wiretap as having an effect upon the outcome. In quantum computing, the phrase "cat state" often refers to the special entanglement of qubits where the qubits are in an equal superposition of all being 0 and all being 1, i.e. + . A variant of the Schrödinger's Cat experiment known as the quantum suicide machine has been proposed by cosmologist Max Tegmark. It examines the Schrödinger's Cat experiment from the point of view of the cat, and argues that this may be able to distinguish between the Copenhagen interpretation and many worlds. Another variant on the experiment is Wigner's friend. Physicist Stephen Hawking once said, "When I hear of Schrödinger's cat, I reach for my gun," paraphrasing German playwright and Nazi "Poet Laureate", Hanns Johst's famous phrase "Wenn ich 'Kultur' höre, entsichere ich meinen Browning!" ("When I hear the word 'culture', I release the safety on my Browning," often paraphrased as something like, "When I hear the word 'culture,' I reach for my gun.") In fact, Hawking and many other physicists are of the opinion that the "Copenhagen School" interpretation of quantum mechanics unduly stresses the role of the observer. Still, a final consensus on this point among physicists seems to be out of reach. Interpretations of quantum mechanics Quantum Zeno effect Schrödinger's cat in popular culture ^ E. Schrödinger: "Die gegenwärtige Situation in der Quantenmechanik" ("The present situation in quantum mechanics"), Naturwissenschaften, 48, 807, 49, 823, 50, 844 (November 1935). ^ Weinberg, Steven (November 2005). "Einstein's Mistakes". Physics Today: 31. ^ Can Schrödinger's Cat Factor large Numbers ^ "The Ensemble interpretation is now only of historical interest", John Gribbin, Q for Quantum Wikimedia Commons has media related to: Erwin Schrödinger, The Present Situation in Quantum Mechanics (Translation) A Lazy Layman's Guide to Quantum Physics Quantum Mechanics and Schrodinger's Cat The many worlds of quantum mechanics The Straight Dope's Poem of Schroedinger's Cat The EPR paper This entry is from Wikipedia, the leading user-contributed encyclopedia. It may not have been reviewed by professional editors (see full disclaimer) Edit this Wikipedia entry -->Donate to Wikimedia --> Donate to Wikimedia Or did you mean: Schrödinger's Cat (thought experiment), Schrödinger's Cat trilogy , Schrödinger's cat in popular culture , In Search of Schrödinger's Cat This page is presented for the following searches: What is Schrödinger's cat; Schrodinger's cat; Schredinger's Cat; Schrödingers Cat; SchrÃ¶dinger's cat; Shrodenger's cat; Schroedingers cat; Shrodinger's cat; Shroedinger's Cat; Schrödinger's cat paradox; Schrodenger's cat; Shrödinger cat paradox; Schrodinger cat; Schrödinger cat; Schroedinger's Cat; Quote Schrödinger cat; Schrocat; Shrodingers cat; Schrodingers cat; Schrödinger's Cat; Cat experiment; Schrodeger's cat Post a question or answer questions. Philosophy Dictionary definition of Schrödinger's catThe Oxford Dictionary of Philosophy. Copyright © 1994, 1996, 2005 by Oxford University Press. All rights reserved. More from Philosophy Dictionary Wikipedia information about Schrödinger's catThis article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Schrödinger's cat". More from Wikipedia Get the FREE Answers.com IE Toolbar! Download Now More InfoAdd Answers to the IE7 Toolbar Search Box! Add Now!	<urn:uuid:a863c404-0479-4e6f-8826-a7a50119165a>	CC-MAIN-2018-09	http://cch1000.blogspot.com/2007/07/schrodingers-cat.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891813088.82/warc/CC-MAIN-20180220185145-20180220205145-00671.warc.gz	en	0.903168	3,722	3.03125	3
If you have kids and aren’t teaching them about money, you’re setting them up to be one of those clueless college kids with a free burrito and $12,000 in credit card debt. Don’t do it! Leo at Zen Habits has put together a bunch of lessons you can teach your kids. Teach them now; avoid paying their bills later. We like this one: Teach them about advertising and consumerism. This is something that should be taught at home and in the school, because most of us grow up without really being aware of the effects that advertising, marketing and consumerism has on us, and on our spending. This is often the root of our financial problems, whether we’re young or old. Teach them about the goal of advertising: to get us to buy their products or services, and to get us to spend our money. And show how advertising affects us, and gets us to do that. And talk about consumerism, and how it hurts us financially, how it’s not good for the environment, and how it leads to a cluttered house full of expensive and wasted stuff. 10 Lessons To Teach Your Kids About Money [Zen Habits]	<urn:uuid:2002f888-2259-404b-bac7-1b81069cd60f>	CC-MAIN-2017-04	https://consumerist.com/2007/10/02/money-lessons-for-your-kids/	s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280310.48/warc/CC-MAIN-20170116095120-00278-ip-10-171-10-70.ec2.internal.warc.gz	en	0.967502	254	2.890625	3
The Battle of Gettysburg, 1863 On June 24, 1863, General Robert E. Lee led his Confederate Army across the Potomac River and headed towards Pennsylvania. In response to this threat President Lincoln replaced his army commander, General Joseph Hooker, with General George Mead. As Lee's troops poured into Pennsylvania, Mead led the Union Army north from Washington. Meade's effort was inadvertently helped by Lee's cavalry commander, Jeb Stuart, who, instead of reporting Union movements to Lee, had gone off on a raid deep in the Union rear. This action left Lee blind to the Union's position. When a scout reported the Union approach, Lee ordered his scattered troops to converge west of the small village of Gettysburg, Pennsylvania. On July 1, some Confederate infantry headed to Gettysburg to seize much-needed shoes and clashed west of town with Union cavalry. The Union commander, recognizing the importance of holding Gettysburg because a dozen roads converged there, fought desperately to hold off the Rebel advance. Other Union troops briefly stopped some Rebels north of town. During heavy fighting, the Confederates drove the Union troops through the streets of Gettysburg to Cemetery Hill south of the town. Lee ordered General Richard Ewell, now commander of the late Stonewall Jackson's old units, to attack this position "if practicable", a vague order that Jackson normally took to mean launch an all-out attack. Ewell was not Jackson. He decided not to attack once he saw the Union artillery atop the hill. Had he attacked and succeeded, it might have changed the course of the war. \|Gettysburg at the time of the battle The rest of the armies arrived that first night. The Union army established a defensive position resembling a fish hook, with Culp's Hill and the two Round Tops anchoring each end. Lee decided to attack both flanks the next day. On his right flank, Union troops mistakenly shifted out of position, leaving Little Round Top undefended. At the last moment, a Union general rushed troops in just ahead of the charging Confederates. After a long day of fighting, they barely held the position. The misplaced bluecoats were pushed back through The Peach Orchard, The Wheat Field, and Devil's Den. On the left, Ewell's assault failed due mainly to his poor leadership. Thinking the Union center had weakened from these attacks, Lee decided the next day to hit it first with artillery, and then an infantry charge led by George Pickett's division. Stuart's late-arriving cavalry was to come in behind the Union center at the same time, but they were held off by Union cavalry led by a young General George Custer. After an hour's duel, Union artillery deceived the Confederates into thinking their guns were knocked out. Then 13,000 Rebels marched across the field in front of Cemetery Hill, only to have the Union artillery open up on them, followed by deadly Federal infantry firepower. Scarcely half made it back to their own lines. In all, Lee lost more than a third of his men before retreating to Virginia. Meade, a naturally cautious man, decided the loss of one-quarter of his men had been enough, and only feebly tried to pursue Lee, missing an opportunity to crush him. Tillie Pierce was born in 1848 and when the battle began, had lived all her life in the village of Gettysburg. Her father made his living as a butcher and the family lived above his shop in the heart of town. Tillie witnessed the entire battle and published her observations twenty-six years after the event. Tillie attended the "Young Ladies Seminary" a finishing school near her home. She was attending school on June 26 when the cry "the Rebels are coming!" reverberated through the town's sleepy streets: "We were having our literary exercises on Friday afternoon, at our Seminary, when the cry reached our ears. Rushing to the door, and standing on the front portico we beheld in the direction of the Theological Seminary, a dark, dense mass, moving toward town. Our teacher, Mrs. Eyster, at once said: 'Children, run home as quickly as you can.' "It did not require repeating. I am satisfied some of the girls did not reach their homes before the Rebels were in the streets. "As for myself, I had scarcely reached the front door, when, on looking up the street, I saw some of the men on horseback. I scrambled in, slammed shut the door, and hastening to the sitting room, peeped out between the shutters. "What a horrible sight! There they were, human beings! Clad almost in rags, covered with dust, riding wildly, pell-mell down the hill toward our home! Shouting, yelling most unearthly, cursing, brandishing their revolvers, and firing right and left. "I was fully persuaded that the Rebels had actually come at last. What they would do with us was a fearful question to my young mind. "Soon the town was filled with infantry, and then the searching and ransacking began in earnest. "They wanted horses, clothing, anything and almost everything they could conveniently carry away. "Nor were they particular about asking. Whatever suited them they took. They did, however, make a formal demand of the town authorities, for a large supply of flour, meat, groceries, shoes, hats and (doubtless, not least in their estimations), ten barrels of whisky; or, in lieu of this five thousand dollars. "But our merchants and bankers had too often heard of their coming, and had already shipped their wealth to places of safety. Thus it was, that a few days after, the citizens of York were compelled to make up our proportion of the Rebel requisition."	<urn:uuid:8c5ce19d-6bae-4717-91cb-a6eff0348451>	CC-MAIN-2017-13	http://www.eyewitnesstohistory.com/gtburg.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218190234.0/warc/CC-MAIN-20170322212950-00481-ip-10-233-31-227.ec2.internal.warc.gz	en	0.979216	1,206	3.59375	4
Soil has an internal structure that allows it to retain its form even though the surface is rarely level and forces of gravity and water act upon it. Occasionally, natural forces acting on the mass of soil exceed the capacity of the material to resist the imposed load. When this happens, the soil mass moves in a manner generically called a landslide. Despite this general nomenclature, landslides can be categorized as falls, topples, slides, spreads or flows depending on the geometry of the land, the geological structure, and the nature of the forces that caused the soil mass to move. Landslides are of academic concern unless the movement of the soil mass affects or threatens property (buildings, roads, bridges, or other structures). When this occurs, some of the relevant issues addressed by the forensic investigation are: - What is the geometry of the ground surface around the failure? - What are the stratigraphy and physical characteristics of the subsurface? - How has subterranean water flow changed? - What construction has occurred at the site? - Have landslide events occurred at the site in the past? - Is the slide still active? - What is the chronology of the event? - What damage has the slide caused? - What property is threatened by the event? - How can the slide condition be arrested?	<urn:uuid:dc2ca095-14c9-42ac-bf30-03e88d38ba3a>	CC-MAIN-2018-09	http://drebelbisengineering.com/expertise/landslides/	s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891813883.34/warc/CC-MAIN-20180222022059-20180222042059-00370.warc.gz	en	0.935649	280	4.21875	4
Tonight, July 31, skywatchers will be treated to a blue moon. Does this mean the Moon will actually look blue? Unfortunately, no. To understand the celestial event — and the story behind the name — we've prepared a brief Q&A, with a little help from James Applegate, a professor of Astronomy at Columbia University. (This post was originally published on Aug. 31, 2012, which is why you will see this date throughout the following Q&A.) BI: What is a blue moon? JA: The term blue moon refers to the second full moon in a single calendar month. The first full moon was on Aug. 2. The second full moon will occur on Friday, Aug. 31. BI: I know the phrase "Once in a blue moon" means something very rare. How rare is a blue moon? JA: Blue moons happen every two to three years. Typically, a single month only has one full moon. But sometimes another gets squeezed in because our calendar months and our lunar months aren't an exact match. The time between full moons (the time it takes for the moon to orbit the Earth and cycle through all its phases) is 29.5 days. Our calendar months, on the other hand, usually have 30 or 31 days in them. This means each calendar year has about 11 more days than a lunar year. "The fact that our months are about a day longer than the time between full moons means that if the 1st or 2nd (for a 31-day month) is a full moon, then we get a second full moon (the blue moon) in the same month," says Applegate. This happens roughly every 30 months, or every two to three years. BI: Is a blue moon really blue? JA: No, it will not be blue in color. It looks like a regular full moon. BI: Why is it called a blue moon if it is not the color blue? JA: The origin of the term "blue moon" as it refers to the second full moon in a single calendar month is tied to modern folklore. Sky & Telescope has a lengthy article that uncovers the mystery behind the name. Here are the Cliff Notes. There is typically one full moon a month, which means 12 full moons a year. This also means that each three-month season — winter, spring, fall and summer — has three full moons. Originally, each moon had a name that represented the season they appeared in (i.e Flower moon in June during the late spring or Harvest moon in October during the early fall). As early as 1932, the Maine Farmers' Almanac used the term "blue moon" to describe the third full moon in a season that had an extra fourth full moon so that the seasonal-appropriate names didn't get out of whack. In March 1946, astronomer James Hugh Pruett wrote an article called "Once in a blue moon" that appeared in Sky & Telescope. In the article, the author incorrectly used the Farmers' Almanac's definition of blue moon to refer to the second full moon in a single month. This definition for blue moon gained widespread adoption after Deborah Byrd from EarthSky used Pruett's 1946 definition of a blue moon to describe the second full moon in a month on a radio show in 1980. The second-full-moon-of-the-month definition for blue moon is now commonly accepted in popular culture. BI: When is the best time to see the blue moon? JA: "The full moon is visible in the eastern part of the sky near sunset, high in the southern sky near midnight, and low in the west near dawn," says Applegate. BI: If I miss this blue moon, when will I be able catch the next one? JA: There won't be another blue moon for three years. Mark your calendars for July 2015, the next time two full moons will occur in the same month. BI: Does the Moon ever actually appear blue in color? JA: Yes, but it's a rare occurrence. The moon can appear blue (or green) after a volcanic eruption that emits particles into the air, which scatter red light. People saw blue moons for years after the 1883 eruption of Krakatoa in Indonesia. The same phenomenon was reported after the eruptions of Mt. St. Helens in 1980 and Mount Pinatubo in 1991. But again, the blue moon you will see on Friday refers to the second full moon in August.	<urn:uuid:ae86ab00-2478-4d14-93b1-f325f5b4c7c8>	CC-MAIN-2016-40	http://www.businessinsider.com/what-is-a-blue-moon-2012-8	s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738659865.46/warc/CC-MAIN-20160924173739-00106-ip-10-143-35-109.ec2.internal.warc.gz	en	0.958707	935	3.625	4
What were the grounds for the initial ill will shown to the evacuees? September 1939 brought the first moving ridge of emptying from the unsafe urban metropoliss and towns into the safer rural countryside. Regardless to the optimism of the Anderson Committee’sReport of Committee on Evacuationin 1938 which stated that ‘the societal troubles which may originate in the receiving countries are comparatively little in the instance of children’ , in world, there was a big impression of ill will shown towards the evacuee kids in their initial reachings into the response countries. [ 1 ] The gulf between the rural and the urban was in many ways responsible for this ill will as the emptying allowed the apposition of the rural and urban and therefore, heightened their differences and made the category division more outstanding. In add-on, it was the ignorance that those in the response countries had shown towards their opposite numbers prior to the emptying which led to the flooring disclosure of the status of kids and therefore, evoked a sense of ill will. One must indicate out, nevertheless, that it was non merely ill will shown towards the emptying, but besides, in many instances, there was initial ill will from the evacuees towards the response countries. The first moving ridge of emptying at the beginning of September 1939 evoked a sense of ill will from a figure of people within the response countries. The reshuffle of the population which the emptying enabled, allowed households who maintain a higher criterion of life to be exposed to the kids of the metropolis working-classes, and therefore, produced a waver in the imperativeness. [ 2 ] Wilkins indicates in his 1941 article inThe Medical Officer,that ‘if [ the imperativeness ] contained any hyperbole, it was most wholesome exaggeration’ . [ 3 ] Therefore, although many facets of the imperativeness coverage on the conditions of the evacuees may hold been excessively rough, it was wholesome in the sense that it evoked an waking up to the conditions of the urban population and stimulated a motion towards reform. The ill will which was shown in the imperativeness can be accounted for with letters and articles published inThe Times.A missive written by F. Tennyson Jesse, an English Criminologist, Author and Journalist, refers to the evacuee kids as ‘verminous’ and compares them to ‘untrained animals’ who are fouling the places of those they have been billeted onto. [ 4 ] This deficiency of hygiene and cleanliness that Tennyson so harshly points out was a major factor in the logical thinking behind the initial ill will shown towards the evacuees. The evacuees were frequently seen every bit inhumane as reflected in this missive by Tennyson, and therefore, there was a deficiency of heat enacted when greeted into the places on those they were billeted on. The letters and articles published were circulated to the state and to a certain extent, this influenced farther ill will as a stereotype of the evacuee kids and female parents developed, arousing an increased disunity between the evacuees and those in the response countries. Macnicol demonstrates such stereotypes, bespeaking that, ‘in the imperativeness, in the House of Commons, in studies to authorities sections and in popular folklore there emerged the evacuee stereotype – a soiled lice-ridden and foul-spoken urchin’ . [ 5 ] Therefore, the status of the evacuees was pervaded throughout society in a figure of ways and a negative history of them emerged. Such far-reaching negativeness produced a stereotyped position of the evacuee which, to a certain extent, brought a common association of deficiency of hygiene and deficiency of civilization to the evacuee, triping farther ill will. The deficiency of hygiene of the evacuee was besides put frontward by Lord Chandos in his memoirs in which he states that he ‘dreamt small that English kids could be so wholly nescient of the simplest regulations of hygiene’ . [ 6 ] The deficiency of hygiene the evacuees possessed was hence a major issue for those in the response countries which evoked an initial sense of ill will. Those in the response countries were frequently of a higher category compared to the evacuees and hence, were bewildered by the deficiency of cleanliness and common domesticity that the evacuees possessed. The evacuees were in many instances from slum conditions and were habituated to low criterions. [ 7 ] As Addision points out, the ‘condition of England question’ was brought place to the in-between categories with the emptying. [ 8 ] Thus, the category difference was intensified and the emptying brought enlightenment on the conditions which still existed in Britain. Macnicol describes the ‘culture contact’ between the rural and the urban society and hence, highlights the differences of civilization between the evacuees and those they were billeted onto. [ 9 ] When juxtaposed, the differences between the rural and the urban became more outstanding and the emptying caused such apposition which heightened the gulf between the two and produced a flooring disclosure to those in the response countries. It was the daze that those in the response countries experienced which contributed to the initial ill will towards the evacuees. The fact that many of the evacuees were nescient to domestic comfortss such as sheets for beds or a tabular array to eat at was a daze to those in the response countries as this was a common happening for them. This opened the eyes of many and although there was a sense of ill will as there was a clang between the categories, it besides evoked sympathy from those in the response countries as many believed they were non to fault and should non be exposed to a life of want. To a certain extent, this understanding which was brought aboard the initial ill will towards the evacuees stimulated incrimination on either the authorities or the parents of the kids. Many believed that the province was responsible for the conditions of the evacuees as they had failed them over the old ages and allowed them to populate in such unsatisfactory conditions whilst others felt that it was the female parent who should be responsible for the children’s wellness and public assistance and the theory of ‘the job mother’ became a subject of concern after it was initiated by the Women’s Group on Public Welfare in their 1943 study,Our Towns: A Close Up.[ 10 ] The job of bedwetting became outstanding with the first moving ridge of emptying. TheOur Townsstudy antecedently mentioned is one of many studies which address this issue. In mention to bedwetting, the study states that, ‘no facet of the emptying produced greater dirt and none suggested more seamy facets of in the place life of some of [ the ] town population’ . [ 11 ] Thus, bedwetting was a major job that the emptying revealed and this accounted for much of the ill will towards the evacuees as those in the response countries were horrified at such insanitary. TheOur Townsstudy refers to Dr, Gill, of the Guardian Society Brighton who found “enuresis” ( the job of bedwetting ) in evacuated kids of all ages five to fifteen and calculated that it may hold affected from 4-5 per centum of the 14,000 kids evacuated from London and Croydon to Brighton. [ 12 ] Bedwetting amongst older kids caused daze and call as it was non expected for such deficiency of healthful wonts to be common amongst adolescents and this increased hostile attitudes as even the older kids became a major load on those they were billeted onto. Along with bedwetting, the job of caput lice was a major job throughout the first moving ridge of emptying. Many kids were described as holding “dirty heads” and this added further in making a stereotype of a “verminous” evacuee. In his 1941 article inThe Medical Officer, Dr. Kenneth Mellanby, an bugologist stated that, ‘Until late many people considered that the caput louse was instead an uncommon insect in England’ . [ 13 ] Hence, when the emptying took topographic point, people in the response countries were horrified to detect that such big Numberss of kids had head lice and were in such a verminous status. The infestation of the louse on a important figure of kids caused a hostile attitude as those in the response countries did non desire to be burdened with, what they saw as germ-ridden kids. Furthermore, a critical ground for the initial ill will towards the evacuees which must be addressed is the ignorance those in the rural countries possessed prior to the emptying. Many were nescient to those in the towns who were populating in unsatisfactory conditions and the emptying was able to cast visible radiation on these conditions and enforce an consciousness which could no longer be ignored. This ignorance is addressed in a missive written by Neville Chamberlain to his sister Hilda. In the missive, Chamberlain refers to a hostess who felt ‘ashamed of holding been so nescient to [ her ] neighbours’ . [ 14 ] Therefore, it comes to light that there was a sense of ignorance towards unhealthy and rough conditions prior to the emptying and it was non until the emptying which such conditions became a world which shocked a state who were contending for civilization.	<urn:uuid:63c6e0aa-4354-4a6a-9115-4c3091fa542b>	CC-MAIN-2018-47	https://hcamatcollegepark.com/what-were-the-reasons-for-the-initial-hostility-shown-to-the-evacuees-708.html	s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742569.45/warc/CC-MAIN-20181115075207-20181115101207-00313.warc.gz	en	0.977325	1,966	2.953125	3

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