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Future Vets of America
Lesson 7 of 10
Objective: SWBAT list instructions for a shared writing project on a How-To topic.
After a 5-day gradual release series of lessons that helped students immerse themselves in informational paragraph writing, my students had a solid foundation from which to build on their skills related to informational paragraph writing.
However, the prospect of teaching shared research and writing projects, which was to be today's focus, frankly scared me. I had never attempted something like this before beginning to implement CCSS, and I thought that it was really stretching first graders capabilities.
I decided that a first step was to train my students to have conversations where they were really listening to each other, and not just taking turns saying different things (Speaking and Listening 1). We have practiced bits and pieces of conversation and I am now focusing on what we call the 4Ls; based on AVID. They are: Look at the speaker; lean forward; lower your voices; and listen attentively. Soon I will be spending a few minutes each day having "model" conversations, and later I will start them on oral presentations with a question and answer components. Teaching them to have truly collaborative conversations will be a long term process, but when I taught this lesson I felt confident that they could talk about the assigned topic and about the books I would give them.
Most of my students have pets, and we had read several stories about pets. Our anthology had a story about taking care of pets, and reading it together provided the perfect launching platform to write a list of things to do to take care of pets.
I divided the class in heterogeneous groups of three and gave each group some books on pets and taking care of them (I emptied the corresponding section in the school library). I told them to glance through them and agree on a pet they wanted to focus on.
As I circulated, I helped them reach a compromise when they could not agree on a pet. Once they had chosen a pet, I guided them towards brainstorming on what they would need to take care of it. I also modeled looking for information on the book. We had previously worked on obtaining information from captions and diagrams, which helped with the books that were too long and difficult.
Once they had the opportunity to explore the books I had given them, I told them it was time to make a poster explaining how to take care of the pet they had selected. They were very excited when I gave them large unlined chart paper and markers. Sometimes a little change (in this case not writing on paper with pencil and crayons) can make an activity special, motivate them, and lead to superior results.
I stopped the activity when I noticed some of the kids were disengaging from the group and some were starting unrelated conversations. There is no formula for knowing when to stop such an activity. I find that it helps if I have a flexible timeframe. Then I can stop before it stops being effective, and I can continue a bit if stopping would frustrate most of them.
I was very happy with the results, and the quality of writing exceeded my expectations. They all wanted to write, and each group was monitoring for writing conventions. They clearly wanted to create something they could be proud of. You can see some samples in the resource section.
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Shortly after noon on an unseasonably mild Thursday in late February 1842, a hush fell over the House as the venerable John Quincy Adams creakily arose from his chair. Just weeks earlier, the House had considered censuring the gray-haired Massachusetts Congressman whom many knew as Old Man Eloquent to punish him for manufacturing a crippling debate about the evils of slavery.
But on this day Adams eulogized North Carolina’s Lewis Williams, whom colleagues revered as the “Father of the House”—the Member with the longest continuous service. The prior afternoon Williams had succumbed to pneumonia. His abrupt passing shocked colleagues and ended an unbroken run of House service reaching back to 1815—far longer than any of his peers in that 27th Congress, Adams included.
“Though my junior by nearly twenty years,” Adams said, “I have looked up to him in this House, with the reverence of filial affection, as if he was the father of us all.” That remark carried special weight given the breadth of Adams’ public service as President, Secretary of State, Minister to both Russia and England, Senator, and as a House Member for more than a decade. The aged statesman confided in his diary the deep sorrow he “felt at this sudden and melancholy bereavement,” noting, “Lewis Williams was one of the best men in the house or in the world.” The editors of the Daily National Intelligencer agreed, writing that they’d never known a Member’s passing “to produce a deeper sensation or more general gloom.”
The Whig congressman who commanded such respect hailed from a western North Carolina district where the Piedmont undulated toward the low-slung Appalachians. Williams became Father of the House in 1831, but by then he already had amassed a wealth of experience. Having first won election a year after the British burned the Capitol in August 1814, he took the oath of office when the House convened for the opening of the 14th Congress in December 1815 at its temporary quarters at Blodgett’s Hotel about a mile west down Pennsylvania Ave. During his early career Kentucky’s Henry Clay served as Speaker. In February 1825, Williams participated in the historic House election of a President—JQA himself—when Speaker Clay and others threw their support behind the New Englander to defeat Andrew Jackson. As a formal standing committee system solidified by the 1820s, Williams chaired two panels in his long tenure, the Claims and the Territories committees.
Most importantly, in an era when sectional politics—frenzied by the westward extension of slavery—divided the House, Williams’ moderation, tolerance, and instinct for compromise appealed to even his most partisan colleagues.
Like so many American legislative traditions, the idea of a “Father of the House” derived from the British House of Commons, where the honorific title seems to have been applied as early as the mid-eighteenth century. The first-known usage in the U.S. House occurred in 1816, when Virginia’s John Randolph referred to Richard Stanford of North Carolina as the “father of the House, as being the oldest member.”
The Father’s role swearing-in the Speaker to open a new Congress—a tradition the modern “Dean of the House” carries out—evolved between 1815 and 1825. At first, the eldest Member or the Member with earliest (but not consecutive) service performed that duty. By the 1810s, William Findley of Pennsylvania fit both criteria—then entering his eighth decade of life and having served non-consecutive terms dating to the 2nd Congress in 1791. In 1811 and 1813, Findley administered the oath to Speaker Clay to open the 12th and 13th Congresses.
But when the House reoccupied its renovated Capitol chamber at the opening of the 16th Congress in 1819, Thomas Newton, Jr., of Virginia swore in Speaker Clay—marking the first time that the individual with the longest continual service had ever done so. At the opening of the 19th Congress in 1825, when Newton swore-in Speaker John Taylor of New York, the Register of Debates—the official record of its day—for the first time referred to the Virginian as the “Father of the House.”
Having represented a Norfolk -centered district since 1801, Newton possessed unrivaled institutional memory, an understated style, and influence as chairman of the Committee on Commerce. Late in his career, Niles’ Weekly Register remarked that the Tidewater Virginian, who served as Father for more than a dozen years, was “as well acquainted with [the House’s] business as any other member—not much of a talker, but a zealous and honest doer,—knowing more of the public concerns than united hundreds of the babblers who have made their entrances and exits, and are forgotten as though they never had been, since he took his seat in that body.”
Since Newton, with few exceptions, length of continuous service has been the yardstick used to determine the Father of the House. In the 1920s, an unassuming linguistic change replaced “Father” with the more gender-neutral term “Dean of the House.” That innovation may well have been a subtle nod to the obsolescence of the term “Father” after the first women were elected to Congress.
While the rituals of the role developed over the years, Newton’s and Williams’ back-to-back tenures as Fathers of the House suggest that contemporaries valued them for reasons other than their long political resumes. Colleagues admired them as institutionalists who kept above the fray, fixed their eyes on a horizon beyond fleeting political passions, and offered example and inspiration.
JQA remembered Lewis Williams as such a leader. “His wisdom, his experience, his unsullied integrity, his ardent patriotism, his cool and deliberate judgment, his conciliatory temper, his firm adherence to principle—where shall we find a substitute for them?” Adams asked. “In the distracted state of our public counsels, with the wormwood and the gall of personal animosities adding tenfold bitterness to the conflict of rival interests and discordant opinions, how shall we have to deplore the bereavement of his presence, the very light of whose countenance, the very sound of whose voice, could recall us, like a talisman, from the tempest of hostile passions to the calm composure of harmony and peace.”
After having himself been at the center of the tempest only weeks earlier, JQA’s carefully chosen words sounded fittingly like those of the man who, in the next Congress, assumed the mantle of Father of the House.
Sources: Annals of Congress, 14th Cong., 1st sess. (1816); Register of Debates, 19th Cong., 1st sess. (1825); Congressional Globe, 27th Cong., 2nd sess. (1842); Daily Intelligencer (Washington, D.C.), 12 February 1816; Niles’ Weekly Register, 20 March 1830; Daily National Intelligencer, 24 February 1842; Diary of John Quincy Adams, entry of February 24, 1842, Massachusetts Historical Society; Mark Sandford, “Father of the House,” 14 May 2015, House of Commons Library; Hind’s Precedents, Volume 2, section 1140.Follow @USHouseHistory
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This is a Verb and INTERROGATIVE quiz. There are 3 sections, one for straight regular verb conjugation (includes AR, ER,and IR endings as I teach them all at the same time), on for inserting the correct interrogative into the question, and the last is a fill in the blank conversation. Students must write in the correct word or interrogative based on the context of the conversation.
This is a GREAT assessment to see how students are actually understanding the language by their ability to correctly elicit a response for a blank without multiple choice options.
It can also be broken down into separate assessments if you would like, and it would potentially give you 3 Full Mini-Quizzes
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According to the Centers for Disease Control and Prevention, 20 percent of American children may have a mental disorder, including attention-deficit hyperactivity disorder, anxiety, depression, and autism. Such a report would have some believing that rates of mental disease have increased. However, much of the increase in rates can be attributed to a number of other items, including the wildly expanded definition of these conditions, the increasingly powerful pharmaceutical industry, and a general lack of understanding in the medical community of the effects of improper nutrition.
CBS News reports, “The CDC data was collected between 1994 and 2011, and it shows that the number of children being diagnosed with mental disorders has been steadily growing. The study did not conclude exactly why the numbers are increasing.”
Dr. Ruth Perou, the lead author of this the CDC's first study of children aged three to 17, stated,
This is a deliberate effort by CDC to show mental health is a health issue. As with any health concern, the more attention we give to it, the better. It’s parents becoming aware of the facts and talking to a health-care provider about how their child is learning, behaving and playing with other kids,” said Dr. Ruth Perou, the study’s lead author.
But what some are calling a growth in the rate of mental health issues may in fact be nothing more than a misdiagnosis of health disorders as a result of expanded medical terms and definitions.
Slate.com reported in April:
Beware the DSM-5, the soon-to-be-released fifth edition of the “psychiatric bible,” the Diagnostic and Statistical Manual. The odds will probably be greater than 50 percent, according to the new manual, that you’ll have a mental disorder in your lifetime.
Although fewer than 6 percent of American adults will have a severe mental illness in a given year, according to a 2005 study, many more—more than a quarter each year—will have some diagnosable mental disorder. That’s a lot of people. Almost 50 percent of Americans (46.4 percent to be exact) will have a diagnosable mental illness in their lifetimes, based on the previous edition, the DSM-IV. And the new manual will likely make it even "easier" to get a diagnosis.
Click here to read the entire article.
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Rio 2016 Olympics has created some noise around gender discrimination, with such successful athletes like Laura Trott, Kelly Holmes and Rebecca Adlington, you would think that this gender divide would be lost in our modern day. Taking gender discrimination into the workplace, there has been a real focus on ‘the gender pay gap’, with the definitive issue being that men are getting paid more than women.
The gender pay gap has developed for many reasons; women are concentrated in low paid jobs and unpaid work – particularly when women have more responsibilities to care for children, sick people or older people. Or is it because of pay discrimination? Statistics have found: “there is a 14.8% gap between men and women’s combined hourly rates, and a shocking 33.5% gap when you compare women’s part time hourly rate to men’s full-time hourly rate” http://ow.ly/ceX3303h5jH. Is this the main reason why women are staying at home to care for children, because they cannot afford to go back to work and pay for child care.
Interestingly, research has been found that in comparison with the rest of the world ‘United Kingdom is among the most gender equal in the world. It ranks 18/145’ http://ow.ly/rz0y303hcTh. This may be due to the fact that more women in the UK are working in positions of power in FTSE 100 companies. The stereotype of the stay at home mum is being lost more and more, as women fight for their career and childcare is more readily available.
As we move into a more modern era, the UK has already stamped down on gender discrimination by implementing the Equality Act 2010. This requires employers to publish information relating to the pay of their employees, and to identify any differences between genders. Currently this Gender Pay Gap legislation does not apply to organisations with less than 250 employees, which means smaller companies could be slipping under the radar.
However, in recent publications it seems we are going to see changes to the Equality Act 2010. Organisations with less than 250 employees will have to publish their employees gender and salaries along with their job title. By closing the pay gap this will open the talent pipeline, increase management quality and boost productivity. As the legislation changes over the next few months, it will be interesting to see if there are any changes and whether businesses will become more equal places to work.
Visit www.hrheads.co.uk for more HR Blogs!
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When my kids went to school, in all honesty, homework time in the evenings was pretty brutal. I had one child in particular who was struggling in school and she would come home with hours of homework every evening. It took us an average of 3 hours every night to get through her homework! Hopefully this is not the case in your situation.
After that year we went back to homeschooling, but even when homeschooling, these tips can help your child focus and remember more. Most kids hate to study, but homework and test preparation are a required part of their education. By helping them develop better study habits, you will help them be more successful in school.
5 Tips to Help Your Kids Study Better
Here are a few tips to help your child develop better study habits.
1. Designate an area for homework. Whether it’s the kitchen table or their room, designate a specific area for doing homework. Kids work well with structure. If they know there is a set time and place they have to study each day; they’ll be more focused and productive during that time.
Large tables are great for allowing them plenty of space to spread out with all their supplies. We tend to sprawl out on the living room floor in our house!
Tip: Hang a calendar in your child’s room or let them use a planner. They can write down when their assignments are due so there is no confusion about when they need to turn in their work. Make it your child’s responsibility to know what supplies they need in advance so they don’t wait until the last minute to tell you they need something. Make a list of school supplies they need on a regular basis and have them do an inventory check weekly.
2. When determining how much time they have to spend on homework, consider your child’s attention span. Older kids are able to focus for longer periods of time, while younger kids can usually only focus for about 15-20 minutes on a specific task. Allow your child to take study breaks. Set a timer so they know how long they have until break time. This will help them stay focused during study time.
My daughter struggled with homework and 3 hours every evening was too much. If your child is having a hard time completing their schoolwork, I recommend you talk to your child’s teacher and/ or principle.
3. Set rules about using and looking at ipods and phones. This wasn’t a problem for us when my older kids were young, but with my youngest kids, I have to enforce rules about when and how they can use their ipods and laptops in our homschool, too.
Don’t allow your kids to get distracted from their work by spending time texting and being on social media. If they need to use a computer to do research, make a rule that they can only open sites related to their research. If they’re waiting for an important message, take the phone then set a timer for 30 minutes and let them know they can check for messages when the timer goes off.
4. Turn off the TV. If you’re like us, we only watch television together as a family once or twice a week when we’ll watch a Netflix program. However, if your child has a habit of watching television whenever they want to, make it a house rule that when it is study time, the TV is off. Having the TV on is a distraction and will keep your kids from focusing on their homework.
5. Music is okay, though. Studies have shown that music at a low volume can help kids focus and be more productive. Classical music is particularly known to helps with memory retention. Since we homeschool, I like to play classical music during our school hours for the girls to listen to in the background.
So whether you homeschool like us or have to deal with homework in the evenings, all kids have to spend time studying. I hope these tips help you find ways to help your child study better.
How do you help your kids focus and study better? Let me know in the comments below!
Homemaking is so much more than cleaning a house, cooking food, and making sure your family has clothes to wear. Homemaking is about nurturing a spirit of warmth, comfort, and love in your home.
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By Lou Frenzel, Contributing Editor At one time, engineers were told to avoid inductors in their designs because they were too big, heavy, and expensive. Today that’s no longer the case. Yet there’s some evidence that engineers use fewer inductors than other passive components. Inductors seemingly get no respect, perhaps due to a lack of understanding of inductor characteristics and benefits. Does that define your thinking about inductors? If so, you really should take another look at a component that can really improve your design if you know how to use it. In case you forgot, inductors oppose changes in current flow through them. As the current rises or falls, the magnetic field around the inductor induces a voltage back into itself that opposes the changes. An inductor is essentially a coil of wire around a core of air, powdered iron, ferrite, or ceramic. It’s available in an enormous variety of forms. Getting Started: An Introduction to Inductor Specifications There is more to selecting an inductor than the nominal inductance value. To ensure the inductor will perform as needed in a specific application, due consideration must be given to inductance tolerance, current ratings, DCR, maximum operating temperature and efficiency at specific operating conditions.
[Sponsored by Coilcraft]
Whether implemented for bypassing, common-mode chokes, or filters, inductors play important roles in electronics. Maybe it’s time to give them another look.
Take a minute or so and think of some electronic products or circuits that would not exist or be practical if there were no such thing as inductors. Here’s a short list of the key applications:
By Lou Frenzel, Contributing Editor
At one time, engineers were told to avoid inductors in their designs because they were too big, heavy, and expensive. Today that’s no longer the case. Yet there’s some evidence that engineers use fewer inductors than other passive components.
Inductors seemingly get no respect, perhaps due to a lack of understanding of inductor characteristics and benefits. Does that define your thinking about inductors? If so, you really should take another look at a component that can really improve your design if you know how to use it.
In case you forgot, inductors oppose changes in current flow through them. As the current rises or falls, the magnetic field around the inductor induces a voltage back into itself that opposes the changes. An inductor is essentially a coil of wire around a core of air, powdered iron, ferrite, or ceramic. It’s available in an enormous variety of forms.
Getting Started: An Introduction to Inductor Specifications
There is more to selecting an inductor than the nominal inductance value. To ensure the inductor will perform as needed in a specific application, due consideration must be given to inductance tolerance, current ratings, DCR, maximum operating temperature and efficiency at specific operating conditions.
- Switch-mode power supplies (SMPS): SMPS like regulators, dc-dc converters, and inverters are good examples. How would you make a SMPS without an inductor? They have become essential to achieve power savings and efficiency.
- LED lighting: Switch-mode pulse-width modulators (PWMs) use an SMPS driver with multiple inductors to provide the best control of LED lighting.
- EMI filtering: As the world gets more electrical with electronic equipment, noise levels continue to rise. To ensure that wireless equipment can function with minimal interference, some form of electromagnetic interference (EMI) elimination or minimization is required. Multiple organizations have established to set standards that define some minimum EMI for different types. The most effective filters to eliminate noise use inductors.
- Class D amplifiers: These efficient audio power amplifiers use multiple inductors to filter the switched output into a smooth, clean audio signal with minimum distortion. Without inductors, distortion rules.
- RF filters: Filters, especially the low-pass type, are widely used in wireless equipment. How do you make an RF filter without one or more inductors? Simple passive low-pass filters are a top choice for eliminating harmonics, unwanted noise, and jitter.
- Anything using resonant circuits: Series and parallel LC resonant circuits still play a major part in radio equipment.
- And what would you do without inductors in impedance-matching circuits?
- Automotive ignition systems: Inductors in the form of transformers produce the very high voltages needed in internal combustion engine.
Anyway, you get the idea. Nature created the perfect opposite of, or complement to, capacitance: inductance.
Important Inductor Specifications
One should know these critical inductor characteristics:
- Inductors are also called coils or chokes depending on their application.
- The unit of inductance (L) is the henry (H). Most inductors have values in the millihenry (mH), microhenry (µH), or nanohenry (nH) ranges.
- The resistance of the inductor windings at dc and low frequencies, known as dc resistance (DCR).
- The opposition that an inductor offers to an ac signal is called the inductive reactance (XL). It’s a function of the inductance (L) and the frequency of the ac (XL = 2πfL).
- Q is the so-called quality of the inductor that essentially states how much energy it can store versus its losses (Q = XL/R).
- In tuned LC circuits, the Q of an inductor defines its bandwidth, or BW (BW = fr/Q).
- Self-resonant frequency (SRF) is the frequency where the parasitic capacitance resonates with the inductance.
- Maximum current rating.
- Maximum voltage rating.
Designing with Inductors
Here are some of the ways that inductors are used in new designs.
Bypassing or decoupling: Most circuits today use capacitors on their dc power rails. These capacitors help filter out noise and ripple from the power supply and prevent signals from the circuits from being propagated to other circuits using the same dc rail. A particularly effective decoupling arrangement is a combination of both an inductor (L) and a capacitor (C) (Fig. 1).
RF biasing: A common way to apply dc bias to an RF amplifier or other circuit is to use a Bias Tee as shown in Figure 2. The inductor allows the dc to be applied to the circuit of interest while isolating the ac. Broadband chokes are now available, permitting this effective circuit to be used at UHF and microwave high frequencies.
Isolation: Inductors, inherently low-pass filters, are great at isolating RF signals from one another. The inductor allows dc and low-frequency signals to pass while blocking the higher frequencies. The effectiveness of an inductor in this role depends on its self-resonant frequencies. Special coil construction methods provide a way to control the resonant frequencies to ensure a high impedance over a wide range of frequencies. A unique conical wound coil is a good inductor for this application.
Suppression: When you’re trying to eliminate or suppress noise on a wire or component lead, a simple approach is to use a ferrite bead. The bead is a magnetic cylindrical material that surrounds or clips around the wire (Fig. 3). The bead makes the wire into a small inductance. It’s very effective in controlling some kinds of high-frequency noise.
Common-mode choke: If you need to get rid of or greatly attenuate noise on the ac power line or on a differential data cable, a common-mode choke is a great solution. The regulations requiring minimization of electromagnetic interference (EMI) almost always requires a common-mode choke.
This component consists of two windings on a common core. The windings are arranged so that the combined magnetic flux blocks or cancels the noise (Fig. 4). Most ac power supplies are required to have a common-mode choke on the ac input. In addition, common-mode chokes are used on most high-speed serial data interfaces like USB, HDMI, PCIe, LVDS, and others that use a differential connection.
Filters: A passive filter with inductors and capacitors is very effective in controlling the bandwidth of a circuit, eliminating harmonics or unwanted intermodulation distortion and noise. Filter design has always been a complex nuisance, but today with design software and online tools, you can quickly create just the filter you need. The problem is, the computed values of capacitance and inductance are often odd values not available as real components. The capacitors come in more different values and are easily combined to get the desired value.
That hasn’t been so true of inductors. At RF, you can design and make your own inductors, such as air-wound coils. There’s less need to do that today; some inductor manufacturers have extensive product lines of many standard values of inductors, making filter design easier than ever.
Impedance matching: LC circuits are widely used to match impedances in equipment to maximize power transfer. Z-match networks are common in high-frequency circuits. It’s hard to do without inductors and not having access to unusual values that tend to be calculated when designing these circuits. The popular L-network of Figure 5 or some variation thereof is widely used to make RL match Rg.
Unintended inductance: Like stray capacitance, stray or unintended inductance is often a problem in some circuits. Wires are inductors; capacitor and transistor leads are small inductors. In many if not most cases, this small inductance can be ignored. But at high frequencies, even a small inductance can produce unwanted effects. You shorten wires or the copper on a PCB.
Other sources of inductance don’t come from an inductor component as such. It comes in the form of a relay or solenoid coil or a motor winding. This inherent inductance is unwanted and can cause damage to other components. Most relays, solenoids, and motors are driven by a transistor. When the transistor turns off, the voltage applied to a coil is disconnected, the magnetic field in the coil collapses rapidly, and that induces a large short duration spike in voltage that can damage the transistor. Remember:
V = −L(di/dt)
A suppression or flyback diode across a coil like that shown in Figure 6 fixes the problem.
Power dissipation in inductors: Because inductors use wire or other conductors to provide the winding, they will also dissipate power. The main concern then is the dc resistance of the inductor. The lower the DCR, the less power and heat produced. At higher levels of power dissipation, heat raises the effective series resistance (ESR) that’s made up of the DCR plus ac losses such as skin effect, which increases with operating frequency. This causes the Q to decrease. Be sure to include the ESR in your power calculations when designing with high-frequency chokes.
Designing Your Own Inductor
Inductor design is an EE specialty within a specialty. Some engineers may be able to design their own coils when they’re simple, but it’s a waste of time in most cases. There are just too many forms, magnetic core types, and winding configurations to know it all. It’s best to work with a well-known inductor manufacturer with a comprehensive product line to identify the inductor you need.
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Also found in: Wikipedia.
a state (1921–26) that was created in Morocco during the anti-imperialist struggle of the Rif tribes of Morocco for national liberation, which took place after Russia’s Great October Socialist Revolution.
The republic was a military and political association of tribes living in the Rif Mountains of northern Morocco. The supreme legislative and executive powers were exercised by the National Assembly, which was headed by the president, or emir, Abd al-Karim. The republic had a five-member government. The local administrative unit was a tribe headed by a kaid and a community council, or jamaah. The kaids were subordinate to the Ministry of Internal Affairs and the Council for Tribal Affairs.
The revenue from special taxes, for example a poll tax and a tax on personal income, was used for the needs of the army. For a long time the Rif Republic successfully fought off Spanish and French troops, defeating them repeatedly. The republic fell on May 27, 1926, under the united onslaught of the Spanish and French armies.
REFERENCESFrunze, M. V. “Evropeiskie tsivilizatory i Marokko.” Izbr. proizv., vol. 2, Moscow, 1957.
Lutskaia, N. S. Respublika Rif. Moscow, 1959. (Bibliography.)
Semard, P. Voina v Marokko. London, 1925. (Translated from French.)
Muhammed al-Alami. Zaim al-Rif Muhammad Abd al-Karim al-Khattabi (The Leader of Rif Mohammed Abd al-Karim …). Casablanca, 1968.
Gabrielli, L. Abd el-Krim et les événements du Rif (1924–26). Casablanca .
N. S. LUTSKAIA
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Outline and assess sociological explanations of why some groups are more likely to be victims than others
Many sociologists argue that crime is not randomly patterned; some groups within society are much more likely to be victims of crime than others. Gender, ethnicity and social class are three key characteristics that may influence the likelihood of victimisation. However, it is very difficult to measure rates of victimisation because relatively little crime is reported to the police. This means that a huge proportion of crime is “hidden” (referred to as the ‘dark figure of crime’) and for every hidden crime, there is a potential hidden victim.
Feminists such as Walby, Walklate and Allen believe that female victims are ignored and/or hidden. They link this to the patriarchal nature of society, meaning that it is in the interests of men to cover their crimes by discouraging women from reporting crimes they have been a victim of. For example, Hall argued that only about 8% of rape is reported. This may be due to low prosecution rates, fear of not being believed, having to relive the trauma by giving testimony and through fear of being blamed. There are high-profile accounts of rape victims being ‘blamed’ for their victimisation. For example, in the 1980s, a High Court Judge claimed that “women who say no don’t always mean no”. The New Right perspective in particular has been criticised for putting the emphasis on the responsibility of victims for their own victimisation.
However, in contrast to feminist views, statistically males are significantly more likely than females to be victims of crime. It could also be argued that male rape victims are even more likely to be ‘hidden’ than female victims, due to the perceived added social taboo of being a male rape victim. The Crime Survey for England & Wales (a national victimisation survey) today also estimates the rate of reported rapes at significantly higher than Hall’s 8%.
Statistics have also shown that ethnic minorities are more likely to be victims of crime within the UK. Left Realists Lea & Young argued that young black males are the most likely to be victims of crime in Britain, often through the actions of other young black males, but also through racist practices by the police. This is supported in part by the Macpherson Inquiry into the racially motivated murder of Stephen Lawrence. Macpherson found evidence of institutional racism within the Metropolitan police force, suggesting that they were taking cases where the victim was black less seriously and pursuing them less rigorously. This may mean ethnic minorities are less likely to report crimes against them to the police. Marxists like Castles & Kosack have argued that capitalism promotes racism to justify poor treatment/pay in work of ethnic minorities and this increases the chances of those ethnic minorities being victims of crime.
Marxists and Left Realists would also argue that working-class people are more likely than wealthier people to be victims of crime. In particular, Marxists would claim that many poor people around the world are victims of corporate crime. Marxists claim that the illegal and immoral practices of corporations around the world are considered normal under capitalism. This means that many victims of corporate crime do not know they are victims, and therefore these crimes go unreported and are hidden. For example, the illegal practices of the banking industry – leading to a global financial crisis – devastated the lives of individuals, groups and whole societies around the world. The capitalist system protects these criminals from prosecution and therefore their victims are not recognised.
The Marxist arguments can be accused of being reductionist; placing the blame solely on capitalism. Left Realists have argued that, although victims of corporate crime should be taken seriously, victims of street crimes and violence are a more immediate concern. Corporate crime arguably impacts middle-class people just as much as the working-classes. Nonetheless, working-class people overall are significantly more likely to be victims of crime. Perhaps contradicting the Marxist view, however, the main offenders are not the bourgeoisie, but are other working-class people.
Overall, there are some convincing sociological explanations for the increased chances of victimisation of certain groups in society. However, the difficulties in measuring victimisation – leading to an unknowable amount of ‘hidden victims’ – makes it impossible to confirm the true rates of victimisation of different groups.
Crime & Deviance
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Oklahoma Expands Oil, Gas Drilling Regulations to Prevent Earthquakes
Oklahoma is revising and expanding its oil and gas regulations in response to a sharp rise in earthquakes across the state which has damaged homes and spurred concerns regarding the state’s energy industry.
However, the broadened rules fall short of the more drastic measures that had been expected after last month brought an influx of significant earthquakes.
According to a July 17 Reuters report, Oklahoma is one of several states in the central U.S. to have seen a sharp increase in the number of earthquakes it has seen since 2009. Scientists have attributed the increase to the injection of briny waste water — a byproduct of oil and gas production — into the ground.
Today, Oklahoma sees approximately two earthquakes above magnitude 3.0 per day. Before 2009, there were about two of these earthquakes per year.
Contrary to popular belief, however, the earthquakes are not a result of hydraulic fracturing, or “fracking,” even though about 95% of new wells being drilled are hydraulically fractured. Instead, researchers say they believe the quakes stem from the re-injection of the briny waste-water created during oil and natural gas production.
As part of its new regulations, the Oklahoma Corporation Commission has expanded its “Areas of Interest,” or regions of the state hardest-hit by these earthquakes, and has added a series of restrictions for 211 disposal wells.
Drilling rig operators in the affected areas will now be required to display proof that they aren’t injecting water below the state’s deepest rock formation. Other well operators will be required to inject water at a shallower depth, as well.
With global proved oil reserves growing by approximately 27% over the last 10 years, giving enough supply to meet another 53.3 years of worldwide production, Oklahoma’s revised rules are an important step to making sure the oil and gas industry can thrive without threatening others’ safety.
What are your thoughts on Oklahoma’s new oil and gas regulations for quality control production? Have any other questions for us about production rigs or oil field products? Let us know in the comments.
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Taiwan lies off the southeast coast of the Asian Continent, where the tropical and subtropical zones come together. Surrounded by the sea and dominated by high mountains created by tectonic action over the eons, the country features a full range of climates and terrains from the tropical to the frigid. The variations in weather, geology, and elevation give Taiwan an unparalleled richness of flora and fauna, including many endemic species that are found nowhere else in the world. Taiwan is, in fact, a northern-hemisphere microcosm and natural treasure house that, truly, must be seen to be believed.
If you want to know how beautiful Taiwan really is, you have to come and see for yourself. You will be amazed at the diversity of ancient species this beautiful and relatively young island has to offer. Come and explore its numerous mountains, forests, wetlands and oceans, and find an incredible collection of natural ecosystems.
Flora and Fauna
Taiwan harbors a great diversity of organic life, and some variations are rarely found elsewhere in the world. An example is the black forest similar to that in Germany, with vegetation going back 30 to 60 million years, such as Taxus sumatrana, mangrove, Taiwan isoetes, and the rare high-altitude grass plains. The world's oldest amphibian, the Formosan salamander, can also be found here, as well as the Formosan black bear, the Mikado pheasant and the land-locked salmon. The beautiful azalea, cherry blossom and maple leaf are also subjects of admiration. If you want to experience this diverse animal and plant life, consider a visit to one of Taiwan's national scenic areas, national parks or forests, or nature reserves, as these form the most ideal outdoor natural resource learning opportunities in Taiwan.
Taiwan's national parks, including Yangming Mountain (Yangmingshan), Taroko, Yu Mountain (Yushan), Shei-Pa, Kending (Kenting), Kinmen, Dongsha Atoll, and Taijiang, form the back garden of Taiwan and in themselves are natural treasure-houses. Next to beautiful sceneries, they provide the shelter to unique animal and plant life, including insects, fish, and birds. The natural reserves actually form miniature ecosystems that not only provide a protected environment but also offer a great alternative for recreational activities, environmental education and academic research. Here, visitors can get away from their hectic lives in the city and enjoy the serene environment.
Taiwan is surrounded by oceans and therefore has a long coastline, which offers different sceneries wherever you go. The West Coast mainly consists of sand dunes, sand beaches, sand bars and lagoons, and its straight coastline is rather monotonous. The East Coast on the contrary presents a dramatic coastline of towering cliffs that almost directly descend into the deep sea. The coastal plains here are very narrow. The rock formations at the North Coast alternate with beautiful bays and offer the most varied coastal landscape of Taiwan, while the South Coast mainly consists of coral reefs. The offshore islands of Taiwan also offer a great variety of geographical landscapes that are characteristic for the region, such as the basaltic rocks of the Penghu islands, the granite rocks of Kinmen, and the marine erosions of Matzu.
Butterflies: Some 17,000 different species of butterflies are known around the world; almost 400 can be seen in Taiwan, 50 of which are endemic to the island. There are many different sites where you can go to watch them dance in the air, including Doll Valley in Wulai near Taipei, Yangming Mountain (Yangmingshan) National Park, Mt. Jiaoban, and Mt.Lala along the Northern Cross-Island Highway, Qilan near Taipingshan (Ta-ping Mountain) , Guguan, Li Mountain (Lishan) , and Cuifeng along the Central Cross-Island Highway, Nanshan River and Huisun Forest near Puli, Shanlin River (Sunlinksea) in Nantou County, Butterfly Valley in Maolin near Kaohsiung County, Sheding Park and Nanren Mountain (Nanrenshan) in Kending (Kenting) , and Butterfly Valley in Taitung.
Birds: Because of its warm and humid climate, Taiwan has extremely rich vegetation which attracts many birds. Located at the western edge of the Pacific Ocean, it is also a favorite resting area for migrating birds. Resident and migrating birds total some 440 species, and endemic birds such as the black-faced spoonbill and the Sterna leucoptera can be seen here. Sites for watching these migrating birds include the Guandu swamplands in the northern Taiwan, Yilan swamplands, mouth of the Exit Dadu River in the central Taiwan and Gaopin River in the southern Taiwan. Other bird-watching sites are the Penghu islands, Matzu, Wulai, Mt. Hehuan, Xitou, Ali Mountain (Alishan), Yangming Mountain (Yangmingshan) National Park, Yu Mountain (Yushan) National Park, Shei-Pa National Park, Taroko National Park, Kending (Kenting) National Park, Kinmen National Park, Taijiang National Park, Northeast Coast National Scenic Area, and East Coast and the East Rift Valley National Scenic Areas.
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The speed with which consumers use and replace electronic devices is staggering: According to the United Nations Environmental Programme, 20 to 50 million tons of e-waste are generated worldwide every year, with 5.5 tons composed of computers, cell phones and televisions. (See Reference 1, Page 27) The rapid increase in e-waste makes it necessary for manufacturers and municipalities to encourage computer recycling or reuse. Authorized e-waste recyclers in the United States collect more than 100 million pounds of obsolete electronics every year, according to the U.S. Environmental Protection Agency, but much more is simply thrown away. Recycling such electronic waste has numerous benefits -- and not recycling computers poses serious threats to the environment.
In the U.S., in 2009 alone, discarded electronics like TVs, computers and computer peripherals comprised approximately 2.37 tons of waste. Of that amount, about 1.7 million tons were destined for landfills. (See Reference 2) E-waste packs landfills with reusable or recoverable materials and takes up space needed for non-recyclable products. Much of the e-waste in the U.S. is shipped overseas, ostensibly for recycling -- but it often ends up in polluting landfills. (See Reference 1, Page 27)
While the EPA believes that “disposal of electronics in properly managed municipal solid waste landfills does not threaten human health and the environment,” computers indisputably contain toxic metals like lead, cadmium and mercury. (See Reference 2) If computers are discarded in improperly managed landfills, the metals could leach into the ground surrounding the dump site. The resulting pollution could affect groundwater and the flora and fauna that depend on it.
Computer infrastructure also contains valuable metals such as gold, copper and platinum. Throwing away computers forces manufacturers to expend energy and resources to find raw materials for new products. Mining for precious metals, creation of engineered plastics and the manufacture of brand new components all consume energy and expel greenhouse gases into the environment, hastening the effects of climate change. Recycling computers allows manufacturers to reclaim the metals and other materials and reuse them. (See Reference 2)
Consumers may discard computers that are outdated in favor of newer models, even if they’re still in good working condition. This practice denies the benefits of technology to secondary users such as schools, nonprofit organizations, small businesses or students. Donating working computers and their peripherals extends their usefulness and keeps them out of landfills longer. (See Reference 3)
- Stockbyte/Stockbyte/Getty Images
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How to Convert Teeth That Need Root Canal Back to Healthy Teeth
Root canal therapy is a treatment that removes infected tooth areas and then places a healthy tooth in their place. Inflammation from a damaged pulp can cause swelling of surrounding teeth , which can impact overall health. If the tooth is at this stage treatment with a root canal is the best option for treatment.
A painful procedure
A root canal procedure is necessary If you suffer from an infection in the pulp or “pulpit,” of your tooth. This condition cannot be treated by any means that is natural and cannot be reversed. The reason for pulpitis is usually tooth decay or injury to the tooth. The best way to prevent developing the condition is to practice good dental hygiene . Also, visit your dentist for a checkup when you have toothaches.
The procedure itself isn’t very painful, but you’ll experience an intense amount of discomfort after the procedure. The dentist will do it as quickly as they can to reduce the discomfort while also preserving the dental integrity. You should be careful not to chew on anything, including pencils or packages, as they will likely cause severe pain.
Infected teeth can be transmitted to your bloodstream and airway. The jawbone and the surrounding tissues may be affected as well by the infection. Root canals aren’t usually dangerous , but they can cause major issues if they’re not done correctly.
Once your tooth has undergone root canal therapy, you’ll need to visit your dentist for a follow-up examination just a few days after the procedure to ensure your tooth is healing as expected. You will also need to plan an appointment every three to five year. This will allow your dentist to track the healing process and identify the possibility of a failing root canal or a recurrence.
A root canal treatment is often required when a tooth is infected because of trauma or severe decay. The root canal is a procedure to remove the soft tissue within the tooth, including the nerves and blood vessels. This procedure is necessary to prevent further damage of your tooth, which may cause pain and loss of bone.
Patients with roots that require an extraction through a root canal will receive a temporary filling in place while the procedure is being carried out. To safeguard the tooth from further damage, the dentist will place the crown over it.
The procedure of root canal treatment weakens the tooth’s structure and reduces their functionality. The procedure may also cause more fractures to teeth. To prevent fractures, people should stay away from hard foods and chew with other teeth. To protect their teeth from future fractures, people should think about dental crowns. Another potential risk associated with root canal treatment is that a treated root canal tooth can become infected. This could cause tooth infection and eventually tooth loss.
After the root canal procedure, the area around the tooth could be sensitive for up to a few days. This is because of inflammation. Pain medication can ease this discomfort. It could take several days to resume your normal activities depending on how severe the pain is.
The study revealed that teeth that had lesions prior to surgery were most susceptible to failure. This was especially relevant for teeth with transverse diameters that were greater than 5mm. These teeth were more likely to develop an infection that was difficult to treat. However, the success rates were the same for both pre-operative and post-operative lesions.
The study included a group of healthy people as well as chronically sick patients. There were seven patients with cancer, 32 with chronic fatigue, nine with Rheumatoid diseases and nine with degenerative neurological issues and 12 patients with intestinal symptoms. The patients’ dental x-rays were also examined to determine whether they had apical periodontitis, a form of inflammation that can cause an abscess or a cyst.
The results of the study showed that root canal therapy was more efficient in keeping teeth from losing than periapical tissues that are deteriorating. This finding was supported by the fact that treatment for root canals can often keep teeth functioning for a long time. It was also concluded that the decision to remove teeth may not be the result of failure of the periapical tissues.
While root canal treatments are safer than other dental procedures, there are misconceptions that prevent people from having root canals. This makes it difficult for patients to get the treatment they need and can pose health risks. The treatment for root canals may not be recommended after tooth abscess that can lead to a severe toothache and loss of bone.
The X-rays that are required
The procedure is usually required. A scan can help determine if you require it. Broken teeth are difficult to recognize, however they can cause discomfort when you chew. Your dentist will take xrays of your affected tooth and the root when you visit. These xrays will show the extent of tooth damage. These x-rays are crucial following an accident or injury.
There are a variety of Xrays that a dentist can use to determine whether you require root canal treatment. Some show individual teeth while others show the whole set. The smaller films can be used to assess specific issues while the larger films can be used to assess your whole mouth and plan your treatment.
If you suspect a tooth is in need of root canal treatment, an x-ray will show radiolucency surrounding the tooth’s root. The dark area is a sign of an issue in the nerve space or changes in bone density. However, it does not necessarily indicate that the root canal is the only option.
Digital X-rays have many advantages over traditional films. They allow you to view the image right after taking it. You can also select different ways to manipulate the image. However, these options do not provide a more precise interpretation. In addition, digital xrays are more precisely duplicated and transmitted electronically.
The X-rays also help detect the loss of bone caused by gum disease. They can also be used to detect the presence of cancers, cysts and damaged teeth. They can also assist dentists determine if you are an ideal candidate for dental implants.
Your dentist may also take periapical radiographs in order to examine the root canal as well as its surrounding structures. These X-rays will reveal whether your tooth is in decay, whether it has a fracture, or how much damage the root canal has caused.
After your dentist has taken an x-ray she will review the details of each image. They will be looking for differences from the xray, and will reveal any issues that need more treatment. In certain instances radiographs may reveal massive gaps, periodontal issues or prior endodontic treatment. Your dentist can complete the picture by identifying root canal issues.
There are many ways to treat teeth that need root canal to healthy teeth. First, assess the condition of your tooth. A root canal is recommended when the decay has reached the dentin layer. During a root canal, the dentist removes the pulp and nerve from the inside of the tooth. A sterile, inert material is then placed in the tooth’s place.
Tooth decay, dental fractures and deep fillings may damage the pulp – the soft, inner part of a tooth that houses blood vessels and nerves. If not treated, this can result in serious infections and even bone loss. If a tooth is infected bacteria can infiltrate the pulp and cause damage to the tooth as well as the adjacent teeth. Root canal therapy prevents this infection from spreading which makes it a great option for people with a tooth that has decay.
In certain instances, the infection can spread to adjacent teeth, which requires expensive procedure. Grafting is another option. However, this option could be expensive and is also a risk to cause damage to adjacent teeth. Root canal treatment should be taken seriously. This procedure is usually performed by a highly-skilled dentist who specializes in converting teeth that have a root canal to healthy teeth.
Root canals don’t just stop the spread of infection, but can also alleviate symptoms of an infected tooth. They also help eliminate the need to remove a tooth. A successful root canal procedure can boast an 88% success rate. In rare instances, however, root canal procedures can fail. In these instances patients may have to have a root canal treatment or undergo other procedures.
If you suspect that you have an abscessed tooth you should immediately visit your dentist for an assessment. If the pain is too severe, it could be necessary to undergo a root-canal. If the infection continues to spread to other parts of your body it could lead to serious health issues.
Certain patients may need to return for a follow-up appointment in order to complete the procedure. If your infection is severe the dentist might prescribe antibiotics or anti-inflammatory medications prior to the procedure. Also, you should avoid smoking for at least one or two days prior the root canal. The procedure itself can take as long as an hour and half.
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World Creativity and Innovation Day (WCID) observed on 21 April
Published: April 23, 2018
The United Nations (UN) has officially declared April 21 as the World Creativity and Innovation Day (WCID) to encourage people to use creativity in problem-solving. The first official WCID was celebrated on April 21, 2018. The day is marked as well positioned to encourage creative multidisciplinary thinking to help us achieve the sustainable future we want.
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Carrying out a project as complex as the Human Microbiome Project took considerable efforts and coordination among the 80 institutions involved. Baylor College of Medicine and its collaborating institutions were integrally involved in much of the work including:
Defining who is healthy, normal
Dr. Wendy Keitel, professor of molecular virology and microbiology, and director of the Vaccine Research Center at BCM, said the upfront process defining who could take part in the study involved a tremendous amount of time and input in the form of conference calls, meetings and expert panel discussions.
"What is normal?" she said. "This has to be clearly defined and regarded as a reference set."
A panel of experts in microbiology, infectious diseases, and the microbiome were assembled several years in advance to strategize on the ideal number of body sites and subjects to sample, and the best way to do so.
"Jim Versalovic and Wendy Keitel and their group came up with the protocols needed to handle collection of samples from human subjects," said Dr. Sarah Highlander, associate professor of molecular virology and microbiology at BCM. She was chair of the working group that came up with a manual of procedure on how to process those samples in the laboratory. Four centers came together to determine the best way to extract DNA to ensure consistent results.
"Defining what was a "normal" subject for the Human Microbiome Project was a bit of a challenge," said Dr. Kjersti Aagaard, associate professor of obstetrics and gynecology at BCM. "What we were really seeking to find were 'reference' subjects, or folks that had likely minimally perturbed microbial communities. For these reasons we recruited men and women who were not obese, not on medications, and did not have chronic health problems. While this is perhaps not what is regarded as truly reflective of the current state of health or lifestyle for many, we felt that it would yield the most robust reference cohort available."
Keitel and her group had significant experience in recruiting subjects for studies, based on their vaccine work.
In the end, they recruited 150 of the 300 subjects needed for the study. Researchers at Washington University recruited the other 150. Results from 242 subjects were reported in the two Nature papers.
As the researchers interviewed people who wanted to take part, they had to discuss the risks– which were minimal. One concern is privacy. Would their microbiomes be identifiable in the public databases where they would be placed? Dr. Amy McGuire, associate professor in the Center for Medical Ethics and Health Policy at BCM, was a leader in the Ethical, Legal and Social Implications (ELSI) of the Microbiome Project and helped define the risks in that effort. One mitigating factor was that while the sequences of the subjects' microbiomes with no personal identifiers would be available on the public database, their genomes or personal genetic code would not be.
Dr. James Versalovic, professor of pathology & immunology, pediatrics, molecular and human genetics and molecular virology and microbiology, helped design the methods of clinical sampling.
"I was just the facilitator," he said. Keitel, Dr. Kjersti Aagaard, Dr. Shital Patel, Dr. Jim Katancik, chair of periodontology at University of Texas Dental School at the time, and others were in the trenches, taking samples.
Subjects had to be instructed on the use of topical medicine, soaps, mouthwashes, hand sanitizers, bathing, showering and swimming before they came in for sampling. Researchers wanted them to have had as similar experiences as possible before the sampling, and they even gave them a bag of hygiene products to use in the days prior to the sampling.
At each visit, nine specimens were collected from the oral cavity and oropharynx: saliva, buccal mucosa (cheek), gums, palate, tonsils, throat and tongue soft tissues, and the tooth biofilm above and below the gum. Skin specimens were collected from the creases behind each ear and the two inner elbows, and one specimen for the nostrils. Three vaginal specimens were collected from different areas of the vagina.
Subjects brought in a stool specimen in a special jar, which represented the microbiota of the lower gastrointestinal tract. Many people were asked to return for additional sampling to find out how stable the microbiome is over time.
At BCM, the work occurred in a single clinic area, making it easier for subjects to appear for their sampling procedures. Aagaard said the clinicians arrived at the clinic two afternoons a week for two years in order to carry out the procedures.
"It was a labor of scientific love", she said. "How many times in one's life do we have the opportunity to work on a 'big team science project' which will literally write scientific history? We had an incredible team of physician scientists, and an amazing group of subject volunteers."
Processing the samples
"We really had a superb atmosphere in which to do this," said Highlander. She credits Keitel, Versalovic and Dr. Janet Butel, chair of molecular virology and microbiology, for setting up the physical infrastructure that made that possible. The laboratory in which the samples were logged, processed and DNA extracted and catalogued before being sent for sequencing is just around the corner from the clinic. The close proximity of clinic and sample processing lab permitted rapid transfer of samples and easy communication between the two groups.
Graduate student Bonnie Youmans in Highlander's laboratory and Matthew Ross in the lab of Dr. Joseph Petrosino, assistant professor of molecular virology and microbiology, worked together to set, organize and code the thousands of samples that resulted. With the help of two technicians they extracted DNA from all the samples and packaged and sent them for sequencing at the four Genome Sequencing Centers that were part of the project.
A good deal of that sequencing took place at Baylor College of Medicine's own Human Genome Sequencing Center. Before that could begin in earnest, protocols for sequencing microbiome samples were needed.
Crucial to that was a mock community involving 20 bacteria developed by Highlander, said Dr. Kim Worley, associate professor in the Human Genome Sequencing Center. That community enabled experts in the Human Microbiome Project to develop analysis methods that enabled them to define the least and most common members of the microbial communities in samples where the DNA in the community varied ten-thousand fold between the most abundant and least abundant species. It also helped them fine tune methods for processing raw sequencing data.
"From some microbes, we did whole genome sequencing to get a better idea about the genes and therefore the functions provided by the different kinds of bugs," said Worley. "What's important? Is it the different species or is it that species in the mix have genes that carry out this or that function?"
In many instances, they used the conserved 16s ribosomal RNA gene to identify the different types of species of bacteria in a sample, which involved less sequencing.
"We participated in different phases of the sequencing", she said, "During the early Jumpstart phase, we finished a number of bacterial strains to use as references for this phase of the project." said Worley. "In total, we completed 191 bacterial genome sequences for the project that will be used as references for many ongoing and future human studies of the impact of the microbiome in health and disease. We also contributed to 16S and whole genome shotgun sequencing of the DNA from human samples."
Applications of the results to other analysis are ongoing. Versalovic is looking at how the microbiome is involved in chronic abdominal pain found in children and comparing the microbiomes in the intestines of children and adults as part of his work. He has published one study on the issue already and is hoping that the new microbiome information will further inform that work.
Aagaard has described the vaginal microbiome in pregnancy in a paper that appears today in the journal PLoS One.
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Answer the following prompts in complete sentences. HONORS students must incorporate a quote into their responses. Your responses should be well constructed and between 3-5 sentences in length. Use appropriate grammar and word choice.
A BLOCK: FRIDAY, 10/22
B BLOCK: FRIDAY, 10/22
1. Did Elie feel comfortable around his doctor? Why or why not?
2. Who was the Red Army? You might need to look this up to respond correctly.
3. Who is the Red Cross?
4. If you had been Elie, would you have left with your father or stayed? Why?
5. What did Wiesel mean when he wrote that "there were two of us: my body and I. I hated that body"(85)?
6. Why does Wiesel write that they had become the "masters of the world" (87)?
7. Why does Elie feel that Rabbi Eliahu's
8. What is Wiesel describing as a "trampled...eerily poignant little corpse" (95)?
9. How did Elie save his father's life? Why can this act seem ironic?
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| 0.980093 | 245 | 3.109375 | 3 |
Global Navigation Satellite Systems (GNSS) include constellations of Earth-orbiting satellites that broadcast their locations in space and time, of networks of ground control stations, and of receivers that calculate ground positions by trilateration. GNSS are used in all forms of transportation: space stations, aviation, maritime, rail, road and mass transit. Positioning, navigation and timing (PNT) play a critical role in telecommunications, land surveying, law enforcement, emergency response, precision agriculture, mining, finance, scientific research and so on. They are used to control computer networks, air traffic, power grids and more.
At present GNSS include two fully operational global systems, the United States' Global Positioning System (GPS) and the Russian Federation's GLObal NAvigation Satellite System (GLONASS), as well as the developing global and regional systems, namely Europe's European Satellite Navigation System (GALILEO) and China's COMPASS/Bei-Dou, India's Regional Navigation Satellite System (IRNSS) and Japan's Quasi-Zenith Satellite System (QZSS). Once all these global and regional systems become fully operational, the user will have access to positioning, navigation and timing signals from more than 100 satellites.
In addition to these, there are satellite-based augmentation systems, such as the United States' Wide-area Augmentation System (WAAS), the European Geostationary Navigation Overlay Service (EGNOS), the Russian System of Differential Correction and Monitoring (SDCM), the Indian GPS Aided Geo Augmented Navigation (GAGAN) and Japanese Multi-functional Transport Satellite (MTSAT) Satellite-based Augmentation Systems (MSAS). Combining them with proven terrestrial technologies such as inertial navigation, will open the door to new applications for socio-economic benefits. The latter are applications that require not just accuracy, but in particular reliability or integrity. Safety-critical transportation applications, such as the landing of civilian aircraft, have stringent accuracy and integrity requirements.
The successful completion of the work of the International Committee on Global Navigation Systems (ICG), particularly in establishing interoperability among the global systems, will allow a GNSS user to utilize one instrument to receive signals from multiple systems of satellites. This will provide additional data, particularly in urban and mountainous regions, and greater accuracy in timing or position measurements. To benefit from these achievements, GNSS users need to stay abreast of the latest developments in GNSS-related areas and build the capacity to use the multi-GNSS signal.
Thus the specific objectives of the implementation of the GNSS priority area of the United Nations Programme on Space Applications are the demonstration and understanding of GNSS signals, codes, biases and practical applications, and the implications of prospective modernization.
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Yesterday, I posted HERE about Pluto’s impending turn retrograde, set for tomorrow. I talked a little bit about what Pluto signifies in Astrology, and I also held forth somewhat about what retrograde periods might mean when they decide to settle in around us.
Today’s post is more purely aimed at fleshing out the specific character of Pluto.
So this is a Planet that was named after the Roman God of the Underworld. And while it might be a bit uncharitable to the Romans and their Deities to say this, most of the Roman Goddesses and Gods seem like barely updated versions of the earlier Greek Deities. Jupiter, the King of the Roman Gods, with his mighty thunderbolts, feels a lot like Zeus, the King of the Greek Gods…with his mighty thunderbolts… Mercury, the Roman Messenger-God with his winged sandals and magic caduceus-staff is the spitting image of Hermes, the Greek Messenger-God, with his winged sandals and his magic caduceus-staff… You probably get the picture.
But even though the Greek incarnations came first, it somehow transpired that we humans named the Planets of our solar system after the Roman versions of these mythic figures. You know the names: Venus, Mars, Saturn, Neptune…
And Pluto is no exception in all this: the Greeks had an incredibly similar Lord of the Underworld named Hades, but we named our far-distant, planetary system-mate after the Roman version. Still, it can be very instructive to examine one of the primary myths about Hades to understand more about the role that the Planet Pluto plays in Astrology.
To tell this particular story about Hades, though, is also to relate the story of Persephone, a young Goddess who would have a fateful encounter with the gloomy Lord of the Netherworld (whose nature would eventually be mapped onto our icy Pluto)…
So after the generation of Greek Gods known as the Olympians ascended to power, an age of growth took hold. The Olympians settled in to rule, and various species flourished down on the earthly level. One of the Olympians, Demeter, assumed the role of Goddess of Agriculture and of the Harvest, and so control of all green and growing things became her province.
Demeter was often helped in her agrarian efforts by her daughter, Persephone. An innocent and beautiful young Goddess-girl on the cusp of Goddess-womanhood, Persephone seemingly had little independence and identity of her own outside of being Demeter’s sheltered daughter.
One day, though, Persephone wandered down to Earth, and strolled about in a meadow all by herself. While there, she caught the eye of her grave uncle, Hades, who was watching from down below in his Underworld domain. Unable to fight back his loneliness and desire, Hades harnessed his chariot, raced up toward the surface, caused the earth to open up beneath Persephone, and he gathered her up as she fell, and brought her back to his dark realm below.
And as Persephone dealt with this abrupt and frightening turn of events, her mother was quick to notice her absence, and launched a frantic search for her. It took some time, but eventually, the Olympians learned that it was their own kinsman, Hades, who had abducted young Persephone. When Zeus, their King, demanded that Hades return the wayward Goddess to her home up above, Hades pointed out that while she was his guest, Persephone had eaten six pomegranate seeds…and no one living, not even the Olympian Deities, may eat of the food of the dead.
Zeus found himself caught in a real bind here, not wanting to reward Hades for kidnapping an innocent Goddess-girl and depriving Demeter of her beloved daughter, but also agreeing that the prohibition against the living eating food from the Land of the Dead was an important law that was not to be broken. He settled on a compromise: for every pomegranate seed that Persephone had eaten, she would have to spend one month per year below in the Underworld with Hades, while for the other six months of the year, she could roam Olympus and Earth as she pleased.
As is so often the way with compromises, no one was especially happy with this decision. Hades had only half of the companionship he’d been seeking, while Demeter was being forced to go without her daughter’s company for half of every year. In retaliation, Demeter declared that she would help nothing to grow for those intervals when Persephone was down below in the darkness – this is why we have the Autumn and Winter seasons each year, and why, when Persephone returns aboveground on the Vernal Equinox, we enter the warm and fruitful six months of Spring and Summer (obviously, the Greek tales originated with a society that lived in the Northern Hemisphere…).
Interestingly enough, though, while her abduction must have been fairly terrifying at the time, Persephone arguably benefitted from it. Where she’d once been little more than an extension of her mother, with no real identity and no real autonomy, Hades’ intervention transformed her into the powerful Queen of the Underworld. Almost overnight, she made quantum leaps forward in establishing a new role for herself, amassing a tremendous amount of personal power, and transforming from a young, naïve Goddess-girl to a fearsome, fully matured Goddess.
In Homer’s classic Greek tale, The Odyssey, the hero of the piece, Odysseus, is obliged at one point to travel to the Underworld, and he clearly states his desire to finish his errand and get gone back to the surface before “dread Persephone” puts in an appearance. And this was one of the greatest heroes of his time, fresh off the bloody horrors of ten years spent fighting in the Trojan War – Odysseus was arguably one of the least cowardly mortals then roaming the Greek landscape, but thoughts of even a three-minute encounter with the Mistress of the Underworld had him wanting to flee that dark place like an incontinent child…
In some tellings, Persephone even seems to become the true power in the Underworld, forcing Hades into a never-ending quest to win her forgiveness and her affections after having stolen her away from the bright, airy upper-world and the life she’d known there. In these versions of the tale, Hades spends the rest of his days in a vain effort trying to make his Queen smile and love him back.
So the point of all this is that when Pluto the Planet – named in roundabout fashion for Hades – becomes active in our lives, it’s possible that we might have to play the part of Hades himself in some dynamic. We might be called to grapple with our own long-denied hungers, to choose whether to exert our power over others, and to bump up against the limits of how much we truly value the consent of those others before we exercise our will upon them.
More likely, though, there’s an excellent chance that during times of Plutonian influence, we may in some manner be slotted to be on the receiving end of some version of the Persephone treatment. That is, Pluto energies may take us on a forced march into some scary Underworld of our own, to face whatever dwells down there in the dark. We may be ripped from our usual routines, and we may be sequestered for a time in some fairly dismal psychic locale. We may have to contend with the worse aspects of human nature, and we may have to make some truly hard choices.
But as with Persephone’s experience, the developments may not be exclusively bad here. Plutonian passages can allow for us to retrieve long-buried psychological material and then transmute it into something positive. They can also trigger profound transformation, and yield massively enhanced power and knowledge.
It’s not really possible to outrun Pluto’s influence, or to hide from the Lord of the Underworld – he comes for all of us at some point. When he does, though, what we can do is accept the challenges that these periods present us, and try to ride them through to some personal metamorphosis.
For this Pluto retrograde, you can prepare and cope by making use of such techniques as meditation, dream journaling, psychotherapy, visualization exercises, shamanic practices, and energy healing. Have faith in yourself, make wise choices about what to use as fuel during this retrograde interval, and accept that change is inevitable…but not necessarily “bad.”
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ROBERT COUCH KINNEY. – Oregon will always treasure with respect and admiration the memory of the men and women who came in the days when the Pacific Northwest was the home of savage tribes, mountain men and a few traders, to plant homes and lay the foundation of an empire on the waters of the Columbia. They dared much when they accepted the roll of pioneers to the Pacific. Some became notable for success, and developed character that gave standing to the new state; for the constitution and early legislation of Oregon showed statesmanship seldom equaled in the erection of a commonwealth.
Among those who preceded the gold excitement was Robert Couch Kinney, who illustrates the capacity of a new country to develop character and insure success. He was the son of a pioneer and nephew of another who went in early days to Illinois and inherited qualities necessary to success in a new country.
Mr. Kinney was born in St. Clair county, Illinois, July 4, 1813. At the age of twenty-five he married Eliza Lee Bigelow, who survives him, and moved to Burlington, Iowa. He went boating and afterwards ran steamboats on the Mississippi with success, then conceived the idea of founding a city, and located and helped build Bloomington, now the prosperous city of Muscatine, Iowa. He engaged there in milling, and acquired a knowledge of that business which he afterwards put to good use in Oregon. Early circumstances had not been favorable to education above the grade of the common schools; and circumstances here favored him. By arrangement with his partner he was off duty half the time, and employed the spare time in study and reading that gave him a general knowledge of law and literature. He made himself familiar with ancient history and the classics, and became familiar with writings of ancient days as well as with the literature of our own time. He studied the principles of commercial law with Judge Hastings, so well known later in California.
The banks of the Mississippi being unhealthy, he became interested in Oregon by correspondence with Barton Lee, the early pioneer, who so eloquently told the advantages of Oregon that in 1847 he and his brother Samuel and their families joined the company of General Palmer. They had a prosperous journey, and the same fall located the Donation land claim in Chehalem valley that will always bear his name. He lived there many years, always recognized as a man of character and judgment. When the constitutional convention was held, he was elected as a delegate from Yamhill county. His energy overcame difficulties that defeated others. He procured sheep from Doctor Tolmie of the Hudson’s Bay Company; so he possessed flocks and herds when only the fur company and mission were supposed to have them. He cared for his stock so as to realize all they could yield him. He saw the value of the country for fruit production, and set out sixteen hundred trees that in a few years yielded large returns. He procured a good work on horticulture, and mastered its contents, adopting the methods laid down in his orchard work with entire success.
He laid great stress on the value of education, and in 1857 moved to McMinnville to take advantage of the schools. His wide reading and conscientious regard for right principles and knowledge enabled him to be of use in those formative times. In the constitutional convention he was influential, though not officious, and made a specialty of three points. One was against slavery, another was to provide public schools, and the other to prohibit large state indebtedness. By the influence of men like him, these provisions were incorporated in our fundamental law. His progressive spirit was seen in railroad affairs, as he was one of the first to attempt corporate organization. What was then the Oregon Central and is now part of the Southern Pacific system was organized by his help. The first meeting was at his house; and his son Marshall was its secretary in 1868.
As years went by and his sons grew up, Mr. Kinney’s enterprise took broader shape. In 1862 he bought in and run a flouring- mill opposite Portland, and in 1863 started a business house at Umatilla to help the flouring-mill. In 1867 he moved to Salem, having bought an interest in the Willamette Woolen Mills. That move started there at an early day. The same company owned a large flouring-mill in upper town; and, as Mr. Kinney realized that the future of this mill was more certain than that of the factory, he traded his bulk of stock to the company for stock in the mill company, and became its manager.
Mr. Kinney now had a large and prosperous business, and found room for all his business sagacity. Assisted by his sons in the Salem Flouring Mills Company, he built up an immense trade in flour and grain. They had branches at Portland, San Francisco and Liverpool. They shipped many cargoes of flour to Europe; and the first full cargo of Oregon flour was sent by them to Liverpool.
In March, 1875, Robert C. Kinney died from the effects of an accident that occurred while visiting his ranch in Eastern Oregon. He had a powerful physique, was rather tall, and very large and heavy. Great size distinguishes the family. When working some farm machinery, he received a fall that did not seem dangerous; but he never recovered. His kindly face was no longer seen on Salem thoroughfares; and for weeks and months he kept to the house. One day the news spread that “Rob Kinney” was dead, casting a shadow on the hearts of thousands. as to the writer of this, that so kind a friend and so good a man had left us, we felt that he was “not lost, but gone before.”
We have shown Robert Couch Kinney as a man of affairs who had risen from common life to affluence and high standing. There was seldom failure in his plans; because he planned with judgment. He was cautious while he seemed bold; for he understood the situation. Few men are so balanced in mind and capable to plan and execute as he was. But there is a pleasanter phase to his character than even the possession of ripe judgment and the realization of success, a phase that all who love his memory will dwell upon with warm appreciation. We will now look on the traits that make his memory precious to many, and leave no trace of rancor in any human soul.
R.C. Kinney was kindly by nature, and was always ready to assist the needy. In his charities and kindly acts, as in his business life, he was prudent and sagacious. He was a manly man, and admired true character. He was not apt to waste means on the unworthy, but was a sincere friend of religion and education, and did his part to maintain public and private charity. He felt no sympathy with immoral lives or vulgar traits; for he was essentially a man of pure life, a Christian in word and deed. He assisted many while he lived, and was unfriendly to none. He was original in mind, and had a foresight that came from study and observation. He was in almost every respect equal to his opportunity, which can be said of few mortals.
The stone that marks his grave was procured from Scotland, a massive, polished shaft of Aberdeen granite. One side bears imperishable testimony of the love and reverence of his children in the single word, “Father.” After his death the business was conducted by his sons. The eldest, Albert, resided in charge in Salem, where he died in 1881. It answers the full need of his deservings to say that he was the worthy son of such a father, and possessed in an eminent degree the traits that marked the life of his sire. It is not easy to say more, and not just to his memory to say less.
Mrs. Kinney survives to a kindly old age to share the devotion of her children. Of the survivors, Mary J., the widow of J.H. Smith, resides at Harrisburg, Oregon. August Couch, a graduate of Belleville College, New York, is a practicing physician at Astoria. Marshall Johnson, who has been distinguished for business sagacity, is engaged in Salem in the canning and milling business, and is in other business at Astoria. Alfred Coleman, who is a surgeon by instinct and a successful physician, practices his profession at Astoria. Josephine Florence Walker is the wife of a business man in San Francisco. William Sylvester carries on extensive lumber manufacture at the mouth of the Columbia. Eliza Lee is the wife of Doctor John Payton, and lives at Drain, Oregon. All bear testimony in the character of their lives that they came from a sterling race that leaves the world the better for their having lived and labored in it.
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Eczema in children: everything you need to know
A common disease with solutions to provide soothing relief
It itches and can even make your children a bit irritable: no one wants their child to have to deal with eczema. A basic understanding of the condition, however, will reveal just how common it is but also that treatments can help improve outcomes. The first approach to fight against eczema is to develop your understanding of the disease and to bust certain myths.
What does eczema in children look like?
There are several different types of eczema, but atopic eczema is the most common, so we will start there.
Atopic eczema in children
Atopic eczema is also known as atopic dermatitis. Both terms refer to the same condition. Let’s start with its characteristics.
Atopic eczema symptoms
- Dry or very dry skin
- Red patches
- Thickening of the skin
- Marks from scratching
Red patches appear and can quickly become covered in little vesicles. They then ooze, which causes scabs to form when this fluid dries. All throughout this progression, the eczema patches itch and produce an overwhelming urge to scratch. Fortunately, flare-ups are followed by periods of remission: atopic eczema presents in alternating periods of flare-ups and remission.
How long will my child have atopic eczema?
Over time, eczema flare-ups are likely to become less frequent. In all likelihood, your child’s eczema will go away by the time they are a teenager, but it could continue into adulthood.
Where on the body are patches located?
In children with atopy, eczema patches most often appear in the folds of the elbows and knees and on the wrists and ankles, but other areas of the body can also be affected.
How to alleviate your child’s atopic eczema
There is no cure for atopic eczema, which means you cannot prevent flare-ups from coming back. But you can provide suitable treatment for flare-ups. Indeed, you can treat eczema in order to provide soothing relief and even reduce the frequency of flare-ups.
Treat it as fast as possible:
The sooner you act, the better your chances of alleviating and delaying the onset of the next flare-up.
A combination of two treatments is used to reduce the frequency and severity of atopic dermatitis flare-ups.
Calm flare-ups with an extinguishing treatment
Delay the onset of the next flare-up: repair your skin
Emollient skin care
Adjusting your daily habits
There are a thousand little things you can do to improve life with atopic eczema and reduce flare-ups. Tips on how to scratch less, simple ways to talk about it at school, or things you should avoid doing and activities you can absolutely enjoy if you take the proper precautions!
Why does my child have atopic eczema?
Atopic eczema is caused by a malfunction in the skin and in the defense mechanisms: your child has atopic skin. Atopic skin is more porous than normal skin and is thus unable to act as a proper barrier. What is more, it is abnormally reactive to its environment... This causes red patches to appear, along with itchy flare-ups.
Inflammation is triggered by a combination of environmental factors, allergens, irritants, microbes, scratching, overheating, etc.
A genetic predisposition
This hypersensitivity to the environment, known as atopy, is hereditary and thus runs in the family.
Keep an eye out for other types of atopy
Atopic eczema is a sign that your child has atopy, which means their skin is hypersensitive to the environment. They could, therefore, develop other manifestations of atopy, such as asthma. Symptoms of asthma include nighttime coughing, wheezing or shortness of breath during physical activity.
Other forms of atopy:
Contact eczema in children
An allergic reaction
Although atopic eczema is by far the most common, there is another type of eczema known as allergic contact eczema. This type of eczema differs from atopic eczema in terms of its onset. It is an allergic reaction that occurs when the skin comes into contact with a given substance: costume jewelry or a shower gel, for example.
Solutions and treatments
Eczema is treated with topical corticosteroids. To prevent recurrence, however, you must identify the triggering allergen so that you can avoid it in the future. Some simple questions can sometimes help to identify the allergen, but allergy tests do a better job of unveiling the culprit.
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Manipulating Files and Directories
Tcl 7.6 added file operations to copy files, delete files, rename files, and create directories. In earlier versions it was necessary to exec other programs to do these things, except on Macintosh, where cp, rm, mv, mkdir, and rmdir were built in. These commands are no longer supported on the Macintosh. Your scripts should use the file command operations described below to manipulate files in a platform-independent way.
File name patterns are not directly supported by the file operations. Instead, you can use the glob command described on page 115 to get a list of file names that match a pattern.
The file copy operation copies files and directories. The following example copies file1 to file2. If file2 already exists, the operation raises an error unless the -force option is specified:
file copy ?-force? file1 file2
Several files can be copied into a destination directory. The names of the source files are preserved. The -force option indicates that files under directory can be replaced:
file copy ?-force? file1 file2 ... directory
Directories can be recursively copied. The -force option indicates that files under dir2 can be replaced:
file copy ?-force? dir1 dir2
The file mkdir operation creates one or more directories:
file mkdir dir dir ...
It is not an error if the directory already exists. Furthermore, intermediate directories are created if needed. This means that you can always make sure a directory exists with a single mkdir operation. Suppose /tmp has no subdirectories at all. The following command creates /tmp/sub1 and /tmp/sub1/sub2:
file mkdir /tmp/sub1/sub2
The -force option is not understood by file mkdir, so the following command -accidentally creates a folder named -force, as well as one named oops.
file mkdir -force oops
The file delete operation deletes files and directories. It is not an error if the files do not exist. A non-empty directory is not deleted unless the -force option is specified, in which case it is recursively deleted:
file delete ?-force? name name ...
To delete a file or directory named -force, you must specify a nonexistent file before the -force to prevent it from being interpreted as a flag (-force -force won't work):
file delete xyzzy -force
Renaming Files and Directories
The file rename operation changes a file's name from old to new. The -force option causes new to be replaced if it already exists.
file rename ?-force? old new
Using file rename is the best way to update an existing file. First, generate the new version of the file in a temporary file. Then, use file rename to replace the old version with the new version. This ensures that any other programs that access the file will not see the new version until it is complete.
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Eating Fatty Foods During Pregnancy Linked to Breast Cancer in Offspring
In the "Well This Really Sucks" department, a new study has found that women who eat a lot of fatty foods during pregnancy increase their daughters' -- and even their granddaughters' -- chances of getting breast cancer, the UK's Daily Mail reports.
Now we've gotta worry about what our grandmas ate?
Apparently so. According to research by scientists at Georgetown University in Washington, D.C., eating an unhealthy diet can "permanently alter the cells of an unborn baby -- and future generations." Based on the findings, Britain's National Health Service is recommending that pregnant women do not "eat for two" and that they avoid fatty foods.
The Georgetown researchers fed pregnant rats either a normal diet or one much higher in fat. Even when the daughters and granddaughters of the mice who ate fatty foods were fed a healthy diet, they were found to have a significantly higher risk of developing breast cancer.
A fatty diet is linked to higher levels of the female sex hormone estrogen, which has been implicated in breast cancer.
While the findings have not been confirmed in humans, lead author Dr Sonia de Assis said: "What a mother eats or is exposed to during pregnancy can increase her daughter's breast cancer risk. What we found for the first time is that increased breast cancer risk of those daughters can be passed down to granddaughters and even great-granddaughters and that is without any further exposures."
The researchers, who published their study in Nature Communications, believe their findings could explain why breast cancer tends to run in families, yet most cases are not genetic. They believe diet and chemical exposures in the womb can switch on or off certain genes permanently for generations, a process called epigenetics.
All of the rat offspring in the Georgetown study appeared normal, but those exposed to high-fat diets had more terminal end buds -- structures in breast tissue linked to cancer that both rats and humans have.
When exposed to a cancer-causing agent, those rats developed more breast tumors than the rats whose mothers ate healthily (fruits, vegetables, whole grains and lean protein).
Thanks for eating all of that deviled ham-cheese dip, Grandma.
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A detailed inventory of land use and land cover is required to optimize land and water management. Nature conservancy, erosion control, and appropriate water management are typical examples of applications where ultra-high resolution of vegetation is required. Especially change detection over shorter (days to weeks) or longer (seasons, years) time periods provides essential information for responsive management.
HiView’s Flying Sensors can deliver resolutions up to 2 cm to be used to monitor vegetation and changes in land cover. Such an ultra-high resolution, in combination with a flexible timing of the image acquisition and HiView’s advanced interpretation software, deliver the most accurate and detailed vegetation information available today.
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Click here to view the New Hampshire Registration of Criminal Offenders Search
Megan's Law is named after seven-year-old Megan Kanka, a New Jersey girl who was raped and killed in 1994 by a twice convicted sexual offender who had moved in across the street from the Kankas--without their knowledge.
On May 17, 1996, President Clinton signed the Federal "Megan's Law," which required the release of relevant information to protect the public from sexually violent offenders.
ew Hampshire's Megan's Law arms the public with certain information on the whereabouts of dangerous sex offenders so that local communities may protect themselves and their children.
The availability of this information is designed to enhance public safety and awareness.
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A medical device is any apparatus, appliance, software, material, or other article—whether used alone or in combination, including the software intended by its manufacturer to be used specifically for diagnostic and/or therapeutic purposes and necessary for its proper application—intended by the manufacturer to be used for human beings for the purpose of:
Medical devices vary according to their intended use and indications. Examples range from simple devices such as tongue depressors, medical thermometers, and disposable gloves to advanced devices such as computers which assist in the conduct of medical testing, implants, and prostheses. Items as intricate as housings for cochlear implants are manufactured through the deep drawn and shallow drawn manufacturing processes. The design of medical devices constitutes a major segment of the field of biomedical engineering.
The global medical device market reached roughly $209 billion in 2006.
Medical device manufacturing requires a level of process control according to the classification of the device. Higher risk; more controls. When in the initial R&D phase, manufacturers are now beginning to design for manufacturability. This means products can be more precision-engineered to for production to result in shorter lead times, tighter tolerances and more advanced specifications and prototypes. These days, with the aid of CAD or modelling platforms, the work is now much faster, and this can act also as a tool for strategic design generation as well as a marketing tool.
Failure to meet cost targets will lead to substantial losses for an organisation. In addition, with global competition, the R&D of new devices is not just a necessity, it is an imperative for medical device manufacturers. The realisation of a new design can be very costly, especially with the shorter product life cycle. As technology advances, there is typically a level of quality, safety and reliability that increases exponentially with time.
For example, initial models of the artificial cardiac pacemaker were external support devices that transmits pulses of electricity to the heart muscles via electrode leads on the chest. The electrodes contact the heart directly through the chest, allowing stimulation pulses to pass through the body. Recipients of this typically suffered infection at the entrance of the electrodes, which led to the subsequent trial of the first internal pacemaker, with electrodes attached to the myocardium by thoracotomy. Future developments led to the isotope-power source that would last for the lifespan of the patient.
Based on the New Approach, rules that relate to safety and performance of medical devices were harmonised in the EU in the 1990s. The New Approach, defined in a European Council Resolution of May 1985, represents an innovative way of technical harmonisation. It aims to remove technical barriers to trade and dispel the consequent uncertainty for economic operators, to facilitate free movement of goods inside the EU.
The core legal framework consists of three directives:
They aim at ensuring a high level of protection of human health and safety and the good functioning of the Single Market. These three main directives have been supplemented over time by several modifying and implementing directives, including the last technical revision brought about by Directive 2007/47 EC.
Directive 2007/47/EC defines a medical device as (paraphrasing): Any instrument, apparatus, appliance, software, material or other article, whether used alone or in combination, together with any accessories, including the software intended by its manufacturer to be used specifically for diagnostic and/or therapeutic purposes and necessary for its proper application, intended by the manufacturer to be used for human beings for the purpose of:
This includes devices that do not achieve their principal intended action in or on the human body by pharmacological, immunological, or metabolic means—but may be assisted in their function by such means.
The government of each Member State must appoint a competent authority responsible for medical devices. The competent authority (CA) is a body with authority to act on behalf of the member state to ensure that member state government transposes requirements of medical device directives into national law and applies them. The CA reports to the minister of health in the member state. The CA in one Member State has no jurisdiction in any other member state, but exchanges information and tries to reach common positions.
In the UK, for example, the Medicines and Healthcare products Regulatory Agency (MHRA) acts as a CA. In Italy it is the Ministero Salute (Ministry of Health) Medical devices must not be mistaken with medicinal products. In the EU, all medical devices must be identified with the CE mark.
In September 2012, the European Commission proposed new legislation aimed at enhancing safety, traceability, and transparency.
Medical machine, contrivance, implant, in vitro reagent, or other similar or related article, including a component part, or accessory that is:
On September 25, 2013 the FDA released a draft guidance document for regulation of mobile medical applications, to clarify what kind of mobile apps related to health would not be regulated, and which would be.
The term medical devices, as defined in the Food and Drugs Act, covers a wide range of health or medical instruments used in the treatment, mitigation, diagnosis or prevention of a disease or abnormal physical condition. Health Canada reviews medical devices to assess their safety, effectiveness, and quality before authorizing their sale in Canada.
The regulatory authorities recognize different classes of medical devices based on their design complexity, their use characteristics, and their potential for harm if misused. Each country or region defines these categories in different ways. The authorities also recognize that some devices are provided in combination with drugs, and regulation of these combination products takes this factor into consideration.
The Medical Devices Bureau of Health Canada recognizes four classes of medical devices based on the level of control necessary to assure the safety and effectiveness of the device. Class I devices present the lowest potential risk and do not require a licence. Class II devices require the manufacturer's declaration of device safety and effectiveness, whereas Class III and IV devices present a greater potential risk and are subject to in-depth scrutiny. A guidance document for device classification is published by Health Canada.
Canadian classes of medical devices correspond to the European Council Directive 93/42/EEC (MDD) devices:
Under the Food, Drug, and Cosmetic Act, the U.S. Food and Drug Administration recognizes three classes of medical devices, based on the level of control necessary to assure safety and effectiveness. The classification procedures are described in the Code of Federal Regulations, Title 21, part 860 (usually known as 21 CFR 860). The USFDA allows for two regulatory pathways that allow the marketing of medical devices. The first, and by far the most common is the so-called 510(k) process (named after the Food, Drug, and Cosmetic Act section that describes the process). A new medical device that can be demonstrated to be "substantially equivalent" to a previously legally marketed device can be "cleared" by the FDA for marketing as long as the general and special controls, as described below, are met. The vast majority of new medical devices (99%) enter the marketplace via this process. The 510(k) pathway rarely requires clinical trials. The second regulatory pathway for new medical devices is the Premarket Approval process, described below, which is similar to the pathway for a new drug approval. Typically, clinical trials are required for this premarket approval pathway.
Class I devices are subject to the least regulatory control. Class I devices are subject to "General Controls" as are Class II and Class III devices. General controls include provisions that relate to adulteration; misbranding; device registration and listing; premarket notification; banned devices; notification, including repair, replacement, or refund; records and reports; restricted devices; and good manufacturing practices. Class I devices are not intended to help support or sustain life or be substantially important in preventing impairment to human health, and may not present an unreasonable risk of illness or injury. Most Class I devices are exempt from the premarket notification and a few are also exempted from most good manufacturing practices regulation. Examples of Class I devices include elastic bandages, examination gloves, and hand-held surgical instruments.
Class II devices are those for which general controls alone cannot assure safety and effectiveness, and existing methods are available that provide such assurances. In addition to complying with general controls, Class II devices are also subject to special controls. A few Class II devices are exempt from the premarket notification. Special controls may include special labeling requirements, mandatory performance standards and postmarket surveillance. Devices in Class II are held to a higher level of assurance than Class I devices, and are designed to perform as indicated without causing injury or harm to patient or user. Examples of Class II devices include acupuncture needles, powered wheelchairs, infusion pumps, air purifiers, and surgical drapes.
A Class III device is one for which insufficient information exists to assure safety and effectiveness solely through the general or special controls sufficient for Class I or Class II devices. Such a device needs premarket approval, a scientific review to ensure the device's safety and effectiveness, in addition to the general controls of Class I. Class III devices are usually those that support or sustain human life, are of substantial importance in preventing impairment of human health, or present a potential, unreasonable risk of illness or injury. Examples of Class III devices that currently require a premarket notification include implantable pacemaker, pulse generators, HIV diagnostic tests, automated external defibrillators, and endosseous implants.
The classification of medical devices in the European Union is outlined in Article IX of the Council Directive 93/42/EEC. There are basically four classes, ranging from low risk to high risk.
The authorization of medical devices is guaranteed by a Declaration of Conformity. This declaration is issued by the manufacturer itself, but for products in Class Is, Im, IIa, IIb or III, it must be verified by a Certificate of Conformity issued by a Notified Body. A Notified Body is a public or private organisation that has been accredited to validate the compliance of the device to the European Directive. Medical devices that pertain to class I (on condition they do not require sterilization or do not measure a function) can be marketed purely by self-certification.
The European classification depends on rules that involve the medical device's duration of body contact, invasive character, use of an energy source, effect on the central circulation or nervous system, diagnostic impact, or incorporation of a medicinal product. Certified medical devices should have the CE mark on the packaging, insert leaflets, etc.. These packagings should also show harmonised pictograms and EN standardised logos to indicate essential features such as instructions for use, expiry date, manufacturer, sterile, don't reuse, etc.
The classification of medical devices in Australia is outlined in section 41BD of the Therapeutic Goods Act 1989 and Regulation 3.2 of the Therapeutic Goods Regulations 2002, under control of the Therapeutic Goods Administration. Similarly to the EU classification, they rank in several categories, by order of increasing risk and associated required level of control. Various rules identify the device's category
|Classification||Level of Risk|
|Class I - measuring or Class I - supplied sterile or class IIa||Low - medium|
|Class IIb||Medium - high|
|Active implantable medical devices (AIMD)||High|
Medical devices such as pacemakers, insulin pumps, operating room monitors, defibrillators, and surgical instruments, including deep-brain stimulators, can incorporate the ability to transmit vital health information from a patient's body to medical professionals. Some of these devices can be remotely controlled. This has engendered concern about privacy and security issues, human error, and technical glitches with this technology. While only a few studies have looked at the susceptibility of medical devices to hacking, there is a risk. In 2008, computer scientists proved that pacemakers and defibrillators can be hacked wirelessly via radio hardware, an antenna, and a personal computer. These researchers showed they could shut down a combination heart defibrillator and pacemaker and reprogram it to deliver potentially lethal shocks or run out its battery. Jay Radcliff, a security researcher interested in the security of medical devices, raised fears about the safety of these devices. He shared his concerns at the Black Hat security conference. Radcliff fears that the devices are vulnerable and has found that a lethal attack is possible against those with insulin pumps and glucose monitors. Some medical device makers downplay the threat from such attacks and argue that the demonstrated attacks have been performed by skilled security researchers and are unlikely to occur in the real world. At the same time, other makers have asked software security experts to investigate the safety of their devices. As recently as June 2011, security experts showed that by using readily available hardware and a user manual, a scientist could both tap into the information on the system of a wireless insulin pump in combination with a glucose monitor. With the PIN of the device, the scientist could wirelessly control the dosage of the insulin. Anand Raghunathan, a researcher in this study, explains that medical devices are getting smaller and lighter so that they can be easily worn. The downside is that additional security features would put an extra strain on the battery and size and drive up prices. Dr. William Maisel offered some thoughts on the motivation to engage in this activity. Motivation to do this hacking might include acquisition of private information for financial gain or competitive advantage; damage to a device manufacturer's reputation; sabotage; intent to inflict financial or personal injury or just satisfaction for the attacker. Researchers suggest a few safeguards. One would be to use rolling codes. Another solution is to use a technology called "body-coupled communication" that uses the human skin as a wave guide for wireless communication. On 28 December 2016 the US Food and Drug Administration released its recommendations that are not legally enforceable for how medical device manufacturers should maintain the security of Internet-connected devices.
The ISO standards for medical devices are covered by ICS 11.100.20 and 11.040.01. The quality and risk management regarding the topic for regulatory purposes is convened by ISO 13485 and ISO 14971. ISO 13485:2003 is applicable to all providers and manufacturers of medical devices, components, contract services and distributors of medical devices. The standard is the basis for regulatory compliance in local markets, and most export markets. Additionally, ISO 9001:2008 sets precedence because it signifies that a company engages in the creation of new products. It requires that the development of manufactured products have an approval process and a set of rigorous quality standards and development records before the product is distributed. Further standards are IEC 60601-1 which is for electrical devices (mains-powered as well as battery powered), EN 45502-1 which is for Active implantable medical devices, and IEC 62304 for medical software. The US FDA also published a series of guidances for industry regarding this topic against 21 CFR 820 Subchapter H—Medical Devices. Subpart B includes quality system requirements, an important component of which are design controls (21 CFR 820.30). To meet the demands of these industry regulation standards, a growing number of medical device distributors are putting the complaint management process at the forefront of their quality management practices. This approach further mitigates risks and increases visibility of quality issues.
Starting in the late 1980s the FDA increased its involvement in reviewing the development of medical device software. The precipitant for change was a radiation therapy device (Therac-25) that overdosed patients because of software coding errors. FDA is now focused on regulatory oversight on medical device software development process and system-level testing.
A 2011 study by Dr. Diana Zuckerman and Paul Brown of the National Research Center for Women and Families, and Dr. Steven Nissen of the Cleveland Clinic, published in the Archives of Internal Medicine, showed that most medical devices recalled in the last five years for "serious health problems or death" had been previously approved by the FDA using the less stringent, and cheaper, 510(k) process. In a few cases the devices had been deemed so low-risk that they did not need FDA regulation. Of the 113 devices recalled, 35 were for cardiovascular issues. This may lead to a reevaluation of FDA procedures and better oversight.
In 2014-2015 a new international agreement, the Medical Device Single Audit Program (MDSAP), was put in place with five participant countries: Australia, Brazil, Canada, Japan, and the United States. The aim of this program was to "develop a process that allows a single audit, or inspection to ensure the medical device regulatory requirements for all five countries are satisfied".
Medical device packaging is highly regulated. Often medical devices and products are sterilized in the package. Sterility must be maintained throughout distribution to allow immediate use by physicians. A series of special packaging tests measure the ability of the package to maintain sterility. Relevant standards include:
Medical device cleanliness has come under greater scrutiny since 2000, when Sulzer Orthopedics recalled several thousand metal hip implants that contained a manufacturing residue. Based on this event, ASTM established a new task group (F04.15.17) for established test methods, guidance documents, and other standards to address cleanliness of medical devices. This task group has issued two standards for permanent implants to date: 1. ASTM F2459: Standard test method for extracting residue from metallic medical components and quantifying via gravimetric analysis 2. ASTM F2847: Standard Practice for Reporting and Assessment of Residues on Single Use Implants 3. ASTM F3172: Standard Guide for Validating Cleaning Processes Used During the Manufacture of Medical Devices
In addition, the cleanliness of re-usable devices has led to a series of standards, including:
The ASTM F04.15.17 task group is working on several new standards that involve designing implants for cleaning, selection and testing of brushes for cleaning reusable devices, and cleaning assessment of medical devices made by additive manufacturing. Additionally, the FDA is establishing new guidelines for reprocessing reusable medical devices, such as orthoscopic shavers, endoscopes, and suction tubes.
With the rise of smartphone usage in the medical space, in 2013, the FDA issued to regulate mobile medical applications and protect users from their unintended use, soon followed by European and other regulatory agencies. This guidance distinguishes the apps subjected to regulation based on the marketing claims of the apps. Incorporation of the guidelines during the development phase of such apps can be considered as developing a medical device; the regulations have to adapt and propositions for expedite approval may be required due to the nature of 'versions' of mobile application development.
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The owner of this site cannot know which documentaries are in public domain, which has been uploaded to e.g. YouTube by the owner and which has been uploaded without permission. The copyright owner must contact the source if he wants his material off the Internet completely.
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Commander of the USS Constitution and notable for his victory over the British frigate HMS Java under Captain Henry Lambert during the Anglo-American War of 1812.
Vitus Jonassen Bering 1681-1741
Danish explorer best known for his explorations of the North East Coast of Asia and the western coast of North America. The Bering Strait, the Bering Sea et al were named in his honour.
Robert Fitzroy 1805-1865
Royal Navy officer and scientist. Captain of HMS Beagle during Darwin's expedition to Tierra del Fuego.
FitzRoy was a pioneering meteorologist who invented the daily weather forecast and established the British Meteorological Office in 1854.
Thomas Masterman Hardy 1768-1839
Royal Navy officer who commanded Nelson's flagship HMS Victory at the Battle of Trafalgar in October 1805. As he walked the decks with Hardy, Nelson was shot by a sniper aboard the French ship Le Redoutable. Mortally wounded, Nelson lay below decks when he uttered his famous words 'Kiss me, Hardy'.
Robert Maynard 1684-1751
Royal Navy Lieutenant aboard HMS Pearl. Famous for defeating Edward Teach, the infamous pirate known as Blackbeard in 1718.
Edward John Smith 1850-1912
Master of RMS Titanic which sank on her maiden voyage on the night of 14 April 1912 after hitting an iceberg. Captain Smith was one of the 1517 souls lost aboard Titanic.
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I have three teenage boys. They are about as forgetful as any human being is capable of being. They routinely forget all kinds of things ranging from appointments, to chores, to homework assignments. With the older guys, I used to joke that when they forgot something, they werehaving a senior (in high school) moment.
Of course, the concept of the senior moment is a label that many older people give to the situations in which they forget something. Most of us assume that our memories are going to get worse as we get older, and so age must be the reason that we forget after the age of 55.
It is true that there is a general cognitive decline starting in your 20s. And your memory will get a bit worse as you age. But unless you have suffered brain injury, those declines are not precipitous. Indeed, there is some evidence that your beliefs about your memory abilities are at least as important to your ability to remember as any changes in brain function.
An interesting study making this point was presented in a paper by Ayanna Thomas and Stacey Dubois in the December, 2011 issue of Psychological Science.
These researchers took advantage of a strange memory phenomenon known as the Deese Roediger McDermott effect after the researchers who discovered and popularized it in research. To get a sense of how this effect works, read the following list of words slowly.
butter, food, eat, sandwich, rye, jam, milk, flour, jelly, dough, crust, slice, wine, loaf, toast
Now, close your eyes for a second and remember as many of the words you can. Without looking back at the list, ask yourself, was the word sandwich on that list? How about the word bread? The word sandwich was indeed on the list. But how about bread? It actually is not on the list, but about half the people given this list will answer that they saw the word bread.
Lists like this are constructed by taking 15 words that are highly associated with some other word (in this case, bread). When you study the list, the words make you think of the associate, and later you act as if you saw that word as well.
Studies show that college students typically mis-remember seeing the associated word about 50% of the time. The researchers speculated that if older adults are worried that their memories get worse with age, they might be even more likely than that to mis-remember seeing the associated word.
Participants in this study were either older adults (with a mean age of 70) or younger adults (with a mean age of 19). They began the study by studying several lists of words like the one I just showed you. After that, half the participants had a paragraph read to them about age-related declines in memory. The other half had a paragraph read to them about psychology research unrelated to age. The first group was expected to be more concerned about the effects of age on memory than the second. Finally, participants saw a number of words and were asked whether they had appeared on the lists they studied. Several of these words were the associates that were expected to lead to false recognitions.
The younger adults were not affected by hearing about age-related declines in memory. They responded that they had seen the associated word about 50% of the time regardless of what paragraph they had read to them. Older adults who heard a paragraph about research in general also said they recognized the associated word about 50% of the time. However, the older adults who heard about age-related declines in memory said they recognized the associated word about 70% of the time.
The idea is that when older adults are concerned that they are experiencing memory problems, they do not focus as carefully on their knowledge about where they encountered words as they do when they are not worried about their memory. In actuality, older adults had pretty good memory overall. They correctly recognized about 85% of the words they had actually studied before and only said that they had seen words that had not been studied about 10% of the time. So, older adults got worse on the memory test just because of their concern about memory.
These findings are one more reason to stamp the concept of a senior moment out. As you get older, worrying about declines in memory is far more damaging to your ability to think than any actual declines in memory ability. So relax. When you get older, you probably aren’t that much more forgetful than your typical teen.
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Mathematics is an essential element in a wide range of human activities. It is the language of the physical sciences, and as such is an indispensable tool in the formulation of the laws of nature. In the social and biological sciences, it plays an increasingly important role in modeling complicated, large-scale phenomena. In addition, mathematics has an aesthetic side: awareness of the possibility of elegance and beauty in mathematical arguments has been a significant feature of human culture throughout history. Today more mathematics is being done, and more needs to be done, than ever before.
The undergraduate course offerings in Mathematics allow students to set up individualized programs of study consistent with their academic interests and career plans. Students should consider majoring in Mathematics even if they do not plan to become mathematicians or teachers of mathematics. The training in abstract reasoning and problem-solving is an excellent foundation for many different careers, such as law, graduate health professions, and business. Completion of a major in Mathematics points to a thinking person.
Students are encouraged to explore the various branches of pure and applied mathematics, as well as other mathematically oriented disciplines, to gain both breadth of knowledge and insight into career options. Mathematics majors can use their training as the foundation for advanced professional study, leading to research and teaching in universities or research in industrial research laboratories; they can use it also in secondary school teaching. In industry, undergraduate training in mathematics is excellent preparation for the important task of liaison work between the technological arm of a company and its marketing arm. A major in Mathematics is particularly appropriate for work in computer applications, operations research, and actuarial science. Double majors in Mathematics and another field, such as physics, computer science, applied mathematics and statistics, or economics, are common and are encouraged.
The Mathematics Majors Program, which leads to the B.S. Degree in Mathematics, has two special options: Advanced Track option and Secondary Teacher Education option.
The advanced track option is designed for students open to the challenges of advanced mathematics. State-of-the-art courses are taught in small classes by leading faculty and cover a broad range of material. The advanced track students are encouraged to take advantage of our top-ranked graduate program; qualified students are welcome to take graduate courses. All in all, the advanced track will prepare a student well for the challenge of a graduate or professional school at the finest universities in the country or a career in a variety of fields.
The secondary teacher education option is designed for students planning a career teaching mathematics in a secondary school. This option is described in detail in the "Education and Teacher Certification" entry in the alphabetical listings of Approved Majors, Minors, and Programs.
The Department of Mathematics offers tutorial help to all undergraduate students in its 100-level courses in the Mathematics Learning Center. Since the Center's staff consists of faculty and graduate students in mathematics as well as undergraduate tutors, students in more advanced courses can also find assistance there.
The Department encourages students to seek information and advice on appropriate mathematics courses, programs, and career goals. Professors in mathematics are available as advisors in the Undergraduate Mathematics Office to help with these matters. Advising hours can be obtained by calling the Department of Mathematics.
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Economy Improves, School Spending Continues to Fall - So What Gives?
As the news headlines regarding the current U.S. economy continue to improve, there is one area that is still feeling the squeeze from the recession years: K-12 public school spending. A report this month from the Center on Budget and Policy Priorities found that 34 states are contributing less funding on a per student basis than they did prior to the recession years. Since states are responsible for 44 percent of total education funding in the U.S., these dismal numbers mean a continued crack down on school budgets despite an improving economy.
In practical terms, these findings make sense. Property taxes pay much of public education costs and that revenue source is still low. Overall, the Center on Budget and Policy Priorities found that districts collected just over 2 percent lower on property taxes ending in March than in the year before. Furthering the problem is the fact that while states have been cut throat in reducing spending, they have not been as vigilant in raising revenue sources through taxes and fees.
Loss of federal aid to states is also a problem. Even if a state does not need emergency federal funds for specific education needs, they must use school money to cover the cost of natural disasters or other projects that are no longer receiving aid from the federal government.
In extreme cases, like in Philadelphia and Chicago, individual districts have had to tap into other money and reserves to cover the basics of public education in their areas. Take a look at some of the most-telling numbers from the CBPP report on school spending:
• 14. This is the number of consecutive quarters state revenues have increased, despite stagnant or reduced school spending.
• 1.3. This is the percent that state funding fell for elementary and secondary schools from last school year.
• 20. This is the percent that Oklahoma and Alabama have sliced on student spending since the recession began in 2008.
• 13. This is the number of states, including Wisconsin and California, that have cut school spending budgets by more than 10 percent since the recession began.
• 15. This represents the number of states that have lower school spending budgets than they did one year ago.
• 72. This is the amount in dollars that New Mexico increased its per student spending for the current school year. It may seem like a bright spot, but barely dents the $960+ the state has cut per student in just the past five years alone.
• 20,100. This is the number of teaching jobs that were added in August - but that figure is still over 320,000 less than education jobs in 2008.
• 12. This is the percent that funding to low-income Title I schools has decreased since 2010, from $17 billion to $15 billion.
• 11. This is the percent that special education funding has been slashed since 2010, from $13.5 billion to $12 billion.
• 57. This is the amount of administrators that believe they will need to reduce class sizes this school year to offset budget cuts.
• 16. This is the number of states that cut pre-K educational per student funding in the 2011 - 2012 school year and 27 had to reduce enrollment numbers.
What do the numbers all mean?
The fact that state revenues are on the upswing but K-12 spending is still at recession-levels is disheartening. It seems that a reprioritization needs to take place in the 34 states that are still in the red when it comes to per student spending today as opposed to 2008. Less state spending on education certainly affects the learning experience but it also impacts other areas of the economy. Unemployed teachers and administrators have less to pump back into the economy and the viscous cycle of K-12 underfunding is furthered.
If we cannot fully fund our public schools how can we expect things like the achievement gap to close or high school graduation rates to rise? It was understandable that budgets had to be slashed when the bottom dropped out of the economy but now that we are in a more stable place, it is time to get back to funding what matters most: the education of our K-12 students.
Why do you think that per student spending is still falling?
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Climate-driven mortality and distributional shifts of a widespread tree species across North America
Among the many reports of forest mortality globally, the dieback of trembling aspen (Populus tremuloides) has been of particular concern, given that it is the most widespread tree species in North America and supports high levels of biodiversity and productivity. A variety of factors have been implicated in the decline (e.g., wildfires, disease, and insect outbreaks), but accumulating evidence suggests that drought stress is a primary driver.Using remote sensing data, my collaborators and I seek to (1) document aspen mortality rates and distributional shifts, and (2) determine the drivers that best predict aspen performance across its broad, North American range.
Fire-driven filtering of plant functional traits and consequences for forest drought vulnerability
An increase in both drought and fire frequency with climate change threaten forest productivity and function, including their ability to serve as a carbon sink. Predicting forest vulnerability to the dual stressors of drought and fire remains difficult, though the physiological traits of trees that confer tolerance to drought (e.g. embolism risk) and fire (e.g. resprouting ability) provide a promising framework. We are conducting a meta-analysis of pre- and post-fire forest communities to understand the degree of overlap between fire- and drought-adaptive traits in tree species.
Effects of increased fire frequency on the productivity and drought tolerance of temperate broadleaf forests
Minimizing forest vulnerability to climate change has emerged as a primary goal of forest management. Several recent studies suggest that forest thinning is a promising management tool. By reducing forest basal area, thinning effectively increases water availability to the remaining trees, thereby reducing forest vulnerability to drought. Another potential strategy to moderate drought-induced stress is through the repeated application of prescribed fire. Like thinning, repeat fires can reduce forest basal area, but fire can also affect nutrient cycling and cause cambium and root injury to remaining trees. Despite its widespread use, fire has been largely overlooked as a management tool to reduce forest drought vulnerability. To test the long-term effects of repeat fires on forest drought vulnerability, Dr. Refsland and collaborators measured the annual radial growth and isotopic composition (δ13C and δ18O) of adult oaks (Quercus stellata and Q. falcata) in the Missouri Ozarks that experienced either no fire, periodic (every 4 years) or annual prescribed fires from 1950 – 2015.
Importance of drought-fire interactions for tree recruitment
Fire activity may have opposing effects on the drought vulnerability of juvenile trees because of its impact on multiple ecological processes. For fire-tolerant tree species that survive to resprout, fire exposure directly impacts tree physiology by killing shoot tissue and thus increasing root-to-shoot ratios. This can positively affect tree water relations by reducing losses to transpiration. Fire also indirectly impact juvenile tree physiology through its effects on local microclimate and nutrient cycling. The consumption of standing vegetation by fire increases understory light availability, soil surface temperatures and local evaporative demand, promoting a more xeric microclimate that may intensify drought stress. Additionally, by reducing organic inputs to soil and driving losses of surface nitrogen (N) through combustion, increased fire activity may further constrain growth of juvenile trees during drought by intensifying N limitation of tree growth. Depending on whether resprouting or environmental effects predominate, the impacts of increased burning on forest regeneration could be positive, negative or neutral.
We tested how fire affects the drought vulnerability of juvenile trees by imposing summer drought on natural and planted populations of Quercus alba juveniles located in periodically burned and unburned sites in Shawnee National Forest, IL, USA. We then compared the drought-driven declines in leaf water potential, gas exchange and growth rates for juveniles in burned and unburned sites. We found that resprouting after fire temporarily improved leaf water relations for juveniles, but that fire ultimately exacerbated drought-driven declines in tree growth by promoting a warmer, drier microclimate and intensifying N limitation.
Collaborators: Jennifer Fraterrigo
Key publication: Refsland, T.K. and J.M. Fraterrigo. 2018. Fire increases drought vulnerability of Quercus alba seedlings by altering forest microclimate and nitrogen availability. Functional Ecology. https://doi.org/10.1111/1365-2435.13193
Functional traits and soil carbon
A primary goal of community ecology is to predict the consequences of changing biodiversity for ecosystem function. Plant functional traits are important to this goal as traits can determine species’ responses to resource gradients and disturbance (response traits) as well as their effects on ecosystem function (effect traits). Certain traits may be deemed dual response–effect traits if those traits favored by the environment are those that also influence ecosystem function. Because such linked traits provide a direct means of scaling community‐level changes to changes in ecosystem functioning, identifying them could enhance capacity to predict future ecosystem services.
Despite increasing adoption of the response–effect trait framework, few empirical studies have tested for the existence of response–effect traits in fire-impacted forests and it is unknown whether fire’s effects on plant trait composition are consistent across resource gradients where fire intensity and vegetation recovery can strongly vary. We measured canopy and understory plant functional traits, characterizing the most abundant functional trait value (community‐weighted mean; CWM) and the functional diversity (FD), across a soil resource gradient in fire‐managed mixed‐deciduous forests to determine how traits both respond to a disturbance‐resource gradient and affect stocks of active and stable soil organic carbon (SOC) fractions.
We found that understory traits responded to soil resource conditions and fire, whereas only canopy CWM leaf dry matter content (LDMC) varied with resource conditions; no canopy traits varied with fire. Among the response traits, canopy CWM LDMC and diversity in the maximum height of the understory were related to SOC stocks, suggesting they play dual roles as response and effect traits. SOC stocks were primarily associated with mean canopy leaf trait values and secondarily with the diversity of trait values from the canopy and understory. There were also strong, fraction‐dependent patterns in SOC stocks with fire disturbance. Repeatedly burned forests characterized by resource conservative traits (i.e., high canopy CWM LDMC) had a higher relative proportion of active SOC, whereas unburned forests characterized by resource acquisitive traits (i.e., high canopy CWM leaf nitrogen content) had a higher relative proportion of stable SOC. Our results suggest that canopy community-mean leaf traits and diversity in understory size traits can act as both response and effect traits in disturbed forests.
Collaborator: Jennifer Fraterrigo
Key publication: Refsland, T.K. and J. M. Fraterrigo. 2017. Both canopy and understory traits act as response-effect traits in fire-managed forests. Ecosphere 8(12). https://doi.org/10.1002/ecs2.2036
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Deploying an app is the process of making it suitable for a specific environment, getting it to run correctly in that environment for its users. Deployment is complicated and context-specific. This means there are many ways to go about it, depending on circumstances. This post tells you what you need to know so you can decide how to deploy your Django app.
Django is a Python framework for creating web applications. It is so flexible that it’s the first choice for many beginners as well as a popular industrial framework used for complex web services by companies like Pinterest and Instagram. Django is attractive to beginners because it has great documentation and good community. Like other web frameworks it has its own development server, so you can test and run your code locally. But when it comes to moving Django projects online, because Django is so powerful, many complex options are available for large, commercial projects and it can be difficult for individuals building small personal projects to know where to start. Search terms like “how to deploy Django” come up with answers suitable for commercial projects maintained by teams of developers who use platforms such as Docker to deliver their Django apps. (Docker uses containers to smoothly deploy complicated, large codebases from development to production.) Individuals learning to code using Python and Django, building small portfolio apps, don’t need to use such complicated systems. The minimum you need is a domain name and an account with an appropriate, Python-friendly web-hosting service. Even so, there are multiple options for deployment: the rest of this page explains why deployment is not altogether straightforward and what that means for your options.
Web servers, like Apache and Nginx, provide HTTP request handling and serve static files. However, they don't usually talk directly to Python and run a Python app on their own; they use a go-between (an “application server”) to do that. GUnicorn, uWSGI and Phusion Passenger are such app servers. Many web hosting services provide cPanel, a suite of tools for web deployment, with a friendly web-based user interface. cPanel uses Passenger as its application manager and recommends deploying Python apps with Passenger and Apache. That is the software stack this tutorial series uses. To run an app, an app server must also know about the app’s existence: in order to deploy your app, you first register it with the app server. In other words, the app server has to know, when an HTTP request for a particular domain arrives, which app to run and where to find it. The app registration process makes this possible. Additionally, the app must be configured to tell the app server where to find the source code to run it and which version of Python to use. Django app writers do this using a wsgi (web server gateway interface) configuration inside each app. Django automatically provides a wsgi.py file in its app framework which works in a local environment, but the wsgi interface in production is specific to the production environment and must be configured accordingly. Your app needs a Passenger wsgi configuration file to tell the app server exactly which Python version to use and where to find the app's source code. A later page in this series shows you how to write the passenger_wsgi.py file for a Django app deployment using cPanel.
Most deployment tutorials for individuals making small Django projects use PaaS, Platforms as a service, like Heroku or PythonAnywhere. Platforms like Heroku and PythonAnywhere are web hosts that automate app registration and configuration to make it easier for you. If you have a small Django app and you are using Django’s auto-generated SQLite database, using a PaaS for your first deployment might be a good option. They provide a user interface between you, your app and the web server and take you step-by-step through registration and configuration. They circumvent the difficulty of doing some of your own set-up and configuration and there are forums and some tech support in case you get stuck. The other option is to use a generic web hosting service. This would be preferable for the following reasons:
Not all web hosting services have an app server installed to run Python apps, so if you choose to run your Django app without using a PaaS, you should first find a web host that has an app server configured to run apps written in Python. I use Future Hosting, a cPanel web hosting provider who has Passenger configured to run Python apps. If you already have an account with a web host who does not have Passenger installed you can ask them to set it up. The relevant cPanel application manager documentation for them is here. Draw their attention to this box on that page:
Trying to run a Django app with cPanel without using an app server is not a joyful way forward. The cPanel wsgi documentation is here but it’s too terse to be useful, and also only works for python 2. The next four pages in this tutorial are a guide on how to deploy a Django app to a cPanel web host running Passenger:
The tutorial assumes that you have already built and tested a Django web app on your personal computer (your local environment). By the end of the series you will see your Django app in the browser at its domain name url. Perhaps more importantly, you will understand the basics of how the app runs in a production environment and how to troubleshoot common problems in deployment.
*** Was this page useful? How could it be better? I'm grateful for suggestions. Please DM me @_awbery_on Twitter with feedback. Thank you!
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THE LIFE-SAVING THREE-POINT SEAT BELT WAS TOO SIGNIFICANT NOT TO SHARE, ACCORDING TO VOLVO.
Nils Bohlin, an engineer at Volvo, invented the three-point seat belt in 1959. The 1950s were a time when pilots and racing drivers wore harnesses, but seatbelts – where they were fitted in cars – took the form of a rudimentary two-point waist restraint. In crashes, sometimes these did more harm than good.
The reason the three-point seatbelt is so widely adopted is actually that Volvo opened up the patent so that any car manufacturer could use it in their design. They decided that the invention was so significant, it had more value as a free life-saving tool than something to profit from.
Volvo’s managing director Alan Dessell is quoted as saying: “The decision to release the three-point seat belt patent was visionary and in line with Volvo’s guiding principle of safety.”
Nils Bohlin, inventor of the three-point seatbelt, received a gold medal from the Royal Swedish Academy of Engineering Science in 1995 and, in 1999, was inducted into the Automotive Hall of Fame.
Bohlin, a former aviation engineer at Saab who worked on ejector seats, knew an effective belt must absorb force across the body yet be so easy to use even a child could buckle up. His ingenious solution took the form of a combined lap belt with a diagonal belt across the chest. He anchored the straps low beside the seat so the geometry of the belts formed a “V” with the point directed at the floor. That design meant the belt would remain in place and not shift under a load.
According to the latest figures released as part of celebrations surrounding the 50th anniversary of the invention of the three-point seatbelt, it has saved a million lives across the world and prevented even more serious injuries. Reducing your chance of injury or death by at least 50 percent in the event of a collision, it remains the most successful contribution to safety in the history of motoring.
Seat belts became compulsory in the UK 1983, and since then they have saved between 35,000 and 50,000 lives.Every car manufactured today uses three-point seat belts... and it all started with aVolvo PV544 delivered to a dealership in the town of Kristianstad , Sweden.
We are working towards similar safety innovation in homes and need your help to change governments view on the level of safety that utility cables have when installing into our homes.
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5 edition of English pronunciation 1500-1700 found in the catalog.
English pronunciation 1500-1700
E. J. Dobson
|Statement||by E. J. Dobson.|
|LC Classifications||PE1137 .D58 1968|
|The Physical Object|
|LC Control Number||70351301|
The mid 17th century English orthoepist Hodges gives a pronunciation of “theatre” that is trisyllabic with first syllable stress (reported in Dobson, “English Pronunciation ”). For what it’s worth, neither Wells LPD nor Wiktionary supports a disyllabic pronunciation for AmE. English is a West Germanic language that was first spoken in early medieval England and eventually became a global lingua franca. It is named after the Angles, one of the Germanic tribes that migrated to the area of Great Britain that later took their name, names derive from Anglia, a peninsula on the Baltic h is most closely related to Frisian and Low Saxon, while its Ethnicity: Anglo-Saxons (historically).
The Great Vowel Shift is a sound change in the English language when all the long vowel sounds in English changed. This took place from the late Middle English period to the Early Modern English period. This is the main reason why English words often sound different from how they are spelled.. . Book Description: An introduction to Early Modern English, this book helps students of English and linguistics to place the language of the period in its historical context as a language with a common core but also as one which varies across time, regionally and socially, and according to register.
A brief historical overview of pronunciations of English in dictionaries. A BRIEF HISTORICAL OVERVIEW OF PRONUNCIATIONS OF. DOBSON, Eric J. (2 ) English Pronunciation – A major factor separating Middle English from Modern English is known as the Great Vowel Shift, a radical change in pronunciation during the 15th, 16th and 17th Century, as a result of which long vowel sounds began to be made higher and further forward in the mouth (short vowel sounds were largely unchanged). In fact, the shift probably started.
Meet Big Birds Orchestra
Long-Term Solutions to the Energy Crisis (CD set)
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John Penry and other heroes of the faithful and suffering church.
Charles H. Avery.
Invertebrates of the H.J. Andrews Experimental Forest, western Cascade Mountains, Oregon.
Salem imprints, 1768-1825
The international status of human rights nongovernmental organizations
U.S. Postal Service plan for the nine-digit ZIP Code
Cooking by the thermometer
Bye-laws of the First Troop of Philadelphia Cavalry.
Wireless personal communications
Encyclopedia of Ukraine: Volume II
English Pronunciation - Vol. 1: Survey of the Sources. by Dobson, E. J., and a great selection of related books, art and collectibles available now at English Pronunciation 2 volumes [Dobson, E. J.] on *FREE* shipping on qualifying offers. English Pronunciation 2 volumesCited by: Additional Physical Format: Online version: Dobson, E.J.
(Eric John). English pronunciation Oxford, Clarendon P., (OCoLC) English pronunciation by Dobson, E. (Eric John) Publication date Topics English language -- Phonology, Historical, English language -- Pronunciation Borrow this book to access EPUB and PDF files.
IN COLLECTIONS. Books to Borrow. Books for People with Print Disabilities. Trent University Library : Find helpful customer reviews and review ratings for English Pronunciation 2 volumes at Read honest and unbiased product reviews from our users. There are a variety of pronunciations in modern English and in historical forms of the language for words spelled with the letter of these go back to the low vowel (the English pronunciation 1500-1700 book A") of earlier Middle English, which later developed both long and short sound of the long vowel was altered in the Great Vowel Shift, but later a new long A (or "broad A") developed which was not.
Email your librarian or administrator to recommend adding this book to your organisation's collection. Listening to the Past. Gimson's Pronunciation of English, 8th edn. English Pronunciation – Vol.1 – Survey of the Sources.
Vol.2 – Phonology, 2nd edn. Oxford University Press. Docherty, Gerard Phonological. The Great Vowel Shift was a series of changes in the pronunciation of the English language that took place primarily between andbeginning in southern England and today having influenced effectively all dialects of English.
Through this vowel shift, the pronunciation of all Middle English long vowels was consonant sounds changed as well, particularly those that became. E.J. Dobson is the author of English Pronunciation ( avg rating, 1 rating, 0 reviews, published ), Medieval English Songs ( avg rat /5(2).
Filed under: English language -- Early modern, -- Glossaries, vocabularies, etc. Concordance to the Poetical Works of John Dryden (Berkeley and Los Angeles: University of California Press, ), ed.
by Guy Montgomery and Lester A. Hubbard, contrib. by Mary Jackman, Helen S. Agoa, and Josephine Miles (page images at HathiTrust) Filed. English language -- Early modern, -- Orthography and spelling -- Early works to (1 title) English language -- Early modern, -- Pronunciation (1 title, plus subtopics) English language -- Early modern, -- Pronunciation -- Early works to (1 title) English language -- Early modern, -- Semantics (1.
'A History of the English Language treats the subject in a series of nine chapter-length essays by outstanding scholars in the field. Among the book’s many strengths is the sustained effort of its authors to qualify certain pieties about the English language (such as Middle English’s status as the 'dialectal phase' of English) while.
Oral and Literate Culture in England, (part 2) for genteel audiences such as Corkine's First Book of Airs () and Ravenscroft's Briefe Discourse (). survey of English Author: Guardian Staff. Oral and Literate Culture in England, (Sir John Lowther's Memorandum Book, ). which he said he did to form and improve his English style and pronunciation'.
The phonological history of English describes the changing phonology of the English language over time, glove) and after (good, hood, book, soot, took) this split.
Ng-coalescence: Middle English pronunciation, c. Modern English spelling, c. Early Modern English pronunciation, c. Abbreviations: ModE = Modern English (18th century–present) EModE = Early Modern English (16th–17th centuries) ME = Middle English (12th–15th centuries) OE = Old English (7th–11th centuries) OF = Old French (9th–14th centuries) All of this information is from the amazingly comprehensive book English Pronunciation, – (Volume II) by E.
Dobson, published in. The French and English languages are related in a sense, because French is a Romance language descended from Latin with German and English influences, while English is a Germanic language with Latin and French influences. Thus, they share some similarities, most notably the same alphabet and a number of true cognates.
English language > Early modern, > Pronunciation. English language > 18th century > Pronunciation. English language > Grammar, Historical.
An introduction to Early Modern English, this book helps students of English and linguistics to place the language of the period in its historical context as a language with a common core but also as one which varies across time, regionally and socially, and according to register.
2. Luick's historical phonology of English Scholars and students interested in the evolution of the English language, particularly phonology and morphology, know that the best source of knowledge on how English pronunciation evolved is the above-mentioned book having an eye-attracting title Historische Grammatik der englischen Sprache, i.e.
'Historical grammar of the English language'. Chapter 6. Early Modern English: Much like the Cely letters, the collection of letters written to and by Lord Lisle, his family, friends, and staff, provide valuable linguistic information. Lord Lisle was Governor of Calais for Henry VIII from to The French town was .E.
J. Dobson, English Pronunciation - 2 vols, Oxford, Clarendon Press, Dobson, although born in Australia, was an impeccably English Oxford man, who lectured in a moderately Oxford accent of the s, which is distinctly sharp toffee-mouthed modern ears (not unlike the accents heard in the film Brief Encounter).Wray, Alison English pronunciation c.
In: Morehen, John ed. English Choral PracticeCambridge Studies in Performance Practice, Cambridge.
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Adi’s SIM32 is a communication simulator designed to assist you in black box and functional testing of your developed units. It can simulate and display the inputs and outputs of any module according to the interface specification from the ICD Tool.
The figure below demonstrates the use of SIM32 for simulating the entire environment of the developed system or sub-system. All the outputs of the UUT (unit under test) can be displayed by the Simulator either on one workstation or on several. All inputs can be simulated by the Simulator, providing of course, that the appropriate hardware is available.
- Simulate any message sent to your tested unit based on the interfaces definition from the ICD. Change any data value within these messages.
- Display any message to or from the tested unit using various GUI components such as tables, panels and graphs.
- Use popular communication protocols such as UDP, TCP, RS 232 and more without coding. Customize or switch between them by changing a schema based XML file.
- Record any data that is sent to or received from the unit under test.
- Review the data inside the simulator or export it to excel format for further analysis.
- Manipulate data values manually or through cyclic functions that are bound by the limits defined in the ICD.
- Flexible GUI components let you group data elements in views regardless of actual location in messages.
- Use built in mechanism to govern protocol aspects such as ID, counters, checksums of messages.
- Create your own unique protocols in C++ code utilizing our simple, yet flexible SBASE framework which allows you to define only the custom parts of the protocol (application or communication layer) leaving the rest to the framework.
- Transform your simulated environment to monitoring software by changing the XML configuration file. All data between actual units of the system can be observed and recorded.
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In November, four states – California, Massachusetts, Nevada, and Maine – passed measures legalizing marijuana for recreational use, bringing the total number of states with legal cannabis to eight, plus the District of Columbia. The vote in Maine was quite close and is expected to be challenged by opponents, but as of now, 26 states and the District of Columbia have legalized marijuana in some form, whether for medical or recreational use.
While marijuana use remains illegal under federal law, the expansion of state laws decriminalizing or sanctioning its use is likely to renew the debate over whether smoking marijuana increases the risk of developing cancer, particularly lung cancer.
As of now, scientific evidence on the question is mixed. On the one hand, smoke from marijuana combustion contains many of the same toxins and cancer-causing substances as tobacco smoke, including benzyprene, a potent carcinogen. And because marijuana users tend to inhale more deeply and hold their breath longer than tobacco smokers, marijuana may have more opportunity to damage lung cells. On the other hand, several studies haven’t found a connection between marijuana smoking and cancer of the lung or other organs. Part of the challenge in studying this subject is that many people who smoke marijuana also smoke tobacco, making it difficult to isolate what role, if any, marijuana plays in lung cancer development.
A review by the National Cancer Institute shows the inconclusive nature of research in this area. One analysis, which melded data from three studies of men in northwestern Africa, found a significantly increased risk of lung cancer among tobacco smokers who also inhaled cannabis (the plant from which marijuana is derived). By contrast, a large U.S. study of men aged 15 to 49 years found that cannabis use was not associated with tobacco-related cancers and several other common malignancies. The study did find that, among nonsmokers of tobacco, those who had used cannabis had an increased risk of prostate cancer. Along the same lines, a review of 19 separate studies of patients with precancerous or cancerous lung growths who inhaled cannabis concluded that the studies failed to show a significant link between smoking cannabis and lung cancer, after adjusting for tobacco use.
A similarly unclear picture emerges from research examining possible links between marijuana smoking and squamous cell cancers of the head and neck. A pooled analysis of nine studies involving more than 10,000 people found cannabis smokers had an elevated risk of oropharyngeal cancers and a reduced risk of tongue cancer, compared with those who never smoked cannabis.
Three large-scale studies reported an association between cannabis use and elevated risk of testicular germ cell cancers. However, the sample sizes in these studies were too small to adequately address issues such as the amount of marijuana smoked or how frequently or recently it was used.
Some studies have suggested that cannabis may protect against the development of certain types of tumors. One, conducted in mice and rats, found that as doses of the drug were increased, the incidence of certain types of liver cancer decreased. Another study found that one of the active compounds in marijuana, cannabidiol, exerts a cancer-preventive effect in mice. Some studies have suggested that cannabidiol may also increase malignant cells’ absorption of certain chemotherapy drugs.
The inconsistent and sometimes contradictory findings regarding marijuana smoking and cancer risk underscore the need for more research in this area, investigators say.
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By Francine Kershaw and Grace Goldberg (originally published November 17th, 2016, on OpenChannels)
Genetic data is often overlooked and geneticists are rarely at the top of the marine planning party guest list. This results in a significant gap in the protection of evolutionary processes, that are essential for the long-term survival species in the face of environmental change. Genetic tools provide unique information useful for marine protection in a way that complements other approaches, such as satellite tracks and habitat mapping.
So why isn’t genetics being systematically used in marine spatial protection? Research suggests that genetic data is considered valuable by planners and policy-makers, but that it is also generally dispersed, inaccessible, or misunderstood.
Fortunately, this is a problem that we can solve.
The Geospatial Genetics project—a collaboration between NRDC, WCS, UCSB, and the IUCN Joint SSC/WCPA Marine Mammal Protected Area Task Force—is empowering geneticists with the tools they need to more actively engage in marine protection. The project helps geneticists to mobilize their data by transforming it into geospatial maps and then visualizing it in SeaSketch. Maps are deeply intuitive and can easily be explained in the planning and policy arena.
In addition to providing a space for the genetics community to view and contribute geospatial information, a rich set of collaboration tools specifically support iterative planning discussions, in-person and remotely. Participants have access to discussion forums, that facilitate map-based conversations. The SeaSketch survey tool has also allowed project partners to solicit specific feedback from the community, including the submission of spatial plan ideas “sketched out” on the map.
The project is currently helping geneticists engage with the Task Force’s initiative to identify Important Marine Mammal Areas (IMMAs), a knowledge tool to guide conservation and management efforts. Guidance on how to identify IMMAs was released in October and a chapter on genetics was included, helping to mainstream genetics into the policy conversation.
The Task Force has also just completed its first expert regional workshop to identify 41 candidate IMMAs in the Mediterranean. There are five other workshops planned in major ocean regions over the next five years.
Looking forward, the Geospatial Genetics project is actively seeking support to continue to enable geneticists to actively engage with the IMMA identification process by providing the support they need to mobilize their data and participate in the upcoming regional workshops. More broadly, the project aims to continue to build the international community of geospatial geneticists interested in becoming more actively engaged in the policy arena.
It’s time for geneticists to brush off their party wear.
To learn more about SeaSketch supporting collaborative research, contact Grace Goldberg ([email protected]).
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Pronunciation: (spek'trum),[key] —n., —pl.-traPronunciation: (-tru),[key]-trums. 1. Physics. a. an array of entities, as light waves or particles, ordered in accordance with the magnitudes of a common physical property, as wavelength or mass: often the band of colors produced when sunlight is passed through a prism, comprising red, orange, yellow, green, blue, indigo, and violet.
b. this band or series of colors together with extensions at the ends that are not visible to the eye, but that can be studied by means of photography, heat effects, etc., and that are produced by the dispersion of radiant energy other than ordinary light rays. Cf. band spectrum, electromagnetic spectrum, mass spectrum. 2. a broad range of varied but related ideas or objects, the individual features of which tend to overlap so as to form a continuous series or sequence: the spectrum of political beliefs.
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| 0.951693 | 203 | 3.140625 | 3 |
In Excel, CHOOSE function becomes very handy when you need to return the values from the existing list. It takes Index number as a primary argument which searches for the corresponding values in the list or string. The syntax includes values which could be a location in the list or self-written groups of values in the argument separated by quotation marks. It’s real usage can be seen when you are dealing with huge spreadsheet, then it abet users to find out specific keyword from the datasheet rather than searching for it manually.
Launch Excel 2010 spreadsheet containing important words, text, numbers, etc on which you need to apply CHOOSE function.
We need to choose selected word from the list and show it in the new Selection column. We will be writing a simple function which will help us to extract cell data by just providing index number.
The syntax of the function is;
=CHOOSE(index_num, value1, value2….)
The first argument need to be the index number of the element which you want to show in new list.
We will be writing the formula as;
As you can see we have given the index_num as 3 in the formula, this means that we want to show the third value in the list.
For giving index_num from location, we need to give it with absolute reference. Lets assume we want to regenerate the whole list, we will just give the absolute reference of the S.No field containing serial numbers.
The formula will look like this;
$A$2 is the absolute reference of the S.No field, it will search the value in the cell at the location A2, make the value index_num, and then use it in formula.
For using this function exclusively you can also add word as values, an example is shown in the screenshot below.
You can also check out previously reviewed Excel Functions; SUMPRODUCT, SUMIF, COUNTIF, VLOOKUP, HLOOKUP ,PMT, and LEN.
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| 0.855112 | 415 | 2.78125 | 3 |
In recent years, science education has been taking note of the idea of ‘threshold concepts’. The idea came out of studies in how students learn economics by Erik Meyer and Ray Land, but has much wider application.
We’ve done a bit of study in this at Waikato, particularly for electronics – see for example Jonathan Scott and Ann Harlow (N.B. Full references are listed at the end.)
The basic idea is that some concepts in a subject are by their nature exceedingly difficult to learn. That’s because they typically require a change in the way a student thinks about something. They’re not just another fact to remember, or another technique for solving a problem, but transform the whole approach a student will take to something. With a threshold concept, there’s no ‘going-back’; once you have grasped it, the way you do things will change. Since students typically build knowledge on the foundation of what they already understand (or believe they understand) fitting in something that involves a shift in their fundamental thinking isn’t easy. A threshold concept may need to be presented to students many times before it gets grasped. The first time students are presented with it, it is likely to result in a sea of perplexed faces.
It’s tricky to give an example of a threshold concept for a general audience, because many are very specific to a discipline. Thinking back to childhood, one might recognize an example in understanding where money comes from. A very young child doesn’t get it – money is simply something that comes from Mum’s purse that can be exchanged for useful stuff. When Mum says "No, we don’t can’t afford it", the child is perplexed. "But there’s money in your purse", he thinks. "You can always go to the bank and get some more." At some point he learns that there isn’t an endless supply of it – it gets earned – even the stuff that comes from the ATM – and at that point his thinking about it changes.
I ran into a threshold concept in a lecture on Friday. This one pertains to units in physics. In particle physics, one often talks about the mass of elementary particles as being in the unit MeV/c2. (N.B. It’s tricky to write equations in MoveableType – the ‘2’ here means ‘squared’.) For example, the mass of an electron is 0.511 MeV/c2.
What does this mean? Well, MeV (mega electron volt, or a million electron volts) is a measure of energy. One electron volt is the energy that an electron acquires when it is accelerated through a potential difference of 1 volt. It’s equal to 1.6 times 10 to the power of -19 joules. Students don’t typically have a problem with this – it’s just another unit – in the same way one can measure speed in metres per second or kilometres an hour or miles per hour, one can measure energy in joules (the S.I. unit of energy) or electron volts, (or kcal for that matter).
Now, recall Einstein’s famous E=mc2 equation, relating the rest-mass energy E of a particle to its mass m. Divide both sides by c2, and we get E/c2 = m. That is, an energy divided by a velocity squared is a mass. Students are with me so far.
But now the threshold. I say we can write mass as so-many MeV/c2 (a MeV divided by the speed of light squared.) This they don’t like. Why? Because it involves the speed-of-light as part of the unit. The trouble is grasping what MeV/c2 represents. It’s sort of an equation but not quite. I think the problem here lies with the fact that my students don’t fully understand units in general – they have the idea they are a tag-on at the end of a number, rather than something that is absolutely integral to the quantity itself. What’s curious was that if I wrote the mass of an electron as (0.511 MeV)/c2, they were happy. It’s an algebraic equation – take the 0.511 MeV, and divide it by the value for the speed of light squared. But shift the brackets to 0.511 (MeV/c2) and suddenly it’s a conceptual jump too far.
It certainly appears to be a threshold for them, and, according to the literature, I can’t expect them to grasp it quickly. Thinking back to my student days, I didn’t grasp it quickly, either.
Land R, Cousin G, Meyer JHF and Davies P (2005). Threshold concepts and troublesome knowledge (3): Implications for course design and evaluation. In Rust C (ed.) Improving Student Learning – equality and diversity. Oxford: OCSLD.
Meyer JHF and Land R (2003). Threshold concepts and troublesome knowledge (I): linkages to ways of thinking and practising. In Rust C (ed.), Improving Student Learning – ten years on. Oxford:OCSLD.
Meyer JHF, Land R and Davies P (2006). Implications of threshold concepts for course desing and evalutation. In Meyer JHF and Land R (eds.) Overcoming Barriers to Student Understanding: threshold comcepts and troublesome knowledge. London and New York:Routledge.
Scott J, Harlow A, Peter M and Cowie B. (2010). Threshold Comcepts and Introductory Electronics. Proceedings of Australasian Association for Engineering Education, Sydney.
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| 0.933208 | 1,217 | 3.5625 | 4 |
I’ll just be a minute!
This isn’t just! It’s not fair at all!
Here we can see two very different uses of the word just. How is it that we use it in such different ways?
The word just comes from the Latin jus, meaning law or right. From this we can clearly see how its use in the second sentence (as an adjective), meaning right or fair, came about.
The other, much more common use (as an adverb), meaning only, barely, or merely split off on a bit of a tangent from this meaning. In Middle English, just was used to mean exactly, precisely, or punctually (which we can still see today in phrases like just right). This isn’t too different from the sense of right. If something’s exactly how you want it, it’s right for you. Just right.
It’s not too difficult then to imagine how the meaning of just as exact gradually drifted from this to mean only or simply. If something is exact, it’s singular, the only way you want something. We can also use only (originally meaning one-like) to mean barely or merely (as barely and merely related to a quantity mean close to one).
I think that through this association between just and only, and then between only and barely/merely, led to the gradual association between just and merely/barely.
It’s just that simple!
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YOU may hate forgetting things, but healthy brains need to be able to lose old memories. Now a protein that is key to forgetting has been identified in flies, and used to speed and slow the decay of painful recollections.
It is not known if the protein has this role in people, but the finding is intriguing because the processes that underlie forgetting are largely unknown.
Yi Zhong and colleagues at Cold Spring Harbor Laboratory in New York knew that a protein called Rac has abnormal activity in people with cognitive disabilities. So they engineered fruit flies' genes to enhance or repress the activity of Rac in their brains and taught them to associate a smell with an electric shock. Flies with hyperactive Rac seemed to forget the association faster than normal, and those with low activity ...
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.
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| 0.971347 | 184 | 3.203125 | 3 |
In this study, the authors describe how they created a new way to categorize sign languages by direction of movement, thereby establishing the relationship between six distinct sign languages without depending on grammar.
Is it possible to identify sign languages by their prosody, that is, the rhythm and stress of sign production, and then determine if they are related to each other or other sign languages? If so, reasoned authors Donna Jo Napoli, Mark Mai, and Nicholas Gaw, perhaps they could offer such identification as a new way to typologize, or categorize sign languages by their structural features. Their new collaboration Primary Movement in Sign Languages: A Study of Six Languages traces the process and findings from this unique investigation.
Resolving on the direction of movement as the prosodic factor to track, they began their research by comparing five sign languages: American Sign Language (ASL), British Sign Language (BSL), Italian Sign Language (LIS), French Sign Language (LSF), and Australian Sign Language (Auslan). They soon discovered that the languages in their study clustered with respect to several characteristics along genetic lines, with BSL and Auslan contrasting with LSF, LIS, and ASL. They learned that sign languages with the same geographic origin evolved differently when relocated, and they isolated differences in each individual sign language. They compared four of these established sign languages with the newly emerging Nicaraguan Sign Language (NSL), with the exception of ASL due to their past close contact, thereby validating their work as the first study to identify sign language relationships without depending on grammar.
Donna Jo Napoli is Professor of Linguistics, Swarthmore College, Swarthmore, PA.
Mark Mai, a student at the Yale University School of Medicine, New Haven, CT, received his BA in linguistics at Swarthmore College.
Nicholas Gaw, a political professional in Washington, DC, received his BA in history and linguistics at Swarthmore College.
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| 0.945329 | 401 | 2.875 | 3 |
Each classroom, from toddlers to our oldest Preschool 2 environment, is prepared with learning centers. Creative art, math, literacy, manipulatives and puzzles, construction, daily living and cooking, nature nooks and group time areas are designed with an understanding of the physical, social and academic needs of the children within each classroom.
Recognizing that young children learn most effectively when they explore and manipulate concrete materials, the level 1 Montessori educational along with the Rolf Learning Tools and other hands-on products are found within each environment. These materials are key in the foundation foal l later learning; concentration, eye-hand coordination, and completing a cycle of activity. Developing a sensitivity to our natural world takes place inside as each classroom has living plants and a classroom pet.
Our goal is to provide opportunities for each child to develop their skills individually as well as in small groups. When children feel successful, they are excited to share their accomplishments with their peers. Each class has a short group time experience which encourages development of social skills; listening, taking turns, speaking in front of their peers and showing respect for others.
The materials within each classroom regularly change based upon staff observations of the needs and interest of their children.
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| 0.965954 | 250 | 2.90625 | 3 |
There are many different eye conditions that can cause us problems. Glaucoma is a group of eye conditions that cause damage to the optic nerve, which is the main pathway between the eyes and the brain. The optic nerve also carries a vital supply of blood and nutrients to the eye to keep it healthy. Glaucoma occurs when there is too much pressure inside the eyes and this places pressure onto the optic nerve, damaging it and causing vision loss. Any vision loss as a result of glaucoma is permanent.
There is a range of different tests that your eye doctor may use to check whether or not you are affected by glaucoma. Ready to find out more?
An eye pressure that is higher than normal is one of the key indicators of glaucoma, so it makes sense that one of the first checks your eye doctor will carry out is an evaluation of your intraocular pressure. This test is called tonometry, and the most common method of doing this is using a very small instrument that contacts the surface of the eye. The test is painless, since you’ll be given eye drops to numb them first, and it takes just a few seconds to perform.
Loss of peripheral vision is considered to be another primary symptom of glaucoma. Peripheral vision refers to the very edges of your vision – what you can notice out of the corners of your eyes when looking straight ahead, such as detecting movement. Peripheral vision is one of the first aspects of eyesight that is compromised by glaucoma and a functional visual field test will enable your eye doctor to determine if you have been affected and if so, how significantly. Again, visual field testing isn’t painful and only takes a couple of minutes for each eye.
A dilated eye exam forms part of many comprehensive eye tests so maybe something that you are already used to. As its name suggests, it involves special eyedrops being used to dilate your pupils so that they are much larger. This will enable your eye doctor to see through them and obtain magnified, 3D views of your optic nerve so that can check for any abnormalities.
You may be surprised to learn that the thickness of your cornea can make a difference to the amount of pressure that’s inside your eyes. A thin cornea can result in low eye pressure, while the thicker it is, the higher your intraocular pressure may be. Corneal thickness is measured with a test called pachymetry and involves the eyes being numbed so that a small probe can be used to obtain the measurement.
There are several types of glaucoma. The most common is known as open-angle glaucoma, accounting for about 90% of cases. Narrow/closed-angle glaucoma is quite rare but develops much more quickly than open glaucoma and needs to be treated extremely quickly to prevent any further vision loss. Angle testing, also known as gonioscopy, is a simple procedure that enables your eye doctor to see the angle of your glaucoma. Again, your eyes will need to be numbed so that the gonioscopy lens can be touched gently to the cornea.
For more information about glaucoma and how it is diagnosed, visit Okaloosa Eye Care in Crestview, FL. Call (850) 608-0003 to schedule an appointment today.
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Payroll processing for a single pay period can sometimes take two or three days to complete because it is a detailed process. One of the most time-consuming (and first) tasks of payroll processing involves figuring employees’ time. During performing the calculations, you must also convert the employees’ time.
Gather hourly employees’ weekly time sheets. Hourly employees are paid based on their hours worked within the current pay period--the period of time for which they are being paid. The time sheets should reflect each employee’s regular, overtime, vacation, sick or personal time used for that week. Some employees use time sheets that are completed by hand; others punch time clocks. Ensure that the employee and his manager or supervisor signs the time sheet. If it's not signed, return it for the appropriate signatures.
Go through the time cards and convert military time to regular time. If the time sheet is completed by hand, you most likely can skip this step because the employee would have used regular time to record his hours. If the employee uses a time clock that records his punches in military time, you must convert it. Use the following example to convert military time to regular time: In--900; lunch in--1300; lunch out--1400; out--1900 equals in--9 a.m.; lunch in--1p.m.; lunch out--2 p.m.; out--7 p.m. The employee should be paid for eight regular hours and one hour of overtime, provided he has 40 regular hours for the week.
Change decimals to minutes. The employee’s time sheet might reflect decimals instead of minutes. Use the following formula to do the conversion: 0 - .25 equals 15 minutes 26 -.50 equals 30 minutes .51 - .75 equals 45 minutes .76 - .99 equals 60 minutes
Round up hourly employees’ time to the nearest quarter hour. The employee or the time clock generally records the exact punches (e.g., 8:13 a.m. or 7:06 a.m.); round up as follows: 8:13 a.m. equals 8:15 a.m. 7:06 a.m. equals 7 a.m.
Total the time sheet columns based on your conversions for each day. The regular and overtime columns should both be converted. For example, your regular column conversion reflects: Monday: 8 hours Tuesday: 7 hours and 30 minutes Wednesday: 6 hours and 15 minutes Thursday: 8 hours Friday: 7 hours and 45 minutes The regular column total should read 37 hours and 30 minutes.
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| 0.913046 | 553 | 2.71875 | 3 |
September is National Preparedness Month. This month serves as a reminder for all Californians to ensure they have a plan in place in the event of an emergency or natural disaster, such as a large flood or wildfire.
As we have seen most recently with the devastating wildfires across the State, it is crucial that Californians are prepared. Having an emergency preparedness kit on hand and ready to go will ensure that you and your family will be ready whenever disaster strikes.
Emergency preparedness kits should include essential items that will help sustain you, your family, and your pets for several days. Always make sure your preparedness kit is customized to meet the unique needs of your family and remember to periodically check supplies and refresh water, food, batteries, and first aid items when needed.
Below is a list of items to get you started:
- Water (one gallon per person per day for at least three days, for drinking and sanitation)
- Food (at least a three-day supply of non-perishable food)
- Battery-powered or hand crank radio and a NOAA Weather Radio with tone alert
- First aid kit
- Extra batteries
- Whistle (to signal for help)
- Dust mask (to help filter contaminated air)
- Plastic sheeting and duct tape (to shelter in place)
- Moist towelettes, garbage bags, and plastic ties (for personal sanitation)
- Wrench or pliers (to turn off utilities)
- Manual can opener (for food)
- Local maps
- Cell phone with chargers and a backup battery
The Centers for Disease Control also started recommending in 2020 that families have additional items in their emergency preparedness kit to prevent the spread of Coronavirus and other infectious diseases.
The following items are now recommended:
- Cloth face coverings (for everyone ages 2 and above)
- Hand sanitizer
- Disinfecting wipes to disinfect surfaces
Additional items for consideration, include:
- Prescription medications
- Non-prescription medications such as pain relievers, anti-diarrhea medication, antacids, or laxatives
- Prescription eyeglasses and contact lens solution
- Infant formula, bottles, diapers, wipes, and diaper rash cream
- Pet food and extra water for your pet
- Cash or traveler's checks
- Important family documents such as copies of insurance policies, identification and bank account records saved electronically or in a waterproof, portable container
- Sleeping bag or warm blanket for each person
- Complete change of clothing appropriate for your climate and sturdy shoes
- Fire extinguisher
- Matches in a waterproof container
- Feminine supplies and personal hygiene items
- Mess kits, paper cups, plates, paper towels and plastic utensils
- Paper and pencil
- Books, games, puzzles or other activities for children
For more information on how and where to store your emergency preparedness kit, check out Ready.gov.
And for more information on National Preparedness Month be sure to visit the California Governor’s Office of Emergency Services website.
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Latest science: which habitats should we restore first?
Conservation isn’t just about preserving pristine natural habitats. To thoroughly address the climate and extinction crises, we also need to restore ecosystems that have been degraded or converted to other uses. But where to start? BirdLife’s Chief Scientist Dr Stuart Butchart discusses a new study he co‑authored.
Which factors make some locations higher priority than others?
The benefits and costs of restoration vary substantially across the world. The amount of carbon that would be captured by restoring a site differs depending on habitat and location, and the biodiversity value of locations also varies. Added to this, habitat restoration is much cheaper in some locations than others.
How did you explore these trade-offs?
We collaborated with scientists at the International Institute for Sustainability in Brazil – along with other institutions – to use an approach called ‘linear programming’. Through this method, we calculated the optimal distribution of restored sites under three criteria (minimising extinctions, mitigating climate change and minimising costs) under 1,200 different scenarios.
What were the key findings?
Priority areas for restoration varied wildly depending on which of the criteria we focused on. Overall, we found that restoring 15% of converted lands in priority areas could avoid 60% of expected extinctions while capturing 299 gigatonnes of CO2 – 30% of the total CO2 increase in the atmosphere since the Industrial Revolution. Importantly, we found that it is much more cost-effective to optimise across multiple criteria simultaneously. This highlights the importance of spatial planning and pursuing climate and biodiversity goals simultaneously rather than separately.
Which kinds of habitat are important for restoration?
All biomes have an important role, but priority areas tended to be concentrated in wetlands and tropical and subtropical forests. These sites typically had high carbon stocks, high species diversity and considerable loss of natural habitat.
What were the limitations of the study?
We focused exclusively on areas that had been converted to other uses, since the costs and benefits of restoring degraded ecosystems are less well known. We also did not consider the way climate change is affecting the distributions of species, biomass and agricultural production. Finally, at local and national scales it is critical to consider socio-economic issues such as social equity and land tenure.
How can we turn information into action?
Governments have made bold commitments to restore ecosystems, including in relation to the UN Decade on Ecosystem Restoration (2021-2030), Bonn Challenge, New York Declaration on Forests and the Paris Climate Accord. Our methods and results can help nations to develop efficient spatial plans that ensure such restoration delivers maximum benefit for biodiversity and climate change, while minimising costs.
Global priority areas for ecosystem restoration is published in Nature.
“Priority areas tended to be concentrated in wetlands and tropical and subtropical forests. These sites typically had high carbon stocks, high species diversity and considerable loss of natural habitat.”
Stuart Butchart, BirdLife Chief Scientist and co-author of the paper
From new forest corridors to the production of shade-grown commodities, restoration work in the Atlantic Forest of Argentina, Brazil and Paraguay is crossing country borders and taking landscape conservation into new realms of ingenuity.
Through our world-leading science, unique local-to-global policy reach and extensive on-ground conservation work around the globe, BirdLife is uniquely placed to guide on why and how we need to restore nature to build back better from COVID-19, tackle the climate and biodiversity crises, and improve health and well-being, as part of wider and long-term efforts to achieve an equitable, carbon-neutral, nature-positive future for all.
Stay up to date
Our monthly newsletter curates the most fascinating articles across the BirdLife Partnership to save birds, nature and people.
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COMM 111 — Survey of Mass Communications (3)
Students explore the role of mass communications in history and today’s society. Various theories and past and current practices of the mass media including objectivity, violence, censorship, ethics, and governmental and legal problems associated with each will be investigated.
COMM 115 — Computer Applications for Mass Communications (3)
This course provides an overview of microcomputer applications including a brief introduction to computer concepts, Microsoft Windows, and Microsoft Office software. Microsoft Word, Excel, PowerPoint, and Expressions will be integrated, along with Adobe creative software. An introduction to library and Internet research, as well as MLA formatting, will also be provided.
COMM 131 — Introduction to Writing for Mass Communications (3)
Students will be introduced to elementary principles, methodology, and terminology used by the print and electronic media, public relations, and advertising.
COMM 212 — Introduction to Digital Photography (3)
The fundamentals of digital photography are explored with an emphasis on the technical aspects: use of the camera; determination of proper exposure; lenses and filters; the aesthetic values of taking pictures.
COMM 223 — Broadcast Newswriting (3)
This course focuses on how to gather information, write, and perform broadcast news copy, produce a newscast, and the art of interviewing for the broadcasting, as well as the terminology used in the electronic media. Prerequisite: COMM 131.
COMM 225 — Sports Media (3)
Familiarization with the terminology and peculiarities associated with athletics, the techniques of release and brochure preparation, conducting the press conference, preparation of program and promotional materials, budget preparation, broadcast remotes, creating and producing the sports feature, media-athletic, and school-media relations. Prerequisite: COMM 131.
COMM 226 — Principles and Practices of News Writing (3)
Students gain theoretical and practical experience in idea selection, research methods, factual organization, writing, and marketing of non-fiction articles. They will be expected to submit articles for publication. Prerequisites: COMM 111, COMM 131.
COMM 233 — Introduction to Visual Communications (3)
This introductory course covers the history of graphic design, design principles, color theory, and design concepts, and how they apply to effective visual and intellectual communication. Students will understand the theory behind visual perception and how it is applied to graphic design, web design, and multimedia. Prerequisite: COMM 115.
COMM 237 — Mass Communications Law (3)
This course is a study of the legal regulations governing the various media in the United States. A review of the early history establishing freedom of expression is covered with emphasis on the current laws and cases. Emphasis on law of libel, clash of fair trial with free speech and press, invasion of privacy, open records and meetings, obscenity, copyright, advertising, and broadcast regulations. Prerequisite: COMM 111.
COMM 243 — Fundamentals of Image Manipulation (3)
This is an intermediate level image manipulation course. Emphasis is on Adobe Photoshop software and creating visual designs with aesthetic appeal for use in print, electronic, and online media. This course covers basic to intermediate skills of image manipulation, including color correcting, image editing, and formatting. An ethics component focuses on the legal, ethical, and moral implications of digitally altering photos in advertising and photojournalism. Prerequisite: COMM 233.
COMM 251 — Radio and Audio Production (3)
This class explores basic production concepts of audio as a medium of communication with a strong emphasis on the creation and production of a variety of audio production program types. The student will have the opportunity to gain “hands-on” equipment experience in the College’s audio production facilities. Prerequisite: COMM 131.
COMM 253 — TV Studio Production (3)
This course allows a student to become familiar with television studio production techniques. In lectures and lab sessions, students will learn basic operations of a television studio including directing, running cameras, floor management, lighting, scene preparation, performance, audio, and operation of diagnostic equipment. Working in a team environment, students will be both in front of and behind the cameras with emphasis on pre-production planning, script writing, production, and minimal post production. Prerequisite: COMM 131.
COMM 290 — Media and Communication Campaigns (3)
The course covers various forms of writing, including news releases, public service announcements, and profile and feature stories. Students will also learn media relations—how to successfully build relationships with working professionals in print, television, and radio fields. Special event planning and fundraising activities will also be covered. Prerequisite: COMM 131.
COMM 296 — Mass Communications Practicum (3)
This course is designed to help students prepare for internships, as well as careers in the mass communications fields. The course focuses on enhancing students’ professional background and developing the necessary job search skills and strategies. Students will explore their major, careers, and internships in mass communications. They will analyze the necessary skills and develop resumes, cover letters, and e-portfolios appropriate to their career path. Prerequisites: COMM 111, COMM 115.
COMM 311 —Theories and Perspective in Mass Communications (3)
This course provides students with intellectual tools for understanding media that they consume in everyday life, that they might create in their professional lives, and that impact the world all around us. Students will examine the most influential mass communications theories such as agenda setting, cultivation theory, spiral of silence, and critical-cultural studies in order to better understand how we can think about what media are, how we interact with them, and what effects they have on society. Prerequisites: COMM 131, and junior status.
COMM 324 — Electronic News Gathering (ENG) and Field Reporting (3)
This course combines both the electronic skills and writing skills necessary for the components of broadcast journalism. Students will apply classroom knowledge so as to cover news events “in the field.” In doing so, students will develop ethical storytelling skills and sharpen critical thinking skills required for strong news decision making. Prerequisite: COMM 253 or COMM 354.
COMM 334 — Multi-Platform Storytelling (3)
Students experience an in-depth study of how to effectively deliver the news through multiple channels. They will learn how to seamlessly plan and integrate various formats to translate information through print, broadcast, and online outlets to reach varying audiences under tight deadlines. Prerequisite: COMM 131.
COMM 335 — Politics and the Media (3)
This course explores the political importance of mass media, the functions of mass media in a democratic society, and the decisions that are made regarding media from the news desk to the corporation. Students explore citizen reaction to the media, examine past campaigns, learn to report on political functions, and study how elections have changed in the age of the Internet. Students will participate in campaign events, news gathering, and reporting and analyze political news coverage.
COMM 336 — Social Media (3)
This course encompasses the theory and practical relevance of social media such as Facebook, Twitter, YouTube, LinkedIn, and texting. Students examine multiple perspectives about social media’s effects on culture, society, and personal identity formation using a variety of theoretical and practical applications.
COMM 344 — Computer Illustration (3)
This course incorporates Adobe Illustrator software, an industry standard, vector-based drawing application used to create images, designs, logos and single-page layouts for print and online applications. The focus will be on basic concepts of illustration, how to create images with depth, perception, and texture and how to unify them with text into a visually appealing layout. Layout and design will be explored for effective communication. Prerequisite: COMM 233.
COMM 345 — Professional Design for Print and Digital Media (3)
This course focuses on the design and layout of print and digital documents with emphasis on effective messaging. Students will examine professional layouts and use industry standard software, such as InDesign, to apply principles of design, typography, visual organization, and color theory to create compelling layouts for print, presentations, web, and mobile applications. Prerequisite: COMM 233.
COMM 346 — Digital Animation (3)
Visual storytelling through motion graphics, visual effects, and interactivity are the basis for this hands-on production oriented class. Students will create motion graphics and visual effects for video, Web, or mobile devices. Students will develop animation concepts and skills through animating, altering, and composting media in 3D space. Professional animation, with personal expression, is emphasized. Prerequisite: COMM 243.
COMM 354 — Video Field Production (3)
Students will learn basic field production skills and digital editing techniques. Working in teams, students will operate portable cameras at various locations to produce a series of short videos which may include a music video, a dramatic scene, a news story, and so forth. Students will refine their skills in directing, lighting, audio, camera performance, camera work, working in teams, and script writing by moving to other locations while also moving further into postproduction via digital editing. Prerequisite: COMM 131.
COMM 355 — Documentary Video Production (3)
This course combines studio and field production as students learn to craft thoughtful documentaries based on professional video and filmmaking aesthetic traditions. Students will refine their skills in writing, editing, camera work, audio, teamwork, directing, and performance. Students will also learn research skills such as interviewing while learning to craft compelling stories that accurately and fairly reflect historical and/or contemporary situations worthy of preservation and public presentation. Final projects should be of a caliber suitable for submission to juried competitions. Prerequisites: COMM 253, COMM 354.
COMM 356 — Film Narrative (3)
Students will explore different ways that stories are told in film. Beginning with the traditional three-act, Hollywood style, we move on to examine variations on that style as well as revolutionary approaches to filmmaking. Among the approaches that we examine include expressionist, postmodern, and poststructural filmmaking as we view the work of such directors as Alfred Hitchcock, Stanley Kubrick, and David Lynch.
COMM 360 — Storytelling and Reporting (3)
Students will explore the craft of on-camera talent through audio and video storytelling for television and the web, including television studio and field news reporting, sports play-by-play and color commentary, talk show hosting, and more. Social responsibility and ethics for on-camera talent is emphasized. Prerequisites: COMM 253.
COMM 365 — Media Management (3)
Administrative principles and procedures as they apply to the radio and television industry will be explored in this course. Practical problems of management: staffing, sales, ratings, government regulation, license renewal, and engineering requirements will be considered. Prerequisite: COMM 111.
COMM 369 — Web Design and Visual Communications (3)
This web design course focuses on visual communication and information architecture. Students are introduced to design methodologies that enable them to develop effective web sites. Students will explore theories and apply to the web design process, using industry standard software. Topics include site structure development, page organization and design, content design, usability and accessibility, and the use of audio and video in web page design. Prerequisite: COMM 233.
COMM 392 — Copywriting and Ad Design for Traditional Media (3)
Students will learn the fundamentals of creative ideation and strategic ad development by writing and designing consistent messages for traditional media. Students will work to develop professional portfolio pieces for a company of their choice. Prerequisites: COMM 131, COMM 233.
COMM 393 —Copywriting and Ad Design for Electronic Media (3)
This advanced course challenges students interested in copywriting and/or ad design to develop multi-platform, strategically consistent campaigns using electronic media. Students work in a team environment to develop professional portfolio pieces for an assigned Northeastern Pennsylvania company. Prerequisites: COMM 131, COMM 233.
COMM 394 — Media Planning and Buying (3)
The highly specialized task of media planning and buying is examined from a realistic experience as students learn the basics of planning and purchasing media for a specific business within a targeted broadcast market. Working as an advertising agency, students prepare a multimedia marketing presentation and plan for a specific retail business (chosen by the students) within the Northeastern PA marketplace. Prerequisite: COMM 111.
COMM 396 — Branding Technique and Creative Design (3)
This course focuses on creating strong brand identities for companies. Students will analyze successful and failing brands. They will apply theories of consumer behavior and the attraction economy to develop brand strategies and create attractive, unique brand identities, using industry-standard software such as the Adobe Creative Suite. Students will explore various communication techniques such as basic public relations campaigns, viral advertising, social networking, and forums to create innovative forms of branding. Topics also include logo design, packaging, and color. Prerequisites: COMM 131, COMM 233.
COMM 490 — ePortfolio for Mass Communications (1)
Students in this course will expand the ePortfolio developed in COMM 296 to include examples of upper-level work completed in the Mass Communications core and track classes. Students will be evaluated holistically to ensure that competencies within the Mass Communications core and track classes have been achieved. This class is to be taken in the spring semester of the senior year. Prerequisite: Senior status.
COMM 493 — Research Methods in Mass Communications (3)
For this senior-level assessment course in Mass Communications, students work in a team environment with a concentration on the various themes that comprise a general study of mass media’s impact on the quality of human society. Majorswill be required to show superior performance in 1) researching a topic beyond its current level of understanding; 2) presenting said topic within the seminar format; 3) applying communication theory and published research, and 4) writing a final paper including a literature review, methodology, findings, conclusions, implications, and references. Prerequisite: COMM 311.
COMM 497 — Independent Study for Mass Communications (3)
Students develop an advanced, independent research project under the supervision of a full-time faculty member. Senior status is required; open to juniors with permission of the department chair. Students wishing to enroll must submit a brief written proposal with a description of the final project and a timeline to the supervising faculty member and the Department Chair for approval.
COMM 499 — Mass Communications Internship (3)
This requirement of third- and fourth-year majors ensures that they gain practical experience in their area of interest while working with professionals either on- or off-campus. Daily field work with a site supervisor, as well as weekly journals and other written assignments, and conferences with a faculty coordinator to monitor the achievement of learning objectives are required. Students must have a G.P.A. of 2.5 to secure an internship off-campus. Students may take a maximum of six internship credits toward their Mass Communication requirements. Prerequisite: COMM 296.
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If you have done any kind of work with an html editor, than you have probably run into this term.
I actually first heard about it back in the mid 1980's when computers were still quite basic - mainly a storage system or a spreadsheet program that would make users cry today.
WYSIWYG is an acronym.
It stands for: What You See Is What You Get.
What it means is pretty much this:
When using an editor and choosing the font, colors, alignment, text types, etc - usually from a bar across the top of the editor, all of these choices will be shown as you type along.
Your finished product will look like it does as you prepare it.
No surprises - what you see is what you get.
Without this feature, you better know some basic html and the different names for fonts and colors so you can code the webpage and have it look correct.
WYSIWYG makes our life so much easier, and many computer users today don't know what it is like to not have this feature on an editor.
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Sortify is an original BrainPOP game in which students categorize and sort information from BrainPOP movies into bins representing key concepts. With the Musical Instruments data set, students can practice sorting instrument tiles into bin categories such as brass, string, valved, and rhythm. Students earn more points when sorting tiles into bins labeled with more complex concepts, such as the instrument's continent of origin. Students may also earn bonus points for accurately sorting all tiles into only four bins. Scores for Sortify will vary based on the combination and difficulty of the selected bins. Accruing the highest possible score indicates that a student has understood the topic enough to strategically group and categorize key concepts and ideas.
This page provides lesson ideas for BrainPOP's Sortify game. The ideas are adaptable for any subject area and any grade level (K-12.) Learn how the Sortify game can be used as a playful assessment tool or practice activity that requires students to categorize topic-specific tiles into the bins where they belong. See more »
In this lesson plan which is adaptable for grades K-5, students will use BrainPOP resources to become familiar with percussion instruments. They will also practice playing the instruments on a given cue. This lesson plan is aligned to Common Core State Standards. See more »
In this lesson plan, which is adaptable for grades K-3, students use BrainPOP Jr. resources to identify characteristics of woodwind instruments. Students then create and play their own original woodwind instrument. This lesson plan is aligned to Common Core State Standards. See more »
In this lesson plan, which is adaptable for grades K-3, students use BrainPOP Jr. resources to identify and explore characteristics of percussion instruments. Students then create and play their own percussion instrument. This lesson plan is aligned to Common Core State Standards. See more »
In this musical genres lesson plan, which is adaptable for grades K-8, students use BrainPOP resources to conduct independent and/or collaborative research on a selected musical topic. Students will share their research about a musical genre, instrument, musician, or aspect of learning music with the class using web 2.0 tools or other presentation methods. This lesson plan is aligned to Common Core State Standards. See more »
In this set of activities adaptable for grades K-3, parents and educators will find ideas for teaching about musical instruments. These activities are designed to complement the BrainPOP Jr. Musical Instruments topic page, which includes a movie, quizzes, online games, printable activities, and more. See more »
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KLOO MFL Language Resources for school at
This video looks at KLOO as French and Spanish MFL resources for schools. We look at what language content is contained in a game of KLOO including:
– what word types are learned
– how grammatically correct sentences are made
– how you can learn foreign words as you play through Discovery Learning
– the word themes of each deck.
– how much foreign language knowledge you need to be able to play
00:10 What language do you learn when playing KLOO?
00:17 Deal 7 cards
00:28 To start a sentence play a red card first
00:32 Play with Pronouns and Verbs
00:36 How to built a foreign sentence by following coloured arrows
00:46 Using Nouns and articles
00:53 Using adjectives
00:59 Connectives and conjunctions
01:09 Gender Agreement
01:14 Expressions and Phrases
01:18 Clues to translate foreign words and build vocabulary
01:22 Using Discovery Learning to build vocabulary
01:35 How much language do you need to know to play KLOO?
01:48 What foreign vocabulary will you learn?
01:55 Learn French, Spanish and Italian vocabulary about People
01:58 Learn French, Spanish and Italian vocabulary about Places
02:00 Learn French, Spanish and Italian vocabulary about Clothes
02:02 French, Spanish and Italian vocabulary about Everyday Objects
02:05 French, Spanish and Italian vocabulary about Everyday Eating & Drinking
VIDEO TRANSCRIPT KLOO MFL Resource for Schools
What do you learn when playing KLOO? Let’s take a look.
In most games of KLOO, you are dealt seven cards. To score points, you need to make a foreign sentence. The longer the sentence, the more you score. But it’s really easy.
To start your sentence, you play a red card. With red cards, we get to play with pronouns and verbs.
To build your sentence, you just need to follow the colojured arrows. So we are learning grammar too.
So we play a blue card next. That’s a noun with its article in agreement. We can play yellow or green card next.
We’re going to play yellow. That’s an adjective.
Now, a greed card. Green cards are connected to make our sentence longer.
We can now play another blue card now, and another yellow. There’s more gender agreement here.
We can also play a purple card here. So we learn great expressions too.
We also get clues to translate words we don’t know. In this way, we use discovery learning to build vocabulary as we play. You would score a lot of points for this sentence, and learned a lot of language too. And this is just one hand.
How much language do you need in order to start playing KLOO? None. You can play and learn as an absolute beginner, or even if you’re more advanced. Just be ready for how fast you learn.
What about vocabulary? What sort of words will you learn? Each deck covers particular language themes such as people, places, clothes, everyday objects and eating and drinking. And with every deck, you can make three million sentences. That’s a lot of language and a lot of fun.
KLOO, the multi-award winning MFL game that packs a lot of language.
Find out more
To browse games visit
About KLOO as an MFL Resource
KLOO provides fun language resources and games for schools. In the UK KLOO games are ideal for key stage 2 and key stage 3 French and Spanish. KLOO language Games are available in French, Spanish and Italian.
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By Casey Bukro
Fake news might have proved more interesting to readers than the factual stuff.
This sobering thought has churned angst over whether social-media falsehoods contributed to Donald Trump’s presidential victory, not to mention whether the upset win could have been foreseen.
News consumers tend to believe reports that support their personal beliefs — an effect that psychologists call confirmation bias. People like to believe they’re right. In the election run-up, they clicked their way across the internet to prove it.
As President-elect Trump selects the people who’ll help him govern, observers are picking through the rubble trying to understand the forces behind a Republican victory. Here our concern is news-media accuracy and ethics.
Let’s start with something basic. What is fake news?
“Pure fiction,” says Jackie Spinner, assistant professor of journalism at Columbia College Chicago, appearing on WTTW-Channel 11 in Chicago in a “Chicago Tonight” program devoted to separating fact from fiction in internet news feeds.
“It’s something made up,” adds Spinner. “It’s fake.”
But as the WTTW program points out, “fake news is on the rise, and it’s real news.” Some false reports, such as campaign endorsements from Pope Francis, survived many a news cycle.
People like to believe they’re right. In the election run-up, they clicked their way across the internet to prove it.
A sophisticated consumer carefully examines the veracity of news reports and the reliability of their sources. But how much can a reader or viewer verify? Sharing the news on social networks heightens the concern.
“People want to feel good about what they think about the world,” explains Spinner. This might seem benign, but it brings impact to specious reports.
“Confirmation bias confirms what you think, and you look for information that confirms what you think about the world,” says Spinner.
Don’t expect the younger generation to act any better. According to a Stanford study, preteens and teenagers don’t know when news is fake. “They’re often clueless about evaluating the accuracy and trustworthiness of what they find” on social media, writes Sue Shellenbarger in the Wall Street Journal. They absorb social media reports without considering the source.
Craig Silverman, who covers hoaxes and online misinformation for Buzzfeed, reports that the top fake election news stories generated more reactions or comments on Facebook than top election stories from mainstream media.
Silverman compared the top 20 legitimate news stories with the top 20 fake news stories in three three-month periods, beginning in February 2016 and ending on election day. In the beginning, mainstream news beat the fake news. But by election day, fake news got more attention and reaction. Of the 20 fake news stories, he writes, “all but three were overtly pro-Donald Trump or anti-Hillary Clinton.”
Facebook, Google and Twitter were criticized for influencing the outcome of the election by giving a platform to fake and misleading news stories, and by profiting from paid advertising associated with those stories. Facebook CEO Mark Zuckerberg said it’s “crazy” to say fake news determined the election, but vowed to make changes.
Responsibility for correcting or controlling false reports lies with media and internet companies, says Edward Lee, professor of law at Chicago-Kent College of Law, appearing on the “Chicago Tonight” broadcast.
A sophisticated consumer carefully examines the veracity of news reports and the reliability of their sources. But how much can a reader or viewer verify?
On National Public Radio’s “On the Media” program, Silverman admits that his analysis is based on data from Facebook.
Moderator Brooke Gladstone notes that Facebook last summer tweaked its algorithm to make it more responsive to people’s personal networks and their personal interests, and that heightened engagement with fake news. So is that a media problem, a Facebook problem or a human problem? she asks.
“Maybe it’ll sound like a copout but I’m gonna check all three boxes,” answers Silverman, but adds that he sees no evidence that fake news gave Trump the election.
Facebook and Google are taking steps to stop ads from appearing on fake news sites. A CNN online story by Ivana Kottasova reports the two tech giants no longer will allow fake news sites to use their ad-selling services.
The Washington Post suggests that fake news stories were a problem throughout the presidential campaign. “We’re not talking about reports that are merely flawed or thinly sourced,” wrote Callum Borchers. “We’re talking about stuff that is completely made up.”
Bochers cites examples of bogus stories: Donald Trump is dead, Hillary Clinton will be indicted, a postal worker in Ohio is destroying absentee ballots cast for Trump, President Obama is thinking about fleeing the country if Trump wins and an FBI agent investigating Clinton died under suspicious circumstances.
As for sources, Borchers describes one, a fake news site named WorldPoliticus. It’s one of more than 100 pro-Trump websites originating from one town in Macedonia.
Taking an anti-establishment stance with fake news and innuendo can make you rich, according to another Washington Post article by Terrence McCoy. He describes how two former unemployed restaurant workers created LibertyWritersNews, a website that got 300,000 Facebook followers in October alone.
“We’re the new yellow journalists,” says one of them, Paris Wade. He caters to an audience that “does not trust mainstream media,” hooking it with short messages of violence, chaos and aggressive wording, “what people are attracted to.”
The New York Times describes “How Fake News Goes Viral: A Case Study.” It traces how a false report about protesters being bused to demonstrations against president-elect Trump fueled a nationwide conspiracy theory.
Another Times article reposts “a barrage of false articles on social media and fake news sites” saying a Washington pizzaria was a front for a child-trafficking ring led by Hillary Clinton and her campaign chief, John Podesta.
The Columbia Journalism Review gave an election postmortem citing reporting as the root of “journalism’s fundamental failure.” Later it produced a massive oral history of campaign coverage in partnership with The Guardian US. The Trump election, says the report, “upended much of America — not least the establishment press.”
Finally there’s this comment from Margaret Sullivan, Washington Post media columnist: “The worst of the media is on full display, as if someone had set out to show just how terrible we hacks could look in these last moments before Election Day.
“To be sure, some great journalism has been published over the course of the campaign. But it largely had been drowned out by the unsavory.”
A Chicago writer recently told me that the staff of his newspaper was gathered together to talk about how to cover the Trump presidency. There was a sense of a new beginning and a need for reassessment of strategy, by going back to the basics of fairness, accuracy, objectivity and neutrality. It is a time for soul-searching.
This sense of a new beginning also is reflected in an open letter to Trump from the National Press Club, co-signed by 28 other American media organizations.
“We, a group of diverse journalism associations representing thousands of journalists from the nation’s capital to every corner of the country, begin this letter on a hopeful note,” said the letter written by Thomas Burr, National Press Club president. “Your administration is a blank slate and we are eager to work with you to perpetuate one of this nation’s great strengths: our freedom of the press.”
The letter calls for continuation of presidential press pools covering “all of the president’s movements,” regular press conferences and open access to key decision-makers “for the sake of transparency.” Rapid response to Freedom of Information requests also was mentioned, “as a way to show the American people, and the world, that the republic belongs to the people.”
“A great America depends on having sunlight on its leaders,” the letter concluded.
It sets a conciliatory and hopeful tone. Possibly Trump will respond in kind. In a meeting with the New York Times, he called the newspaper a “great American jewel,” adding, “I hope we can all get alone.”
This is a step back from his media-bashing statements during the election campaign. All involved appear to be willing to hit the reset button.
It’s a good time to be a journalist. There’s more than enough real news to go around.
Edited by Stephen Rynkiewicz. Comment below in the “Leave a Reply” box. For advice from our ethics advisers, submit a question.
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Editor’s Note: The following is the winning essay in the 2021 American Heritage Scholarship Series essay contest. It was written by Oakdale High student Emma Lowe, who wrote on this year’s topic: Mandatory vaccine mandates.
In the 1700s, a deadly epidemic hit the United States, killing 3 out of every 10 people infected and leaving the survivors with painful sores and large scars. This virus was smallpox, a disease that was seemingly unpreventable at the time; that was until a British doctor named Edward Jenner created the first vaccine in 1796 (CDC, “History of Smallpox”). Using material from the similar, but much less deadly virus, cowpox, Jenner inoculated his patients with the first ever vaccine. The shot effectively immunized them against the fatal smallpox. After successful vaccination campaigns throughout the 19th and 20th centuries, the World Health Assembly declared that the disease had been eradicated globally in December 1980 (“Smallpox”). The use of vaccines has expanded greatly, with commonly used vaccines for chickenpox, influenza, measles, and polio saving countless lives every year. Such childhood immunizations are even required at most public and private schools before students can attend.
In January of 2020, a new virus hit the nation, called COVID-19; a respiratory illness that would spread like wildfire across 50 states and the rest of the world, shutting down businesses and trapping millions of citizens in their houses for months. But, because of the modern day widespread use and study of vaccines, pharmaceutical and virology research companies were able to produce a vaccine in record time, less than a year after the initial outbreak. Millions of Americans rushed to get vaccinated in order to stop the spread of this virus and to protect themselves. However, even now, with over 181 million Americans fully vaccinated against COVID 19, the virus continues to spread throughout our country.
So what is the problem? An anti-vaccine movement led to only 55.2% of the nation being fully vaccinated, allowing the virus to continue spreading and mutating among the other 44.8% of unvaccinated Americans (Mayo Clinic, “U.S. COVID-19 Vaccine Tracker”). The question then becomes: Does the government have the constitutional right to mandate vaccines, and if they do, should they? Vaccine mandates can be simplified to the questions of why, what, and who. Or in other words: Why should the COVID-19 vaccine be mandated? In addition, what level of government should be the one to issue the mandate, federal or state? And who, if anyone, should receive exemptions? Current science, as well as historic precedent regarding the U.S. Constitution, has shown the answers to these questions: in order to prevent the spread of the Coronavirus, vaccines should be mandated on the state level with little to no religious or philosophical exemptions.
The question of why there should be a vaccine mandate in the first place can be answered by looking at the evolution of the COVID virus throughout the past year and a half. According to the Associated Press, unvaccinated individuals accounted for about 99.9% of current COVID-19 hospitalizations (Johnson, “Nearly All COVID Deaths in US Are Now Among Unvaccinated”). So, the need for a vaccine mandate is clear when looking at these numbers, as the virus will never be under control with so many hospitalization-level cases. As well as preventing hospitalizations, the vaccines have been proven to be 95% effective in protecting against the virus in those who are vaccinated; as stated by Erwin Chemerinsky, the Dean of University of California Berkeley School of Law, in the video lecture, “If there are one hundred people who are unvaccinated who get COVID, five who are vaccinated would get COVID” Meaning that, in addition to greatly lowering the chances of contracting the virus, the COVID vaccine also makes breakthrough cases far less severe.
So if vaccines are really this effective, why do people refuse to get them? One possible explanation was the concern surrounding the Food and Drug Administration’s Emergency Use Authorization, rather than full approval, of the first COVID vaccines. Some individuals claimed to not trust what they viewed as a “rushed” approval process. But with the full FDA approval of the Pfizer vaccine issued in August of 2021, there are still many holdouts. It has become more obvious than ever that the main reason for being unvaccinated is not health or safety related, but rather it is political.
Regardless of the reason for a person’s vaccine hesitation, the necessity and constitutionality of a vaccine mandate is clear. Making the next question: Should mandates be enforced at the federal level, or if it is best left to each state to decide? Although many people have called for a federal mandate, as it would provide one unified national response to the problem, the US Constitution, and precedent better support mandates at the state level. Obviously the Constitution, a document created in 1776, doesn’t explicitly mention the government’s power to mandate vaccines, so we instead must apply constitutional principles to modern problems. One part of the Constitution that points towards mandates at the state versus the federal level is the Tenth Amendment, which states that, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people” (U.S. Constitution, amend. 10).
Often cited in states’ rights arguments, this amendment gives individual states the power to make decisions about problems not specifically mentioned in the Constitution based on what is best for their residents. Then the argument becomes: are vaccine mandates within the power of the state governments, or do they infringe on personal liberties? The Supreme Court Case Jacobson v. Massachusetts sets the precedent for this issue, declaring that, “It is within the police power of a state to enact a compulsory vaccination law”(1905). This integral case limits the power of the individual when their actions can have a negative effect on those around them. This essentially means citizens must sacrifice some of their individual liberty in the name of the “common good”.
Despite many workplaces already requiring employees to be vaccinated for COVID, some companies have gotten around these requirements by allowing religious or medical exemptions. These kinds of exemptions have existed long before the COVID-19 vaccine though. In some states, schools allow students to remain unvaccinated for different reasons: all fifty states allow medical exemptions, forty-five states allow religious exemptions, and nineteen allow philosophical or personal belief exemptions (Findlaw, “School Vaccine Exemption Laws by State). But, key Supreme Court cases like Oregon v Smith cement the idea that states do not legally have to provide vaccine exemptions to their residents. The Smith case stated that a law does not violate an individual’s First Amendment rights, “If the law is not specifically directed to religious practice and is otherwise constitutional as applied to those who engage in the specified act for nonreligious reasons” (1990). So, a state government could legally issue a vaccine mandate without allowing for religious or philosophical exemptions, as long as the mandate is not specifically targeting any individuals based on their religious beliefs.
Although there is a great deal of legal backing for states’ rights to mandate the COVID vaccine, many people still oppose that plan. Some believe that it would be infringing on their personal freedom and bodily autonomy. But there are already laws in place that effectively place public safety over the rights of individuals, including the aforementioned immunization mandates for children in schools and seatbelt laws. Mandating seatbelts may seem very different from mandating vaccines, but there are similarities between the two. There was a similar pushback to the 1986 seat belt laws, including some of the same arguments used against COVID vaccines about personal liberty and individual rights. In the Iowa Supreme Court case of State v Hartog, Hartog claimed that requiring seat belts violated his Fourteenth Amendment right to privacy, and exceeded the police power of a state. But the court ruled against him, stating that the law was constitutional (1989). This further contributed to precedent declaring that public health and wellness mandates are, in fact, constitutional.
One argument against leaving the power to mandate vaccines with individual states is that many would choose not to enact vaccine requirements or a state could create very weak rules. This is supported by the fact that as of September 16, 2021, only 10 states in the union have reimposed mask mandates, even though COVID cases are back on the rise, with a current weekly average of 146,182 cases, even though mask-wearing has been proven to help prevent the spread of the virus (CDC, “Vaccinations > Variants”). However, the Spending Power clause of the Constitution gives the federal government the ability to promote states vaccine mandates by providing grants to those states that create COVID vaccine mandates (“The Federal Spending Power”). In this way, the federal government plays its role in eradicating the virus by incentivizing the creation of mandates at the state level.
Vaccine mandates are effective in preventing illness and protecting public health. They also have strong legal backing in both federal and state courts. Furthermore, the Constitution illustrates that these vaccines should be mandated at the state, rather than the federal, level without religious or philosophical exemptions; mandates are supported by the Tenth Amendment as well as Supreme Court cases like Jacobson v Massachusetts and Smith v Oregon. As Thomas Jefferson once said, “In questions of power, let no more be heard of confidence in man, but bind him down from mischief by the chains of the constitution” (Fair Copy of the Kentucky Resolutions of 1798). Whenever there is a dispute about power with regards to people versus the government, individual opinions should not guide decisions. Instead, citizens should trust the Constitution to lead them on the path towards the greater good.
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Rise of the Carolingians
Lecture no. 13 from the course: The Early Middle Ages
Taught by Professor Philip Daileader | 30 min | Categories: The Great Courses Plus Online History Courses
The Carolingians finally depose the last Merovingian king in 751 A.D., bring all of Francia under their control, and even begin to intervene in Italy, reversing the power balance established during the Roman Empire.
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One of the first way to reduce food waste is making sure you’re storing food the right way to reduce it going bad too soon. So here are tips for how to reduce food waste by keeping produce fresh.
First of all, certain fruits and veggies should not be stored in the fridge at all, including tomatoes, bananas, avocados, onions, garlic, eggplants, peppers, potatoes, cucumbers, winter squash and most summer melons. That should free up some space in your crisper already!
- Moisture and freezing are your enemies.
- Your greens need a certain amount of airflow.
- Whole heads of lettuce will last far longer than loose-leaf salad greens.
- Keep your greens dry with paper towels. This is one of the few times when paper towels are invaluable, so use them without guilt — don’t substitute tea towels because they’re too heavy. Replacing ruined fresh greens is more expensive than a couple of paper towels, and they’re compostable, anyway.
- Always store your greens in the vegetable crisper drawer of your fridge, where temps are a bit warmer and humidity is a bit higher. Avoid the back of the fridge proper because that’s the spot where accidental freezing is most likely to happen. Frozen lettuce = liquified lettuce. Gross.
Storing Loose-Leaf Greens
Wash the greens in a bowl full of cold water (even if they’re “pre-washed”) and pick out any rotten leaves. Dry the greens thoroughly, preferably in a salad spinner, which removes excess water without bruising the greens.
If you don’t have a salad spinner, spread the washed greens out on paper towels, loosely roll them up in a cylinder, and gently pat them dry. Discard, reuse or compost the damp towels.
Then line the bottom of a perforated storage container (best) or plastic produce bag with one dry paper towel. Loosely tumble your greens into the container, and cover them with a second dry paper towel. Close and store it in the vegetable crisper bin of your fridge. Replace the paper towels when they become damp or stained, about once every two or three days.
Also search out and discard any leaves that are going rotten. This will keep the rest of the greens from following suit. We’ve all heard the saying about one bad apple in the barrel: unless it’s removed, it’ll infect all the healthy ones.
Properly stored, you can expect loose-leaf greens to last approximately seven to ten days.
Storing Whole Heads of Lettuce
Don’t wash until ready to use. Leave the head intact and wrap in dry paper towels, which will absorb excess moisture. Place in a perforated storage container or plastic produce bag and store in the vegetable crisper bin in your fridge. Once every two or three days, replace any dampened or stained paper towels with dry ones.
Properly stored, and depending on the type of lettuce, you can expect whole heads of lettuce to last approximately one to three weeks. Those with dense, tight heads, like Iceberg, last the longest.
- Slightly wilted greens can be revived to crispness by soaking them in an ice water bath for a few minutes.
- Another advantage to whole heads of lettuce: if the outer leaves start to go bad, simply peel those leaves off and compost them. The inner leaves should still be perfectly edible.
- Since greens can bruise so easily, a perforated storage container is preferable to a bag, which can get squashed against other items.
- If you do use a bag, blow some air into it before loosely twisting off the opening, and give the greens inside a shake so they’re nice and loose. The air will keep the bag inflated, allowing for better airflow and protection from squishing.
- Trust your instincts: if it smells gross or looks slimy, replace it or compost it.
- The longest-lasting lettuce varieties are Romaine and Iceberg. They tend to stay fresh longer than any other.
Grow Your Own and Avoid Storage Altogether
If you eat salads every day, consider growing your own salad greens. They’re super easy (even in the winter) and, trust me, there’s nothing like eating a salad of freshly harvested greens still warm from the sun. Then you can avoid messing around with storage altogether! Take a few moments to select just the mature outer leaves to harvest instead of cutting out an entire head. Leave the crown intact, and it’ll grow back indefinitely.
You can also extend the life of certain grocery store veggies by regrowing them from their bases. Romaine lettuce, celery, green onions, leeks, lemongrass and fennel can be magically regrown from their roots in a glass of water.
More information how to keep produce fresh longer check out this article
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As school begins for most students over the next few weeks, I am reminding myself of those common errors many students make on their homework. So here are a few, not in any particular order. They all make me twitch madly.
Lead/led. Did you know that “led” is the past tense of the verb “lead”? Neither do many of your fellow students. Some of them might include the following phrase in their homework: “He felt lead to talk to the judge.” Well, I get stumped. He felt lead? Does it mean he felt like lead, thus making it hard to walk? Or perhaps he reached out and rubbed some lead, which then inspired him to go talk to a judge (who probably should have tossed him out of court for going around feeling lead).
Him/her, he/she. I know many college professors will contradict what I say here. When referring to a generic person in their writing, students may feel led (!) to say “him/her” instead of just “him.” This caves in to that politically correct rubbish that wants to give equal treatment to men and women in all forms of communication. First, please remember that as a woman, NOT politically correct, I will never take offense at someone who uses “he” instead of “he/she.” Second, remember that the generic person about whom we write is a human, part of the human race, and “he” used in place of “he/she” suffices to cover all of humanity. So does “she,” if you must. I do, however, warn my students that when they get to university, they will have to follow the directions of their (usually politically correct) professors. But when writing for me, use one pronoun: either he or she, but not both.
Very, really. Boring, unspecific writing can cause even the most dedicated reader’s mind to wander. Don’t just tell me that the man was very mad or really mad. Tell me HOW mad; tell me how that looked or sounded. In very cold weather, tell me how cold. What does that feel like, look like? If you really, really want to communicate degree of pain or cold or desire, then leave off the very and the really and use more descriptive words. Really.
Be-verbs–also known as the joy-killer. Once told that they cannot use more than one be-verb per paragraph, they begin longing for it, begging for it, using it more often, losing major points for it. Be-verbs (am, is, was, were, are, be, been, sometimes being) are more passive than others. Can you figure out a way to say it without using those be-verbs? “He was running for President” could change to simply “He ran for President.” Easy!
I had a student once who had the formula figured out. He would replace every be-verb with maintain, exist as, subsist as, and a few others. Trouble was, those verbs then became his crutch, and he overused them. The poor guy was banned from using those replacement verbs for the duration of the school year, on top of only one be-verb per paragraph. He thought he might die, but he graduated and even went on to do well in college. He became an engineer, figuring out formulas for doing things easily and well. And people can understand his writing, too.
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Exogenously added phytase in feed has already been in practice for more than 25 years. It is used to liberate phosphorus (P), bound to phytate present in raw materials, lowering the feed cost by reducing the amount of added inorganic P. At the same time, environmental sustainability is improved, as P excretion to the environment is reduced.
Causes of P deficiency
There are two major reasons for P deficiency when using a phytase in feed: low heat stability of the phytase and an overestimation of its P matrix values. In the first case, this leads to lower than expected phytase levels in the final feed, reducing the P release from phytate. In the case of overestimating the P matrix values, too much inorganic P is removed from the feed, which is not compensated by sufficient P release from phytate. Both reasons will result in a P deficient diet, causing skeletal problems and reduced animal performance.
A heat stable phytase
To avoid the breakdown of the added phytase during pelleting, it is required that the phytase demonstrates a high thermostability until at least 85oC. An overview of the average recovery of a novel intrinsically heat stable phytase (OptiPhos Plus), determined in over 10 pelleting studies conducted in the EU and in the USA, is shown in Figure 1.
As the universal definition of stability stipulates that "stability is achieved when recovery of the active substance is above 80% of the original value", it can be seen that OptiPhos Plus can claim an intrinsic heat stability at 85oC when applied in the granular form (G). When a coated version (CT) is used, a stability up to 90oC, and even 95oC with acceptable losses of activity is observed.
Requiring reliable P matrix values
P matrix values provide information to a nutritionist about how much inorganic P can be replaced by the incorporation of the phytase into the feed. To provide reliable matrix values, multiple trials need to be conducted. With OptiPhos Plus, 12 trials based on digestibility and bone ash responses have already been carried out to determine the average available P (aP) improvement for different inclusion levels (Figure 2).
In this graph, the average of the six trials giving the highest aP response is also indicated. The response at 1,000 FTU/kg, for example, provides an aP matrix value of 1.76 g aP/kg of feed when considering all trials, but 1.96 g aP/kg of feed when considering the six trials giving the highest aP response. This difference might trigger phytase suppliers to use only the best trials for establishing the P matrix values. However, this increases the risk for a nutritionist that P deficiency issues might occur, leading to lower animal performance. Therefore, it is better to rely on average P matrix values of all conducted trials, and to not just rely on the best ones.
Huvepharma received EU authorization for the use of OptiPhos Plus in all pig and poultry species on December 17th 2020 at a minimum inclusion level of 250 FTU/kg. This EU registration demonstrates that OptiPhos Plus is shown to be efficient and safe for use. Launched in March 2019 outside the EU, OptiPhos Plus has already proven itself in the field. With this EU approval, the EU market can now also be served, and the further worldwide rollout will be continued in 2021.
Excellent recovery of phytase in pelleted feed needs to be guaranteed combined with reliable and safe P matrix values originating from multiple trials, in order to avoid any risk of P deficiency at farm level.
For more information about OptiPhos Plus, click here.
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In Hamlet’s most famous soliloquy — the one that stars with “To be or not to be…” — the overthinking prince lists a number of problems that make life hard to bear. Most of these are things to which we can relate quite easily: oppression, love that is not returned, the wheels of justice turning too slowly, and people being rude to you.
Most people, though, would read the speech and get to the phrase ‘the proud man’s contumely’ and be completely stumped. It’s not a word one comes across terribly often. In all honesty, it’s probably only literature scholars and high school students studying ‘Hamlet’ that are likely to come across the word, and only one of those groups are likely to know right away what it means.
Contumely is a very old word that means disrespectful, offensive or abusive speech or behaviour.
Contumely is interesting in that most English words that end in -ly are adverbs, which describe verbs, but this is a noun. It doesn’t follow the grammatical pattern of English because it is not originally an English word.
It came into English in the late 14th century from the Old French word contumelie,. That came from the Latin word contumelia, which meant’ reproach’ or insult’, and is related to ‘contumax’ with means ‘haughty’ or ‘insolent’.
These days, we’re far more likely to use terms like ‘insolence’, ‘disrespect’ ‘scorn’ or ‘abuse’ instead.
Still, it could be fun to respond to someone’s arrogance with ‘I do not have to tolerate your contumely’. Hopefully, it would leave them as perplexed as those high school students reading Hamlet’s soliloquy for the first time.
It could also be useful to know that someone behaving with contumely would be described as contumelious.
This word evolved in the 15th century, so it follows the common pattern of the noun form being used first and the adjective coming afterwards. Mr Darcy’s haughty dismissal of Elizabeth Bennet at their first meeting, a lawyer strutting and posturing in the courtroom, or one’s mother-in-law’s disdain for their general existence could all be described as contumelious.
The Proud Man’s Contumely.Tweet
#words #Shakespeare #language
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Based on the constructivist Jean Piaget's theories on how children develop logico-mathematical thinking, this text describes and develops a programme for teaching arithmetic to young primary school children. The authors provide a theoretical foundation and an explanation of goals and objectives.
Young Children Reinvent Arithmetic
Teachers College Press, Teachers College, Columbia University
Implications of Piaget's Theory
Early Childhood Education (Teacher's College Pr)
Education & Reference
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The word sustainable gets bandied about a lot. But some things that are considered sustainable can be done in an unsustainable way, and vice versa.
Take wood. We often talk about the sustainability of wood over steel. But if one were to reuse steel from a local recycler instead of import exotic woods from a rainforest in Brazil, well that’s an entirely different thing.
The part of the equation that we need to bring in here is known as “embodied energy”. The dictionary definition is “the energy that was used in the work of making a product. Embodied energy attempts to measure the total of all the energy necessary for an entire product”. And might I add, “throughout it’s entire life cycle”.
Yes this does change everything. So when considering a product we don’t only consider how long we will be able to use it but how far was it transported, how much mining was involved, how many different parts are there and where did they come from. In a global economy transport is key. And all these steps take energy.
Take your lowly pencil. It’s pretty simple right? Wood, graphite, paint, eraser, metal thingy to hold the eraser. But look closer and consider how it was made and that all of those parts could not possibly have come from one factory. The rubber is from some far away forest, the graphite was mined, the metal thingy was also processed somewhere before it even went to a factory. And from that factory moved to still another factory where it was assembled. And then shipped to a very very large warehouse where it sat for several weeks or months when it was finally shipped to your local Dollarama.
So the embodied energy in that simple pencil is fairly large given what it does and the cost. Now think about your average cell phone. Or car. Or house. And the equation for embodied energy becomes very very complex. And comparing two things also becomes a rather convoluted process. But it is important because as we make decisions about the products we use while walking on this planet it becomes more and more important to consider using things that are made locally, created with our own two hands if we can and avoid reliance on complex energy intensive items. Because given the state of the planet, Gaia is in stress (in case you’ve been asleep) and we need to seriously rethink how we walk on this planet.
I gotta be honest I haven’t attended the Home & Garden show religiously. In fact the last one I went to was no less than 3 years ago. It’s not that I purposely avoid going to check out the newest trends and the latest technologies in building. I prefer to save the admission fee, the cost of parking and the crowds while using google and youtube for my education. But this time was different. I had a mission.
So I wandered past the landscapers, the roofing companies, the kitchen renovators and made a beeline for the most interesting (to me) exhibit. I wanted to check out Lethbridge’s latest in tiny house building, Teacup Tiny Homes.
While I know this is not Lethbridge’s first tiny house per se, it is probably the first one that is available for sale to a commercial market that is heretofore untested. I know a friend who built one independently on a 20’ trailer complete with tiny wood stove, highly insulated 2x6 walls and very much geared to off-grid living. She still owns it and like many tiny homes that are being built today in the US and Canada, has to deal with finding a safe (and legal) place to park it.
I spoke with the owner of Teacup Tiny Homes, Jenny. Her views are optimistic and her vision is clear - establish a tiny house community in Lethbridge and meet a growing need for what people really really want. The means by which she is doing this are by working the system - amend the existing rules and bylaws.
Those rules are many and varied - from zoning regulations to city bylaws to architectural controls to building codes to infrastructure. To be fair, there are presently no Lethbridge bylaws that state a minimum for house size, so that’s one less hurdle. It’s also good to know that most people are fundamentally in favour of these changes but to sit down and enact them will take time.
Still, examples are popping up. In Alberta the town council in Big Valley is creating a whole subdivision especially for “tiny homes”. Now of course, one needs to define the term, tiny house. Anyone who has looked deeply into this will see there are still some misunderstandings as to what constitutes a tiny house, a micro house or even a mini house. Like any movement in its early stages coming to terms with defining what’s what can take some time. Big Valley is defining a tiny house as being under 700 sq ft. Here’s one story about the Big Valley development
So at the core of it all, this movement towards smaller, easier to manage and more sustainable is part of a larger picture that is being drawn by visionaries and freedom lovers everywhere. And it won’t be stopped any time soon as people seek to downsize, free themselves from mortgage payments and have more freedom. And that’s a good thing.
Last week I facilitated a meeting in a tiny hamlet 75 kms from here (Lethbridge). It was with regards to creating two “event days” in the community that would give residents a chance to trade items, sell crafts, listen to some music and eat locally prepared food. I started the meeting by asking each attendee what their number one reason was for being there. No less than 75% responded with a similar answer; to meet people, to be part of a gathering, to join with others in the village, etc…
In all the years I’ve attended and lead meetings of various groups I have consistently come across this. The theme of just “doing things together” is the biggest draw for most of us. And it’s no surprise that as more members of our society experience isolation from each other, the more this need comes to the foreground.
I think we can agree that people are social animals. We’ve gathered in tribes, clans and villages forever. The importance of community is intrinsically tied to our survival instincts. The desire to connect and the pleasure of simply working side-by-side can be seen all around us in many ways. Check any local event in which volunteers are asked to step forward. When those people come up to do the work needed there is little fuss about how important their respective tasks are, no quibbling over how much harder one works than another, no concern about hours spent to do the task at hand. What is of utmost importance is the chance to work with others in a situation that is “more like fun, less like work.”
And now the scientific evidence is mounting in favour of this idea. We are discovering that our brains are hard-wired for social engagement. From a baby’s earliest recognition of smiling faces to the neurological chemistry when witnessing someone experiencing stage fright to the amount of chemicals in our brains secreted when doing work that is cooperative rather than competitive. This research even moves into the animal kingdom and how cooperation is a superior model of survival. Check this fascinating vid: https://www.youtube.com/watch?v=aYOPcHRO3tc (The video goes far beyond the theme of this blog after the 5 minute mark. It goes on to provide a wonderful alternate view to competition as we know it.)
Today we see that “creative competition” has resulted in huge swathes of humanity being left behind. Sadly, most residents on this planet are locked out from receiving the benefits of the collective efforts of humankind. This is about to change.
In the next few years we will witness the movement away from top down hierarchical systems that have been responsible for this iniquity. On a more direct and local level we will see changes in land use, building technologies and work environments to create a world that is attendant to our individual needs and is more focused on solutions than on regulations. Truly these are interesting times.
I’m going beyond the GeoStudio today. I’d like to address the 2nd most important element in creating a truly off-grid house. Not only due to an interest in tiny houses (a growing phenomenon in the US and Canada), but because it is front and centre for this company’s plan to upgrade the GeoStudio to the status of tiny house in the next 12 months.
To paraphrase a saying, “He who controls hot water controls the world”. In simpler terms, generating hot water allows for not only personal hygiene but is potentially an ingredient to heat one's home, to generate electricity and to help prepare food. So you can see it is fundamental to making a space liveable. And if you can control its creation without fossil fuels you can therefore create all of these options.
Some examples of fossil free hot water generation technology are solar tube collectors, a large magnifying glass and a parabolic reflector - there are others but this sample tells us solar truly is coming of age.
The large magnifying glass idea can be created with a large transparent plastic sheet suspended on a rack of 4x4’s, in which the water acts as a ‘magnifying glass’. Check out this very cool idea: https://www.youtube.com/watch?v=eeSyHgO5fmQ
There are solar tube collectors now on the market that are being refined. And they needn’t look too large or awkward and would make addition to any tiny living space.
My favourite however is the parabolic reflector. This is an umbrella shaped device that you invert and point to the sun, like a satellite dish. Only it has a mirror-like surface that will reflect the sun's rays to a centre focal point. (On a satellite dish this is the piece that sticks out and concentrates the signal.) At this focal point the heat is intense enough to boil water - under sunny skies of course. The Lethbridge Sustainable Living Association has used such a device in solar cooking demonstrations. It is very effective, you can put a pot of water suspended on a grill at the exact focal point and boil water in minutes. My plan is to use one of these to run some metal pipe up into that focal point and back down into a tank or boiler system in order to store hot water. After that the water can used domestically to help heat one's space on the coldest days of the year.
So at this point I’m soliciting my readers. I’m looking for someone with solid plumbing knowledge to create such a system. This would bring us all one step closer to being able to create an off grid tiny house. And off grid living I believe, is the “Rosetta stone” of small footprint sustainable living.
So if you know a plumber or engineer or just all around “inventor guy” who would be interested in participating in this challenge - please message me!
Gilles Leclair is the founder of GeoStudios. Somewhat eccentric, fairly environmentalist, politically aware, he believes the world should have more off-grid communities... many more.
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Gongylonema ingluvicola is a type of nematode (roundworm) that, as adults, are slender-shaped, yellow, brown to red in color, between 6-14cm (2.4-5.5in) in length. Once they embed themselves into the wall of the esophagus they resemble a zigzag like shape.
G. ingluvicola is an internal parasite of chickens. It invades the crop, esophagus and/or proventriculus of the chicken and feeds on the tissues and fluids of the organs.
Life cycle: G. ingluvicola have an indirect life cycle and use beetles and cockroaches as intermediate hosts, which can also serve as transport hosts of the parasite to chickens, if they are ingested.
- Lance Wheeler. Gongylonema sp. The Monster Hunter's Guide to Veterinary Parasitology (2019)
- Saif, Y. M Diseases of poultry. John Wiley & Sons (2009)
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"Lec 11 - Personal identity, Part II: The body theory and the personality theory" Death (PHIL 176) Two more views regarding the metaphysical key to personal identity are discussed: the body view and the personality view. According to the body view, an individual is identified in terms of his or her physical body. According to the personality view, an individual is identified by his or her unique set of beliefs, desires, memories, goals, and so on. 00:00 - Chapter 1. Review of Soul Theory 03:07 - Chapter 2. The Body Theory of Personal Identity 25:47 - Chapter 3. Equating the Brain with the Identity -- Implications of the Body Theory 32:35 - Chapter 4. Physicalists: Personality as the Key to Personal Identity 46:39 - Chapter 5. Soul, Body, and Personality -- Is There a Correct View? Assessment by Torture Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses This course was recorded in Spring 2007.
Video is embedded from external source so download is not available.
No content is added to this lecture.
This video is a part of a lecture series from of Yale
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Late in November Charles Khumalo organised a PACE Quiz competition for children from schools in the Mola area, Kariba, in northern Zimbabwe. Charles is a head game scout, a local man, and passionate about helping his communities to develop, while living peacefully alongside the wildlife around them. He was introduced to PACE in 2017 and quickly appreciated the potential of it’s problem-solving approach. He has started running interschool quizzes to encourage children and their teachers to learn about and find solutions to the environmental challenges they are facing.
Five primary schools participated in his first round quiz: Mola, Mangwara, Ume crocodile farm, Kalundu and Chalala. Grades 5-7 (11-13 year olds) were involved, teams of three students from each school. They covered three topics, selected as the most relevant to communities in the area – Living with Wildlife, Soils and Forests, winning points for each correct answer. They all enjoyed themselves, with eager competition between teams.
Mola were the winners, and their prize, was for the children and three accompanying teachers, to visit the local safari camp. They were hosted for a day and a night.
They went on wildlife drives and guided walks, had picnics and even visited an ancestral cave. They saw impala, waterbuck, hippopotamus, crocodiles and lots of bird species. A most valuable aspect of the visit was giving the children and teachers an opportunity to gain a new understanding of some of the locally feared wildlife, to realise that they can appreciate and respect their wildlife heritage in a less fearful and confrontational manner than they are normally used to. They all enjoyed themselves immensely, including learning from the guides about the importance of the natural forest and need to protect it. It is wonderful to see people coming to appreciate and enjoy their natural heritage, and excited about the process. There is no doubt that the next round of quizzes will be even more competitive. Thanks to Charles, and Palloma, for creative and impactful use of PACE materials.
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Sabbath Day Thoughts — “Envy” Genesis 4:1-12
This is the second message in a Lenten series on the Seven Deadly Sins.
Aristotle described envy as the pain we experience when we learn of the good fortune of others. We see the ability, resources, or excellence of our neighbor, and we want that for ourselves. Thirteenth century scholastic theologian Thomas Aquinas characterized envy as an active, escalating resentment. Seeing our neighbor’s good fortune, we first seek to lower their reputation, perhaps through tale telling or criticism. Next, we feel joy at the other’s misfortune, or we feel grief at our neighbor’s continuing prosperity. Finally, over-focused on their success or well-being, we feel hatred. Augustine taught that envy is a truly diabolical sin because it seeks to minimize, end, or destroy what is good in our neighbor, and we, consequently, rob our community and world of that God-given goodness. Last week, I shared that C.S. Lewis characterized pride as the anti-God sin. Well, envy is the anti-neighbor sin. Envy stands in bitter opposition to that second half of Jesus’ Great Commandment, “You shall love your neighbor as yourself.”
The root of envy is the Latin word invidia, which means unseeing or blind. When we are envious, we don’t see things as they truly are. We waste our time in over-focusing on the lives of others, and we fail to see and pursue our own unique God-given gifts and purpose. The Medieval poet and philosopher Dante Alighieri depicted the sin of envy in his Divine Comedy. The envious are second only to the prideful in their fall from grace. In Hell, they plod eternally under grey cloaks made of lead. In an act of poetic justice, their eyes are sewn eternally shut with metal wire, unable to see their neighbor or themselves.
That most essential biblical paradigm of envy is the story of Cain and Abel (Genesis 4). Cain, the farmer, brings a portion of his harvest as an offering to the Lord. Abel, the herdsman, presents to God the best of his flock—the firstborn with the choicest and fattiest portions. Abel gave God the best while Cain did what was adequate. Instead of learning that God deserves our first-fruits, Cain was filled with envy at his brother’s acceptance. Even after God cautioned Cain about the destructive power of envy, Cain met his brother in the field and murdered him. The world was robbed of Abel’s gifts and Cain was cut off from his family and even the land.
In the New Testament, Matthew’s gospel tells us that the Chief Priests and elders of the Temple handed Jesus over to Pilate for execution out of envy (Matt. 25:18-20). Then, they ensured that Pilate could not extend mercy by persuading the crowd to call for the release Barabbas instead of Jesus. Influence and money changed hands to ensure Jesus’ death. Envious of Jesus’ wisdom, gifts, and God-given authority, those Temple-insiders conspired to discredit him and rob him of his life.
We know envy when we see it. The legendary voting rights activist Fannie Lou Hamer described the experience of her family. They lived as sharecroppers on the plantation where they had once been enslaved. Thanks to the hard work of her father and mother and their twenty children, the family prospered. Her father was able to save enough to buy a team of mules to work more land. Their dreams crumbled when an envious white sharecropper poisoned the mules.
Envy is manifest in the realm of athletics. On January 6, 1994, U.S. Figure Skating Champion Nancy Kerrigan was brutally attacked as she prepared to defend her national title. Badly bruised, Kerrigan withdrew from the competition, and her rival Tonya Harding took the title. An FBI investigation ultimately determined that the attack on Kerrigan was prompted by envy. Harding with her husband and bodyguard conspired to take Kerrigan out of the competition and ensure Harding’s own bid for the Olympics.
Social theorists say that we live in an Age of Envy, which is fueled by social media, like Facebook, Twitter, Instagram, and Snapchat. Professor Ethan Kross of the University of Michigan says that envy is at an extreme today because we are constantly bombarded by photo-shopped lives. Barraged by images of the achievement and joy of others—the spectacular vacations, the joyful families, the workplace accomplishments—we feel envy. We resent others, and we feel bad about ourselves.
Envy manifests in our lives when we gossip. We defame the character of our imagined rival and undermine their standing in the community. We criticize and belittle their accomplishments. We refuse to acknowledge their gifts and abilities. We undermine their efforts to get ahead. We attack their expertise and sabotage their work. When I was an undergrad at Colgate, a top student in the pre-med program was caught spitting in the test tubes of his rivals to ruin their research. Our envious actions don’t make us feel any better. Instead, we are left dissatisfied with who we are and what we have, resentful about our lot in life, and unhappy with the world as we know it.
The remedy for envy is found in the virtues of gratitude and kindness. Gratitude is the feeling of appreciation for what we have been given and thankfulness for the generosity of others. Martin Luther taught that gratitude is “the basic Christian attitude” because God is the selfless giver of all good things, and we are all immeasurably blessed. Gratitude doesn’t forget or ignore the negative aspects of our lives, but it sees the good even amid the hardship. The 18th century prophet of the Great Awakening Jonathan Edwards believed that our gratitude is the clearest measure of our spiritual health, because gratitude reveals our awareness of the presence and goodness of God in our every day. Gratitude is the enemy of envy because we see and savor the goodness of God in our own lives, and we acknowledge that God is at work in others in ways that bless them and bless the world around them. Gratitude restores our right relationship with God—we become like that Samaritan Leper, who returned to give thanks to Jesus, falling down at his feet and praising the Lord (Luke 17:11-19).
Professor Robert Emmons of University of California Davis has been the preeminent scholar of gratitude for more than twenty years. His research has found that when we cultivate gratitude, it is good for us and others. People who keep a weekly gratitude journal by recording the ways they have been blessed feel better about their lives and are more optimistic. Folks who maintain a gratitude list—a master list of their blessings—were more likely to make progress toward important goals in school, work, relationships, and health. A daily time of focusing on gratitude increases our alertness, enthusiasm, determination, attentiveness, and energy. The daily discipline of gratitude also makes us more likely to help others and offer our support.
That leads us to our second weapon in battling the sin of envy: kindness. Aristotle described kindness as helpfulness toward someone in need, not in return for anything, but to simply benefit the person whom we are helping. Kindness is the exercise of charity, compassion, friendship, and sympathy simply for its own sake. Studies at Yale University have suggested that kindness is inherent in human beings. Babies have the impulse to be kind, and we can all testify to the natural sympathy of children, to their innate desire to show concern for a peer who is in distress. Mark Twain reminds us that kindness is active. He said, “Kindness is a language which the deaf can hear and the blind can see,” because we are out there doing it. One of the amazing dimensions of kindness is that in practicing it we often find that we are blessed. My seminary professors called this mission-in-reverse. Even as we reach out to help someone else, we find that our interaction touches our heart, expands our understanding, or makes a new friend. We often get so much more out of our kind impulses than we put in.
The biblical paradigm of kindness is, of course, The Good Samaritan (Luke 10). The Samaritan rises above prejudice to come to the aid of his wounded, vulnerable Jewish neighbor when no one else will. He cleans wounds, takes the man to shelter, and pays his way, all out of kindness. According to Jesus, kindness like this is what truly makes us neighbors. Gratitude and kindness are the antithesis of envy because they make us mindful of God’s incredible goodness to us and turn us to our neighbors with open hearts and willing hands. Thanks be to God.
I suspect that as we go forth into the Lenten season, we will experience envy. We’ll be scrolling through our Facebook feed and feel envy’s gut-punch as we read of our neighbor’s epic vacation. We’ll wear a forced smile when our friend tells us they are putting in a new kitchen. Our neighbor will retire early, and we’ll resent their leisure. Envy will rear its ugly head. But we can get the better of it. Count your blessings. Give thanks to the one who fills our lives with goodness beyond measure. Pay it forward. Reach out to the world with kindness. The world will be blessed—and so will we. Amen.
Becky Little. “How the 7 Deadly Sins Began as the ‘8 Evil Thoughts’” in History, March 29, 2021. Accessed online at history.com.
WJS Martin. “The Seven Deadly Sins: Envy” in Anglican Way Magazine, Feb. 14, 2016. Accessed online at anglicanway.org.
Charles Pope. “The Seven Deadly Sins: Envy” in Community in Mission, April 5, 2019. Accessed online at blog.adw.org.
Moya Sarner. “The Age of Envy” in The Guardian, October 9, 2018. Accessed online at theguardian.com.
Walter Brueggemann. Genesis. Atlanta: John Knox Press, 1982.
Robert A. Emmons. “Highlights from the Research Project on Gratitude and Thankfulness” in Dimensions and Perspectives of Gratitude. Los Angeles: UC Davis, 2010.
1 Now Adam knew his wife Eve, and she conceived and bore Cain, saying, “I have produced a man with the help of the Lord.” 2 Next she bore his brother Abel. Now Abel was a keeper of sheep, and Cain a tiller of the ground. 3 In the course of time Cain brought to the Lord an offering of the fruit of the ground, 4 and Abel for his part brought of the firstlings of his flock, their fat portions. And the Lord had regard for Abel and his offering, 5 but for Cain and his offering he had no regard. So Cain was very angry, and his countenance fell. 6 The Lord said to Cain, “Why are you angry, and why has your countenance fallen? 7 If you do well, will you not be accepted? And if you do not do well, sin is lurking at the door; its desire is for you, but you must master it.”
8 Cain said to his brother Abel, “Let us go out to the field.” And when they were in the field, Cain rose up against his brother Abel, and killed him. 9 Then the Lord said to Cain, “Where is your brother Abel?” He said, “I do not know; am I my brother’s keeper?” 10 And the Lord said, “What have you done? Listen; your brother’s blood is crying out to me from the ground! 11 And now you are cursed from the ground, which has opened its mouth to receive your brother’s blood from your hand. 12 When you till the ground, it will no longer yield to you its strength; you will be a fugitive and a wanderer on the earth.”
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An expert witness explains complex issues to judges and juries.
Stillwater, Ok May, 1 (The Oklahoma Post) –
Expert witnesses help courts understand the complexities of domestic abuse, including why victim-survivors and offenders do what they do.
Expert witnesses can testify based on their general knowledge of the subject and/or on the specifics of a given case.
Testimony of someone trained in psychology is vital to domestic abuse cases.
The R. Kelly case of alleged sexual exploitation, violence, and coercive control raises complex questions for most of us—as well as the judge and jury. People may wonder how R. Kelly managed to persuade his alleged victims to stay in his home, in some cases for years. Both sides are likely to bring in expert witnesses. Let’s look at what expert witnesses do in cases of domestic abuse and coercive control.
Expert witnesses educate judges and juries in both criminal and civil courts. They base their opinions on scientific, technical, or specialized knowledge. Expert witnesses can help the courts understand that domestic abuse is not caused by anger, jealousy, mental illness, substance abuse, or by the victim’s actions.
Expert witnesses also help the courts understand what victim-survivors do to survive. This protects victims from being pathologized or blamed for the consequences of the abuse.
The judge reviews the expert’s credentials and agrees to admit their testimony before allowing them to speak. The lawyer who engaged the expert questions them first; then the lawyer from the other side cross-examines the expert.
Expert witnesses testify in two different ways:
General Expertise: This is when an expert knows little to nothing about the specific case and testifies about domestic abuse in general. The lawyers can still ask hypothetical or “what if” questions that demonstrate how the information might pertain to a specific case.
Case-Specific: Here, expert witnesses write reports and often testify to the facts specific to a case. They review associated materials which might include police or medical reports, psychological evaluations, guardian ad litem reports, court documents, and relevant photographs or records of texts. The expert may also conduct a domestic violence/coercive control interview and assessment with the alleged victim.
General Expertise Testimony
Expert witnesses are likely to teach the court about:
Research on coercive control and domestic violence
Definitions of the issue and explanations as to why it occurs
Explanations as to why a victim might recant, lie, comply with, defend, or stay with the abuser
The characteristics, beliefs, tactics, motivations, and behaviors of offenders
The consequences victims face when they try to protect themselves or their children
The impact of trauma on adult and child victims and witnesses
Changes in abuse frequency and severity over time
Additionally, if the expert is familiar with the case, the expert could discuss:
The “natural history” of the couple from the time they met until the present day
Ways the survivor tried to moderate the abuse for self-protection or to protect others
The psychological, medical, and financial impact of the abuse on the victim-survivor
The impact of the abuse on children or other family members
The findings of a domestic violence/coercive control assessment the expert completed with the victim/survivor
Recommendations for custody/visitation
The validity of previous assessments and evaluations by other professionals
Here are some examples of civil cases where an expert witness may prove key:
Pre- or post-nuptial agreements or other contracts: An expert witness can evaluate whether a pre- or post-nuptial agreement or other contract was coerced, and therefore should be set aside.
Immigration: Often, a domestic abuse victim’s immigration status is tied to her spouse or sponsor. Or, an asylum seeker seeks relief from deportation because she faces domestic homicide or severe violence in her home country.
Benefits: During divorce proceedings, a domestic abuse survivor may have been too afraid to raise the issue of abuse or demand her rightful half of the abuser’s assets or retirement pay. A domestic violence expert may be able to help a survivor recover these benefits, even after a great deal of time has passed.
Divorce: An expert witness can help the court understand the need to protect victim-survivors from divorce or custody agreements that would put them at risk or enable further abusive control.
Custody/visitation: In family court, an expert can describe the evidence of domestic abuse and explain the victim’s survival behaviors. Where relevant, the expert can offer an opinion of any potential danger to the children if the abuser is granted custody or unsupervised visitation. The expert can counter claims of “parental alienation syndrome” which abusers’ attorneys sometimes use to wrest custody from a protective parent
Vexatious litigation or litigation abuse: The expert can educate the court about the ways an abuser may file frequent court petitions to control, harass, or impoverish the victim.
Here are some examples of criminal cases where an expert witness may prove key:
Felonies: Domestic abuse experts educate the courts in cases involving stalking, assault, murder, attempted murder, sexual assault, and other felonies. They may be especially important where abusers try to defend themselves by saying the sexual activities were consensual, or that the violence resulted from a fight rather than abuse, or that the victims had freely given away their assets.
Mitigating circumstances: Experts teach the courts about the pressures on domestic abuse victims in cases where the abuse victim assaulted or killed the abuser, or where the abuser pushed the victim into committing another crime.
Child abuse or neglect: Sometimes a domestic abuse victim faces charges related to the injury or death of a child. The expert witness can provide important contextual information.
Whenever the courts need to understand domestic abuse, an expert can provide testimony, including in grand jury hearings, plea negotiations, trials, sentencing, and clemency or parole hearings.
When I testify as an expert witness, I remind whoever hires me that I am not “on” either side. I am hired to educate the courts based on my expertise.
Authored by Lisa A. Fontes
Lisa A Fontes Ph.D., Senior Lecturer in Interdisciplinary Studies, University of Massachusetts Amherst, and author of Invisible Chains: Overcoming Coercive Control in Your Intimate Relationship.
Posted with Permission from Author. Story Originally Published Posted August 25, 2021, in Psychology Today
Copyright 2022 Lisa A. Fontes Ph.D.
Copyright 2022 Non-Exclusive Reprint- The Oklahoma Post
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The Next Human Century Began on This Day
On this day in economic and financial history...
The scientific field of genetics can trace its origin to Feb. 8, 1865, the date friar Gregor Mendel first presented his Experiments on Plant Hybridizationto the scientific public. The paper outlined what has since become the commonly accepted theory of genetic inheritance, which Mendel explored through the pea plants in his monastery. Mendel's discoveries were too far ahead of his time, and it was not until the start of the 20th century that his ideas became widely accepted.
Genetics eventually led to the discovery and manipulation of DNA, which has since given way to genomics, which in our time relies on sophisticated technology to sequence and analyze the structure of an organism's entire set of hereditary information. Genomics is an exciting field, with plummeting sequencing costs suggesting that routine use will soon be possible. Illumina and Life Technologies are presently seen as industry leaders, but the rapid pace of technological progress in genome sequencing may not allow them to hold that position for long. Both have been the target of buyout interest recently, and the deep pockets of a major biotech company might accelerate the progress of sequencing advances to the point where you'll have your genome sequenced at the doctor's office with every physical before the decade is out.
New kid on the stock market
For many years, the New York Stock Exchange was the only real game in town for serious investors. On Feb. 8, 1971, that finally changed when the National Association of Securities Dealers Automated Quotation, or Nasdaq went live for the first time, offering quotes on 2,500 over-the-counter securities. Its electronic trading system has since become the standard, greatly easing and enhancing the flow of shares around the investing world. Nasdaq became the first exchange to facilitate online trading, and it also formed the first intercontinental link of securities markets with the London Stock Exchange in 1992. Allowing online trades gives Nasdaq a legitimate right to call itself "the stock market for the next hundred years."
The Nasdaq's life began with its signature Nasdaq Composite index in action. Over the years, this index has become known as the tech-heavy alternative to the more conservative Dow Jones Industrial Average , particularly during and after the dot-com bubble.
The Nasdaq began at 100 points on that Feb. 8, and the Dow was at 882 points. From then until the day before 1987's Black Monday, the Nasdaq grew 300% -- twice the rate of the Dow. From the day of the crash to the peak of the Nasdaq in March 2000, the Nasdaq index gained 1,300%, well more than double the Dow's 470% gain. Despite the huge decline that followed its dot-com peak, the Nasdaq remains firmly in the lead of this race. From the Nasdaq's opening to its 40-year anniversary in 2007, the index grew 2,700% to the Dow's 1,300%. Maybe investing in the future is a better option than playing it safe, after all.
The dawn of the modern airline
The first modern passenger airliner took off on its maiden flight on Feb. 8, 1933. That was the day Boeing set passenger airline service on the path to ubiquity. The Smithsonian's National Air and Space Museum (where you can glimpse the first D-model 247 Boeing ever built) states that this airliner revolutionized air transportation when it entered service. At a top speed of 200 miles per hour, the 247 was 50% faster than its competitors. Its basic design -- all-metal body, an engine on each wing, retractable landing gear, and autopilot -- is still familiar to modern jet airliner passengers today.
The 247 was less capable than it might have been, because Boeing's early design collaboration with United Air Lines, its first customer, showed that pilots were afraid of the original concept's extreme capabilities relative to the aviation infrastructure and skill sets then in place. The pilots also objected to the use of Pratt & Whitney Hornet engines, which were not commonly used at the time and were more powerful than P&W's popular Wasp engines. The slimmed-down, power-limited 247 thus had its weight reduced from eight tons to slightly less than seven tons, which reduced the number of passengers it could carry from 14 to 10. Despite these limitations, it still far exceeded the abilities of other passenger aircraft and could make a 20-hour, seven-stop trip from New York to Los Angeles, cutting nearly eight hours off the time needed by other airliners.
Boeing didn't get to enjoy its dominance for long. Less than three years later, Douglas Aircraft launched the hugely successful DC-3, which continues to fly in parts of the world to this day. Boeing eventually got the last word when it merged with McDonnell-Douglas in 1997.
The fall of an auto pioneer
On Feb. 8, 1936, William C. Durant, the founder of General Motors, filed for bankruptcy. Like many others, he had lived large before and during the Roaring Twenties, but the Great Crash of 1929 had devastated him along with the rest of the country. Reporting nearly $1 million in debt, Durant listed his assets as worth a total of $250.
Durant was the son of a successful investor and the grandson of a railroad magnate who became mayor of Flint, Mich. Born already on third base, Durant stole home when he used family money to create a horse-drawn wagon company in 1884. His innate business acumen was superlative, and the Flint Road Cart Company, as it was called, eventually became the world's biggest wagon company. Durant leveraged this success into ownership of Buick in 1904, which was a brilliant move into an upstart industry that would have otherwise destroyed him. In 1908 he cobbled together a number of smaller auto companies to form General Motors. Three years later, he was overextended and lost control of the company. He founded Chevrolet that year, took control of it in 1914, and a year later had engineered a buyout that brought him back to GM with enough of a stake to regain his leadership of the company.
By 1920, Durant was ousted by DuPont, which had by then taken a substantial stake in the automaker. He left with a fortune of $90 million, which he lost in the 1920 crash. GM went on to become the world's largest automaker in 1931, making him perhaps the only known entrepreneur to create corporate category-leaders not only in one product, but also the product that replaced the first. He went on to found Durant Motors, which never got very far, but he later became "probably the most powerful individual force in the market," with the combined assets of his investing consortium totaling nearly $1.3 billion, according to The New York Times. He lost his grip on that massive pile of money in the Crash of 1929, which proved far worse than the crash in 1920. Durant Motors failed in 1933. After his bankruptcy, Durant spent the rest of his life managing a bowling alley.
Where do we go now?
Google Maps, one of Google's most important and widely used products, launched on Feb. 8, 2005. It went live with little fanfare, entering beta with an announcement posted to the company's official blog by product manager Bret Taylor. After six months, it was available for all users.
Originally the product of two Danish brothers that Google "acqui-hired" in 2004, Google Maps has grown to become the de facto mapping standard for millions of people around the globe. A 2012 feature in The Atlantic highlights the depth of Google's commitment to making better maps. Google's Street View cars, which help flesh out the ground-level data on Maps, have driven more than 5 million miles, and they now generate more image data every two weeks than Google had in the two years after the service launched. A team corrects and enhances everything by hand, ensuring that every frame of map data has the maximum possible utility for its users.
Google's Maps could eventually become as important for the company as its core search product, especially if those self-driving cars wind up taking the highways by storm. Its value was evident in 2012 when a furor broke out over Apple's attempt to replace Google Maps in the iPhone with its own mapping app, which drew much derision for its inaccuracies. When Google finally relaunched a downloadable Maps app, it became an instant hit, with more than 10 million downloads in its first two days in the App Store. There would have been more downloads, but a number of Apple Maps users were probably stuck in Guadalajara after trying to find their favorite Mexican restaurant.
Leave it to Pro
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The article The Next Human Century Began on This Day originally appeared on Fool.com.Fool contributor Alex Planes holds no financial position in any company mentioned here. Add him on Google+ or follow him on Twitter @TMFBiggles for more news and insights.The Motley Fool recommends Apple, General Motors, Google, Illumina, and NYSE Euronext. The Motley Fool owns shares of Apple and Google. Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy.
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In the scientific community, there is great debate between qualitative and quantitative research methods. Despite the criticism that qualitative methods are interpretive and invalid as scientific evidence, the real discrepancy lies within the types of data that each method produces. Quantitative data measures quantifiable terms, such as "how much," "how long" and "how many," while qualitative data measures the reasons behind behavior, such as the "how" and "why." While neither method is "better" than the other, there are advantages and disadvantages to both.
Qualitative research allows one to explore topics in more depth and detail than quantitative research. Also, qualitative research is often less expensive than quantitative research, because you don’t need to recruit as many participants or use extensive methods. Another pro of qualitative research is that it offers flexibility as far as locations and timing because you don’t need to interview a large number of people at once.
One major disadvantage of qualitative research is that it cannot quantify how many of your audience answer one way or another. This makes it extremely difficult to create any type of solid statistic. Another con is that you cannot generalize your findings. As opposed to quantitative surveys, qualitative research does not allow you to use your findings as a basis for a broader audience or the public in general.
One of the pros to quantitative research involves the fast speed that data can be collected. This data can also be analyzed fairly quickly. In addition, using statistically valid random samples, a survey can quickly be generalized to the entire population. Another advantage involves the planning process for programs and messages. With the reliable, repeatable information that quantitative surveys can provide, a trusted set of statistics can give confidence when making future plans. Quantitative research can also be anonymous, which is useful when dealing with sensitive topics. Another major pro of quantitative research is that it allows you to generalize your findings beyond the participant group.
One con of quantitative research is the limited ability to probe answers. Also, people who are willing to respond may share characteristics that don’t apply to the audience as a whole, creating a potential bias in the study. In addition, quantitative research experiments can be costly.
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Onion skins and greens are not the only vegetables the pioneer children used to dye eggs. They probably used beets for pink and red, blackberries or Concord grapes for purple, chestnuts for blue, dandelion flowers or crocuses for yellow, rhubarb leaves for green, and sassafras root bark for orange (available at health food stores).
Gently boil one of the above-mentioned items in a large pan of water until the water is colored, remove the item (if desired), then add vinegar to the colored water (about 1 tablespoon per 2 cups of liquid). Gently lower raw eggs into the colored water and simmer to a hard boil (10–15 minutes). After the eggs have cooled, rub a dab of cooking oil on them to make them shine.
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The population of New Zealand in 2022 is 5,124,100.
This figure comes from stats.gov.nz and is based on the 2018 census, which reported a population of 4,699,755.
New Zealand is the 123rd largest country in the world by population and the third largest in Oceania (after Australia and Papua New Guinea).
New Zealand’s North Island has a population of 3,519,800 people, and its South Island has a population of 1,076,300. Auckland is the largest city in New Zealand, with a population of 1,454,300 people.
How many people live in New Zealand today
The latest official figures show that the population of New Zealand is 5,124,100 in June 2022.
Statistics New Zealand, the government statistical office who produced this estimate, also publishes a New Zealand population clock which shows up to the minute predictions of how many people live in New Zealand.
New Zealand’s population is growing at a rate of 0.8% per annum. Or, put another way, this means that there is one birth in New Zealand every nine minutes and one death every fifteen minutes. In addition net migration (immigration minus migration) produces a new resident every six and a half minutes.
For a developed nation, New Zealand has a relatively high population growth rate. This is partly because of high levels of immigration (estimated at 60,000 per year) and partly because it has a higher birth rate than most developed countries.
Although growth is expected to slow slightly in coming years, New Zealand’s population is likely to reach 5 million by 2026.
Largest cities in New Zealand
Auckland is the largest city in New Zealand. The capital city is home to 1,454,300 people (June 2015 estimate). It is the only city in New Zealand with a population of more than one million people. Auckland’s people are younger and more ethnically diverse than the national average.
Other cities in New Zealand with a population of more than 200,000 people are Wellington (398,300), Christchurch (381,800) and Hamilton (224,000).
Auckland is the largest city on New Zealand’s North Island and Christchurch is the largest city on South Island.
|Tauranga||130,800||Bay of Plenty|
|Rotorua||56,800||Bay of Plenty|
New Zealand census
New Zealand holds a census every five years.
The most recent census was scheduled to take place in 2011, but it was postponed because of the February 2011 earthquake in Christchurch. Instead, the most recent New Zealand census was held in 2013. The next census will take place in 2018.
Much of the information in this article is derived from the 2013 census results.
Ethnic groups and immigration
There are four major ethnic groups in New Zealand – Maori, Europeans, Pacific Islanders, and Asian.
Source. Note: totals add up to more than 100% because people were able to select more than one ethnicity in the 2013 census.
The Maori were the first group to arrive in New Zealand. No one is sure of the exact date of their arrival but recent scientific evidence, including radiocarbon dating, indicates that they arrived from East Polynesia somewhere between 1250 and 1300 AD.
Europeans first ’discovered’ New Zealand in the 15th century, but it wasn’t until the 18th century that the first permanent settlers arrived. While European settlers prospered, a combination of disease and war between Europeans and Maori led to a dramatic decline in the Maori population – from around 86,000 at the time of the first European settlement to just 42,000 in 1896. Life expectancy at birth fell from over 30 years before European arrival to an estimated 25 years for Maori men and 23 for women.
In the years that followed, immigration from Europe (mainly Great Britain) and Australia saw the overall population of New Zealand increase to almost 1 million people at the end of the 19th century. Restrictions on immigration were imposed – first in the 19th century to restrict the number of immigrants arriving from China and, later, in the 1920s and 1930s to restrict immigration from anywhere but Great Britain.
New Zealand’s close ties with its Pacific Island colonies led to increasing immigration from the 1940s onwards. Although increasingly independent, many Pacific islands (for example the Cook Islands) have a constitutional relationship with New Zealand and their citizens are New Zealand citizens able to settle freely anywhere in the country. Today, around 300,000 (7.4%) of New Zealand’s population is counted as Pacific islander.
In recent years New Zealand’s immigration policy has undergone a dramatic shift and is now based on a points system. As a result, immigration from Asia has increased significantly – to the extend that 471,708 (11.8%) of New Zealanders reported in the last census that their ethnicity was Asian.
In total, more than 25% of New Zealanders reported in the 2013 census that they were born outside of New Zealand.
Christianity is the largest religion in New Zealand, although it is in decline. The percentage of Christians has fallen from 58.9% in 2001 to 47.6% in 2013.
This corresponds with a rise in the number of people who report that they have no religion – up from 29.6% in 2001 to 41.9% in 2013.
Other religious groups of significant size are Hindu (2.11%), Maori Christian (1.4%), Buddhist (1.5%) and Islam (1.2%).
|Object to answering||4.44%||6.90%|
Catholics are the largest group of Christians in New Zealand, with 12.6%, followed by Anglican (11.8%) and Presbyterian (8.5%).
English is the most common language in New Zealand – it is spoken by 96.1% of people. This is followed by Maori (3.7%), Samoan (2.2%) and Hindi (1.7%).
For many years, the use of Maori was discouraged in New Zealand and the number of speakers declined dramatically.
However, the Maori language has undergone a resurgence in recent years. In 1987, Maori was declared an official language of New Zealand and a number of Maori language TV channels are now broadcast.
Samoan is the most prominent non-official language, followed by a number of other languages spoken by immigrants to New Zealand – for example, Hindi, Mandarin Chinese, French and German.
Literacy rate and Education
New Zealand’s literacy rate (reported by UNESCO) is 99% for both men and women.
Education in New Zealand is compulsory for children aged 6-16. Most are taught in free state funded schools but there is also a number of private schools and home schooling is allowed.
New Zealand invests heavily in tertiary (university) education. There are 469,107 students in tertiary education in New Zealand (2009 data) and more than 50% of New Zealanders hold a tertiary qualification.
New Zealand spends 6.2% of GDP on education.
New Zealand’s territory is 268,021km2 (or 103,483 m2).
This gives a population density (based on the New Zealand 2016 population) of 17.2 people per km2 or 44.4 people per km2.
New Zealand is one of the least densely populated countries in the world and is roughly as densely populated as Zambia or Sudan.
Other New Zealand demographics
Latest data (2012-14) shows that life expectancy for females in New Zealand is 83.2 years. Life expectancy for males in New Zealand is slightly lower, at 79.5 years.
Non-Maori females have the highest life expectancy – at birth they can expect to live to 83.9 years. Non-Maori males can expect to live until 80.3 years.
Life expectancy for Maori in New Zealand is lower than for non-Maori, although the gap is narrowing. In 2012-14, the average life expectancy at birth is 77.1 years for a Maori female and 73.0 years for a Maori man.
Pacific Islanders also have a lower than average life expectancy, although slightly higher than the Maori life expectancy. Pacific Islander life expectancy at birth (2012-14) is 78.7 years for a female and 74.5 years for a male.
Statistics New Zealand have a handy calculator that you can use to estimate your life expectancy.
Median age in New Zealand is 38.0 years. Female median age is 38.9 years and male median age is 36.9 years.
Birth rate and death rate
New Zealand’s birth rate is 13.27 births per 1,000 people.
This compares with a lower death rate of 6.87 deaths per 1,000 people.
New Zealand’s fertility rate is 1.99 births per woman.
New Zealand population pyramid
Here is a New Zealand population pyramid (2016).
We also recommend taking a look at this interactive New Zealand population pyramid.
New Zealand population growth table
|Year||Population||% change +/-|
In parts, this work is based on/includes Statistics New Zealand’s data which are licensed by Statistics New Zealand for re-use under the Creative Commons Attribution 4.0 International licence. We would like to thank them for providing such a detailed resource. They have a comprehensive and easy to understand series of articles on their site that contain data and information about the population of New Zealand and we recommend visiting.
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Scientists Pull a Fast One:
Let's Change the Meaning
of the Word "Nutritious."
It's the Pesticides, Dorks!
A study published last week by two Stanford researchers, Crystal Smith-Spangler, MD and Margaret Brandeau, Ph.D. in the Sep. 4 issue of the Annals of Internal Medicine1 claims that organic produce is no more nutritious than conventional food.
But this sensational claim ignores a primary concern consumers have about the safety of today's industrialized food supply and what it serves up: unhealthy doses of pesticides.
The Stanford study acknowledges that organic food comes with substantially lower pesticide residues. But it claims organic food is not more nutritious because both organic and conventional produce meet EPA standards for pesticide residues most of the time. It does confirm that organic produce is less contaminated with detectable levels of pesticide.
Yet millions of Americans vote with their dollars at Whole Foods every day. The 40-year success of the organic foods industry shows that substantial segments of the public question the very concept of “safe” levels of pesticide residues below which measurable effects allegedly don’t occur.
The Chicago Tribune reports2 that the EPA has placed a chemical industry lobbyist in charge of the program that decides whether household chemicals are safe. This lobbyist has a long history of claiming that fire retardants and other chemicals added to household products are safe in concentrations hundreds of times above current standards. Practices like these feed the public’s concerns.
There’s also a substantial body of research suggesting that pesticides and the crops genetically modified to tolerate them may be affecting the public in ways that may not be reflected in current safety standards.3-6
Pesticides are often tested by exposing lab animals to relatively high doses for relatively short periods of time, compared to the exposures humans get in real life,7 in part for economic reasons.8 Pesticides are usually tested one at a time, and analysts often assume that the effects of pesticide combinations can be arrived at by addition9 instead of multiplication (aka: synergistic effects.) This practice can underestimate the effects of combinations of pesticides, the kind of complex randomized exposures humans receive from the food supply.10
UK researchers recently tested three widely used toxins in combination for their effects on human brain cells. They observed significant damage to the cells’ ability to generate energy and protect themselves from inflammation.11
The kind of inflammation observed, along with the falloff in energy production the inflammation creates,12 has been shown to have adverse effects on human moods,13-15 on childrens’ ability to learn,16 autism17,18 and appears to invite the onset of neurodegenerative diseases19,20 including dementia21,22 and Alzheimer’s Disease.23
The conventional agriculture community is aware that combining many pesticides appears to enhance their effects beyond what one would expect by simply totaling their separate actions. A growing body of evidence suggests that old models underlying the EPA’s safety standards may be flawed, and that current standards are far too relaxed if the goal is to protect the most vulnerable members of society: children.24-26
For decades the only long-term issue screened for by pesticide testing was cancer. More recently it’s been determined that endocrine disruptors, chemicals that interfere with or enhance the action of hormones, may also be a major risk.
Children are more vulnerable than adults27,28 and especially the developing fetus. Damage can occur at exposure levels encountered commonly today.29,30
By accepting EPA "safe" levels for pesticide exposure at face value and subsituting a highly-technical definition of "nutritious" for the one in common usage, Smith-Spangler and Brandeau ignore a principal reason some consumers prefer organic food and consider it more "nutritious" than conventionally-produced food.
Researchers may decide, for technical reasons, that the presence of pesticides in our food supply doesn't matter. For the rest of us ... there's plenty of hard evidence supporting the idea that organic food is more "nutritious."
1. Smith-Spangler C, Brandeau ML,. Are organic foods safer or healthier than conventional alternatives?: a systematic review. Ann Intern Med. 2012 Sep 4;157(5):348-66.
2. Hawthorne, M. Chemical firm's champion now EPA expert. Chicago Tribue Sep. 20, 2012.
3. Relevant research indexed here.
4. Verma, C., Nanda, S. A Review on Impacts of Genetically Modified Food on Human Health. The Open Nutraceuticals Journal, 2011. (4):3-11.
5. de Vendômois JS., Roullier F., A comparison of the effects of three GM corn varieties on mammalian health. Int J Biol Sci. 2009 Dec 10;5(7):706-26.
6. Vandenberg LN, Colborn T, Hormones and endocrine-disrupting chemicals: low-dose effects and nonmonotonic dose responses. Endocr Rev. 2012 Jun;33(3):378-455.
7. Alink G., Barlow S., et al. Safety and nutritional assessment of GM plants and derived food and feed: the role of animal feeding trials. Food Chem Toxicol. 2008 Mar;46 Suppl 1:S2-70.
8. Boobis AR, Ossendorp BC., Studying toxicants as single chemicals: does this strategy adequately identify neurotoxic risk? Neurotoxicology. 2005 Aug;26(4):491-510.
9. Gennings C., Carter, WH. Jr., A Unifying Concept for Assessing Toxicological Interactions: Changes in Slope. Toxicological Sciences 2005 88(2): 287-297.
10. Cory-Slechta DA. Studying toxicants as single chemicals: does this strategy adequately identify neurotoxic risk? Cory-Slechta DA. Neurotoxicology. 2005 Aug;26(4):491-510.
11. Coleman, MD., JO'Neil, JD., et al. A Preliminary Investigation into the Impact of a Pesticide Combination on Human Neuronal and Glial Cell Lines In Vitro. PLoS One. 2012; 7(8):e42768.
12. Sas K., Robotka H., Mitochondria, metabolic disturbances, oxidative stress and the kynurenine system, with focus on neurodegenerative disorders. J Neurol Sci. 2007 Jun 15;257(1-2):221-39.
13. Kodydková J, Vávrová L,Antioxidative enzymes and increased oxidative stress in depressive women. Clin Biochem. 2009 Sep;42(13-14):1368-74
14. Behr, GA., Moreira, JCF., Preclinical and Clinical Evidence of Antioxidant Effects of Antidepressant Agents: Implications for the Pathophysiology of Major Depressive Disorder. Oxid Med Cell Longev. 22012:609421.
15. Vaccarino, V., Brennan, ML., et al. Association of Major Depressive Disorder with Serum Myeloperoxidase and other Markers of Inflammation: A Twin Study. Biol Psychiatry. 2008 64(6):476–483.
16. Marks, AR>, Harley, K. Organophosphate Pesticide Exposure and Attention in Young Mexican-American Children: The CHAMACOS Study. Environ Health Perspect. 2010 118(12):1768–1774.
17. Rossignol1, DA., Frye, RE., A review of research trends in physiological abnormalities in autism spectrum disorders: immune dysregulation, inflammation, oxidative stress, mitochondrial dysfunction and environmental toxicant exposures. Mol Psychiatry. 2012 17(4):389–401.
18. Adams, JD., Audhya, t., Nutritional and metabolic status of children with autism vs. neurotypical children, and the association with autism severity. Nutr Metab (Lond). 2011 8:34.
19. Rao AV, Balachandran B. Role of oxidative stress and antioxidants in neurodegenerative diseases. Nutr Neurosci. 2002 Oct;5(5):291-309.
20. Deschamps V., Barberger-Gateau P., et al. Nutritional factors in cerebral aging and dementia: epidemiological arguments for a role of oxidative stress. Neuroepidemiology. 2001 Feb;20(1):7-15
21. Glade MJ. Oxidative stress and cognitive longevity. Nutrition. 2010 Jun;26(6):595-603.
22. Dröge W., Schipper HM., Oxidative stress and aberrant signaling in aging and cognitive decline. Aging Cell. 2007 June; 6(3): 361–370.
23. Ramesh, BN., Rao, S., et al. Neuronutrition and Alzheimer's Disease. J Alzheimers Dis. 2010 19(4):1123–1139.
24. Colborn, T. A Case for Revisiting the Safety of Pesticides: A Closer Look at Neurodevelopment. Environ Health Perspect. 2006 114(1):10–17.
25. Freire C., Lopez-Espinosa MJ., Prenatal exposure to organochlorine pesticides and TSH status in newborns from Southern Spain. Sci Total Environ. 2011 409(18):3281-7.
26. Freire C, Ramos R, Newborn TSH concentration and its association with cognitive development in healthy boys. Eur J Endocrinol. 2010 163(6):901-9.
27. Liu J, Schelar E., Pesticide exposure and child neurodevelopment: summary and implications. Workplace Health Saf. 2012 May;60(5):235-42.
28. Biello D., Bad for bugs and brains? A common pesticide may interfere with a child's brain development. Sci Am. 2012 Jul;307(1):22.
29. Rauh VA, Perera FP, et al., Brain anomalies in children exposed prenatally to a common organophosphate pesticide. Proc Natl Acad Sci U S A. 2012 May 15;109(20):7871-6.
30. Rauh V, Arunajadai S. Seven-year neurodevelopmental scores and prenatal exposure to chlorpyrifos, a common agricultural pesticide. Environ Health Perspect. 2011 Aug;119(8):1196-201.
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|Description:||North, south, east, and west are insufficient terms for referring to directions within the galaxy. Instead, the following conventions have achieved widespread acceptance when referring to direction: Toward the galactic core (toward Capital from Terra) is coreward; away from it, in the direction of the rim, is rimward. In the direction in which the galaxy is rotating (toward the Spinward Marches from Vland) is spinward, and the other direction is trailing.|
These directions are in widespread use in describing Imperial features and businesses. For example, the Spinward Marches is a sector at the extreme spinward fringe of the Imperium; Rimward Lines is an important interstellar transport company. Finally, within the Imperium, the term coreward is also used to indicate the direction of Capital, the Imperial core. There is some potential for confusion if the term is accepted out of context.
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Virginia Oldoini Verasis, countess di Castiglione, (born March 22, 1835, Florence, duchy of Tuscany [Italy]—died Nov. 28, 1899, Paris, France), Tuscan noblewoman who occupied a predominant position in the courts of both Turin and Paris and influenced Franco-Italian political relations.
Married in 1854 to Count Francesco Verasis di Castiglione, who was attached to the court of King Victor Emmanuel II of Sardinia-Piedmont (later of Italy), she possessed a charm that, along with her sharp wit, gained her an influential position in the society of Turin, which called her “la divina contessa.” The Italian prime minister Count di Cavour, understanding the political possibilities of such a captivating woman, sent her to Paris in February 1856.
The countess quickly won the heart of the French court of Napoleon III, upon whom she exercised considerable influence. She is said to have contributed to the Franco-Sardinian alliance, although her precise political impact remains obscure. Her diplomatic correspondence is believed to have been destroyed by the Italian government.
Having fallen into disfavour in 1860, for unclear reasons, she withdrew from Paris. She returned a year later but had lost much of her influence. The Parisian society she had known fell in 1870 along with the French Empire, and the countess lived in retreat in Paris until her death.
During the last four decades of her life, the countess commissioned photographic portraits of herself from photographer Pierre-Louis Pierson of the fashionable Paris studio Mayer & Pierson. The photographs were later collected in La Divine Comtesse: Photographs of the Countess de Castiglione (2000).
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What They Are & How To Prepare ThemNigerian foods are diverse and exciting. They are often unrefined natural foods, rich in dietary fibers, low GI carbohydrates and a wide range of highly nutritious and vitamin rich combination.
When people talk about foods eaten in Africa in general, and Nigeria in particular, they tend to forget that items highly sought after in Western countries like cassava, yams, plantain, palm oil, coconut and coconut oils, Nigerian brown beans, and rice do not grow in the West.
|This is Fried Ripe Plantain, the Nigerian way, also called dodo. It is a common accompaniment to a dish of rice.||This is a dish of jollof rice, served with mio mio and salad, as well as king prawn shrimps and fresh fish. Hmm.||A Plate of egusi soup and assorted meat and fresh fish. Another great Nigerian soup.|
Most of these items come in from Africa, Asia and South America, yet they make up the bulk of Nigerian and African foods. What about those tropical fruits like oranges, tangerines, mangoes, pawpaw, African bread fruit, banana, African bush mango, carrots, to name but a few, these are everyday food items that make up the Nigerian food dish.
The list of foods eaten in Nigeria is literally inexhaustible. Being the most populous country in Africa, with about 160,000,000 inhabitants (population of 160 million) and over 500 totally different ethnic groups and languages (according to Wikipedia), all reflecting different cultures, cutting across different natural geographic zones including the Sahara desert, the Green Savanna, the thick Tropical Rain Forest, with different soil tendencies and properties, it is easy to see how diverse the staple food across the vast region called Nigeria could be.
A list of common Nigerian foods that cuts across most of the above lines, covering the major ethnic groups in nigeria, including Hausa, Yoruba, Igbo, Ijaw, Urhobo, Efik, Ibibios, Itsekiris, Binis, Ishans, Idomas, and many others, include:
- Nigerian Stew
- Afang Soup
- Banga Soup or Palm Fruit Soup
- Bitter Leaf Soup
- Egusi Soup also called Melon Soup
- Edikang Ikong Soup
- Okro Soup
- Ogbono Soup
- Gbegiri Soup
- Melon Peppersoup
- Atama Soup
- Groundnut soup
- Ofe Nsala
- Ofe Onubu (Bitter leaf soup)
- Ofe Oha
- Ewedu soup
- vegetable sauce
- Owo soup
- Green leaf Sauce
- Miyan kuka
- Miyan kabewa
- Miya yakwa
- Miya taushe
- Yam porridge
- Plantain Porridge
- Potato porridge
- Beans porridge
- Asa Iwa
- Ekpang Nkokwo
- Pepper Soups fish, goat meat, chicken
- Isi ewu
- Moi Moi
- Jellof rice
- White Rice
- Fried Rice
- vegetable rice
- Pounded Yam
- Tuowo Masara
- Egun Obobo
- Fried Plantain or Dodo
- Lafun or Cassava fufu
- Cassava Fufu
- Asa Ibibot (Corn kernel Porridge)
- Akara Mboro (Banana balls)
- Akara Cake (bean fritters)
- Akamu, Ogi or Pap
- Abacha Ugba (African Salad)
The above list is not exhaustive as mentioned earlier. If you have a Nigerian food recipe item you are looking for or you want to show up here, you can submit it using the discussion box below.
Why Nigerian Foods
For Nigerians in Nigeria, it is obvious that they will continue to enjoy the delicacies of their inheritance, with it's attendant health benefits. They need to be confident that well prepared African food, be it Nigerian or Ghanaian, or Zimbabwean, is rich in nutrients and constitutes a very balanced source of carbohydrates, proteins, fat, minerals, and essential vitamins.
For the Nigerian in diaspora, and even more so for their offspring born abroad and living in the West, it is important that they do not relegate their Nigerian food dishes to the background, in favour of Western diets. This is strictly for health and nutritional reasons. Medical evidence abounds that the unrefined African food is superior in helping to maintain good health.
Below are evidence based scientific reasons why you should regularly include Nigerian food items in your menu if you can. We shall discuss a few of the African food items that make up a typical Nigerian food dish.
Plantain is a component of many Nigerian food recipe, like plantain porridge, dodo and rice, plantain fufu, epuoruo, boiled plantain and pepper soup serving, and more. This is eaten regularly across Southern, Eastern and Western Nigeria.
It has been shown to be rich in low GI carbohydrate (good for weight loss diet, and for diabetic patients) that helps in ensuring a slow release of energy over extended period of time. More recently, it has been demonstrated in many studies to be rich in soluble plant fibres that helps protects the gut against many infections, and even against Crohn's disease (Nature Reviews Gastroenterology and Hepatology Journal, 2010 - nature.com).
If you suffer with Crohns disease, try plantain in your diet for six months and see how it will help.
Cassava is almost "ominipresent" in Africa and certainly in Nigeria. From it comes a vast range of Nigerian food recipes like gari, eba, lafun, tapioca, cassava dough, cassava fufu, boiled cassava meal, starch served with banga soup, cassava chips, cassava based bread, ...
Cassava is world acclaimed to be gluten free. It is a good substitution for bread, and wheat products, in the diet of those who suffer with coeliac disease, and other related gluten "enteropathies".
It is also very rich in dietary fibre, and it is again a low GI carbohydrate. It is superior to potatoes, wheat, and rice in this regard.
Bitter leaf is simply the leaf of the plant called Vernonia amygdaline. It is proven to be very rich in phytochemicals that protects the body against various cancers and help in the treatment of liver cancer in particular. A few years ago, a UK journal carried the following heading, "A diet Rich In Phytochemicals Offers Best Anticancer Effects", showing that this often ignored Nigerian vegetable has yet untapped potentials (Journal - Oncology Times: 25 September 2005 - Volume 27 - Issue 18 - p 36-37).
Time and space will fail us if we were to list other components of Nigerian food items like Ogbono that is shown to be very good weight loss agent, as well as a good aphrodisiac (sexual enhancing agent). Palm oil, that is now recognized to offer protect from heart attacks, Nigerian honey beans, yam, cocoyam that are now finding place in many western diets.
Nigerian honey beans for example is a uniquely sweet beans, that if you taste it once, you will never touch baked beans again or any type of beans.
Where To Buy Nigerian Foods Online
Are you looking for where to buy Nigerian food online? Thankfully, you do not need to take a cheap flight off to Lagos or anywhere in Nigeria to get your food again.
You can buy common Nigerian and African foods including garri, egusi, amala, rice, yam, plantain, indomie, pounded yam, banga soup paste, gbegiri, edikaekio, owo and pepper soup ingredients, online from The African food Shop Online.
Nigerian Foods: Have Your Say
Do you have a great story, idea, or fantastic Nigerian food recipe to share with visitors to this site? Whatever are your thoughts about Nigerian food recipes and comments, have your say here? Share it!
Please feel free to comment on postings submitted by other users below.
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What is Aesthetic Education?
Aesthetic education is an approach to teaching and learning that engages students in learning about works of art through hands-on inquiry, questioning, writing, and art making. In the words of the philosopher Maxine Greene (2001), it “requires that learners must break with the taken-for-granted, what some call the ‘natural attitude,' and look through the lenses of various ways of knowing, seeing and feeling in a conscious endeavor to impose different orders upon experience.” (p. 5)
Why is this important?
When we talk about aesthetic education in schools we see the potential to develop ways of seeing and knowing that influence the ways in which all disciplines are taught. This technique teaches us to become keen observers of the world around us. Beginning with studies of works of art, we develop habits of mind that influence the way we approach all learning.
How can we expose children to a range of art forms in deep and thoughtful ways?
In these difficult economic times, arts programs are often the first casualties of school budget cuts. When students are immersed in prolonged encounters with works of art and have the opportunity to make and study art, they develop profound understandings of human culture as well as poise, skill, confidence, and the ability to express themselves that will serve them well for the rest of their lives. When schools do not include the arts in their curriculum, or when there are only isolated experiences with no meaningful study to accompany them, young people miss out on an essential part of a well-rounded education. Teachers may try to compensate for these gaps in the curriculum, but they can only do so effectively if they themselves have a background that is rich in the study of at least one, preferably multiple art forms. This is why is it so important for teachers across all disciplines to have their own experiences of being immersed in the study of art as part of their teacher education. The Bronx Arts Education Network provides ongoing support for teachers who seek to develop their practices of incorporating meaningful inquiries into the arts across the curriculum.
Preparing students for encounters with the arts
City school children grow up learning to become astute readers of their urban environment, but they sometimes express a sense of dislocation and disorientation when asked to step outside their familiar neighborhoods and experiences. This dislocation can lead to disengagement, which is why so many well-intentioned field trips and cultural experiences fail to have the impact on student learning that we might have hoped for.
Students in Lehman College’s teacher education program plan and experience trips to museums and live performances. This preparation includes hands-on workshops, background contextual information, study in leading open inquiry-based discussions including questioning techniques, and studies that examine the alignment of an aesthetic education curriculum with NY State Common Core Standards.
The impact of aesthetic education on students’ literacy
When we adopt an aesthetic education approach to learning, reading becomes not just a skill that allows us to comprehend written text, but a mode of action that shapes our approach to the world. To see patterns and to contemplate the choices made by a painter, a sculptor, or a dancer, to look more deeply into a math problem, to empathize with a person whose point of view differs from yours, to do the hard work of understanding complex ideas; all of these become natural approaches for the person who has learned to look, listen, and question deeply as we do when aesthetic education is practiced.
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How to Take Smart Notes teaches that clearly defined tasks reduce friction and anxiety. When the word ‘writing’ is invoked, we subconsciously attach many connotations to it. The word carries weight, and therefore there is this factor of intimidation that stems from something so amorphous. So I ask you, what does writing mean for you?
I advise you first to form a clear picture of what writing is for you, and to address your fears on the topic. How can you find time? What application are you going to open? What are you going to write? What if it isn’t good? These are some of the questions this article will help you answer ,thereby allowing you to start the process with minimal friction and maximum benefit.
Building a daily habit
This is mostly up to you, but I recommend you do your writing in the mornings. Writing sets the tone for my day, and I find it encourages a more thoughtful, creative mindset throughout. Following are some short tips on building habits:
Start small. Create a habit so small it is almost embarrassing to not stick to. Ten minutes of journaling is sufficient, the most important thing is to get started.
Grow the habit, little by little. Every week increase the time you write by one minute. This allows your habit to progress at a maintainable pace.
Consistency is key. Don’t worry about the quantity of your output initially. Focus on consistency, all else will follow. If you cannot maintain the habit, downscale.
Establish strong triggers. Build strong cues — whether it be a certain place, music that sets the right tone, a time or a specific preparation routine. Your brain will start to associate these with writing.
Reward yourself. The process must be fulfilling, or you will stop. Make sure you find ways to make the process itself enjoyable.
Make the habit easy. Alter your environment to make writing as easy and obvious as possible. Remove initial friction.
You can see my blog post on building habits for more great advice.
Making it enjoyable
The process itself must be fulfilling, if we fabricate an artificial reward, we are creating an unsustainable feedback loop. In my mind there are two good ways of doing this.
1. Enjoying the act of writing. This means either buying a nice pen, or improving your typing speed. I would like to focus on the latter. I find that the higher my typing speed gets, the more effortless and enjoyable writing becomes. Before I felt constrained by typing, now there is this sense of freedom, of being able to explore my thoughts. A faster typing speed has genuinely worked wonders on my enjoyment of writing.
2. Enjoying the content of writing. You need to write about something meaningful and interesting, that you care about. I believe everyone will enjoy writing if they find the write thing to write about (see what I did there).
What if my writing is not good enough?
It doesn’t matter. Especially if you take my advice and begin by writing for yourself. Don’t begin by writing for someone else, as this places a lot of pressure on you. Write for yourself. The only way you are going to improve your writing and get a good product is by starting.
I advise you to not even consider the product. Don’t even look at it. The only thing you need to consider in the beginning is whether you are writing or not.
Additionally, your life will be much easier if you accept that your initial product is not going to be good, in fact it might even be downright bad. But that doesn’t matter. Just realize that your writing is always going to be improving, and can always be better. So, if the quality prevents you from starting now, then you’re never going to start.
I don’t have enough time
This is probably the most commonly cited excuse. I don’t buy it. I believe that if writing is really important to someone that they will make time for it. I can assure you that writing is more important than at least one thing on your schedule, and provides many more benefits. So identify something you do that is less important than writing, and scrap it, even if this comes with minor detriments.
“Develop the habit of letting small bad things happen. If you don’t, you’ll never find time for the life-changing big things.” — Tim Ferriss
What worked for me is waking up forty minutes earlier. This resulted in me having to sleep earlier, and be more efficient in my morning preparation. However the activities that were ended up being cut were predominantly low impact. And of course I now got an hour of extra writing in, which is invaluable.
Additionally the benefits of writing only develop as you go on. As you develop a routine, you will find that the process becomes easier, allowing you to get in a state of flow, where ideas arise effortlessly. The writing process is only going to become more valuable.
What should you be writing?
You don’t have to be working on some great novel, or crafting articles, when you sit down to write. What I recommend is that you keep a ‘journal’ of sorts, whether it be of your feelings, thoughts, or ideas.
You can write about what you are thinking currently, or how something made you feel. This is great for eliminating stress, self-reflection and getting your thoughts in order. It doesn’t need to be good, as long as you’re writing. Your habit will naturally start to develop as you reach a ‘mental squeeze point’, where you just need to start doing more.
If you want to do something more practical, that can be transferred into articles and perhaps a book later on, I recommend you take notes. What I mean by this is that you keep a record of the ideas you encounter while reading or have thought up yourself. If you start stockpiling your ideas now, it will be significantly easier to transfer them to something concrete and useful later on (like an article or book).
Where should I write?
With your journal, it doesn’t matter that much, as your current feelings have very little to your future self, past the initial act of writing them down and sorting through them.
With note taking, however, I do have some strong suggestions. I highly recommend an application called Obsidian. It provides a simple and satisfying experience, which also offers scalability and much room for improvement of your system (all free of course). You simply download it and select new note.
There are two things I would like you to bear in mind when you start recording your ideas. First, your notes should be atomic, meaning independent, able to stand alone without context. Each note contains a single idea. Secondly, you can link these single ideas by typing in a double bracket and then searching for the name of the note you want to link. Both these features are better utilised now than later. The linking of individual ideas means you will start building a latticework of your personal knowledge, a web of your interconnected ideas. The graph below represents the current latticework of my knowledge, with each dot representing an idea, and each line a stated link between them (this is auto-generated by Obsidian, the platform I use for recording my ideas).
Writing every day is truly a life changing habit, one that is at the core of most of my current projects, and has proved invaluable in progressing my thoughts and ideas. My greatest advice is to just start writing, not as part of some grand plan, but just recording your feelings and ideas. It doesn’t have to be good, as long as you are doing something (in fact one common system is just to write two pages of ‘crap’ a day). Actually starting and being consistent is the hardest part, everything else will follow in time.
This is part 2/2 in a series about starting the writing process. The previous entry, How a Writing Habit Can Change Your Life, can be found here.
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Medical researchers began using laser biostimulation in the late 1960’s with low-powered laser beams that produced non-thermal effects on human tissue. The first reported cases involved slow-healing ulcers. The efficacy of this low-level laser therapy, or “LLLT,” is substantiated by objective research that continues. Experimenting clinicians found that an 830 nm laser is optimal for treating chronic pain. An example of how LLLT works involves soft tissue trauma. These types of injuries consist of damage to the deep, sensitive layers of tissue beneath the epidermis, including muscular, neural, lymphatic, and vascular tissue
The human body normally reacts to this soft tissue trauma by “splinting” the injury with edema, a thin or watery fluid in tissue spaces or cell interstices. However, excess edema causes swelling that inhibits movement of the damaged tissue. These injuries result in two types of pain. The first is actual traumatic pain from the injury itself, and the second pain is from the swelling that results. LLLT focuses first on the lymphatic system which maintains the body’s fluid balance, while the laser light also helps absorb the excess edema. LLLT thus provides relief in two ways.
MicroLight has FDA clearance for devices under both the “NHN” and “ILY” classifications.The MicroLight ML830® was cleared by the FDA for treatment of carpal tunnel syndrome. (See “About Us”). This clearance followed a double-blind study on CTS that was conducted at General Motors.
Laser wavelengths between 820 nanometers (nm) and 840 nm have an extremely low absorption rates in human tissue. This means that laser light penetrates deeply at those frequencies.
The ML830® is a GaAlA Laser that has wavelength of 830 nm with a power output of 90 mw. At this wavelength and power the ML830® Laser has a penetration of approximately 5 cm with a 3 cm lateral spread.
It is not an accident that the Microlight Corporation of America chose & patented the 830nm technology for its ML830®. There are 30+ years of clinical studies that proved the 830nm range is the optimal wave-length.
|Diodes||Three gallium aluminum arsenide laser diodes|
|Coherent||Beam travels in a straight line|
|Monochromatic||Form a single wavelength|
|Polarized||Beam is concentrated in one location or spot|
|Power||30 milliwatts per diode|
|Energy||Delivers 3 joules of energy per 33 second treatment cycle|
GENERAL MOTORS DOUBLE BLIND STUDY
As further background, General Motors had serious problems with CTS among its workers. GM responded by conducting a 36-week double-blind study, using the ML830® to see if non-invasive conjunctive therapy would help. Among the 166 afflicted GM workers who entered the program, those treated with the ML830® laser showed significant improvement in grip strength and range of motion when compared to other GM workers who were treated with placebo lasers. A prominent medical school in Houston conducted a similar double-blind study on CTS in 1998 that showed a 70% improvement after conjunctive therapy using the ML830® among those patients in the active group. SOURCE
Our goal is to help you reach a Higher Level of Health and get better, faster. Reach out to us with one of the options below to experience Low Level Laser Therapy and other Revolutionary Treatment Techniques!
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Arson, or the act of intentionally setting a fire, is a criminal offense that can often lead to large fines and significant prison time. The National Fire Protection Association collected statistics from 2010-2014 to gain a better understanding the frequency of intentional fires as well as their outcomes. The numbers are staggering.
According to a report from the National Fire Protections Association (NFPA), on average, fire departments across the United States responded to over 250,000 fires that were intentionally set per year. Structure fires were reported as 19% of the total intentional fires but accounted for 87% of the civilian deaths and 86% of the civilian injuries. With those statistics, it is important we quickly bring arsonists to justice. The newest way to combat an arsonist is to catch them on video.
The vast majority of the population is permanently connected to their mobile devices; posting images and videos of the world around them. Whether they are posting on their favorite social media platform or checking their fantasy sports teams, cell phones are the common denominator, where users have the power to create a large volume of web content. With the emergence of web investigations, we now have the opportunity to put all of this content to good use.
How Can Social Media Investigations Impact the Outcome of Arson Cases?
In 2017, the Milwaukee Fire Department was alerted to a residential structure fire. After arriving on scene, the firefighters conducted a search of the structure and found an elderly male, badly burned, and carried him out of the house. The gentleman was later pronounced dead on the scene. The investigation was already underway when fire investigators were made aware of a cell phone video that had been circulating social media sites. The video showed a female subject dumping the contents of a red gas can into the first-floor windows that she had broken.
The fire not only endangered the man and also the emergency services personnel that responded to the scene. After investigators were able to view the cell phone video, they made quick work of finding the suspect. Through social media, investigators were able to not only see the video, but gather witnesses and reports. Open source intelligence gathering can be a vital method in solving crimes, including arson. Social media intelligence experts have the tools and the knowledge to locate crucial evidence in specific regions and gather intel that can aid law enforcement agencies. The proper contact and information can lead to less deaths from arson and a faster response to the crime. When conducting an important investigation, SMI Aware can be your leader in web and social media investigations.
SMI Aware’s team of experts conduct in-depth web & social media investigations and deliver key findings that can solve a case.
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Leonardo da Vinci Sketches the Design for the "Aerial Screw"
The first studies on helicopters were well in advance of the first airplanes.
Leonardo da Vinci is credited with having first thought of a machine for vertical flight, the "airscrew," the design for which, dated 1493, was only discovered in the 19th century. It consisted of a platform surmounted by a helical screw driven by a somewhat rudimentary system, not unlike that of rubber-powered model aircraft. The great Tuscan genius wrote that if this instrument in the form of a screw were well made of linen, the pores of which had been stopped with starch, it should, upon being turned sharply, rise into the air in a spiral. However his design was never put to any practical use.
An object offers as much resistance to the air as the air does to the object. You may see that the beating of its wings against the air supports a heavy eagle in the highest and rarest atmosphere, close to the sphere of elemental fire. Again you may see the air in motion over the sea, fill the swelling sails and drive heavily laden ships. From these instances, and the reasons given, a man with wings large enough and duly connected might learn to overcome the resistance of the air, and by conquering it, succeed in subjugating it and rising above it.”— Leonardo
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Even before the break of dawn, some passengers were on the observation deck. J.J. and I noted that some had already staked out their place with table and chairs. Munching their Danishes and drinking their coffee, pointing cameras or mobile devices, it was a long waiting game.
Bridge of Americas signaled the beginning of the Panama Canal, approximately 51 miles of waterway that connects the Pacific Ocean with the Atlantic, dividing North and South America.
The Panama Canal reduced the time for ships to travel while avoiding the hazardous Cape Horn around the tip of South America.
Before the United States, Columbia and France controlled the territories surrounding areas of the Canal. Due to problems with engineering and mortality from malaria, France terminated involvement and in 1904 the USA took over the project. The canal opened in 1914 and controlled the Canal zone until the Torrijos-Carter treaties.
Today the Canal is operated by the Panamanian government, surrounding land owned by Columbia and the dock is operated by China.
The American Society of Civil Engineers has ranked the Canal as one of the Seven Wonders of the Modern World.
David McCullough’s “The Path Between the Seas is recommended by Chris Roberts as the most reliable and historically accurate reading.
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Girevoy (kettlebell) sport
(“GS”) as practised in Russia encompasses various tests of strength endurance . Depending upon age , sex and ability
, competitors participate in various weight divisions to achieve the highest number of repetitions in a 10 minute time
limit. Furthermore , the spirit of competition is enhanced by special feats such as "odd" lifts and kettlebell "relay races"
after the main program is completed.
During the 20th century
, kettlebells were used by strength athletes e.g weightlifters and "strongmen" to compliment more traditional barbell lifts.
In 1948 Russians commenced kettlebell sport , whereby a man performed as many legal repetitions as possible
in his chosen event(s), the snatch (weight swung with one arm straight above head ) , the clean & jerk ( 2 bells swung
to chest once , and then put overhead as many times as possible) and the one armed push press.
Such was the conditioning developed
by competitive gireviks that eventaully a 10 minute time limit was imposed to allow the meeting to be completed in a
reasonable time frame!
The competition press was deleted
from the program for the same reason it was turfed from Olympic weightlifting : simply the event was too difficult to fairly
The sport evolved from military circles to the
wider population and in 1985 the first official Russian national championship was held. Since then many other nations have
entered international competitions. Finally it is becoming a world sport!
The GS novice
Whilst the individual lifts
may not seem that taxing , or indeed technically challenging for a few reps , once the lifter starts to build an element of
endurance into the session he/she will find the degree of difficulty rapidly escalates. At this point the natural tendency
is to think “this is impossibly hard - not for me!”. To succeed in competition requires the rhythm and efficiency
of a rower , the tenacity of an high altitude mountaineer (with no supplemental oxygen!) and the technical skills of
an Olympic weightlifter. Only with an iron will and dedication to mastering efficient technique will the aspiring lifter be
able to achieve a competitive score. Having said that , the sport requires tremendous patience to gradually increase both
strength and stamina over years , at the same time ensuring he/she is able to complete high volume and high intensity of
training without overtraining and burnout. So new is this sport outside Russia and the Baltic states that it will
probably be several years before Western athletes are able to significantly challenge the majority of the experienced
(and in many cases professional) athletes.
Ranking systems have been developed to
track progress of skills , manifest in improved repetition totals over months and years (see "GS rankings"
So it is clear that competitive
Girevoy Sport attracts those with the discipline to endure often repetitive training and a grim determination to
build ever increasing power endurance, tempered with the patience and commonsense to enable continued progress.
Though many who sample GS are
unable to stomach the type of training required , for those who persist the mental & physical rewards are high. The athlete
will develop truly exceptional conditioning , flexibility , strength and power. Indeed , one’s overall work capacity
may greatly exceed that of even highly trained athletes in other disciplines.
Whilst the training is largely
based on repetitive lifting , a variety of assistance exercises and modalities used to complement the competition lifts
are help prevent staleness or boredom. The challenge is to maintain progress on several fronts.
Activities such as running
, swimming , cycling , rowing, rollerblading , skiing and ball sports are encouraged to develop and maintain all round sports
skills . The solid base of GS training will ensure that at any age the athlete
will have qualities enabling him to excel at these activities. It is obvious to all that use them that kettlebells used to
their full capability build tremendous injury resistance whilst maintaining joint
flexibility and stability.
What kind of person
might be suited to Girevoy Sport?
Given the wide range of body
types exhibited at GS events , clearly no specific physical attribute is required. Clearly , tall athletes have to move
the bell farther, whilst a stocky athlete with short arms and powerful lower body might be well suited to the
jerk event. Fundamentally though, all athletes have weak points which when addressed
through mindful training , enable all to compete on a relatively even keel.
It is unlikely that complete
athletic novices will be attracted to this type of training. Otherwise anyone who enjoys a physical challenge ,
the thrill of practise & learning as well as the will to persist under duress may be attracted to this sport. Obviously
, weightlifters and those from power sports such as throwers (shotput , javelin , discus , ball sports) are at an advantage
in that they will be possess the knowledge of applying controlled power in a tightly honed groove. Endurance athletes understand
well the skill of energy efficiency. However , any sportsman with a strong will to succeed may find the sport irresistible.
Over time , many older athletes find the rigours of certain sports excessive (impact sports , throwers have a use-by date ,competitive weightlifting requires
ongoing coaching and often close to maximal loads...with attendant injury risk). GS offers the challenge of a constant load
performed in a safe fashion with the ultimate result dependent upon mental fortitude ("guts") , efficient technique and
Though to the uninitiated the
weights used seem rather heavy , and the movements rather “dangerous” , in fact the weight is primarily moved
by the large muscles of the body whilst the smaller muscles merely provide control.
Safety , longevity
The injury rate even amongst
elite gireviks is low compared to most sports.
As long as the athlete is aware
of signs of overtraining (e.g. persistent tightness/soreness , lack of energy , poor sleep , performance plateau etc) he/she
can recover quickly between training sessions. On competition day when maximal
performance is called for , the volume of preceding training will ensure the tendons , ligaments and muscles are well accustomed
to an heavy workload.
is well accepted that weight training is highly beneficial in maintaining muscle mass , promoting stability and control of
joints and reducing the risk of osteoporosis in men and women. Furthermore , the nature of kettlebell exercises emphasize power
endurance and flexibility of the back muscles as well as delivering superb conditioning of the often troublesome shoulder
rotator cuff muscles. The cardiorespiratory benefits are immense , and unlike heavy lifting sports the risk of
a "lift gone wrong" is negligible.
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Interactions between a driver and a screen must be simple, non-distracting, and easily interrupted, so the driver’s attention can quickly return to the road.
This section describes how you can:
- Keep information current and glanceable
- Encourage hands-on driving
- Prioritize driving tasks
- Discourage distraction
Keep information current and glanceable
To minimize the time drivers spend looking away from the road, onscreen information needs to be up-to-date and easy to understand at a glance:
Convey tasks & states at a glance
Drivers need to quickly understand tasks or system states by glancing at the screen. They should be able to read the content within 2 seconds and return their focus to the road.
Provide quick responses
Make sure that system response times after user input – for example, the time between a tap and the resulting ripple animation – do not exceed 0.25 seconds. If content takes more than 2 seconds to load, a spinner or similar interface change should indicate that the device is responding.
Provide timely, accurate driving information
Show relevant driving-task information immediately and accurately under normal driving conditions. Display any malfunction or safety status in real time.
Encourage hands-on driving
Safe driving requires that drivers keep their hands on the wheel as much as possible:
Use one-handed gestures
No operation should require removal of both hands from the steering wheel. Gestures (such as waving to interact with the system) should require only one hand and should not require any maneuvers that could negatively impact operation of the vehicle.
Allow hands-free speech interface
Speech-based communication systems should permit hands-free speaking and listening. Starting, ending, or interrupting a spoken dialog, however, can be done manually.
Simplify voice interactions
Design multistep voice interactions carefully to minimize driver distraction.
Prioritize driving tasks
The most important tasks a driver performs are those related to driving – everything else must be secondary:
Allow driver to control pace
Interaction sequences should be interruptible and resumable at logical points. The driver should control pacing.
Prioritize driving-related tasks
Information needed for driving and safe vehicle control (such as navigation directions) should be prioritized over information unrelated to driving (such as media titles).
Consider non-driving content carefully
Information unrelated to driving (such as ads, social media content, web page content, books, periodicals, email, and subscription alerts) should be carefully considered to minimize driver distraction.
Prioritize sound & adjust volume for driving tasks
The interface should give priority to audio information that is critical to driving. For example, when navigation directions are being relayed, media volume should be lowered or ducked. In addition, users should always be able to fully adjust the volume down to a muted level.
Avoid pulling the driver’s attention away from the road for non-essential reasons:
Avoid hazardous or distracting activities
The system should not allow unnecessary and potentially hazardous activities, such as playing most games, manually surfing the internet, or participating in fitness activities involving unsafe hand or foot maneuvers while driving.
Avoid irrelevant movement
Avoid displaying dynamic visual information unrelated to driving, such as videos and auto-scrolling text. Carefully consider the use of animations to ensure they aid the driver’s situational understanding.
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Since the year 2000, the number of Americans on food stamps has almost tripled from 17.2M to 44.7M, while the spending has nearly quadrupled from around $20 billion to $78 billion. But that’s just one piece of our welfare system. There are 79 total welfare programs that cost the taxpayer almost one trillion last year. And the big concern? These programs are only expect to continue to grow over the next few years:
HERITAGE – The number of Americans on food stamps (or, as it is now called, the Supplemental Nutrition Assistance Program, or SNAP) is higher than ever before, according to a new Congressional Budget Office report. Since 2007, rolls have grown by 70 percent. And participation rates are expected to increase over the next two years.
While some of the growth can be attributed to the recession, participation rates were steadily climbing prior to the recession. Since 2000, the number of Americans on food stamps has jumped by roughly 260 percent, from 17.2 million to 44.7 million in 2011.
The growth in participation rates seems to be part of the federal government’s goal, as a report from the U.S. Department of Agriculture released just this month explains.
The food stamps program is just one part of an ever-expanding government welfare system that includes not only 12 food assistance welfare programs but a total of 79 federal welfare programs. These programs provide not only food assistance but cash, housing, energy and utility assistance, education services, child care, medical care, and so forth.
The total cost of these programs reached $927 billion last year. Welfare is now the fastest growing part of government spending, and despite welfare costs increasing 16-fold since the War on Poverty began in the 1960s—and total spending on cash, food, and housing assistance now twice the amount necessary to pull all Americans out of poverty—President Obama wants to spend more. Aggregate welfare costs are projected to reach over $1.5 trillion in 2022.
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| 0.957162 | 409 | 2.734375 | 3 |
This material must not be used for commercial purposes, or in any hospital or medical facility. Failure to comply may result in legal action.
WHAT YOU SHOULD KNOW:
Epistaxis is a nosebleed. A nosebleed occurs when the blood vessels near the surface of the nasal cavity are injured or damaged.
CARE AGREEMENT:You have the right to help plan your care. Learn about your health condition and how it may be treated. Discuss treatment options with your caregivers to decide what care you want to receive. You always have the right to refuse treatment.
Cautery treatment may cause an opening in your nasal septum. The septum is the thin wall in the middle of your nose that separates your nostrils. Nasal packs may cause discomfort or damage to nasal tissues. They may increase bleeding, make it difficult to breath, or lead to a serious infection. Without treatment, your nose may continue to bleed. You may have trouble breathing or you could lose a lot of blood. This can be life-threatening.
WHILE YOU ARE HERE:
- Vasoconstrictor: Caregivers may apply this medicine into the inside of your nose or to the nasal packing. A vasoconstrictor helps make the blood vessels narrower to control the bleeding. This also decreases the swelling inside your nose and helps you breathe easier.
- Sedation: You may need sedation if you have nasal packing or other treatments that are uncomfortable.
- Antibiotics: This medicine is given to help treat or prevent an infection caused by bacteria.
- Blood pressure medicine: This is given to lower your blood pressure. A controlled blood pressure helps protect your organs, such as your heart, lungs, brain, and kidneys. Take your blood pressure medicine exactly as directed.
- Blood tests: You may need blood taken to give caregivers information about how your body is working. The blood may be taken from your hand, arm, or IV.
- A CT , or CAT scan, takes pictures of your skull and brain. You may be given contrast liquid before the scan. Tell a healthcare provider if you have ever had an allergic reaction to contrast liquid.
- An MRI of the head takes pictures of your brain, blood vessels, and skull. You may be given contrast liquid to help the pictures show up better. Tell a healthcare provider if you have ever had an allergic reaction to contrast liquid. Do not enter the MRI room with anything metal. Metal can cause serious injury. Tell a healthcare provider if you have any metal in or on your body.
- Nasal packing: Your caregiver may pack your nose with a cotton plug, tampon, or gauze bandage to control bleeding.
- Cautery: Your caregiver uses an electrical device or a chemical to seal the injured blood vessels. This may be done to stop bleeding or to prevent more bleeding.
- Balloon device: A balloon device may be placed at the back of your nose to stop the bleeding.
- Embolization: A blocking agent is injected into the bleeding vessel to stop the blood flow.
- Surgery: You may need surgery to tie an artery if the bleeding does not stop. Surgery may also be needed to correct a deformity or fix damaged tissues in the nose. Blood clots in the nose may also be removed to prevent infection. Injury to the other parts of the nose, nerves, or blood vessels may also be treated with surgery.
© 2015 Truven Health Analytics Inc. Information is for End User's use only and may not be sold, redistributed or otherwise used for commercial purposes. All illustrations and images included in CareNotes® are the copyrighted property of A.D.A.M., Inc. or Truven Health Analytics.
The above information is an educational aid only. It is not intended as medical advice for individual conditions or treatments. Talk to your doctor, nurse or pharmacist before following any medical regimen to see if it is safe and effective for you.
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Reset Your Calculator – Get Ready For The Exam
This video shows you how to reset your calculator and clear the memory of all stored data. The video also shows you how to clear the memory without altering your settings, including linear display. It also helps if you've got stuck in the wrong mode or setting and your calculator is doing something weird. Fix your calculator now and get it to display what you need it to display.
One of The Calculator Guide's most popular videos, this procedure is a great way to get your calculator back into the main display and calculation mode if it's note displaying things the way you want.
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- Calculator Requirements for A-Level Maths 2017
- Solving Linear Simultaneous Equations with Two Unknowns & Storing The Solutions
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| 0.83514 | 204 | 2.65625 | 3 |
Programming 301 - Course Overview
A fast-paced introduction to block programming for beginners in middle school where they create simple interactive programs with a focus on game design.
- GRADES 7-8
An advanced introduction to programming for middle school. Introduce programming fundamentals to your class as they build two arcade-inspired games from start to finish. The Adventure Game features a knight who has to defeat enemies to reach treasure. Students program arrow keys, fluid motion, hero and enemy behavior, and winning conditions. In Dragon Attack, they define multiple levels and lives, and program a boss enemy, while learning about variables and cloning.
- Keyboard and mouse interaction
- Conditional loops
- Nested loops
- Sending and receiving messages
- Fluid motion
- Parallax scrolling
- Local and global variables
- Object cloning
What Students Learn
- Build complex multi-level games
- Use variables to keep score
- Use cloning to create actors programmatically
- Build algorithms using complex conditional logic
- Understand parallelism with multiple scripts
- Program different behaviors for different actors
- Publish projects to the Web
- Troubleshoot and debug programs
* Online courses require a modern desktop computer, laptop computer, Chromebook, or Netbook with Internet access and a Chrome (29+), Firefox (30+), Safari (7+), or Edge (20+) browser. No downloads required.
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| 0.83852 | 310 | 3.796875 | 4 |
-by Krista Taylor
“Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.”(Maria Montessori)
Imagine, if you will, forty-five 8th graders waiting for a plane to depart. A woman asked if we were all “taking a vacation.”
“It’s not a vacation,” exclaimed Sabelle, “it’s an EXPERIENCE!”
She couldn’t have said it better. The trip we take with our 8th graders each May to Pigeon Key, Florida is an experience. This year I had the opportunity to go on the trip for the first time, and I can only describe it as life-changing . . . for my students . . . and for me.
I have been on powerful multi-day field experiences with my students many times before, but nothing compares to this one.
It is so much more than a field trip. What is it exactly? It seems impossible to properly capture the magnitude of this trip – the awe and wonder, the beauty, the precious time. So what is it? Here’s my best answer.
It is an immersive marine biology study.
It is a hands-on exploration of human impact and the critical importance of conservation of our natural world.
It is a time for students to face personal challenges and to reflect on their growth.
It is an opportunity for students to develop and demonstrate leadership skills.
It is a rite of passage marking the conclusion of junior high and the readiness to move on to high school.
Perhaps Qualey’s words, taken from her journal, best capture what it is that students are seeking from this experience.
“Hopefully I change on this trip to be a better person. I’m really trying to think positive, so I can come home with a new attitude and learn how to love myself.”
Over and over again, the most powerful moments for me were the opportunities to view the experiences on this trip through my students’ eyes and to witness their transformative power. The only way I can properly capture that is by sharing students’ written journal reflections and their spoken comments.
(Note: Although, there were 45 students on this trip, the majority of the student comments in this post were written by those in my “grading group.” I believe that they are an accurate reflection of the thoughts and feelings of all the students. While we generally use pseudonyms to protect students’ privacy, in order to be able to give them credit for their written work, names in this post have not been changed.)
For many of our students, this was their first experience on a plane. During the days leading up to the trip, they shared their fears about what could happen on the flight. As we settled into the aircraft on the morning of the trip, I could see the anxiety on their faces, even though most of them were trying to conceal it. Our group was split up, so many students were sitting with strangers. How I wished that I could be seated next to each of them – to provide reassurance and to watch their eyes grow wide as they went above the clouds for the first time.
The poem that Hadiyah wrote in her journal that evening best captures the worry, wonder, and exhilaration that so many of them experienced.
“Her hand was steady and safe
Replacing my mom and dad at the same time for small moments.
Rising turned the clouds into grass and the people into ants.
Laughter crowded the aisle way;
Familiar voices taunted my ears.
I awed as the sky never seemed to end.
Imagination flooding my mind —
It was impossible to pull my eyes away,
Ground like a hot wheel track beneath me,
Clouds casting giant shadows that I never noticed before.
The higher we went the more of a map I saw,
While voids of clouds all over
Making me feel like a drawing on a piece of paper.
The sky never seeming to end,
Glancing at my peers seeing their excitement and glee.
Time seemed to go slow
Stretching out every moment
The pain in my ears traveling to my head
What a lovely flight of mine
What a lovely time of mine”
It is easy to minimize the level of challenge of a first flight, and the sense of pride that comes with conquering this fear. This is what Michael wrote about that experience, “When I got off the plane I felt a sense of accomplishment because it was my first time being on an airplane, and I conducted myself in a professional manner.”
Every time I looked at them on this first day, I felt as if my heart would simply burst with love. They were so open and vulnerable and tender. Such joy written on each of their faces. And finally, after 2 flights, a long bus ride, and a ferry trip, we arrived on Pigeon Key
On Pigeon Key http://pigeonkey.net/contact/
Pigeon Key is a five-acre island accessible only by boat, which is dedicated to marine research, education, and the preservation of the history of the island.
The island truly feels remote — like getting away from it all. It is, figuratively and literally, “off the grid,” getting its water from a pipe that runs along 7-mile Bridge (Henry Flagler’s extension of the old Florida East Coast Railway) — and 95% of its electricity from a solar array, with the remaining 5% coming from on-island generators.
Without the distractions of traffic, commercialism, and electronic devices, students were able to experience the natural world in a way that they had never done before.
Sam wrote, “The United Leaders group went out to the dock and did morning meeting. It was so peaceful on the dock. When I felt peaceful I finally got the feeling of where I was. I saw the sun rise over the water and the palm trees making gentle waveing motions, I felt so excited to be in the place I am.”
Practicing “solo time” is a regular component of our Montessori philosophy. It requires students to spend a period of time in silence. While they are generally in proximity to one another during this time, they are not permitted to interact. They may draw, read, journal, reflect, etc., but they may not do work or sleep. While we typically conduct solo time in the classroom, being on Pigeon Key allowed the experience to be so much richer. Students who often grumble about disliking solo time were begging to be able to do it longer. Many of them recorded their experience in their journals.
Nasiha: “I loved solo time because I got to look at the bright sky going down by the horizon. It was so beautiful. It made me feel so peaceful and calm. Usually I don’t like solo time because I never see the point, but now I like it because of the outside feel and the view.”
Cornell: “The solo time was literally the best solo time I’ve ever had. Like at first I was worried but then something helped me out, and I could really focus. It’s like you never notice how beautiful everything is with all the negativity around America and humanity. During the solo time I got to see nautical beauty and worry about nothing. It was like the first time I have been able to fully not worry about anything. It was pretty cool too, like I wanted there to be more time.”
“It was like the first time I have been able to fully not worry about anything.”
This was our classroom.
We had presentations on squid and shark – followed by dissections of each.
My favorite lesson, however, was on species commonly found in tide pool areas of the Florida Keys. We then went tide-pooling and had close encounters at the touch tanks with the creatures we found. The students utterly transformed during this. They were so full of joy and delight. I loved seeing them this way.
Within minutes of wading in the water, all the students were eagerly engaged in turning over rocks, investigating, identifying, and handling what they found . . . and just having fun together. The air was full of cries of: “Oooh look what I found.”
“Wait, what’s this?!”
“Look, that’s a big one!”
“Oh my God what’s that?”
The kids were far more successful at finding things than I was, but Arianna helped me out.
“Hey Ms. Taylor, these are those anemones that grab onto you when you touch them!”
“Look, touch them. They grab onto your finger!”
“Whoa! How did you know they would do that?”
“We learned about it in our lesson yesterday!”
At the touch tank: Michael didn’t want to handle anything. When I insisted, and held his hands while placing first a sea urchin and then a brittle sea star into them, he exclaimed, “I’m not even scared. . . Oh, yes, I am!”
While nocturnal tide-pooling, I overheard this priceless exchange between Destiny and Jermiah:
“I found a sea star!”
“No, WE found a sea star!”
“Well, I found it!”
“Well, I picked it up!”
Hadiyah described the impact of this lesson in her journal, “One thing that was a surprise for me was how fun the touch tank was. All the organisms were so cool. I wish I could have stayed with them forever.”
The Coral Reef
But snorkeling at Looe Key and Sombrero Reef were perhaps the most intense experiences of the entire trip. We had been preparing for this for months, but our work began in earnest with snorkeling practice on our first day on Pigeon Key. Although a few students were ready and willing to jump right in and use their snorkel gear, many others were not. We had a few non-swimmers, and some who had never been to the ocean before.
Cornell was initially fearful just walking in the shallows – he held my hand, and we had to countdown from 10 and go underwater together in order to get him to get his head wet. The PK staff worked intensely with him and within 30 minutes we heard, “I’m doing it! I’m swimming!”
Next, it was time to jump off the dock with snorkel, mask, and fins – demonstrate being horizontal with face in the water, and dive and clear a snorkel pipe. Cornell didn’t wait until the end of the group this time, and only needed a countdown from three. Off the dock he went. Thirty minutes earlier, he couldn’t swim and was nervous to wade!
But snorkeling at the reefs brought another level of challenge. We took a boat out to the site, which is in the middle of the ocean – no land anywhere to be seen. The water was deeper, and even in the shallow areas, in order to protect the coral, we were not allowed to stand. However, once we put out faces in, we were immediately immersed in an underwater world of colorful life.
All but one of our 45 students made it into the water. While snorkeling at Looe Key, we saw several fairly large reef sharks. As a result, a number of students didn’t stay in the water for very long on that first day.
They were disappointed in themselves, and most of them set a goal to spend more time in the water the next day at Sombrero Reef. Almost all of them did this, and experienced the pride that comes with meeting a challenge you’ve set for yourself.
Michael: “Another very powerful part of this trip was when we went snorkeling because I was very scared to even get into the water. This really changed my view on deep waters and swimming near dangerous animals because I didn’t want to stay in the water for one second on the first day, but on the second day, I was aggravated I even had to get out!”
Alvin: “At Pigeon Key I overcame my fear of snorkeling with sharks. I am most proud of myself for being gritty in everything I did down in Pigeon Key. It made me realize that I have to be gritty in everything I do in my life.”
Cornell: “The trip also helped me understand the beauty of the world. Like seeing all those fish and coral. I got so much salt water in my mouth from laughing/smiling when I saw how amazing everything was. It was amazing to just look at it for minutes and sort of just see natural beauty. It’s so beautiful, you know? The world where it’s natural and protected.”
Hadiyah’s Snorkeling Poem once again manages to express the many thoughts and feelings that snorkeling at the reef elicited.
“Fear crept up my spine
The water like a Gatorade blue
Acting like it had secrets to hide
The deepness threatening me
But under me, something filled with wonder
Jumping so quick I almost missed it
Switching snorkles as fast as people end relationships.
Drawing in excitement
Wanting to see everything I ever learned
Curiosity like a small child and a TV
Pain in my eyes and throat couldn’t stop me.
Not then, not ever
The type of beauty that could make a grown man cry
It gave a sense of courage.
A sense of passion.
Together one minute
Alone the next.
The thank yous
It felt like days under there.
Permanently burned in my brain
Fragments never to be forgotten
Having new friends
And cherishing them, all in three hours.”
Maria Montessori was right. True education “is acquired not by listening to words but by experiences upon the environment.” These lessons can’t be learned in the classroom.
On this trip, the students learned as much about themselves, and each other, as they did about the world around them. They had opportunities to view themselves, and each other, in a new light. They had fun together, and as they did so, they saw themselves changing and growing, and they saw strengths in one another.
Zakeerah’s journal noted a typical adolescent concern, and the tender way her peers took care of her.
“I was worried that no one would want to sit next to me on the bus, and then Dorey took my face in her hands and said, ‘You are a smart and beautiful person.’ If I could have blushed I would have. Then Takko sat next to me on the bus.”
Hadiyah: “I got to know Sam a lot more today. He is really chill and smart. I like that we are closer now. I already knew he was funny, just not THAT funny.”
Michael: “I was really skeptical about how I would fit in with the other 8th graders I didn’t really know. I think this experience really changed my outlook on a lot of things . . . This trip also helped me bond with a lot of my classmates, who I usually don’t talk to or haven’t really got a chance to know. I didn’t really take to heart not judging a book by its cover, but once I got to meet and bond with a lot of the other 8th graders in Pigeon Key, I felt like I had been lost because I could have found these people and talked to them earlier.”
And Qualey, who noted at the beginning of the trip that she hoped to learn to love herself, later wrote: “I don’t know, but today, I see myself changing in a good way, and I’m so proud of myself for growing up and trying to be a positive young lady.”
On this trip, I had the privilege of watching them grow up right before our eyes.
We hold a rite of passage ceremony on our final night on the island. (This ceremony is a well-kept secret at Gamble. Older students, even older siblings, don’t share the details of this ritual with younger students.) As a part of this closing celebration, students receive packets of letter from teachers and family members – each letter acknowledging the student for the gifts the writer sees in them. They read these letters during their final solo time. It is incredibly powerful for them.
Michael: “It was very impactful for me when I read my letters from the teachers and my family because it showed how much others appreciate me, and I never really knew that so many people actually cared about me. That really lit up my day because I was already a bit mad because I didn’t want to go home.”
Closing Ceremony Poem Excerpts
“I cried harder at each letter that filled my mind.
Before we were all blinded teenagers.
Thinking nobody cared,
Nobody could come close to understanding.
When everybody tried to.
Teachers crying, students crying
Everyone crying because
They really care for
Each other. Some tears
Of joy, other tears of
Disappointment or sorrow.
We’re being set free
Like baby birds finally
Learning to fly. Uncomfortable
At first, but later confident
Because we have the tools
We need to succeed in life.”
And There is Magic
The Pigeon Key trip is an intense week full of many, many powerful experiences. Each of these moments swirled together spark sheer and absolute magic.
One evening as we were preparing for bed, Qualey looked up at me and asked, seemingly out of nowhere “Ms. Taylor, Do you think I’m going to be ready for high school next year?”
And my response: “Oh, Qualey, I know you’re going to be ready for high school next year,”
There were so many vulnerable and tender moments like this. It was an absolute honor to get to participate in and witness students’ transformation. It is experiences like these that make teaching worth all the challenges. It is why teachers do what we do. We get to stand beside children, and to serve as their guides.
The school year ended mere days after returning to Cincinnati, and our two-year time together came to an end. These students will move on to our high school program next year. I will miss them.
This is Hadiyah’s response to what she would tell future students.
I feel the same way.
**This trip is a monumental opportunity for our students, but as you can imagine, it is quite expensive. The cost per student is $1,700. With 70% of our students eligible for the Federal Free Lunch Program, this amount is a significant hardship for many of our families. This year, we were able to provide upwards of $12,000 in scholarships through contributions made to the Gamble Montessori Foundation; however, even with that support, only about half of our 8th graders were able to go on the trip. My dream is that someday they will all get to go. If you are interested in helping with this, I am more than happy to provide further information about how to donate, and about how financial aid decisions are made. Feel free to contact me at [email protected]
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Almonds are a popular food consumed on their own or as an ingredient in many sweet and savory foods around the world. L-lysine is an essential amino acid found in many foods, including almonds. In the September 2005 edition of “Plant Foods in Human Nutrition,” a team of researchers led by Florida State University professor Shrihdar K. Sathe, Ph.D., reviewed the l-lysine content and other nutritional characteristics of several varieties of almonds popular in the United States.
Sathe and colleagues report that there are three popular varieties of American almonds, commonly known as Carmel, nonpareil and Mission, based on their shape or area of origin. All three store their protein in the form of amandin, a storage protein unique to almonds that contains relatively little l-lysine. The l-lysine content varies slightly -- less than 3 percent -- between varieties of almonds.
MDConsult.com says that l-lysine plays an important role in growth, wound healing, calcium absorption and the conversion of dietary fats into energy. L-lysine is “essential,” which means that the body must obtain it from foods because it cannot make it on its own. A diet low in l-lysine leads to muscle breakdown in order to free l-lysine for essential activities. Sathe and colleagues say that almonds are a poor source of l-lysine.
The Food and Nutrition Board of the Institute of Medicine says that the estimated average requirement for l-lysine varies by age and body size. Infants need the most, proportionately, about 40 milligrams per pound of body weight. Children between 1 and 3 need about 26 milligrams per pound of body weight per day, and children between 4 and 12 need about 20 milligrams. L-lysine requirements stabilize around the age of 13. Both adults and children 13 and older require about 16 milligrams per pound of body weight. A single serving of almonds contains about 145 milligrams of lysine.
Vegans who rely heavily on almonds for protein might become deficient in l-lysine. Symptoms of l-lysine deficiency, according to the University of Maryland Medical Center, include fatigue, nausea, dizziness, loss of appetite, agitation, bloodshot eyes, poor growth, anemia and reproductive problems. A doctor can diagnose l-lysine deficiency with blood tests or dietary history. Treatment consists of increasing consumption of foods rich in l-lysine, such as soy products and legumes for vegans and poultry, fish and dairy products for all others.
The l-lysine content of almonds has attracted attention because of a purported relationship between nut consumption and herpes outbreaks. While almonds contain little lysine, they are rich in another amino acid, l-arginine, which is thought to trigger activation of the herpes simplex virus. L-lysine also appears to enhance calcium absorption, a potentially important application for people who suffer from osteoporosis. However, compared to cow’s milk and soy milk, almond milk contains very little l-lysine and calcium, making it a poor choice for people attempting to treat osteoporosis through diet.
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ATLA Religion Database + ATLAS: A comprehensive database that includes articles from hundreds of journals and magazines and covers such topics as world religions, Biblical Studies, Church history, and religious perspectives on social issues. Includes articles, essays, books, conference proceedings, and book reviews.
Philosopher's Index: A comprehensive citation-based database, covering journal articles, books, encyclopedias, anthologies, and book reviews.
PhilPapers: Philosophical Research Online: A comprehensive, multilingual database, covering journals, books, open access archives, and personal pages maintained by scholars. The content is arranged by topics in a structured bibliography. The database is maintained and operated by the Center for Digital Philosophy and the Philosophy Documentation Center.
PAIS Index: For research on the intersection of religion and politics.
PsycINFO: Covers the research literature in all areas of psychology and related disciplines in the social and behavioral sciences, as well as religion.
Specific Religious Traditions
Bibliography of Native North Americans (1500+): Covers the history, life and culture of native North Americans. Indexes monographs, essays, journal articles, government documents, historical and ethnographic books, and dissertations.
Digital South Asia Library: Reference works, images, maps, statistics, and other materials on South Asia. This is a part of Center for Research Libraries (CRL) and the University of Chicago.
Index Islamicus (1906+): Indexes literature on Islam, the Middle East, and the Muslim world published in journals, conference proceedings, monographs, multi-authored works, and book reviews. Produced by the Islamic Bibliography Unit at Cambridge University Library.
Index to Jewish Periodicals (1988+): Indexes English-language articles, book reviews, and feature stories in journals devoted to Jewish affairs. Covers Jewish history, activity and thought. Some full-text.
Jewish Studies Source (EBSCO; full-text): Covers several hundred full-text journals, monographs, and newspapers, as well as biographies of leading historical and contemporary Jews.
Web of Knowledge: A research platform that includes a number of databases, including Web of Science (including Arts & Humanities Citation Index, Science Citation Index Expanded, Social Sciences Citation Index), Journal Citation Reports, and more.
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There were a great many brave men during the Civil War, but I think it is a safe wager that none were braver than Father John B. Bannon. Born on January 29, 1829 in Dublin, Ireland, after he was ordained a priest he was sent in 1853 to Missouri to minister to the large Irish population in Saint Louis. In 1858 he was appointed pastor of St. John’s parish on the west side of the city. Always energetic and determined, he was instrumental in the construction Saint John the Apostle and Evangelist church. Out of his hectic schedule he somehow found time to become a chaplain in the Missouri Volunteer Militia and became friends with many soldiers who, unbeknownst to them all, would soon be called on for something other than peaceful militia drills. In November 1860 he marched with the Washington Blues under the command of Captain Joseph Kelly to defend the state from Jayhawkers from “Bleeding Kansas”.
With the outbreak of the Civil War, most of the Saint Louis Irish were strongly Confederate in their sympathies and Father Bannon was of their number. The Irish viewed the conflict in light of their experiences in Ireland with the English invaders, with the Southerners in the role of the Irish and the Northerners as the English. Confederate militia gathered at Camp Jackson after the firing on Fort Sumter, and Father Bannon went there as chaplain of the Washington Blues. Camp Jackson eventually surrendered to Union forces, and Father Bannon was held in Union custody until May 11, 1861. He resumed his parish duties, although he made no secret from the pulpit where his personal sympathies lay. Targeted for arrest by the Union military in Saint Louis, on December 15, 1861, he slipped out of the back door of his rectory, in disguise and wearing a fake beard, as Union troops entered the front door.
He made his way to Springfield, Missouri where Confederate forces were gathering, and enlisted in the Patriot Army of Missouri under the colorful General Sterling Price, who would say after the War that Father Bannon was the greatest soldier he ever met.
He became a chaplain in the First Missouri Confederate Brigade, and would serve in that capacity until the unit surrendered at Vicksburg on July 4, 1863. He quickly became a legend not only in his brigade, but in the entire army to which it was attached and an inspiration to the soldiers, Catholic and Protestant alike. At the three day battle of Pea Ridge, Arkansas, March 6-8, 1862, he disobeyed orders for chaplains to remain in the rear and joined the soldiers on the firing line, giving human assistance to the wounded, and divine assistance for those beyond human aid. For Catholic soldiers he would give them the Last Rites, and Protestant soldiers, if they wished, he would baptize.
At Pea Ridge he first established his reputation for utter fearlessness. He joined a cannon crew after most of the crew had been killed by Union fire. Father Bannon thought that chaplains who obeyed orders and remained out of harm’s way became “frequently objects of derision, always disappearing on the eve of an action, when they would stay behind in some farm house till all was quiet.” In order to do his job of bringing Christ to the men facing death, he reasoned that he had to be with them, and he was quite willing to risk his life doing so. “I am doing God’s work, and He has no use for cowards or skulkers. A Catholic priest must do his duty and never consider the time or place. If I am killed, I am not afraid to meet my fate. I am in God’s keeping. His holy will be done.” Towards the end of the battle he encountered General Earl Van Dorn who ordered him to the rear. He flatly refused to do so, even under threat of arrest, saying that he could not serve at the field hospitals in the rear the men who could not be moved from the battlefield, and that he would not leave, until he had attended them. In the face of such determination, the General retreated.
Father Bannon rendered such service in many battles in the West: Iuka, Corinth, Grand Gulf, Port Gibson, Champion Hill and the siege of Vicksburg. Nights before a battle were always busy for Father Bannon when he, “Would go up to a watch-fire, and waking one of the men, called him aside, hear his confession, and send him to summon another. The whole night would be spent thus in going from campfire to campfire. The men were always willing to come, generally too glad of the opportunity; some would even be watching for me.” As the troops would go into battle, Father Bannon would routinely give them mass absolution: “When the time came for advancing, I made a sigh for them all to kneel, and gave them absolution (and) I then went to the second line, or the reserve, till it was their turn also to advance.”
At the siege of Vicksburg he was either in the trenches with the troops or at the hospital helping the wounded. Frequent Union bombardments made life in Vicksburg precarious for all, and Father Bannon had many close calls. He had high praise for the Sister of Mercy nuns who acted as volunteer nurses, for the kindness and skill with which they cared for the wounded soldiers, and their lack of fear while being subjected to bombardments.
With the surrender of Vicksburg, Father Bannon’s service as a chaplain came to an end. Although never formally exchanged, Father Bannon, was released by the Union Army, along with most of the Confederate troops captured, after the troops promised not to bear arms until they were exchanged for captured Union troops.
Father Bannon traveled to Richmond to report to Bishop John McGill, the Bishop of Richmond. While at Richmond he preached in the cathedral and came to the attention of President Jefferson Davis. On August 30, 1863, Father Bannon was astonished to receive a message asking him to meet with Davis. At the subsequent meeting, Davis asked Father Bannon to undertake a diplomatic mission to Ireland to discourage Union recruiting in that country. At the suggestion of Father Bannon the mission was broadened to include Rome, in hopes that Father Bannon could aid in convincing Pio Nono, Pope Pius IX, to recognize the Confederacy.
On October 3, 1863 he slipped through the Union blockade aboard the blockade runner Robert E. Lee, sailing from Wilmington, North Carolina. Father Bannon was first, last and always a priest, and he talked to a sailor, John Bannister Tabb about the Faith during the voyage. Tabb later converted and eventually became a priest.
The Robert E. Lee got Father Bannon to Bermuda, and from there he traveled to London, England via Halifax aboard British ships. In London he reported to Henry Hotze, the mastermind behind the Confederate diplomatic effort in Europe during the War. After conferring with Hotze, Father Bannon went to Dublin and went to work writing circulars and drafting posters to be distributed among emigrants sailing to America to dissuade them from enlisting. He painted a dark picture of the North as a land of infidelity and anti-Catholicism and portrayed the South as being invaded by the North just as Ireland had been invaded by England. He also quoted the Pope’s letter to Jefferson Davis in which he prayed for peace in America. There is some evidence that Father Bannon succeeded in convincing some of the Irish emigrants not to enlist, although by this time in the War enthusiasm for enlistment in a bloody conflict that seemed to go on and on was on the wane North and South in any case. That of course does not diminish the incredible amount of hard work and energy that Father Bannon brought to his efforts.
In June of 1864 Bishop Lynch of Richmond arrived in Ireland on a diplomatic mission to Rome and, at his request, Father Bannon accompanied him. Father Bannon made a good impression on the Pope, but by this time in the War official recognition was simply not going to happen. In any case, I think no amount of diplomatic recognition, unless followed by military intervention on a huge scale, could have altered the course of the war.
While in Rome, Father Bannon decided to entered the Jesuit order. Unwilling to return to the United States after the defeat of the Confederacy, Father Bannon went on to a new life and an illustrious career as a well loved Jesuit priest in Ireland. He died on July 14, 1913. We will end this post with a song which I suspect was a favorite of Father Bannon.
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The importance of vet checks for looking at dogs holistically
"Behavioural problems and physiological medical problems have been treated separately for years, but behaviour depends on an animal's health and vice versa. Some behaviour problems are caused totally or partially due to medical problems. But this comes with its own diagnostic challenges for vets as apart from behavioural changes there are no other indications of illness. Camps. T, Amat. M, et al (2019)
Something that has encouraged and conversely put some clients off on initial contact is the recommendation of a Veterinary check to establish whether sudden behaviour changes or rescue dogs could be suffering with pain or ill health which has caused the change in behaviour.
When a dog presents with a new behaviour we have to explore all of the changes within yours and your dogs life, whether you have moved home, someone has moved in or out, any surgery, any attacks or incidents, a new dog in the home, sudden periods of separation and much more which could influence behaviour or if there's anything medically happening.
Dogs are very good at hiding pain and illness, we have to be mindful that no two dogs will show the same behaviours of expression of pain, especially dependent on their pain threshold as some injuries or pain may be slow in developing to big gestures of limping or vocalisations. There can be more subtle signs such as changes in pupil dilation, restlessness, changes in appetite or behaviour, increased or reduced physical activity and even a bite from a normally friendly dog.
Some people also think that when we say this that we mean a booster appointment for a vaccination.
Within another research study researchers found that veterinarians were criticised for not discussing or investigating behavioural problems with dog owners, so the researchers set up on a fly on the wall approach. 17 consultations were set up with 6 veterinarians, the dog owners were asked to share their concerns about behaviour which resulted in 58 behaviours of concern across the total and found that only 10 of the consultations out of 58 had been discussed. With the dog owners having to bring up the topic of behavioural concerns that they had. Roshier, A. L. (2013)
A previous study five years earlier observed wellness appointments and health problem appointments and found that 90% of the conversation focused on the health problem focusing on the biomedical data whereas in wellness appointments, 50% of the conversation is based on gathering information and 27% based on owner education and that due to dogs only going to the vets when unwell or for boosters is the only opportunity to discuss welfare. Shaw.J, et al (2008).
Which as a form of confusion that we find when discussing vet checks with dog owners makes sense as to why when we ask or recommend a Vet check that dog owners (guardians) typically tell us that nothing was wrong and or discussed at the booster appointment.
There were also two main barriers found in the question of: "Do you have any concerns?" in that dog owners felt embarrassed or that the behaviour was trivial and that dog owners need a flow of conversation to be able to open up. Robinson. J. D, (2001)
This second part is really important because when we use a client centred approach with dog owners (guardians) and help them to feel empowered, more people do talk at ease and even though emotions come up, there is no sense of embarrassment. When we actively listen this helps people to talk, and empowers the dog owner to speak up about how you feel, how behaviour might be affecting you and then we come full circle to how we can help. Because both ends of the leads are equally important.
This study goes onto discuss welfare in dogs and dog owners (guardians) legal duties under the Animal Welfare Act (2006) which I have discussed before. The study finishes with the conclusion of understanding animal and owner needs for best welfare practice aimed at vets. Short, C. E. (1998)
But all professionals who work with dogs have an ethical duty of care to best inform dog owners (guardians) education on why vet checks are vital and why doing particular things with dogs and meeting their biological needs is so important. This is why we also share a welfare responsibility for dogs who we work with because we need to best support the primary caregiver and families of their dog.
So if your dog is showing changes in behaviour or you have a new dog and you're worried about some of the behaviours, please don't be worried about reaching out for help and discussing these worries. Either with your vet or reach out to a behaviourist. You should always be made to feel empowered, valid and supported.
There are no silly questions or concerns, if you are worried about something it's much better to ask and if you aren't happy with the answer you can absolutely get another opinion. This doesn't make you a "Karen or a Kevin" as many people do worry they will quickly become a social media slur and considering people's feelings and worries as much as we might chuckle at these expressions of names to label someone difficult, the truth is more people dare not speak up when something is bothering them because of silly social media quips.
Always speak up, always ask questions, your feelings are valid and there is nothing to be embarrassed about and even if you cannot pinpoint how your dog could be ill or in pain, remember they hide pain and unwellness well, circling back to journals yesterday this is where journals come in handy paired with your vet and behaviourist.
Camps T, Amat M, Manteca X. A Review of Medical Conditions and Behavioral Problems in Dogs and Cats. Animals (Basel). 2019 Dec 12;9(12):1133. doi: 10.3390/ani9121133. PMID: 31842492; PMCID: PMC6941081.
Roshier AL, Foster N, Jones MA. Veterinary students' usage and perception of video teaching resources. BMC Med Educ. 2011 Jan 10;11:1. doi: 10.1186/1472-6920-11-1. PMID: 21219639; PMCID: PMC3025976.
Shaw J. R., Adams C. L., Bonnett B. N., Larson S., Roter D. L. (2008) Veterinarian-client-patient communication during wellness appointments versus appointments related to a health problem in companion animal practice. Journal of the American Veterinary Medical Association 233, 1576–1586
Robinson J. D. (2001) Closing medical encounters: two physician practices and their implications for the expression of patients' unstated concerns. Social Science and Medicine 53, 639–656
Short, C.E. (1998) “Fundamentals of pain perception in Animals,” Applied Animal Behaviour Science, 59(1-3), pp. 125–133. Available at: https://doi.org/10.1016/s0168-1591(98)00127-0.
Image description: a mint green background with a shaded green category circle. Within the categories are sleep, with a grey wolf dog sleeping on a pink bed.
A Wheelchair user with their back to the screen playing the chair game with a cream and grey wolfdog with the category title of "Time to train new protocols."
A category called "diet" with the sodapup honeycomb slow feeder with raw food in the centre with vegetables, fish, liver and eggs in the outer of the bowl.
A Vet with blonde short hair, white medical coat and green scrubs stood with a dark grey and tan Wolfdog with the category "vet check".
A category called opportunities for mental enrichment with a dark grey and tan Wolfdog behind an xpen fence, within a Doggy Enrichment Land. A green wall with the bottom of a picture frame and a music speaker. There is a destruction box filled with balls, a Kong, a lickimat, a snuffle mat, an orange bed, a bone, an ostrich twist and a loose ball.
The last category is "Keep a journal" with a lined journal with green edges and rainbow dividers.
For Miyagis Dog Training
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