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Absolute Pitch Trainer 1.6
Old versionsSee all
Absolute Pitch Trainer is software that is designed specifically to help users develop the skill of Absolute Pitch, also know as Perfect Pitch. No matter what you call it, Absolute Pitch or Perfect Pitch, the ability to recognise notes by ear is fundamental to all musicians, just as learning the alphabet is fundamental to anyone who reads and writes.
Absolute Pitch is essentially a mapping between the sound you hear in your mind, and the corresponding note on the instrument. All great composers had Absolute Pitch, including Mozart, Tchaikovsky, and Beethoven. Contrary to popular belief, Absolute Pitch is not a talent that a person is born with. It can be developed over time if done with the right methodology. Absolute Pitch Trainer embodies that methodology. Absolute Pitch Trainer software uses a specialized algorithm which gradually builds your Absolute Pitch skill level to 100%. Users start out with learning one note, which is played an equal amount of times across all octaves of the piano keyboard. The software constantly gauges your progress, and adds a second note when you are ready for it. This process gradually continues until the entire 12 notes of the chromatic scale are added, and being played across all octaves of the piano. Or, you can tell the software how many notes to play.
Studies have shown that colour tone can be used as a mnemonic device to memorize musical tone. Absolute Pitch Trainer has a feature called colour hint, which when enabled, displays respective colours for each note played.
You can interface with Absolute Pitch Trainer by using the built in virtual keyboard by pointing and clicking on the right note with your mouse. Alternatively, you can also use your MIDI keyboard by plugging it into your computer via the USB port. Pressing the keys on your MIDI keyboard will register with the software, just the same as if you were using the built in virtual keyboard.
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The New York Times, always a good source of articles about education, today includes an article which is particularly noteworthy to GCP readers. “Learning To Play the Game to Get into College”, found here, chronicles Boston high school senior Nathaly Lopera’s impressive efforts to get extra help with school and the college prep process. Among the resources she finds and uses is a free program called “Let’s Get Ready”, which helps students fill out college applications, write essays, practice interviews and prepare for the SAT. This is a moving story of how drive and tenacity can make so much difference in a student’s academic journey.
While this is an inspirational article for all readers, it raises several issues which GCP parents should especially focus upon with respect to our sons:
1) The Importance of Asking for Help: A key component of Nathaly Lopera’s success thus far is her willingness to recognize when she needs help and to ask for it. We cannot emphasize this enough for our boys. Some students tend to feel that asking for help is a sign of weakness, and are hesitant to let their teachers know that they aren’t understanding the material. Ms. Lopera, who is generally excelling in school, routinely seeks help with academic and social issues from the teachers and counselors there. It is our responsibility as parents to help our sons understand that asking for help is a sign of strength, and remind them that getting help to conquer difficult material builds life skills that have value far beyond any classroom. More on this in issue 3 below.
2) Grades Aren’t the Only Things That Matter: According to the article, Nathaly is getting a college recommendation from a teacher who gave her a C in a math class, because that teacher will talk about the incredible work ethic Nathaly demonstrated after doing poorly in several units in the class. The teacher explained “You know, I didn’t care about the final grade…Nathaly showed me a work ethic that will make her successful in college and life, that’s what matters.” We have high expectations that our sons will get good grades, and we naturally focus on whether they are doing so. But along the way we also have to help them understand that grades, be they very good ones, or terrible ones, are not the sole means of measuring their progress and worth as students and human beings. Emphasizing that they put forth their best efforts (their input), rather than focusing exclusively on their grades (the outcome), gives them tools to face challenges in and outside of the classroom.
3) Factor in The “Boy” Factor: The article includes a sobering statistic about the “Let’s Get Ready” college prep program: More than 70% of the programs’ students are girls. Not surprising, when you consider that boys, especially boys of color, are becoming an endangered species on college campuses across the nation. For whatever reasons, boys generally tend not to be as focused on and willing to pursue academic help as girls can be. (You may call this a gross generalization if you’d like, but parents who have both boys and girls know there to be truth to this.) But it doesn’t have to be this way. Rather than shake our heads and wonder “What’s wrong with that boy?” when our sons don’t independently seek the help they need, let’s take the extra time and energy to direct them towards ways to find it. Coddle them? Do the work for them? Absolutely not. But we should not shy away from acknowledging that they need all the help they can get from us, as well as from their schools, and focus on giving it to them. We’ve got to do all we can to make sure our boys are learning to play the game to succeed in school and in life.
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Student resources are interactive activities collected from around the Web. They can be used to support related lesson plans or as standalone activities in the classroom. Browse our library of student resources by grade level or subject area below.
Students should fill in yes or no in the boxes beneath each of the teachings to indicate whether it is a component of that teaching. In the final box they should fill in a line of from one of the poems which exemplifies this idea wherever it is possible to find an example.
Alice's Adventures in Wonderland: Nonsense Poetry and Whimsy
Instructions: For Investigating Genre in the Visual Arts
Roll over the image to explore the areas of the painting, clicking to bring up the descriptive pop-ups. Make notes in the pop-up's tabs to prepare you for the follow-on multiple-choice questions (under "Test Your Knowledge"), and answer the essay questions on the pop-up tabs. After completing these tasks, follow the instructions for printing out your answers and notes, and you can also print the image istself.
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Storytelling is a powerful tool for communicating a message. How can you leverage this power in your teaching? Whose stories are shared — yours? Students’? In this workshop, we’ll look at examples of how and where storytelling can be most impactful in a course and we’ll explore some tools for sharing stories with students.
Below, you will find the slides (with links) that we used in the workshop.
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Dental Prosthetics are treatments commonly used to replace lost teeth or molars, to improve the mastication process, speech and aesthetics. Odontologists and stomatologists are the suitable professionals to prescribe and fit dental prosthetics.
The following are the different kinds of Dental Prosthesis:
- Fixed Prosthesis
- Complete Prosthesis
- Removable Prosthesis
- Mixed Prosthesis
Hygiene Care for the Dental Prosthesis
Rinsing of the mouth and Dental Prosthetics must take place after each meal and especially before going to bed. Natural teeth or fixed elements of the Prosthesis should be brushed with toothpaste and a suitable toothbrush.
Dental floss may be used between the crowns (caps), ridges and gums. If there are big spaces between the teeth, interdental brushes may be used. You can finally use a handpiece, either with or without mouthwash. The removable part of the prosthesis should be rinsed out of the mouth, at least once a day, using a prosthesis rush or a nailbrush and neutral soap. Rinse with water and keep during the night in a glass of water, where you can also put cleaning disinfecting tablets, available in pharmacies.
Taking care of the Prosthesis
During the first few days, it is recommended to close your mouth and chew carefully, to avoid either biting the tongue or cheeks, or overburdening the gums or sore teeth.
Chew soft and non-sticky foods, gradually increasing food consistency. Mouthwashes and ointments, or soothing and healing gels may be used to treat bitings.
In case you feel pain or any wound does appear in your mouth, go to the dentist, and your prosthesis will be adjusted, and, if necessary, your doctor will prescribe you the right medication.
Complete prosthesis may move around in your mouth when you speak or eat during the first few days after the procedure is done. You will have to learn to chew on both sides of your mouth at the same time, to stabilize your teeth.
There are products (creams and powders) that help retention and adaptation of prosthesis, but you should proceed with careful dental evaluation before starting to use them.
You should visit your dentist every six months for the revision of your dental prosthesis, and to check if there is “tooth wear”, to correct misadjustments that may have appeared and, in general, to make the necessary adaptations to the normal variations that may have happened in your mouth along that time.
Dental Fixed Prosthesis is a treatment to replace natural worn or lost teeth with customized teeth. The following options are available:
- Caps or individual crowns that restore the damaged or lost part of the tooth.
- Bridges that replace lost or absent pieces, fixed with crowns to the adjacent teeth.
It is necessary, in both cases, to process and grind the capped teeth.
Fixed prosthesis are more comfortable, more easily tolerated and present less inconveniences than removable prosthesis, though they are usually more expensive, and need to be more frequently checked by the dentist.
Over time, the natural atrophy of the maxillary bone or gums withdrawal usually shows the “joint” or union between the tooth and the cap. This usually has an unpleasant aesthetic effect, so that you will ask for replacement. At first, artificial teeth seem to be very big and to press the adjacent ones, but this feeling disappears over time. Your tongue or cheecks may also be bitten, or it could even happen that you find difficult to pronounce some sounds or syllables. You will find out how to avoid it over time. If your prosthesis was provisionally cemented and it is detached from your mouth, wash it, keep it, and visit your dentist immediately.
The complete prosthesis is a treatment aimed to those patients who have lost all of their natural teeth, using oral appliances that artificially replace them. They are useful to improve mastication and also to enhance speaking and aesthetical appearance of the patient.
The main disadvantage of this kind of prosthesis is its movility, specially regarding the lower piece, which can easily suffer displacements because of the movement of the tongue.
The teeth of the upper prosthesis, though it usually has a better fixation to the maxillar, may be covered by the upper lip.
Over time, the maxillar bones (where the prosthesis is fixed) are reabsorbed. In this way, the prosthesis may loose fixation, causing discomfort or ulcerations that require a visit to your dentist, so that he/she can correct its adjustment.
Dental removable prosthesis is a treatment to replace lost teeth, using some appliances that may and should be extracted from the patient’s mouth to rinse them. This appliance is fixed to adjacent teeth with some retainers or clasps. They normally lay on the alveolar mucosa, so that a light swing may be felt when eating. Therefore, the effect of mastication is less effective than with natural teeth. Over time, the remaining teeth suffer a displacement and maxillar bones suffer a change, so that appliances may need a further adjustment, causing discomfort or ulcerations that require a visit to your dentist. In this way, he/she will correct its adjustment. Metallic or plastic elements may also suffer splits, due to the elastic fatigue. If it occurs, these elements will have to be immediately repaired by your dentist.
You will feel that the denture feels strange in your mouth when you first begin to wear it, and you will also produce more saliva than normal. Your may also have difficult chewing, speaking or saying certain words. As the patient gets used to his/her prosthesis, this discomphort typically fades.
Mixed Dental Prosthesis is a treatment to replace lost teeth, which uses two kind of elements that work together as a whole. This is a unique prosthesis.
- A fixed element, made with caps or bridges that can’t be removed of the mouth.
- A removable element that consists of a removable appliance that may and should be removed from the mouth, to be rinsed.
Since this kind of prosthesis is mixed, you will be required to apply both the limitations and cares from both, the Fixed and Removable Prosthesis. Therefore, it will require a more accurate hygiene and a more frequent checking by the dentist
Overdenture is a treatment to replace lost teeeth with oral appliances that hold artificial teeth, covering some fixed elements, anchored to natural teeth, or rest of roots, where the retention elements are settled. They enhance the fixing of complete prosthesis, helping the patient to feel more self-confident when chewing or speaking.
The fixed element, setteld on the roots, is highly sensitive, so that an accurate hygiene is required, not being suitable to chew extremely hard foods.
Roots or endodontics can sometimes suffer breakages. In this case, they should be removed.
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Major Side Effects of Antibiotics: What should you be aware of.
Antibiotics are the most commonly prescribed medicine in today's world. It revolutionized the world of medicine since its introduction in 1950s. Severe illness, such as tuberculosis and pneumonia, are now successfully treated and many lives are saved.
Unfortunately, like any other drugs, antibiotics has the potential to cause some nasty side-effects that can deteriorate your health instead of improving. Therefore, you need to be aware of the major side-effects of antibiotics so that you can take proper action before it claims your health.
What side effects have you suffered after taking antibiotics?See results without voting
Video on Side-effects of Antibiotics
Some of the major side effects of antibiotics:
Upset Gastrointestinal system: Nausea, vomiting, diarrhea, stomachache and stomach irritation are some of the most common side effects of antibiotics. These are caused by the disruption of the natural bacterial balance of good and bad bacteria in our gut. Statistics suggest that at least 20% of patients who are taking antibiotics will develop diarrhea as a side effect. You always need to notify the doctor if you suffer from nausea and vomiting after taking antibiotics so that they can prescribe alternative medicine or you might also need to take anti nausea medication such as Maxalon or Ondansetron and anti-diarrhoeal medication such as Gastrostop along with antibiotics. Always consult your doctor before taking any medication.
Fungal Infections: Fungal infections or thrush in the mouth, throat and vagina are another commonly complained side effects of antibiotics. Women are mainly found to be suffering from these side-effects. Thrush causes itchiness and pain in skin and mouth, and also leads to unwanted vaginal discharge. It is caused by the overgrowth of fungus called candida albicans, a natural fungus in our body. Taking antibiotics upsets the normal balance of candida in our body and leads to unnecessary growth causing thrush. You might have to use anti fungal cream such as canestan to get some relief.
Allergic reaction: It happens when body overreacts to the foreign object introduced to the body. Let your doctor know if you are allergic to any antibiotics before they prescribe antibiotics for you. The most common sign of allergic reaction is rash in your body, but other symptoms may also follow such as wheezing, swelling of the tissues and difficulty breathing. Always notify your doctor if you notice such symptoms.
The most rare but most dangerous side effect of antibiotics is anaphylactic or severe and rapid allergic reaction. Signs and symptoms of anaphylactic reaction includes swelling of the skin, tongues, throat; itchy rash; itchiness in eyes, skin; runny nose; nasal congestion; difficulty breathing; chest tightness; dizziness; weakness followed by nausea, vomiting and diarrhea; confusion—it is a medical emergency, you need to call the emergency medical number or go to the hospital immediately.
Any one who has known allergy or who had some allergic reaction before has more chance of getting this side-effect.
Remember that anaphylactic reaction can occur even after taking second or third dose of antibiotics. So be really cautious when you take antibiotics.
To avoid getting resistant to antibiotics
- Don't take antibiotics to treat viral illness such as cold or flu.
- Always wash your hands properly with soap and water after handling any meat items and after using toilets.
- Always take your antibiotics at the right time and finish your antibiotics course to avoid the increase in resistance to antibiotics.
- Wear condoms while doing sex to avoid the getting infections such as UTI or gonorrohea.
Another growing problem that many people are suffering related to antibiotic is getting resistant to antibiotics. According to world health organization it is one of the major hazard to human health today. It is becoming major problem recently and damage caused by it to lives is reaching to the alarming level.
Antibiotics resistant means some particular antibiotics that was working for you before to kill bacteria in your body is not able to kill germs in your body anymore as those bacterias have become resistant to the antibiotics prescribed to you. It might happen due to taking antibiotics unnecessarily more often or because not finishing the course of antibiotics prescribed to you. In this case doctors might have to try other antibiotics that your body is not resistant to, but sometimes because of taking too many antibiotics, your body may already have become resistant to most of the available antibiotics; thanks to over-prescription and overuse of antibiotics.
Many patients in hospitals in many developed and developing countries are dying due to hospital acquired infections such as MRSA (Methicillin-resistant Staphylococcus aureus) and VRE (Vancomycin Resistant Enterococci) that are developed due to resistance to antibiotics.
When shouldn't You be Taking Antibiotics
Antibiotics basically kills bacterial infection; not viral illness. It is very crucial to know this difference because taking antibiotics unnecessarily during viral illness, such as when you have cold or flu, has increased the cases of antibiotics resistance immensely among patients.
Example of Bacterial infection and Viral Illness
Bacterial infection examples
Viral illness examples
Urinary tract infections, ear infection, sinus infections.
Common cold: flu, runny nose, sore throat, coughing, sneezing, headache.
Strep throats, cellulitis.
Influenza: fever, chills, headache, dry cough, body aches.
Acute bronchitis: cough and fever.
Wound and skin infections.
Pharyngitis or sore throat and viral gastroenteritis.
- Remember that antibiotics can lead to the overgrowth of candida and causes other imbalance in our gut that gradually makes our immune system weak.
- Long term use of antibiotics can suppress our immune system.
Before you take any antibiotics, always ask your doctor following questions
NSW health recommends that you should always ask questions mentioned below to your doctor before you take any antibiotics:
- Why do I need antibiotics?
- Is there any alternative?
- What are the potential side effects that I should be aware of?
- Does it interacts with any of the drugs I am taking?
- How many days or months should I be taking them?
- Should I take them with or away from food?
- What should I do if I have side effects?
- How can I avoid side effects?
Also, always make sure that you let your doctor know if you are taking any other medicine as antibiotics you are prescribed may interact and cause unnecessary sideeffects to your health.
To avoid getting infection unnecessarily
- Always wash your hands properly with soap and running water after using toilet and after handling foods, especially meats.
- Women should wash their genital area properly to avoid getting UTI.
- Don't stop taking prescribed antibiotics just because you are starting to feel better. Remember to complete the course of antibiotics that has been prescribed to you.
- Keep your home clean.
- Germ Proof Your Kids: the Complete Guide to Protecting (without Overprotecting) Your Family from Infections by Harely A Robart.
- Patient information: Allergy to penicillin and related antibiotics (Beyond the Basics)
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Chronic Kidney Disease (CKD) is a significant public health concern affecting millions of people across the globe. In the United States alone, nearly 37 million Americans suffer from kidney disease, while millions of others are at risk (National Kidney Foundation, 2020). The condition is often insidious, progressing silently over years, and in many cases, patients are unaware of their deteriorating kidney function until it’s too late. While a cure for CKD is yet to be found, numerous strategies can be employed to slow its progression and minimize further damage to the kidneys. This comprehensive article aims to provide a detailed understanding of CKD, including its causes, stages, and symptoms, and offers evidence-based guidelines for prevention and care.
What is Chronic Kidney Disease?
The kidneys are vital organs that serve multiple roles, from filtering waste products and excess fluids from the blood to regulating essential functions such as blood pressure, electrolyte balance, and red blood cell production. Chronic Kidney Disease is characterized by the gradual loss of kidney function over time. This loss of function leads to the accumulation of waste products, electrolyte imbalances, and other complications that can ultimately result in severe illness or death if not adequately managed (Levey et al., 2019).
Stages of CKD
CKD is usually divided into five stages based on the Glomerular Filtration Rate (GFR), a measure of how well the kidneys are filtering wastes from the blood:
- Stage 1: GFR > 90 mL/min – Normal kidney function but early signs of possible kidney disease
- Stage 2: GFR 60-89 mL/min – Mild decline in kidney function
- Stage 3: GFR 30-59 mL/min – Moderate decline in kidney function
- Stage 4: GFR 15-29 mL/min – Severe decline in kidney function
- Stage 5: GFR < 15 mL/min – Kidney failure or end-stage renal disease, requiring dialysis or transplantation
Each stage has its own set of challenges, symptoms, and required interventions, making early diagnosis crucial for effective management (Levey et al., 2019).
Understanding the risk factors for CKD can aid in prevention and early diagnosis. Some common risk factors include:
- Diabetes: A leading cause of CKD, poorly controlled diabetes can result in damage to the small blood vessels in the kidneys.
- High Blood Pressure: Elevated blood pressure strains the kidneys over time, compromising their function.
- Family History: Those with a family history of kidney disease are at increased risk.
- Age: The risk of CKD increases significantly in individuals over 60 years old.
- Ethnicity: Certain ethnic groups, such as African American, Hispanic, and Native American populations, are at higher risk for CKD (National Kidney Foundation, 2020).
Preventing Further Damage to Kidneys
Diet and Nutrition
- Low Sodium Diet: A diet low in sodium can help control blood pressure, one of the key factors in slowing CKD progression. The American Heart Association recommends limiting sodium intake to less than 2,300 mg per day, aiming for an ideal limit of 1,500 mg for most adults (American Heart Association, 2020).
- Low Protein Diet: Excessive protein intake can exacerbate the kidneys’ workload, leading to faster deterioration. A balanced, low-protein diet can be helpful in managing CKD, but it should only be initiated under professional guidance (Mitch et al., 2019).
- Potassium and Phosphorus Control: A balanced intake of potassium and phosphorus is crucial. High levels can lead to heart problems and bone disease, respectively. Foods like bananas, oranges, and potatoes are high in potassium, while dairy products are high in phosphorus and should be consumed in moderation (Noori et al., 2010).
- Physical Exercise: Regular, moderate exercise helps control blood pressure and blood sugar levels, both crucial for kidney health. The American Heart Association recommends at least 150 minutes of moderate-intensity exercise per week (Smart et al., 2013).
- Smoking Cessation: Smoking is associated with the progression of kidney disease and other complications like cardiovascular disease. Quitting smoking can significantly slow down CKD progression (Orth et al., 1998).
- Limit Alcohol Consumption: Excessive alcohol intake is not only bad for the liver but can also contribute to high blood pressure and kidney damage (Rehm et al., 2017).
Managing medication is critical in CKD to prevent further kidney damage:
- Anti-Hypertensive Drugs: ACE inhibitors or ARBs are often recommended to control high blood pressure, one of the key contributors to kidney damage (Klag et al., 1996).
- Diabetes Management: Controlling blood sugar levels through medication like insulin or oral hypoglycemic agents can delay the progression of CKD (Reutens, 2020).
- Avoid NSAIDs: Non-steroidal anti-inflammatory drugs like ibuprofen can damage the kidneys and should be avoided unless absolutely necessary and prescribed by a healthcare provider (Ruffenach et al., 2015).
Better Care for CKD
Routine check-ups, including blood tests and urine tests, are essential for monitoring kidney function, blood pressure, and blood sugar levels. Frequent visits to healthcare providers for adjusting medications and assessing symptoms can go a long way in managing CKD effectively.
Patient Education and Psychological Support
Educating patients about the implications of CKD, the importance of medication adherence, and lifestyle modifications can empower them to take control of their health. Psychological support through counseling and support groups can help patients cope with the emotional burden of the disease (Papaloucas et al., 2014).
Advanced Care: Dialysis and Transplantation
In advanced stages of CKD, when the GFR drops significantly, dialysis or kidney transplantation may become necessary. Dialysis artificially filters waste products and excess fluids from the blood, while transplantation replaces the failed kidneys with a healthy one from a donor (Tonelli et al., 2012).
An appropriate diet plays a crucial role in managing CKD and slowing its progression. Foods rich in antioxidants like berries, vegetables such as cauliflower and cabbage, and fish rich in omega-3 fatty acids like salmon are considered beneficial. Consulting a registered dietitian specializing in kidney disease can provide personalized advice tailored to individual needs (Kalantar-Zadeh et al., 2010).
Blood Pressure Management
Blood pressure management is critical, as hypertension can speed up the progression of CKD. A multi-faceted approach, including diet, exercise, and medication, is often needed for effective control. Patients may need to monitor their blood pressure at home regularly and may require multiple medications for adequate control (Wright et al., 2002).
While it’s essential to stay hydrated, too much fluid intake can be problematic for people with CKD. Excessive fluids can lead to swelling, high blood pressure, and further stress on the kidneys. The appropriate amount of fluid intake varies from person to person and should be discussed with a healthcare provider (Wang et al., 2011).
Complications and Comorbidities
CKD is often associated with other health problems, such as cardiovascular disease, anemia, and bone disorders. It’s essential to manage these conditions to improve the prognosis of CKD:
- Cardiovascular Disease: The risk of heart disease is significantly increased in CKD patients. Lifestyle changes, medications, and sometimes surgical interventions are necessary for management (Schiffrin et al., 2007).
- Anemia: Reduced kidney function leads to fewer red blood cells, causing anemia. Iron supplements and erythropoiesis-stimulating agents are often prescribed (Babitt & Lin, 2012).
- Bone Disorders: CKD can lead to abnormal calcium and phosphate metabolism, resulting in bone diseases. Phosphate binders and vitamin D supplements are commonly used treatments (Ketteler et al., 2018).
Research is ongoing for new treatments for CKD, including the use of stem cells, novel medications, and even artificial kidneys. While many of these are still in the experimental phase, they offer hope for more effective future treatments (Jha et al., 2017).
The Importance of a Multidisciplinary Approach
CKD management is not just the responsibility of a nephrologist but requires a comprehensive healthcare team. This may include primary care physicians, dietitians, pharmacists, physical therapists, and even social workers to manage the multifaceted issues related to CKD (Curtis et al., 2016).
Psychological Support and Quality of Life
Chronic kidney disease can take a psychological toll on patients, affecting their mental well-being and overall quality of life. Stress, anxiety, and depression are common among CKD patients due to the uncertainties associated with the disease’s progression and potential outcomes like dialysis or transplantation (Cukor et al., 2007). Various psychosocial interventions, such as cognitive-behavioral therapy and mindfulness training, have shown promise in improving the mental well-being of CKD patients. Support from family and friends, along with professional mental health services, can play a crucial role in enhancing quality of life (Palmer et al., 2012).
Managing chronic kidney disease in children presents a unique set of challenges, including growth retardation, developmental issues, and educational difficulties. Coordinated care involving pediatric nephrologists, dietitians, educational therapists, and social workers is crucial for managing these challenges effectively. Kidney transplantation, when possible, remains the most effective treatment for improving growth and neurocognitive outcomes in children with CKD (Ingelfinger & Kalantar-Zadeh, 2016).
Pregnancy and CKD
Pregnancy in women with CKD is considered high-risk and requires close monitoring for maternal and fetal well-being. Prenatal care, including frequent blood pressure monitoring, renal function assessment, and fetal ultrasounds, is essential for managing such pregnancies successfully. Pregnant women with CKD often require specialized obstetric care and may need to be managed in tertiary care centers specializing in high-risk pregnancies (Piccoli et al., 2017).
While mainstream medical interventions are the cornerstone for CKD management, some patients also explore alternative therapies like herbal medicine and acupuncture. Though evidence supporting these therapies’ effectiveness is scant, some studies suggest potential benefits in symptom management (Lin et al., 2015). However, patients should consult healthcare providers before starting any alternative treatments, as some could interact negatively with conventional medications or worsen kidney function.
Importance of Public Awareness and Education
Given the silent nature of CKD, public awareness programs aimed at early detection and prevention are crucial. Community screening programs, particularly among high-risk groups, and educational initiatives on healthy lifestyle choices can go a long way in reducing CKD prevalence and its associated healthcare burden (Martinez-Ramirez et al., 2018).
Future Directions in CKD Research
As our understanding of CKD grows, several areas require further investigation:
- Genetic Predispositions: Understanding the genetic factors contributing to CKD could offer insights into disease prevention and tailored treatments (Böger & Heid, 2011).
- Telemedicine: With the rise in telehealth, especially magnified by the COVID-19 pandemic, remote monitoring and consultation can play a significant role in CKD management (Narasimha et al., 2020).
- Artificial Intelligence: Machine learning algorithms have the potential to analyze large datasets, predicting disease progression and outcomes more accurately, thus allowing timely interventions (Kumar et al., 2020).
Chronic Kidney Disease remains a global health issue, affecting people from all walks of life. While there is no cure, a multi-faceted approach that includes lifestyle modifications, medical treatments, and emotional support can go a long way in improving the lives of those with CKD. Advances in research offer hope for more effective therapies in the future. Early detection and proactive management remain crucial for slowing the disease’s progression and offering patients a better quality of life.
- Cukor, D., et al. (2007). Psychosocial Aspects of Chronic Kidney Disease. Psychosomatic Medicine, 69(5), 461–467.
- Palmer, S., et al. (2012). Improving patient outcomes through the integration of complementary services: The role of psychosocial services in nephrology. Seminars in Dialysis, 25(6), 660–665.
- Ingelfinger, J. R., & Kalantar-Zadeh, K. (2016). Pediatric CKD and the Process of Care. Clinical Journal of the American Society of Nephrology, 11(3), 539–541.
- Piccoli, G. B., et al. (2017). Pregnancy in chronic kidney disease: Need for a common language. Journal of Nephrology, 30(3), 307–315.
- Lin, M. Y., et al. (2015). Traditional Chinese Medicine for Chronic Kidney Disease: A Systematic Review and Meta-Analysis. American Journal of Kidney Diseases, 65(6), 942–953.
- Martinez-Ramirez, H. R., et al. (2018). Community Health Workers Interventions for People with Diabetes and Chronic Kidney Disease. International Journal of Nephrology and Renovascular Disease, 11, 283–292.
- Böger, C. A., & Heid, I. M. (2011). Chronic kidney disease: novel insights from genome-wide association studies. Kidney and Blood Pressure Research, 34(4), 225–234.
- Narasimha, S., et al. (2020). Telehealth Utilization in Response to the Novel Coronavirus (COVID-19) Pandemic in Patients with Chronic Kidney Disease. Journal of Nephrology, 10(4), 523–529.
- Kumar, S., et al. (2020). Machine learning algorithms in chronic kidney disease prediction. Nature Reviews Nephrology, 16(12), 704–716.
- National Kidney Foundation. (2020). The Facts About Chronic Kidney Disease (CKD).
- Levey, A. S., et al. (2019). Definition and Classification of Chronic Kidney Disease. The Lancet, 6736(19), 1–11.
- American Heart Association. (2020). Sodium and Salt.
- Mitch, W. E., & Remuzzi, G. (2019). Diets for Patients with Chronic Kidney Disease. The Lancet, 393(10169), 496–507.
- Noori, N., et al. (2010). Dietary PotassiumIntake and Mortality in Long-term Hemodialysis Patients. American Journal of Kidney Diseases, 56(2), 338–347.
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This Devine Coat of Arms was first found recorded in Sir Bernard Burkes' General Armoury.
A naked arm couped below the elbow grasping a sword flammant proper.
Gules a Lion passant guardant and at the base a human heart Argent.
The lion is said to be the emblem of "deathless courage".
In Ireland the lion also represented the 'lion' season, prior to the full arrival of Summer.
The lion symbol can also represent a great Warrior or Chief.
The heart used in heraldry signifies a man of sincerity and one who speaks the truth from his heart, and is also used as the emblem of Sincerity, Truthfulness, and Charity.
FORTITER ET FIDELITER~ BRAVE AND FAITHFUL
This coat of arms was classed as for a person "of more than ordinary excellence", "divine". It was first found registered under the spelling of Nicholas Le Devin in 1187.
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1. a statement (either spoken or written) that is made to reply to a question or request or criticism or accusation
- I waited several days for his answer
2. a statement that solves a problem or explains how to solve the problem
- the answers were in the back of the book
3. the speech act of replying to a question
4. the principal pleading by the defendant in response to plaintiff's complaint; in criminal law it consists of the defendant's plea of `guilty' or `not guilty' (or nolo contendere); in civil law it must contain denials of all allegations in the plaintiff's complaint that the defendant hopes to controvert and it can contain affirmative defenses or counterclaims
5. a nonverbal reaction
- his answer to any problem was to get drunk
- their answer was to sue me
Sentences with answer as a noun:
- Her answer to his proposal was a slap in the face.
- There is no simple answer to corruption.
1. react verbally
- She didn't want to answer
- answer the question
- We answered that we would accept the invitation
2. respond to a signal
- answer the door
- answer the telephone
3. give the correct answer or solution to
- answer a question
- answer the riddle
4. understand the meaning of
- The question concerning the meaning of life cannot be answered
Similar word(s): resolve
5. give a defence or refutation of (a charge) or in (an argument)
- The defendant answered to all the charges of the prosecution
6. be liable or accountable
- She must answer for her actions
7. be sufficient; be adequate, either in quality or quantity
- A few words would answer
8. match or correspond
- The drawing of the suspect answers to the description the victim gave
9. be satisfactory for; meet the requirements of or serve the purpose of
- This may answer her needs
10. react to a stimulus or command
- The steering of my new car answers to the slightest touch
Sentences with answer as a verb:
- He answered the question.
- to answer a charge or accusation
- She answered the door.
- Nobody answered when I knocked on the door.
- It answers the need.
- The man must answer to his employer for the money entrusted to his care.
- He has a lot to answer for.
- He answered my claim upon him.
- The servant answered the bell.
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Can Sexual Abuse or Sexual Assault result in a Hostile Work Environment?
Sexual Abuse and Sexual Assault are forms of Sexual Harassment that are illegal. | New York City and New Jersey Sexual Harassment Attorney
Sexual harassment, which by definition is any unwelcomed sexual advance, takes on many different forms. The two main categories of sexual harassment are those stemming form a Hostile Work Environment (sexual touching, sexual threats, sexual comments and outright sexual hostilities) and those that are classified as Quid Pro Quo (which is a Latin phrase meaning “you do something for me and I do something for you”).
Although both sexual abuse and sexual assault can be classified as sexual harassment and give rise to a hostile work environment claim, these two types of harassment are not the same. While sexual assault involves touching without valid consent, sexual abuse is a much broader term that includes sexual intimidation, threats and comments in addition to sexual touching. In other words, although sexual assault can be classified as sexual abuse, not all sexual abuse claims necessarily stem from Sexual Assault. Sexual Assault is a term that is used in the criminal and civil context, while sexual abuse is used exclusively in civil litigation.
Some sources define sexual abuse as repeated and unwanted sex-oriented remarks, behaviors or gestures that attack an individual’s dignity and security and their physical and psychological integrity. In the workplace, sexual abuse may be accompanied by blackmail (coercion), by incitement (bribery), and abuse of power that could compromise employment (quid pro quo). Sexual assault on the other hand is any sexual act in which a person is coerced or physically forced to engage in the act against their will; it can also be non-consensual touching of a person in a sexual manner. Sexual assault is a form of sexual violence, and it includes rape (such as forced penetration / sodomy or drug facilitated sexual assault), in addition to groping or the torture (infliction of pain) to the employee in a sexual manner.
What Are Some Examples of Sexual Abuse?:
- Allusions to sexual preferences
- Blackmail / threats
- Comments on appearance / body
- Indecent proposals
- Intimate references
- Obscene language
- Sexual innuendoes
- Unsolicited advances
- Unwanted advances
- Showing, displaying sexual images or obscene items
- Dismissing or firing a person who refused sexual advances
What Are Some Examples of Sexual Assault?:
- Touching (especially private parts)
- Fondling or patting / squeezing
- Hugging or Kissing
- Sexual stimulation of any nature
- Rape (with use or threat of force)
- Removal of clothing (with use or threat of force)
- Getting too close physically while working
Are there laws against Sexual Assault / Sexual Abuse at work? | Sexual Harassment Attorneys in New York City and New Jersey | EEOC Lawyer
In New York City, New York State, and in New Jersey both local and federal laws protect victims of sexual assault and sexual abuse. Although there are also criminal laws that pertain to sexual assault, in the civil context regarding employment protection is clear. In New York City the Administrative Code of the City of New York § 8-101, in New York State the Human Rights Law, Executive Law § 296, in New Jersey the Law Against Discrimination (N.J.S.A. 10:5-12) and on a Federal Level Title VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000 e) protects employees against sexual assault and sexual abuse in the workplace.
Often, victims of sexual abuse (especially sexual assault) blame themselves for the acts feeling that something they said or the clothes they wore must have given the assailant reason to believe they could violate the victim in this manner. Often these victims feel embarrassed and humiliated to such an extent that they are fearful of pursuing their rights. The New York Sexual Harassment attorneys at the Akin Law Group and the New Jersey Sexual Harassment Attorneys at the Akin Law Group are here to help. We will treat you with the compassion, care and consideration that you deserve. Our consultation is always Free and always Confidential. We can handle your claim in a very discrete manner. You need not fear or blame yourself (even if you have given into the sexual abuse) for any of the harassment that you were forced to endure. We look forward to receiving your call to help you while punishing and holding those that committed the illegal acts responsible.
Call and speak privately with one of our attorneys at 212-825-1400.
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The August Revolution (Cách mạng tháng Tám), also known as the August General Uprising was a revolution launched by Hồ Chí Minh’s Việt Minh (League for the Independence of Vietnam) against French colonial rule in Vietnam on 14 August 1945. Within two weeks, Việt Minh forces had seized control of most rural villages and cities throughout the North, Center and South Vietnam. President Hồ Chí Minh announced the formation of the Provisional Democratic Republic. On 2 September 1945, Hồ Chí Minh declared Vietnamese Independence. The August Revolution created a uniform government for the entire country.
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Nature has created day for us to work and night to take a sound sleep. If we disobey the rules of nature, we have to pay in the form of loss of health. Health is the most precious asset with which we can do many things rewardingly.
When we get a good sleep our body muscles feel relaxed and regenerate energy in abundance for us. You all know that when we are not able to sleep properly, many psychological and physical problems emerge. This is especially true for our tender children. Sleep is necessary for living beings but it is a providential thing for a child. It plays a momentous role in the growth of a child. Children grow up much when they are sleeping.
The preferred hours of sleep for an infant are 14-16 hours, for a child of the age group of 3-6, 10-12 hours sleep is essential and for the age group of 7-12, sleep of 8-10 hours is mandatory. For youngsters sleep of 7-8 hours is obligatory for good physical growth.
Our body increases when we are in the sleeping state. The scientific reason behind this fact is that when we are sleeping, our body liberates growth hormones. With these growth hormones our body sends indications to our bones and muscles to develop.
Amino acids like glutamine excite the growth hormones and we gain height and health. Sleeping time is the best time to attain height. If you want to grow fast and get good height, sleep properly. Children who are in a developing stage are greatly affected by the beneficial result of these growth hormones.
Scientists are of the view that when we are not in a lying condition, our body is under constant pressure from the gravity of the earth. Gravity of earth puts pressure on our body and spine discs and becomes an obstacle in gaining height. At the time of sleeping our body is in lying position and the effect of gravity is minimized.
We feel fresh when we get a good sleep. Our body refuses to function properly if we work late nights. It also makes grounds for chubbiness. Brain also requires good time of sleep to function properly. Children especially become irritable if they are not able to get good sleep for their own fault or for some other reason.
Parents should try to develop the habit of proper sleep in children. Enough sleep everyday is essential even for adults because in general we get more benefits and less harm when we sleep. The better sleep you have, the healthier you are and the longer you will live.
All natural ways of growing taller consist of a series of specific diet plans and exercises. None of these exercises would work without sufficient sleep. Every parent should know and respect the relation between sleep and growing taller, after all who doesn’t want their children to be tall and healthy.
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Past studies have linked pregnancy complications to maternal obesity. Evidence also links maternal obesity and an unhealthy diet during pregnancy to a poor metabolic outcome for the child. Studies have found that maternal obesity affects the child’s risk of obesity, asthma, stroke, type II diabetes, and heart disease. In addition, there has been a link to poor cognitive performance and the risk of neurodevelopmental disorders. The evidence clearly shows the terrible health implication for the child. Finding mechanisms that can help reverse these effects would help create interventions that can prevent the transmission of these diseases for future generations.
Maternal obesity and its implications
Social changes in the past 45 years have lead to a pandemic of obesity. There has been a significant increase in maternal obesity in the 21st century, specifically in high and middle-income countries. Statistically, the estimated percentage of overweight and obese pregnant women was 21.7% in India and 33% in the United States in the year 2014. It was further globally estimated that pregnant women who were overweight or obese were 8.9 million and 14.6 million, respectively. These stats have definitely increased in the past six years. Obese women of childbearing age can face complications that affect them and their unborn child. Because of obesity, the risk of pregnancy-induced hypertension, pre-eclampsia, gestational diabetes, and c-section delivery is increased. Additionally, maternal obesity may also result in maternal mortality. As a whole, the amount of weight a woman gains during pregnancy is important for good maternal and child outcomes.
Maternal obesity is also associated with higher risk of miscarriage, fetal death, and infant death. Additionally, there is an increased risk for birth defects like cardiac abnormalities. Infants are also prone to neurodevelopmental disorders such as cerebral palsy, ADHD, autism, and cognitive delays. For example, a study found that mothers who had been overweight or obese before the pregnancy were twice as likely to report their children having been diagnosed with ADHD. This claim was further supported by a study that analyzed MRIs. The study linked two areas in the brain to high body mass index (BMI). These areas play an important role in decision-making and behavior. Disruptions to these regions have been linked to ADHD, autism, and overeating. Maternal obesity is said to increase the risk of obesity and diabetes in offspring. Data has shown that the risk for obesity and diabetes can be due to an alteration in metabolism “during critical windows of prenatal development.” So how can we reduce obesity among women of reproductive age? What strategies can be used to reduce all the health risks associated with maternal obesity?
Breaking the cycle
A study has managed to identify a mechanism that explains how exercise in pregnancy has metabolic health benefits in offspring. The researchers found a link between a protein called SOD3, vitamin D, and adequate exercise. What they found was that the protein acted as a mediator. What the protein does is transmits the positive effects of maternal exercise to offspring. SOD3 is an exercised-induced protein that is found in the placenta. The protein then activates a signal pathway that controls DNA demethylation in the livers of offspring. As a result, this improves aspects of glucose metabolism in offspring. This means that it would decrease the chances of diabetes and in turn obesity. The study found that the link between SOD3 and vitamin D was that vitamin D increases SOD3. It was noted that vitamin D was needed in conjunction to exercise, for it to mediate the expression of SOD3. So a diet high in vitamin D alone does not increase SOD3. This study shows how exercise before and during pregnancy may be the key to better health for future generations.
It is important to focus on the mother-child relationship in utero to influence maternal, fetal, and child health after pregnancy. Studies have linked maternal obesity to poorer metabolic outcomes in offspring. In addition, maternal obesity is linked to increased morbidity and mortality in both women and children. Obese mothers should be treated as high risk and better care should be taken to monitoring these pregnancies. Although the benefits of exercise cannot be denied, there is still a lack of other interventions that manage obesity during pregnancy. Like the above study, future studies should further investigate mechanisms acting in the mother. Advancements in interventions could improve maternal health, reduce infant mortality, premature birth, neurodevelopmental impairment, child obesity, and diabetes. If this epidemic of maternal obesity is not contained, rates of obesity and diabetes will continue to grow.
Eman M Alfadhli, E. M. (2021). Maternal obesity influences birth weight more than gestational diabetes. BMC Pregnancy and Childbirth, 21. https://doi.org/10.1186/s12884-021- 03571-5
Grieger, J. A., Hutchesson, M. J., Cooray, S. D., Khomami, M. B., Zaman, S., Segan, L., Teede, H., & Moran, L. J. (2021). A review of maternal overweight and obesity and its impact on cardiometabolic outcomes during pregnancy and postpartum. Therapeutic Advances in Reproductive Health, 15. https://doi.org/10.1177/2633494120986544
Harmon, H. M., & Hannon, T. S. (2018). Maternal obesity: a serious pediatric health crisis. Nature Publishing Group, 83 (6). doi:10.1038/pr.2018.50
Kusuyama, J., Alves-Wagner, A. B., Royce H.Conlin, R. H., Makarewicz, N. S., Albertson, B. G., Prince, N. B., Kobayashi, S., Kozuka, C., Møller, M., Bjerre, M., Fuglsang, J., Emily Miele, E., Middelbeek, R. J. W., Xiudong, Y., Xia, Y., Garneau, L., Bhattacharjee, J., Aguer, C., … Laurie J.Goodyear, L. J. (2021). Placental superoxide dismutase 3 mediates benefits of maternal exercise on offspring health. Cell Metabolism, 33 (5). https://doi.org/10.1016/j.cmet.2021.03.004.
Norr, M. E., Hect, J. L., Lenniger, C. J., Van den Heuvel, M., & Thomason, M. E. (2020). An examination of maternal prenatal BMI and human fetal brain development. The Journal of Child Psychology and Psychiatry, 62 (4). https://doi.org/10.1111/jcpp.13301
Robinson, S. L., Ghassabian, A., Sundaram, R., Trinh, M. H., Lin, T. C., Bell, E. M., and Yeung, E. (2020) Parental weight status and offspring behavioral problems and psychiatric symptoms. The Journal of Pediatrics. DOI: 10.1016/j.jpeds.2020.01.016
Williams, C. B., Mackenzie, K. C., & Gahagan, S. (2014). The Effect of Maternal Obesity on the Offspring. Clin Obstet Gynecol, 57(3). doi:10.1097/GRF.0000000000000043
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From Wikipedia, the free encyclopedia - View original article
Mycoplasma gallisepticum (MG) is a bacterium belonging to the class Mollicutes and the family Mycoplasmataceae. It is the causative agent of chronic respiratory disease (CRD) in chickens and infectious sinusitis in turkeys, chickens, game birds, pigeons, and passerine birds of all ages.
The disease was first described in 1905. It was described as a respiratory disease that was found in domestic poultry. However, it wasn’t for another 50 years that the causative agent, Mycoplasma gallisepticum, was cultivated.
In 1980, M. gallisepticum was isolated from wild turkeys in Colorado, Georgia and California. This was because of the mixture and close contact between the wild turkeys and domestic poultry during feeding time. This lead to an increased awareness of the disease and health monitoring protocols in wild turkey restoration programs. These protocols are still being followed today by state wildlife agencies.
House finches were introduced into the eastern U.S. from California in the 1940s after being released from the pet trade that became illegal. House finches at the time were called “Hollywood finches”. In January 1994, the first house finches with symptoms of M. gallisepticum were observed in the Washington DC area, including part of Maryland and Virginia. In the winter of 1994, an epidemic of mycoplasmal conjunctivitis caused by M. gallisepticum began in house finches. In 1994, efforts were made across North America to collect data on the spread and prevalence of M. gallisepticum using the House Finch Disease Survey. A few years later the epidemic that started in the mid-Atlantic states spread to the entire eastern population of house finches. The only house finches to have this disease are those introduced to the eastern United States. It is believed that these house finches are less resistant to the disease because they were introduced and were highly inbred. The disease was stopped by the Rocky Mountains.
M. gallisepticum infection in house finches (Carpodacus mexicanus) causes conjunctivitis with the symptoms of periocular swelling, swollen eyelids, ocular and nasal discharge, impaired vision, depression, and weight loss. These symptoms cause house finch populations to decline due to increased predation and more susceptible to trauma from impaired vision. House finch conjunctivitis is most frequent during colder months when birds are using bird feeders and can cause birds to be reluctant to leave the feeders. Birds have been seen rubbing their eyes on branches or on bird feeders, which can help spread the disease.
Some major clinical signs of M. gallisepticum in chickens include those of respiratory distress such as coughing, sneezing, slight to marked rales, and difficulty breathing. Swollen eyelids, ocular discharge, and loss of sight are signs and symptoms that are very important for this disease as well. Poor productivity, leg problems, nasal discharge, stunting, inappetance, slow growth, reduced hatchability, reduced chick viability, and abnormal feathers are also some relevant clinical signs of the disease. “M. gallisepticum infections in chickens result in relatively mild catarrhal sinusitis, tracheitis, and airsacculitis."
M. gallisepticum causes respiratory infection in turkeys which can induce sinusitis, pneumonia, and airsacculitis. With infectious sinusitis, the birds have symptoms of coughing, swollen sinuses, nasal and ocular discharge, tracheal rales, labored breathing, impaired vision, depression and weight loss. The disease can even cause death and found to especially occur if combined with E. coli. Outbreaks in turkeys occur at an early age usually between 8 to 15 weeks and about 90% of birds show signs. With breeding females, there could be a decline in egg production. “Occasionally an encephalitic form is seen in growing birds. A tenovaginitis may also develop and the organism can be found in the oviduct and semen of infected male birds, leading to infection in the egg and eventually of the young poulty.”
Other avian species that have been affected by this disease are pigeons, chukar partridges, quail, ducks, geese, pheasants, psittacine birds, and peafowl. Most songbirds are resistant except for the wild house finches and some similar species in North America. Some exotic birds infected by this disease include greater flamingos, wild peregrine falcons in Spain, and yellow-naped Amazon parrots.
M. gallisepticum can be transmitted within some poultry eggs, which can come from infected breeders to progeny. Also, M. gallisepticum can be infected via infectious aerosols and through contamination of feed, water, and environment as well as human activity on fomites which can come from equipment and shoes. When birds are stressed transmission can occur more rapidly through aerosols and respiratory which spread through the flock. When they are in a flock, transmission occurs by direct and indirect contact from the movement of the birds, people and fomites from infected species. With many outbreaks, the source of the infection in the flock is unknown. Some sources that could possibly cause infection and transmission are cold weather, poor air quality, concurrent infections, and some live virus vaccinations.
The greatest success in isolating M. gallisepticum has been from tissue swabs from live trapped or newly dead birds. It is difficult to obtain a sample from frozen carcasses. Tissue swabs are taken from the inner eyelids, sinus, and trachea. Many serology tests can be performed to diagnose M. gallisepticum: serum plate agglutination (SPA) test, hemagglutination inhibition test (HI), or enzyme-linked immunosorbent assay (ELISA). The SPA test is more commonly used because it is the simplest and least expensive.
M. gallisepticum causes respiratory disease and weakens the immune system which makes the bird vulnerable to any disease that they come into contact with. Small bubbles will appear in the corners of the eyes and sinuses will swell up. Once infected, they are carriers for the disease for life. Some birds have good resistance to the disease while others may die; some become ill and recover and others may not show any symptoms at all. There is currently no risk to humans. For domestic animals, there is a high concern and there should be a prevention of any interaction between wild birds and domestic poultry. Wild bird species affected by the disease are infectious and are often found in close contact with domestic species.
Wildlife rehabilitators should be careful to not misdiagnose M. gallisepticum infection with other diseases with similar clinical signs, such as avian influenza, chlamydiosis, Newcastle disease, infectious bronchitis, head trauma, and avian pox virus. M. gallisepticum can be treated with antibiotics such as tylosin, tertracycline, or oral enrofloxacin with ophthalmic gentamicin. These are given through food, water or injections. Especially tylosin gives good results in the feed. However, treated birds must be kept in captivity and isolation for a long time period because birds may become asymptomatic carriers. At this point, it is very difficult to verify if previously infected birds are still infected with M. gallisepticum. Treatment and release is not wise for disease control in wild populations.
Mycoplasma gallisepticum is believed to cost the worldwide poultry industry over $780 million every year. In the United States it is believed to cost over $120 million on egg production alone. Infection can lead to the culling of an entire flock to prevent further spread.
Since the disease causes reduced feed and growth production, carcass condemnations, and retarded growth in juveniles, serious economic losses have occurred. Also, chickens have been documented to lose about 16 eggs over their laying cycle of 45 weeks. This adds up to be a loss of about $140 million annually in the United States alone.
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Above: A portrait of the ‘unsinkable’ Margaret “Molly” Brown, the American socialite and philanthropist, who survived aboard lifeboat no. 6.
18 July 1867 – the date that Molly Brown was born Margaret Tobin, in Hannibal, Missouri, to John Tobin and Johanna (nee Collins).
18 – the age at which Margaret relocated to Leadville, Colorado and started work in a department store. Whilst living in Leadville she met James Joseph ('J.J.') Brown (1854-1922).
01 September 1886 – the date that James and Margaret married, at Leadville’s Annunciation Church.
I decided that I’d be better off with a poor man whom I loved than with a wealthy one whose money had attracted me. So I married Jim Brown. -Margaret ‘Molly’ Brown
19 – Margaret's age at the time they married.
31 – James' age at the time they married.
12 – the difference in age between Molly and J.J., in years.
Did Molly Brown have children?
She did. Molly and James had two children, a boy and a girl, both of whom were in their twenties by the time Molly sailed on Titanic.
30 August 1887 – the date their first child, Lawrence ('Larry') Palmer Brown was born.
22 July 1889 – the date their second child, Catherine ('Helen') Ellen Brown was born.
12,500 – the number of shares of stock (equivalent to 12.5%) that J.J. Brown was awarded when the mining company he was working for (Ibex Mining Company) struck a significant seam of gold and copper ore at the Little Jonny Mine. J.J. – who had been the superintendent at the time, and who was instrumental in the discovery of the seam – was also given a position on the board.
1894 – the year in which J.J. and Margaret moved to the wealthy neighbourhood of Capitol Hill, Denver.
$30,000 – the vale of the mansion that J.J. and Margaret purchased in Denver.
4 – the number of languages that Margaret Brown could speak fluently (English, French, German, and Italian).
1909 – the year in which Margaret and J.J. signed a separation agreement and parted company (although they retained a respectful and caring relationship).
23 – the number of years that Margaret and J.J. were married before their separation.
$700 – Margaret's monthly allowance following their separation.
05 September 1922 – the date of J.J.'s death, following a series of heart attacks.
I’ve never met a finer, bigger, more worthwhile man than J.J. Brown. -Margaret Brown following J.J.’s death in 1922
$238,000 – the net worth of J.J.'s estate at the time of his death.
5 – the number of years over which Margaret and her children – Larry and Helen – fought over J.J.'s will (he died without leaving a will to give clear instructions on the division of his estate). Margaret had no further contact with her children.
$20,000 – the value of cash and securities awarded to Margaret.
$100,000 – the value of a trust fund set up in Margaret's name, from which she received interest.
$118,000 – the balance of J.J.'s estate that went to Larry and Helen Brown.
6 – the number of the lifeboat carrying Molly Brown; she called for the boat to turn back to find survivors, although no reliable evidence exists that any further survivors were found.
26 October 1932 – the date of Margaret Brown's death.
65 – Molly Brown's age at her death.
More To Explore
If you have enjoyed reading all about Molly Brown, why not explore facts about some of the other survivors of the tragedy, about the Titanic sinking, or read a detailed account of where the ship sank.
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Which Joe gave his name to ‘sloppy joes’? We look at five interesting sandwiches and their lexical origins.
1A yellow-flowered European plant of the cabbage family. It was formerly grown as a source of blue dye, which was extracted from the leaves after they had been dried, powdered, and fermented.
- ‘Industrial crops such as flax and dye-plants (madder, woad, and weld), and other cash crops such as coleseed, hops, and tobacco, increased revenue per hectare, enabling more people to live from the earnings of smaller plots.’
- ‘Woad robs the soil of nutrients, forcing medieval woad growers in Europe to move frequently in search of uncultivated land.’
- ‘Tirien knew that the woad plant could give a blue dye, but she didn't know it could be utilized for other purposes.’
- ‘Blues used in tartan cloth originally came from the native plant woad, which was also used as a form of ceremonial face and body paint by ancient Scots.’
- ‘The distinctive blue dye used by the Picts to tattoo themselves came from the woad plant, which grows wild in the North of Britain.’
- 1.1 The dye obtained from the woad plant, now superseded by synthetic products.
- ‘‘All Britons dye themselves with woad which makes them blue,’ Caesar recorded, ‘so that in battle their appearance is more terrible.’’
- ‘Caesar claimed far more widespread use of the blue dye woad, but this was used over the whole body and not for painting or tattooing patterns.’
- ‘The early Celts are fun to draw, with blue woad tattoos, punk-like spiky hair and walrus-like moustaches.’
Old English wād, of Germanic origin; related to Dutch wede and German Waid.
We take a look at several popular, though confusing, punctuation marks.
From Afghanistan to Zimbabwe, discover surprising and intriguing language facts from around the globe.
The definitions of ‘buddy’ and ‘bro’ in the OED have recently been revised. We explore their history and increase in popularity.
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Martha’s Vineyard’s history is a rich narrative of people and events. In a regularly appearing series, The Times has invited the Martha’s Vineyard Museum to draw on its unique cache of contemporary photos and first-person accounts to describe interesting but often unfamiliar moments in Island history called to mind sometimes, but not always, by present dates.
On the corner of Davis Lane and School Street stands a home not far out of the historic Edgartown fold. However, in the mid-19th century this classic New England dwelling would not have been out of place in Athens in circa 300 B.C. While maintaining the aesthetic of historic Edgartown’s architecture, in the mid-1800s this building was home to and on the forefront of the emerging Lyceum debate movement.
These debates were structured after Aristotle’s own teaching model, which was developed in the Lyceum, a gymnasium and classroom in ancient Athens. Josiah Holbrook was the first to develop the American form of this method of continued, shared education in Millbury, Massachusetts, in 1826. The Lyceum movement quickly gained support from famous American writers and philosophers like Henry David Thoreau and Ralph Waldo Emerson. Within ten years this intellectual movement had spread to Martha’s Vineyard, finding its home and audience on Davis Lane.
Thanks to transcripts housed in the archives at the Martha’s Vineyard Museum, we know that these debates covered a multitude of topics, from the philosophy of man, to the rights of women, to the building of a new schoolhouse for the town of Edgartown. The Lyceum debates illuminate many of the issues faced by people in the 1800s, but they also demonstrate a desire for continued education and discussion over troubling and controversial subjects. While the history of these debates is historically relevant and noteworthy, a greater lesson can be learned in regards to our modern approach to news and discussion.
The building that now stands at 46 Davis Lane was built in 1836, as the second incarnation of a structure that had burnt down the year before. The original building at that address had served as the Davis Academy, run by well-respected headmaster David Davis. Following the burning down of the schoolhouse, local friends and family pitched in to help Davis rebuild his school and home. Unfortunately, Davis found himself too ill to continue teaching, but he discovered a new way to use the large, old teaching room on the first floor. Davis continued living on the upper floors of his house, but he would rent out this room to other teachers and in the evenings he began hosting lecturers and the Lyceum debates.
The Lyceum debates at the old Davis Academy began in December 1836, though there are no recorded debates until 1837. This year and the following saw the largest growth in membership for the Lyceum, with 16 members and 18 members added each year, respectively. There were also a number of honorary members, who may not have participated as frequently.
Members of the Lyceum would gather in the meeting room of the Davis Academy with a previously established debate topic, hear presentations on each side, entertain arguments, and count a vote to determine the winner. It was expected that debates would be carried out in a level-headed and composed fashion with a reliance on fact instead of logical fallacies and emotion. However, on a few occasions attendees found themselves so incensed by the argument on the floor that they were unable to remain in the room for the duration of the debate. Occasionally debates were entertained, but no vote taken due to delay or lack of quorum.
The Lyceum also brought in lecturers on topics as diverse as “The peculiar dangers to your free institutions resulting from popular ignorance” and “On Conchology,” demonstrating the eclectic interests of this group of debaters. The lectures at the Lyceum display its dedication to the education of its members. The Lyceum strived to spread news and knowledge rather than allow for the entrenchment of preexisting opinions and fallacies.
The topics debated at the Lyceum display the overall dedication to the complete education of its members, as well as the concerns and contradictions of the time. For instance, the Lyceum determined that it was best for society when women were given equality and access to education; however, a motion to allow women to vote in the Lyceum was struck down.
Timely political issues, like the annexation of Texas, the measures taken by the temperance movement, the problems of party spirit, and the future of the United States were addressed. Politics, though, were far from the main point of discussion for the Lyceum in Davis Academy.
Topics of philosophy were often debated. For example, the Lyceum determined that the study of physiology was more important than that of theology, that intellectual enlightenment is a source of happiness, and that over the course of history religion has caused more bloodshed than politics. Debates were not limited to any one subject, and the emphasis of the debate was on factual knowledge. Because news sources were limited at the time, the Lyceum even acted as a way for people to gain information on current events beyond simply dealing in platitudes and abstraction.
The legacy of the Davis Academy Lyceum reaches far beyond illuminating historical context. The transcripts of the Lyceum debates offer an understanding of how useful these debates were and how important they still could be today. Some of the topics debated have implications that ring through history. For instance, the Lyceum determined that the current banking system was not beneficial to the community; that there should be a connection between the government and banking institutions; and that paying higher taxes should not translate to more privileges in voting.
These topics are easily translated to today’s issues, but the Lyceum offers an even greater lesson than this. The Lyceum was a place where members of the community could gather to have rational, if occasionally heated, discussions about pertinent issues in equality, politics, economics, philosophy, art, and local affairs.
Today there is a growing sense of polarization, American anti-intellectualism, and perceived news bias. A similar Lyceum might help remedy such issues. By evaluating the worth of beliefs and their roots and implications, the Lyceum movement helped promote a more educated populace, an overall benefit for our democracy.
“It was a vehicle through which people discovered democracy, where people saw themselves not as subjects of a king, but as citizens who can make decisions for their country,” Richard A. Katula of Northeastern University has said about the Lyceum debates.
The Lyceum debates once hosted at 46 Davis Lane provide a very useful look into the lives and issues of the mid-1900s, but they also teach a worthwhile lesson in open discussion and debate and the continued education of adults and the role it plays in the formation and survival of democracy.
Jesse Landy, an intern in the museum’s library and archives section last summer, is currently in his junior year at NYU. The Museum on School Street in Edgartown is open Monday through Saturday. Go to mvmuseum.org or call 508-627-4441 for more information on tours and exhibits.
Correction: An earlier version of this story incorrectly identified Bonnie Stacy, museum curator, as the author.
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How does mold get on my roof?
Algae grows in standing water, as well as lakes and ponds. The algae spores are carried to our roofs from water sources by the wind, birds, and squirrels. Then from roof to roof where it grows and feeds on the limestone filler in asphalt shingles and the real dirt on the tile roofs may be in some cases, the tiles themselves. The algae retain water and grow as well as contribute to the growth of other roof algae.
What causes mold or algae on my roof?
The black stains that you see on your roof is actually a blue-green algae – it’s official name is Gleocapsa Magma. Algae has been around before Man. This type of algae leads to roof stains, roof mold, fungus, lichens, fungi, moss, and mildew. Due to the changes in roofing materials, we are seeing it more often in climates where it is warm and humid. Not only can it be damaging to your home but it can be dangerous to your family and even pets. Let’s learn about what we are dealing with.
Algae: Algae are recognizable by their black-green coloring. They like dampness and shade, so they can grow on wood shingles or shakes and asphalt that do not get much sunlight. Roof algae retain moisture, they can cause shingles to deteriorate and eventually rot completely. Algae like the humid conditions in gutters and downspouts and can grow there as well.
Moss: Moss likes moisture. It grows on moist wood shingles or shakes. As it grows, it contains, even more, moisture, all resting on the surface of your roof. Your roof shingles will start to rot which compromises the integrity of your roof.
Mold: Mold appears as a fuzzy or slimy, filmy substance that is usually black or green in color. Mold loves damp or humid environments and spread quickly. Black mold is the most dangerous type of mold. It lives on wood, paper, and drywall. A black mold problem should be addressed quickly because it could weaken the structure of your home or building. Black mold has a strong musty smell and is toxic. It can be the cause of serious respiratory illnesses to people.
Mildew: Mildew can be recognized by its powdery consistency. It typically grows in warm, humid and rainy environments. It is usually found on roofs with poor drainage or where trees hang over the roof line. Mildew spreads fast and is green, black, red or pink in color.
If you think that you have a mold problem call a professional to do inspections and help get rid of the issue. HomeMD specializes in the mold testing as well as all home inspections.
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Summary of Act Two, Scenes 5 – 8:
[Act Two: Scene 5 (pg. 75), Scene 6 (pg. 77), Scene 7 (pg. 79), Scene 8 (pg. 82)]
Irwin and Hector recap the lesson they have just co-taught. Hector is irate after witnessing Irwin's teaching methods firsthand. Irwin, by contrast, thinks that the lesson went well. When Dakin and Scripps enter the classroom, a defeated Hector leaves the two of them alone with Irwin.
Dakin, Irwin, and Hector discuss different teaching philosophies. Dakin then flirts with Irwin while Scripps looks on. When Irwin finally leaves, Dakin tells Scripps how he feels about Irwin. Also, it turns out that Fiona has informed the boys about the nature of Hector's departure. Meanwhile, the Headmaster is drilling Irwin about a letter of complaint he has received from Posner's parents about the manner in which Irwin speaks about the Holocaust. The Posners are angry with Irwin's insinuation that The Holocaust can be viewed as a policy decision. Irwin tries to defend his methods, but the Headmaster commands him to write a letter of apology.
Later, Irwin asks Posner if he tells his parents everything that goes on in school. Posner says that he didn't mean to upset anyone but his dad often gets curious about what his son is learning. Finally, Irwin accepts responsibility for the complaint and agrees to apologize.
Back in the classroom, Dakin and Scripps are talking about Dakin’s feelings for Irwin. Scripps notices that Dakin is starting to take on a number of Irwin’s characteristics. Dakin admits that he is having sex with Fiona, but apparently his constant talk about Irwin has started to annoy her. Eventually, Dakin shares with Scripps that he likes Irwin, while Posner agonizes over his unrequited feelings for Dakin.
In the next scene, Hector, Irwin, and Mrs. Lintott stage a mock examination board so that the boys can practice for their interviews. During this process, Mrs. Lintott shares what she thinks about the role of women in history and points out that women have been systematically excluded from political decision-making.
Mrs. Lintott says that history is rife with inept men who need women to clean up after them. The boys behave awkwardly during and after her speech; they are taken aback by her uncharacteristic monologue. When it is Rudge’s turn to be examined, he resists all of his teachers' advice, preferring instead to be his authentic self. Irwin closes out this lesson by reminding the boys that they will be up against candidates who are better educated.
Analysis of Act Two, Scenes 5 – 8:
Not much happens in these scenes by way of plot, but this section of the play is crucial to the development of these characters in light of the conflicts that arise in Act I. Hector finally begins to understand that he is fighting a losing battle. Dakin gets bolder in his pursuit of Irwin; and Irwin’s unorthodox lessons lead to unintended negative consequences. Each of these characters experiences an important turning point.
As Hector speaks to Irwin about their first joint lesson, he laments the fact that the boys did not respond to Irwin's questions as they do to Hector's. Instead of competing to recite the most appropriate quote and generally trying to outdo one another, the boys are now only concerned about how to best excel on their Oxbridge entrance examinations. Hector expresses his disappointment when he says, “I thought I was lining their minds with some sort of literary insulation, proof against the primacy of fact. Instead back come my words like a Speak Your Weight Machine” (75). He thinks that Irwin and the Headmaster have turned the boys into robots only capable of parroting responses that will help them succeed on their Oxbridge exams.
Hector’s disdain towards Irwin's method of exam preparation is nothing new, but after the joint lesson, he finally realizes that the boys have succumbed to Irwin's ways of thinking; they now believe that getting into Oxbridge is their most important priority. Dakin's actions embody this shift in allegiance when he turns down going to Hector's office in favor of staying behind to talk to Irwin. When Hector says, "It's time I went," (75) he is essentially conceding to Irwin's style of teaching - even if he is not yet ready to admit it to Dakin.
Meanwhile, Dakin's romantic goals have changed, too. He has finally "conquered" Fiona, though he clearly does not feel any tenderness towards her. Their sexual encounter has not changed the way Dakin talks about Fiona; he equates their tryst with signing the Treaty of Versailles. In contrast, Dakin speaks about Irwin with respect. He cares deeply about earning Irwin's confidence and admits his feelings for his instructor to Posner.
Irwin also has a pivotal realization in this section when he is forced to face criticism for his actions. After Posner's parents complain about Irwin's perspective on the Holocaust, Irwin has no choice but to apologize. In this way, Bennett emphasizes Hector's belief that learning cannot simply be for the purposes of passing an exam. Irwin must consider the fact that his students will need to be savvy enough to navigate the world outside of Oxbridge preparation. Since the audience already knows that Irwin will leave academia in the future, the confrontation between Irwin and the Headmaster carries additional weight - Irwin will find that his methods are better suited to other arenas.
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Ransom Eli Olds(Founder of Oldsmobile) 1864-1950
Ransom Eli Olds:
Invented assembly line 1901 enabling Olds plant to quadruple output. (many think that Henry Ford invented the assembly line, but Ford actually added the conveyor belts to Olds's idea.)
Produced low-cost automobiles at a time when most were marketing to the rich.
Responsible for the design of the Curved-Dash Oldsmobile.
Left Olds Motor Company in 1904 to establish REO Motor Car Company.
Samuel Latta Smith(Foremost initial investor in Oldsmobile) 1830-1917
Samuel Latta Smith:
The foremost initial investor in the Olds Motor Vehicle Company. A baron of copper mining, railroads and canals in upper Michigan. In 1899, Smith advanced $200,000 toward the formation of Olds Motor Works and the construction of a new factory at Detroit.
As majority stockholder, Smith was named president and his sons, also acquired shares.
Ransom Olds clashed with Smith's son. Olds departed from his namesake company in 1904 to form Reo. The Smiths favored larger, more expensive cars. They started selling Oldsmobiles for twice the cost of the original Curved Dash. Sales dropped from above 6,000 units to around 1,000.
William C. Durant began talks with the Smiths in September 1908. A stock swap transferred control to Durant’s new General Motors Company on November 12th, and the Smiths resigned the following year.
Henry M. Leland(Built engines for Olds after fire at Olds plant) 1843-1932
Henry M. Leland:
After fire at Olds plant, Leland, head of Leland and Faulconer Co., built 2,000 engines for Olds. This was the first large component order by an auto maker to an outside supplier.
Improved on Olds' engine, and offered it to Olds but was turned down.
Went on with the improved engine design to build a car named after a French explorer who founded Detroit, Antoine de la Mothe Cadillac.
Sold Cadillac company to General Motors and served as an executive running that division. Later left because of disagreements over just how high quality the car should be.
Started Lincoln, competitor to Cadillac, then later sold to Ford Motor Co.
William C. Durant(Incorporated GM in 1908) 1861-1947
William C. Durant:
Not an inventor or mechanic but more of a sales man.
Was a self made millionaire, partner in Durant-Dort Carriage Co., largest maker of horse drawn carriages in the country.
Incorporated General Motors in 1908.
GM purchased Buick, then 6 weeks later purchased Oldsmobile. In some months Durant acquired Oakland Company (later named Pontiac), Cadillac, and other parts companies. Durant almost lost control of GM in 1910, but with profits made from partner Louis Chevrolet, regained control of GM again in 1915.
Charles F. Kettering(Key in the design of Oldsmobile's Rocket 88 engine) 1876-1958
Charles F. Kettering:
Head of GM research laboratory for 31 years.
Designed high compression V-8 engine which came to be known as Olds "Rocket 88", he also perfected high octane fuel to run high compression engines.
Prominent in development of first commercially successful automatic transmission, the Olds Hydra-Matic.
Founder of Delco (Dayton Engineering Laboratories Company).
Inventor of Freon, first electrical starter for cars, and quick drying paint for cars.
Roy D. Chapin(Early test driver for Oldsmobile) 1880-1936
Roy D. Chapin:
Left College to become a test driver for Oldsmobile.
Drove a curved dash Oldsmobile from Detroit to New York in 1901, an amazing performance for the time.
Helped form the Lincoln Highway Association to finance a privately built interstate highway across the country. His theory was that auto companies, assisted by makers of tires, batteries and upholstery, should build smooth, surfaced roads necessary to encourage potential drivers to buy cars for long distance use.
Later went on to start Hudson Motor Car Co., and his son founded American Motors Corp. (AMC) which was purchased by Chrysler in 1987.
Charles L. McCuen(Designed Series F and L engines - championed use of Hydramatic Transmission) 1892-1975
Charles L. McCuen:
Advanced Engine Design Engineer Olds (1926). Olds Chief Engineer and Director of Engineering. Technical Assistant to General Manager of Oldsmobile and Buick (1932). Oldsmobile General Manager and Vice President (1933-1940).
Joined GM's Oldsmobile Division Lansing, Michigan in 1926 where as advanced engine design engineer he developed the series "F" and "L" engines. McCuen’s division was first with a completely automatic transmission, GM's Hydra-Matic that was introduced on 1940 model Oldsmobiles. The little group of engineers who originated the automatic transmission project acknowledge in later years that their innovation might have been bypassed, but McCuen's confidence and enthusiasm sold the concept to GM management when no one else in GM would touch it.
Innovation was an Olds hallmark in the 30s, the make (among others) pioneering "Knee-Action" independent front suspension for '34, a semiauto transmission for 37-39, and completely automatic Hydra-Matic Drive for 1940. Features like these earned Olds a longtime reputation as GM's "experimental" division and much of Oldsmobile's technical daring in the '30s was spurred by Charles L. McCuen.
Arthur Ross(Creative Designer at GM for over 20 years) 1913-1981
Creative Designer at GM Styling from 1935-1958.
Assigned to Oldsmobile as Chief Designer in 1946.
Key in designs such as the 1954 Oldsmobile 98 Holiday convertible with two-tone paint, wrap around windshield, and spinner hubcaps.
His distinctive styling cues can also be found on '59, '60, and '61 Oldsmobiles.
Some sources list Arthur as the designer of the 1956 Golden Rocket.
Helen J. Earley(Oldsmobile's resident historian) 1917-2005
Helen J. Earley:
First worked for Oldsmobile in 1942 as a stenographer.
Retired in 1987 after 45 years service.
Was Oldsmobile's resident historian.
A founding member of the R.E. Olds Transportation Museum, member of the board of the Detroit Public National Automotive History Collection, member of the board of the Library and Research Center for the Antique Automobile Club of America and the Society of Automotive Historians.
Received the James J. Bradley Award from the Society of Automotive Historians. (award recognized the "Outstanding contributions to the preservation of historical materials related to the automobiles produced by Oldsmobile and for the spirit of helpfulness to writers, researchers, historians and restorers").
Established and ran the Oldsmobile History Center along with James Walkinshaw.
Co-authored two books, 'Setting the Pace' and 'Oldsmobile-A War Years Pictorial'.
James R. Walkinshaw(Plant layout and facility planning at Oldsmobile for 33 years) 1935-2013
James (Jim) R. Walkinshaw:
Began work in Oldsmobile Plant Layout Department after graduating from General Motors Institute with a Bachelors of Science in Mechanical Engineering.
Determined the arrangement of the facilities in plants in Lansing. Advanced through Industrial Engineering Department and Manufacturing Engineering, retiring in 1986. Was a part of almost every facility change during that time.
In 1987, Helen Earley and James founded the Oldsmobile History Center to manage the extensive historical collection about the People, the Plant and the Products of Oldsmobile. They co-authored three books using this and other material. Those books were: "Setting the Pace", "Oldsmobile War Years Pictorial", and "Oldsmobile the Last Chapter". The last book was completed by Jim, and dedicated to Helen, as she had passed away while it was being written.
Interests and hobbies included driving an 1905 Oldsmobile. Curved Dash was Jim's pride and joy late in life. Giving rides and explaining the Curved Dash history to his passengers was enjoyable to both. Jim volunteered his time freely at the RE Olds Transportation Museum.
Edward T. Welburn(Contributed to design of Cutlass Supreme, Ciera, Calais, Aerotech, Antares Concept, Intrigue) 1950-present
Edward T. Welburn:
Ed Welburn began his career in 1972 at the GM Design Center as an associate designer in the Advanced Design Studios. In 1975, he moved to the Oldsmobile Exterior Studio, where he contributed to every design of the highly successful Cutlass Supreme since the 1978 model year, and later to the Cutlass Ciera and Calais.
Appointed chief designer of Oldsmobile Exterior II Studio in Dec. 1989. His studio continued the development of the Cutlass Supreme and Ciera, and the Olds Aerotech research vehicle, which set numerous world and international records for speed and endurance.
In 1995, Welburn and his team designed the Olds Antares Concept, a vehicle that would have a major influence on the development of one of his favorite projects, the Olds Intrigue. The Intrigue was selected by Autoweek magazine as "The Most Significant Car" of the 1996 North American International Auto Show.
Edward T. Welburn was appointed GM vice president, global design March 2005. He had been vice president of design, GM North America, since October 2003, when he became only the sixth design leader in GM history.
On Jan 25, 2009, Welburn received the Distinguished Service Citation from the Automotive Hall of Fame, which recognizes an individual's significant contribution to the auto industry.
Margaret (Peggy) Sauer(GM Damsel of Design & GM Styling Interior Designer) 1925-1986
From 1955 to 1962, Peggy worked for General Motors styling department as an interior designer.
From Oldsmobile interiors to Cadillac and Buick seat designs, Peggy created a very impressive resumé of her beautiful works of art.
Peggy successfully entered into a male-dominated industrial work force and pioneered herself as a huge success for many years.
Taught at the Henry Ford Community college along with the Columbus College of Art and Design, Highland Park Community College, Macomb Community College, and the College for Creative Studies in Detroit.
Oldsmobile Damsel of Design.
Created the Oldsmobile Fiesta Carousel station wagon (concept) in a metallic blue with matching interior. Carousel was designed with children in mind, and it featured a magnetic game board that could be attached to the back of the front seat. Sauer placed umbrella holders in the front doors and also located parent-friendly controls on the dashboard for the rear-seat door latches and window switches.
Other notable automotive design by Peggy was her interior design for the 1963 Studebaker Avanti model.
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We have heard of work-life balance and how stress can affect our mental and physical health. But how does work-related stress or daily stress affect our oral health?
A strong correlation has been proven between constant high stress levels and oral health.
At ConfiDent we have met a lot of patients that work in the financial industry and in high-pressured work environments where they don’t sleep or rest enough.
This uneven work-life-balance can lead to anxiety and stress. In some extreme cases this could trigger jaw clenching, grinding teeth and even soft tissue problems such as receding gums for instance.
So why do people start clenching and grinding when facing a stressful situation?
Our natural body response to a tense situation is accompanied by the release of stress hormones. As soon as these hormones go into the bloodstream, they control all the body functions, including facial and jaw muscles.
If you are stressed for a long period of time, your face and jaw muscles can remain contracted or partially contracted. This leads to grinding, clenching, and temporomandibular joint disorders (TMJD).
Effects and symptoms of continuous emotional strain that we’ve seen in a number of our patients are:
Temporomandibular joints disorder (TMJD)
Soft tissue problems
Teeth clenching and grinding leads often to broken or chipped teeth
Canker sores are a result of high levels of stress and a low immune system.
They appear as small spots with a white or greyish base and red borders in the oral cavity. Sores have to complete a cycle of 7 to 10 days to disappear completely. Your dentist can advise special remedies and instructions, as they can get quite uncomfortable and painful.
But you don’t have to wait that long to get rid of the pain, we at ConfiDent can help with immediate pain relief using laser technology.
Over-brushing, applying too hard pressure, or using the wrong toothbrush can cause severe damage to your teeth and your gums.
If you notice receding gums, bleeding or sore soft tissues, we strongly advise you to see our specialist in order to avoid a progressive clinical situation with possible involvement of bone loss around your teeth.
Learn how to get rid of such bad habits when speaking to our dental hygienist during an Oral Hygiene Instructions session.
Acid reflux is another common effect caused by stress, it usually involves bad eating habits. Did you ever get that feeling of acidic burning up your throat?
That is acid reflux which can cause damage to your teeth and which gets often unnoticed as the first signs of these so-called ‘erosions’ (loss of tooth surface/enamel) are seen from the backside of your teeth only. Your dentist will detect these erosions straight away and can advise how to prevent further damage. Besides the erosions acidity has also the tendency to cause bad breath.
All the above can be avoided by maintaining a healthy and balanced state of mind; exercising, eat healthily, and spend time with your family and pets.
To ease existing irritation, avoid eating spicy, hot foods or anything with a high acid content, such as tomatoes or citrus fruits. Try to cut back on smoking and replace the coffee with certain teas instead.
If any severe clenching or canker sores occur, the ConfiDent Team is there to help you with a professional checkup and recommendations.
If you would like to get a full dental analysis - Contact our expert team today.
Secondary source educational information gathered by the author.
About ConfiDent ® Palm Dental Clinic.
State-of-the-art restorative and cosmetic dental practice awarded Leading Implant Center in GCC and the Middle East.
Our premium class practice uses sophisticated and precision-engineered German-made technology that helps us to perform all treatments at the highest level.
ConfiDent® Dental Surgery Clinic is located right in the center of the Palm Jumeirah, inside the Golden Mile Galleria Mall, building 8 on the mezzanine floor.
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Antineoplastic agents are drugs used in chemotherapy to treat cancer. There are many different categories of antineoplastic agents and they are used to treat different cancers. Generally, antineoplastic agents are used to treat types of leukemia, lymphoma, ovarian, breast and brain cancers, among others. Many antineoplastic agents are not capable of targeted chemotherapy. When chemotherapy is not targeted, there are generally more and worse symptoms. Targeted chemotherapy is when the chemotherapy agent ‘knows’ what type of cells to look for and only kills them. Untargeted chemotherapy attacks an entire area rather than specific cells, creating many more side effects. The first and most famous antineoplastic agent is mustard gas, famous for being used during WWI. Antineoplastic agents can cause vomiting, nausea, hair loss, fever, bone marrow depression, toxicity of many organs and more.
Antineoplastic Agents Drugs
There are many different kinds of antineoplastic agents. Below are listed the different groups of antineoplastic agents. Within the groups, there are further subdivisions.
- Methyl Hyrdazines
- Nitrogen mustards
- Platinum Coordination complexes
- Folate antagonists
- Purine antagonists
- Pyriminde antagonists
- Vinca Alkaloids
Hormones and Antagonists
- 5-alpha reductase inhibitor
- Aromatase inhibitor
- GnRH Analogues
- Growth Hormone
- Progesteron derivatives
Miscellaneous antineoplastic agents
Antineoplastic Agents Uses
Antineoplastic agents treat many types of cancer.
Antineoplastic Agents Side Effects
The side effects of antineoplastic agents vary widely depending on which drug is being used. Due to our limited understanding of cancer, many of the side effects are severe. Some of the common side effects are listed below.
- Nausea and vomiting
- Hair loss
- Loss of appetite
- Stomach upset
- Bone marrow depression
- Toxicity of the liver, kidney, lungs, bone marrow or stomach
- General pain
Antineoplastic Agents Interactions
Antineoplastic agents may interact with other drugs and substances in serious ways. While being treated for cancer, patients should discuss all medications they take with their doctor to discover which drugs they should not take during chemotherapy. You should also tell your doctor if you have undergone radiation or used any other anticancer drugs.
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You may know this species from a childhood spent playing crash bandicoot, but the real-world marsupials are just as cute and interesting as their video game counterpart.
Bandicoots are small, solitary, generally nocturnal marsupials that are distributed across Australia, New Guinea and associated islands. Adaptable to a range of habitats, they can be found in rainforests, wetlands, woodlands, and prairies. Even human environments can be utilised by certain species. They belong to the Peramelemorphia order, containing bandicoots and another species of small marsupial, the bilby. Despite having a detailed fossil record that spans 25 million years, the position of this order in the mammalian family tree has always been hotly contested. Genetic sampling of most living species and a few extinct species revealed that bilbies separated from a bandicoot ancestor in the mid to late Oligocene (33 to 28 million years ago.) It also revealed that the bandicoot species alive today evolved much earlier than the fossil record seems to suggest. Today, the Australian and New Guinea species have been split into different genera due to genetic and morphological differences. There are currently 20 species of known bandicoots across the entire order.
With their long snouts, small furry bodies, long hairless tails and big ears, Bandicoots are easily mistaken for rodents. Unlike other marsupials, bandicoots have a placenta. Using their sharp claws and long snouts, bandicoots dig funnel shaped tunnels in search of their insect and plant food. This makes them rather unpopular with farmers, who view them as pests that destroy their land and crops. However, Bandicoots are an essential part of the ecosystem. By turning over leaf litter in their snuffling search for food, they increase leaf litter decomposition which leads to more nutrient cycling and soil decomposition, both essential for the robust growth of new plants. One solitary bandicoot can turnover up to 13kg of soil in one night in search of dinner!
Population Crash (Bandicoot): the conservation status of the species
Population sizes and conservation status varies greatly across the species. Some species are fairing well, but others are sliding towards extinction thanks to habitat loss and invasive species like feral cats, a huge problem affecting many of Australia’s marsupials.
The Eastern barred bandicoot (Perameles gunnii) was once common throughout Australia and Tasmania but suffered massive declines and eventually went locally extinct in Australia in 2002. Today, the only mainland populations exist in two conservation areas, Mount Rothwell and Hamilton Community Parklands, fenced off to protect against predators. It is still reasonably well distributed in Tasmania but has disappeared from huge chunks of its former range. It is likely that predation from foxes caused the extinction on the mainland, and as red foxes have now been introduced to Tasmania there is major concern about the future of the Eastern barred bandicoot here in its last stronghold.
The Golden bandicoot (Isoodon auratus) was found throughout most of Australia but is now extinct save for a few small areas. No one has been able to get a good estimate of numbers, but scientists are fairly confident that the species is in a steady decline. On the mainland in particular, the bandicoots are particularly threatened by a combination and changing practices around controlled burns and feral cats. Reduced vegetation cover caused by the fires have led to increased predation by cats as there are less places for the bandicoots to hide. In other parts of its range, accidentally introduced black rats are outcompeting the bandicoot for food and other resources.
After almost 30 years of conservation efforts, the numbers of Eastern Barred Bandicoots jumped from just 150 to close to 1500. In fact, it enabled the IUCN to change the status of this marsupial from extinct in the wild to endangered. In the 1980’s, conservationists stepped in and invested huge amounts of money into an intensive conservation programme that involved a captive breeding programme and the development of predator free sites protected by specially trained dogs. The captive breeding programme produced 920 offspring that were safely released into these protected areas and make up a huge part of the wild population today. Even more encouragingly, despite dramatic declines, the genetic fitness of the population doesn’t seem to be affected and breeding rate and litter sizes are good. Currently, the plan is to now double the population and implement more self-sustaining populations across more predator free islands.
Zoos Victoria is a zoo based conservation charity working to fight extinction alongside running three zoos in Australia; Healesville Sanctuary, Melbourne Zoo and Werribee Open Range Zoo. They have partnered with several other organisations to conserve the Eastern Barred Bandicoot and have played a huge role in the captive breeding programme, producing 650 offspring to be reintroduced into protected, fenced off areas. They are also working to trial the use of trained Maremma dogs, a breed of Australian sheepdog, to protect the bandicoots from predators like foxes. You can donate or if you live in Australia, visit their zoos to support their conservation work.
The Australian Wildlife Conservancy is the largest private landowner and manager of land for conservation purposes in Australia. They work across a range of conservation projects, control invasive species, conduct ecological research and monitor the health of ecosystems. For the Golden Bandicoot the organisation is carrying out better controlled burns, controlling feral cat populations and researching better ways to control feral predator behaviour. In a Bandicoot area called Artesian Range the conservancy are supporting a stable dingo population, as they can help to bring down the numbers of feral cats.
You can donate to their organisation via their website or if you live around their conservation projects you can volunteer your time for a range of activities including scientific surveys, land management and sanctuary repairs.
The Golden Bandicoot
A clip from Zoos Victoria about the Eastern Barred Bandicoot and its recovery programme.
A mini documentary about the evolutionary history and ecology of the bandicoots.
Palmer, C. Taylor, R. and Burbridge, A. (2003) ‘Recovery plan for the golden bandicoot Isoodon auratus and golden backed tree rat Mesembriomys macrurus 2004-2009.’ Northern Territory Department of Infrastructure Planning and Environment.
Parrot, M.L. Coetsee, A.L. Hartnett, C.M. and Magrath, M.J.L. (2017) ‘New hope for the Eastern Barred Bandicoot after 27 years of recovery effort.’ International Zoo Yearbook.
Weeks, A.R., van Rooyen, A. Mitrovski, P. Heinze, D. Winnard, A. and Miller, A.D. (2013) ‘A species in decline: genetic diversity and conservation of the Victorian eastern barred bandicoot.’ Conservation Genetics
Westerman, M. Kear, B.P. Aplin, K. Meredith, R.W. Emerling, C. and Springer, M.S. (2012) ‘Phylogenetic relationships of living and recently extinct bandicoots based on nuclear and mitochondrial DNA sequences.’ Molecular Phylogenetics and Evolution.
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Are you struggling with science this year? I have been there! Granted there are those amazing few homeschool parents that really rock the science world, but most of us are genuinely struggling to find resources and curriculum that give our children the education they require. In fact, many homeschoolers have found that delight directed learning, and the use of living books make a huge difference! We’ve dedicated this month’s newsletter to delight directed learning and helping you know how to homeschool science with living books! For many, this may translate to a Charlotte Mason inspired homeschooling method, but if that method doesn’t completely fit your family borrowing some great things from that style might make a huge difference for you now!
How to Teach Science Using Living Books
A classic but fun option is to teach a subject of your choosing through living books. We love this idea specifically for teaching science -- a subject that can easily feel dry, boring, or complicated.Read More
Tips for Delight Directed Science Learning
Delight-directed learning, as the name implies, focuses on increasing enjoyment of the subject wherever possible. It is also heavily project-based, which adds to the enjoyment for many students.Read More
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Gum disease describes swelling, soreness or infection of the tissues supporting the teeth. There are two main forms of gum disease: gingivitis and periodontal disease.
Did you know?
Gum disease can be a indicator of your general health. In fact, gum disease has been linked to health problems such as heart disease, diabetes and strokes. All the more reason to visit us regularly.
“80% of teeth are saved by regular dental hygiene appointments plus good oral health care”
What is gingivitis?
Gingivitis means inflammation of the gums. This is when the gums around the teeth become very red and swollen. Often the swollen gums bleed when they are brushed during cleaning.
What is periodontal disease?
Long-standing gingivitis can turn into periodontal disease. There are a number of types of periodontal disease and they all affect the tissues supporting the teeth. As the disease gets worse the bone anchoring the teeth in the jaw is lost, making the teeth loose. If this is not treated, the teeth may eventually fall out. In fact, more teeth are lost through periodontal disease than through tooth decay.
Am I likely to suffer from gum disease?
Most people suffer from some form of gum disease, and it is the major cause of tooth loss in adults. However, the disease develops very slowly in most people, and it can be slowed down to a rate that should allow you to keep most of your teeth for life. This is only possible if you have regular dental and hygiene appointments and you adhere to a full oral health regime at home as instructed by your hygienist.
What is the cause of gum disease?
All gum disease is caused by plaque. Plaque is a film of bacteria which forms on the surface of the teeth and gums every day. Many of the bacteria in plaque are completely harmless, but there are some that have been shown to be the main cause of gum disease. To prevent and treat gum disease, you need to make sure you remove all the plaque from your teeth every day. This is done by brushing and flossing.
Contact the practice to book an appointment : 01865 558822.
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Nginx is an open source web server that is similar to Apache, but very light weight. Nginx is both web server and reverse proxy server.
Nginx is pronounced as “Engine X”.
Nginx is short form after you remove both the e’s from “Engine X”.
- It serves static and index files
- Reverse proxy with caching
- Supports SSL
- Simple load balancing with fault tolerance
- Both name-based and ip-based virtual server can be configured
- HTTP basic authentication
- Supports rewrite module
- Supports gzip, XSLT, SSI and image resizing filters
- All the main mail proxy server features are supported
Nginx is available in Ubuntu’s default repositories, so the installation is rather straight forward.
We will update our local package index so that we have access to the most recent package listings. Afterwards, we can install N
- sudo apt-get update
- sudo apt-get install nginx
After accepting the procedure,
apt-get will install Nginx and any required dependencies to your server.
Adjust the Firewall
There are three profiles available for Nginx:
- Nginx Full: This profile opens both port 80 (normal, unencrypted web traffic) and port 443 (TLS/SSL encrypted traffic)
- Nginx HTTP: This profile opens only port 80 (normal, unencrypted web traffic)
- Nginx HTTPS: This profile opens only port 443 (TLS/SSL encrypted traffic)
Enable by using the Uncomplicated Firewall (ufw)
- sudo ufw allow ‘Nginx HTTP’
Note:- The Uncomplicated Firewall (ufw) is a frontend for iptables and is particularly well-suited for host-based firewalls. ufw provides a framework for managing netfilter, as well as a command-line interface for manipulating the firewall.
Verify the change:
- sudo ufw status
Check your Web Server
sudo systemctl status nginx
For your public IP address as seen from another location on the Internet:
- sudo apt-get install curl
- curl -4 icanhazip.com
When you have your server’s IP address or domain, enter it into your browser’s address bar:
You should see the default Nginx landing page…
Manage the Nginx Process
Some basic management commands.
To stop your web server:
- sudo systemctl stop nginx
To start the web server when it is stopped:
- sudo systemctl start nginx
To stop and then start the service again:
- sudo systemctl restart nginx
If you are simply making configuration changes, Nginx can often reload without dropping connections:
- sudo systemctl reload nginx
By default, Nginx is configured to start automatically when the server boots. You can disable:
- sudo systemctl disable nginx
To re-enable the service to start up at boot:
- sudo systemctl enable nginx
To view the current version of Nginx, do the following:
- ./nginx -v
To debug issues, view the error.log and access.log files located under /usr/local/nginx/logs
- ls /usr/local/nginx/logs/
Important Nginx Files and Directories
- /var/www/html: The actual web content (for all the web server), which by default only consists of the default Nginx page you saw earlier, is served out of the /var/www/html directory. This can be changed by altering Nginx configuration files.
- /etc/nginx: The nginx configuration directory. All of the Nginx configuration files inside this directory.
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Folding of 8-17 deoxyribozyme
studied by three-color alternating-laser excitation of single molecules.
Factors that influence deoxyribozyme
cleavage during polymerase chain reaction.
of Illinois, Urbana-Champaign have created lariat RNA employing artificial deoxyribozymes
The deoxyribozymes will provide a means of synthesizing (ligating) large amounts of RNA in hours at 37[degrees]C.
The deoxyribozymes require the RNA junction ligation termini to be a 2'-3' cyclic phosphate and a 5' hydroxyl group.
Functionally, these deoxyribozymes
are cousins of protein enzymes known as restriction endonucleases.
Although the activity of the described oligonucleotides is weak, these deoxyribozymes
could be further optimized to enhance their catalytic power, making them valuable for diagnostic applications.
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A quota-based hiring system. The rules of Affirmative Action state that the personnel makeups of certain businesses must consist of a set percentage of different ethnic groups. It is sometimes met with criticism due to the fact that a qualified individual of one race may be passed up because a company doesn't have enough of a certain race in their personnel makeup.
XYZ Corp. had to choose between John, a man of Asian descent; and Jane, a woman of African-American descent. John has 5 years experience in the field and a bachelor's degree. Jane has 10 years experience and a master's degree. XYZ Corp. has room for a staff of 40 people; Affirmative Action stating that at least 10 Asians and 10 African-Americans must occupy positions in this company. There are currently 9 Asians and 10 African-Americans employed with XYZ Corp. XYZ hires the less experienced worker in order to stay in compliance with Affirmative Action regulations.
by J. Malik November 21, 2005
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From the days of Z. N. Morrell and James Huckins to Bill Pinson and Charles Wade, Baptists have played and continue to play an important role in the religious, secular, and political life of Texas. Over the previous one hundred and fifty years several Texas Baptist histories have been written, but not until now have the documents used in the development of these texts been made available in one resource.
In A Texas Baptist History Sourcebook, Joseph E. Early, Jr., has provided the most complete collection of Texas Baptist sources ever issued in one volume. This work consists of church minutes, state and association convention records, denominational newspaper articles, records of Baptist universities, and myriads of other resources. Included in this work are George Washington Truett's sermon Baptists and Religious Liberty delivered on the steps of the Capitol building in Washington, D.C., James Milton Carroll's Trail of Blood, J. Frank Norris' railings against the Baptist General Convention of Texas, and countless other sources depicting the many years of Texas Baptist history.
This book is designed as a complementary work to Harry Leon McBeth's Texas Baptists: A Sesquicentennial History. Students can follow McBeth's chapter divisions, headings, and subheadings for greater ease in studying the documents. Whether used independently or as a companion to McBeth's work, A Texas Baptist History Sourcebook is a must for an in-depth study of Baptists in Texas.
Dr. Early is remarkably evenhanded in his selection of sources to include. Any student of Baptist history will find this a fascinating and utterly indispensable source of information for anything relating to Baptists in the state.—From the Foreword by Harry Leon McBeth
"This is a definitive collection of primary sources in Texas Baptist history and of great significance as a complementary volume to Leon McBeth's classic work, Texas Baptists. I can see both of these volumes being required in courses for seminary and graduate students. Recognizing the limitations of space, Early has done a remarkable job for the amount of material that is included."—M. Vernon Davis, Dean of the Logsdon School of Theology, Hardin-Simmons University
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| 0.94464 | 451 | 2.515625 | 3 |
I discuss confidence intervals and hypothesis tests for a variance when sampling from a normally distributed population. I discuss the logic behind the procedures, discuss some characteristics of the sampling distribution of the sample variance, and give the appropriate formulas. I briefly discuss the results for an example problem, but I don’t work through any of the calculations in this video. (I have another video in which I work through a complete example.)
The fat content in deep fried chicken sandwiches is based on information from the USDA Nutrient Database.
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The thyroid gland plays a key role in the metabolic and other physiological functions of the body. Millions of people suffer from thyroid disorders without realizing it. Find out the symptoms of thyroid problem.
The thyroid gland is an important endocrine gland that secretes hormones that are vital to the physiological functions of our body. The thyroid hormone sets the pace at which the bodily functions take place. The thyroid gland is located in the middle of the lower neck - just above the collarbones and below the larynx. The thyroid gland is butterfly shaped and it derives its name from the Greek word, which means 'shield'. The functioning of the thyroid gland is largely dependent on iodine. Persons living in areas where the water is iodine deficient are advised to take iodine rich foods. Goiter is the condition where the thyroid gland becomes enlarged. Thyroid hormone levels are controlled by the thyroid-stimulating hormone produced by the pituitary gland.
Thyroid cancer is not always easily identifiable. The symptoms of thyroid cancer such as pain in the neck and throat or difficulty in swallowing and breathing are sometimes attributed to other infections and it might take some time to arrive at a diagnosis of thyroid cancer. Every year there are nearly 11,000 cases of thyroid cancer, predominantly among females. Typical thyroid disease affects women older than 30 years and it can be aggressively seen in older patients. The chances of recovery after treatment of thyroid cancer are more than 95% if diagnosed and treated in time. Thyroid cancer can appear as papillary or follicular cancer and is usually treated with removal of the thyroid lobe. Papillary thyroid cancer is more commonly noticed and patients experience better chances of recovery.
Other thyroid diseases that are noticed are Graves Disease, Hashimoto's Thyroiditis and Thyroid Nodules. Graves disease is caused due to over stimulated thyroid cells that produce excessive amounts of thyroid hormone. This is caused due to unique antibodies. The thyroid disease caused due to the accumulation of white blood cells and fluid within the thyroid gland is known as Hashimoto's Thyroiditis. In this thyroid disorder, the thyroid gland is eventually destroyed. When there is thyroid enlargement in just one part of the thyroid gland, many nodules are noticed in that area.
Millions of people suffer from thyroid problems, though they may not be even aware of it. Thyroid problems are noticed more commonly in women. Lack of iodine is not the only reason for thyroid disorders. Some thyroid disorders such as Graves Disease and Hashimoto's Thyroiditis are caused by antibodies. Symptoms of thyroid disorders are sometimes easily ignored or mistaken for signs of anxiety. As a result, many a thyroid problem remains undetected and undiagnosed for a long time. The most common thyroid problems occur due to hyperactive or under -active thyroid gland. When the thyroid gland is functioning normally, it is known as euthyroidism.
Overactive thyroid - Hyperthyroidism is a condition where the thyroid gland is in overdrive and secretes excessive amounts of thyroid hormones. This results in increased body metabolism. This is followed by weight loss and excessive warmth and sweating. Persons suffering from overactive thyroid experience trembling hands, irritability and rapid heartbeat or palpitations. Women with overactive thyroid or hyperthyroidism may experience shorter or lighter menstrual periods.
Underactive thyroid - Hypothyroidism symptoms include fatigue and lack of energy. Women suffering from underactive thyroid experience heavier menstrual periods. Sluggishness and forgetfulness are symptoms of under active thyroid problem. Other symptoms of this thyroid disorder are dry skin and hair and constipation.
Thyroid symptoms can be noticed in women anytime from puberty to menopause and later. In fact, thyroid disorders can bring about abnormally late or early onset of puberty. Since an overactive or underactive thyroid gland can affect normal ovulation, women suffering from thyroid disease experience problems of temporary infertility. Symptoms of thyroid problem are noticed in about 5 - 8% of women after childbirth. Many a time, thyroid disorder can cause an early onset of menopause. Symptoms of overactive thyroid disorder are often confused with pre menopause symptoms. Symptoms of underactive thyroid include dry skin and brittle nails and muscle aches and cramps. Depression can also set in. Nearly 20% of chronic cases of depression have been associated with low production of thyroid hormone. Treating thyroid disorders requires just the right amount of medication. Too little thyroid hormone can bring about elevated blood pressure and cholesterol levels. On the other hand, excessive thyroid hormone can increase the risk of bone loss and osteoporosis.
When a thyroid problem is suspected, a thorough medical history and physical examination is conducted. An examination of your neck is done to feel the thyroid gland and any mass on it. Other thyroid tests that might be suggested by a physician are thyroid ultrasound, blood test for thyroid and thyroid scan. Thyroid scans are used to test the presence of nodules and also to measure the size of the gland. A thyroid ultrasound test is used to detect if the nodules are solid or fluid-filled cysts.
This thyroid test will help in accurately measuring the size of the nodules. It aids in fine needle aspiration biopsy. A fine needle aspiration is conducted on the thyroid gland to take samples of tissues to aid diagnosis of any thyroid disease. Sometimes a child is born sans a thyroid gland. In this case, it is necessary to identify and treat this defect so as to prevent any hampering in its growth and development.
There are two main thyroid hormones secreted by the thyroid gland - thyroxine and triiodotyronine. Thyroid hormones play a key role in certain physiological processes such as growth and metabolism as well as cellular differentiation. The thyroid gland produces a hormone known as calcitonin. The parathyroid glands secrete parathyroid hormone. These thyroid hormones control calcium and phosphorus homeostasis within the body and affect bone physiology.
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In English: A man of five letters: thief.
I thought this would be a good follow-up to yesterday's post, where I mentioned some Latin word rebuses. Today's saying from Plautus is a word game that cannot be translated directly into English. The Latin says trium litterarum homo, "a man of three letters," and those letters, in Latin, are F-U-R, fur, the word for thief. In trying to render the saying in English, I opted for making the English version about a man of "five letters," T-H-I-E-F.
I have to confess to a personal predilection for these kinds of words games where you become suddenly self-aware of the word as a word, instead of or in addition to its meaning. For example, I love the little riddle in English, "What's round on both ends and high in the middle?" The answer is... OHIO.
Yes, I even like such riddles as "What word is usually spelled incorrectly?" The answer... "Incorrectly." Or this one: "From what word can you take the whole and still leave some?" The answer.... "Wholesome." Or: "How do you make 'one' disappear?" The answer... "Add a 'g' and it's gone."
There are similar kinds of riddles in Latin, too. For example, there is the riddling salutation: mitto tibi navem prora puppique carentem, "I send you a ship lacking stern and bow." The clue is Latin navem, the word for "ship." Take away the prow and the stern of the word, i.e., the first and last letters, and you are left with the traditional Latin salution, ave. This works for "ship" in English, too - take away stern and bow and you get "hi" (thanks to Mike Howard for that one!).
Here's another one! Ego sum principium mundi et finis saeculorum attamen non sum deus, "I am the beginning of the world and the end of the ages, but I am not God." What is the answer? The letter M. It is the beginning of the Latin world, mundi, the end of the Latin ages saeculorum.
Any other favorite riddles about words and letters and spellings? Please feel free to share them here in the comments section!
Meanwhile, here is today's proverb read out loud:
320. Trium litterarum homo: fur.
The number here is the number for this proverb in Latin Via Proverbs: 4000 Proverbs, Mottoes and Sayings for Students of Latin.
If you are reading this via RSS: The Flash audio content is not syndicated via RSS; please visit the Latin Audio Proverbs blog to listen to the audio. You can also hear this saying read aloud at a Polish website: Wladyslawa Kopalinskiego Slownik wyraz?w obcych i zwrot?w obcojezycznych (weblink).
Keep up with the latest posts... Subscribe by Email. I also post a daily round-up of all the Bestiaria Latina blogs: fables, proverbs, crosswords, and audio.
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This post contains some of the best cognitive dissonance quotes.
What Is Cognitive Dissonance?
The American Psychological Association defines cognitive dissonance as “an unpleasant psychological state resulting from inconsistency between two or more elements in a cognitive system.” (source)
For example, you may smoke even though you know you’re hurting yourself, but you try to rationalize your smoking by pointing to how stressful your job is.
Common signs that what you’re feeling could be related to dissonance include:
- Discomfort before doing something or making a decision
- Doing things because of social pressure that you didn’t want to do
- Experiencing guilt or regret about your actions
- Feeling embarrassed or ashamed about your actions or trying to hide your actions from other people
- Trying to justify or rationalize your decisions or actions
Cognitive Dissonance Quotes
1. “The state of cognitive dissonance occurs when people believe that two of their psychological representations are inconsistent with each other. More formally, a pair of cognitions is inconsistent if one cognition follows from the obverse (opposite) of the other. An example will help: A person believes that he should give money to the poor but he passes by an indigent person on the street without contributing money to the man’s cup. These two cognitions are dissonant because not giving money follows from the obverse of his belief. Not giving money follows logically from a belief that one should not contribute to the poor. But, in our example, the person held a belief that did not coincide with his behavior. We can say that the two cognitions were inconsistent or dissonant with each other.” – Joel Cooper
2. “A mind that has no conflict, is not alive.” ― Abhijit Naskar
3. “Anybody who says they don’t have any conflict, is either lying or deluding themselves.” ― Abhijit Naskar
4. “Cognitive dissonance is a ubiquitous phenomenon. We make choices all of the time. Choosing among consumer items was merely a way to assess dissonance in the laboratory. However, in the real world, we make many decisions everyday. At universities, we choose courses to take, courses to teach, books to buy. At home, we choose television programs to watch, vacations to take, and even automobiles to purchase. Each time we make one of those decisions, we are subjected to the experience of cognitive dissonance and we are likely to take action to reduce it.” – Joel Cooper
5. “Does my existence constantly cause cognitive dissonance in you?” ― Et Imperatrix Noctem
6. “Even though you have made a rational choice – the best you could have made in the circumstance – you nonetheless experience the unpleasant emotional state of cognitive dissonance.” – Joel Cooper
7. “If you’ve convinced yourself that a market correction is likely (your belief) to justify holding cash rather than investing (your action), you may be under the influence of cognitive dissonance.” ― Coreen T. Sol
8. “My cognition about my attitude, on the other hand, is more fluid and flexible. If I come to believe that I don’t really support giving money to the poor, then my opinion will have been consistent with my behavior. The cognitive dissonance that was aroused because of the discrepancy between my attitude and my behavior would no longer exist.” – Joel Cooper
9. “One of the brilliant innovations of cognitive dissonance theory was its use of a relatively new concept called ‘cognition.’ A cognition is any ‘piece of knowledge’ a person may have. It can be knowledge of a behavior, knowledge of one’s attitude, or knowledge about the state of the world. Anything that can be thought about is grist for the dissonance mill.” – Joel Cooper
10. “One way of reducing cognitive dissonance was to find something wonderful about the experience that would be consistent with, or justify, the suffering.” – Joel Cooper
11. “So, the magnitude of cognitive dissonance will depend on the degree of discrepancy between the two cognitions. The greater the discrepancy, the greater the discomfort, and the more motivated I will be to reduce it.” – Joel Cooper
12. “The discrepancy between believing the task was boring but saying it was exciting created cognitive dissonance. But dissonance is not just about discrepancy. It is also about cognitions consistent with the behavior.” – Joel Cooper
13. “The holding of two or more inconsistent cognitions arouses the state of cognitive dissonance, which is experienced as uncomfortable tension. This tension has drive-like properties and must be reduced.” – Leon Festinger
14. “The inconsistency between attitude and belief would bring about the unpleasant state of cognitive dissonance.” – Joel Cooper
15. “The more important the discrepant cognitions, the more cognitive dissonance I will experience. The more important the consonant cognitions, the less will be my cognitive dissonance.” – Joel Cooper
16. “You’re upset, partly because the evening did not go well, but also because of the inconsistency between your expectation and your experience. You are suffering from the uncomfortable, unpleasant state of cognitive dissonance.” – Joel Cooper
17. “When there is inconsistency in belief and action (such as being violated by someone who is supposed to love you) our mind has to make an adjustment so that thought and action are aligned. So sometimes the adjustment that the mind makes is for the victim to bring her or his behavior in line with the violator, since the violator cannot be controlled by the victim. Our greatest source of survival is to adapt to our environment. So increasing emotional intimacy with a person who is forcing physical intimacy makes sense in our minds. It resolves cognitive dissonance.” ― Rosenna Bakari
18. “People who think highly of themselves and expect to succeed would suffer dissonance by failing, but people who think poorly of their ability might experience dissonance from success.” – Joel Cooper
19. “Cognitive dissonance was based on an idea of what occurs inside people’s heads. Inconsistent cognitions caused tension, the tension is arousing and experienced as an unpleasant state, and people are driven to reduce it.” – Joel Cooper
20. “We change our attitudes and cognitions at the service of relieving the aversive, uncomfortable arousal state of cognitive dissonance.” – Joel Cooper
21. “In conclusion, if responsibility cannot easily be denied, if the essay-writing behavior was freely chosen and the consequence was foreseeable, then responsibility is accepted, and the state of cognitive dissonance is aroused.” – Joel Cooper
- Portions of this article were adapted from the book Cognitive Dissonance, © 2007 by Joel Cooper. All rights reserved.
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Not only are they aesthetically pleasing being of a delightful greenish hue which blends charmingly with the pine trees as one drives up from the coast (see Previous blog for details) but recent research reveals that they could play an important role in reducing climate change.
Dr Peter Kelemen of Columbia University and others have discovered that enormous quantities of the greenhouse gas carbon dioxide can be stored cheaply and permanently and completely safely in this rare rock formation.
Peridotite outcrops appear in just a few places on Earth where the rock has squeezed through the seventy-odd kilometres of the Earth’s mantle to ooze out onto the surface.
The Serrania de Ronda is just such a place and it is comforting to realise that, vast as our global problems seem, there are still solutions being found. This particular one is still in research phase but with great potential.
If you Google “peridotite and carbon dioxide” you will find scholarly articles on the subject.
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Open Market Operations used by Central Bank for Volume Control!
Open market operations imply deliberate direct sales and purchases of securities and bills in the market by the central bank on its own initiative to control the volume of credit.
In a broad sense, open market operations simply imply the purchase or sale by the central bank of any kind of eligible paper like government securities or any other public securities, or trade bills, etc. In practice, however, the term is applied, in most countries, to the purchase or sale of government securities (short-term as well as long-term) only by the central banks.
When the central bank sells securities in the open market, other things being equal, the cash reserves of the commercial banks decrease to the extent that they purchase these securities; by selling securities, the central bank also reduces, other thing being equal, the amount of customers’ deposits with commercial banks to the extent that these customers acquire the securities sold by the central bank.
If effect, the credit-creating base of commercial bank is reduced and hence credit contracts. In short, the open market sale of securities by the central bank leads to a contraction of credit and reduction in the quantity of money in circulation. Conversely, when the central bank purchases securities in the open market, it makes payments to the sellers by cheques drawn on itself, the sellers usually being commercial banks or customers of commercial banks.
The banker’s accounts are credited and, therefore, there is an increase in the commercial banks’ cash reserve (which is the base of credit creation) and as also an increase in the customers’ deposits with commercial banks (which is the principal constituent of money supply.)
In short, open market purchases of securities by the central bank lead to an expansion of credit made possible by strengthening the cash reserves of the banks. Thus, on account of open market operations, the quantity of money in circulation changes. This tends to bring about changes in money rates.
An increase in the supply of money through open market operations causes a downward movement in the money rates, while a decrease of money supply raises money rates. Open market operations, therefore, directly affect the loan-able resources of the banks and the rates of interest. Changes in rates of interest in turn tend to bring about the desired adjustments in the domestic level of prices, costs, production and trade.
In short, the central bank follows a policy of open market selling of securities when contraction of credit is desired, especially during a boom period when the stability of the money market is threatened by the overexpansion of credit by commercial banks. Conversely, during a depression when the money market is tight and expansion of credit is desired, the central bank follows the policy of open market buying of securities.
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Wind Turbines and Impact on Radar Returns
Wind turbines located near a radar installation can significantly interfere with the ability of the radar to operate properly. Remcom has used our tools and expertise in radar scattering to perform a number of government-funded and internal research efforts into the impact that wind turbines and wind farms have on radar returns for Air Traffic Control (ATC) radar, early warning radar, weather radar, and instrumentation radar.
Our work and experience have included:
- Estimation of returns from wind turbines, including Doppler and RCS
- Collaborative work with partners to determine the impact of wind turbine scattering on radar signal processing, aircraft detection, and tracking
- Investigation of the effects of multipath between the tower and blades
- Investigation of the effects of blade shape, material properties, and construction on returns
- Prediction of the loss due to shadowing of aircraft from nearby turbines
In this example, the impacts of a lightning strike on a simplified wind turbine are compared for different strike locations by comparing the magnetic fields created inside the nacelle.
Wind turbines located near a radar installation can significantly interfere with the ability of the radar to operate properly. Remcom has performed a number of research efforts into the impact that wind turbines and wind farms have on radar returns for Air Traffic Control (ATC) radar, early warning radar, weather radar, and instrumentation radar. Highlights of some of these effects and relevant samples and white papers are provided in this brief overview.
Radar scattering from a turbine’s moving blades can interfere with Doppler radar systems, producing ghost images. Understanding the scattering properties of a blade helps to mitigate any potential issues. This study compares the radar cross section of a metal turbine blade, a hollow fiberglass turbine blade, and a hollow fiberglass turbine blade with a metal spar using XFdtd.
Wind turbines located near radar installations can significantly interfere with a radar’s ability to detect its intended targets. Remcom’s XGtd software is a high frequency solver capable of calculating the radar cross section of electrically large objects. In this paper, interference from wind turbines is predicted using XGtd simulations.
This short animation shows predicted RCS from an air traffic control radar with an aircraft flying over a wind farm, before and after the static ground clutter (returns from terrain) are filtered out.
Remcom’s XGtd can simulate the propagation paths of fields interacting with two wind turbines in close proximity. XGtd then generates a movie that shows the directions and magnitudes of the strongest propagation paths, including multipath occurring between the turbines.
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Since 2008, our lab has been working on migration patterns and population dynamics of monarch butterflies. We primarily use stable isotopes in wing chitin to estimate the natal origin of individuals captured throughout the range and over multiple seasons. Our goal with this work is to describe broad-scale connectivity patterns across the eastern breeding range and then integrate this information into year-round predictive population models to understand what limits and regulates migratory monarch butterflies. We have also been involved in a collaborative project to understand the proximate causes of migratory behaviour.
Monarch Butterfly Publications
Wilcox, AE**, Flockhart, DTT, Newman AEM & Norris, DR. 2019. An evaluation of studies on the potential threats contributing to the decline of eastern migratory North American monarch butterflies (Danaus plexippus). In press: Frontiers in Ecology & Evolution
Flockhart, DTT*, Larrivee, M, Prudic, KL & Norris, DR. 2019. Estimating the annual distribution of monarch butterflies in Canada over 16 years using citizen science data. In press: Facets
Vander Zanden, HB, Chaffe, CL, Gonzalez-Rodriquez, A, Flockhart, DTT*, Norris, DR & Wayne, ML. 2019. Alternate migration strategies of eastern monarch butterflies revealed by stable isotopes. Animal Migration 5:74-83.
Flockhart, DTT*, Acron, JH, Hobson, KA & Norris, DR. 2019. Documenting successful recruitment of monarch butterflies at the extreme northern edge of their range. Canadian Entomologist 151(1):49-57.
Satterfield, DA, Maerz, JC, Hunter, MD, Flockhart DTT*, Hobson, KA, Norris, DR, Streit, H, de Roode, J, Altizer, S. 2018. Migratory monarchs that encounter resident monarchs show life-history changes and higher rates of parasite infection. Ecology Letters 21(11):1670-1680.
Pitman, G, Flockhart, DTT* & Norris, DR. 2018. Patterns and causes of oviposition in monarch butterflies: implications for milkweed restoration. Biological Conservation 217:54-65.
Flockhart, DTT, Dabydeen, A, Satterfield, D, Hobson, KA, Wassenaar, LI & Norris, DR. 2018.Patterns of parasitism in monarch butterflies during the breeding season in eastern North America. Ecological Entomology 43:28-36.
Flockhart, DTT, Fitz-gerald, B, Brower, LP, Derbyshire, R, Hobson, KA, Wassenaar, LI, Altizer, S & Norris, DR. 2017. Migration distance as a selective episode for wing morphology in a migratory insect. Movement Ecology 5:7.
Flockhart, DTT, Brower, LP, Ramirez, MI, Hobson, KA, Wassenaar, LI, Altizer, S & Norris, DR. 2017. Regional climate on the breeding grounds predicts variation in the natal origin of monarch butterflies overwintering in Mexico over 38 years. Global Change Biology 23:2565-2576.
Flockhart, DTT, Kyser, TK, Chipley, D, Miller, N & Norris, DR. 2015. Applying strontium isotopes (87Sr/86Sr) for tracking wildlife: experimental evidence shows no fractionation between soil, plants, and herbivores. Isotopes in Environmental & Health Studies 51(3): 372-381.
Flockhart, DTT, Pichancourt, JB, Norris, DR & Martin TG. 2015. Unraveling the annual cycle in a migratory animal: breeding-season habitat loss drives declines of monarch butterflies. Journal of Animal Ecology 84: 155-165.
Flockhart, DTT, Wassenaar, LI, Hobson, KA, Martin, TG, Wunder, MB & Norris, DR. 2013. Tracking multi-generational colonization of the breeding grounds by monarch butterflies in eastern North America. Proceedings of the Royal Society, London: Biological Sciences 280 (1768).
Mouritsen, H, Derbyshire, R, Stakkeicken, J, Frost, B, Mouritsen, O & Norris, DR. 2013. An experimental displacement and over 50 years of tagged-recoveries show that monarch butterflies are not true navigators. Proceedings of the National Academy of Sciences, USA 110(18): 7348-7353.
Hanley, D, Miller, N, Flockhart, DTT & Norris, DR. 2013. Forewing pigmentation predicts migration distance in wild-caught migratory monarch butterflies. Behavioural Ecology 24: 1108-1113.
Miller, NG, Wassenaar, LI, Hobson, KA & Norris, DR. 2012. Migratory connectivity in the Monarch butterfly: patterns of spring re-colonization in eastern North America. Public Library of Science, One 3: e39891.
Flockhart, DTT, Martin, TM, & Norris, DR. 2012. Experimental examination of intraspecific density-dependent competition during the breeding period in Monarch butterflies (Danaus plexippus). Public Library of Science, One 7(9): e45080.
Miller, NG, Wassenaar, LI, Hobson, KA & Norris, DR. 2011. Monarch butterflies cross the Appalachians from the west to re-colonize the North American east coast. Biology Letters 7: 43-46.
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Henrard, Kristin. (2004) The European Convention on Human Rights and the Protection of the Roma as a Controversial Case of Cultural Diversity. EDAP paper, 5/2004. [Working Paper]
The Roma are often the victims of systemic discrimination which is closely related to the prejudices against them and their particular way of life, their own minority identity. When studying to what extent the Roma and their own way of life are protected on the basis of individual human rights in the European Convention on Human Rights, it becomes clear that slowly but surely the European Court of Human Rights acknowledges the vulnerable position of the Roma and their concomitant need of special protection. While significant developments have taken place concerning the preliminary issues of non-discrimination and the protection of physical integrity, the actual protection concerning language rights or educational rights is still rather meagre. Nevertheless, the gradual emergence of a right to an own way of life for Roma and the ensuing positive state obligations might very well enhance the latter incipient protection. The overall tendency of the latest judgements of the Court is to increasingly restrict the margin of appreciation of states, also in the sensitive domain of minority protection.
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One of the mainstays of history survey courses are collections of primary source excerpts that profs assign to supplement the textbook. The excerpts are invariably short, since the only practical way to expose students to a wide array of important primary documents is to cut them up into tiny little bits.
I’ve secretly wondered much students really benefit by reading these little snippets. When it comes to shorter works like the Declaration of Independence, the excerpt system works pretty well. But some longer sources don’t take to dismemberment. How much insight can you really get from a few out-of-context paragraphs of Ben Franklin’s autobiography or the Lincoln-Douglas debates? It’s like driving a golf cart through an art gallery at top speed while trying to catch glimpses of the paintings along the way. You can assign longer selections of fewer works, of course, but that’s a trade-off.
That’s the thing about teaching a survey course. It’s all about trade-offs.
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Peptic Ulcer Disease
Jay W. Marks, MD
Bhupinder Anand, MD
Peptic ulcer facts
- Peptic ulcers are sores in the lining of the stomach or duodenum.
- Peptic ulcer formation is related to H. pylori bacteria in the stomach and nonsteroidal anti-inflammatory medications (NSAIDs) in 50% of patients. For the remaining 50% there are miscellaneous or unknown causes.
- Ulcer pain may not correlate with the presence or severity of ulceration.
- The main symptom of peptic ulcer is upper abdominal pain which can be dull, sharp, or burning. (Bloating and burping are not symptoms of peptic ulcer, and vomiting, poor appetite, and nausea are uncommon symptoms of peptic ulcer.)
- Diagnosis of ulcer is made with upper GI series or endoscopy.
- Treatment of ulcers involves antibiotic combinations along with stomach acid suppression to eradicate H. pylori, eliminating precipitating factors such as NSAIDs and stomach acid suppression with medications alone .
- Complications of ulcers include bleeding, perforation, and blockage of the stomach (gastric obstruction).
- If a person with peptic ulcers smokes or take NSAIDs, the ulcers may recur after treatment.
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Early Literacy in the Outdoor Classroom
You will love this article I just read on Natural Start Alliance website...
“Will my child be ready for Kindergarten?” As nature-based early childhood programs spring up across the country, this is a common query from interested families. While parents want to offer their children a chance to play outside, some also wonder if searching for bugs and traipsing through puddles will adequately prepare their child for the next stages of formal education.
What is usually meant by “Will my child be ready for Kindergarten?” refers to academic expectations, particularly reading and writing. In our outdoor classroom at Fiddleheads Forest School in Seattle, “walls” are interlacing cedar boughs rather than text-filled bulletin boards, and most winter days are too damp for paper and pencils. It might seem like a challenging environment in which to provide early literacy instruction, but our outdoor setting is also a source of unique opportunity.
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1 Answer | Add Yours
The Korean War was in many ways a logical conclusion of the US policy of containment in the wake of World War II. While this strategy, formally expressed as the Truman Doctrine, had previously applied to Western Europe, the rise of communism in China had made east Asia a strategic priority for the United States, especially as it threatened, they thought, Japan, which was still rebuilding.
So when communist North Korean forces, with at least the implicit approval of the Soviet Union and China, invaded South Korea, Truman felt that intervention was necessary. He thus sent hundreds of thousands of US troops to join the so-called UN "police action." While no war is inevitable, internal politics (Truman feared being painted as "soft on communism") and US geopolitical doctrine made it very difficult to resist intervention on the Korean peninsula.
We’ve answered 302,336 questions. We can answer yours, too.Ask a question
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The Importance of Efficient Supply Chain Management
Starting with the basics, what is supply chain management? The term refers to a company’s process for managing its inventory and raw materials. This type of management aims to ensure that each customer order can be fulfilled without having any shortages or excesses. It also includes processes for transport, warehousing, production planning, quality control, and more. Supply chain management has become increasingly important in recent years as the economy has grown more globalized and competitive. That said, here is some insight into the importance of having proper supply chain management so you can ensure nothing gets left behind or falls through the cracks!
#1 Reduces operating costs
The first thing to keep in mind is that proper supply chain management can help a business operate more efficiently and effectively by ensuring they have the right supplies to meet their customers’ needs. It also helps the train run more smoothly and keeps the pallet rack in the warehouse filled with the right orders! For example, let’s say you own a restaurant in a large metropolitan area. You want to make sure your employees are prepared, so they don’t run out of ingredients if there is an unexpected spike in demand for certain dishes on any given night.
If they do run low or completely run out of something, it could mean unhappy diners who will leave without paying – which means no tips! In this case, having effective inventory control ensures each customer gets what they want and helps ensure your company makes money every day.
#2 Increases customer satisfaction
Additionally, maintaining an effective supply chain management helps ensure that customers are satisfied with the products or services they receive. Nothing is worse than ordering something online and then having to wait weeks for it to be delivered because there was a delay somewhere along the way!
The lack of satisfaction means people will leave negative reviews, which can harm your company’s reputation in today’s internet-driven society, where many consumers do their research on companies before buying anything from them. Therefore, even if you have all sorts of other great features about your business, such as quality product offerings at reasonable prices, without good customer service, everything else can go out the window.
#3 Maintains the balance between supply and demand
Finally, supply chain management is important because it helps ensure that there is a balance between the amount of products/services you have available and your customers’ demand for those items. This becomes increasingly difficult as companies grow larger since they will inevitably need to rely more heavily on suppliers who may not always be able to meet their needs. Having an effective inventory control system helps ensure you know how much product or service you can offer without having any shortages or excesses.
All in all, managing your company’s supply chain effectively ensures business owners and managers can operate with greater ease and focus on what matters most: satisfying their customers! It also means happier employees who don’t feel like they are constantly running around trying to find things they need just, so the work gets done. Plus, it helps ensure that you don’t get stuck with excess inventory or shortages of any essential items, which could damage your business’s reputation in the long run.
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Christie, Frances and Hanlon, Joseph
Mozambique & the great flood of 2000.
Indiana, USA: Indiana University Press.
Analyzes the effectiveness of Mozambican and international relief efforts.
The devastating rains and floods of early 2000 in southern Mozambique broke all records, killing 700 people, but a remarkable outpouring of domestic and international support saved 50,000 lives and prevented the disaster from turning into a catastrophe. Frances Christie and Joseph Hanlon examine the causes (both natural and human-made) of the floods and the nature of the relief effort. Asking what went right, what went wrong, and what lessons might be learned from this case, they find that the relief effort was largely a success of international cooperation.
Mozambique and the Great Flood of 2000 probes the effectiveness of various forms of aid, the extent of cooperation among agencies and governments, the amount of money raised through international public appeals, the use of relief funds, and the effectiveness of initial efforts at reconstruction. Documenting the experience of the floods, the authors provide important insights for future emergency planning and management in Mozambique and elsewhere.
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"the gap which opened into the cornfield" [STUD]
If you're anywhere near Leicestershire, England, the famed Wistow Maze is a seasonal wonder. And for Sherlockians, it's a must-see this year.
Every year, this maze takes on a different shape. It's one of the country's largest maize mazes, set in 8 acres of living maize and sunflower crop.
This year, to mark the 130th anniversary of the first appearance of Sherlock Holmes in A Study in Scarlet, written by Sir Arthur Conan Doyle, the maze has been designed in the shape of Sherlock Holmes himself, with a 'Whodunnit' themed Quiz Trail hidden among the three miles of pathways.
"I was very much surprised" [HOUN]
A quick word about the connection between corn and Sherlock Holmes. We must admit that we were skeptical that we would find a Canonical quote that would relate to the subject. Certainly, in The Hound of the Baskervilles, there's the mention of "the lodge gates, a maze of fantastic tracery in wrought iron, with weather-bitten pillars on either side," and about 90 instances of the word 'amazement' in the Canon. But we couldn't possibly recall a mention of corn in the Sherlock Holmes stories.
Corn (maize) has its origins in Mexico and is the most widely grown grain crop in the Americas, so we wouldn't expect to see corn to make an appearance in the Canon. And at any rate, when it came to food, Watson seemed to focus his attentions on main courses rather than side dishes. Beef, fish and fowl are typically what we think of along with "a group of ancient and cobwebby bottles" [NOBL] at dinner.
Of the visions of food that Watson brings us, there are but two vegetables which he named: yams / sweet potatoes ("I gave him directions to have several gourds of water and a lot of yams, coconuts, and sweet potatoes" [SIGN]) and peas ("the landlady babbled of green peas at seven-thirty." [3TSU]).
So imagine our joy when we turned the pages of A Study in Scarlet — partially an American story, after all — and found this passage:
"Jefferson Hope had the scanty provisions and water, while Lucy had a small bundle containing a few of her more valued possessions. Opening the window very slowly and carefully, they waited until a dark cloud had somewhat obscured the night, and then one by one passed through into the little garden. With bated breath and crouching figures they stumbled across it, and gained the shelter of the hedge, which they skirted until they came to the gap which opened into the cornfield."
In our business, it doesn't get much more exact than that.
If you do visit the Wistow Maze don't expect to return home with an edible Sherlockian souvenir. As mentioned above, this maze is maize, not sweet corn. Maize is typically used for animal feed.
However, if you really want to stretch a connection, you can always buy yourself a 'Missouri Meerschaum': a corn cob pipe.
Thanks to Karen Murdock for the tip.
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Last updated: July 21, 2023
They came from the farthest corners of the United States and its territories: Thousands of American Indian children, some barely teens, boarded trains, stagecoaches, and ships bound for Carlisle, Pennsylvania, in the wake of the 19th century’s Indian Wars. Children from over 100 distinct cultures left home to live at an off-reservation school at Carlisle Barracks, an old military base.
The Carlisle Indian Industrial School opened in 1879 and operated for nearly 30 years with a mission to “kill the Indian” to “save the Man.” This philosophy meant administrators forced students to speak English, wear Anglo-American clothing, and act according to U.S. values and culture. The Carlisle model spawned 24 more off-reservation schools. The Carlisle campus today is occupied by the U.S. Army War College, but it continues to be a place to study and reflect on those assimilation policies and to honor the memories of those students.
About This Lesson
This lesson is based on the National Register of Historic Places nomination file for “Carlisle Indian Industrial School” (with photos) and resources from the Library of Congress, U.S. Army War College Library, Dickinson College Archives & Special Collections, and National Archives and Records Administration. The lesson was written by Maria Lee, Historical Anthropologist, and Katie Orr, Historian and Education Coordinator at NPS Cultural Resources Office of Interpretation & Education. Published in September 2016, it is one in a series that brings the important stories of historic places into classrooms across the country.
Where it fits into the curriculum
Time Period: Late 19th century, Early 20th century, Gilded Age, Progressive Era
Topics: This lesson could be used in middle and high school units relating to American Indian and Native American history, 19th century frontier history, American Indian culture, the history of education in the U.S., and Pennsylvania state history.
United States History Standards for Grades 5-12
The Carlisle Indian Industrial School: Assimilation with Education after the Indian Wars relates to the following National Standards for History:
Era 4: Expansion and Reform (1801-1861)
- Standard 1B: The student understands federal and state Indian policy and the strategies for survival forged by Native Americans.
- Standard 4A: The student understands various perspectives on federal Indian policy, westward expansion, and the resulting struggles.
Curriculum Standards for Social Studies
National Council for the Social Studies
The Carlisle Indian Industrial School: Assimilation with Education after the Indian Wars relates to the following Social Studies Standards:
Theme I: Culture
- Standard B: The student explains how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference.
- Standard C: The student explains and gives examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.
- Standard D: The student explains why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs.
Standard E: The student articulates the implications of cultural diversity, as well as cohesion, within and across groups.
Theme II: Time, Continuity, and Change
- Standard B: The student identifies and uses key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
- Standard C: The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others.
Standard E: The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.
Theme III: People, Places, and Environments
- Standard B: The student creates, interprets, uses, and distinguishes various representations of the earth, such as maps, globes, and photographs.
- Standard G: The student describes how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping centers, and the like.
Standard H: The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land uses, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.
Theme IV: Individual Development and Identity
- Standard B: The student describes personal connections to place--associated with community, nation, and world.
- Standard C: The student describes the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity.
- Standard E: The student identifies and describes ways regional, ethnic, and national cultures influence individuals’ daily lives.
- Standard F: The student identifies and describes the influence of perception, attitudes, values, and beliefs on personal identity.
Standard G: The student identifies and interprets examples of stereotyping, conformity, and altruism.
Theme V: Individuals, Groups, and Institutions
- Standard B: The student analyzes group and institutional influences on people, events, and elements of culture.
- Standard G: The student identifies and interprets examples of stereotyping, conformity, and altruism.
Standard E: The student identifies and describes examples of tensions between belief systems and government policies and laws.
Theme VI: Power, Authority, and Governance
Standard H - The student explains and applies concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems.
Theme X: Civic Ideals and Practices
- Standard F: The student identifies and explains the roles of formal and informal political actors in influencing and shaping public policy and decision-making.
- Standard J: The student examines strategies designed to strengthen the "common good," which consider a range of options for citizen action.
Objectives for students
1. To describe the ways the U.S. Government tried to erase native culture after suppressing indigenous nations in the 1800s;
2. To explain the Indian Boarding School system’s goals and its methods for assimilating American Indian children;
3. To list ways Carlisle Industrial School was connected to military culture and the U.S. military response to Native Americans;
4. To report on the preservation and recovery of Native American cultural heritage today.
Materials for students
The materials listed below either can be used directly on the computer or can be printed out, photocopied, and distributed to students.
1. Two maps showing American Indian reservations in the United States in the late 19th century and the building layout of Carlisle’s campus;
2. Two primary source readings and one secondary about the philosophy of the school’s founder, the history and operation of the school, and the school’s student newspaper;
3. Four historic photographs of the campus, a student before and after attending Carlisle, and male and female students attending classes.
Visiting the site
The site of the historic Carlisle Indian Industrial School is now the U.S. Army War College, at Carlisle Barracks in Carlisle, PA. The U.S. Army Heritage and Education Center at Carlisle Barracks is open from 10am -5pm Mondays- Saturdays, Noon-5pm on Sundays. The center closes for federal holidays. Carlisle Barracks also offers a self-guided walking tour of the historic school grounds and lodging accommodations on site. Carlisle Barracks does not charge admission but a driver’s license, vehicle registration, and proof of insurance are required to enter. Visit the U.S. Army Heritage and Education Center website for more information.
Do these photos show the same person?
Setting the Stage
Indigenous people across North America have had and continue to have their own education systems. For over 15,000 years, American Indian and Alaskan Native nations passed down their cultural traditions and languages from generation to generation without European interference. Parents, grandparents, and tribal elders teach their children how to care for and survive off of their ancestral lands, plants, and animals. They educate and celebrate their young ones through storytelling, ceremonies, prayer, and everyday activities and responsibilities. Children’s’ educational upbringing reflect the social, political, and economic needs of each tribe.
During the late 1700s and early 1800s, the government of the United States began planning how indigenous groups might coexist with the young nation. Even before the Declaration of Independence was signed, the U.S. Continental Congress invested in ‘educating’ and ‘civilizing’ Indians. They wanted indigenous groups to assimilate; that is, forego their tribal existence and accept European American cultural, economic, political, and spiritual values.
By the early 1800s, several American Indian nations incorporated both native languages and the English language into their education systems as a response to assimilation policies. They wanted to communicate with incoming settlers and U.S. government officials in order to maintain tribal sovereignty and protect themselves from exploitation. At the same time, Christian missionary groups and the federal government opened day schools to impart Euro-American values.
In the late 19th century, surviving American Indian nations struggled to maintain their rights to selfgovern, keep their ancestral lands, and sustain their cultures. They waged wars with the United States and ultimately lost. The United States government forced survivors of the so-called Indian Wars to move to reservations. Many died during these relocations through exhaustion, starvation, and exposure to European diseases.
Even without land or political power, native peoples were able to pass on culture to their children. But by the late 1870s, the War Department and the Department of the Interior developed off-reservation boarding school system. The school administrators’ mission was to remove indigenous children from the families and communities to assimilate them and stop the passing-on of indigenous culture. The boarding schools forced indigenous children to adopt Euro-American culture.
During the 1930s, federal education policy became more accepting of indigenous cultures and languages. In 1934, the passage of the Indian Reorganization Act gave tribes more autonomy on how and where their children were taught.
By the 1960s, American Indian nations became more involved in providing a formal, European-style education for indigenous youth. Tribal representatives served as commissioners of the Bureau of Indian Affairs. In the 2010s, three off-reservation boarding schools continue to be operated with the mission of reviving indigenous traditions and instilling pride in its students.
In September 2000, Assistant Secretary of Indian Affairs Kevin Grover issued an apology to Indian people for the emotional, psychological, physical, and spiritual violence committed against children at off-reservation boarding schools. In December 2009, President Obama signed a written apology on behalf of the United States to all Native Peoples for the violence, maltreatment, and neglect caused by U.S. citizens.
Locating the Site
Map 1: Indian Reservations and American Indian Boarding Schools, 1892.
Red or shaded regions show Native American Reservations.
Map 1 Key
1. Chemaya Indian School Salem, Oregon
2. Fort Bidwell Indian School Fort Bidwell, California
3. Greenville School & Agency Greenville, California
4. Stewart Indian School Cason, Nevada
5. Perris Indian School Perris, California
6. Fort Mojave Indian School Fort Mojave, Arizona
7. Phoenix Indian School Phoenix, Arizona
8. Fort Shaw Industrial Indian Boarding School Fort Shaw, Montana
9. Grand Junction Indian School Grand Junction, Colorado
10. Fort Lewis Indian School Hesperus, Colorado
11. Santa Fe Indian School Santa Fe, New Mexico
12. Albuquerque Indian School Albuquerque, New Mexico
13. Rapid City Indian School Rapid City, South Dakota
14. Pierre Indian School Pierre, South Dakota
15. St. Joseph’s Indian School Chamberlain, South Dakota
16. Flandreau School Flandreau, South Dakota
17. Genoa Indian Industrial School Genoa, Nebraska
18. Haskell Indian Industrial School Lawrence, Kansas
19. Chilocco Indian Agricultural School Chilocco, Oklahoma
20. Morris Indian Boarding School Morris, Minnesota
21. Pipestone Indian School Pipestone, Minnesota
22. Tomah Indian School Tomah, Wisconsin
23. Wittenburg Indian School Wittenberg, Wisconsin
24. Mt. Pleasant Indian Industrial Boarding School Mt. Pleasant, Michigan
25. Carlisle Indian Industrial Boarding School Carlisle, Pennsylvania
Questions for Map 1
1) In what parts of the United States are most boarding schools located? Why might they be clustered in those parts of the country?
2) What boarding school is located farthest east? What state is it in? Why might the U.S. military want an Indian boarding school to be so far from Indian Reservations?
3) American Indian children traveled from reservations all over the country to attend school at Carlisle. What kinds of 19th century transportation might they have used to travel from their homes to the school? How often do you think they visited their families? Why?
4) If each reservation has its own language and culture, what does that tell you about the student body at Carlisle? What language and culture do you think they adopted when they got to the school? Why?
Locating the Site
Map 2: Carlisle Indian Industrial School at Carlisle Barracks
Questions for Map 2
1) Who lived at Carlisle? What evidence supports your answer?
2) What buildings at Carlisle were for students? What buildings were for teachers and staff?
3) What kinds of skills might students learn at Carlisle? Why do you think so?
4) Why do you think Carlisle needed a cemetery? Does your school have a cemetery? Why or why not? Where is the city’s baseball stadium? How can you tell? Provide evidence to support your answer.
Determining the Facts
Reading 1: Excerpts from “Kill the Indian, and Save the Man,” 1892, presented by Richard Henry Pratt
Captain Richard Henry Pratt fought for the United States against Native American Tribes including the Comanche, Cheyenne, Arapaho, and Kiowa. After the U.S. won the “Indian Wars,” Pratt founded the Carlisle Indian Industrial School in Carlisle, Pennsylvania. He presented his thoughts at the Nineteenth Annual Conference of Charities and Correction in 1892. He is famous for his philosophy: “Kill the Indian, and Save the Man.” Complete version.
Carlisle has always planted treason to the tribe and loyalty to the nation at large. It has preached against colonizing Indians, and in favor of individualizing them. It has demanded for them the same multiplicity of chances which all others in the country enjoy.
Carlisle fills young Indians with the spirit of loyalty to the stars and stripes, and then moves them out into our communities to show by their conduct and ability that the Indian is no different from the white or the colored, that he has the inalienable right to liberty and opportunity that the white and the negro have.
Carlisle does not dictate to him what line of life he should fill, so it is an honest one. It says to him that, if he gets his living by the sweat of his brow, and demonstrates to the nation that he is a man, he does more good for his race than hundreds of his fellows who cling to their tribal communistic surroundings. . . .
…. When we cease to teach the Indian that he is less than a man; when we recognize fully that he is capable in all respects as we are….—
Then the Indian will quickly demonstrate that he can be truly civilized, and he himself will solve the question of what to do with the Indian.
Questions for Reading 1
1) What was “Carlisle”? Explain.
2) Who is the speaker and what audience did he address? What identities do you think the speaker might claim (gender, race, nationality, etc)?
3) What is Pratt’s argument? In your own words, explain what he believed Carlisle could do for American Indians.
4) What do you think Pratt meant by the term “truly civilized”? Describe traits and activities you think Pratt would view as civilized.
Determining the Facts
Reading 2: Building the Carlisle Indian Industrial School
The students arrived at the school at midnight on October 6, 1879. They traveled by horse, steamboat, and train from the Rosebud and Pine Ridge Indian reservations in South Dakota to Carlisle, Pennsylvania. They came at night so white Americans would not come to stare at them, but even in the darkness a crowd waited. They were the first of thousands of young American Indians to attend Carlisle Indian Industrial School and Carlisle was the first of many American Indian boarding schools.
The United States founded the Carlisle school in 1879 at the site of an old military base, used during the colonial era and the Civil War. Soldiers also used it as an army training school from 1838 to 1871. The same buildings were used for the Indian Industrial School. One reason the government chose this site was because it was on a railroad line. Students could travel there by train. The school was also a far distance from the western Indian reservations. The distance kept the students away from their families’ cultures and influence for long periods of time. Some students never returned home.
Richard Henry Pratt was a U.S. military officer who founded the school. He went into education after leading troops to fight American Indian nations during the Indian Wars and is famous for his boarding school philosophy: “Kill the Indian, Save the Man.” Pratt believed American Indian children could become successful American citizens if they abandoned their heritage. He wanted to change what made them different from Americans descended from Europeans, including their clothing, language, and beliefs. After opening the school at Carlisle, Pratt and his supporters forced young people to attend the school for three to five years. Some chose to stay as long as 10 years.
Carlisle Barracks was in good condition when the school opened. Students lived on the north end of the campus. Teachers, staff, and the superintendent lived on the southern side near the entrance. A large green space or quadrangle separated the grounds from the north and the south. Students and teachers moved across the center of campus while using crisscrossing through footpaths, a bandstand, and a stone guardhouse.
In the early 1880s, the American Indian students and the white staff expanded the school campus. They built a chapel, three-story dining hall, classroom building, girls’ dormitory, warehouse, boiler house, laundry, hospital, printing shop, an art studio, and a cemetery. They also added a six-foot fence around the perimeter of the campus.
Civilian school officials enforced military-style discipline at Carlisle. Students marched across the grounds to and from their classes, the dining hall, extra-curricular activities, and for regular inspections. They marched in groups like soldiers in military drills. When officials rang a bell, they shifted to new movements. If a student disobeyed a rule, they went to the guardhouse for punishment or were sentenced to hard labor.
School officials tried to make the American Indian students look and dress like white Americans. Carlisle staff cut off the long braids of male children, took away the children’s personal or tribal clothing, moccasins, and family belongings. Students could not keep medicine bags, jewelry, or ceremonial rattles. These items often had special meanings to tribes. While at Carlisle, boys wore uniforms from morning until night and girls wore long, confining Victorian dresses. The school administrators also assigned a new English name to each child and did not allow native languages to be spoken. Administrators took “before and after” photos of students. These photos showed children in the style of their home cultures “before” and in the style of Anglo Americans “after.” People who supported assimilation used the photos as propaganda to show politicians and the American public that cultural assimilation was working.
Pratt and his teachers taught American school subjects as well as hands-on training. Their goal was to prepare American Indian students to work jobs outside of the reservation. Students studied English, math, geography, and music. Boys learned industrial skills. They were taught to build furniture and work with wood, iron, steel, tin, and other materials. Girls learned home skills. They learned to cook, do laundry, bake, and perform other caretaking skills. Students also participated in an “outing” system where they lived and worked with white American families in eastern Pennsylvania. They had to speak English and hold jobs to earn money while they were away from school.
Students at Carlisle were in sports teams, debate clubs, and marching bands. The school teams competed against prominent non-Indian schools and in regional championships. One of the greatest athletes of the 20th century attended Carlisle: Jim Thorpe of the Sac and Fox Nation. Thorpe won athletic competitions as a Carlisle student, won two gold medals in the 1912 Summer Olympics, and went on to be a professional football player. The Carlisle band was famous, too. It performed at presidential inaugurations while the school was open.
Over ten thousand children attended Carlisle between 1879 and 1918, with roughly 1,000 on campus in a given school year. They came from over 142 Indian nations. These nations had many different languages and cultures. Most students were Sioux, Chippewa, Cherokee, Cheyenne, Menominee, and Alaskan Native. Some students graduated in their late teens or early twenties but others left early due to illness or homesickness.
The Bureau of Indian Affairs founded 24 more American Indian boarding schools after Carlisle. Under the same military-style discipline, students at these schools learned domestic and industrial skills. The staff forced them to speak English and tried to destroy their ties to traditional cultures. In 1928 the U.S. government reported findings that children were abused, overworked, and underfed. Most off-reservation schools closed by the 1930s when Americans learned about how students were treated. Politicians chose to stop or decrease funding to the schools. Three schools are still open as of 2016. These three schools have military-style discipline but also teach American Indian customs, languages, and skills instead of trying to erase them.
The Carlisle campus returned to U.S. Army control in 1918. It was a hospital for soldiers injured in World War I. The historic school buildings in the 21st Century are home to the U.S. Army War College. Descendants of Carlisle students and members of tribes represented at Carlisle visit the school to honor the memory of the students.
Questions for Reading 2
1) When did Carlisle Indian Industrial School open? What was the site used for before it became a school?
2) Carlisle students came from over 100 different American Indian nations and cultures. What did they have in common? In what ways do you think they were different from each other? Explain your answers.
3) Using evidence from Reading 2, list three ways that attending Carlisle was like being in the military. How did the buildings and landscape support a military culture?
4) Consider the effects of the boarding school system. How do you think the Indian Boarding School system affected the American Indian tribes and cultures? Do you think Pratt was successful or unsuccessful (did he “Kill the Indian, Save the Man”)? Why or why not?
Determining the Facts
Reading 3: Two Articles from March 9, 1888 edition of The Indian Helper newspaper
The Carlisle school newspaper, The Indian Helper, published this letter on March 9, 1888.
Today is home letter again I want to tell you something about our school. I think our school house will be torn down in this spring and rebuilt because Congress has promised to have new school house this coming spring, and I hope may be as large as our Quarters.
It seems too that the Carlisle is going on and on, as you know that I left you in 1883. And I came at this school, and saw the old dining room was too narrow and there was but one story high. The tables were standing close together, and the boys’ Quarters were only two stories high one great big doors on big hinges too, like horse stable.
The boys were sleeping in the same room sometime sixteen or eighteen boys each room. They made great noise and could hardly think something to study because too much noise. I don’t like it at all and so I did not stay a great while I went out on the country, and there I spent one year and a half. I returned in 1885 and I got back and I saw a great big dining room which had been built up since I was away.
Again I went out and stayed only six months and came back again. That was in 1886 Capt. Pratt and us boys began to think about it that our boys spent so much money foolishly and so Capt. Pratt’s disciplinarian called attention and all the boys were present, all the boys put some money in that collection.
Again I went into the country. I was very much surprised that I came back and saw a great big building extending toward west to east three stories high. Hallo! New Quarters I said, and I saw Little Boys’ Quarters, they just starting to build and was finished both Little Boys’ Quarters and a new Gymnasium last Nov. 1887. Now we are comfortable everything is going on all right. Big new gymnasium I think all the boys and girls like it because we are going to have a sociable once a month. -- LUTHER KUHNS
The front page of the newspaper included a note: “THE INDIAN HELPER is PRINTED by Indian boys, but EDITED by The-Man-on-the-band-stand, who is NOT an Indian.”
One of our subscribers asks this question: Will you please explain why you are called "The Man-on-the-band-stand?" If the questioner were at Carlisle, he would know why. The Band-stand commands the whole situation. From it he can see all the quarters, the printing office, the chapel, the grounds, everything and everybody, all the girls and the boys on the walks, at the windows, everywhere. Nothing escapes the Man-on-the-bandstand.
Questions for Reading 3
1) What is the source of Reading 3? Who is Luther Kuhns and what does he describe in his letter? Who do you think the “Man-on-the-Band-Stand” might be?
2) Make a list of the buildings and places at Carlisle that the newspaper described. Based on the description, does your school or community have a place like Carlisle? What is its purpose?
3) Who makes decisions about Luther’s life? Who controls where he eats, sleeps, and travels? How is it similar and different to your life?
4) Name two possible audiences for Luther’s letter. Explain why each audience might be interested in the contents of the letter. Why do you think Luther wrote the letter?
Photo 1: Indian School Band and Girls Quarters, Carlisle, PA, 1909.
Questions for Photo 1
1) Who appears in this illustration and what are they doing? Where are they? Describe the action and the setting in 2-4 sentences.
2) Use Map 2 to identify the area of the campus the illustration shows. What buildings do you think are to the students' left? What might they be facing?
3) How does Photo 1 promote Pratt’s “Kill the Indian, Save the Man” philosophy? List three examples of how Pratt’s philosophy appears in the image. (Refer to Reading 1 if necessary)
4) In a short paragraph, give your own opinion: is what you see in the photo a positive experience or a negative one? Why do you think so?
Photos 2 and 3: Tom Torlino, Navajo student at Carlisle, in 1882 (left) and 1885 (right).
Questions for Photos 2 and 3
1) Describe Tom Torlino’s appearance in two short paragraphs, one for each photo. What did he look like in 1882 and what did he look like in 1885?
2) What do you think happened to Tom Torlino between 1882 and 1885?
3) How do the photos of Tom (primary sources) support what you read about in Reading 2 (a secondary source)?
4) What can’t you learn about Tom Torlino from the photos? Name two things the photos do not reveal about Tom’s life and then list three other sources of evidence a historian might study to find that information?
Photo 4: Furniture Building Shop, 1901
Photo 5: Home Economics class, 1901.
Questions for Photos 4 and 5
1) Who is pictured in Photo 4 and Photo 5? What are they doing?
2) Compare the photos with Map 2. Which buildings do you think appear in the photos? What evidence in the photos supports your answer?
3) How does what you see in photos 5 and 6 “Kill the Indian” and “Save the Man”? What future do you think Carlisle administrators planned for these students?
Putting it All Together
Use the following activities to deepen your students' engagement with the topics and themes introduced in the lesson, and to help them develop essential skills.
Activity 1: Controlling Culture, Controlling History: The Power in Telling History
The United States and American Indian tribes waged formal and informal wars since the nation’s founding. Many of the children who attended Carlisle were from tribes that had just surrendered or were suppressed by the U.S. military after generations of conflict. Richard Henry Pratt discussed that his first students were prisoners of war from Indian Territory in the American Missionary Journal Volume 37, Issue 4.
One tool used to dominate a culture is to write or rewrite its history and the history of Native America can be hotly contested. In this activity, give students the power historians have to interpret the past.
Have your students create timelines to illustrate the history of a tribal nation or single American Indian culture represented at Carlisle. The timeline can include political, social, cultural, and legal landmarks and eras. Students can use arts and crafts to create a paper timeline or create a digital timeline online. A quick internet search will help you identify the best program for your students.
The timelines should include the tribes' own perspectives and histories as well as traditional U.S. narratives. Students should not limit their sources to Anglo-American authors. At least one source must be authored by a member of that tribe. After students complete their timelines, ask the class if they were surprised by anything they learned. Did the history from their tribal sources conflict with what they read in their textbook? Did it conflict with the other sources they used? Ask your students why Native Americans might tell a different version of 19th century history compared to the history a non-Native would tell.
Activity 2: Historic American Indian Boarding Schools Beyond Carlisle
The Carlisle Indian Industrial School became a model for many more off-reservation boarding schools across the U.S. in the early 20th century. These schools followed Richard Pratt’s “Kill the Indian and Save the Man” philosophy. Have your students learn more about the history of this movement by studying other historic boarding schools, the experiences of people who attended them, and how they compare to Carlisle.
Assign to small groups or each student one historic, off-reservation school for a research project and report. The report you assign can take the form of an essay, research paper, oral presentation, or poster presentation depending on time, resources, and ability. You may even want to give students the option to choose how they want to report, ensuring that students treat the material with appropriate seriousness and respect. Students should not demonstrate their knowledge of the material through skits, since acting out racism and violence can create an unwelcoming classroom environment.
You can find schools for your students to study with the National Register for Historic Places database (historic site descriptions are available as .PDFs) or through a web search. Then, ask your students to do their own research on the web or in the library to report on their school.
They should provide the following in their reports:
- Official mission or philosophy of the school
- Description of the campus, including architectural and geographical features of the school
- Classes and extra-curricular activities the school offered
- Year the school opened, closed, and explanation why it closed
- Location and distance of the school from nearest reservations
- The tribal identities represented at the school
- An anecdote or description of what life was like for students at the school
Some of the schools listed on the National Register of Historic Places include Chemawa Indian School Site, Phoenix Indian School Historic District, Chilocco Indian Agricultural School, Pipestone Indian School Superintendent’s Residence, and the Haskell Institute (Haskell Indian Industrial School).
The students should end their report with examples of how their school was similar to and different from Carlisle. They should use at least one primary source as evidence and at least one source created by a Native American who wrote about the school and/or graduated from it.
Students may learn during this activity that some boarding schools did not close. If time allows, play the 2008 NPR story about modern school experiences in Sherman Indian High School, California: “American Indian School a Far Cry from the Past.”
Activity 3: Explore Disease at Carlisle with Science and Empathy
Disease was one reason why many Indian Boarding Schools closed. Though not the reason Carlisle shut down, at least 168 children who attended Carlisle died from tuberculosis, pneumonia, and the flu at the school. Another 500 students were sent home when they got sick and were too weak to study. A cemetery was built on the school grounds and remains today as a place to honor and reflect on the students who died.
Assign poster presentations to each student about one of the three main illnesses that spread among Carlisle students. Posters should provide a basic description of the disease including symptoms and how it is spread. It should also display images of the disease affecting a cell, or diagrams of body systems or organs affected. Lastly, have students incorporate artwork onto the poster that memorializes Carlisle students buried at the cemetery. Suggest that they look up images of the cemetery or news articles about recent visits to the cemetery by members of the public to aid in the visualization of the site.
Have students give a 2-3 minute oral presentation to the class with their findings and ideas behind their artwork. Wrap up the presentations with a brief discussion about the spread of disease at Carlisle. Have your students comment on ways a student might have been infected in a classroom or crowded dormitory at the school. Ask them how the spread of disease may have been prevented.
Activity 4: Preserving American Indian Past, Present, and Future
In the lesson about Carlisle Indian Industrial School, your students learned about ways Native Americans lost their culture. Ask your students to study the ways American Indians work to recover and preserve languages, sacred knowledge, and heritage sites today.
Explain to your students that while the United States government tried to erase American Indian cultures in the 1800s and during most of the 20th century, too, an American Indian and Indigenous Civil Rights movement in the 1970s led to greater visibility and political power for those groups. The Indian boarding school experience may have fed such political activism and the Pan-Indian movement. In the 21st century, the U.S. Department of the Interior supports Tribal Historic Preservation Offices that are operated by sovereign tribal nations and carries out the Native American Graves Protection and Repatriation Act to return sacred objects to tribes.
In this activity, as individuals or in small groups, have your students investigate either the preservation of a type of cultural knowledge (language, Traditional Ecological Knowledge, significant places, crafts and artisanal skills) in the United states OR a single sovereign tribe’s efforts to preserve their whole culture.
Your students may focus on a regional group to emphasize state and local history or a different region of North America, if they are studying U.S. history.
First, ask your students to develop a research question to focus their work. Next, have them search the internet to find examples of how American Indians work to recover the culture and traditions that schools like Carlisle and men like Pratt tried to “kill.” Tell your students to use only websites authored by American Indian tribes or websites that end in .edu, .gov, or .org to avoid commercial sources.
Have students present what they learn in an essay, oral presentation, or short video that they can play for the whole class. They should also submit an annotated bibliography that lists their internet sources and explains why each is a trustworthy source of information.
Activity 5: Making Global Connections at Carlisle
The United States’ efforts to dominate conquered groups’ lands and cultures were not unique in world history, and the U.S. Federal government did more to assimilate American Indians than create boarding schools. During the late 19th and early 20th century, the U.S. government tried to change American Indian society through other policies and laws. Another example is the Dawes Act and General Allotment Act of 1887, which divided traditionally communal tribal land among individual members of that tribe. Throughout human history, other global powers acted in similar ways toward people whose land they conquered. This activity has students study other U.S. policies intended to control American Indians and to compare/contrast those policies with the methods of control used by other colonial powers.
Assign different, specific colonial periods as research projects to your students working in pairs or small groups. Have each student group study their assigned colonial era and list the policies used by the colonial government to control the colonized culture. Then, have your students identify U.S. policies toward indigenous groups in the late 19th century and compare/contrast the policies of the two governments.
Examples of other colonial situations that you may assign are Portuguese rule in Angola, French rule in Martinique, Dutch rule in Southern Africa, Chinese rule in Tibet, British rule in Canada, Roman rule in Gaul, and Russian rule in Romania. If the colonial history is long, students may wish to narrow down to a specific period, such as 16th century Spanish colonial rule in Mexico.
Have your students document how the colonial government and the U.S. government controlled or tried to control the colonized culture through education, religion, style of dress and appearance, labor practices, land use, and family structure.
Have each group produce a table on their findings, outlining the similarities and differences of assimilation policies used by the United States and other colonial powers. Finally, have them write a paragraph to explain what might explain differences and similarities to the tactics the two governments used to control and/or assimilate the colonized groups.
If time and resources allow, have your students produce a poster board exhibit where each group displays their table and has an opportunity to present what they found in their research
More Resources Online
National Park Service
The National Register of Historic Places lists Carlisle Indian Industrial School. These records describe the physical site of the former school and its surroundings as well as their historical significance.
Carlisle Indian School Digital Resource Center, Dickinson College
This resource offers a searchable database of digitized school records from the US National Archives, Cumberland County Historical Society, and other repositories. It includes Carlisle student files, photographs, publications such as The Indian Helper and The Red Man, and class lists and rosters.
Library of Congress
The Library of Congress features a collection of photographs and prints from the Carlisle Indian Schoo. It also offers a primary source set and teacher's guide entitled "Assimilation through Education". It features photographs, illustrations, newspapers, reports from the Commissioner of Indian Affairs about off-reservation boarding schools in the late 18th and early 19th centuries.
TNT: Into the West
TNT produced a mini-series called "Into the West" about assimilation at off-reservation boarding schools, using Carlisle Indian School as the setting. A brief clip is available on YouTube.
RadioLab features a podcast episode on the important role that Carlisle Indian School students played in the development of the modern sport of football in the United States. The hosts interviews local historians from the Cumberland County Historical Society, U.S. Army Heritage and Education Center, and Haskell Indian Nations University.
Libraries and Archives of the Autry
The Libraries and Archives of the Autry and the Cante Sica Foundation of Boarding School Stories shares oral histories of former boarding school students. The collection features audiovisual recordings and time index of each person's memories of boarding school experiences.
Adams, David Wallace. Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. Lawrence: University Press of Kansas, 1995.
Bear, Standing. My People the Sioux. 1928. Reprint, Lincoln: University of Nebraska Press, 1975.
Bell, Genevieve, “Telling Stories Out of School: Remembering the Carlisle Indian Industrial School, 1879-1918.” Ph.D. diss., Stanford University, 1978.
Bill, Willard. From Boarding Schools to Self-Determination. Helena, Montana: Superintendent of Public Education, 1990.
Crawford, Bill. All American: The Rise and Fall of Jim Thorpe. Hoboken: Wiley, 2004.
Earenfight, Phillip, et al. Visualizing a Mission: Artifacts and Imagery of the Carlisle Indian School, 1879-1918. Carlisle, PA: The Trout Gallery, Dickinson College, 2004.
Fear-Segal, Jacqueline. "White Man’s Club." Schools, Race and the Struggle for Indian Acculturation. Lincoln: University of Nebraska Press, 2007.
Haller, Beth A. "Cultural Voices or Pure Propaganda?: Publications of the Carlisle Indian School, 1879–1918." American Journalism 19, 2 (2002): 65-86.
Landis, Barbara. "Carlisle Indian Industrial School History." Last modified 1996. http://home.epix.net/~landis/histry.html.
Marr, Carolyn J. "Assimilation Through Education: Indian Boarding Schools In The Pacific Northwest." University of Washington, 2004. Accessed September 1, 2016. http://content.lib.washington.edu/aipnw/marr.html.
Reports of the Indian Commissioner, Annual Reports of the Department of the Interior, various dates. Washington: U.S. Government Printing Office.
Reyhner, Jon. “A History of American Indian Education: 1819-2014” Education Week. Last modified December 4, 2013. http://www.edweek.org/ew/projects/2013/nativeamerican-education/history-of-american-indian-education.html.
Trafzer, Clifford E., Jean A. Keller, and Lorene Sisquoc, eds. Boarding School Blues: Revisiting American Indian Educational Experiences. Lincoln: University of Nebraska Press, 2006.
U.S. Army Military History Institute. “Carlisle Barracks Collection Finding Aid, Volume I, Manuscripts”. Accessed September 1, 2016. http://cdm16635.contentdm.oclc.org/cdm/ref/collection/p16635coll16/id/427.
U.S. Congress. Senate. Carlisle Indian School: Hearings before the Joint Commission of the Congress of the United States to Investigate Indian Affairs. 63rd Cong., 2nd sess., February 6, 7, 8 and March 23, 1914. Washington: U.S. Government Printing Office. Accessed September 1, 2016. https://archive.org/details/hearingsbeforejo01unit.
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In part four, the most important part of the Discourse, Descartes describes the results of his meditations following the method he previously laid down. Whereas he had earlier undertaken to act decisively even when he was uncertain, he now takes the opposite course, and considers as false anything that is at all doubtful. This way, he can be sure that he holds on only to things that are indubitably certain. He abandons all sensory knowledge, since the senses can deceive, all demonstrative reasoning, since people often make errors in their reasoning, and imagines that everything that has ever entered his mind is just illusions brought on by dreams.
Even in doubting all this, however, he observes that he must be something in order to doubt. This doubt requires thought, and this thought confirms his existence, so he adopts the principle "I am thinking, therefore I exist," as the indubitable foundation upon which he will build. Since his knowledge of his existence hinges exclusively on his thinking, he concludes that he is essentially a thinking substance, and that his soul is totally distinct from, and easier to know than, the body.
In considering how he knows that "I am thinking, therefore I exist" is true, he notes that there is nothing persuasive about the proposition in itself, but that he sees clearly and distinctly that it is necessarily true. He thus adopts such clear and distinct perceptions as the guarantors of truth.
While it is possible that thoughts of external objects like the sky, the earth, light, and so on are all delusions of the mind, Descartes asserts that the same is not possible of God. These other thoughts are of imperfect objects, so they could easily be invented by an imperfect mind. However, it is inconceivable that Descartes's imperfect mind could invent the idea of a perfect God: that would mean that the existence of a perfect being depended on an imperfect being. Descartes concludes that God is a perfect mind, and that all the perfections in himself and in other bodies are due to God's perfection.
Descartes arrives at another proof of God's existence by way of geometry. He notes the certainty with which geometers can prove facts such as the fact that the angles in a triangle add up to 180 degrees. This is part of the essence of a triangle, and yet for all that, there is no assurance that one triangle actually exists in the world. When contemplating God, however, he recognizes that existence is as much an essential property of God's as having three angles that add up to 180 degrees is an essential property of triangles. God's existence is thus as certain as a geometric proof. Descartes remarks that people have difficulty with these proofs because they rely exclusively on their senses and imagination. God's existence can only be perceived by reason, and not by these other two faculties.
In fact, God's existence is more certain than anything else, since all other things are subject to the doubts that Descartes has already raised. These doubts can only be removed by the recognition that God exists. Thanks to God we can be assured that our clear and distinct perceptions are true, since those perceptions come to us from God, and we can rest assured that all our perceptions must be true to the extent to which they are clear and distinct. We perceive clearly and distinctly when we exercise our reason properly, and we are misled when we rely exclusively on our senses or imagination.
Part Four of the Discourse reads as a very brief summary of the first three Meditations (though the geometrical proof of God's existence is in the Fifth Meditation). A more detailed commentary on all these matters can be found in the SparkNote on the Meditations. This commentary will simply be a brief overview.
At the beginning of his investigation, Descartes undertakes to consider as false everything that he can possibly doubt. Such doubt effectively demolishes the whole enterprise of Aristotelian philosophy, which bases its claims on sensory experience and demonstrative reasoning. His goal is to sweep away the philosophical prejudices of the previous two thousand years and to start afresh. In doing so, he also manages to set the tone for the nearly four hundred years of philosophy that follow him. The questions of how we can know that there are objects external to our minds, that there are minds other than our own, and so on, have been hotly contested in the light of Descartes's new standard for what counts as certainty.
Perhaps Descartes's most significant contribution to philosophy is his revolutionary conception of what the human mind is. According to Aristotelian philosophy, only reason and understanding are distinctly mental properties. Sensing, imagination, and willing are not simply mental properties, since they connect the mind with objects in the world. Descartes overturns this conception, suggesting that our sense experience, imagination, and will are all a part of the mind alone, and are not linked to the world. In suggesting that we may be dreaming or otherwise deceived, Descartes argues that sensory experience is not necessarily a faithful report of what is actually in the world. Effectively, Descartes re-conceives the mind as a thing—the source of all the thoughts, sensations, imaginings, and so on that constitute our world—trapped inside our body. How our mind can connect with a world outside this body has been a pressing problem for all modern humans since Hamlet.
"I am thinking, therefore I exist" is Descartes's proposed way out. This famous phrase is less precisely translated as "I think, therefore I am." The fact that I am thinking right now, and not that I am capable of thought, is what confirms that I exist right now, and not that "I am" in general. Descartes cannot doubt that he exists, and so he claims to have certain knowledge of this fact. It is quite tricky, however, to determine the nature of this knowledge. Descartes has doubted the certainty of demonstrative reasoning, so it can't follow from a logical argument. Descartes's answer is that it is a "clear and distinct perception": it is not something he has to argue for; it is something that it is simply impossible to doubt.
Descartes seems to argue in a circle later in his discussion, when he claims that God confirms the truth of clear and distinct perceptions. This implies that without God, clear and distinct perceptions would not be true. But he has only managed to "prove" that God exists by appealing to a clear and distinct perception to that effect. What, then, is the foundation upon which Descartes builds? If God is the source of all truth, including the truth of clear and distinct perceptions, how can Descartes prove that God exists? And if clear and distinct perceptions are the source of all truth, then what role does God play in all this?
We should note that Descartes's "proofs" of God are neither original nor very satisfying. Unlike his revolutionary ideas about the nature of the mind and of certainty, his proofs of God are borrowed from the medieval scholastic tradition. The first proof claims that the idea of God, as an idea of perfection, must be caused by something as perfect as the idea itself. This proof relies on notions of causation that are questionable to say the least. The second proof claims that existence is a property of God just as geometrical figures have certain properties. Kant was the first to point out that "exists" is not a property in the way that "angles add up to 180 degrees" is. Having angles that add up to 180 degrees is a property of a triangle: it says something about the triangle. Existing, however, is not a property of God's so much as it is a property of the world: it is saying that the world is such that God exists in (or above) it.
The ideas presented in this part are difficult to engage with head on. They represent a particular worldview, both in their approach and in their conclusions. This worldview, this "method," has defined the shape of Western culture in ways that we are hardly even aware of any more.
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The New Student's Reference Work/Sunday-Schools
Sun′day-Schools are schools for religious instruction, meeting on Sunday. There were schools for religious instruction in connection with the Jewish synagogues and also among the early Christians. Luther established such schools in Germany, and Knox in Scotland. But the credit of founding the modern system of Sunday-schools belongs to Robert Raikes, who in 1780, when living in Gloucester, England, gathered the children from the streets on Sunday and hired teachers for them at 25 cents a day. These schools opened at 8 A. M., lasted until the children went to church, and after the second service began again, holding until 5:30 P. M. The children were taught their letters, reading and the church-catechism. The first Sunday-school in London was started by Rowland Hill in 1784. There are now, it is estimated, 7,000,000 scholars in the Sunday-schools of Great Britain, The first regular Sunday-school in America is thought to be the one started by Bishop Asbury in Hanover, Va., in 1786, though there had been schools for instruction on Sunday at Roxbury and Plymouth, Mass., as early as 1674 and 1680.
In 1890 the number of teachers engaged in Sunday-school work was estimated to be nearly 2,000,000, with almost 18,000,000 pupils, including all denominations.
The instruction is usually given by voluntary and unpaid teachers, a plan first adopted by the Methodists in England. The classes usually meet in the auditorium of the church represented and in any other available space in the church-building. It has been the custom for many years, also, to use a uniform series of Bible-lessons.
Quite recently the need for radical reform in the conduct of Sunday-schools has become apparent to many. These schools, as a class, in the quality of their discipline, instruction and equipment are recognized as far inferior to the day-school. Yet religious instruction should be as well-given as arithmetic or geography, any one will admit. To bring about improvement the first requisite is a well-ventilated, properly heated and lighted room for each class, as in any good school. To this end individual churches are beginning to erect separate Sunday-school buildings, with one assembly-room and many recitation-rooms.
Next, only trained teachers are desired, who have had time, energy and interest enough to prepare themselves carefully for each Sunday's instruction. To secure these, some churches are now paying these teachers a certain sum, as in the day-school. It is a great advantage for the superintendent of a Sunday-school to bear such a business relation to his teachers. He then has some means of influencing them to improve their work, when necessary, and to attend regularly. Beyond question very many persons have been giving instruction in religion who would not be considered for a moment as fit to teach any class in our public schools. Such a condition is bound to inculcate disrespect, on the part of many, for religion in general. Deep religious interest is essential to any Sunday-school teacher's success. But in addition to such interest there should be knowledge of the Bible and knowledge of good methods of instruction. It is to be hoped that the Sunday-school will improve during the next 25 years as much as the day-school has in the last 25.
Dr. Richard Morse Hodge of Union Theological Seminary, New York City, has been an active agent m bringing about improvement in the work of the Sunday-school.
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Is there any chance we can travel faster than light?
Relativity is a cornerstone of all of modern physics, and we have no reason to doubt it – no one has ever observed an object moving faster than light. There’s actually a minor clarification necessary here: Einstein’s speed limit is the speed of light in a vacuum.
Can nothing really move faster than the speed of light?
The short answer is – the law of the universe is “Nothing — absolutely nothing — can go faster than the speed of light, and ‘Space’ is nothing, so there is no violation of the law. Explanation: Physicists believe, the universe was born with the Big Bang as an unimaginably hot, dense point.
Is there any thing that travels faster than light?
We all know the number one traffic rule of the universe – nothing can travel faster than the speed of light. And that happens to be 299,792.458 kilometres per second. But why is it so? Before the 1600s most people assumed light moved instantaneously. Galileo was among the first to think that light travelled at a finite speed.
Can anything in the universe travel faster than light?
Over and over (and over and over) we’re told the supreme iron law of the universe: Nothing — absolutely nothing — can go faster than the speed of light. Done. Nothing further needs to be said about the issue. And then come the astronomers, always excited by the chance to mess up your comfort zone.
Can data even travel at the speed of light?
Even when we send data via our cell phones over radio waves, which also travel at light speed, it ends up traversing the wired networks of the Internet at some point. The two most common types of copper wire for long-distance information transfer are twisted pair (used first for telephony, and later for dial-up Internet and DSL ), and coaxial cable (used for cable TV initially, then Internet and phone). Coaxial cable is the faster of the two. But still faster is fiber optic cable. Rather than using copper to conduct data in the form of electrical signals, fiber optic cable moves data as pulses of light.
What is the refractive index of a medium?
The refractive index of a medium is the speed of light in a vacuum divided by the speed of light in the medium. So if you know two of those numbers, you can calculate the other. The index of refraction of glass is around 1.5. If you divide the speed of light (approximately 300,000 kilometers, or 186,411 miles, per second) by this, …
Why is physics so interesting?
Physics is a truly fascinating subject, as it attempts to find the answer to how everything in the universe works. Without the study of physics, we probably wouldn’t have a lot of modern conveniences, for instance those that require electricity, or depend upon the behavior of waves of any sort (like just about every form of long distance communication). You certainly wouldn’t be reading this right now. Without an understanding of physical laws, lifting a piano would be more difficult, video games wouldn’t be as much fun (or exist), and cartoon animators wouldn’t know what laws to break to make us laugh. And we certainly wouldn’t have ventured into space, an ability we’ll need if we discover, via astrophysics or a keen observer, that a planet-destroying asteroid is headed our way. Also, kudos to mathematics for making the study of physics possible. I will continue to sit back and reap the benefits made possible by all the hard-working mathematicians, physicists and engineers of the world.
How would space time be contracted?
The idea is that space time could be contracted in front of a spaceship and expanded behind it , while the ship would remain stationary in a warp bubble that itself was moving faster than the speed of light.
What is Einstein’s theory of relativity?
Discovery. One of the tenets of Einstein’s Theory of Special Relativity is that nothing can travel faster than the speed of light in a vacuum. Light speed is considered the universal speed limit of everything, and this is widely accepted by the scientific community. But in science, if you make a hard-and-fast rule, someone will try to disprove it, …
Why can’t fiber optics travel indefinitely?
However, the slowing of light isn’t all bad news. Some impurities are added to fiber optics to control the speed and aid in channeling the signal effectively .
How fast does light travel?
And the speed of light is no exception. Light, in a vacuum, travels at approximately 299,792 kilometers per second (186,282 miles per second).
How fast can light travel through the universe?
For generations, physicists believed there is nothing faster than light moving through a vacuum — a speed of 186,000 miles per second. But in an experiment in Princeton, N.J., physicists sent a pulse of laser light through cesium vapor so quickly that it left …
Why does a pulse look like a straight beam?
The light can leave the chamber before it has finished entering because the cesium atoms change the properties of the light, allowing it to exit more quickly than in a vacuum.
How did the Princeton experiment change the circumstances?
The Princeton experiment and others change these circumstances by using devices such as the cesium chamber rather than a vacuum.
What did Albert Einstein test?
The Princeton experiment and others like it test the limits of the theory of relativity that Albert Einstein developed nearly a century ago.
Which edge of a light pulse has all the information needed to produce the pulse on the other end of the chamber?
The leading edge of the light pulse has all the information needed to produce the pulse on the other end of the chamber, so the entire pulse does not need to reach the chamber for it to exit the other side.
Who is the scientist who said the light particles coming out of the cesium chamber may not have been the same ones that?
Not everyone agrees on the implications of the NEC experiment. Aephraim Steinberg , a physicist at the University of Toronto, said the light particles coming out of the cesium chamber may not have been the same ones that entered, so he questions whether the speed of light was broken.
Is superluminal speed distorted?
Previously, experiments have been done in which light also appeared to achieve such so-called superluminal speeds, but the light was distorted, raising doubts as to whether scientists had really accomplished such a feat.
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The heaters are using for heating as the main or additional heat source either in home or in industrial conditions. Also they can be used for local heating of public premises or premises with a large area.
- heaters combine functions of convectors and infrared heat source. Due to vertically oriented flat heating elements, the maximum area for heating air mass was created depending on the circulation of the convective flow;
- retention time to operating temperature of up to 5 minutes;
- the maximum temperature at the surface of heating elements is 420 °C;
- invisible long-wave spectrum (from 7 to 14 microns) non-irritate eyes, does not cause unpleasant and harmful odors, prevents the formation of micro-organisms and bacteria, stimulates the growth of plants and does not cause a headache;
- operates silently;
- does not lighten;
- fragile components are absent;
- Has a low level of energy demand — 30% lower compared to analogs;
- 5 year’s guarantee is provided.
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With a range that stretches from Texas to Argentina, ocelots live in grasslands, marshes, scrub thickets, jungles and forests. These small cats reach 2 to 4.5 feet long and weigh 24 to 35 pounds. They’re nocturnal hunters whose diet can include birds, rodents, reptiles, fish and even monkeys. In the wild, their life span is 10 to 13 years, while they can survive two decades in captivity.
Female ocelots start estrus when they’re between 18 months and 2 years old. Males often develop a little more slowly, reaching sexual maturity around 2.5 years, although some need only half that time. In captivity, females have continued birthing kittens until they’re around 13 years old.
In the tropical parts of their range, ocelots can breed at any time of year. Further north, though, they usually reproduce only during the fall and winter. A male ocelot’s range might overlap with several females, bringing them into proximity for procreation. A female who’s ready to breed attracts a male by yowling, and they mate until she becomes pregnant.
Pregnancy and Birth
When the pregnancy begins, the male’s role ends. The female ocelot prepares a den, usually in heavy vegetation, and about 85 days after mating, she gives birth. Litters range from one to four kittens, although two is average. At birth, the kittens have dark coats that blend into the shadows; as they mature, they develop the rich, beautiful pelts for which ocelots are known.
Female ocelots nurse their kittens for only six weeks but continue parenting them for up to two years. For the first five or six months, the mother brings food to the kittens, but after that, she teaches them to hunt. They’re typically full-sized by the time they reach 8 to 10 months old and are capable of surviving on their own by the time they’re a year old. Often, though, they remain with their mother until they’re 18 months to 2 years old. She won’t have another litter until her adult offspring have left to find their own territories.
- Medioimages/Photodisc/Valueline/Getty Images
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By: Jeff Goss, CEO and President
It was such an interesting visit. It was not only a trip to the Florida Seminole lands, but also a journey back in time to the roots, the history, and the culture.
The Seminole lived in relative peace for centuries, save a few Indian wars among their neighbors. Then the Seminole Wars (1817–18, 1835–42, 1855–58) occurred, three conflicts between the United States and the Seminole Indians of Florida, ultimately resulting in the opening of the Seminole’s desirable land for white exploitation and settlement. Collectively, it was the most costly war for the United States all the way up to the Vietnam War.
We studied the blending of European dress with the Seminole traditional clothing. The Seminole were very fashion conscience people. They began setting up shops in the early 19th century to trade their traditional pottery, baskets, hides, and canoes for sewing machines. They created very colorful fabrics with individual patterns with random fabrics they could come by to construct dresses and men’s shirts trimmed in ribbon. They topped off the women’s dress with a complimentary shoulder wrap and wore stacked beaded necklaces stretching their necks, a symbol communicating their status in the family and Tribe.
When you step back and look at the wardrobe one can’t help but be left with a sense of style and fashion more on the level of the big United States cities at the time, such as New York or San Francisco, rather than the swamps of the Everglades.
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Scientists often use mice to study the changes in the brain brought on by parenting. Here, a male mouse nurtures one of his offspring.
Courtesy, with permission: Lambert Behavioral Neuroscience Laboratory, Randolph-Macon College.
As any new parent knows, having a child changes everything. Upon arrival of a newborn, midnight movies and late-morning sleep-ins give way to sleepless nights and around-the-clock feedings and care. Exhausted by the responsibility of caring for a totally-dependent being, parents might miss the subtler changes underway in their lives — namely the changes going on in their brains.
While babies don't come home from the hospital with a personalized care manual, research in animals and humans shows that the brain undergoes biological changes to help juggle the new responsibilities and stress.
Ready for Motherhood
For mammalian mothers the transformation to full-time caregiver begins during pregnancy and continues during the weeks after birth. During this time, the mother’s brain is bathed in a stew of reproductive hormones, including estrogen, oxytocin, and prolactin — priming and reshaping brain areas that contain receptors for the hormones, including areas related to motivation and stress.
One of these areas is the hypothalamus, a brain structure that regulates important body functions like sleep, hunger, and reproductive behavior. An anterior subdivision of the hypothalamus, called the medial preoptic area (MPOA), has been linked to parental care. For example, mice with MPOA lesions don’t engage in typical parenting behaviors like gathering pups into their nest and crouching over them.
In work with pregnant rats, researchers at the University of Richmond found that neurons in this region become larger and more complex as the animals go through pregnancy and approach birth. Findings suggest that reproductive hormones act on the MPOA to stimulate a mothers’ interest in her pups, says study author Craig Kinsley.
Pregnancy hormones also act upon a circuit that controls reactions to stress. This circuit includes the hypothalamus as well as the pituitary and adrenal glands, key organs of the endocrine system. Kinsley has studied this stress system in rats and found that, when new mothers and virgin rats are placed in stressful situations, the mothers display less activity in brain regions that regulate stress and anxiety.
Pregnancy hormones also act on the stress circuit to curtail the brain’s response to certain stress hormones, Kinsley says. As a result, rodent moms are better able to take on new challenges and respond with a richer behavioral repertoire.
“A first-time mother has to engage in a variety of behaviors previously unfamiliar to her,” Kinsley says. In rodents, these behaviors include daunting tasks like facing down predators to protect offspring and leaving her young to forage for food.
Mothers’ brains also sprout new dendritic spines — sites of connections between neurons that allow them to communicate with one another. In 2010, Princeton University researchers counted the number of dendritic spines in a part of the prefrontal cortex — a brain region that is vital to learning, attention, and planning — and found that mother rats had more than virgin rats. This enhancement makes mothers more attentive and less easily distracted, says study author Benedetta Leuner, now with the Ohio State University. The changes also boost a mother’s ability to shift gears when in a situation with two different tasks calling for her attention.
Similar brain changes are also seen in women in the weeks and months after giving birth. In 2010, scientists scanned the brains of new mothers a few weeks after they had given birth and then again about four months later. Over this period, certain parts of the mothers’ brains bulked up, including the prefrontal cortex. The researchers speculated that this increase could be linked to the range of novel experiences a mother has when interacting with her baby.
Pregnant women aren't the only ones dealing with complicated hormones and altered brains. Dads and dads-to-be experience a small, but significant, rise in prolactin and estrogen, the same hormones that spike in pregnant women. After his baby arrives, a father’s testosterone levels drop, a change that may make dad less aggressive and more nurturing.
Neuroscientist Kelly Lambert of Randolph-Macon College studies the biology of paternal behavior in California mice, one of few species in which males take an active caregiver role. She’s found that when compared with bachelor mice, father mice are quicker to learn where food rewards are hidden in a maze. In addition, father mice had increased activity in the hippocampus, an area of the brain involved in learning and memory.
Other studies of the animals’ brains have shown that the nurturing father mice are also wired to care: their brains have enhanced neural fibers that respond to oxytocin and vasopressin, neurochemicals linked to caregiving responses. Such fibers connect to receptors in the skin and transmit information about touch to the brain.
Through such wiring, affectionate contact between father and offspring helps spur the physiological changes seen in dad’s brain — both in rodents and people, says Lambert.
Research in animals and humans has offered insight into the biological changes that help parents juggle their new responsibilities and stress. The novel experience of having offspring is one of the most stimulating experiences for the brain, whether you’re a human or a rat, Lambert says.
“To watch a mother rat, who may have 14 pups, is awe-inspiring,” Lambert says. “They know exactly what to do and they hit the ground running. That’s because something’s going on in their brain.”
Abraham E, Hendler T, Shapira-Lichter I, Kanat-Maymon Y, Zagoory-Sharon O, et al. Father's brain is sensitive to childcare experiences. Proceedings of the National Academy of Sciences. Jul 8;111(27):9792-7 (2014).
Barrett J, Wonch KE, Gonzalez A, Ali N, Steiner M, et al. Maternal affect and quality of parenting experiences are related to amygdala response to infant faces. Social Neuroscience. 7(3):252-68 (2012).
Franssen CL, Bardi M, Shea EA, Hampton JE, Franssen RA, et al. Fatherhood alters behavioural and neural responsiveness in a spatial task. Journal of Neuroendocrinology. Nov;23(11):1177-87 (2011).
Keyser-Marcus L, Stafisso-Sandoz G, Gerecke K, Jasnow A, Nightingale L, et al. Alterations of medial preoptic area neurons following pregnancy and pregnancy-like steroidal treatment in the rat. Brain Research Bulletin. 55(6): 737-45 (2001).
Kim P, Leckman JF, Mayes LC, Feldman R, Wang X, et al. The plasticity of human maternal brain: longitudinal changes in brain anatomy during the early postpartum period. Behavioral Neuroscience. Oct;124(5):695-700 (2010).
Kim P, Rigo P, Mayes LC, Feldman R, Leckman JF, et al. Neural plasticity in fathers of human infants. Social Neuroscience 9(5):522-35 (2014).
Kinsley CH, Blair JC, Karp NE, Hester NW, McNamara IM, et al. The mother as hunter: significant reduction in foraging costs through enhancements of predation in maternal rats. Hormones and Behavior. Sep;66(4):649-54 (2014).
Kinsley CH, Trainer R, Stafisso-Sandoz G, Quadros P, Marcus LK, et al. Motherhood and the hormones of pregnancy modify concentrations of hippocampal neuronal dendritic spines. Hormones and Behavior. Feb;49(2):131-42 (2006).
Leuner B, Gould E. Dendritic growth in medial prefrontal cortex and cognitive flexibility are enhanced during the postpartum period. Journal of Neuroscience. Oct 6;30(40):13499-503 (2010).
Love G, Torrey N, McNamara I, Morgan M, Banks M, et al. Maternal experience produces long-lasting behavioral modifications in the rat. Behavioral Neuroscience. Aug;119(4):1084-96 (2005).
Wu Z, Autry AE, Bergan JF, Watabe-Uchida M, Dulac CG. Galanin neurons in the medial preoptic area govern parental behavior. Nature. 509(7500): 325-330 (2014).
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Mars Rover Simulator and Augmented Model
The Mars Rover Simulator and Augmented Model, or "MR.SaAM" for short, is a contained, controllable system that allows a user to pilot a tiny rover robot in a small Mars-like environment.
Currently, the following people are working on this project:
Each task is a separate, and mostly independent, component of the project as a whole. There is no particular order that the tasks need to be completed in.
This task involves building a small, contained model-environment that is composed of Mars-like land features. We will probably use one of the coffee tables at the shop, while ensuring that the table still functions as a coffee table.
- Colored sand and rocks for the terrain
- Hidden signs of "life"
- Crazy-awesome aperture opening for robot entrance and exit
- Maybe some sort of lighting (or this could be handled by a light on the rover)
- Use a bumper-car style mesh system to power the rover (might be hard to make a connection through the sand to the grounding floor)
This is the rover itself. We need to decide on a style of rover (Curiosity, Spirit, Opportunity, custom design?), features (manipulators, lights, camera), and mechatronics (power system, control system, mechanical).
- Some sort of grasper or manipulator to move rocks and stuff around
- A flashlight if no environmental lighting is used
- Laser-cut/3D-printed chassis, so we can open-source the design?
- Power options:
- Battery-powered (would require recharging, take up valuable rover space)
- Bumper-car Mesh (use the ceiling and/or floor to provide power to the rover)
- Tethered (not ideal, just have a long wire power the rover; it would help with data and video comm, though)
The rover will be controlled by some sort of control application.
- Programmable communications delay, based on distance from Earth to Mars
- Fancy NASA control interface
- Web-enabled, so anyone can control the robot from a computer or mobile device
- Option to remove/edit the delay, if you just want to drive around
- Robot and environment status alerts (low-battery, sensor data)
- Had a conversation with Tyler yesterday and I think we determined that working on the robot design first would be the most feasible. This would give us an idea of the size of robot possible and scale other things accordingly. Building it around on the the wireless enabled microcontrollers seemed like the best plan. It would communicate with the middleman computer on or near the table and the middleman computer would talk to the net. Tyler showed me some rather small servos that might work fairly well if they were modified for continuous rotation. Should be able to calculate distance travel per rotation so the software commands can be queued similar to how current rovers are done. --strages (talk) 10:18, 17 August 2012 (CDT)
- I have a cheap little thin-client computer that would probably work well for the middle-man computer that I've never really had a good use for. Also, the servos can most certainly be modified for continuous rotation, and it's not a bad process at all to do so. I've modded one, and have the correct resistors to make plenty more. Unfortunately, you lose positional feedback when you modify them, so we would lose that functionality. --Tylercrumpton (talk) 21:58, 19 August 2012 (CDT)
- See the Ardurover project. This may be more than what you want to accomplish, but an off-the-shelf solution frees up resources for more ambitious goals. --krs (talk) 14:18, 17 August 2012 (CDT)
- I have actually messed with Ardurover a little (helped a friend get a project up and running), and while really awesome, I believe you're right in thinking that it might be a little overkill. I don't think this project will need too much autonomous navigation and telemetry, so I think we can get by with a simpler (and more importantly, cheaper) board/solution, without much extra work. Any thoughts, strages? --Tylercrumpton (talk) 22:04, 19 August 2012 (CDT)
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The in-Demand Job Paying More Than $70,000 Per Year
Each year, the Bureau of Labor Statistics releases its Occupational Outlook Handbook, which, at last count, provided guidance on more than 580 different job types in the U.S., and one job stood out above the rest when it came to providing the best return on investment.
In this occupation, the average worker made more than $70,000, it's expected to add 33% more jobs over the next 10 years, which is three times more than the estimated 11% job growth in the U.S., and perhaps best of all, the entry level educational requirement is an associate's degree. Sound too good to be true? It isn't. And that job is a dental hygienist.
The demands of the job
Dental hygienists work in dentist offices cleaning the teeth of patients while also examining for diseases like gingivitis and educating patients on the proper ways to maintain good oral health between visits to the dentist. The demands can move beyond cleaning the patient's teeth to taking dental x-rays, applying sealants and fluoride required to protect teeth, and also the more cosmetic polishing and whitening of teeth. In addition, in 2012, more than half of the dental hygienists worked part time.
In order to become a registered dental hygienist (RDH), one must first get a degree in dental hygiene from an accredited program, with an associate's degree being the most common. With the degree in hand, individuals are then required to become licensed based on the requirements of the state in which they will practice.
Yet beyond the educational requirements, the Bureau of Labor Statistics also notes some of the important qualities of dental hygienists include compassion as a result of some of the immense fears some people bring into the dental office, interpersonal skills as a result of the close contact with patients, dentists, and dental assistants, a detail oriented focus as a result of the routine procedures, as well as physical stamina and dexterity.
As of the most recent information, dental hygienists had an average annual wage of $70,210 in 2012, more than double that of the $34,750 average wage of all occupations in the United States, and significantly higher than the broader category the jobs rolls into of health technologists and technicians, where the pay was $40,380. In addition, the top 10 percent of hygienists earned almost six figures, tipping the scales at $96,280.
Not only is the pay great, but so too are the expected job openings. As a result of greater focus on dental health, an aging population, and Federal health legislation will expand individuals with dental insurance, the Bureau of Labor Statistics expects more than 114,000 jobs will be added from 2012 to 2022, and 64,000 of those will be new jobs and not simply filling existing jobs of people retiring or leaving the workforce.
Being a dental hygienist may not be for everyone, but there is no denying it is a great career with relatively low barriers to entry that provides great pay, and also a great service to millions of Americans.
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Copyright © 1995 - 2014 The Motley Fool, LLC. All rights reserved. The Motley Fool has a disclosure policy.
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From scalding hot places that rival Dante's Inferno tofrigid locations colder than the dark side of the moon,scientists taking part in a $6 million National ScienceFoundation (NSF) research initiative are searching for life formson Earth that may provide insight about possible life on otherplanets. The first NSF awards in this initiative -- which istitled Life in Extreme Environments (LExEn) -- involve more than20 research projects and some 40 scientists who will look at lifein Earth's most extreme habitats.
"Life flourishes on the earth in an incredibly wide range ofenvironments," explains Mike Purdy, coordinator of the NSFinitiative. "These environments may be analogous to the harshconditions that exist now, or have existed, on earth and otherplanets. The study of microbial life forms and the extremeenvironments they inhabit can provide new insights into howthese organisms adapted to diverse environments, and shed lighton the limits within which life can exist."
NSF's directorates of biological sciences; engineering;geosciences; mathematical and physical sciences; and office ofpolar programs are providing total funding of $6 million toexplore the relationships between organisms and the environmentsin which they exist. A strong emphasis has been placed onenvironments that are near the extremes of conditions on earth.Funding will also support research about our solar system andbeyond, to help identify possible new sites for life beyondearth.
Scientists are studying environments such as the earth'shydrothermal systems, sea ice and ice sheets, anoxic habitats,hypersaline lakes, high altitude or polar deserts, and humanengineered environments such as those created for industrialprocesses. Projects involve finding techniques for isolating andculturing microbes found in extreme environments, developingmethods of studying these microbes in their natural habitats anddevising technologies for recovering non-contaminated samples.
Attachments: Highlights of LExEn projects. List of LExEn Awards.
NSF is making a transition to a new form of electronicdistribution of news materials. We will eventually replace thecurrent "listserve" with a new Custom News Service. From thetoolbar on NSF's home page, (URL: http://www.nsf.gov), you cansign up to receive electronic versions of all NSF materials (orthose of your own choosing). NSF is an independent federalagency responsible for fundamental research in all fields ofscience and engineering, with an annual budget of about $3.3billion. NSF funds reach all 50 states, through grants to morethan 2,000 universities and institutions nationwide. NSFreceives more than 50,000 requests for funding annually,including at least 30,000 new proposals. Also see NSF newsproducts at: http://www.nsf.gov:80/od/lpa/start.htm,http://www.eurekalert.org/, and http://www.ari.net/newswise
HIGHLIGHTS OF LExEn PROJECTS
ú Hyper-arid deserts are among the most extreme environmentson earth. The Atacama Desert in Chile, with its rainlessregions, is one such hyper-arid desert here on earth. LExEngrantees Frederick Rainey and John Battista of Louisiana StateUniversity will investigate the range of microorganisms living inthis hyper-arid desert, with the goal of shedding light on thesurvival of microorganisms in similar extreme environmentselsewhere on earth.
ú Recent investigations have identified microbial communitiesin various crustal environments down to 9,200 feet below theearth's surface. Very few microbial samples exist from deepwithin continental crust, because coring is expensive. But nowTullis Onstott of Princeton University has uncovered a uniqueopportunity to study microbial communities at depths more than10,000 feet below the surface: in the gold mines of SouthAfrica. Reconnaissance samples taken from a hole bored into auranium-rich, gold-bearing mine in South Africa have shown thepresence of intact microbial cells. Onstott will examine therelationship between mineralogy and bacteria living in these deeprocks by conducting intensive research at one particular SouthAfrican gold mine.
ú Microorganisms may lie, Lazarus-like, viable but entombed inice sheets and ice caps of the Tibetan plateau, the SouthAmerican Andes, and the north and south polar regions. A projectby Lonnie Thompson and Ellen Mosely-Thompson, glaciologists atOhio State University (OSU), and their colleagues willresuscitate microorganisms from ice cores kept at OSU's ByrdPolar Research Center, and use recovered DNA from the organismsto determine relationships to other organisms, as well asabundance and age. The scientists will assess the longevity ofthe organisms as well as the diversity of tiny life-formsdeposited at the same geographical site thousands or evenhundreds of thousands of years apart. The researchers hope touncover extinct genes or gene fragments to compare with moderncounterparts.
ú What is the telltale signature of past life in extremeenvironments? The University of Rochester's Ariel Anbar andcolleagues will study whether stable isotopes of key metabolicmetals fractionate -- and leave their "John Hancock" -- when themetals are taken up and metabolized by microorganisms. If thisis the case, the method could be used to identify traces of lifein extreme environments where other "biomarkers," or signs oflife, cannot be used. The study will focus on copper and zincisotopes expected to be abundant when these metals are taken upby microbes in a process catalyzed by enzymes, and iron isotopesexpected when iron is reduced in reactions mediated by microbes.
ú Many regions of the solar system where life is postulated toexist, such as the oceans of Jupiter's moon Europa, arecharacterized by pressures far greater than those experienced atearth's surface. Relatively little data exists on the nature ofbarophilic (high-pressure-loving) life forms, or the pressureboundaries within which life may exist. Douglas Bartlett of theScripps Institution of Oceanography in La Jolla, California, willconduct research on genetic components associated with survivalin high-pressure conditions. In his studies, Bartlett will useso-called hyper-barophiles recently obtained from a high-pressurelocation at the bottom of the Japan Trench, a deep-sea locationwhere pressures reach many tons per square inch.
ú How does one study the ancient climate of Mars? JamesKasting of Pennsylvania State University hopes to look backthrough time and see what the paleoclimate on Mars was like.Early Mars appears to have had a warm and wet climate, butexisting climate models have been unable to explain thishypothesis. The answer may lie in methane, which, if added tothe Martian paleoatmosphere, may have brought the surfacetemperature above the freezing point of water early in theplanet's history. But where would this methane have come from?Such a source could, in principle, have been provided by bacterialiving on the surface of early Mars.
ú Water, water, everywhere, and how critical to the existenceof life, but is it preserved as liquid beneath the icy crust ofCharon, Pluto's moon? Until now, researchers have believed thatwater may be maintained on planetary surfaces through radiativeheating from nearby stars. Douglas Lin from the University ofCalifornia and coworkers will examine whether a layer of watercan persist below the surface of a planet's moon, maintained asliquid by tidal interaction between planet and moon. They willanalyze such interaction between Pluto and Charon as well asbetween Uranus and its "satellites."
The above post is reprinted from materials provided by National Science Foundation. Note: Materials may be edited for content and length.
Cite This Page:
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Kim Jong Il came to power after the death of his father Kim Il Sung in 1994. Contrary to expectations, he has succeeded in maintaining enough political stability to remain in power. Kim Jong Il's Leadership of North Korea is an examination of how political power has been developed, transmitted from father to son, and now operates in North Korea
Using a variety of original North Korean sources as well as South Korean materials Jae-Cheon Lim pieces together the ostensibly contradictory and inconsistent facts into a conceptual coherent framework. This book considers Kim and his leadership through an analytical framework. composed of four main elements: i) Kim as a leader of a totalitarian society; ii) as a politician; iii) as a Korean; and iv) as an individual person.
This illuminating account of what constitutes power and how it is used makes an important contribution to the understanding of an opaque and difficult regime. It will be of interest for upper level undergraduate, postgraduates and academics interested in North Korean politics, and also those in Political theory.
1. Introduction 2. Formative Period (1942-64) 3. Road To Heir (1964-74) 4. Heir (1974-1994) 5. Ruler (1994-Present) 6. Leadership 7. Conclusion
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Positive airway pressure (PAP) is a mode of respiratory ventilation used primarily in the treatment of Sleep apnea. PAP ventilation is commonly used for those who are critically ill in hospital with respiratory failure, congestive cardiac failure and acute exacerbation of COPD and asthma and in newborn infants (neonates). There are several forms of PAP devices: Continuous positive airway pressure Read More …
Pediatric Jaundice – Prevention – Avoid contaminated food and water, Maintain healthy and hygienic condition, Adequate feeding.
Pediatric Jaundice – Treatment Using Home Remedies, Yoga, And Diet – Foods to be taken: Intake of a lot of fluids, Liquid diet for at least 5 days, Light diet of Cereal porridge, yogurt,fruit salad,
Pediatric Jaundice – Symptoms – Nausea and vomiting, Yellow skin and eyes, Pale or clay colored stools, Dark colored urine, High fever with chills, muscle and joint pain. Pediatric Jaundice – Causes – Viral infection of the liver (hepatitis A, hepatitis B, hepatitis C, hepatitis D, and hepatitis E)..
When red blood cells break down, a substance called bilirubin is formed. When this bilirubin builds up in the blood, fluids, and body tissues of the babys body it causes yellowing of the babys skin and tissues due to deposition of excessive bilirubin pigment in the blood. This condition is called as Jaundice or Hyperbilirubinemia.
Pediatric Febrile Seizures – Treatment Using Home Remedies, Yoga, And Diet – Foods to be given Foods to be avoided: Eggs, Milk and its products, Fruits,
Pediatric Febrile Seizures – Prevention – Keep the child very lightly dressed, or take all their clothes off if the room is warm, Give lots of cool drinks.
Febrile seizures are convulsions that can happen during a fever (febrile means feverish). They do not cause any harm and does not mean the child has a more serious long-term health problems. Mostly it is seen between six months and six years of age. They are also known as febrile fits or febrile convulsions.Subdivided into two groups:Simple or typical febrile seizure (85% of febrile seizures): Generalized, less than 15 minutes, occur within 24 hours of onset of feverComplex: Longer than 15 minutes, onset more than 24 hours after onset of fever or multiple seizures in 24 hours
Pediatric Febrile Seizures – Symptoms – Fits, Fever (mild to severe), Vomiting and foaming at the mouth, Rolling of the eyes, Loss of consciousness. Pediatric Febrile Seizures – Causes – Any illness that causes a fever (high temperature) can cause a febrile seizure..
Pediatric Dengue Fever – Treatment Using Home Remedies, Yoga, And Diet – Foods to be taken: Breast milk, Fresh juices (papaya, orange, grape juices etc), soups, Baby rice cereal,
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Classes are Monday to Friday. By Arnie Cooper Both ESL theory and classroom practice point to an understanding of the target culture as a necessary element in second language learners' ability to master English.
But as with any new discipline, educators will benefit from educating themselves first.
The purpose of the A-level english language subject is to develop language skills and give the student the ability to create written work that can be targeted at a specific audience in a specific format.
A brief history Back in the fifties, when the media was still in its infancy, the messages sent out were straightforward. Students analyse transcripts of spoken conversation and consider: This has created an urgent need to become "literate" about visual media.
For the exam, the Texts from Different Times section is compulsory in Section A; but there is a choice between the Section B English language a level media coursework on Contemporary Language Variation and Change in the British Isles - one will be on dialectal variation, the other on language change.
You can study accents for ENA5 too!
There are resources made accessible to you online that you can utilise fully to get the best grade, including online tutor guidance, an online student community, past examination papers and revision tools.
Morning, Afternoon and Evening. In my Media Literacy Class at UCSB's International Programs, I usually begin with a questionnaire to help students explore their perceptions about the media Other activities include doing contrastive analyses of specific news events by examining how different newspapers cover the same story.
I travel around the world to cover film festivals and interview film producers, directors, actors and actors from different countries.
But it's critical to stay focused. If you are intending to be self-employed as a proof-reader, freelance writer or author, then having A-level English can really develop your skills and give you higher credibility. To get a clearer understanding of media literacy, I spoke to Elizabeth Thoman, founder and president of the Center for Media Literacy.
Students who choose subjects they enjoy are the ones who get the most out of studying A levels. And while ESL programs have been slow to follow, it is no less critical for second language learners to grasp these concepts. Are you interested in why certain people speak like they do?
Complete the following with a C minus grade or higher: There are also a multitude of resources available online for the school student of either of the A-level English subjects, with online support from tutors, revision websites, past papers, pop quizzes and access to resource materials.
Indeed, with so much happening in the world today, the use of the media has become especially relevant to students' lives. In many cases this means we might work on a 'Plan A' and a 'Plan B' with you. There students can develop both their media literacy and listening skills by downloading audio and video clips.
It helps if you want to imitate different accents! It consists of an analysis of some pieces of language in use wordstwo texts derived from the language analysis and produced with a definite audience and purpose words in totaland finally a commentary discussing the linguistic choices used in the two pieces words.
Of course, media literacy did not spring up immediately. There are more activities like this on the Adventure Playground page. You will take a qualification in year 1 which is the equivalent of AS. I found it stimulating and inspiring to be in a department where many of the staff are renowned international researchers.
Certificate in TESL. Apply. There are two types of TESL certificates: the TESL Coursework Certificate and the TESL Certificate with Practicum. To receive the credit TESL Coursework Certificate from the Department of Language and Literacy Education, a student must complete LLED (6 credits) and LLED (6 credits).
An introductory PowerPoint for the close study of Homeland E1 for the new OCR A Level Media Studies course. This is my first attempt, but includes a lot of research! If taught along side The Killing (non-english language drama) then lots of comparisons.
Welcome to English for Media Literacy, a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of.
Your A-level programme will be made up of three subjects, tutorials and employment skills including work experience.
General entry requirements: To study three subjects at A-level, you will need to pass six GCSEs at Grade A*-C/, including English Language. More information. For more information on English language requirements please refer to the Admission to Coursework Courses and Units of Study Policy - - Minimum English language proficiency requirements for entry to the University (pdf, mb).
Single units and non-award study. If you plan to enrol in single units or a non-award study program (including exchange and study abroad).Download
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Peltier found that the junctions of dissimilar metals were heated or cooled, depending upon the direction in which an electrical current passed through them. Heat generated by current flowing in one direction was absorbed if the current was reversed. (Note that the effect always involves pairs of junctions, whether the junctions are explicit or just implied in the balance of the circuit.) The Peltier effect is found to be proportional to the first power of the current, not to its square, as is the irreversible generation of heat caused by resistance throughout the circuit.
As an example of the Peltier effect, consider the circuit shown here. Under these conditions it is observed, as indicated in the diagram, that the right-hand junction is heated, showing that electrical energy is being transformed into heat energy. Meanwhile, heat energy is transformed into electrical energy at the left junction, thereby causing it to be cooled. When the current is reversed, heat is absorbed at the right junction and produced at the left one.
Absorption or production of heat at a current-carrying junction is an indication that an electromotive force (emf) exists at the junction. Suppose the direction of the main current is the same as that produced by the junction emf, π. Each current carrier, q, is accelerated as it crosses the junction, gaining energy
This energy must be absorbed from the environment, in which event the junction is cooled. When the diagram above is interpreted in the light of this argument, it is seen that at each junction the copper is positive with respect to the iron.
The heat absorbed per second at a junction carrying a current I amperes is give by:
where the current is from metal a to metal b. The junction emf, πab, is known as the Peltier coefficient; it is the heat energy absorbed per second at the junction per unit current, that is, the heat energy absorbed per unit charge. πab is positive if metal a is positive with respect to metal b (thus πCu, Fe is positive). The magnitude of πab is a function of the temperature of the junction. For identical temperatures πab = -πba. Thus, if the direction of the current in equation (2) is reversed, the heat absorbed per second is
which should be, and is, opposite in sign to equation (2).
Heat produced at a junction is a combination of Joule heat and "borrowed" heat contributed by connections elsewhere in the circuit, whether purposeful or not. Similarly, heat absorbed by a junction will be "pumped" into the other junctions distributed around the circuit. Semiconductor materials formulated especially for use in Peltier devices show "heat pumping" efficiency several times that of the most active metal pairings. These devices are used in applications ranging from lunch box coolers/warmers to laboratory instruments and communications systems. Quite large temperature differences can be generated by cascading or pyramiding Peltier devices such that each level in the pyramid acts as a heat sink for the level above.
Related categories• HEAT AND THERMODYNAMICS
• ELECTRICITY AND MAGNETISM
• SOLID STATE PHYSICS
Source: Duckworth, Henry E. Electricity and Magnetism, pp. 181-182. New York: Holt, Rinehart and Winston (1960).
Thanks also to Charles L. Watson for contributions to this entry.
Home • About • Copyright © The Worlds of David Darling • Encyclopedia of Alternative Energy • Contact
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ID Guide - Phyllobius weevils
Phyllobius is a genus of broad-nosed weevils that are commonly found on low herbage and in trees during spring and summer. Most are covered in metallic green scales that give them a very attractive appearance. There are 9 species and most look similar but they can be separated by carefully comparing the range of features shown in the table below, either under a binocular microscope or with a x20 hand-lens.
Phyllobius weevils can be distinguished from the similar genus Polydrusus by looking where the antennae emerge from the rostrum. In Phyllobius the antennae emerge from the top whilst in Polydrusus they are positioned at the side. When looking directly down on the beetle it is usually clear to see.
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Since its launch in 2013 ESA’s Gaia observatory has been mapping our galaxy from Lagrange point 2, creating the most accurate and complete multi-dimensional map of the Milky Way. By now two full sets of data have been released, the first set in 2016 and a second one in 2018. These data releases contained stellar positions, distances, motions across the sky, and colour information, among others. Now on 13 June 2022 a third and new full data set will be released. This data release will contain even more and improved information about almost 2 billion stars, Solar System objects and extragalactic sources. It also includes radial velocities for 33 million stars, a five-time increase compared to data release 2. Another novelty in this data set is the largest catalogue yet of binary stars in the Milky Way, which is crucial to understand stellar evolution.
Learn more: https://bit.ly/GaiaDR3
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We are Europe’s gateway to space. Our mission is to shape the development of Europe’s space capability and ensure that investment in space continues to deliver benefits to the citizens of Europe and the world. Check out https://www.esa.int/ to get up to speed on everything space related.
Copyright information about our videos is available here: https://www.esa.int/ESA_Multimedia/Terms_and_Conditions
The Universe of Gaia
Press Conference: First Data Release from ESA’s Gaia Mission
First data from ESA’s Gaia mission
The motion of two million stars
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Rise of the Detective Genre
According to Christopher Pittard of University of Newcastle, the detective genre really began its rise in popularity in the 1840s with Edgar Allen Poe's Dupin tales. However, mystery stories had been around far longer, mostly published in 'penny dreadfuls' and not considered true literature. Most of the crime-related literature up to this point featured the criminal as a sympathetic character and did not go into how the crime was investigated. Biographies of former detectives (the stories of Eugene-Francois Vidocq were exceptionally popular in the 1820s) and 'True Crime' stories were also widely read, which led to the rise of detective stories as a literary genre. The sensation novel was also extremely popular and can be described as a sub-genre of the mystery and detective genre, but there is a definite difference between the two of them. In mystery/detective novels, the mystery is far better defined in than it is in the sensation novels. The main function of the sensation novel was to give the readers a rollicking, but chilling good time, spending more time on thrills than on development of a mystery. The first 'real' detective novels were written by Wilkie Collins, starting at the end of the 1850s with The Woman in White. This particular story was published in serial form by one of Dickens' publications called All the Year Round and marked the beginning of Collins's career as a novelist. However, The Woman in White was not marketed as a mystery story but as a 'sensation novel.' The Moonstone was his second novel, and it was the first full-length work to feature a detective as the main character and chronicle an entire investigation. The next truly famous set of detective stories were Sir Arthur Conan Doyle's Adventures of Sherlock Holmes, which were first published in the 1890s. This blasted the detective story out of obscurity and into full-view of the entire public, upper, middle, and working class alike. It was Sherlock Holmes that also caught the attention of the literary community, especially once other writers started borrowing Conan Doyle's storyline formulas. The genre continued to change and expand, adding many sub-genres and new twists on old formulas (hard-boiled, Brit-Grit, the 'cosy,' etc), and it continues to span into more grim and psychological story lines today.
The detective genre has many recognizable tropes, most of which were started by, or included in, The Moonstone. The first of these tropes is something that William Marling, Ph.D. of Case Western Reserve University, OH calls "the Detective Code." According to Marling, "Most versions of the "code" share these common points. The private eye is 1) dedicated to the client, 2) economical, if not thrifty, in his expenses and personal habits, 3) loyal to his profession, 4) cooperative, to some degree, with the police, 5) concerned with self-survival, and 6) unwilling to be duped by anyone." Sergeant Cuff displays all of these characteristics in one way or another. He is obviously very dedicated to his client, Lady Verinder, doing just about everything in his power to get the diamond back. However, he is also willing to show some restraint, if Lady Verinder asks him to, particularly towards the servants. He is also very economical, at least he seems so to Gabriel Betteredge. Sergeant Cuff is described as being "miserably lean" and "dressed all in decent black," both signs of thrift, or even poverty, in those days. He is loyal to his profession (even though he would much rather be gardening). In spite of all his complaints about how much he dislikes being a private investigator, Sergeant Cuff continues to do everything he can to solve the case. He even comes out of retirement to see it through to the end (something frequently done in modern day hard-boiled detective fiction). The Sergeant is also reasonably cooperative with the local police force, even though they mess up the beginning of the investigation. He does not do anything outside of the law or anything openly spiteful. However, his knowledge and powers of deduction do make an enemy out of the superintendent. Sergeant Cuff is also reasonably concerned with his own self-survival, dropping the case when he is asked to and not going out of his way to pursue it once it has been dropped. He also refuses to allow himself to be duped by any red herring that crops up throughout the course of the investigation. Even when all the clues seemingly pointed to Rosanna Spearman as the culprit, Sergeant Cuff refused to believe that she was the actual thief.
The second trope used in The Moonstone is the "police are useless" trope. The only reason that Sergeant Cuff is called to the case is because the the local police prove to be completely incompetent. Superintendent Seegrave, head of the local police force, serves no real purpose besides being a dim-witted foil to the extremely intelligent Sergeant Cuff. This trope is probably the most common in the detective genre, showing up in Conan Doyle's "Sherlock Holmes" series and Poe's collection of Dupin tales. The police force (even Scotland Yard sometimes) turns to the services of the private investigator when they are completely stumped about a case. The police are also frequently portrayed as being bumbling, at best, and dimwitted, at worst. Superintendent Seegrave frequently disregards evidence (the paint smear on the door) and goes about the preliminary investigation in a very heavy handed manner (making the servants feel incriminated). Once Sergeant Cuff is brought in, he wastes no time in showing the superintendent up and making him look like a complete fool, a very common occurrence in most detective novels.
The third trope used in The Moonstone is portraying the detective as an outsider. As hard as Sergeant Cuff tries to solve the case, and as cordial as he is to all the servants and the Verinders, people simply do not like him. Superintendent Seegrave despises him because he seems to be more intelligent. Lady Verinder does not like him because he upsets the household. Miss Rachel hates him because she thinks it his goal to incriminate Franklin Blake. The servants are afraid of him because they think he's out to arrest all of them. He annoys the gardener because they have different views about how roses should be grown and managed. Over all, Sergeant Cuff is viewed as an outsider that has no right to hang around with the 'normal' people. Most other detective stories following The Moonstone have also used this trope. Sherlock Holmes is the most famous example of the outsider detective. Both he and Sergeant Cuff lack a lot of the social skills that were valued in their era. They are extremely blunt and often very vague, two very unattractive traits. They frequently do not reveal their own theories until the last moment, leaving everyone else in the dark for good portions of the case. Sergeant Cuff also has a rather strange hobby that is seemingly out of line with his personality as a detective. He has a passion for gardening, particularly roses. This comes as a great surprise to the other characters and makes him seem even stranger, like Sherlock Holmes and his violin.
One of the most famous of all detective tropes that was started by The Moonstone is the detective's sidekick. This particular trope was first filled by Gabriel Betteredge, the steward of the Verinder household. He is a very likeable and reasonably intelligent man, however, he's a a bit of a bumbler and not nearly as smart or observant as Sergeant Cuff. The main purpose he serves is to be a sounding board for Sergeant Cuff's theories, as well as a resource for information. Many detective stories, particularly those that were also written in the Victorian Era, were told from the point of view of the sidekick. The most famous of these are The Adventures of Sherlock Holmes (as told by Watson) and the Auguste Dupin stories (as told by an unnamed best friend). However, The Moonstone is considered one of the first to employ this trope (some believe that Conan Doyle got some of his inspiration for the dynamic between Sherlock and Watson from The Moonstone, but this theory has not been proven). The main reason so many detective stories are told in this manner is because it gets readers close to the action without giving away what the detective knows.
The last (but certainly not least or final) trope is the detective knowing more than the readers and the narrator. This is probably the most obvious trope in The Moonstone. As soon as Sergeant Cuff steps onto the scene, the characters (and readers alike) get the feeling he knows far more about what's going on than he lets on. He is described by Betteredge as having "eyes of a steely light grey...looking as if they expected something more from you than you were aware of yourself" a trait that many future literary detectives come to claim as well. Throughout the entire investigation, Sergeant Cuff's vague answers to questions asked, his coolness when things don't go according to plan, and his slowness to jump to any conclusions reveal that he seems to know far more about what direction the case is going than he lets on.
The Moonstone in Pop Culture
There have been a surprising number of TV, movie, and radio adaptations of The Moonstone. In 1934, it was made into an American film released by Monogram Pictures Corporation to much critical acclaim. In 1945, The Moonstone was adapted into the 67th episode of the radio show The Weird Circle. After WWII, in 1959, the BBC made its first television adaptation of the novel. It did not air in America. However, in 1972 the BBC remade it and aired it on America on Masterpiece Theater, where it was a big success. This past year, The Moonstone was made into 4, hour long radio serial episodes for BBC Radio 4. BBC has also commissioned a four episode reboot of The Moonstone to be aired sometime around Christmas 2012.
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It may not be clear before Election Day who will win the White House or which party will control the House and Senate. But here’s a prediction that’s all but ironclad, and reflects a largely unappreciated change that could have just as much influence on the direction of the country: After the election, white men will constitute a minority of the Democratic House caucus for the first time in history.
This milestone is part of a broader trend that goes well beyond politics. The United States is expected to become a “majority-minority” nation within 30 years. That trend is being reflected in the Democratic congressional caucus, but only barely on the Republican side. In 1950, white men made up 98 percent of Democrats and 97 percent of Republicans in the House; today, 86 percent of Republicans are white men, but only 53 percent of Democrats.
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As I was reading this article on the "global obesity epidemic," I couldn't help thinking that it was in fact a blueprint for creating an eating disorder.
Let's take a closer look.
Wherever we read the words weight gain let's substitute the words weight loss. Wherever we read the word obesity, let's substitute the word anorexia. Instead of weight maintenance, let's go with weight loss. For prevent we'll say cause. For less, more.
Now let's look at the section of the article that talks about strategies for weight maintenance--I mean weight loss.
[The researcher] will argue that small daily changes, say using the stairs, are enough to cause incremental weight loss that can lead to anorexia. [The researcher], however, will make the case that much larger life-style changes - say exercising 60 to 90 minutes a day - are needed to cause weight loss.
"Our data from the National Weight Control Registry suggests strategies associated with successful weight loss include high levels of physical activity and conscious control of eating habits," said [the researcher]. "Dieters who remain diligent about diet and exercise are much more likely to gain weight back."
Examples of conscious control include frequent weighing, following a consistent dietary regimen across the weekdays and weekends, and taking fast action if small weight gains are observed. . . .
Actually you don't even have to change a lot of the language here, because the basic idea in maintaining weight loss is the same in inspiring weight loss. You've got to make changes in your life--in other words, you've got to behave in eating-disordered ways--in order to lose weight.
Frequent weighing, rigid eating behaviors, obsessive attention to dietary details. Yup. Sounds like an eating disorder to me.
And since this is, after all, a week when we are supposed to become more aware of eating disorders, I encourage you to go out and eat something and then not write it down. Have a second helping. Don't weigh yourself. Eat what you feel like. Stop when you're done.
In other words, eat normally--if we can even remember what that means.
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Here's a collection of articles on the subject of solid-state lighting.
Addressing management of large display and indicator lighting in mobile phones
The use of LEDs is expanding in cellphone design. White LEDs have traditionally been used as a backlight source for LCD panels or keypads. Now, to support the larger display backlights required thanks to the popularity of phones with large touch screen displays, a higher number of white LEDs are needed. In addition, illumination with color LEDs can increase the charm of a phone design and we can already find phones with RGB LED or multiple colored LEDs functioning as indicators to deliver simple messages such as who’s calling or even to indicate the mood of the user. In this article, we will study LED driver examples to discover how new LED drivers with I2C command-base lighting features can help to save software development effort. Finally, an example of an integrated light management IC illustrates how board space can be saved while facilitating multiple light effects without additional processor resources.
Large phone LCD panel Backlight
Primary phone displays are getting larger, with mid- to high-end phone models increasingly featuring displays up to 3.5”. To provide a bright and even backlight on these displays, up to 10 LEDs are needed, and ensuring even luminosity throughout the whole display area typically requires these LEDs to be connected in series. Assuming the maximum forward voltage of a white LED to be 3.5 V, driving 10 units will require at least 35 V from the driver output... The challenge of converting a low lithium ion battery input voltage of 3 V up to 35 V, while switching the DC-DC converter at a high enough frequency to ensure small external inductor size, means that there is only a limited number of devices that can offer an appropriate driver solution.
If we assume the current through the LEDs is 25 mA, the power required to drive the large LCD backlight is 25 mA x 35 V, or 875 mW. Compare this with smaller display backlighting, where only five LEDs may be needed, with a driving power of only 438 mW. To minimize the impact of the increasing LCD backlighting power consumption on battery operating time, ambient light sensing functionality may be required. The ambient light of typical office lighting is 320 – 380 lux and that of a family living room or a building hallway is well below 100 lux. Figure 1 illustrates the relationship between the ambient light and the display luminosity required to ensure readability. The diagram shows that, when the user is in an office or dimmed light environment, the LCD backlight can be dimmed by at least 20-30%. Given that display luminosity is directly proportional to the driving current, ambient light sensing offers a saving in backlight power consumption of more than 20%. This saving can be critical - especially for phones with extra multimedia or data functions...
Human eye response to light
It is interesting to note that the human eye’s response to light is a logarithmic, rather than a purely linear relationship. This means that generating a linearly increasing backlight - a light effect sometimes referred to as “fade-in” - requires the driving current to be increased in a logarithmic profile. Using drivers in which this function is integrated eliminates the need for the processor to generate a real time varying frequency signal to pilot the backlight current.
Consider a backlighting scheme based around the NCP5021 1.3 MHz inductive boost LED driver, which can drive up to 10 LEDs in series with very high efficiencies of up to 90%. Compared to charge pump type drivers, the inductive boost structure offers advantages of perfect LED current matching and high efficiency. An integrated logarithmic current profile with 31 current levels compensates the eye’s response to light. The integrated gradual dimming function is called up via I2C commands to automatically generate either a fade-in or fade-out effect without using host processor resources, leaving it free to concentrate on other tasks. Finally, a built-in ambient light sensing capability can optimize power consumption. Based on the input from an analog ambient light sensor, the driver can adjust the backlight current automatically to match display luminosity to the ambient lighting conditions.
Figure 2 depicts the operation of both gradual dimming and ambient light sensing. At start up, the display can be lit up with a smooth fade-in effect to the preset maximum level (as defined by the user). As soon as the ambient light drops below the corresponding current ambient light level, backlight current will start to decrease to adapt to the new light conditions. If the ambient light is significantly below a preset minimum, the backlight should settle at the minimum LED current. When the ambient light increases again, the backlight current will increase in line with the corresponding ambient light level. The rate of change of the backlight current is specified by the phone designer and can be changed by the end user. Because the complete operation is automatic it requires no intervention from the main processor.
Thanks to the adjustable gain control through the I2C interface, the driver can operate with any type of photo sensor. When implementing ambient light functionality it is recommended that the RC filter is tuned to remove all short light pulses (e.g. street lighting) that may interfere with the ambient light detection.
RGB indicator light
Now let’s address the need to use LEDs as indicators. Generating color with Red, Green, Blue (RGB) LEDs demands an LED driver with three individually controlled outputs. These outputs dictate the contribution of each colour to generate the precise color needed. Due to the low power involved and the need to individually control LEDs connected in parallel, this type of driver usually employs a charge pump structure to step-up the battery voltage. At the same time, control via an I2C interface ensures precise timing control. Historically, adding an RGB LED scheme to a system that already has an LCD backlight driver requires an extra driver. Now, however, integrated devices that offer both backlight and RGB driving capability are becoming available.
Take, for example, the NCP5890 integrated driver based on a 1.3 MHz inductive boost design. This device can drive between two and five LEDs for LCD backlighting, plus three other LEDs with independent control to generate white or color light patterns for backlighting or indication. Just like the NCP5021, the NCP5890 has ambient light sensing capability and can automatically generate fade-in and fade-out effects. Figure 5 shows a design based around the device. All of the LEDs are connected in series; with three PWM switches (PWM1-PWM3) connected across three LEDs (D4-D6). Generating a different current over any of the D4-D6 LEDs requires turn on and turn off of the corresponding PWM switch with the duty cycle used to determine the current level to be delivered to the particular LED. Such functionality is possible due to a unique structure that combines both inductive boost and PWM switches to offer high efficiency operation for both backlight and RGB lighting. The result is an LED driver that can save board space while using I2C control to simplify the control of the overall lighting effect.
The requirement for LEDs for LCD backlighting in cellphone designs is growing, thanks to the popularity of larger displays. To support this requirement while optimizing the backlight power consumption to maintain battery budget for other functions means that ambient light sensing functionality is becoming critical. This functionality, which adapts the backlight current level in accordance with ambient light conditions, can achieve 20% or more reduction in backlight power due to the fact that end users are likely to spend many hours indoors, when the level of backlight current can be reduced. In addition to backlight driving, LED drivers should be capable of automatically generating some common lighting effects, such as the fade-in or fade-out effect that is required at the start-up and shut-down of the operating system. Furthermore, there is a growing requirement to support indicator functions using several white or RGB LEDs to generate different color or light patterns. In the past this has necessitated separate charge pump LED drivers with individually controlled outputs. New developments, however, mean that designers now have access to integrated lighting devices that can offer board space savings by combining LCD backlight and RGB LED driver outputs in the same package.
Who’s Got the Frame Buffer?
Like everything else in a mobile Internet device (MID), the display electronics must operate on low standby power and low operating voltage. Intel, which has supplied a majority of the processors used in these handheld devices, has announced that its goal for the next-generation Moorestown MID processor platform is to reduce the idle power consumption by ten times over that of first-generation MIDs based on its Menlow platform. At the same time, Moorestown will support a range of power-hungry digital entertainment applications for mobile social networking, including wireless communication capabilities such as 3G, WiMAX, WiFi, GPS, Bluetooth, and mobile TV.
MIDs can include the functions of smart phones and ultra-mobile PCs (UMPCs). MID displays are expected to be somewhat larger than those on cell phones, up to 8 inches in size, according to iSuppli. Along with their larger size, MID displays will also feature higher resolutions than current cell phone displays. Two major display architectures differ primarily in the location of the frame buffer that stores display data: integrated into the display itself, or on the host baseband processor.
To date, many cell phone manufacturers have preferred to use smart displays that integrate a frame buffer. In this architecture, the display can refresh itself directly from the frame buffer without the need for communication with the host processor. But as display resolution increases, so does the size of the frame buffer required. In the high-resolution displays demanded by most consumer computing systems, such as those for MIDs, integrating a full frame buffer on a display client module is especially costly. The smart display architecture also increases the die size of the display interface controller chip, and results in most of the chip’s area being consumed by the frame buffer. An additional problem is the fact that display manufacturers may need each display interface controller implemented with a specific amount of frame buffer memory for each separate resolution.
An alternative architecture shifts the frame buffer from the display client to the host. In this RAM-less architecture, the host must continually refresh the display, similar to the traditional RGB interface, so it may consume slightly more power over long periods of time. With this architecture, MID manufacturers don’t need more expensive displays with integrated frame buffers. Instead, with a display bridge controller chip, they can use less expensive, widely available, higher-resolution RGB displays, without being required to use the traditional, cumbersome RGB parallel bus.
Display Architectures and MIPI Display Modes
Over the last few years, LCD display interfaces on mobile handsets have been gradually shifting from slower, cumbersome, parallel RGB or CPU interfaces to high-speed serial display interfaces. One of these high-speed serial interfaces, Mobile Industry Processor Interface (MIPI), has been widely adopted by CPU manufacturers such as Intel and Marvell, because it combines high speed with signaling power even lower than LVDS: 0.1 to 0.3 volts for MIPI compared to 1.0 to 1.4 volts for LVDS and 1.8 to 3.3 volts for RGB. Because of its scalable data lanes configuration, the MIPI interface transmits data at up to 3 Gbits/s. In addition, MIPI’s low differential swing voltage means it has very low EMI. ECC and CRC checksum embedded in MIPI packets let the display client perform error correction and recovery, thus decreasing the overall error rate during data transmission.
MIPI supports two different display architectures: Display Command Set (DCS) command mode and Display Serial Interface (DSI) video mode. The DCS command mode architecture is targeted for displays with a built-in frame buffer, such as smart displays, and DSI video mode is targeted for RAM-less displays (see Figure 1). In DCS command mode, the MIPI host sends a pixel data stream to the display using display command set packets. The display requires a frame buffer to store all of the pixel data. The timing controller on the display module fetches the data from the frame buffer and sends it to the display autonomously, without intervention by the MIPI host. In this mode, the host is not required to continually refresh the display.
In contrast, DSI video mode operation is similar to a traditional RGB display interface: the host must continually refresh the display client. The display therefore does not need a frame buffer to store pixel data. Digital signals and RGB data are represented in video packet format and transmitted over the MIPI bus. Instead of sending a high-speed blanking packet during blanking periods, the DSI bus may be put into the low power state whenever possible to reduce power consumption. Without an integrated frame buffer, silicon size can be greatly reduced, thus the cost for the display sub-system can be lower.
Display controllers based on either DCS command mode or DSI video mode display architectures require a certain amount of programming. In both, the display controller’s register settings must be programmed to accommodate different display resolutions, aspect ratios, and operating modes. Since MIPI does not define a standard protocol to access these internal registers, display manufacturers have each developed their own manufacturer-specific commands to access internal register read/write operation. To avoid the hassle of developing several different sets of manufacturer-specific code, one for each different manufacturer’s display, some interface controller vendors prefer the display to be capable of self-initializing to a working state without requiring the MIPI host to configure the display. To do so, these displays include a one-time-programmable (OTP) EEPROM with proven working parameters and initialization sequences that are programmed during manufacturing. After power-on reset, the parameters are retrieved by microcontroller logic, which then sets internal registers. Although this is a convenient feature, the OTP EEPROM occupies a significant amount of die space.
To offload the host CPU, many display controllers are already capable of performing functions such as rotation, mirroring, and scaling to manipulate display output. However, in some cases this is over-designing them. Host CPUs on MIDs, such as Intel’s Atom processors, are already equipped with high-end graphics capability, and can perform these functions better and more accurately than most display controllers.
The platform based on Intel’s Moorestown processor for mobile Internet devices (MIDs), expected in the market by 2010, will include two high-speed serial display interfaces. For larger displays with higher resolutions, such as WXGA (1280 x 800), adopted by many netbook manufacturers, the platform will include a Low-Voltage Differential Signaling (LVDS) interface. For lower-resolution WVGA displays (800 x 480), which are being designed into many MIDs, the platform will include both of the MIPI interface’s operating modes: DSI video mode and DCS command mode.
California Micro Devices will provide a high-speed serial interface display bridge controller that will be used in next-generation MIDs based on the Intel Moorestown platform. This controller operates in DSI video mode and can connect to TFT LCDs of any resolution, up to WXGA. Its innovative architecture will enable the design of low-cost MIPI-based display modules that feature a reduced number of interface signals for better signal integrity due to differential signaling, lower power consumption, and reduced electromagnetic interference (EMI) compared to legacy display interface solutions.
RGB LED Chromaticity Control
How to Generate White Light
Although it is currently more expensive and complex to implement an RGB LED system, this method for producing white light has one key advantage over the phosphorescent white LED method. The chromaticity and intensity of an RGB LED system can be controlled, whereas only the intensity of a white LED can be controlled. As RGB LED systems are implemented into more general lighting and display lighting applications, cost and design complexity will be reduced.
The Need for Chromaticity Control
The second reason is that the target chromaticity can be regulated once it is determined. LEDs experience spectral and intensity variation over time, temperature, production batch and forward current. This variation is not consistent for different diode materials. Thus a red (AlInGaP) LED will vary in a manner different from a green (InGaN) LED. Figure 1 shows how the output of typical red, green and blue LEDs vary over temperature. If the red LEDs in an RGB LED system lose intensity faster than the green LEDs, the chromaticity of the blended light will drift away from the target point, unless a feedback chromaticity control system is in place to compensate and ensure stability and consistency.
Figure 1 – Intensity of typical RGB LEDs over temperature.
How to Control RGB LEDs
There are two methods for controlling LED intensity: varying the forward current or the duty cycle. Increasing the forward current results in an increase in LED intensity, however it also produces a spectral shift of the LED output. For this reason, variation of the duty cycle is preferred in an RGB system.
The duty cycle of the LED is the percentage of the period that the LED is on and the process for controlling the duty cycle is pulse width modulation (PWM). This is possible because the human eye can only detect the pulse flicker up to about 70 hertz. As long as the pulse frequency is greater than 70 hertz any change in duty cycle will result in a perceived intensity change. Thus as the duty cycle is increased, the perceived brightness of the LED increases.
In order to control the chromaticity or the luminance of the RGB LED system, it is necessary to first know the current chromaticity and luminance. This is where it is important to have a color sensor that can detect the intensity of the red, green and blue LEDs independently as well as detect the overall system brightness.
Using a color sensor such as the TAOS TCS3414CS, the systems red, green, blue and clear (measuring all light) values can be detected.
These values must be correlated to a standard set of RGB values. Such a standard has been created by the Commission Internationale de l’Eclairage (CIE). The CIE is the main international organization concerned with color and color measurement. In 1931, the CIE created the 1931 CIE color matching functions. When the RGB values are normalized to the color matching functions the CIE tristimulus values (XYZ) are obtained.
The CIE Chromaticity Diagram
The curved line that runs from the lower right corner through the middle of the diagram is the Planckian locus and represents the color temperature, increasing from left to right. Color temperature, measured in degrees Kelvin (K), refers to the temperature to which one would have to heat a blackbody (or planckian) radiator to produce light of a particular color.
Figure 2 – CIE chromaticity diagram
An incandescent bulb can be modeled by a blackbody radiator. As the tungsten filament is heated up it will glow red, then orange and finally yellow. If you could continue to heat the filament without damaging it, the light would eventually change from yellow to white to bluish-white.
Correlated color temperature (CCT), is a convenient way to describe the color of a near-white non-planckian light source, such as a fluorescent bulb or an RGB LED system. The CCT is the temperature that a Planckian source would need to be, to emit the same color. Common CCT values range from 3000K to 6500K, and make convenient white-point chromaticity targets.
When the RGB LEDs are individually plotted on this diagram they will be near the boundary at their peak wavelength. If lines are drawn connecting the RGB chromaticity points, the resulting triangle will encompass the color gamut for the RGB LED system. In other words, by controlling the PWM of the RGB LEDs any target chromaticity point in the gamut can be reached and regulated.
For more information please visit www.taosinc.com
“Green” LEDs Produce White Light
The last calendar year was pivotal for the adoption of LEDs into what is quickly becoming a mainstream business for many analog IC suppliers. During the course of the last twelve months, some key metrics were met by the LEDs themselves, which will translate into a significant increase in the demand for the LED driver ICs necessary to power them in a wide variety of end applications.
By examining a few of the catalysts that will precipitate the escalation of demand for LED driver ICs from their current early growth stage and into an accelerated growth stage, it is clear that LEDs will quickly be a mainstream lighting source. Four of the main market driving forces behind this demand are automotive lighting systems, the increased LED light output capability, a LED continuing cost-effectiveness and a LEDs potential use as a replacement for incandescent light bulbs.
Audi was the first automotive manufacturer to use LED headlights in its vehicles. Their assembly contains two low-beam headlamps, as the main function, consisting of two LED arrays with four active elements each. Three additional LED arrays with two LED chips each are located behind the optical lens; their task is controlling the bright/dark boundary and the range of the headlights. For the high-beam headlight, a four-LED array is located adjacent to the low-beam arrays. Near the lower edge of the assembly, a row of 24 LEDs forms the daytime running light. At a current of 1A, each LED array achieves a luminous flux of six hundred 600 lumens. This assembly was first offered as an option in the 2008 model year R8 luxury sports car. Nevertheless, other carmakers, such as VW, Lexus and Cadillac soon followed with their own LED headlamps in their current model year cars.
A high-power, and high brightness, LED’s light output has already passed the critical milestone of 100 lumens/W in the lab, with some manufactures claiming 120 lumens/W peak output capability. This means that the LED has now surpassed the CCFL, at 80 lumens/W output, in terms of energy efficiency. It is further projected that by 2012, the LED will attain150 lumens/W output. Furthermore, with all the current focus on having “Green” energy-efficient products, an LED lighting system qualifies since it does not contain any hazardous materials like a CCFL -which has toxic mercury vapor inside its tube.
This is also significant because the U.S. Department of Energy (DOE) has stated that lighting consumes 22% of all the electricity produced in the United States on an annual basis. Therefore, the widespread adoption of LED lighting alternatives could cut this electric consumption in half, resulting in far fewer greenhouse gases. To expand on this further, consider that the total electrical consumption of the United States is approximately 4 trillion kW annually [Source: World Book of Facts]. It comes as no surprise that the largest production source for electricity generation is fossil fuels.
Since fossil fuel consumption has a significant impact on the total production of greenhouse gases, the more we can do to reduce the need for them, the better off the world will be. Whether it is coal, gas or oil, it does not matter - the effect is the same. To put this into perspective, by 2027, LED lighting could cut the annual energy use by the equivalent of 500 million barrels of oil, with the attendant reduction in emissions of carbon dioxide
The cost of LED lighting sources has been dropping very quickly each year. Polybrite (a leading manufacturer of lighting products that incorporates LED technology) has stated that the cost of individual white-light diodes, several of which go into an LED bulb and make up much of the cost, have come down in price from upwards of $7 to around $1.50 during the course of the last year alone. They further project that by during 2009 LED bulb replacements for the incandescent light bulb will be priced at a level that will be acceptable for the consumer.
Furthermore, Cree (a North American manufacturer of the die used inside many different medium- to high-power LEDs) has claimed that it has designed a light-emitting chip that could power a LED bulb producing light comparable to the 75-Watt incandescent bulbs so commonly used in American homes.
Green LED Lighting Solutions
It is clear that any products targeted toward energy conservation or energy harvesting will see growth opportunities and be insulated from the current market conditions. LED drivers ICs will enable a new generation of low power lighting for a range of applications, from cars and medical instruments to laptops and office lighting.
Linear Technology has a wide variety of products to address the design needs of LED driving. Some examples of our most recent innovative product in this area are the LT3595(A), LT3513 and LT3755.
The LT3595(A) is a LED driver IC that is a buck mode LED driver which has 16 individual channels—each can drive a string of up to ten 50mA of LEDs from inputs up to 45V. Each channel can be used to drive a cluster of 10 LEDs to provide local dimming. Thus, each LT3595(A) can drive up to 160 50mA white LEDs. A 46” LCD TV would require approximately 10 LT3595(A)s per HDTV. Each of its 16 channels can be independently controlled and has a separate PWM input that is capable of up to a 5000:1 PWM dimming ratio
Each channel requires only a tiny chip inductor and an even tinier ceramic output capacitor. The only other required components are a single input capacitor and current setting resistor (Figure 1). All 16 channels of catch diodes, power switches, and control logic with compensation is squeezed inside the LT3595’s relatively small 56-pin, 5mm × 9mm QFN package.
Most battery-powered portable products have one or more screen in which to relay graphical information to the user. However, the powering of TFT-LCD display panels, or even OLED panels, requires special care an attention from the systems designer. For the correct powering of a TFT-LCD panel, a DC/DC converter needs to be able to provide the three independent output voltages: AVDD, VON and VOFF with the correct power-up and power-down sequencing. Linear Technology recognizes this and has developed dedicated monolithic DC/DC converters specifically for this purpose. The most recent introduction is our LT3513. This converter has five independently controlled regulators to address all the necessary power rails within a TFT-LCD panel.
Its buck regulator can deliver up to 1.2A of continuous output current for logic rails. A lower voltage secondary logic supply may be generated via the LDO controller and an external NPN MOSFET. A high power step-up converter (ISW=1.5A), a lower power step-up converter (ISW=250mA) and an inverting converter (ISW=250mA) provide the three independent output voltages: AVDD, VON and VOFF usually required by LCD panels. An integrated high side PNP provides a delayed turn on of the VON signal while Panel Protect circuitry disables VON if any of the four outputs are more than 10% below their programmed output voltage protecting the TFT-LCD panel. Other features include integrated Schottky diodes, PGOOD pin for AVDD, output disconnect and inductor current sense for the buck regulator.
The LT3755/-1 is a 60V, high-side current sense DC/DC controller designed to drive high current LEDs from an input voltage range of 4.5V to 40V. The LT3756/-1 uses the same design, but delivers outputs to 100V from 6V to 100V inputs. The -1 versions of both parts offer external synchronization capability, whereas the standard units replace the functionality of this pin with an Open LED status indicator. Both parts are ideal for a wide variety of applications, including automotive, industrial and architectural lighting. For applications which require input voltages higher than 40V, such as 48V rails, the LT3756/-1 will be the preferred solution. Both devices use an external N-channel MOSFET and can drive up to 14 x 1A white LEDs from a nominal 12V input, delivering in excess of 50 watts. They incorporate a high-side current sense, enabling it to be used in boost, buck, buck-boost or SEPIC and Flyback topologies. The LT3755/-1 and the LT3756/-1 can deliver efficiencies of over 94% in boost mode, eliminating any need for external heat sinking. A frequency adjust pin permits the user to program the frequency between 100kHz and 1MHz, optimizing efficiency while minimizing external component size and cost. Combined with either a 3mm x 3mm QFN or thermally enhanced MSOP-16E package, the LT3755/-1 and LT3756/-1 offer a very compact high power LED driver solutions.
Both the LT3755/-1 and LT3756/-1 use True Color PWM™ dimming, which offers constant LED color with dimming ranges of up to 3,000:1. For less demanding dimming requirements, the CTRL pin can be used to offer a 10:1 analog dimming range. Its fixed frequency, current mode architecture offers stable operation over a wide range of supply and output voltages. A ground-referenced voltage FB pin serves as the input for several LED protection features, making it possible for the converter to operate as a constant-voltage source.
It is clear that LED lighting sources have become the mainstream choice for the latest generation of green lighting requirements in a broad spectrum of applications. However, the system designer still needs to have a LED driver IC that satisfies his performance envelope for his specific design. As a result, LED driver ICs must be capable of delivering sufficient current and voltage for many different types of LED configurations with a conversion topology that satisfies both the input voltage range and required output voltage and current requirements while simultaneously meeting Green environmental standards.
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Thomas Doty – Storyteller
Mythology of Bear
Mister Bear's Dance
To the Takelmas, Great Bear in the Sky — Ursa Major, the Big Dipper — controls the seasons. His sky lodge is as much a part of the native mythological landscape as anything here on earth.
After learning to fly from watching migrating swans, Bear soared among the stars. He built his lodge and lit a fire in the center. As he danced counter-clockwise, the seasons began to circle through the year. In the night sky, we still watch Bear's ancient dance. His fire blazes as the North Star. Traditionally, Takelmas dance counter-clockwise to honor Great Bear in the Sky, and to keep the seasons in their proper order. During the Ghost Dance of the 1870s, Bear's dance was reversed in an effort to mess up the seasons and encourage recently-settled Europeans to leave.
Over the centuries, Bear clans developed not only among the Takelmas but also among native neighbors who recognize the seasonal power of Mister Bear. Medicine people within these clans are the earthly guardians of the seasons and responsible for the rain rocks found in villages throughout the region. Rain rocks are decorated with carved bear paws as well as depressions for catching rain water. To stop the rain, the rock is covered with a large blanket. To bring rain, the blanket is removed. A famous rain rock sits outside the museum in Fort Jones, California.
Native people remember the story and dance counter-clockwise as they continue to honor Great Bear in the Sky.
Website © 1997- by Thomas Doty.
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You CAN Adopt a Healthy Diet
Posted March 28, 2012
By Gale Pearson
Special to the Clipper
If your good intentions of a New Year's weight-loss resolution
have been pushed to the side, now is a good time to evaluate what
you're putting on your plate.
March is both National Nutrition Month and Colorectal Cancer
In 2010, the updated Dietary Guidelines for Americans encouraged
a diet of whole grains, low-fat dairy, lean proteins and a high
volume of fruits and vegetables, as well as a better understanding
of correct portions.
Following these recommended dietary guidelines greatly decreases
the risk of becoming overweight and developing certain diseases,
such as colorectal cancer, diabetes or heart disease.
Each year, cancer of the colon and rectum kills more Americans
than any other cancer, except lung, prostate and breast cancer.
Some risk factors for the disease, such as age or family history,
are things patients cannot help. Maintaining a healthy weight,
adhering to the dietary guidelines and exercising regularly are all
steps patients can take to reduce their risk of developing colon
People have good intentions when it comes to eating healthier,
but they don't know where to start. There is so much incorrect
information about what foods are healthful (or not) that making food
choices often becomes overwhelming and confusing.
I create individualized menu plans and grocery lists for all of
my patients. I also encourage them to try one new vegetable a week,
whether it's adding sliced peppers to a sandwich instead of the
usual lettuce, or cooking a brand new dish just because they've
never tried eggplant.
The biggest misconception that people have is that cooking a
healthful meal is time-consuming. Most vegetables are quick to cook,
and fruits require little or no preparation.
A quick way to get information to keep your body healthy is to
use some of the great websites and apps available. Loseit.com is one
my favorites for people who eat out often, so they can look up
nutritional information at restaurants.
Another free online tool is www.choosemyplate.gov/supertracker/;
this useful website can help with healthy choices and tracking food
The American Cancer Society and the Dietary Guidelines for
Americans recommend our food intake should come mainly from plant-
based sources for adequate fiber and antioxidants.
Limit your intake of red and processed meats and refined grains,
and keep in mind liquid calories from lattes, sodas, juices and
alcohol can quickly add up.
© 2012 The Virginian-Pilot and The Ledger-Star, Norfolk, VA. via ProQuest Information and Learning Company; All Rights Reserved
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There are many different ways of conducting user research and we have dealt with most of them in this blog at one time or another; but one we haven’t really looked at diary studies in any great detail. This piece will act as a short introduction to the concept.
A diary study is a piece of research that relies upon participants keeping reliable records of their online activity in relation to specific tasks, sites or products.
A diary study involves users keeping detailed records of their online visits and interactions as they have them, logging their actions, thought, attitudes, reasoning and so on for their various decisions and actions. The objective is to study the behaviours of users, their attitudes and processes to provide insights into how they interact with sites, apps etc, why they do it, when and how. They are usually conducted over a fairly extensive period from days to months or even years in some of the more ambitious longitudinal studies.
The focus of a diary study can be broad or more targeted depending on what is being studied. The sorts of topics that can be usefully included in diary studies are activities relating to:
- a product or a website;
- general information about user behaviour (e.g. mobile phone usage);
- a very specific action such as buying a new appliance, selling your house etc.
- particular physical locations or times of day e.g. what users do in the mornings or what they action on the move and so on;
- social media activity and interactions and how and when users recommend or invite friends to share.
When to Conduct a Diary Study
You should be looking to conduct diary studies when you are trying to find out;
- How users are acting over a period of time and how their attitudes and activity might be changing;
- Specific information such as the time of day they access particular types of site;
- Information on how they go about specific processes such as finding a supplier or a product;
- The journey they take while online whether it is within one site or across a multitude of sites and what triggers crossovers and browsing;
- Their site loyalty, how long it persists and what causes them to abandon old favourites and move to new sites;
- What issues and problems users have with sites and how they react to the site, brand, organisation when difficulties occur;
- When you want to understand the thought processes and antecedents to actions and the cognitive elements to decision-making online.
Keeping these diaries is quite a commitment for the participants so often some form of incentive is offered. You need to consider what is the best way to keep your users engaged and interacting; frequent contact is also a good idea for continued and full participation. It is also beneficial to conduct a pilot study of how the exercise is going to roll-out, so you can see where there are any gaps or shortcomings and make sure you are giving the study the maximum relevance and chance of succeeding in producing actionable data.
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Be sure that you have an application to open
this file type before downloading and/or purchasing.
101 KB|6 pages
This poster features the process of writing: pre-writing, drafting, revising, editing and publishing. Print out the file and attach to create a large pencil poster for the classroom to guide students during the writing process.
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en
| 0.932141 | 71 | 2.53125 | 3 |
That headline’s not a typo.
Lots of people are wondering what it would mean to have a world without ice. However, even as glaciers melt and sea level rises there’s still going to be a lot of ice around for a long time, especially in the winter. In fact, ice is likely to become more important as commercial enterprises and the states that support them become increasingly active in the polar regions.
Yet we live in a world whose political geography assumes a binary, permanent, and easily observable divide between land and water, with no intervening, or unstable, element in the middle. Land is understood as solid, stable, malleable, divisible, and supportive of human habitation, and as forming the basis for state territory. Water is understood as being liquid, mobile, indivisible, and hostile to human habitation. Its incorporation into state territory is partial and only by way of its being proximate to land.
Ice, however, complicates this world view, and this becomes readily apparent when one follows the experiences and challenges faced by indigenous residents, settlers, miners, drillers, shippers, scientists, and state officials who live in and pass through the polar regions. Ice melts and freezes; it breaks apart and moves; it has both land-like and water-like social properties; ice edges are unclear. In short, ice is as challenging for international lawyers, boundary practitioners, and political theorists as it is for geoscientists and global environmental policymakers.
These challenges, in turn, lead one to ask whether international law can accommodate the realities of a world with ice. If so, what would a law of ice look like? And what implications would this have for the fundamental principles of territorial state sovereignty?
To address these questions, IBRU, Durham University’s Centre for Borders Research, will be launching its Ice Law Project with a Workshop on International Law, State Sovereignty, and the Ice-Land-Water Interface, to be held in Durham 19-21 June. The programme is set, but a limited number of seats are available for observers from outside the Durham community. If you would like to attend, please contact Liz Kennedy.
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<urn:uuid:ecb1f269-875e-4e78-a2a3-81b55c285ea2>
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CC-MAIN-2017-26
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https://philsteinberg.wordpress.com/2014/06/09/can-you-imagine-a-world-with-ice/
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s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320201.43/warc/CC-MAIN-20170623220935-20170624000935-00530.warc.gz
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en
| 0.957024 | 446 | 3.046875 | 3 |
Swiss chard (Beta vulgaris) is a cool season, hardy vegetable that grows successfully regardless of temperature. It can be used in recipes in place of spinach and is easier to grow, tolerating light frost as well as summer heat. Swiss chard is also used in the garden as an ornamental, with its deep green, glossy leaves and stem colors that vary from white to red, depending on cultivar. If your chard leaves are discolored or have holes, an insect might be feeding on it.
Aphids are tiny, soft-bodied insects, ranging from one-sixteenth to one-eighth-inch long. Several types of aphids attack Swiss chard, sucking sap from the plant and leaving honeydew. They are often found from June through September on new stems and undersides of leaves. Chard leaves will turn yellow or brown and distorted. Pinch off infested leaves and stems and discard them; use insecticidal soap or a strong stream of water to dislodge aphids.
White or brown tunnels on leaves are signs that your chard is infested with leafminers. The yellowish larvae of these tiny flies feed between leaf surfaces, leaving winding trails that can merge into large blotches. The larvae emerge in mid-April to late May, and then again in September. Control by removing and disposing of infested leaves.
Flea beetles can strike from mid-April to late June, chewing holes in the leaves. With heavy infestation, the leaves will dry out and die, and small plants will be destroyed. These shiny black insects are just one-tenth-inch long and jump like fleas when disturbed. Control beetles with insecticides at seeding or just after seedlings have emerged.
Cutworms and cabbage worms also feed on Swiss chard. Cutworms, the caterpillar stage of certain moths, can completely sever the stem at the base or just below soil level. Cabbage worms, the light green caterpillar of a white butterfly, feed on the underside of young leaves.
- Brand X Pictures/Brand X Pictures/Getty Images
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<urn:uuid:ca33aecd-5124-43df-b745-c36c9909da2e>
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CC-MAIN-2016-26
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http://homeguides.sfgate.com/type-bugs-eat-swiss-chard-plant-35075.html
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en
| 0.951805 | 434 | 3.421875 | 3 |
Blueutooth Controlled Parking With Pinoo
Purpose of the Project: To make a parking system controlled by a phone using a Bluetooth module and servo motor with the Pinoo Control Card.
Duration: 2 lessons
Age Group: 9 years old and over
Pinoo Sets: Maket Set and Full Set
• Learns to code Pinoo control card.
• Learns to use the Bluetooth module.
• Learns to use servo motor.
• Improves the skill of setting up algorithms.
• Improves coding skill.
Materials to be used: Mblock 3 program, Pinoo control card, servo motor module, connection cables.
Materials Required for the Design: Black cardboard, wooden boards, brown cardboard, scissors, ice cream stick, tongue stick, silicone gun and silicone.
1. For our project, we first start by making a parking shed from wooden plates.
We fix the wooden plates with the help of a silicone gun as in the picture.
We fix our hut on our black cardboard as in the picture.
We cut the ends of the ice cream sticks with the help of scissors to be easy to fix on the ground.
Then we fix our ice cream sticks that will serve as walls at intervals.
We cut our brown cardboard to the correct sizes and glue it to the ice cream sticks.
We make car parking spaces with white tape.
We fix our servo motor on the side of our shed.
We fix our tongue stick parallel to the brush of our servo motor and we complete the design part of our project.
In order to use our Bluetooth module, we download the "Arduino Bluetooth Controller" application from the Google play store from our phone that works with the Android operating system. Then, after opening the application, we select our HC-06 bluetooth module. Then we complete the matching by entering the password as '1234' for matching.
Then we see a window, we open and close the process, that is, 2 operations.
We choose the "Switch Mode" option because we will do it. On the next screen, we click on the settings section on the upper right. From here, we write the closing operation that we will do in our codes as 0 opening operation and confirm it.
2.Adding Pinoo extension:
In the window that opens, we type "Pinoo" into the search engine and simply say download to the result.
It was installed on our computer.
3.Connecting the Pinoo sensor board to the computer:
We click on the "Serial Port" section from the window that opens and select the "COM6" option from the page that opens.
NOTE: Since the port entries of each computer are different, the numbers next to COM text can vary.
We click on "Firmware Update" from the window that opens.
4. Coding part:
We run the servo motor under the "key is pressed" command to start it. Since the servo motor works between 0 and 180 degrees, we try both angles.
We add our code block, which introduces the connection points of our bluetooth module, under the "Pinoo Program" code. Since we want our barrier to stop in the closed position at the beginning, we add the code to bring it to 90 degrees. Then, if the bluetooth connection is established, we want it to read the numerical data from bluetooth. If the incoming numerical data is equal to 1, that is, when we press the open button from the Arduino Bluetooth Controller application, bring our servo motor to 180 degrees. If it is equal to 0, that is, if we want to close the barrier, we tell it to bring our servo motor to 90 degrees.
Note: Servo motor angles can vary depending on how you install the brush of the servo motor. For this, it is important to try angles in this project.
We right click on the "Pinoo Program" command and select the "Upload to Arduino" option in the window that opens.
On the page that opens, we click on the "Upload to Arduino" button selected in red.
Our codes are uploaded to our Pinoo sensor card.
We click on the "Close" button after the "Download Finished" text appears. After the installation is finished, the battery compartment is inserted and the project is run.
5. Working Status of the Project:
Now we can control our parking barrier remotely with the help of a bluetooth module.
|
<urn:uuid:6ffcda78-863c-4520-8271-0381ed96b27b>
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CC-MAIN-2021-04
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https://www.pinoo.io/en/blogs/proje-dokumanlari/bluetooth-kontrollu-otopar
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s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704798089.76/warc/CC-MAIN-20210126042704-20210126072704-00179.warc.gz
|
en
| 0.869026 | 929 | 2.84375 | 3 |
Fill in the form to read the full article!
This free e-book is an introduction in the role of storage in the potato economy.
First: why is proper potato storage important?
Because potatoes that are not stored under proper conditions, will have a short shelf life after harvesting. Potatoes that are stored in the storehouse under proper conditions, have a shelf life of at least 10 months, while maintaining an excellent nutritional value.
This e-book covers 3 important topics:
Fill in the form and claim your free copy!
YES, I WANT TO KNOW HOW TO MAKE MORE PROFIT WITH STORAGE POTATOES
©2015 - 2022 Potatoworld | Webdesign and realisation COMMPRO
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<urn:uuid:b3687c7b-ea6b-4012-b559-e60a7e759633>
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CC-MAIN-2022-49
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https://potatoworld.eu/how-to-make-more-profit-with-storage-potatoes/
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en
| 0.850842 | 149 | 2.578125 | 3 |
Many new grads want to have an occupation despite knowing so little information about what to do. Thus, they cannot achieve the goals easily and they cannot be productive. And they cannot take participate in the companies so longer. That is why, human resources department steps in. However, many people aren’t aware of their functions. Human resources department has become strategic role that gets much importance for the companies the day after day. Direction of prices, career planning, direction of abilities or qualifications along with administrator and unskilled employee are the subjects that human resources department that are responsible for. That is to say, this department is interested in each period about human-beings. This passage explains what human resources are and its responsibilities.
Depiction of Human Resources
It includes all the processes and functions in that it provides the company with high performance on the base of organizational and environmental atmospheres, creation of suitable working place and motivation. In addition, this department should be utilized by professionally and logically, so it also includes the direction of potential working power out of the company or institution.
Human Resources’ Main Targets
Productivity: It must direct the productivity of the company and it makes some regulations and organizations to increase the productivity of workers and employees.
Equality: It should give much importance to the equality of employees while working, or else it may lose of confidence as the time passes.
Flexibility: It should break some rules by using this option. There might be emergent occasions to some extent.
Guarantee of Work: It should also give the people confidence and safety about the guarantee of the work.
Direction of career and performance: The person in human resources department should direct the employees and their performance by regular controls.
Increase of quality for career life: Human Resources Agents must increase the quality of company and career life, and when needed, he or she tries to product new ideas to create along with the provision with motivation.
Working circumstances: He or she should try to do the best to make the working atmosphere perfect. Besides, he must improve all the standards of the circumstances on the base of employees’ expectations.
What Human Resources are Responsible for?
As the technology improves, duties and responsibilities of human resources alter in parallel. There are some specific areas that they are responsible for below.
Direction of Salary
Human Resources Specialist makes some arrangements about the salaries of employees on the base of their performance.
Selection and Placement
He also tries to do the best for the company by selecting the most appropriate candidates on the base of their qualifications and then he or she must place this person for the open positions. That is to say, he determines candidates’ abilities well and the ability to analyze drives him to suitable placements.
Education and Improvement
He tries to educate the workers in the company. Besides, he organizes new seminars or organizations and educational programs in order to get the improvement. Provided that he wishes to catch up with the achievement, it will be inevitable to organize new educational programs for employees.
Motivation and Leadership
It is the most important option that human resources department shouldn’t not ignore. High motivated employee product new ideas and new projects for the company. Thus, it is human resources department’s responsibility to supply the workers with high motivation.
Direction of Career
It includes processes in that human resources plan development of employees’ careers on the base of abilities, skills and qualifications. It includes some steps such as starting a job, appointing and transferring to different areas.
Direction of Performance
As you know that performance depends upon three dimensions such as capacity, opportunities end eagerness. Thus, human resources arrange these three dimensions and controls on the employees working.
Working Laws and Job Safety
Human Resources Department should be aware of the regulations at work, and he or she must take measurements for the employees and the people on the base of job safety.
Holidays and Working Periods
He must make controls over the working periods and holidays by following these days in the company.
He records some information and data about the process of working and he makes some assessments periodically on the base of these records.
He or she finds a solution for the problems between customers and employees or among employees. Thus, he creates a practical solution to overcome these problems effectively.
Education of Human Resources
People, who would like to take place in this department, should follow all the institutions that give certificates about this department. Besides, on the net there are some websites that give this training, too.
Content of Education
Changing management techniques and productive periods have become strategic devices. Human beings can product and use the knowledge, so they come up in the human resources. In short, personal and institutive learning period transform into the permanent learning advantage. The aim of this education is to raise skillful human resources specialists up following years. It includes analysis of jobs, placement and selection, direction of performance and career along with salary.
All in all, this department requires solid and sober education and training along with experience. There are many responsibilities in the company as a human resources agent, which is not easy but requires too much work and ability to analyze. Provided that you wish to work this department, get a certificate and begin to work in this department!
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CC-MAIN-2020-24
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https://www.fotolip.com/human-resources-department-9282.html
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en
| 0.958108 | 1,082 | 2.59375 | 3 |
Livestock Grazing and Hunting to Change Elk Behavior
Deseret Land & Livestock (DLL) provides an example of the use of positive and negative pressure, a carrot-and-stick approach, to significantly reduce reliance by elk on managed feeding ground.
In this instance, a privately managed feeding ground in northern Utah was established in 1983 during a deep-snow winter to resolve a major elk depredation issue. Because their normal forage was covered, elk were feeding on hay stacks and livestock feed rows along 30 miles of the Bear River Valley in Utah and Wyoming. To resolve the problem, elk were rounded up, settled on a feed ground on DLL and fed there for some portion of each winter over the next 25 years.
In 2008, things began to change. Building on observations of elk behavior and winter habitat preferences during late-season, guided antlerless elk hunts, DLL, Utah State University (USU) and the Utah Division of Wildlife Resources (UDWR) funded a graduate study to re-wild the herd’s winter diet from fed hay to range feed, using behavioral observations and principles. The impetus for change included the threat of brucellosis transmission from elk to livestock, incompatibility of an elk feeding ground if (or when) wolves arrived and concern that the feeding ground might facilitate the spread of chronic wasting disease (CWD) to cattle if it showed up in the elk herd.
Elk migrate south from the Greater Yellowstone Ecosystem (GYE) to winter adjacent to DLL during severe winters. Dax L. Mangus explains the carrot-and-stick process used to shut down the DLL feeding ground in Reducing Reliance on Supplemental Winter Feeding in Elk (2011):
To affect a change in elk winter feeding behavior, we applied a combination of positive reinforcement for desired behaviors and punishment for undesired behaviors. The positive reinforcement served to reward elk that exhibited desired behaviors while punishment served to decrease undesirable behaviors. Positive reinforcement for being in various locations came in the forms of refuge from hunting pressure and harassment and increased forage availability, while punishment for being in particular locations came in the forms of hunting pressure and harassment.
Positive reinforcements (carrots) included safe zones, where elk were not hunted. These were rangeland pastures that held adequate forage and/or had been improved via strategic livestock grazing or by other range improvement methods. “Elk select rested pastures in rest-rotation grazing systems because they typically have either actively growing forage or dormant forage not used by cattle.”.
Elk were hunted and pressured as needed November–January in order to move them to the safe zones from irrigated meadows and other areas where their presence was not acceptable. Late season antlerless elk hunts had been used in the area for years to manage elk population size.
Hunting is an effective way to reduce/prevent depredation and human-wildlife conflicts. Hunting can also increase the effectiveness of hazing and harassment to prevent damage as animals learn the threat is real. When hunting is used to reinforce hazing, animals tend not to habituate.
Dax L. Mangus, State of Utah Wildlife Program Manager
By designating hunt and safe zones, it was possible to use them to manage winter elk distribution, as well. According to Rick Danvir (DLL wildlife manager at the time), to ensure that the hunts were effective all hunters were required to pass a shooting test, administered by ranch staff, to minimize wounding loss. They were then guided by ranch personnel to improve hunter success and assure hunting occurred only where desired. Ranch records indicate that guiding hunters increased hunter success from under 30 to over 60 percent. Implementing the shooting proficiency test increased hunter success to nearly 90 percent and significantly decreased wounding losses. Most hunters harvested their elk on their first day afield, and hunter days per elk harvested averaged about 1.3. Guides were provided at no charge, which cost the ranch about $100 per hunter.
Mangus continues, explaining the complementarity of hunting and hazing, “Hunting is an effective way to reduce/prevent depredation and human-wildlife conflicts. Hunting can also increase the effectiveness of hazing and harassment to prevent damage as animals learn the threat is real. When hunting is used to reinforce hazing, animals tend not to habituate. Conversely, animals routinely hazed or harassed eventually learn the threat is benign and these methods quickly lose effectiveness.”
Mangus stresses that “while hunting and hazing influence elk behavior, elk depredation is likely to continue if there are no acceptable alternative sources of winter food.” According to Danvir, successfully reducing use of the DLL elk feeding ground required both the carrot and the stick, “providing acceptable alternative sources of winter forage to reinforce desired forage and habitat selection behaviors in addition to the punishment that provided elk the motivation to change behavior.” In the end, the program eliminated use of the feeding ground in all but severe winters and decreased feeding costs in severe winters by half. “The combination of multiple methods, based on principles of behavior, undoubtedly contributed to our success.”
This article originally appeared as a case study in Western Landowners Alliance’s 2018 Reducing Conflict with Grizzly Bears, Wolves and Elk: A Western Landowners’ Guide.
|
<urn:uuid:8f090054-a04d-4185-aae8-e4422b0de32e>
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CC-MAIN-2023-06
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https://onland.westernlandowners.org/2020/the-working-wild/livestock-grazing-and-hunting-to-change-elk-behavior/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499470.19/warc/CC-MAIN-20230128023233-20230128053233-00393.warc.gz
|
en
| 0.951742 | 1,125 | 3.5625 | 4 |
If you are someone who has been diagnosed with signs of osteoarthritis, you will want to know more about this condition which is bound to affect your life as you seek treatment and management of the condition. There are many signs of osteoarthritis and you will want to know what they are so you can properly assess your condition and figure out what is the best way to treatment. Osteoarthritis when your joints flare up as a result of the degenerating of cartilage through your body. No blood tests exist that will check for signs of osteoarthritis or diagnosis or osteoarthritis, so this is diagnosed in other ways. Signs of osteoarthritis may indicate you need prompt treatment.
The signs of osteoarthritis can range from causes such as getting older, your genes, or the leftover effects from being injured by a disease or traumatic event. If you have pain in your joints after using these joints in repetitive movements, this is one of the major signs of osteoarthritis. When signs of osteoarthritis are detected, treatment plans can be assessed. The main way to treat signs of osteoarthritis is to try to cut back on the pain in the joints and also reduce inflammation of the joints.
If you have detected signs of osteoarthritis, you’ll want to make sure that the treatment plan that you choose is aimed at trying to improve the quality of the use of your joints. Maintaining the use of your joints is imperative for people who have shown signs of signs of osteoarthritis. Because osteoarthritis is known to have an impact on extremities such as the feet and hands, signs of osteoarthritis include problems in these areas as well as in the spine and in the joints that bear the most weight in their joints. Hips and knee problems may also be signs of osteoarthritis.
Signs of osteoarthritis include aging that is natural to the joint involved. When water levels go up in the cartilage of joins, there is long-term damage done to the protein structure of the cartilage. When cartilage shows signs of flaking or getting pock marks, these are signs of osteoarthritis. When this condition continues, cartilage between the bones of joints erodes. When cartilage becomes inflamed and painful between the joint bones, signs of osteoarthritis are evident. Luckily, this condition can be successfully treated for increased comfort of the diagnosed patient.
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<urn:uuid:97f2c72a-3fb1-4eb1-8efa-e93456e0f949>
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CC-MAIN-2017-09
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https://www.jointhealthmagazine.com/signs-of-osteoarthritis.html
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|
en
| 0.950328 | 508 | 2.71875 | 3 |
Systems engineering is a life cycle approach to engineering design: the integration of numerous technical and non-technical disciplines in the development of new products, systems and services (Sage, 1992). While there is clear evidence of the expansion of SE as a field of engineering, there is surprisingly little research on core concepts and common misconceptions particular to the field. A recent review of literature found no systematic studies of engineering students' conceptual understanding of fundamental engineering concepts - including those pertaining to SE - despite much research on important concepts in the sciences (Streveler et al., 2004). This paper is based on authors' research to identify and define the foundational concepts of system design. This paper proposes five key concepts of systems engineering, namely, context, interdisciplinarity, value, trade-offs, and abstraction (Jain and Chandrasekaran, 2008). The understanding of these concepts was tested on students to identify their misconceptions based on "intuitively formed understandings and misinformation learned elsewhere".
|Number of pages||31|
|Journal||International Journal of Industrial and Systems Engineering|
|State||Published - 1 Jan 2017|
- Concept inventory
- Design context
- System design
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<urn:uuid:f610adb7-294f-4719-877a-867664c976a4>
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CC-MAIN-2021-31
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https://researchwith.montclair.edu/en/publications/pedagogical-research-on-understanding-and-misconceptions-of-syste
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s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046152112.54/warc/CC-MAIN-20210806020121-20210806050121-00262.warc.gz
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en
| 0.875668 | 240 | 2.546875 | 3 |
How do familial and cross-generational relationships provide a counterforce to the impacts of racism on the minds and souls of John Edgar Wideman’s protagonists? How redemptive do they prove to be, and why?
Wideman evokes Northern inner-city landscapes and the existential struggles faced by their inhabitants. What driving forces shape the characters’ lives and choices? What personal struggles do they undergo? How does Wideman fuse the personal and sociological as factors in the conditions of their lives?
In what ways does Wideman illuminate the relationships between and among African American men—as fathers and sons, siblings, team members, musicians, and homeboys? What defines these varied bonds, and what threatens or even dissolves them? What stance does he seem to take on the argument concerning the crisis of fatherlessness in the African American community? How does orphanhood emerge as a recurrent trope in his writing, and why is this such a loaded concept within African American history?
For Wideman, the ties between mother and son keep young African American males functioning in a hostile world. Where does that pattern emerge among his characters? Where does it break down?
The sexual and emotional dynamics between men and women engage Wideman’s imaginative scrutiny. What obstacles stand between them? What role does race play in their capacity for partnership?
Montage represents one of Wideman’s signature literary techniques. How does it work to bring different historical frameworks or narrative threads together in specific works? He uses it in both his fiction and nonfiction?
In Brothers and Keepers, prison serves as an arena of personal existential struggle for Rob Wideman. How much does John attempt to stay true to that struggle and avoid easy platitudes about his brother’s situation? In Philadelphia Fire and Fatheralong, how have his meditations on prison deepened, given his son Jake’s incarceration?
How does Philadelphia emerge as a quintessential landscape for Wideman of the American Dream and its betrayal, both in terms of the ideals of the republic born there and in relation to the African American experience particularly?
Wideman invites consideration of the parallels between the racist persecutions of Jews and Africans across the globe and over the course of history. What does that analogy suggest about the nature of racism itself and its various manifestations?
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<urn:uuid:f3c09a18-c16b-4492-b8bf-9dba32f068a8>
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CC-MAIN-2015-22
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http://www.enotes.com/topics/john-edgar-wideman/in-depth
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en
| 0.95897 | 474 | 2.5625 | 3 |
ENLARGED PROSTATE (BPH)
When the cells of prostate cells increase in number and if this multiplication is non-malignant then it is called Benign Prostatic Hyperplasia (BPH). Once this process gets initiated it cannot be stopped, unless some medication has been started. Two growth mechanisms have been observed, one in which the cells surrounding the urethra grow, and then this growth squeezes the urethra. In the second mechanism, the cells grow into the urethra and bladder outlet region. The patients with the second type of mechanism need to undergo surgical intervention.
SIGNS AND SYMPTOMS OF ENLARGED PROSTATE (BPH)
- Hematuria (blood during micturition due to straining)
- Dribbling of urine post void;
- Feeling of bladder fullness even after urination;
- Increase in the number of frequency, especially during the night;
- Urinary hesitancy or urine stream weakness
- Urinary incontinence;
- Pressure (push or strain) to start urination;
- Need for sudden urination
DIAGNOSIS OF ENLARGED PROSTATE (BPH)
- Digital Rectal Examination (DRE): It is performed by the doctor by inserting the lubricated gloved finger into the patient’s rectum to feel the contour of the prostate gland. If the examination shows unhealthy tissue, then the doctor advises for additional tests.
- AUA Symptom Index: The severity of urinary problems is assessed by AUA symptom index, which is rated on a scale of 1 to 5. A score of 0 to 7 means mild condition, 8 to 19 means moderate, and 20 to 35 means severe.
- PSA Test: The higher level of PSA levels indicates a higher probability of having prostate cancer.
- Uroflowmetry Test: Bladder emptying time is calculated by the uroflowmetry test. It also measures the amount of urine and the rate of urine flow. A slow flow rate of urine usually indicates BPH.
- Post-Void Residual (PVR): The remaining quantity of urine after urination is called post-void residual, which is ascertained by ultrasonography. A quantity of more than 100 ml indicates obstruction.
TRANSURETHRAL RESECTION OF THE PROSTATE (TURP)
It is a surgical procedure that is performed to treat BPH (enlarged prostate). This surgical procedure is performed using a resectoscope that is inserted into the urethra. It is the commonest procedure being performed to treat BPH. It is performed either under general or spinal anesthesia.
Types of TURP
Monopolar TURP: Conventional TURP removes tissue with a wire loop that has electrical current flowing in one (monopolar) direction to cut the tissue through the resectoscope. The surgical site is irrigated with fluid that is not conductive. This fluid prevents electrical current from affecting the surrounding tissues, but prolonged exposure may damage the tissues and cause TUR syndrome. And hence, the time for surgery has to be limited.
Bipolar TURP: A newer technique to extract the tissue Bipolar TURP requires bipolar current. Since it makes saline irrigation (instead of non-conducting glycine as in monopolar TURP), complications such as TUR syndrome are reduced. It requires a longer duration of intervention.
Plasmakinetic resection: PK or Button resection uses a semi-spherical button to vaporize the tissue from the inside. This button is heated by low voltage electricity that forms ionized vapor. Among all the techniques that use electricity, this is considered least manipulative with good outcomes and early recovery.
RISKS OF TURP
Temporary difficulty urinating: Post-procedure the patient complains of difficulty in urination, for which a catheter is inserted in the penis to flush the urine out. It is kept until the patient is able to urinate by self.
Urinary tract infection: This form of infection after any prostate operation, is a potential complication. The longer a catheter is in place, the possibility of infection is also high. The majority of the patients suffer from this.
Dry orgasm: A typical and long-term effect of any form of prostate surgery is to release semen into the bladder, rather than out of the penis, during ejaculation, known as retrograde ejaculation, dry orgasm is not harmful and doesn’t affect sexual pleasure in general. But it can hamper the ability to father a child.
Erectile dysfunction: The risk is very small but after treatment, erectile dysfunction may occur.
Heavy bleeding: In the majority of the patients, there is very little blood loss during the TURP and does not require a blood transfusion. But patients with large prostate size are at higher risk for blood loss and may require a blood transfusion.
Difficulty holding urine: Incontinence (loss of bladder control) is rarely a long-term complication of TURP.
Low sodium in the blood: Rarely, in TURP, the body absorbs too much of the fluid used to wash the surgical area. The disorder can be life-threatening if untreated, known as TURP syndrome or transurethral resection (TUR) syndrome. A technique called bipolar TURP reduces this risk.
Need for re-treatment: Following TURP some people need follow-up therapy because symptoms do not improve or they worsen over time. Re-treatment is often required because TURP causes the urethra or the neck of the bladder to narrow (strict).
In rare cases, the post-TURP syndrome occurs. This is where too much of the fluid used for surgical flushing is absorbed by the body, leading to the major electrolyte, fluid, and blood volume imbalances.
Early signs of post-TURP syndrome include:
- abdominal pain
- tightness in the chest
- Signs of the severe post-TURP syndrome include:
- difficulty breathing
- blurred vision
While rare, if not treated early enough, the post-TURP syndrome may be fatal.
ADVANTAGES OF BIPOLAR TURP
In the monopolar system, the current passes through the patient’s body from the active electrode, placed on the resectoscope, toward the return plate placed on the patient’s leg, causing heating of deeper tissue, nerve, or muscle stimulation and may also lead to malfunction of the cardiac pacemaker. While in the bipolar system the active and return electrodes are placed on the same axis on resectoscopes using high current locally but with limited negative effects at a distance. (Kellow NH, 1993)
The other advantages of bipolar resection are improved hemostasis, better intraoperative visualization, and the use of saline as an irrigant, which reduces the risk for TUR syndrome. (Starkman et al, 2005) Some studies also reported shorter catheterization time and reduced hospital stay. (De Sio et al, 2006).
PREPARATION FOR SURGERY
Prior to surgery, the doctor might recommend stopping the use of certain medications like those which are used for blood thinning, analgesics, etc. and may prescribe antibiotics for prevention of urinary tract infection. The patient is also guided about the arrangement of the transport facility, bringing along some known person to assist.
What you can expect
It takes some 60 to 90 minutes to perform the TURP procedure which is done under general anesthesia i.e. the patient is unconscious during the whole procedure or under spinal anesthesia, when the patient remains conscious during the procedure.
During the procedure
The resectoscope is inserted through the tip of your penis and extended through the prostate area through the urethra. No incision is made over the body. Tissue trimming from inside the prostate gland is done using a resectoscope. An irrigating fluid pushes these tissues into the bladder and from there it is removed at the procedure ends.
After the procedure
The patient is hospitalized for nearly 1 to 2 days and more if the clinical condition of the patient does not allow to be discharged. The catheter is placed for nearly 24 to 48 hours until the swelling subsides which is caused due to blocking of urine flow. This catheter is removed once the patient is able to urinate by self.
ADVISE POST SURGERY
- Drink plenty of water to drip the bladder out.
- Eat high-fiber foods during a bowel transfer, to prevent constipation and pressure. A stool softener might also be recommended.
- Holding anticoagulants (blood-thinning medication) until advised by the doctor.
- Avoid strenuous exercise for 4 to 6 weeks, till approved by the doctor.
- Avoid intercourse for 4-6 weeks.
- Avoid driving until the catheter has been removed.
Post TURP generally the patient is able to return to normal activities by 1 to 2 weeks and is able to perform heavy activities within 2 months.
After the bladder has been completely flushed, the catheter is removed. This usually takes around 2-3 days of post TURP intervention.
TURP usually alleviates the symptoms easily. In a few days, most people undergo a noticeably stronger flow of urine. Sometimes follow-up treatment is needed to ease the symptoms, especially after several years have passed.
WHEN TO CONTACT
If the patient sees thick blood in urine, with the deteriorating condition or feels there is blocking of urine or unable to urine, immediately contact the doctor.
If the urine is still tinged even after taking sufficient fluid for 24 hours.
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A Background Paper Prepared for
The Premier's Council on The Status of Persons with Disabilities (Alberta)
Dick Sobsey,University of Alberta Developmental Disabilities Centre
SUMMARY: This background paper examines the potential advantages and disadvantages of
assisted suicide and euthanasia for Canadians with physical and mental disabilities. It
does not assume that suicide, assisted suicide, or euthanasia are inherently right or
wrong ; instead, it considers the complexities and potential effects for people with
disabilities. While individual autonomy, the right to privacy, and the right to control
one's own body have been presented as arguments in favor of physician-assisted suicide and
euthanasia, this paper presents counter-arguments suggesting that proposed
assisted-suicide provisions would put many people's lives in jeopardy.
The debate over assisted suicide and euthanasia is not new. Euthanasia was legalized in
Germany more than 50 years ago and decriminalized in Holland about 20 years ago. In
Canada, it has been the subject of repeated discussions, including Bills introduced to
Parliament, Civil and Criminal Court cases, Law Reform Commission Reports, and Medical
Association resolutions. Each of these discussions has concluded that the dangers of
permitting the willful destruction of human life by another human being far outweighs any
benefits gained by legalization. This background paper agrees with this conclusion and
supports Canada's current prohibition against assisting or counselling suicide. It argues
that the current prohibition represents an important protection of the right to life for
all Canadians. Removing it selectively in regard to the lives of people with illness or
disability would provide less protection for these Canadians, and as such, it would
represent a fundamental violation of the principle of equal protection for all citizens.
Regardless of illness or disability status, choosing to live or die is a personal
psychosocial decision. When others become involved in such decision-making process, the
decisions become political, social, and legal decisions, not medical decisions. The
involvement of health care professionals in such decisions does not constitute a
reasonable due-process protection for people's lives. If assisted-suicide is made legal
for some citizens, it must be made legal for all citizens. Legal safeguards, including
individual judicial proceedings, should be put in place to ensure that decisions are made
autonomously by fully competent and informed individuals who are free from coercion or
undue influence. Unless and until such safeguards are put in place for every Canadian,
assisted suicide or euthanasia should not be permitted for any Canadian.
This paper suggests that Canadians with disabilities will be most affected by
assisted-suicide or euthanasia programs; therefore, people with disabilities are urged to
carefully study all proposals and to voice any concerns about proposed legislation. Until
and unless concerns are adequately addressed, people with disabilities are urged to work
against the passage of any assisted-suicide or euthanasia bill.
THREE VIEWS OF ASSISTED SUICIDE AND EUTHANASIA
Basically, there are three views to consider when discussing assisted suicide and
euthanasia: an optimistic view, a pessimistic view, and a realistic view:
An optimistic view Proponents of assisted suicide and euthanasia suggest that people
whose disabilities or illnesses become so severe that life holds no promise of pleasure
should be able to end their lives as painlessly and with as much dignity as possible. They
point out that suicide is already legal in Canada and that some people may be unable to
physically carry out their autonomous choice because of their disability. Therefore, they
consider helping people to die after they have made a free and informed choice as a
reasonable accommodation for people with disabilities. They feel that this would give
people with disabilities greater control over their bodies and their lives. They suggest
that employing euthanasia and assisted suicide might have secondary benefits for people
who choose to remain alive because resources that are wasted keeping people alive against
their wills could be redeployed to people who could benefit from these resources. They
feel that those who worry about the dangers of euthanasia are paranoid or are religious or
philosophical zealots since no one would die without making a free choice.
A pessimistic view Opponents of assisted suicide and euthanasia feel that those who
consider these practices to be beneficial are naive. They consider euthanasia and assisted
suicide to be nothing more than ways to eliminate people with disabilities, and they
suggest that few people will make free and informed choices to die; rather, many people
with disabilities will have those choices made for them. They point to the horrors of the
Nazi euthanasia program, which led to the slaughter of 250,000 people with disabilities,
and to the apparent abuses under the current Dutch system as proof that any law that
permits people with disabilities to be killed legally will result, at least to some
degree, in another holocaust. They suggest that people with illnesses or disabilities do
not need assistance to commit suicide. In fact, the vast majority are quite capable of
using the same methods as other Canadians if they choose to die. Even those who are
severely debilitated but competent can use the right to refuse treatment or food as a way
to kill themselves. They suggest that people with disabilities or illnesses might be
coerced into suicide for any number of reasons, for example, to cut health care costs, if
assisted suicide and euthanasia were legalized.
A realistic view Assisted suicide and euthanasia may make some people's deaths less
painful or unpleasant, but these practices also open the door to abuses. Simple cases, in
which there is a clear benefit, are the exception rather than the rule. Suicide is not
easily divided into rational and irrational suicides for people with disabilities or for
anyone else. While it is unlikely that the horrendous events of the German euthanasia
program will be repeated, the current Canadian proposals share too many features with the
German program to ignore the tremendous potential for abuse. Information from the Dutch
program provides clear examples of abuse, and it illuminates vast gray areas of
uncertainty. If a law is brought forward with adequate safeguards to prevent abuse and
with a description of some clear benefits, it should be considered. If a law cannot be
drafted that substantially satisfies the concerns about abuse, it is far better for
society to accept the limitations of the current situation than to play with the
fundamental protection of an individual's life.
APPLYING THE PRINCIPLES OF THE PREMIER"S COUNCIL
Euthanasia and assisted suicide need to be considered in light of the five
principles of The Premier's Council on the Status of Persons with
(1) individual responsibility and personal control
(2) full participation in community life
(3) consistent consultation with consumers
(4) personal contribution and worth
(5) equity of opportunity
Each of these principles requires careful consideration in relation to
proposed assisted suicide and euthanasia legislation.
Individual responsibility and personal control
Euthanasia is not typically consistent with the concept of individual
responsibility and personal control. In Germany, a quarter million people
with disabilities were killed without their consent. Some people in Holland
who have requested to die receive euthanasia, many more do not. In addition,
many are killed without making any request. According to Dutch government
figures, 400 people a year are assisted with suicide, while 1000 people a
year are killed without any explicit request.
Assisted suicide appears to be consistent with the principle of individual
responsibility and personal control, and in some cases it is consistent with
this principle. This is true if a person is fully informed, competent, free
of undue influence, and given reasonable alternatives. In practice, this is
rarely the case. Most people, including people with illnesses or
disabilities, who choose suicide are clinically depressed. Many, if given the
opportunity to commit suicide, will do so shortly after being diagnosed, but
if denied the opportunity, they will be thankful they were not allowed to
make a rash decision. Several studies show that patients are given
information about their illnesses and disabilities in a manner designed to
illicit a response desired by the health care provider. This manipulation
gives the illusion of free choice, while in reality, there is nothing
autonomous about such decisions. In some cases, people with disabilities or
illnesses choose to die because there are no reasonable economic,
residential, vocational, social, or educational alternatives. Offering people
death with dignity while denying access to a life with dignity is no choice.
Several cases and situations in Alberta suggest that some end-of-life
decisions are already being made in a manner that fails to respect personal
autonomy and puts the lives of people with disabilities at risk. Opening the
door further to such potential abuses could be disastrous. Introducing
euthanasia and assisted suicide in the midst of health care cuts is
particularly risky since some unscrupulous individuals might attempt to
encourage more deaths as means to reduce health care costs. Only powerful
procedural safeguards can prevent this type of problem.
Assisted suicide programs are only consistent with the principle of
individual responsibility and personal control if safeguards are in place to
ensure: (1) that the individual is fully informed, (2) that they are provided
with all reasonable living and treatment alternatives, (3) that they are free
from clinical depression or other emotional disturbances that may influence
their decision, and (4) that no substitute consents are accepted in lieu of
the individual's personal request.
Full participation in community life
Neither euthanasia nor assisted suicide is consistent with the principle of
full participation in community life: That is, if a person is dead, then he
or she cannot participate in community life. For some individuals already
isolated from any participation in community life, this principle may be less
When people with illnesses or disabilities are experiencing clinical
depression or other emotional difficulties, they should have access to and
participate in counselling or other appropriate treatment. When people with
disabilities are experiencing suicidal thoughts or exhibiting suicidal
behavior, they should have access to and participate in the same suicide
prevention programs that are made available to other citizens. Providing
other citizens with suicide prevention programs while assisting and
counselling people with illness and disability to commit suicide is a gross
violation of the principle of full participation in community life and is
entirely unacceptable. Making it a crime to counsel a person to commit
suicide or to assist in the suicide of a person without a disability while
making it legal to counsel a person with disabilities to commit suicide or to
assist in the suicide of a person with a disability deprives people with
disabilities of equal protection of life and is also a gross violation of
This problem could be averted if assisted suicide legislation were based on
safeguards related to ensuring that the decision was voluntary, informed,
rational, but not based on health or disability status.
Consistent consultation with consumers
Any Bill drafted to allow euthanasia and assisted suicide should do so based
on full consultation with the people most likely to be affected. People with
illnesses and disabilities are urged to take part at every opportunity. The
Government must not only invite participation but also facilitate
consultation among people with illnesses and disabilities and between those
people and Government. Continued consultation may be required if and when
new law is brought in to ensure that the law is having desired effects and
abuses are minimized.
Senate hearings on Euthanasia and assisted suicide to date have included
representation from some segments of the disability community, but these have
not been comprehensive or adequate. More needs to be done before any Bill is
drafted. Current discussions are very general. They consider principles, not
specific legislation. However, consultation at later stages is imperative.
In the abstract, it is easy to approve of a law that would give people more
autonomy and control over their lives, but it is the complexity of
accomplishing this without doing more harm than good that needs careful
Personal contribution and worth
To the extent that they permit people to control their own fates and preserve
their dignity, euthanasia and assisted suicide are consistent with this
principle. Basing access to assisted suicide on health and disability status,
however, is antagonistic to the concept of personal contribution and worth.
It erroneously implies that only illness or disability is so dreadful that
life is no longer worth living. It perpetuates the myth that people with
disabilities are helpless by portraying them as unable to kill themselves by
any means without the help of others. Therefore, euthanasia and assisted
suicide are only consistent with this principle they are available to all
citizens, not if they are restricted to those with illnesses and
Equity of opportunity
Equal access to suicide has been suggested as an advantage for people with
disabilities, but this argument is totally inappropriate. People with
disabilities can and do kill themselves. Some means become more difficult
with some types of disabilities, but rarely is every form of suicide
impossible for any individual. People without illnesses or disabilities do
not now legally commit suicide with assistance. Canada works to discourage
and prevent people without disabilities from killing themselves. Most people
who do kill themselves resort to such means as guns , hanging, and high
buildings. If we were trying to create equal access, we would be providing
equal access to these things. Physicians attempt to heal their patients
without disabilities, not kill them.
No system of assisted suicide or euthanasia that is based on membership in a
particular group (e.g., illness or disability) can be rationally defended as
providing equal access. Equity of opportunity would only exist if similar
provisions were available to people with and without disabilities who were
dissatisfied with life.
Summary of Principles
Assisted suicide and euthanasia for people with illness or disability is
inconsistent with the principles of equity of opportunity and community
participation. They could be consistent with the principles of individual
responsibility and personal control, depending on how they were applied.
Because of the vital nature of this topic, it is essential that the process
used to determine if and how the law is amended be consistent with the
principle of consultation with consumers.
THE PREMIER'S COUNCIL ON THE STATUS OF PERSONS WITH DISABILITIES
1. The Council should remain fully informed and participate fully in
discussions of any proposed amendments. It should continue to consult with
Albertans with disabilities about possible effects.
2. The Council should exercise great caution in considering any changes in
the law that could have negative effects on the protection of life of people
3. The Council should not endorse any principle to amend legislation without
a specific proposal. Endorsement of any amendment should be considered only
after specific legislation is proposed and its provisions carefully reviewed.
4. The Council must consider potential effects of legislation on those who
cannot articulate for themselves. No proposal that has the potential to lead
to the euthanasia of any individual without competent, voluntary consent
should be supported by the Council.
An Illusion of Autonomy:
Questioning Physician-Assisted Suicide and Euthanasia
The Special Senate Committee on Euthanasia and Assisted Suicide
Winnipeg, Manitoba o 30 September 1994
The purpose of this brief is to raise concerns about amending Canadian law to
permit euthanasia or assisted suicide. To do so, it discusses the abuses
that have typically surrounded euthanasia and assisted suicide and the
complexities of developing a system that allows people as much autonomy as
possible without putting the lives of many more vulnerable people in
jeopardy. It suggests that the number of people who would competently request
assistance for rational reasons and actually require assistance for suicide
is extremely small. The number of people who might be put in jeopardy is much
larger. Those individuals in greatest jeopardy will include infants and
children with a wide range of disabilities (Schaffer & Sobsey, 1990),
children and adults with developmental disabilities, children and adults with
affective disorders and other mental illnesses, and senior citizens.
IN THE NAME OF HUMANITY
It was a story that touched the feelings of the entire nation.
A woman was losing control over her own body
as she lost ground to a degenerative neurological condition.
Her husband an another close male friend looked on as she begged for help
to release her from her suffering, but the law would not allow them to give
Finally, one brave man defied the law
and permitted her to die with dignity
This is the story that a challenged the nation to change its law in the name
This story may seem familiar to Canadians, but it is not the story of Sue
Rodriguez, and the country is not Canada. It is the central plot of Ich Klage
An (I Accuse), a major motion picture written by a T4 Nazi death-doctor and
produced by the Nazi propagandists to legitimize their euthanasia program.
The film, directed by Wolfgang Libeniener, won international awards for
excellence and attracted an audience of more than 15,000,000, a major success
of its day. At the end of the film, Thomas, the husband who assisted his wife
Hannah to commit suicide, stands before the court accused of homicide and
No! Now I accuse! I accuse the law which hinders doctors and judges in their
task of helping people. I confess... I have delivered my wife from her
sufferings, following her wishes. My life and the lives of all people who
will suffer the same fate as my wife, depends on your verdict. Now, pass your
The film ends at that point, inviting the German people to make their choice
between a cruel and archaic law or a humane step toward a better world. It
challenged the German people to accept assisted suicide and mercy killing,
and as history shows, they took the "humane" step. In doing so, they opened
the door to the ruthless murder of a quarter of a million people with mental
and physical disabilities. Ultimately, the ideas, people, and apparatus
developed to run this assisted-suicide program served as the basis for the
later mass killings of Jews, homosexuals, communists, and many other
minorities. When the war was over, the mass graves were opened. The German
people said that what happened was not what they expected and not what they
had approved. It was not death with dignity or rational suicide; it was mass
murder. Many German people said that they did not know the truth or that they
were poorly informed, and some have suggested that they did not want to know
Today, Canada is faced with a similar decision about opening the same door
with the same good intentions. We tell ourselves that we are different, that
we are too civilized to allow the abuses, too sophisticated to be betrayed by
something that appears to be rational and compassionate. We tell ourselves
that we will open the door just enough to let in the rare exceptions, but
never wide enough for malicious or unintended killings. We tell ourselves
that we can keep the issues simple and never be drawn down the slippery slope
into the misapplication of our humanitarian goals.
We look to the current Dutch experience with assisted suicide and euthanasia
for reassurance. We try to focus on what is most positive (the tiny number of
true assisted suicides) and ignore the much larger numbers of people killed
without explicit request or consent. We deny the fact that since the door to
euthanasia cracked open in Holland a decade ago, it has been pried open wider
and wider in order to legitimize more and more deaths. We hope the studies
that claim that most Dutch physicians still practice deception in recording
the details of their euthanasia hide only minor procedural noncompliance. We
ignore studies that demonstrate that senior citizens in Holland report that
they fear entering nursing homes because they believe that they will be
euthanized (Protestant Christian Elderly League, 1993).
These problems must not be glossed over or ignored. For those who oppose
euthanasia, these problems may be reason enough to keep the door tightly
shut; and those who support it must confront these problems. Until and unless
they are adequately addressed, no law should be considered to permit assisted
suicide or any other form of euthanasia. If we ignore these problems, we do
so at our own peril. Whatever follows will be our responsibility. We cannot
dispose of it by saying we did not know.
Hegel, in his Philosophy of History, suggests that "what experience and
history teach is this, that people and governments have never learned
anything from history." Canadians have the opportunity to show that Hegel was
wrong. To do so, we must consider what euthanasia and assisted suicide meant
in Germany five decades ago and what they have come to mean in Holland today.
This brief considers Canada's current debate in light of these events and
what we currently know about suicide, illness, and disability.
Last year, the Supreme Court of Canada narrowly upheld Canada's prohibition
against counselling or assisting suicide and denied Sue Rodriguez the right
to die legally with the aid of a physician. Sue Rodriguez's bravery and
willingness to stand up for her beliefs while her health and abilities
deteriorated as a result of Amyotrophic Lateral Sclerosis (ALS) have been
rightly praised as examples of the strength of the human spirit and
determination. The current debate on euthanasia and assisted suicide is, to a
significant degree, a legacy of her advocacy (Wood, 1994).
Nevertheless, if permitted in Canada, the reality of euthanasia or
physician-assisted suicide will not be the reality envisioned by Sue
Rodriguez. To understand the reality of euthanasia and assisted suicide, it
is necessary to examine similar attempts in other countries and other times
and to consider examples from our own Canadian experience.
Most of this brief focuses on physician-assisted suicide rather than other
forms of euthanasia for the following reasons: Current Canadian discussions
focus primarily on physician-assisted suicide as more acceptable than other
forms of euthanasia, and physician-assisted suicide is the target of current
legislative efforts. As suggested in this brief, assisted suicide also needs
careful consideration because what may appear to be simple and for the
benefit of the patient is, in fact, complex and rarely for the benefit the
The notion of helping people with terminal or incurable illnesses or with
severe disabilities achieve an easy and painless death appears to be humane
and uncomplicated. An individual is informed about his or her condition and
the prospects for the future. After carefully considering the information,
the individual makes an informed choice to avoid prolonged suffering and to
end his or her life with personal dignity and a sense of control. If the
individual makes a choice to die but is unable to carry out that choice
without assistance, a physician dispenses or administers drugs that cause a
peaceful and painless death. According to this view, because other Canadians
have a right to commit suicide under current Canadian law, people with
illnesses and disabilities should have the same right. If some people are
unable to kill themselves because of their impaired physical abilities,
allowing others to help them would be a reasonable accommodation. Because
people with illnesses or disabilities have rational and valid reasons for
choosing to die, they should be given assistance to commit suicide and not
prevented from exercising a right enjoyed by Canadians without disabilities
To understand why these notions about assisted suicide are simplistic and
misguided, it is necessary to explore 12 underlying assumptions: People
with illnesses and disabilities would make these decisions themselves,
people with illnesses and disabilities would be well-informed about their
conditions and their future prospects, people with illnesses and
disabilities would be free from undue influence and coercion, people with
illnesses and disabilities are often able to make decisions about suicide but
physically unable to carry out those decisions, access by people with
illnesses and disabilities to physician-assisted suicide would be equivalent
to the right of other Canadians to commit suicide by other means,
Safeguards through the involvement of the health care professionals would be
equivalent to legal due process safeguards for the protection of human life,
there is no reason to suspect that such practices would be based on or
lead to maltreatment or devaluation of people with illnesses or disabilities,
there would be little potential for the abuse of the such
assisted-suicide provisions and there would be no conflict of interest
between health-care and death-making roles of physicians or other health-care
professionals, it would be easy to differentiate murders of people with
illnesses and disabilities from assisted-suicides so that prosecutions could
proceed if and when appropriate, the limits of such assisted-suicide
provisions would be adequately clear to prevent gradual broadening to include
other even less acceptable practices, illness or disability is a more
valid reason for choosing suicide than any other reason, and specific
legislation regarding euthanasia and assisted suicide would reduce ambiguity
and thereby reduce clandestine and inappropriate applications of euthanasia
and assisted suicide.
Unfortunately, according to history, experience, and research, none of these
assumptions are correct. Instead, these assumptions suggest 12 fundamental
problems with physician-assisted suicide.
PROBLEMS WITH ASSISTED SUICIDE
1. While advocates of assisted suicide suggest that this would provide people
with autonomy and personal control, in many cases, people with illnesses and
disabilities would have these decisions made for them and imposed on them. As
a result, while some people are being denied access to death now, many more
would be denied access to life under physician-assisted suicide. Statistics
from Holland (e.g., olde Scheper & Duursma, 1994), where physician-assisted
suicide has been allowed for a number of years, suggest that more people are
"assisted to die" without any explicit request (N = 1000) than those who
request assisted suicide (N = 400).
2. In many cases, people with illnesses and disabilities would be poorly
informed about their conditions and their future prospects. Therefore, the
decision to engage in assisted suicide could not be made rationally.
Currently, many patients with serious illnesses are poorly informed about
their conditions and prognoses. Without this information, they cannot be
expected to make informed decisions about suicide. Often, people are given
unclear or misleading information about their prognosis or how long they are
expected to live because health care providers simply do not know or are
wrong in their expectations. As discussed later in this brief, studies that
examined the accuracy of medical predictions suggest that physicians rarely
know who will die or when they will die. The only time that physicians can
predict when death will occur with any degree of certainty is when it is so
close that euthanasia would make little difference.
3. People with illnesses and disabilities would be influenced and coerced by
many others and by circumstances. Research shows that the information given
to patients and their families and the manner in which it is presented often
manipulates the decisions about vital matters. In some cases (e.g., the
MacAfee case discussed in this brief), people chose suicide because there is
a lack of appropriate services or inadequate accommodations and not because
of their physical conditions.
4. People with illnesses and disabilities are able to make decisions about
suicide but physically unable to carry out those decisions. In fact, very few
people have disabilities or illnesses that make it impossible for them to
commit unassisted suicide. The great majority of people with illnesses or
disabilities are perfectly capable of committing suicide by the same means
employed by other individuals. Many of those whose physical condition would
make it impossible for them to commit suicide without help are also unable to
make the decision for themselves (e.g., in a coma). Some people with advance
neurological disease or high level spinal cord injuries may be physically
incapable of holding a gun or drowning themselves, but even these individuals
have a right to refuse food or treatment under current law. While such a
method of suicide may be less preferred, it is nonetheless effective. There
may be cases where no method is available to a fully competent person, but if
such cases exist, they are extremely rare.
5. Access by people with illnesses and disabilities to physician-assisted
suicide would be vastly different to the right of other Canadians to commit
suicide by other means. While suicide is legal in Canada, the government
deliberately controls many dangerous drugs and devices that might be employed
in suicide in an effort to discourage it. Discomfort with the means that are
available acts as an important deterrent to suicide for all Canadians.
Providing deadly drugs, medical expertise, and personal assistance to one
segment of society while denying it to another segment of society goes beyond
the intention of equal access and provides differential encouragement for
6. Safeguards through the involvement of the health care professionals would
not be equivalent to legal due process safeguards. While most physicians and
other health-care professionals are ethical and humane individuals, there is
no reason to believe that their inclination, training, or experience prepares
them to exercise life and death power more wisely than any other group of
individuals. The involvement of vast numbers of physicians in selecting
victims for gas chambers during World War II provides a grim reminder that
being a physician is in itself no guarantee that an individual will act
morally to protect life. The fact (discussed later in this brief) that large
numbers of Dutch physicians continue to falsify death certificates, defy
procedural safeguards, and go beyond the limits of legalized euthanasia,
engaging in a wider and wider circle of death-making practices, suggests that
better safeguards would be required for any Canadian legislation legalizing
7. There is reason to suspect that such practices would be based on devalued
views of people with disabilities and serious illness. Studies of violence
against people with disabilities indicate that they are commonly the targets
of violence, that crimes against them are perceived as less serious than
similar crimes against other citizens, and that negative and ambivalent
attitudes about people with disabilities that suggest that their lives have
less value are at the root of these problems (Sobsey, 1994). The belief that
illness and disability are valid and rational reasons for suicide and that
other social and interpersonal problems are not rational reasons reflects
society's fundamentally biased attitudes toward disability. If our society
chooses to legitimize this myth through a categorical discrimination in
suicide law (i.e., permitting assistance only for people with illnesses and
disabilities), it will reinforce and strengthen these biases.
8. There would be great potential for the abuse of assisted-suicide
provisions, and often, there would be an inherent conflict of interest
between the health-care and death-making roles of physicians and other
health-care professionals. The interests of health-care providers, families,
and patients are often in conflict. For example, cost control has often
entered into discussions on euthanasia (e.g., Emanuel & Emanuel, 1994).
Hospitals and other institutions may be predisposed to encourage physicians
to gain the consent of some patients as cost-control measures. If patients'
deaths are to hastened to save money, this is triage and not mercy killing or
9. It would be difficult to differentiate murders of people with illnesses
and disabilities from assisted suicides. The difference between homicide and
assisted suicide depends on intentions and other subtle factors that are
difficult to prove absolutely. When this is combined with the application of
assisted suicide only to people with illness or disability, it means that
people with illness or disability in Canada would not have equal protection
of their lives, which is a fundamental breach of the Charter of Rights and
10. The limits of such assisted-suicide provisions could not be constructed
clearly enough to prevent gradual broadening to include other even less
acceptable practices. If assisted suicide was limited to cases where there
were no signs of clinical depression, there was no potential conflict of
interest, and a fully competent person made a decision for his- or herself,
it would rule out more than 99% of the actual cases requiring assisted
suicide. If it is permitted in such cases, the reality of the practice will
be a slippery-slope on which society approves of rare instances of
"assisted-suicide" but gets nonvolunatry euthanasia and outright homicide.
11. Specific legislation defining appropriate and inappropriate conditions
for euthanasia will not end ambiguous or inappropriate uses of euthanasia or
assisted suicide. Current legal (#164# 241(b) Criminal Code) and ethical
(Hippocratic Oath clearly prohibits any form of counseling or assisting
suicide) prohibitions are quite clear, but even so, they have not eliminated
difficult decisions. Creating legal and ethical exceptions will only increase
the ambiguity and provide a greater rationale for other illegal and unethical
12. Illness or disability is no more rational a reason for choosing suicide
than any other reason. Our belief that we should prevent most suicides while
encouraging and assisting suicide for some individuals represents our own
biased views of illness and disability. For example, an individual convicted
of the murder of a child may face life in prison and social disgrace. Such an
individual faces a poor quality of life and may express the wish to commit
suicide. Yet society does not endorse suicide for convicted criminals and
takes an active role in preventing suicides in prison. Suicidal prisoners are
often deprived of belts and even shoelaces to prevent hanging. Why should we
label the suicide of such a prisoner as irrational and try to prevent it
while we label the suicide of an individual with illness or disability as
rational and offer assistance to carry it out?
While this paper is primarily concerned with assisted suicide, a particular
form of euthanasia, it seems necessary to include some general comments about
euthanasia. The primary meaning of euthanasia is a peaceful death with
minimal suffering, regardless of whether death is natural or deliberate. Only
more recently, according to Oxford English Dictionary, the word has gained
another meaning, which is used in this brief: that is, deliberately causing
death to end suffering. This meaning has been further extended in the
twentieth century to refer to the deliberate killing of people with chronic
illnesses or disabilities with or without their consent and regardless of
whether they are suffering.
While the intention of minimizing or ending suffering necessarily plays a
central role in all of these definitions, intentions are rarely singular or
apparent. For example, Quill (1993) in describing his own motivations for
prescribing lethal medications to a terminally ill patient identifies at
least seven separate intentions. The Nazi euthanasia program in the 1930s and
1940s provides an extreme example of the problem with ambiguity of intention.
Although it was described as euthanasia and an attempt to end suffering, the
eugenic and economic intentions were also apparent. While many discussions
centered on the humane intentions of easing suffering, the increasing need
for hospital beds in war time and the shortage of physicians aggravated when
Jews were no longer allowed to practice medicine were powerful motivators for
the practice of euthanasia (Sobsey, 1994). Nevertheless, with specific orders
from Hitler, the program claimed to provide "final medical assistance" to
those judged "incurable" by physicians authorized to end their suffering
These various meanings of euthanasia point out that any discussion of
euthanasia must define the limits of the term. As used here, the term
euthanasia refers to the deliberate killing of a human being (or other living
creature where so specified), whether effected by action or inaction, with
the primary intent of minimizing and ending that individual's suffering.
Euthanasia can be further divided into three categories: voluntary
euthanasia, involuntary euthanasia, and nonvoluntary euthanasia.
Voluntary euthanasia takes place when an individual personally chooses to end
his or her own life in order to end suffering with or without the assistance
from others and dies as result of this voluntary choice. As such, it is
essentially the same as suicide and will be discussed under that heading
Involuntary euthanasia occurs when an individual is killed against his or her
will but with the primary intent of ending his or her suffering. This brief
strongly opposes all forms of involuntary euthanasia. Regardless of the real
or professed intentions of those responsible for killing a person against his
or her will, such killings clearly constitute murder and should be prosecuted
Nonvoluntary euthanasia occurs when an individual is killed with the intent
of ending his or her suffering, when that individual neither gives informed
consent nor specifically indicates any objection. This frequently occurs when
an individual's ability to understand or discuss his or her condition and
alternatives is severely impaired, such as when an individual is in a coma.
This includes situations where substituted consents are given by guardians,
family members, or other substitute decision makers.
Triage is a system for classifying patients into three groups: (1) Those who
require little or no treatment because they have mild medical conditions that
should improve with or without treatment, (2) those who are unlikely to
survive with or without treatment, and (3) those for whom treatment is likely
to substantially improve outcome. Under a triage system, patients who are
least likely to benefit because of poor prospects for survival may receive
the lowest priority for treatment, receive no treatment, or even, in a
radical approach, be killed. Triage should not be confused with euthanasia;
it allows or causes people to die for the benefit of others or even as a
cost-saving measure, not for the benefit of the individual who dies. If
triage is to be implemented, it should be specifically discussed and debated
as a practice implemented for the benefit of someone other than the person
who dies. It should never be permitted to be introduced under the pretense of
This brief is against all forms of involuntary euthanasia and nonvolunatry
euthanasia. These practices constitute murder under the Criminal Code of
Canada, and they should remain illegal. Recent efforts to legalize euthanasia
suggest (1) that people with disabilities and incurable illness have such
poor quality of life that killing them is doing them a favor, (2) that
because new medical technology is keeping so many people alive society is
faced with a new and increasing burden, and (3) that families of people with
disabilities should be relieved from their burden of stress. Each of these
arguments are misguided myths or deliberate propaganda (Sobsey, 1993).
The belief that people with disabilities have an unbearable quality of life
is not supported by research. In one powerful study, Bach and Campagnolo
(1992) found that respiratory dependent polio survivors rated their own
quality of life just as high as their caregivers without disabilities, but
the caregivers felt that these people had a lower quality of life. This
clearly demonstrated that health-care professionals' ratings of the quality
of life of people with disabilities is inaccurate.
In addition to the health profession's inaccurate view of quality of life, it
is believed that caring for people with disabilities strains society's
economic resources. Even if it were true that people with disabilities were
placing a strain on our economic resources, this would not be an appropriate
justification for euthanasia. The very existence of such an argument betrays
the fact that those who make it are not primarily concerned about the best
interest of the individual who might qualify for euthanasia. Nevertheless,
the belief that new lifesaving medical technology is creating an ever
increasing number of people with disabilities, which in turn places a burden
on society, is also a myth (Orelove & Sobsey, 1994). While it is true that
many people survive who would have died without modern medical treatment, and
many of those do have significant disabilities, research demonstrates that
medical science is reducing disability at an even faster rate. Vaccines have
drastically reduced the number of people disabled by polio, rubella,
pertusis, and other diseases. The lifesaving techniques that keep premature
infants alive also reduce the number who are disabled. More infants live, but
fewer survive with disabilities. The widespread use of prenatal testing and
genetic counselling has also reduced the number of people born with
disabilities. The only segment of the population with disabilities that
appears to be expanding is the elderly, and even this is based on the
outdated and inaccurate notion that everyone past a given age is disabled.
Today, in Canada, we have many more people living into their 60s and 70s than
ever before, but today, in Canada, people who are in their 60s and 70s are
also healthier than their predecessors.
While it is not true that caring for people with disabilities strains
society's economic resources, it is true that some families experience stress
due to the illness or disability of a family member. However, the frequency
and extent of the stress experienced by families is vastly exaggerated
(Sobsey, 1990; Glidden, 1993) and based on negative stereotypes of people
with disabilities. Furthermore, killing the family member associated with the
source of stress is unlikely to be a successful strategy for reducing family
stress. Family stress is not and should never be a rationale for killing
family members without disabilities, and neither should the presence of a
disability in a family member.
Canada has identified suicide problem among its youth, and we have responded
"how can we prevent it?" Canada has identified a suicide problem among
Aboriginal Peoples,and we have responded "how can we prevent it?" Canada has
identified a suicide problem among people with disabilities, and we have
responded "how can we assist them to kill themselves?"
Assisted suicide refers to an individual taking his or her own life with the
aid of another individual. Physician-assisted suicide refers to an individual
taking his or her own life with the aid of a physician. Rational suicide
refers to suicide that results from a voluntary and competent decision by an
individual that future prospects do not justify continued living. Irrational
suicide refers to suicide that results from depression, anger, rage, fear, or
an emotional disorder.
Usually, proposals for assisted suicide suggest certain safeguards to
minimize misapplication and to help differentiate between assisted suicide
and murder. Quill, Cassel, and Meier (1992) present these typical safeguards:
oThe patient must have an incurable disease or disability that produces
mental or physical suffering, but need not be terminal.
oIllness or disability should be in advanced stages before euthanasia can be
oThe physician must determine that the suffering does not result from
inadequate treatment and should make all reasonable attempts to control pain.
oThe patient must ask to die and demonstrate certainty of decision.
oThe physician must be certain that depression or other conditions are not
distorting the patient's judgement.
oThe physician must exhaust all reasonable treatment alternatives.
oThe physician who normally treats the patient would assist with the suicide.
oAn independent physician should be consulted and agree that assisted suicide
oThe patient and the two physicians involved should sign a witnessed consent
Most discussions of assisted suicide consider assistance for rational suicide
but argue against irrational suicide. Nevertheless, the arbitrary distinction
between rational suicide and irrational suicide fails to recognize that all
suicide decisions include both cognitive (rational) components and affective
(irrational) components. Therefore, in reality, no suicide can be described
as wholly rational or irrational; each is somewhere on a continuum between
This brief is opposed to most forms of assisted suicide. It suggests that
legalization of assisted suicide would allow a small number of people who
have made rational choices to kill themselves with less pain or distress, but
it points out that this practice would legitimize a much larger number of
wrongful deaths. It also argues that rather than reducing the difficult legal
and ethical questions surrounding end-of-life decisions, legalization of
assisted suicide would open much broader and more difficult questions. Since
current discussions of assisted suicide and euthanasia fail to specify the
details of proposed legislation, it is necessary to consider a wide range of
possibilities. Table 1 illustrates some of the assumptions that underlie
various plans for euthanasia and the realities that undermine those
assumptions. Each of these points is discussed in this brief, and they are
grouped here primarily as a summary of information. In general, while
allowing for a wide range of possibilities, the analysis, predictions, and
recommendations in this brief are based on a program of assisted suicide and
euthanasia similar to the one currently in place in Holland.
Who would make end of life decisions? Would they have all the necessary
information? Would they be free from coercion?
Research suggests that many end-of-life decisions as well as many other vital
medical decisions are made by physicians and not their patients. The
"illusion of patient choice" has been discussed frequently in the
professional medical literature. Orenticher (1992), in reviewing several
studies, found that many physicians were uninformed about their patients
choices, exerted influence over patients choices to make them agree with
their own preferences, and simply ignored their patients' choices even when
they knew them, making their own decisions about treatment and ending
treatment according to their own attitudes and preferences. Even when
patients and their families are the nominal decision-makers, they often are
manipulated by the information given to them and the manner in which it is
presented. For example, studies have shown that physicians discussing heart
surgery with the parents of patients generally start out with a
predisposition to talk them into or out of the surgery. The same studies
indicate that these parents typically make choices consistent with the
physician's biases (Crane, 1975; Silverman, 1987). In simple language,
physicians talk parents of children without disabilities into consenting to
lifesaving surgery and talk parents of children with disabilities out of
consenting to lifesaving surgery. Such medical discrimination has been a
major problem for people with disabilities. Until there is assurance that
such medical discrimination no longer exists, giving physicians greater power
over the lives and deaths of their patients is a dangerous practice.
In research conducted at the University of Alberta, we reviewed 36 medical
records of healthy people with severe developmental disabilities for whom "Do
Not Resuscitate (DNR)" orders had been considered. None of these patients had
any acute severe health problems. Of these 36, none of them had a request for
the DNR order initiated by the family. The request was initiated by the
attending physician in 100% of the cases. In our opinion, the DNR requests
were inappropriate (there appears to be no legal basis for DNR orders for
these patients) and arbitrary (the same request was sent to all of the
families at the same time, regardless of the patient's current health
status). While only two families (6.7%) of 30 families who responded refused
consent to the implementation of DNR, all these patients' charts were
labelled "Do Not Resuscitate." Thus, it was the physician and not the patient
or the family who played the dominant role in this vital decision.
While patients have a clear right to be fully informed about their health
status, they are often poorly informed, especially in the case of
life-threatening illness. In many cases, families are informed by physicians
and the physicians and families make the decision about what and when to tell
the patient. Decisions to withhold information are often defended on the
basis of protecting the patient. This situation creates an obvious problem:
That is, it would be impossible for patients to make rational decisions about
suicide based on medical conditions about which they are not adequately
informed. In a recent poll of Canadians, it was found that 33% still believe
that physicians should withhold information about the conditions of their
patients, even if that information is essential to making vital decisions
(Singer, Choudhry, & Armstrong, 1993). The less obvious but perhaps more
catastrophic problem is that the decisions by families and physicians to tell
patients will, in many cases, be combined with the decision by families and
physicians to ask the person to consent to assisted suicide.
Table 1. Realities of euthanasia
Hypothetical case Reality of euthanasia
Autonomous decision oDecision rests mostly in the hands of physicians and
oIf decisions were truly autonomous, illness or disability would not be a
Informed decision oMany people with serious illnesses are never fully
informed about their condition.
oDeception is commonly practiced and recommended in some training programs.
Free from influence oStudies show physicians give the information that will
elicit the decision they want.
Free from coercion oEconomic factors and lack of humane programs often push
people to suicide.
Rational decision o Suicide is not more or less rational for people with
illness and disability than it is for people without disabilities.
o Depression and other mental disorders are commonly present in suicide.
oPeople with medical problems commonly experience depression.
o The desire for suicide in patients with terminal illness or chronic
disabilities is rare in the absence of clinical depression.
Competent decision maker oMost people euthanized in Holland are not assisted
suicides, and many never make a direct request for euthanasia.
No other treatment available oIn many cases where euthanasia is applied in
Holland, physicians admit other reasonable treatments were available but not
Require assistance oVery few people who are competent to request suicide
actually require assistance to complete the act.
oAssistance generally means making more preferred forms of suicide available.
oMost people with illnesses or disabilities who contemplate suicide do so at
early stages when they are as capable as anyone else of committing suicide.
Last stages of disease oMost people who consider suicide because of a medical
condition do so in the early stages of the disease and rarely consider it in
the late stages.
Equal access and accommodation oOther citizens are discouraged from suicide,
not assisted to kill themselves.
oEasy methods of suicide are often prohibited in order to prevent suicide. If
suicide is to be assisted, it should be assisted for all, not prevented for
some while assisted for others.
Such discussions about who would actually make the decisions regarding
physician-assisted suicide remain somewhat abstract without real data, which
are impossible to collect until and unless physician-assisted suicide is put
into practice. However, data from Holland, where physician-assisted suicide
is permitted, provide a useful guide. As shown in Figure 1, Dutch government
estimates suggest only 400 people (14.8%) actually consented to assisted
suicide, while 1300 (48.1%) received euthanasia after making some request or
advanced directive, and 1000 (37.0%) more received euthanasia without any
request (van Delden, Pijnenborg, & van der Maas, 1993). Since the current
Dutch guidelines are similar to those suggested for Canadian law, and since
Canada's population is about one and a times that of Holland, we could expect
these numbers to be increased by about 150% in Canada.
FIGURE 1. Assisted Suicide cases in Holland. These numbers could be expected
to translate to about 600 truly voluntary assisted suicides in Canada, 1950
voluntary euthanasias, 1500 nonvoluntary euthanasias, and 12,900 cases of
requests for assisted suicide that will be denied each year in Canada.
Another 8600 people requested euthanasia, but their requests were vetoed by
their doctors. These figures do not include approximately 5800 people who had
died because treatment was withheld or about 5000 more whose deaths were
hastened by medication given primarily to control pain. Thus, actual assisted
suicides represented a very small proportion of all these deaths. In fact,
the 1000 nonvoluntary euthanasia cases outnumbered actual assisted suicides
by 2.5 to 1.
In fact, this estimate almost certainly overestimates the percentage of cases
in which patients autonomously chose assisted suicide for two reasons. First,
75% of the Dutch cases of euthanasia are not reported as such (despite the
legal requirement to do so), and "26% of Dutch physicians went so far as to
say that they would not, under any circumstances, be willing to report a case
of euthanasia despite the legal requirement" (Ciesielski-Carlucci & Kimsma,
1994, p. 152). Unless we assume that physicians are as likely to report
illegal cases as legal cases, we would have to assume more illegal
(involuntary) cases go unreported. Second, even for the 400 who volunteered
for assisted suicide, this report gives no information about any coercive
circumstances that may have influenced their decisions, how well-informed
they were about their actual condition and prognosis, or how competent they
were to make their decisions. If any of the volunteers were coerced or had
incomplete or inaccurate information, this would further reduce the number of
volunteers for assisted suicide. In view of our findings in regard to DNR
orders and the work of Crane (1975) and Silverman (1987), which suggests that
physicians are often the real decision makers, it seems extremely likely that
many of the 400 volunteers were strongly influenced by others. In view of the
information presented in this brief on the relationship between illness,
depression, and suicide, on the lack of complete information commonly given
to patients with serious illnesses, and on the undue influence of physicians
in end-of-life decisions, it is likely that more than half of the 400
voluntary cases were not fully voluntary.
There is good reason to question whether all the Dutch volunteers were
competent to make the decision about suicide. For example, this year, the
Dutch Supreme Court ruled that mental illnesses, including chronic
depression, constitute disabilities for which assisted suicide is
appropriate. It is difficult to see how a person could be so severely
mentally ill that he or she would be better off dead and yet be rational
enough to make the decision to die, especially since 64% of all people who
commit suicide suffer from a major uncomplicated affective disorder
(typically depression), and an additional 13% suffer from major affective
disorders complicated by alcoholism (Buda & Tsuang, 1990). Estimates of the
number of people in the general population with major affective disorders
range from 6.1% to 9.5% of the population, which would translate to about
1,600,000 Canadians (Buda & Tsuang, 1990).
Many cases involve substitute consent. In such cases, the decision for
"voluntary assisted-suicide" is made by another person appointed as guardian
or substitute decision maker. Such individuals are typically entrusted to
make decisions for people who cannot make them for themselves. End-of life
decisions are commonly made by such individuals. In a Wisconsin case, for
example, it was ruled that a guardian could choose to let a comatose patent
die even though the patient had never indicated a preference for this
decision at any time in his life (In the matter of Guardianship of L. W.,
1992). Thus, while the argument is made on behalf of those who are personally
requesting assisted-suicide, most "assisted suicides" will in fact be
Are people with disabilities and chronic illness capable of making decisions
about suicide but unable to commit suicide without help? Would
physician-assisted suicide make suicide equally available to all Canadians,
regardless of disability status?
It has been argued that people with disabilities might be capable of deciding
to commit suicide, but physically unable to carry out the act. This provides
the basis for a constitutional argument that people with disabilities should
be provided assistance to commit suicide in order to have equal control over
their lives. This argument requires careful consideration.
It is clear that some people are capable of making informed decisions about
suicide but physically unable to act on this decision without assistance. The
number of people in this category, however, is very small, and the exact
number depends on the method of suicide. Figure 2 indicates common methods of
suicide for the general population. Although drugs and gas are often
considered easier methods of suicide, they are used in only 20% of cases. In
a study of young, presumably healthy college students, poison and drugs
accounted for 20% of suicide deaths, and gas accounted for another 14%; the
other 66% of suicides used less preferred methods, including firearms (30%),
hanging (17%), jumping (15%), and other means, such as drowning, slashing
wrists, vehicle crashes, fire, or electrocution (4%).
FIGURE 2. Methods of suicide. Only about 10% of people committing suicide use
poison or drugs, and this includes many methods that cause slow and painful
deaths. Most people who commit suicide use less preferred methods such as
guns and hanging.
Ironically, some of the methods that have been suggested for euthanasia may
seem more acceptable because they are seen as medical and not because they
actually produce less suffering. For example, potassium chloride injection,
mentioned in Special Senate Committee on Euthanasia and Assisted Suicide
Bulletin Number 3 as a substance requested for euthanasia, is among the
agents considered "unacceptable and absolutely condemned for use" as an
euthanasia agent (American Veterinary Medical Association, 1993, p. 239) with
animals because it is inhumane and causes respiratory arrest before
unconsciousness. Gunshot and electrocution are considered far less inhumane
methods of euthanasia.
Most people who commit suicide do not have access to easy means or
assistance. While suicide is legal in Canada, the government deliberately
controls many dangerous drugs and devices that might be employed in suicide
as a part of its suicide prevention program. Experts estimate that further
restriction of access to guns, dangerous drugs, and high places would reduce
youth suicide by about 18% (Rosenberg, Eddy, Wolpert, & Broumas, 1989). In
fact, restricting access to the common means to commit suicide is an
important component of suicide prevention programs (Lester & Leenaars, 1993).
One study showed that suicide by firearms decreased significantly in Canada
after Bill C-51 restricted firearms, and suicides by other means failed to
rise in response. Reduced access and discomfort with the means that are
available act as important deterrents to suicide for all Canadians. Providing
deadly drugs, medical expertise, and personal assistance would make suicide
much easier for those with this access. This goes beyond the intentions of
equal access and provides differential encouragement for suicide, which is
illegal under Canadian law.
Providing drugs and physician assistance would not give people with
disabilities equal access to suicide; instead, it would provide them with
encouragement to commit suicide when other citizens are discouraged.
Mislabeling this as accommodation and equal access has no basis in reality.
Suicide assistance for one segment of the population while other segments get
suicide prevention is both discriminatory and dangerous.
Would the requirement for physician involvement provide adequate safeguards?
Can physicians be expected to act rationally? Can physicians be trusted to
serve the best interests of their patients?
Physician-assisted suicide puts decisions about killing patients in the hands
of physicians. In most proposals, consultation with or review by a second
physician would be required in order to provide a safeguard against
inappropriate use of physician-assisted suicide. Such proposals place
enormous trust in physicians to act responsibly and in the best interests of
their patients. Is it reasonable to expect physicians to exercise this
The answer to this question is that some, probably most physicians would
exercise this responsibility wisely, but it is certain that some would not
act responsibly. How many physicians would act irresponsibly or irrationally
remains to be seen. Nevertheless, since proposed plans would give all
physicians the power to assist suicides, even a small minority could be
associated with large numbers of inappropriate deaths.
Substance abuse and psychiatric problems are not uncommon among physicians.
For example, studies of female physicians showed 39% to 51% had a history of
primary affective disorder (a problem commonly linked to suicidal thoughts
and actual suicide), a rate far exceeding females in the general population
(Holmes & Rich, 1990). The rate of suicide for female physicians is four
times as high as for controls of the same age and gender (Holmes & Rich,
1990). Studies of male physicians are less conclusive. Rates of suicide for
physicians as a whole appear to be about three times the rate for the
population as a whole, although these rates may not be significantly elevated
when compared to a sample matched for gender, age, ethnic origin, and
socioeconomic status (Holmes & Rich, 1990). Drug abuse is a frequent problem
among some groups of physicians (e.g., anesthesiologists, who are a likely
group to be involved in physician-assisted suicide procedures, [Holmes &
Rich, 1990]). Psychiatrists, a group likely to be involved in end-of-life
decisions also have a particularly high rate of suicide (Holmes & Rich,
Narcotic abuse among health-care professionals represents a particular
problem because it has not been uncommon for health care discouraged. divert
some of their patients pain-killing medication for their own use. Often, the
result is failure to adequately control the patient's pain. It would be
unfortunate if these same professionals were involved in their patients'
decisions to commit suicide.
The chronic problem of the sexual exploitation of patients by physicians and
other health care providers reveals further reason to question the adequacy
of physicians to safeguard the interest of patients (Shapiro, 1987; Smith &
Bisbing, 1988). Research suggests that as many as 10% of physicians engage in
the sexual exploitation of patients, in spite of ethical, professional, and,
in many cases, legal sanctions against this behavior. These physicians
selfishly ignore the harm done to their patients and act in their own
self-interest. Is it reasonable to expect them to exercise greater altruism
and responsibility when deciding who to assist with suicide?
Physicians roles in the Nazi T4 euthanasia program during the 1930s and 1940s
indicate how poorly medical involvement serves as a safeguard. Approximately
250,000 people with disabilities were "euthanized" during this program. Every
one of these people died as a result of a direct order from one of hundreds
(probably thousands) of physicians who reviewed their files and certified
that their life was truly "not worth living." Karl Brandt, the physician who
headed the program, never denied his involvement when tried after the war,
but he did deny that there was anything wrong with the program. He insisted
that the "underlying motive was the desire to help individuals who could not
help themselves and were thus prolonging their lives of torment" (quoted in
Metscherlich & Mielke, 1962, p. 266). The T4 program was legal and
legitimized by physicians who used such terms as "final medical assistance in
the case of incurable invalids" (quoted in Metscherlich & Mielke, 1962, p.
239). When objections were raised about the election of Hans Sewering, a
physician who is known to have sent more than 200 handicapped children to
their deaths as part of the Nazi euthanasia program, to head the World
Medical Association in 1992, Sewering indicated that he had never broken the
law (Leaning, 1993).
Similarly, the conduct of some Dutch physicians under the current
"assisted-suicide" program appears irresponsible. Fenigsen (1989) describes a
Dutch physician who was convicted of homicide after admitting to killing five
elderly patients without their consent. He was suspected in about 20
homicides of patients in "De Terp" old-age Home in the Hague, where the
secret killing of patients was exposed in 1985. Witnesses testified that some
of the individuals killed were not ill or debilitated but were only senile or
uncooperative with the staff. Many other patients were threatened with
euthanasia whenever they showed any sign of being uncooperative. Patients
were killed with difficult to trace insulin overdoses. This doctor pleaded
guilty to five murders and was found guilty for three murders. A citizens
committee was formed to support the physician, and the Board of Physicians
declared its alarm that this conviction might inhibit physicians or make them
feel insecure in carrying out other euthanasia actions. A higher court
dismissed the guilty pleas and declared him innocent; the punishment was
abolished, and a civil court awarded the physician 300,000 guilders (about
$200,000 Canadian) for his trouble.
In another case, aides at a Dutch nursing home who were killing patients
indicated that they were engaging in this practice because the physician was
too slow to euthanize patients (Fenigsen, 1989). The court refused to convict
them because they appeared to have humane motives. Ironically, the murder of
nursing home patients by staff is not uncommon. It has occurred in many
countries (including those that do not allow euthanasia), and it is
frequently defended as mercy killing (Sobsey, 1994). In reality, it rarely,
if ever is done as an of mercy. For example, the husband of Cathy Wood, an
American nurse's aid convicted of murdering patients at the Alpine Manor
nursing home in Michigan, wrote the judge and defended her acts:
How much did she really take? All of the victims weren't even living. They
enjoyed nothing, experienced nothing and were going to die. The families at
the times of death were relieved at the end of the suffering. (Ken Wood,
quoted in Cauffiel, 1992. p. 485)
Cathy's own admission that "we did it because it was fun" (Cathy Wood, quoted
in Cauffiel, 1992. p. 485), the fact that some of the patients killed were
healthy and happy, and the fact that the patients were chosen by their names
(Cathy Wood and her accomplices were trying to spell out "Murder" with the
patients' initials) raises questions about her altruism (Sobsey, 1994).
Health care providers who murder patients are not that uncommon. They are
among the most frequent and certainly the most prolific serial killers that
plague our society (Sobsey, 1994). Euthanasia and assisted suicide can
provide a smokescreen for their activities. Giving these people a license to
kill legally is not an attractive prospect.
A survey among two random samples of Dutch doctors (52% had actually applied
some form of euthanasia) revealed that 7% had defied the requirement that all
other reasonable treatment be tried before euthanasia, 12% of physicians had
ignored the requirement to consult with other physicians, and 26% of the
physicians who applied euthanasia falsified the cause of death. This would
translate to about 1000 cases per year of hidden cases of euthanasia. The
authors conclude that most family physicians follow the rules most of the
time (Van der Wal, van Eijk, Leenen, & Spreeuwenberg, 1992). Following most
of the rules most of the time may not be adequate grounds for giving
physicians the license to kill.
Would assisted suicide be based on devalued views of people with
disabilities? Would assisted suicide bring about further devaluation and
The proposition that physician-assisted suicide is a rational act is false.
This proposition depends on the fundamental assumption that suicide results
from a poor quality of life and that people with health problems and
disabilities always have a lower quality of life than people without health
problems or disabilities. It depends on the assumption that a rational
consideration of quality of life is the motivation for suicides. It depends
on the assumption that the course and prognosis of an illness or disability
is predictable and can be accurately forecast.
As stated earlier in this brief, the stereotype of people with chronic
illnesses and disabilities suffering endlessly is not justified by research.
Like all other members of society, people with chronic illnesses and
disabilities experience a full range of emotions. Some are distressed,
perhaps even suicidal, but others with the same illnesses and disabilities
are enjoying life. People without disabilities also experience a full range
of emotions. Some are distressed, and some are suicidal, while others are
enjoying life. Suicide is no more or less rational for members of either
group. People choose to commit suicide because they experience isolation,
boredom, anger, betrayal, humiliation, or a variety of other negative
emotions. The belief that disability or illness is a rational reason to
commit suicide is based only on negative ideas about illness and disability.
Many years ago, Henry and Short (1954) proposed that suicide was related more
to anger and blame than to quality of life. They suggested that if suicide
were rational it should be more prevalent in societies where quality of life
is generally lower. However, they also predicted that if suicide resulted
from self-blame, with no external person to blame for an individual's
difficulties, suicide would be more common in societies where quality of life
is higher. This theory was tested and confirmed by Lester (1984), and
empirical data confirm that suicide increases as quality of life improves.
Similarly, if we assume that suicide is a sign of low quality of life we
would have to conclude that White American males (22 suicides per 100,000)
are extremely disadvantaged compared to Black American males (12 suicides per
100,000), White American females (5.3 suicides per 100,000), or Black
American females (2.3 suicides per 100,000) (Gelman, 1994).
Finally, if suicide were a rational decision for people with chronic
illnesses and disabilities, we would expect that such rational suicides would
come in the later stages of an illness or when disabilities are most severe.
This is not the case. Studies of suicide in people with a variety of health
problems indicate that suicide is much more likely to occur when symptoms are
mild, in remission, or totally absent (e.g., Marzuk et al., 1988).
Furthermore, the course of illnesses and disabilities are typically
unpredictable. Beyond the basic fact that we will all die sooner or later,
medicine is unable to predict accurately the length of most lives or the
progress of most health conditions. For example, studies of physician's
predictions of patient survival suggest that they often are only slightly
better than chance. As a result, there is rarely any firm information upon
which to base a rational decision to commit suicide.
As a result of these factors, decisions about whose lives are not worth
living and who qualifies for assisted suicide can only be based on negative
stereotypes about people with disabilities. Furthermore, by allowing these
stereotypes to become the basis for assisted suicide, we would legitimize and
reinforce these stereotypes. Many of the problems experienced by people with
disabilities do not result from their physical condition; instead, they
result from systematic marginalization and social discrimination (Sobsey,
1994). People with disabilities are the victims of more crimes than people
without disabilities, they experience educational and vocational
discrimination, and they are among the poorest Canadians. Canada needs to
respond to social problems with social reform. We need to provide a life
worth living, not a final exit for people who can no longer cope with the
abuse. If we responded to any other marginalized group with this kind of
solution, there would be public outrage.
Could we tell murder from mercy?
Assisted-suicide and euthanasia are prohibited by law partly because they
differ from murder only in intent. Society has a strong interest in
protecting its members, and to do so, it must be able to tell the difference
between suicide and murder.
A Saskatchewan case of a farmer who admitted killing his daughter provides an
example of the difficulty inherent in proving intent. While this farmer's
wife was in church, he killed his 12-year-old daughter in the garage and left
her in bed for his wife to discover. When the medical examiner recognized
that the girl had been gassed, the father admitted doing it, but he indicated
that he killed her to release her from suffering because she had cerebral
palsy. Did the daughter want to die? Was her suffering unbearable? Did the
father act to help her, or did he just want to be rid of her? We must either
take his word that his actions were altruistic or reject it. Unfortunately,
there is no objective standard with which to decide his reasons for killing
Procedural guidelines, such as requiring the consultation of two physicians
or recording the patient's consent, provide only a little help in determining
whether an act is murder or assisted suicide. For example, how can we know
that the patient is accurately informed ? Health care providers often
misinform patients. For example, Walton (1985) prepares physicians for
working with patients with Amyotrophic Lateral Sclerosis (ALS) saying,
"Certainly a responsible relative should be told the truth....In order not to
destroy all hope, I prefer to say that the condition progresses slowly up to
point...and may even subsequently improve....Comparatively few patients seem
to be aware of the deception" (p. 376). The fact that physicians routinely
engage in deceptions and even include this tactic in a textbook for new
physicians makes it clear that in many cases the physician and the
responsible family member will manipulate the information given to the
patient in order to get the response they want. If they believe it is time to
end the person's life, they will provide the information in a manner to
ensure that the patient makes a "voluntary" decision to die.
Could the limits of assisted suicide be clearly defined? Would specific
legislation eliminate gray areas of ambiguity?
Current events in Holland show that opening the door to some forms of
euthanasia inevitably increases acceptance of other forms. For example,
Fenigsen (1989) cites the cases of four nurses at the Free University
Hospital in Amsterdam who secretly killed comatose patients. The Empoyees'
Council defended them saying that they had been forced to take these actions
by physicians who were too slow to order euthanasia. The court dismissed the
charges because it found that they acted out of humane considerations.
Although Dutch guidelines clearly restrict euthanasia to physicians, they
have been used to legitimize many other forms of euthanasia. Rather than
provide clear boundaries for the limits of acceptable and unacceptable
euthanasia, the Dutch guidelines have merely created more gray areas.
Physicians often face difficult legal and ethical end-of-life decisions: for
example, when to discontinue treatment and allow patients to die or when to
continue treatment to alleviate pain even though death may be hastened by
this treatment. Assisted-suicide legislation might be defended as providing
clearer boundaries for physicians and assisting them with these gray areas of
practice. In fact, the opposite will occur if physician-assisted suicide is
permitted. Current law and ethical guidelines are very clear. It is illegal
to kill a patient and to counsel or assist with suicide (#164#221[b] Criminal
Code of Canada) Similarly, the Hippocratic Oath is clear: "I will neither
give a deadly drug to anybody if asked for it, nor will I make a suggestion
to this effect" (translated in Edelstein, 1967, p.4). As pointed out by
Edelstein (1967), these words "can mean only that the doctor promises not to
supply the patient with poison if asked by him to do so nor to suggest that
he take it. It is the prevention of suicide, not murder, that is here
implied" (p. 10). The law and ethical guidelines are crystal clear. Creating
some exceptions can only increase ambiguity and provide a rationale for other
illegal and unethical exceptions. Physicians will be faced with more and more
difficult decisions about when these exceptions are appropriate.
Although the problems with ambiguous guidelines and the creation of gray
areas around the fundamental protection of life have resulted in continual
discussions of assisted suicide, Canadians have repeatedly rejected the
notion of assisted suicide. For example, in 1993, the Canada's Law Reform
Commission's Report on Euthanasia, Aiding Suicide, and Cessation of Treatment
(Law Reform Commission of Canada, 1983) warned of the danger in
decriminalizing assisted suicide and euthanasia:
The Commission therefore recommends against legalizing or decriminalizing
voluntary active euthanasia in any form and is in favour of continuing to
treat it as culpabable homicide. (p. 18)
Moreover, there can be other cases in which aiding suicide is done for far
less altruistic motives, and which do warrant a legal penalty.The Commission
agrees with that view and does not recommend that aiding suicide be
decriminalized. (p. 21)
Similarly, the Canadian Medical Association, which represents 80% of Canada's
physicians, sent "a strong message to Ottawa that change [in the assisted
suicide law] is not welcome" (Adolph, 1994, p. A1) by voting against a
proposal that would allow physicians to make up their own minds on assisted
suicide. Only 73 (30.4%) of the 240 physicians who voted supported the
resolution for doctors to make up their own minds, although the vote remained
close because of a large number of abstentions. Nevertheless, the 30.4% of
physicians who voted in support probably overestimates the percentage of
supporters of assisted suicide since they only voted "yes" to making up their
own minds, not "yes" to assisted suicide.
The rejection by Canada's physicians and the Law Reform Commission was the
result of careful analysis and grave concerns. This rejection should not be
dismissed as the rantings of some uninformed special interest group.
Previous bills to legalize euthanasia and assisted suicide in Canada have
failed to gain adequate support, and the Supreme Court of Canada denied Sue
Rodriguez the right to assisted suicide on September 30, 1993. The British
Columbia Court of Appeal had already upheld the prohibition of assisted
suicide in this case in February 1993. While the Supreme Court's decision was
a close and minority members found a basis for allowing access to suicide,
#164# 241(b) of the Criminal Code was upheld, and the decision of the Supreme
Court should be seen as final. The majority decision warns that if exceptions
were made to permit assisted suicide, "there could be no guarantee that
assisted suicide could be limited to those who genuinely wish to die" (Smith,
1993, p. 6). This warning, taken with the experiences of Germany and Holland,
should be clear enough.
Is illness or disability a rational reason for suicide?
Should access to assisted suicide be based on health status?
The man who in a fit of melancholy, kills himself today, would have wished to
live if he had waited a week.
Terminal illness and permanent disability have been proposed as uniquely
rational reasons for suicide. While it is true that medical conditions are
sometimes associated with suicide, they are no more rational than other
reasons, and they tend to be interwoven with a web of other reasons that are
unrelated to health or disability status.
Depression Clinical depression is associated strongly with suicide and is
commonly linked to state of health. Clinical affective disorders, typically depression,
are present in about three quarters of all people who commit suicide (Black
& Winokour, 1990). Research on suicide has increasingly shown a physiological
component, which is demonstrated by genetic studies, chemical studies, and
brain electrical activity studies (Maris, 1986). Depression and depression
accompanied by substance abuse are the conditions most frequently associated
with the desire to commit suicide. In June 1994, the Dutch Supreme Court
ruled that physicians had a right to assist in the suicide of people with
mental disorders, including depression, and that depression alone, with no
other mental or physical illness, was adequate reason for assisting a person
commit suicide. With a similar law in Canada, the vast majority of people who
are now receiving suicide prevention services would become eligible for
While it is worrisome that depression alone is viewed as an illness that can
be "treated" with assisted suicide, it is even more worrisome that depression
is rarely considered as a factor in assisted suicide. It is often simply
assumed that those who are physically ill and wish to die are acting from
rational motives. Nevertheless, depression is a critical factor in serious
illness (Sullivan & Younger, 1994):
Depression is especially common among the medically ill. Studies have
revealed that the most frequent precipitant for depression in the elderly is
physical illness. Furthermore, the rate of depression has been shown to be
higher in those who are severely ill.(p. 975)
The depressive symptoms that are most likely to impair a patient's capacity
to appreciate his or her medical situation accurately are the distorted
assessments of self, world, and future that typify depressive thinking.
Depressive helplessness produces an underestimation of one's possible
effectiveness in the face of serious illness. Guilt and worthlessness may
make one believe that suffering and death are deserved and should not be
forestalled. (p. 976)
Hopelessness is not a reflection of objective information about one's future.
It is a state of mind influenced by attitude as well as biochemical
processes. It is directly associated with depression. If suicide was a
rational decision for people with health problems and disabilities, it would
occur more frequently as the the individual's condition deteriorated, but
this is not the case. Instead, suicide is more likely to occur soon after
Terminal Illness In reality, cases where the prognosis is a certainty are
exceptional. In most cases, even physicians' most basic predictions about who
will live and who will die are only marginally better than chance. Complex
computer programs have been used to aid in prediction and have improved the
accuracy, but even these make large numbers of errors. The APACHE (Acute
Physiology, Age, and Chronic Health Evaluation) program often can predict who
will live and who will die in the intensive care unit with a slightly better
than 80% accuracy. This mean that even with advanced computer systems about
one prediction in five will be wrong, and this is only a gross prediction of
survival; finer predictions about the state of health or function for those
who do survive are even more difficult. In one example of research on the
accuracy of APACHE (Abizanda et al., 1994) to predict survival of Intensive
Care Unit patients, the program correctly predicted the deaths of 47 (8%)
patients and the survival of 419 patients (74%); but 29 (5%) who were
expected to die survived, and 69 (12%) who were expected to live died. In
other words, if all 86 patents expected to die were euthanized, 29 people
(34%) would have been killed based on a false prediction of death. Other
studies report similar results. One study used advanced techniques to
categorize nonalcoholic liver disease patients into those who would live and
those who would die, and it reported powerful results (p <= 0.001); but when
these results are translated into predictions of individual cases, 12% of the
"survivors" died, and 47% of those predicted to die survived (Schrander-van
der Meer & Vogten, 1992). Such predictions seem like a poor basis for
deciding who should be euthanized.
Cancer Suicide among cancer patients also fails to be associated with more
advanced stages of the disease, but it does seem to be associated with the
use of certain medications and with a pathological fear of cancer (Mackenzie
& Popkin, 1990). This pathological fear of cancer is commonly associated with
clinical depression. One study of 44 terminally ill (43 with cancer) hospice
patients found 33 (77%) had never considered suicide. Of the 10 (23%) who had
thought about suicide, all 10 were found to be suffering from clinical
depression (Brown, Henteleff, Barakat, & Rowe, 1986).
Acquired Immune Deficiency Syndrome (AIDS) Marzuk and colleagues (1988) found
that suicide was 36 times as likely in men with AIDS as in other men of the
same age; but all of the AIDS-related suicides in this study occurred within
9 months of diagnosis, and none of them had advanced forms of the disease.
This suggests that depression and humiliation are likely to be powerful
components in these men's decision to commit suicide. As suggested by
Mackenzie and Popkin (1990), "the contemporary stigmata attached to this
diagnosis may drive some to suicide" (p. 209). The solution to this problem
is changing society's attitudes toward people with AIDS, not driving them to
suicide and then helping them do the job. Certainly, some people with AIDS do
choose suicide during later stages of the disease, but these suicides are
also difficult to defend as inherently rational since these patients show
brain changes that are often associated with memory loss, depression,
personality changes, or even psychosis (Mackenzie & Popkin, 1990).
Furthermore, while AIDS is normally a fatal condition, the course of the
disease and likelihood of death at any specific time are unpredictable. For
example, one study, using highly sophisticated techniques to predict who of
2,113 AIDS patients would die and who would be discharged, concluded that the
system was very helpful because it correctly identified 66% of the patients
who would die (Stitt, Lu, Dickson, & Klimas, 1991).
Epilepsy Suicide appears to be more frequent among people with epilepsy and
brain injury. However, this appears to be associated with brain damage in
some cases and to the side effects of medications commonly used with epilepsy
in other cases. Multiple sclerosis appears to associated with higher rates of
suicide than found in the general population, but it is often associated with
affective disorders and clinical depression. Huntington's Chorea is another
neurological disease that is associated with increased rates of suicide, but
again, it seems related to organic brain damage (Mackenzie & Popkin, 1990).
Amyotrophic Lateral Sclerosis (ALS ) ALS or motor-neurone disease results in
the degeneration of nerves that control muscles, but it does not appear to
affect the brain in a manner that would be likely to cause an affective
disorder. The disease results in progressive loss of all motor functions that
eventually lead to death. The course of the disease is unpredictable, and it
may progress rapidly for a period of time and then arrest for a significant
period of time at any stage before another period of progression. Survival
from the time of diagnosis can vary from a few months to many years.
Depression and possible suicide are most likely to ensue shortly after
diagnosis. For example, one patient described his "deep depression" and
dreams about death after receiving the diagnosis. The depression became
deeper as his ALS progressed rapidly and he was given a prognosis of not
living for more than a couple of years. In spite of his depression and the
doctor's negative prognosis, he resisted the urge to commit suicide. This man
made his decision more than 30 years ago, and in those 30 years, he has
completed his doctoral dissertation, married, had children, traveled around
the world, written one of the all-time leading international best-selling
books, become the world's best known theoretical physicist, and made a huge
contribution to humanity's understanding of the universe (Ferguson, 1992).
The man's name is Stephen Hawking. If Stephen Hawking was offered the
assistance to commit suicide three decades ago during his depression, would
he have taken the opportunity? Perhaps not, but if he had, the world might
very well be a different place.
Spinal Cord Injury Suicide has increased substantially among people with
spinal cord injury, but research suggests that many people with spinal cord
injuries demonstrate impulsive and self-destructive behavior before
sustaining their injuries. Nevertheless, most suicides that follow spinal
cord injury occur close to the time of the original injury, suggesting that
depression eases as the individual adjusts to his or her new lifestyle.
Furthermore, the severity of the injury does not predict the likelihood of
Larry McAfee, who was paralyzed in a motorcycle accident and asked to be
assisted with suicide, provides a powerful reminder that spinal cord injured
people can adjust to a new lifestyle. The court approved his petition for a
rational assisted-suicide, but disability-rights activists protested,
suggesting that the court's willingness to assist him to die was based on his
disability status, and therefore, people with disabilities did not have equal
protection under the law. They also pointed out that McAfee wanted to die
because he was receiving poor quality care. He was being shuttled from one
nursing home to another, and the solution should have been better care and
not helping him die. By the time the case was settled, McAfee was receiving
better care, happier with his circumstances, and no longer wanted to die
Disabilities Suicide and suicide prevention are important concerns for
people with disabilities. For example, a recent study (Masuda, 1994) by DAWN
Canada (DisAbled Women's Network Canada) indicates that 60% of women with
disabilities have contemplated suicide, and 28% have attempted it; however,
the report suggests that discrimination and abuse were among the reasons
attempted suicide and suicide and not necessarily the result of a woman's
physical condition. Canada should be able to find a better answer than
assisted suicide to help ease the plight of these individuals.
The boundaries between rational and irrational suicide for people with
chronic illnesses or disabilities remain illusive for the people who would
volunteer for suicide and for those who would endorse and assist their
decisions. This is not a case of small gray areas of uncertainty; instead,
the majority of cases fall into a vast area of ambiguity.
A NOTE ON ANIMAL EUTHANASIA
It has been argued that we "put dogs to sleep to end their suffering" and
"why not show the same mercy for human beings?" The truth is that we do put
some dogs are put to sleep to end their suffering. But, many more are killed
because they are abandoned, because those responsible for them don't want to
pay for their medical treatment, because they are sacrificed for
experimentation or because we do not like the way they behave. It is
intention of mercy that legitimizes all the other reasons. This kind of mercy
should never be extended to human beings.
Advocates for euthanasia have suggested that suffering animals are put to
death and people should be given the same dignity. If such an analogy is
used to defend the mercy killing of humans, it is important to understand the
reality of veterinary euthanasia, which is a much crueler truth. Very few
animals are killed solely to end incurable suffering. Many are killed because
they are merely unwanted, because they are no longer considered appealing,
because their behavior is unacceptable, or because the people responsible for
their care cannot or do not want to pay for treatment that would save their
lives or ease their pain (Cohen & Sawyer, 1991; American Veterinary Medicine
Panel on Euthanasia, 1993). All of these intentions are lumped together under
the category of veterinary euthanasia. For example, the American Veterinary Medicine
Panel on Euthanasia (1993) discusses euthanizing "healthy and unwanted
Statistics from the Edmonton Society for the Prevention of Cruelty to Animals
(SPCA) for 1993 indicate something about the reasons for euthanizing animals:
Of 17,147 companion animals (dogs and cats) admitted, 44% (7,559) were
euthanized; and of those euthanized, 836 (11%) were young healthy animals
killed simply because no one wanted them, 1437 (14%) were old healthy animals
killed because they were unwanted, 2036 (27%) were killed because their
behavior was unacceptable, and 3,250 (43%) were killed because of poor health
or injury. According to the report, however, "many" of the 43% euthanized
because of "poor health or injury" could have been cured and adopted if they
had received treatment.
Common acceptable methods of animal euthanasia include microwave irradiation,
decapitation, gunshot, electrocution, and penetrating captive bolt (American
Veterinary Medicine Panel on Euthanasia, 1993). Other methods in use but
"unacceptable" include drowning, bleeding, strychnine, cyanide, freezing, and
rapid decompression. There are few legal safeguards regarding animal
euthanasia: For example, Soave and Crawford (1981), in their text on
veterinary law, simply recommend that veterinarians be sure to get the
owner's signature on a consent form, make sure the person consenting is the
real owner, and do not destroy animals at the request of minor children
without parental consent. The notion of applying these practices to humans
is absurd. Again, it is the rare exception (i.e., the animal with untreatable
suffering) to kill an animal to release it from agony, but this rationale is
used to legitimate the common practice (i.e., the healthy unwanted animal
killed because it is unwanted).
Involuntary euthanasia and nonvoluntary euthanasia, including euthanasia with
substitute consent, are fundamentally unacceptable practices. Since they
would not be under the control of the individual who is killed, they cannot
be defended as increasing autonomy or personal choice. They would be
impossible to implement in a manner that ensured that they were in the
interest of the individuals whose lives were most directly affected. In
short, there is tremendous potential for abuse.
Assisted-suicide or voluntary euthanasia would increase voluntary decision
making and control over one's person for a small number of individuals;
nevertheless, it does not constitute a civil rights issue of equal access
since most people with disabilities who are able to make choices are also
able to kill themselves by some means, even though these generally represent
less preferred methods. Society generally attempts to discourage and prevent
suicide for all its members, and it should respond in the same way when
people with disabilities contemplate suicide.
The number of people with terminal illnesses and disabilities who would make
truly voluntary decisions to end their lives would be extremely small. In
order to extend this freedom to this small number of people, many more people
would have their lives and care put in jeopardy. Based on the experiences
with the Dutch and German euthanasia programs, it is likely that opening this
door will permit more involuntary and nonvolunatry deaths than truly
voluntary suicides. Putting so many people at risk for the possible benefit
of a much smaller number is unacceptable.
If strict safeguards for physician-assisted suicide were applied and enforced
(i.e., requiring a waiting period to ensure that the decision is consistent
and not an impulsive reaction to a diagnosis; ruling out people with clinical
depression or other confounding conditions, at least until treated; providing
access to counsellors; keeping records of the information given to patients
to ensure their is no undue influence; requiring consultation with a second
physician prior court approval), the number of physician-assisted suicides in
Canada would remain small (e.g., under 200 per year). If loose guidelines are
employed, the number of euthanasia deaths will be much larger and increase
over time (e.g., 2000-5000 a year within 10 years of legalization), but most
will not be truly voluntary and would remain illegal under stricter
The health-care system should never be used as a substitute for the
due-process protection of human life. If there are any cases that require
special consideration to obtain assistance to commit suicide, these case
should be heard in court, ensuring a high level of protection for the lives
of all Canadian citizens.
Suicide by individuals with illnesses or disabilities is no more or less
rational an act than it is for other citizens. The view that suicide is
rational for people with illnesses or disabilities but irrational for other
Canadians is based on a devalued and prejudicial view of people with
The following predictions are made about what will happen if assisted suicide
is legalized for people with illnesses and disabilities in Canada:
1. A small number of people (e.g., 500 per year) will ask for and receive
euthanasia. Even among this small number, questions will arise about how many
were free of clinical depression, fully informed, and insulated from coercion
and undue influence.
2. A much larger number of people (e.g., 3000 per year) for which no
voluntary consent exists will be killed.
3. Law and guidelines will be routinely violated, but prosecutions of
violators will be rare or nonexistent.
4. Cases will arise in which the intent to murder appears apparent, but
prosecutors will refuse to prosecute or defendants will be acquitted because
of the assisted-suicide defense.
5. People with disabilities and illnesses will report fear of involuntary
euthanasia, threats of involuntary euthanasia, and pressure to end their
6. People with disabilities and illnesses will come to view the practice as
fundamental and life-threatening discrimination.
7. Physicians will report even more ethical and legal difficulty dealing with
end-of-life decisions than previously existed.
8. There will be increasing pressure to legalize nonvoluntary and involuntary
9. Evidence will arise that some health care providers are attempting to
encourage suicide as a cost-control measure or public health measure. For
example, some health care providers will attempt to influence people with
AIDS to accept suicide in order to eliminate the risk of infecting others and
to save money.
10. Eventually, any law that provides assistance for people with illnesses or
disabilities to commit suicide while discouraging and prohibiting assisted
suicide for other citizens will be found to violate Canada's Charter of
Rights and Freedoms.
Involuntary and nonvolunatry euthanasia should not be legalized in Canada.
Legalization of assisted suicide should be considered with great caution only
if the following safeguards can be met:
1. Disability or illness should not be a consideration in legitimizing
assisted suicide. If assisted suicide is legalized, it must be legal for all
citizens with or without disabilities. Legal safeguards should be in place to
determine that the person is fully competent, free of clinical depression and
other mental disorders, has made a consistent decision over time, and is free
from undue influence and pressure. Consistent with the principle of autonomy,
the individual's reason for choosing to die should not be considered
legitimate or illegitimate. If such safeguards are not adequate enough to
protect all citizens, they are not adequate enough for people with illnesses
2. Physicians and health care providers should not become the guardians of
access to assisted suicide. If law allows assisted suicide, the courts should
be the decision makers, providing safeguards against the abuse of these
provisions. In any case of assisted suicide heard by the court, an advocate
for prevention should be included.
3. If physicians are involved in suicide decisions or acts, they should not
be the same physicians that have treated the individuals whose lives they are
now involved in ending.
4. Suicide among people with illnesses and disabilities should be viewed as a
public mental health concern like other suicides in Canada. It should be a
subject of research and prevention programs.
5. Physicians and other health care providers should become more involved in
suicide prevention programs. Canada should work to reduce its status as
having the third highest rate of suicide in the world among young people.
6. More specific laws and guidelines need to be developed regarding the use
of pain medication for people whose lives may be shortened by its use. It is
recommended that individuals undergoing such treatment should be given a
choice both at the early stages of treatment and at the time of
administration of any life-threatening medication.
7. More specific laws and guidelines need to be developed on withholding
medical treatment. These guidelines should be developed to help define what
constitutes heroic care or extraordinary efforts, which need not be used in
every case. They should also be designed to identify medical discrimination
and inappropriate withholding of care.
8. Prosecutors should prosecute cases of illegal euthanasia whether they are
committed as an act of commission or omission.
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Conflict is likely to arise in a number of situations. These include:
- Disagreement from participants over a penalty/infringement
- Perceived bias shown by the official in the eyes of participants/coaches
- Frustration shown by participants as a result of their level of performance or the competition result
- Misunderstanding of instructions or rulings from an official
- Sledging between participants
There are occasions when conflict in the sporting environment is inevitable, however developing strategies to minimise conflict from arising is vital. The following tips may assist officials’.
Tips for preventing conflict
Prevention is always better than cure! If action is taken early in the game, conflict is less likely to occur
Make competitors aware of your presence by reacting immediately to rule infringements (when appropriate)
Remain objective, no matter what prior knowledge of participants/teams an official has.
Be definite and firm with decisions and communication
Look sharp and act sharp - this will gain respect as an official
Don’t take criticisms personally. Remember that coaches and participants are seeing the game from a different perspective to the officials
At the beginning of the competition, provide structure and guidance, but also start a dialogue with the participants. Acknowledge the participant’s abilities and experience, and invite constructive viewpoints from some participants
Speak clearly and firmly in heated situations. This will indicate confidence in managing the situation
Keep cool - if it starts to get a bit hot …
The official is often called upon to manage conflict situations and attempt to resolve them. It is virtually impossible for sports officials to avoid dealing with conflict, even when they have implemented prevention strategies.
Tips for resolving conflict
Be professional: Speak clearly and stay composed in heated situations. This demonstrates confidence in managing the situation. Avoid argument or debate, and don’t try to bluff through with unjustified rulings.
Remain calm: Don’t over-react. Stay relaxed and adopt a low-key posture/body language. Use objective, neutral language.
Address the problem - not the emotions: Try to put aside the emotions of all parties. Emotions inevitably inflame the situation. By dealing with the facts and the available evidence, the official is more likely to be seen as making a fair and appropriate decision.
Focus on the person: People are not objects, and they don’t like being treated as such. Acknowledge a participant with eye contact and use their name if possible. Recognise that they have something to say, and don’t just dismiss them.
Be fair: Avoid team or individual bias at all costs. Demonstrating integrity is one of the greatest assets of an official.
Be confident and open: Don’t be defensive or try to justify actions. Clarify decisions when appropriate, based on the facts and the evidence presented.
Be firm: Deal with unacceptable behaviour firmly and quickly. Set boundaries in a polite, professional and assertive manner.
Remember that 90% of conflict occurs not because of what was said, but the tone in which it was said!
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One night back in May, I went to sleep with perfectly normal blood pressure, an unremarkable 120/80. The next day, I woke up in a blood pressure danger zone. What happened? My blood pressure didn't spike overnight; instead, government officials issued revised blood pressure guidelines that included a new category: prehypertension.
Between those of us with newly-minted prehypertension (some 23% of the population), and people who have full-blown hypertension (at least another 25%), danger-zone blood pressure is an emerging epidemic in this country. Nearly half of all American adults over 18 are in one category or the other.
Are so many of us really so unhealthy? I'm only 36. I run three miles every other day. (Well, okay, sometimes I skip a day.) I almost never eat fried foods. I'm just one of thousands of people in their 30s, 40s and 50s who thought we were paragons of health until the new numbers were released. Are the doctors just trying to scare us?
A Wake-Up Call
"This is a wake-up call. We've changed what normal is, because we now know that blood pressure in the prehypertension range is not normal," says Sheldon Sheps, MD, medical editor of MayoClinic.com's High Blood Pressure Center. He served on the committee that drafted the new guidelines.
"There is increasing evidence of the relationship between an elevated blood pressure and future problems with heart attack and stroke. With each level of increase in pressure, you get increased risk," he tells WebMD. Consider these startling statistics:
- People with blood pressure levels between 120/80 and 140/90 - levels once considered normal - have twice the risk of heart disease as those with low blood pressure.
- And people with blood pressure above 140/90 - the definition of high blood pressure -have four times the risk of heart disease as people with low blood pressure.
"We've also learned that people age 55 and older, who currently have normal blood pressure, have a 90% risk of developing high blood pressure down the road," says Aram Chobanian, MD, Dean of Boston University School of Medicine, who chaired the guidelines committee.
"We have a lot of concern about this rise in blood pressure over the course of our lifetimes, and to try to prevent that from happening, we have identified a 'prehypertension' group in which lifestyle changes can make a difference," Chobanian says.
But if so many people are already likely to go on to develop high blood pressure, can we really avoid it? Maybe high blood pressure is just an inevitable consequence of aging. Not so, says Chobanian.
"There are populations in the world where age-related rises in blood pressure are minimal. In areas of Mexico, certain areas of the South Pacific, and other parts of the world with very low salt intake, there's not anywhere near the age-related rise in blood pressure that we see in the United States."
The Name of the Game: Prevention
So if rising blood pressure and aging don't -- or shouldn't -- go hand in hand, what should the millions of us who now have prehypertension do about it? The good news: we shouldn't be looking for a new pill. "Unless you have diabetes or kidney disease, people with prehypertension don't need to be on medication," says Sheps.
That's also the bad news. Preventing high blood pressure means lifestyle changes, which is usually harder than popping a pill. Number one on the blood pressure reduction hit parade: preventing or treating obesity. As our pants sizes get smaller, so do our blood pressure numbers. Of course, the opposite is true as well. With our nation on a supersizing binge and a growing percentage of adults and children becoming overweight or obese, it's no surprise that rates of high blood pressure have skyrocketed as well.
The DASH Diet
You can get your weight down by any number of methods, but ultimately, staying healthy means choosing a plan you can live with long-term. Of the trendy high-protein, low-carb plans like Atkins and South Beach, Sheps says, "If you want to try them to get a jump-start on weight loss, go ahead for a month or two months. That's about all people can stand before they get bored to tears.
"But for life, the diet you need to be on for life is the DASH diet, which is not specifically designed for weight loss. The Holy Grail is a healthier lifestyle and we know from untold numbers of studies that if you follow a diet rich in fruits and vegetables and low in fat, you'll live longer and better."
High in whole grains, fruits, and vegetables, and low in total saturated fats, DASH (Dietary Approaches to Stop Hypertension) has been found to be as effective in reducing blood pressure as blood pressure medication. "It's not clear what it is about DASH that works, but it's high in potassium and calcium and low in saturated fat and sodium," says Chobanian. "It's a sensible diet that you can realistically follow for the rest of your life."
Studies have also shown that DASH is even more effective in controlling weight and reducing blood pressure when combined with a regular exercise program. If you can't fit in the newly-recommended one hour of physical activity a day, half an hour daily still beats never breaking a sweat.
Ultimately, say experts, those of us with prehypertension need to be more aware of our changing blood pressure rates. Sheps suggests monitoring your blood pressure on your own between doctor's visits, using a home blood pressure device. "Just make sure the cuff size is appropriate," he says. "It needs to cover at least 80% of the circumference of the arm."
Putting the brakes on the high blood pressure epidemic won't be easy. "It's always an uphill battle to get people to change their lifestyles," says Chobanian. Yet these days, when half of American adults are at risk for heart attack or stroke because of their blood pressure, doctors say it's time for a major public health effort.
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Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
The law of effect basically states that “responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation.”
Early use of the law of effect was applied to neural changes rather than behavioral changes: The strengthening and weakening of neuron connections are due to delightful and unpleasant outcomes respectively.
The law of effect is an operant conditioning. This form of conditioning was first discovered in the 20th century in Cambridge, Massachusetts by Edward L. Thorndike. Edward Thorndike first tested his theory on learning behavior using a customized puzzle box in which a hungry cat was placed. The puzzle box consisted of a lever or a loop that could open the door, thereby releasing the hungry cat to freedom and to the food placed just outside the box. He noted the amount of elapsed time it took the cat to press the lever and free itself. Thorndike discovered that during the first few trials the cat would respond in many ineffective ways, such as scratching at the door, digging at the floor, and pushing at the ceiling, before it discovered the correct solution (pulling the loop or pushing the lever) and was freed from its wooden prison. With each successive trial, it took the cat, on average, less and less time to escape. The cat came to associate the pressing of the lever (or pulling of the loop) with the opening of the door. This has been termed a stimulus – response reaction, with the stimulus "being inside the box" the "pressing of the lever" the response.
Law of effect can be defined as the primary belief that in learning a pleasing after-effect directly strengthens the connection that produced it.
The law of effect was published by Edward Thorndike in 1905 and states that when an S-R association is established in instrumental conditioning between the instrumental response and the contextual stimuli that are present, the response is reinforced and the S-R association holds the sole responsibility for the occurrence of that behavior. Simply put, this means that once the stimulus and response are associated, the response is likely to occur without the stimulus being present. It holds that responses that produce a satisfying or pleasant state of affairs in a particular situation are more likely to occur again in a similar situation. Conversely, responses that produce a discomforting, annoying or unpleasant effect are less likely to occur again in the situation.
Psychologists have been interested in the factors that are important in behavior change and control since psychology emerged as a discipline. One of the first principles associated with learning and behavior was the Law of Effect, which states that behaviors that lead to satisfying outcomes are likely to be repeated, whereas behaviors that lead to undesired outcomes are less likely to recur.
Thorndike emphasized the importance of the situation in eliciting a response; the cat would not go about making the lever-pressing movement if it was not in the puzzle box but was merely in a place where the response had never been reinforced. The situation involves not just the cat’s location but also the stimuli it is exposed to, for example, the hunger and the desire for freedom. The cat recognizes the inside of the box, the bars, and the lever and remembers what it needs to do to produce the correct response. This shows that learning and the law of effect are context-specific.
B = k Rf / (Rf0 + Rf)
where k and Rf0 are constants. Herrnstein proposed that this formula, which he derived from the matching law he had observed in studies of concurrent schedules of reinforcement, should be regarded as a quantification of the law of effect. While the qualitative law of effect may be a tautology, this quantitative version is not.
An example is often portrayed in drug addiction. When a person uses a substance for the first time and receives a positive outcome, they are likely to repeat the behaviour due to the reinforcing consequence. Over time, the person's nervous system will also develop a tolerance to the drug. Thus only by increasing dosage of the drug will provide the same satisfaction, making it dangerous for the user.
Thorndike’s Law of Effect can be compared to Darwin’s theory of natural selection in which successful organisms are more likely to prosper and survive to pass on their genes to the next generation, while the weaker, unsuccessful organisms are gradually replaced and “stamped out”. It can be said that the environment selects the "fittest" behavior for a situation, stamping out any unsuccessful behaviors, in the same way it selects the "fittest" individuals of a species. In an experiment that Thorndike conducted, he placed a hungry cat inside a "puzzle box", where the animal could only escape and reach the food once it could operate the latch of the door. At first the cats would scratch and claw in order to find a way out, then by chance / accident, the cat would activate the latch to open the door. On successive trials, the behaviour of the animal would become more habitual, to a point where the animal would operate without hesitation. The occurrence of the favourable outcome, reaching the food source, only strengthens the response that it produces.
Colwill and Rescorla for example made all rats complete the goal of getting food pellets and liquid sucrose in consistent sessions on identical variable-interval schedules.
The law of effect provided a framework for psychologist B. F. Skinner almost half a century later on the principles of operant conditioning, “a learning process by which the effect, or consequence, of a response influences the future rate of production of that response.” Skinner would later use an updated version of Thorndike’s puzzle box, which has contributed immensely to our perception and understanding of the law of effect in modern society and how it relates to operant conditioning.
- ↑ 1.0 1.1 Gray, Peter. ‘'Psychology'’, Worth, NY. 6th ed. pp 108–109
- ↑ A. Charles Catania. "Thorndike's Legency: Learning Selection, and the law of effect", p. 425-426. University of Mary Land Baltimore
- ↑ Carlson, Neil and et al. "Psychology the Science of Bahaviour", p. 206. Pearson Canada, United States of America. ISBN 978-0-205-64524-4.
- ↑ Connectionism. Thorndike, Edward.Q Retrieved Dec 10, 2010
- ↑ Boring, Edwin`. Science. 1. 77. New York: American Association for the Advancement of Science , 2005. 307. Web.
- ↑ Law of Effect. eNotes.com. URL accessed on 2012-08-02.
- ↑ Herrnstein, R. J. (1970). On the law of effect. Journal of the Experimental Analysis of Behavior, 13, 243-266.
- ↑ Neil et al., Carlson (2007). Psychology The Science Of Behaviour, New Jersey, USA: Pearson Education Canada, Inc.,.
- ↑ Nevin, John (1999). "Analyzing Thorndike's Law of Effect: The Question of Stimulus - Response Bonds", Journal of the Experiment Analysis of Behaviour.
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Название: Problems in General Physics. 1981.
Автор: Иродов И.Е.
Двухтомный сборник решений к задачнику о общей физике Иродова И.Е. на английском языке, все решения выполнены господином A.K. Singh из Индии.
From the preface to the first edition:
The book entitled "Problems in General Physics" authored by I.E. Irodov (a noted Russian physicist and mathematician) contains 1877 intriguing problems divided into six chapters.
After the acceptance of my first book "Problems in Physics", published by Wiley Eastern Limited, I have got the courage to acknowledge the fact that good and honest ultimately win in the market place. This stimulation provided me insight to come up with mv second attempt—"Solutions to I.E. Irodov's Problems in General Physics."
Although a large number of problems can be solved by different methods, I have adopted standard methods and in many of the problems with helping hints for other methods.
This book of problems is intended as a textbook for students at higher educational institutions studying advanced course in physics. Besides, because of the great number of simple problems it may be used by students studying a general course in physics.
The book contains about 1900 problems with hints for solving the most complicated ones.
A Few Hints for Solving the Problems
PART ONE. PHYSICAL FUNDAMENTALS OF MECHANICS
1.2.The Fundamental Equation of Dynamics
1.3.Laws of Conservation of Energy, Momemtum, and Angular Momentum
1.5.Dynamics of a Solid Body
1.6.Elastic Deformations of a Solid Body
PART TWO. THERMODYNAMICS AND MOLECULAR PHYSICS
2.1.Equation of the Gas State. Processes
2.2.The first Law of Thermodynamics. Heat Capacity
2.3.Kinetic theory of Gases. Boltzmann's Law and Maxwell's Distribution
2.4.The Second Law of Thermodynamics. Entropy
2.5.Liquids. Capillary Effects
PART THREE. ELECTRODYNAMICS
3.1.Constant Electric Field in Vacuum
3.2.Conductors and Dielectrics in an Electric Field
3.3.Electric Capacitance. Energy of an Electric Field
3.5.Constant Magnetic Held. Magnetics
3.6.Electromagnetic Induction. Maxwell's Equations
3.7.Motion of Charged Particles in Electric and Magnetic Fields
PART FOUR. OSCILLATIONS AND WAVES
4.1 Mechanical Oscillations
4.2 Electric Oscillations
4.3 Elastic Waves. Acoustics
4.4 Electromagnetic Waves. Radiation
PART FIVE. OPTICS
5.1 Photometry and Geometrical Optics
5.2 Interference of Light
5.3 Diffraction of Light
5.4 Polarization of Light
5.5 Dispersion and Absorption of Light
5.6 Optics of Moving Sources
5.7 Thermal Radiation. Quantum Nature of Light
PART SIX. ATOMIC AND NUCLEAR PHYSICS
6.1 Scattering of Particles. Rutherford-Bohr Atom
6.2 Wave Properties of Particles. Schrodinger Equation
6.3 Properties of Atoms. Spectra
6.4 Molecules and Crystals
6.6 Nuclear Reactions
6.7 Elementary Particles
ANSWERS AND SOLUTIONS
1.Basic Trigonometrical Formulas
2.Sine Function Values
3.Tangent Function Values
7.Numerical Constants and Approximations
8.Some Data on Vectors
9.Derivatives and Integrals
11.Density of Substances
12.Thermal Expansion Coefficients
13.Elastic Constants. Tensile Strength
14.Saturated Vapour Pressure
16.Some Parameters of Liquids and Solids
18.Resistivities of Conductors
19.Magnetic Susceptibilities of Para- and Diamagnetics
21.Rotation of the Plane of Polarization
22.Work Function of Various Metals
23.К Band Absorption Edge
24.Mass Absorption Coefficients
25.Ionization Potentials of Atoms
26.Mass of Light Atoms
27.Half-life Values of Radionuclides
28.Units of Physical Quantities
29.The Basic Formulas of Electrodynamics in the SI and Gaussian Systems
Цена: 2170 руб. Купить
Objective IELTS Advanced is a course offering students complete preparation for the Cambridge IELTS test. Designed for students aiming for a band score of 6.5 or 7, it combines thorough language development with systematic test preparation and practice. Its 20 she units cover a wide range of motivating topics and give a sense of progress. Gives thorough preparation for both the General Training and Academic Modules. Examples from the Cambridge Learner Corpus target areas most likely to cause problems for IELTS candidates. Informed by the Cambridge Corpus of Academic English, it provides guidance in how to use appropriate academic style. 10 'Test Folders' cover each exam task in depth and provide practical advice. 10 'Writing Folders' develop writing skills and give thorough practice in exam tasks Regular revision units consolidate language learned. A 'Grammar Folder' appendix provides further explanations and examples. The accompanying self-study CD-ROM includes further grammar, vocabulary and pronunciation practice, as well as additional practice of all four skills.
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Пособие содержит программу и примерное тематическое и поурочное планирование курса физики для основной школы. Адресовано учителям, работающим по учебникам "Физика. 7 класс" (авторы Н. М. Шахмаев, Ю. И. Дик, А. В. Бунчук), "Физика. 8 класс" и "Физика. 9 класс" (авторы Н. М. Шахмаев, А. В. Бунчук). 2-е издание, исправленное.
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A Modern History of the Islamic World
Published by: NYU Press
450 pages, 6.00 x 9.00 in
- ISBN: 9780814798195
- Published: March 2002
The Islamic world--defined as those regions in which Islam is the dominant or single most important religion--covers territories as far apart as Morocco and Indonesia, Somalia, and Bosnia and includes an extraordinary range of societies and cultures. In A Modern History of the Islamic World, eminent scholar Reinhard Schulze charts the history of these societies in the twentieth century, revealing what they have in common as well as their equally profound differences.
Rather than stringing together individual studies of different countries, the book is structured chronologically, tracing political change in the context of culture and society. Schulze opens with a survey of the impact of colonialism and its attendant modernizing effects on the Islamic world. He then moves on to examine the rise of bourgeois nationalism in the 1920s and 1930s, the era of independence movements, the relationship between Islamic cultures and the "republican" political culture of the Third World, the reassertion of Islamic ideologies in the 1970s and 1980s and, finally, the issues surrounding the relationship between Islamic culture and civil society that dominated debate in the 1990s.
A Modern History of the Islamic World provides a clear overview of the ways in which twentieth century modernism affected the societies of the Islamic world and how modernism was developed from an Islamic perspective.
"Schulze's contribution is important to ongoing global political events. In sum, Schulze's work is interesting and highly relevant..comprehensive and convincing."-Journal of the International Society for the Study of European Ideas
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The Nexus of Science, Technology, and Human Values: Striking a Balance for a Better Future
Science and technology have revolutionized the world, bringing advancements that were once unimaginable. From space exploration to medical breakthroughs, these fields have propelled human civilization forward. However, as we push the boundaries of what is possible, it is crucial to reflect on the values that guide these advancements.
Science and technology are powerful tools that can shape society for the better. But they can also have unintended consequences if not held in check by a strong foundation of human values. The nexus between science, technology, and human values is a delicate balance that must be maintained to ensure a better future for all.
First and foremost, the scientific pursuit should always be guided by ethical principles. Researchers must adhere to stringent ethical guidelines, ensuring the safety and well-being of human subjects involved in experiments. Additionally, scientific research should be conducted with honesty and integrity, taking into consideration potential risks and benefits. The pursuit of knowledge should not come at the expense of ethical standards.
Similarly, technology should be developed with careful consideration for its impact on society. Innovations should aim to improve human lives, not jeopardize them. Advancements in artificial intelligence, for example, should be designed with built-in safeguards to prevent misuse and protect privacy. As technology becomes increasingly integrated into our daily lives, it is crucial to ensure that it upholds the principles of human dignity and equality.
While science and technology play vital roles in shaping our future, the human values that underpin society should not be forgotten. It is essential to strike a balance between scientific progress and the preservation of our shared values. For instance, genetic engineering, while offering incredible potential, should not be used to manipulate the fundamental human traits that define our diversity and individuality. We must recognize and respect the inherent worth of all human beings and ensure that our scientific and technological endeavors align with this principle.
Moreover, public engagement and dialogue play a critical role in maintaining this delicate balance. Society must have a say in shaping the direction of scientific and technological advancements. This can be achieved through open forums, where the broader public can participate in discussions and contribute to decision-making processes. Policies and regulations derived from such dialogue should reflect the concerns and aspirations of diverse communities.
Furthermore, education plays a pivotal role in shaping a future where science, technology, and human values intersect harmoniously. By prioritizing an inclusive and interdisciplinary approach, we can equip future generations with the necessary knowledge and skills to navigate the complex challenges presented by rapid scientific and technological advancements. Education should nurture a sense of responsibility, promoting critical thinking, and encouraging students to actively engage with the ethical dimensions of scientific and technological progress.
In conclusion, the nexus of science, technology, and human values holds immense potential to shape a better future. By promoting ethical principles, prioritizing human well-being, engaging in public dialogue, and emphasizing education, we can strike a balance that ensures scientific and technological advancements align with our collective values. As we forge ahead into uncharted territory, let us remain steadfast in upholding the principles that define our shared humanity, always working towards a future that benefits all.
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At Thorpe Lea Primary School, Art is taught throughout the school. From the Nursery up to the year 6 class, Art is weaved throughout the curriculum. It allows for many links to other subjects, and our teaching staff take full advantage of this to allow them to use art in a variety of different lessons, not just during timetabled Art.
While all members of the teaching staff are responsible for teaching Art, Miss Robinson is the Art Lead for the school. Miss Robinson is responsible for ensuring this subject is taught to a high standard throughout our school, and also organises additional opportunities for Art for all year groups.
A few years ago Thorpe Lea was lucky enough to have an ‘Art Week’. During that time, the entire school’s focus was a specific painting: ‘Men of the docks’ by George Bellows. All classes studied this painting and each came up with their own response to it. These pieces of work were then displayed at our ‘Thorpe Lea Art Gallery’, for one afternoon only, which all parents were invited to attend!
This wonderful event is something we will be repeating this year in the summer term!
Purpose of the study
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The national curriculum
The national curriculum for art and design aims to ensure that all pupils:
§ produce creative work, exploring their ideas and recording their experiences
§ become proficient in drawing, painting, sculpture and other art, craft and design techniques
§ evaluate and analyse creative works using the language of art, craft and design
§ know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Key stage 1
Pupils will be taught:
§ to use a range of materials creatively to design and make products
§ to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
§ to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space § about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Key stage 2 Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and increasing awareness of different kinds of art, craft and design.
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and increasing awareness of different kinds of art, craft and design.
Pupils will be taught:
§ to create sketch books to record their observations and use them to review and revisit ideas
§ to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
§ about great artists, architects and designers in history.
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Image (modified): Tim Patterson
In order to make the progression from novice winemaker to expert vintner, there are several processes that a hobbyist must master.
Most of the steps in winemaking are more complex than they appear, and mastery of subordinate processes can make all the difference in the taste and consistency of your final vintage. Learning how to rack homemade wine (and also how to bottle wine and how to cork a wine bottle) is an essential skill and also how to rack homemade wine is an that will improve the quality of your wine by refining the fermentation process, locking in good flavors and exorcising bad ones.
Luckily, it can be accomplished relatively simply with only a few materials (and knowledgeable use of earth's gravitational force!) that can be easily and cheaply purchased at your local hardware or homebrew store.
When winemakers speak of racking, they are using a shorthand term for the process by which they siphon their wine into a different container in order to separate the wine from its sediment.
Racking can occur up to four times during a batch's fermentation process for certain red wines. The sediment must be removed from the batch because its presence can cause off-flavors to develop and disturb the fragile taste balance in the wine.
The sediment that collects at the bottom of a fermenting wine's container is usually a mix of dead yeast cells and pulpy residue from any fruit that was used in the mix.
Besides being visually unappealing, this sediment can affect fermentation in extremely negative ways.
Massive quantities of yeast are used in wine production, and in the presence of either oxygen or sugar, yeast cells multiply, through a process called budding, to up to 100 to 200 times their original number. In wine production, these chemical reactions produce an output of carbon dioxide and ethanol alcohol.
That means at the end of the fermentation process, when the liquid's sugars have all been converted to ethanol, there are still large quantities of yeast particles in the wine that want to react with another particle. If the sediment is not removed, the active yeast will actually begin reacting with the dead yeast cells. A few weeks worth of these chemical reactions can ruin an entire batch (of white wine especially) by creating metallic or plastic notes in the bouquet.
Wine racking is more of an art than an exact science, and many experienced vintners have conflicting views on when different wines should be racked. However, most people in the industry agree that wine should be racked when it is moving into different containers: either from the primary fermenting vessel to a secondary vessel, from a secondary vessel to a bulk aging vessel, or even during a post-fermentation vessel move meant to increase clarity and avoid lie aging effects. (As a side note, "sur lie" aging is when vintners allow wine to sit on its fine lees while aging—some vintners do this purposely in order to encourage flavor contributions from dead and decaying yeast cells.)
Generally, the first rack takes place when the wine has been fermenting for 5-7 days. There are several reasons for this suggested time period:
The second racking takes place after fermentation is complete: the wine should be relatively clear, and the container should have only a small amount of sediment at the bottom. Many home winemaker blogs suggest performing the second rack when sediment levels have reached half of an inch in the container or carboy. Usually this second rack occurs approximately one to two months after the first rack, but home winemakers should lean heavily on both their hydrometers, in order to determine specific gravity and, therefore, alcohol content, and their senses.
Many home winemakers also favor adding a third or fourth racking cycle to the wine production process. These racks take the place of filtering, which is difficult to accomplish properly without the materials available to commercial and large-scale wineries.
These racks are mainly for increasing clarity and for bulk storage situations—when storing large quantities of wine, racking should be done to clear collected sediment about every two months. Home winemakers should be careful not to rack their batch too many times, as over-racking can lead to diminished flavor and unnecessary exposure to oxygen and external contaminants or microorganisms.
For those readers who are visual learners and would prefer to watch an instructional video rather than read a written summary, Lakeland Winery has an excellent video demonstration of how to rack homemade wine. Note the simplicity of the process and the presence of only a few materials. Racking can be easily accomplished with only a pair of containers (at least one with an airlock), siphoning equipment and an airlock.
Technically, the only materials necessary for wine racking are a second container and a food-grade siphon hose, but there are several low-cost additions that make the task much easier and more efficient. Siphon pumps, siphon tube ends or racking canes, and pinch clips or traditional clips are essential pieces of equipment for the passionate home vintner.
The racking process itself is very straightforward. First, make sure to sterilize each piece that will come into contact with the wine, including the tubing, the second container and ESPECIALLY your own hands.
Next, gently place the container with wine in it on a tabletop or high chair without disturbing the sediment. By placing the first container high above the second container's position on the ground, we can take advantage of gravity's power to make our lives easier. When the containers are both set up, place one end of the tubing into the first container and fix it about 5-7 centimeters above the sediment level; use either your hands or a clip to steady the tubing in this position.
To begin the siphon, either suck on the other end of the tube (not recommended because of potential contamination) or use a siphon pump to begin the flow of liquid. Rapidly place the other end of the tubing into the second container, and wait. The liquid should be flowing down and out of the first container at a steady rate. As the liquid transfers containers, slowly tilt the first container so that more liquid is exposed to the length of siphon tubing.
The process is finished when either oxygen bubbles or bits of sediment make their way down the tubing into the other container. When this occurs, use a pinch clip to close the tubing and drain the remainder of the liquid in the tubing into the sink. Use the airlock to seal the liquid into the new container and your rack is complete! Don't forget to wash and rinse all of your equipment so that microorganisms cannot build up inside of it.
Wine racking is a simple process, but learning how to rack homemade wine can vastly improve the quality of your product. Your technique will grow and improve as you spend more time racking, as will the depth of your knowledge; which wine varieties respond better to racking, which sterilization techniques work best, and which equipment set-up is most efficient.
Knowing how to rack wine will help separate your vintage from the mediocre work of other home vintners—now practice, practice, practice!
As an assistant D.A. in a small city, Tim Packard always drank whiskey whenever he was out to dinner with clients, until an Italian mobster introduced him to a classic Valpolicella. One mouthful of the latest vintage, round with the flavor of cherries and earth, and he never again allowed friends to order the second-best wine.
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Several weeks ago, Sarah Larson from The New Yorker published a fun article about e-laughter (all the hahas and lols we use to communicate with our friends online) and their social subtleties. Like any “dialect,” e-laughing is evolving. Curious as to whether her usage followed up-to-date social norms, she consulted her savvy friends for answers. Anecdotally, she found that laughter tended to vary by age and gender.
But why rely on anecdotes when you have data? We analyzed de-identified posts and comments posted on Facebook in the last week of May with at least one string of characters matching laughter1. We did the matching with regular expressions which automatically identified laughter in the text, including variants of haha, hehe, emoji, and lol2.
As denizens of the Internet will know, laughter is quite common: 15% of people included laughter in a post or comment that week. The most common laugh is haha, followed by various emoji and hehe. Age, gender and geographic location play a role in laughter type and length: young people and women prefer emoji, whereas men prefer longer hehes. People in Chicago and New York prefer emoji, while Seattle and San Francisco prefer hahas. Let’s dive in.
Ms. Larson’s first concern was that she laughs a lot, whereas some of her friends are “above it and don’t use has too much.” We found that roughly 15% of the people who posted or commented during that week used at least one e-laugh. So Ms. Larson – have no worries – it’s pretty common to laugh online!
For those people that laughed, we analyzed how many times they laughed. The plot below shows the distribution of the number of laughs, indicating that around 46% of the people posted only a single laugh during the week, and 85% posted fewer than five laughs. The plot also shows how many different laughs people used (labeled as ‘Unique’) – 52% of people used a single type of laugh, and roughly 20% used two different types.
Since most people used a single type of laugh, we classified people in our dataset into four categories based on their most commonly used laugh. For brevity of the plots, we write these as haha, hehe, lol and emoji. Keep in mind that the class label includes a wide range of laughs, e.g., haha includes terms like haha, hahaha, haahhhaa, etc. Here’s the breakdown:
As the pie chart shows, the vast majority of people in our dataset are haha-ers (51.4%), then there are the emoji lovers (33.7%), the hehe-ers (12.7%), and finally, the lol-ers (1.9%).
Ms. Larson discusses the emergence of the peculiar hehe, which is “poised upon us by the youth.” Are the hehes really a more youthful expression than hahas? The data say: not so! We found that across all age groups, from 13 to 70, the most common laughs are still haha, hahaha, hahahaha, and only then followed by hehe. If hehe is not particularly favored younger people, are there other distinctive ways youth express themselves? To answer this we collected all emoji, hahas, hehes and even the lols, and looked at the distribution of ages3:
This plot shows that the median person (the dashed line) that uses emoji is slightly younger than the median haha person, but both of these are younger than the people using hehes and lols!
Ms. Larson also suggests that a ha is like a lego piece, which people use to convey different “levels” of laughter, ranging from the polite haha to a deranged hahahahahahaha. So we look at the lengths of laughs by type:
Indeed, as Ms. Larson points out, the peaks in the even numbers indicate that people treat the has and hes as building blocks, and usually prefer not to add extra letters. No heh hehs here. (Settle down, Beavis.) The most common are the four letter hahas and hehes. The six letter hahaha is also very common, and in general, the hahaers use longer laughter. The hahaers are also slightly more open than the hehe-ers to using odd number of letters, and we do see the occasional hahaas and hhhhaaahhhaas. The lol almost always stands by itself, though some rare specimens of lolz and loll were found. A single emoji is used 50% of the time, and it’s quite rare to see people use more than 5 identical consecutive emoji. Perhaps emoji offer a concise way to convey various forms of laughter?
You might have noticed that we cut the plot at 20 letters, but as with any behavior on the Internet, there is a long tail of laughter lengths. Our automatic regular expression parser gave up after trying to get through a haha over 600 letters long! Computers have a long way to go before they can truly understand the human condition. We weren’t laughing that day.
Finally, Ms. Larson raised the suspicion that hehe is a more masculine laugh, since it’s made up of “a bunch of he’s” Well then, let’s take a look at the distribution of laughter across genders:
Both men and women like their hahas and emoji, followed by hehes and lols. The hahas and to some extent the hehes are preferred by men, whereas emoji are clearly dominated by women, who also seem to like the lols a bit more than men.
So we see that there are patterns in laughter on Facebook, but they are quite different from the anecdotal evidence presented in the New Yorker article. Then it hit us: maybe the difference is because Ms. Larson is hanging out with cool people from New York City. So we plotted the distribution of laughter across a bunch of cities. We focus on New York, San Francisco, Boston, Phoenix, Chicago and Seattle and got the following:
Indeed laughter varies by city, so we created heatmaps to see the popularity of the different types of laughter across states in the USA. For each laughter type, the map shows the fraction of laughter in each state out of the total laughter. The darker the color is, the more popular a laugh is compared to other states:
The maps broadly show that haha and hehe are more popular on the west coast, emoji are the weapon of choice in the midwest, and southern states are fond of lol. Presidential campaigns, take note: the battleground states of Ohio and Virginia are haha states, while the candidates’ emoji games will surely be key in determining who emerges victorious in Florida.
Special thanks to Moira Burke and the team members of Core Data Science.
[1.] We limit this study to posts and comments and do not look at direct messages through Messenger. In her article, Ms. Larson discusses conversations on messaging apps that might have different nuances from text posted on Facebook. Additionally, although we consider people from all around the world, we focus on English laughter and emoji.
[2.] Although we looked at global shares from around the world, we restrict this study to the following (mostly English) regular expressions:
In addition we used the following emoji unicodes:
That translates to the following emoji “words” (a sequence of one or more of the following):
[3.] This is a violin plot that visualizes the distribution of measurements with markers for the median (dashed line), the 25th and the 75th percentiles (lower and upper dotted lines, respectively). The width of each “violin” is relative to the number of samples at each value point over the total samples in the group.
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The use of opium -- a practice still widespread in poppy-growing areas of Asia -- is associated with a sharply increased risk of death, particularly among women, a large prospective cohort study found.
Among more than 50,000 residents of northeastern Iran, opium (lachryma papaveris) use was associated with an 86% increased risk for all-cause mortality over the study period (adjusted HR 1.86, 95% CI 1.68 to 2.06), according to Reza Malekzadeh, MD, of Tehran University, and colleagues.
And for women, the risk of death rose by 143% (HR 2.43, 95% CI 2.05 to 2.88, P<0.001), the researchers reported online in BMJ.
A few small studies have suggested a link between opium use and illnesses such as esophageal and bladder cancer, but carefully designed epidemiologic studies assessing the effects on mortality have been lacking.
Accordingly, Malekzadeh and his international team of researchers analyzed data from the Golestan Cohort Study, which has collected validated data on opium use in Golestan province, where ingestion or smoking of various forms of the drug is common and considered acceptable.
Participants were interviewed about demographics, medical history, and use of tobacco and opium.
More than half the participants were women, and mean age at enrollment was 52. The majority were married, living in rural areas, and nonsmokers (83%). More than two-thirds had no formal education.
A total of 17% had ever used opium, beginning at a mean age of 40 and for a mean duration of 13 years.
The most common form of opium used was teriak, which is raw opium that can be either ingested orally or smoked.
The mean quantity used per day was 0.6 g, which was a relatively small amount, the researchers noted.
During a median follow-up period of 4.7 years, there were 2,145 deaths.
Aside from female sex, factors associated with a higher risk of mortality were:
- Urban residence, HR 2.32 (95% CI 1.85 to 2.92, P=0.008)
- Obesity, HR 2.25 (95% CI 1.72 to 2.93, P=0.020)
- Never having smoked cigarettes, HR 2.07 (95% CI 1.83 to 2.35, P=0.001)
The researchers then identified the major causes of death among opium users:
- Infections, HR 5.47 (95% CI 2.87 to 10.4)
- Respiratory conditions, HR 3.78 (95% CI 2.36 to 6.04)
- Digestive disorders, HR 3.12 (95% CI 1.82 to 5.37)
Respiratory causes of death were of particular interest, according to the researchers, because opium has multiple negative effects on the respiratory system, including decreases in breathing frequency and tidal volume, upper airway constriction, and histamine release from mast cells.
They found that for participants with asthma, the hazard ratio of death was 11 (95% CI 3.97 to 30.6), while the hazard ratio for individuals with chronic obstructive pulmonary disease was 5.44 (95% CI 2.03 to 14.5).
In addition, the hazard ratio with tuberculosis was 6.22 (95% CI 2.36 to 16.4).
Among the other potentially harmful consequences of opium include long-term decreases in myocardial oxygenation and impairments of immune function, and users in this cohort had increased mortality from ischemic heart disease (HR 1.90, 95% CI 1.57 to 2.29) and lung cancer (HR 2.27, 95% CI 1.07 to 4.80).
"Based on the overall adjusted hazard ratio for opium use of 1.86 (1.68 to 2.06), and assuming this represents a causal association, we calculate the fraction of deaths attributable to opium in this population as 14.9% (95% CI 2.3 to 17.5)," Malekzadeh and colleagues wrote.
They noted that the possibility of reverse causality and confounding existed because of the observational nature of the study. An additional limitation of the study was from use of "verbal autopsy" from physicians rather than postmortem examinations, according to the investigators.
In an editorial accompanying the article, Irfan A. Dhalla, MD, of St. Michael's Hospital in Toronto, noted that clinicians in developed countries are unlikely to ever see a patient who uses opium.
However, millions with chronic noncancer pain use opioid medications such as morphine, codeine, and oxycodone.
"Are these patients, like opium users, also at increased risk of death?" asked Dhalla.
The risks of opioid drugs are "incompletely understood," he noted, adding that "for the management of chronic noncancer pain, a better prescription may be caution."
The study was supported by Tehran University, the National Institutes of Health, and the Social Security Organization of Iran.
The authors reported having no financial conflicts.
- Reviewed by Dori F. Zaleznik, MD Associate Clinical Professor of Medicine, Harvard Medical School, Boston and Dorothy Caputo, MA, BSN, RN, Nurse Planner
BMJSource Reference: Khademi H, et al "Opium use and mortality in Golestan Cohort Study: prospective cohort study of 50,000 adults in Iran" BMJ 2012; DOI: 10.1136/bmj.e2502.
BMJSource Reference: Dhalla I "Opium, opioids, and an increased risk of death" BMJ 2012; DOI: 10.1136/bmj.e2617.
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Books & Music
Food & Wine
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Moth Eyes Help Create Efficient Solar Cells
The modern mindset has a tendency to believe that only people in the past looked to animals to understand the world. Yet, much of our modern technology continues to look to nature for inspiration and answers. Therefore, when people as a collective take an apathetic attitude about the concerns over wildlife extinction, we not only senselessly destroy a species, but our own chances for continued evolution.
Without question, the 21st century has been about the struggle for clean, efficient, reusable energy resources. The staggering cost of fossil fuel use is simply unsustainable to the family wallet, global economy, and the environment, irrespective to what any oil mecca has to say. Thankfully, solar fields are becoming more commonplace. While they do provide reliable, clean energy, the panels typically have a low efficiency rating. The root cause of this deficit is light reflection between horizontal films, which allows for thin-film interference, or light loss, before it can be harnessed and turned into energy. In an attempt to solve this problem, researchers at North Carolina State University wisely turned to biomimicry for answers.
In looking to nature for the answers, they discovered the solution to the problem was in the natural surface structure of moth eyes, which are so non-reflective they need only an infinitesimal source of light for clear vision in the dark. Because moth eyes evolved to a state where they no longer reflect light, researchers were able to mimic the concept and develop a nanostructure that significantly minimizes issues associated with thin-film interference. These nanostructures are shaped like tiny cones, much like that found in a moth's eye. The concept involves a solid bottom layer, a thin top layer, and a middle layer lined with cones that slightly intrudes into the surface layer, thereby absorbing more rays from a vertical advantage, allowing it to flow directly downward to the processing panel. Comparative studies between the nanostructure and the thin-film models showed that the nanotechnology, inspired by moths, reflected back 100 times less light, thereby making the design exceptionally efficient.
This is Deb Duxbury, for Animal Life, reminding you to please spay or neuter your pet.
Content copyright © 2015 by Deb Duxbury. All rights reserved.
This content was written by Deb Duxbury. If you wish to use this content in any manner, you need written permission. Contact Deb Duxbury for details.
Website copyright © 2015 Minerva WebWorks LLC. All rights reserved.
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It’s the fight for freedom. Freedom with past for coming future
यह आज़ादी की लड़ाई है, ग़ुज़रे हुए कल से आज़ादी, आने वाले कल के लिए
By Mangal Pandey
Amazing facts about Mangal Pandey
- 1. About his life
As known to all, Mangal Pandey started the Sepoy Mutiny in India. Mangal Pandey was born in Nagwa village in the Balliya district of Uttar Pradesh on 19th July 1827. He joined the British in the year 1849, at the tender age of 18 and became a soldier with the 6th Company of the Bengal Infantry.
Information gathers from “Mangal Pandey”
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TOWNS and villages downstream of Montserrat's Soufrière Hills volcano have been abandoned for almost a decade now. Of around 12,000 people who once lived on this Caribbean island, two-thirds left. The others live crammed into the island's northern half, while the south, including the former capital, Plymouth, remains an exclusion zone where nobody may stay overnight.
By day, however, the exclusion zone is far from deserted. On many of the hills and valleys alongside the volcano, cows and donkeys still graze. Farmers have permission to visit their property, and many do, some in the hope of being able to resettle there one day.
But in July 2003, even this tenuous existence was thrown into disarray, when the volcano staged its largest eruption since it became active in 1995. This led to the unexpected deaths of more than 40 animals, and, as it turns out, an interesting geological discovery.
Seismometers began ...
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When I moved to California five years ago, I planted a tree in my yard. It was a Red Baron peach, chosen for its showy, bright-pink blossoms and its ability to grow fruit with few cool nights. For the past nine centuries, Southern California has been perfect for this tree, with mild winters and mild summers.
I planted the Red Baron for the climate we once had. That climate is no more. My neighborhood has already warmed by more than 2 degrees Celsius since the preindustrial period—twice the global average. In my short time as a Californian, I’ve seen a years-long drought. I’ve evacuated my home as a wildfire closed in. I’ve lived through unprecedented heat waves.
Trees, like all living beings, need time and stability to grow. But these essentials are no longer available. And it’s not just my backyard trees that are threatened under a changing climate. Many people have been grieving from the news that we may have lost some of the most majestic coastal redwoods to these latest fires. These giants have stood for more than a thousand years.
For my generation, and the ones coming up behind us, the simple act of planting trees now requires a leap of faith. I worry about how long they will last before they are taken by drought or fire. And if we can’t plan for our trees’ future, how are we supposed to plan for our children’s?
Right now my friends across the state are staring down disaster after disaster, suffering through climate change in action while they struggle with the ongoing pandemic.
Last week, a heat wave baked the West. In Death Valley, a world record may have been set for the hottest temperature observed on Earth: 130 degrees Fahrenheit. From Phoenix, Arizona, to the Bay Area, people turned up their air-conditioning, straining California’s electricity infrastructure, because the state imports power from its neighbors. Demand outstripped supply, and the grid operator started rolling blackouts. The cause is climate change: It has made heat waves five times more likely to occur in the western United States.
During the blackouts, California had unusually intense lightning strikes, which dotted the darkened landscape with electricity from the sky. These storms triggered fires across Northern California, forcing more than 100,000 people to evacuate their homes. Climate change has increased fire risk, and lengthened the fire season. It’s only August, and already more land has burned in California this year than all of 2019.
These climate disasters are happening against the backdrop of the still uncontrolled coronavirus outbreak, which makes it harder for people to flee to safety. Evacuating to a friend’s house or a community center when a highly contagious illness is circulating is not a simple choice.
Those theoretically “safe” in their homes don’t have it easy, either. Without electricity, many Californians have to choose between opening the windows and breathing in air choked with smoke, or keeping them closed in a hot house. My friend posted a picture of herself wearing an N95 mask with an exhalation valve, and a surgical mask on top: the first to protect herself against the smoke, the second to protect others from the virus.
I don’t want to live in a world where we have to decide which mask to wear for which disaster, but this is the world we are making. And we’ve only started to alter the climate. Imagine what it will be like when we’ve doubled or tripled the warming, as we are on track to do.
Climate change is not just destabilizing California’s grid. The East Coast is facing down a deadly hurricane season and has already seen outages for 1.4 million people. An unprecedented wind storm—which some are calling an “inland hurricane”—left a quarter million people in the Midwest without power.
Yet some people refuse to acknowledge that climate change is the cause of the problems California is facing. The Wall Street Journal published a misleading editorial blaming the state’s reliance on renewable energy for the outages.
In reality, several fossil-gas plants unexpectedly went offline when the heat wave struck, resulting in less available power. Gas plants can struggle to operate in the heat. In an ironic twist, burning fossil fuels will become less reliable in our hotter world. And California’s grid is connected to other states’, so when a heat wave spikes electricity demand from Arizona to Nevada, that leaves less power to import. With lower rainfall and many years of drought—again, caused in part by climate change—many of the state’s hydropower plants were also underperforming.
Simple human error also contributed to the blackouts. The agency in charge of operating the grid was confused about which plants were available to make electricity. One renewable-energy plant—a geothermal power station—was actually providing more power than the grid operator expected. The CEO of California’s grid operator put it simply: Renewables “are not a factor” in the blackouts.
My electric utility echoed this view in an email that urged people with solar power at home to help out. Despite electric utilities attacking rooftop-solar policy for the past decade, homes that produce extra power deliver excess energy to the grid, helping neighbors in need. More clean energy is a good thing.
California must continue on the path it has been on for years: leading the world in building the clean economy. In 1978, the state set its first goal for clean energy, aiming for 1 percent of power from wind energy. Forty years later, we now have a goal of 100 percent clean energy by 2045 in state law.
If anything, California must move faster. And we must get states from the Midwest to the South to do the same. The Biden campaign’s pledge to reach 100 percent clean power by 2035 exemplifies the kind of leadership we need in this time of crisis. Cleaning up our electricity system will allow us to eliminate about 80 percent of our carbon emissions, because we can use this clean power to fuel our cars, our homes, and some of our industries. Doing this will be a lot of work—so it will create millions of good-paying jobs that can’t be taken overseas.
We have seen what using fossil fuels has done to California. They have poisoned communities. Dirtied our air. And led to record fires, heat waves, and drought. We are not going back.
I still believe we can tackle the climate crisis. I’m still planting fruit trees in my backyard. At last count, I have 34—one for each year I’ve circled the sun. I don’t know how long they will stand, but I will keep doing everything I can to ensure their future.
What’s happening in California has a name: climate change. It doesn’t have to be this way. A better world is possible. For all of us, for all of our children, and even for our trees.
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The original printing had "an ass" instead of "an mule". That error was not lost on the chemistry community. See, for instance, Krenos's 2004 review of the text in the Journal of Chemical Education:
In Chapter 10, bonding in extended conjugated systems and resonance are introduced with the horse + donkey = ass analogy (it is likely the hybrid animal mule ...
It's just a typo, and it probably originally said "an ass". That would have been changed because it's incorrect (an ass is a donkey, not a horse–donkey cross) and, even if it were correct, the fact that ass means well, you know, ass, might be distracting enough to make it worth changing.
Another source of this kind of typo is when an adjective has ...
The noun for an inhabitant of Britain is Briton.
British is an adjective.
For many countries, the adjective and noun are identical. As you've found, German and American are good examples.
The noun for an inhabitant of China has historically been Chinaman but in recent times, the word Chinese has been increasingly used.
The article to use does indeed depend on how you pronounce the symbol when speaking out loud.
Since @ is usually read out loud as ‘at’ /æt/ in English, it takes the prevocalic article an, as you surmise. (It can also be called the commercial at, but that is rarer, and I would not write a @ unless I’d already specified that it was intended to be pronounced ...
Your dictionary may list British and Chinese as nouns because they are used as collective nouns, to refer to the population of each country as a whole or as a generalization:
The British are mad about football (soccer).
Americans are obsessed with football (not soccer).
The British is really just a short form of The British people, ...
The example given is not parenthetical:
(i) I need a (memorable) idiom.
A parenthesis is a remark which you insert into the middle of a sentence as if you are interrupting yourself. A parenthesis contributes to the meaning of the sentence but interrupts and stands outside its syntax. In writing, we typically use curved brackets, dashes, or commas to mark ...
Vincent McNabb is correct. If you want evidence based on "credible and/or official sources" that this is the rule followed in formal English writing, here is my suggestion.
I ran Google searches on Google Books only, meaning the bulk of the search will be against professionally edited and published works, not random web sites. I searched only for phrases ...
A few old grammar rules
A great many, a good many, a few.—These are very incorrect and bad
phrazes; and the singular article can never be properly used with a
Since Few words on Many Subjects was published in 1831, English has seen quite a few changes. I don't know whether this rule was enforced at schools, but I did find another example ...
You can use scissors with a singular verb anytime you want. However, to prevent getting into arguments, you may wish to limit this usage to medical scissors. Or you can say 'if a scissors was good enough for Emily Brontë,
then it's good enough for me'.
The Oxford English Dictionary (OED) notes that using scissors with plural concord is "the usual ...
It doesn't make any difference at all whether the article is modifying an acronym, an initialism, a proper noun, a French borrowing, or anything else. English article form is determined solely and entirely by pronunciation. And not at all by spelling.
The rule for the pronunciation of articles in English -- definite and indefinite -- is that they have one ...
OK. I think the singular article is used because in each of your examples the plural nouns make up a single unit of time. The same structure would be used with other units of measurement:
a weighty three bags of coal
a full ten bottles
an arduous eighty kilometres
In such case, the unit of measurement is the noun phrase which includes the ...
World 5b. A period or age of human history associated with particular cultural, intellectual, or economic characteristics or conditions, or indicated by the character of those living in it.
1849 T. B. Macaulay Hist. Eng. I. iii. 401 These were men whose minds had been trained in a world which had passed away.
1991 R. Ferguson Henry Miller viii. ...
The choice between a and an is determined by the initial sound, and not the initial letter, of the following word. Most people pronounce 'h' as 'aitch', making an appropriate. (I say 'most', because some people pronounce it as 'haitch'.)
The problem is that sometimes there is an easily available adjective form but not an easily available noun form.
This is also complicated by the fact that we can form a collective noun from an adjective by adding the definite article, such as the rich or the famous. Now British, English and Welsh are adjectives, and we can certainly talk about the British, ...
This phenomenon is one that is not at all well understood, and also one which is currently the subject of much academic research. It is an example of Bare Coordination. This is when coordinated noun phrases (NPs) which we would otherwise expect to take a determiner of some description appear "bare" with no determiner or article at all. By ...
The rule for using the article a versus an is exactly the same as the rule governing whether one pronounces the article the as /ðə/ or as /ði/.
Both rules operate for the same reason: they make it easier to pronounce and understand an article as distinct from the NP following it. If that NP starts with a vowel sound, we change the article’s pronunciation.
Such and so are degree quantifiers.
Such goes before noun phrases and so goes before adjectives and adverbs; they're alternants.
She is so good [that she can make anything].
She is so good at carpentry [that she can make anything].
She is so good as a carpenter [that she can make anything].
She is so good a carpenter [that she can make anything]....
Your friend is almost there, but the key here is that in "what a beautiful day", the day does not refer to the day at hand at all. The day at hand is omitted from the sentence. "What a beautiful day [it is]", "What a beautiful day [this day is]". This becomes clearer still if you look at the same construction in closely related languages such as German. This ...
The question seems to be, how does a non-native speaker determine whether a given noun is a "role" or if it has some titular sense (so that it can be used "bare")?
She became treasurer. [OK]
She became student. [not OK]
She became student of the month. [OK]
She became doctor. [not OK]
She became doctor to the king. [OK]
It was gateway to the rose ...
According to the OED, scissors has a long history of use with a singular concordance (see examples below). Although the New English Dictionary (1910) - the original title of the Oxford English Dictionary - marks this sense as erroneous.
1565 T. Cooper Thesaurus at Forfex A sisers, or sheares.
1847 E. Brontë Wuthering Heights I. ix. 164 Now, don'...
Both "I rate this book three out of four stars" and "I rate this book a three out of four stars" sound acceptable to me.
"I rate this book a three" seems grammatical to me (although maybe "I give this book a three" would be a more common verb in that kind of sentence). So I think the use of the indefinite article would remain grammatical when the additional ...
I can’t for the life of me figure out where to use a and where to use the — and where there is no article at all. Is there a simple rule of thumb to memorize?
The standard rule you always hear:
“If a person knows which item you are talking about then use "the"
. . . doesn’t clear things up for me, as I have no idea whether or not they know.
Only look at the pronunciation of the word immediately following the article
The choice between a and an for the indefinite article is always based on how the beginning of the very next word in the noun phrase is pronounced.
The grammatical role of that word in the noun phrase is irrelevant. Spelling is also completely irrelevant, except insofar as it ...
There are two different words. Rather, the same animal name is spelled
opossum əˈpɒsəm BrE; əˈpɑːsəm NAmE
as well as
possum ˈpɒsəm BrE; ˈpɑːsəm NAmE
-- both the words are recorded by OALD8.
Each of the words is pronounced according to its initial sound, as usual.
Specifically, one does not write opossum and read it possum. It follows ...
Spanish is an adjective, so no article. A Spanish man is a Spaniard. Note that for many other nationalities, the form of the adjective and the noun is the same:
American, an American
German, a German
Italian, an Italian
Russian, a Russian
Chinese, a Chinese
Japanese, a Japanese
Greek, a Greek
I have a feeling that for most nationalities the adjective and ...
When people say I met him on the street, they are usually not referring to a specific street. Instead, they mean I met him outside in the city as opposed to I met him at a party or I met him at a friends house.
Basically, they are using "the street" to refer to "the city/urban environment"
They are (almost always) not referring to an actual street because ...
... the average X... conveys the sense of some abstraction representing a category, and allows you to treat that abstraction as if it were a person. Think of those pictures where many faces are "averaged" to produce some kind of composite, but generalized to non-physical (or not only physical) attributes.
That is, the average Canadian doesn't refer to any ...
You can. But usually the unadorned phrase minutes later (or seconds later) is reserved for emphasizing shortness of time in a way that "a few minutes later" doesn't really manage to convey, despite the fact that brevity would seem to be underscored by a qualifier like "a few" (which term is more likely to call attention to the inconsequentiality of the fact ...
[Disclaimer: this answer reports my own research on the subject]
This is the last vestiges of a change that took place during the Middle English period. In many languages, singular count nouns can be bare (without an article/determiner) when they are used as predicative nouns. After the copula, the types of nouns that can do this are usually restricted to ...
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Want your students to improve answer reliability and yes/no responses? Combine practice with identifying Halloween related images with answering yes/no questions with colorful and engaging graphics. There are many opportunities for variations, differentiation, and generalization. It’s the perfect step after using color photos as prompts.
Student task: accurately answer yes no questions when presented with a Halloween stimulus picture.
WHO IS THIS FOR?
Students on the Autism Spectrum, in Early Childhood, Early Intervention, ESL, Occupational Therapy, Special Education or Speech Therapy classes; complements structured teaching strategies.View Full Article
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While it can be challenging to create a stunning mobile app design, there are a number of resources available to help you. These resources will help you with a wide range of design issues, including color psychology, fonts, visual weight, and navigational buttons. These tips are not exclusive to mobile applications, but can benefit any design project.
Visual weight is the weight of elements in a composition. It varies depending on the size of these elements. The more visually appealing a design element is, the greater its visual weight. A designer must learn to trust his or her eye and combine different features to create a cohesive whole. However, visual weight cannot be measured in an exact manner. However, there are general rules that designers should follow to create a successful design.
The main factor that determines visual weight is color. For example, a blue link stands out in a sea of grey text. A similar principle applies to a call-to-action. A combination of color and size is often used. For example, a yellow call-to-action button may be more noticeable than a blue button.
Another important design principle is contrast. A strong contrast between two objects will increase their visual weight. This is because people tend to respond more to a larger object compared to a smaller one. Contrasting colors will also increase visual weight. It’s important to consider the target audience when using colors, as they may not be able to discern subtle differences.
Visual weight also helps reinforce the visual hierarchy. It helps guide the user’s eye in the right direction. By contrasting color, size, and position, visual weight can lead to a more effective design. The purpose of visual weight is to make the user navigate through the interface more naturally. By creating a design that follows these principles, you can make your app a success.
Besides improving the appearance of your mobile app, colors can also have a huge impact on the conversion rates and user experience. Therefore, it is important to understand color psychology so that you can use it effectively. There are three main categories of colors: primary, secondary and tertiary. Each of them affects human behavior in different ways. For instance, certain colors are associated with different feelings.
Color psychology is the study of the way colours affect human behaviour. The four primary colors are blue, red, green, and yellow. Each of these primary colours is associated with a different part of the human mind. It is also linked to the body and emotions. By incorporating these colors into your mobile app design, you can create an app that appeals to your users in a more effective manner.
Color psychology is a key part of app design. It can enhance your user experience and boost your app’s App Store Optimization. It also helps you create better screenshots for your mobile app, which play a huge role in downloads. Fortunately, there are several basic rules and best practices when it comes to designing an app icon.
Colors have long been associated with certain emotions and moods. In fact, researchers have found that red affects performance on tests, where red participants performed 20% worse than green or black participants. This small difference is enough to influence the user experience. Using color psychology in your mobile app design is a proven method for engaging your users and boosting your conversion rates.
Fonts are one of the most important aspects of a mobile app design, as they define the overall look and feel of the app. They also affect the user experience, so it’s important to choose the right ones. Fortunately, there are many fonts out there that can help you achieve the desired design aesthetics.
When it comes to choosing fonts for your mobile app design, there are many popular choices that can be useful. A popular example of a font that has become widely used in mobile app design is Gotham. While this type of font isn’t exactly new, it has been around for a while. Choosing the right font is not just a matter of preference – it should also be legible and compatible with a variety of devices.
Open Sans is another popular UI font that is perfect for text. It is easy to read and gives an energetic look to any mobile application. It’s also a good choice for body copy, headings, and navigation. It works well with other fonts such as Roboto Slab and Gill Sans.
Another font that is widely used in mobile app designs is Roboto. This is a neo-grotesque sans-serif font that is commonly used for Android apps. It has a friendly curve and is popular among Android users. This type of font is also a popular choice for logos.
If you’re looking for a more classic look, Sabon is a great choice for titles and headings. It is a very versatile typeface that comes in four styles. It is also a good choice for eCommerce and hotel apps. It is available in over 150 languages, making it perfect for a mobile app design.
Navigational buttons in mobile app design can provide a number of functions for users. They can make your app easier to navigate and increase user engagement. However, it’s important to ensure that your navigational elements are large enough to tap. As a general rule, you should install buttons with a 10mm diameter or larger. Another important consideration is the spacing between buttons. Choosing the right navigational elements will allow users to navigate through your app without stumbling or feeling overwhelmed.
When designing navigational buttons in mobile app design, remember that there is limited space on the screen. If there are more than five options, you’ll have trouble fitting them in the navigation bar and tabs. Plus, you need to consider the size of the touch target. For this reason, you should choose icons with distinct contrasts and make sure that they fit into the space you have available.
Use navigational buttons that are easy to tap and use. For example, Tinder’s hamburger menu is a great example of a menu that’s easy to use and takes up very little space. While Tinder didn’t invent the concept of gesture-based navigation, it has made a big impact on online dating. Navigational buttons should be as clear as possible, and always include a search box.
While navigational buttons on mobile app design are a useful way to keep users navigating your app, they can also be confusing to users. One of the most common mobile navigation design patterns is the hamburger menu. This type of menu allows navigation to be hidden beyond the screen edge and only reveal itself when the user clicks or taps it.
If you want to create a stunning mobile app design, you should consider using Material design. You can start by looking at existing apps that are built with this design language. For example, the Housing app uses a card-based layout with depth. This makes the app visually appealing and user-friendly. In addition, Afrian app uses a header that houses a date picker and graphical representation of check-in.
Material design allows you to experiment with different approaches to UI and UX. The good news is that you can experiment with the design without breaking any rules. Just make sure that you have plenty of user testing to find out if you have any counter-intuitive concepts that need to be addressed.
While Google’s Material Design guidelines are not the only way to make mobile apps look amazing, they can help you create an outstanding design. Google has released updated versions of Material Design in May 2018. The previous version of this design emphasised function over style, a fact that many app developers didn’t appreciate. The updated version of Material Design balances consistency with differentiation and flexibility. The new version also includes new icon packs and a Material Theme editor that can make it easier for you to customize your design.
Although Material Design is not perfect, it has become the de facto design standard for websites and apps developed for Android. Its guidelines provide a starting point for a great mobile app design and also provides a platform for unique branding. It’s important to note that this design system is a living and evolving one.
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Time is a precious. Most of us don't have enough of it and wish we had more. There are lots of English expressions using time. Here are 20 of them and what they mean. Check them out, there's no time to lose:
to be on time means not to be late. You arrive at the right time.
'The trains always run on time in my country. They are never late.'
This common idiom means that time passes quickly.
'Time flies when you are having fun.'
This expression means that you arrive or finish something just before it is too late. At the last possible moment.
'My team scored in the nick of time. The game was in the last few seconds.'
To turn back the hands of time means to go back to the past.
'If I could turn back the hands of time, I wouldn't have done what I did.'
We save time when we do something the quick way.
'We will save time if we drive instead of taking the bus.'
In natural English, spare time has the same meaning as free time. The things we do when we are not busy with work or study, for example.
'In my spare time I like to learn English.'
As time goes by means as time passes or moves. The passing of time.
'As time has gone by I have become less interested in going to nightclubs on the weekends.'
Out of time means that there is no more time left to do something. The time limit or deadline has been reached.
'Please stop writing. You are out of time. The exam has finished.'
To make time means to find the time to do something. We have to clear some time in our schedules to do something.
'I know that you are busy, but you will have to make time to attend the meeting.'
Time for a change means to stop what you are doing and start doing something else with your life.
'After working in the same job for 5 years, I now feel like it is time for a change.'
The famous expression time is money means that your time is a valuable commodity.
'I can't wait here all day. Time is money, you know?'
Time heals all wounds means that our feelings of hurt will leave us time passes by. This expression usually refers to emotional hurts and not physical ones.
'I was sad for a long time after I broke up with my boyfriend, but time heals all wounds. I'm fine now.'
Only time will tell means that we can not find out the truth or the answer yet. We will have to wait and then we will find out in the future.
'Will we ever have peace in the world? Only time will tell.'
To kill time means to do something that is not very interesting or important to pass time. We usually use to kill time when we are waiting for something that will take place later.
'We've got 4 hours until our flight leaves. What are we going to do until then? How are we going to kill time?'
When something happens or is done time after time it means that it happens again and again. The action repeats.
'Time after time Tom was late for school. His teacher told him if he was late again he would be in big trouble.'
Time off means to take a holiday from work.
'You are working too much. You need to take some time off.'
A waste of time refers to anything that is not a useful way to spend your time. Doing something pointless or useless.
It's a waste of time calling that company. They never answer the telephones.'
To have a hard time means to do something that is difficult or to suffer hardship.
'She's had a hard time recently; she lost her job and then her mother died.'
'I had a hard time trying to find this place. The directions you gave me were terrible!'
To have too much time on your hands means that you have too much free time and not enough things to do.
'He watches so much TV because he has too much time on his hands.' He needs to get a job.'
To have a whale of a time means to have a great time. To do something really fun.
'I had a whale of a time at your party. Please invite me to your next one.
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| 0.980717 | 904 | 2.734375 | 3 |
4th Australian Field Artillery Brigade
|The 4th Field Artillery Brigade was raised on 23 September 1915, following the formation of the First Australian Imperial Force (AIF) and the raising of the 2nd Division in Egypt in 1915. It comprised of recruits from the pre-war militia's 7th Field Artillery Brigade, based at St Kilda, Vic., and the 8th Field Artillery Brigade. The brigade went into camp at Albert Park, Melbourne, where it did its initial training. It consisted of three artillery batteries: 10, 11, and 12 Batteries. |
In November the brigade embarked for overseas service and sail to Egypt, where it joined the 2nd Division and the older AIF units following the Gallipoli campaign. A fourth battery, 19 Battery, was formed from the brigade's ammunition column. In March 1916 the brigade embarked at Alexandria for France, as the AIF moved to the Western Front.
Arriving at the port of Marseilles, the brigade travelled 800 kilometres by train to Le Havre, where it drew its 18-pounder guns and vehicles, before continuing to Armentieres, near the French-Belgium border, on 8 April. The fighting at Armentieres was not as intense as other places along the Western Front and the allies used the location as a "nursery sector" where new units could be "blooded". In May, 19 Battery was replaced by the 104th Howitzer Battery.
The 2nd Division's, and the 4th Field Brigade's, first major offensive was the battle of the Somme. The Somme offensive was partly designed to relieve the pressure on the French at Verdun. The 4th was deployed 80 kilometres south of Sausage Valley, near Pozieres, in late July, where it was involved in constant action against the Germans.
In September the brigade was given some relief, as it moved to Flanders, Ypres, but in November it returned to the Somme, to the Bapaume area, ten kilometres north-east of Pozieres. As the harsh winter began to set in, the brigade experienced its first gas attacks.
In March 1917 the Germans withdrew to the Hindenburg Ling and the 4th moved forward to Bullecourt. The brigade moved to Flanders in June and was in constant action to Novemeber, supporting allied attacks on Messines, Menin Road, Polygon Wood, Broodseinde, and then Passchendaele, as part of the Third Battle of Ypres. During this period, the brigade suffered its heaviest casualties of the war '151 in October and 145 in November' including killed, wounded, and evacuated ill.
When the Germans launched their Spring Offensive in March 1918, the brigade supported the I Australia Corps as it absorbed the German push. When the Germans broke through to Villers-Brettoneux the next month, the 4th consequently moved to the Somme. In August, when the Australian offensive began, the brigade supported the infantry, as the I Australia Corps moved through Peronne, Mont St Quentin, Bellicourt,and the Hindenburg Line. Exhausted from combat and illness, the brigade was relieved on 18 October.
The 4th was moving through Peronne on 11 November when it received news of the Armistice. The brigade's war diary recorded that the "news was taken quietly by the troops".
|Related conflicts||First World War, 1914-1918|
|Decorations||1 DSO; 9 MC; 2 DCM; 3 MSM; 3MID; 6 foreign awards|
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<urn:uuid:42cf4f1b-8680-432f-bb0c-f6e33354ad06>
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CC-MAIN-2015-32
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https://www.awm.gov.au/unit/U51114/
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s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042992201.62/warc/CC-MAIN-20150728002312-00256-ip-10-236-191-2.ec2.internal.warc.gz
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en
| 0.972224 | 745 | 2.75 | 3 |
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