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Historical Items Showing 3 of 26 View All Contributed by: Stockholm Historical Society Date: circa 1920 Contributed by: Maine Historical Society/MaineToday Media Media: Black and white photograph, glass negative Maine's ample woods historically provided numerous game animals and birds for hunters seeking food, fur, or hides. The promotion of hunting as tourism and concerns about conservation toward the end of the nineteenth century changed the nature of hunting in Maine. After traveling to the Arctic with Robert E. Peary, Donald B. MacMillan (1874-1970), an explorer, researcher, and lecturer, helped design his own vessel for Arctic exploration, the schooner Bowdoin, which he named after his alma mater. The schooner remains on the seas. Alanson Mellen "Mellie" Dunham and his wife Emma "Gram" Dunham were well-known musicians throughout Maine and the nation in the early decades of the 20th century. Mellie Dunham also received fame as a snowshoe maker. The Downeast community's history as presented by a broad-based team of representatives from Surry Elementary School and Surry Historical Society. Topics covered include the Surry Opera House and Surry Playhouse, the Surry Village School and education over time in the community, sawmills, and early property owner Phebe Fowler. Students scanned and transcribed a large number of the items digitized for the project. The history of a long-time mill town as depicted by seventh and eighth grade students at Mattanawcook Junior High School, with help from Lincoln Historical Society and Lincoln Memorial Library. The site includes exhibits on the paper industry, founding fathers, wartime Lincoln, Main Street, influential institutions, and communication and transportation. An introduction to Hampden history as presented by students from Reeds Brook Middle School, the Edythe L. Dyer Community Library, and Hampden Historical Society. Areas focused on include early settlement, expansion, Riverside Park, Hampden Academy, important residents, shipyards, the War of 1812, and more.

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Using less compressed air, electricity and water in your drying and spraying operations can lead to significant savings. The right approach and the right device for the application are critical. Systems that dry, clean, cool, coat and lubricate are easy to overlook as long as they seem to be providing the expected performance. That’s because the components in these systems are perceived to be quite simple. After all, if air is coming out holes in pipes and nozzles are spraying, everything is working properly, right? Wrong! Optimizing these operations can save tens or even hundreds of thousands of dollars annually by dramatically reducing compressed air, electricity and water consumption. Let’s take a look at two strategies that are relatively easy to implement, eliminate unnecessary profit leaks and improve product and process quality. Strategy 1: Slash or eliminate compressed air consumption Most plants use compressed air to dry, cool or move parts. Typically, open pipes or pipes with drilled holes or slits are used. While this approach accomplishes the desired task, compressed air consumption is excessive when compared with alternate approaches. In fact, using air nozzles, air amplifiers or air knives instead of open pipes can reduce air consumption by as much as 92%. In some operations, the use of compressed air can be eliminated completely by using an air knife package powered by a regenerative blower. (An overview of the options and estimated reductions in air consumption is shown in Table I. Refer to Table II for specific cost savings.) Air nozzles and air knife packages offer benefits in addition to reducing or eliminating the use of compressed air, including: - Perceived noise reductions from 28 to 60% with air nozzles; additional reductions achieved with air knife packages; - Improved worker safety; - More precise, repeatable drying and blow-off. Air nozzles: versatile, efficient and suitable for many operations… Air nozzles convert a low-pressure volume of compressed air into a targeted, high-velocity, concentrated air stream, flat fan or curtain of high-impact air. They come in a variety of types, capacities, sizes and materials. In addition, air nozzles can be used with CO2, nitrogen, steam or other compatible gases for special heating and cooling applications. Air amplifiers: increased intensity and efficiency… A variable air amplifier is another option when using compressed air. Air amplifiers produce a constant, highvelocity air stream for spot drying, blow-off, exhaust and robotic applications. Efficiency is maximized because additional free air is pulled through the unit along with the compressed air. Air amplifiers deliver higher volumes of air and operate at higher pressures than air nozzles for fast drying and blow-off. Low-flow air knives: maximum efficiency in small areas… Low-flow air knives deliver a high velocity, uniform air flow across the entire length of the knife. Drying and blow-off are fast and efficient and minimal air is used. Designed for small areas, low-flow air knives are typically mounted close to the target. Maximum knife length (or combined length of all knives) is limited to less than 2′ (61 cm). Applications that only require one or two air knives can experience significant operating cost reductions by using low-flow models. Some drying and blow-off operations are well suited to using regenerative blowers and air knives. Using blower air to power an air knife eliminates the need for compressed air and can result in substantial savings—including a reduction in operating costs by 95% or more. Air knife/ regenerative blower packages are rugged/reliable and require infrequent, minimal maintenance. They are ideal for applications that require: - High air velocity; - Oil-free operation; - Large application areas—more than 2′ (61 cm); - Heated air. How much can you save? Any plant with a drying, cooling or blow-off operation can likely experience savings. Table II provides estimated savings for a single operation. If you currently are using open pipes, reductions in compressed air consumption are possible—and will quickly offset the cost of any new equipment. If you’re already using air nozzles, evaluating alternatives such as variable air amplifiers, low-flow air knives or air knife/blower packages is a good idea to see if further savings can be realized. Strategy 2: Eliminate water waste by optimizing spray operations Spray nozzles are precision-engineered components designed to deliver very specific performance. And, like all technology, newer, more efficient versions are introduced on a regular basis. Routinely monitoring the nozzles you use and exploring changes in the way you spray can lead to significant reductions in water consumption. Nozzle wear = wasted water… Using worn spray nozzles can be extremely wasteful—often going undetected, especially in the early stages, where the signs of wear aren’t readily visible. Monitoring nozzles closely and taking the appropriate action can save thousands of gallons (liters) of water per day. As nozzles wear, their orifices become larger and, at any given pressure, the flow rate will increase. Nozzles that spray over capacity are not only wasting water. Electricity costs will rise due to excess pump operation, chemical consumption will increase and wastewater disposal costs will escalate as well. As shown in Table III, even slight nozzle wear can be extremely wasteful. Some signs of nozzle wear may be visible. As drop size increases, spray patterns may change or become distorted. If the wear is due to erosion or corrosion, a quick look at the nozzles will reveal the problem. What to do about nozzle wear… - Replace nozzles on a regular schedule. Many processors elect to changeout spray nozzles annually. Depending on the number and type of spray operations, the cost of replacement nozzles can be far less than the cost of wasted water even if the nozzles are only 15 to 20% worn. - Evaluate nozzle material. Changing nozzle material may minimize wear and waste. Nozzles made from harder materials generally provide longer wear life. In addition to standard materials such as brass, steel, cast iron, various stainless steels, hardened stainless steels, many plastics and various carbides, spray nozzles can also be supplied in other materials upon special request. Materials that offer better corrosion resistance also are available. The rate of chemical corrosion on specific nozzle materials, however, is dependent on the corrosive properties of the liquid being sprayed, its percent concentration and temperature, as well as the corrosion resistance of the nozzle material to the specific chemical. - Explore reducing spray pressure. Although it is not always possible, decreasing pressure, which will slow the liquid velocity through the orifice, may help reduce the orifice wear/corrosion rate. - Add line strainers or change to nozzles with built-in strainers. In many applications, orifice deterioration and clogging is caused by solid dirt particles in the sprayed liquid. This is particularly common in systems using continuous spray water recirculation. Strainers, or nozzles with built-in strainers, can trap larger particles and prevent debris from entering the nozzle orifice or vane to significantly reduce wear. Consult the accompanying “Spray Nozzle Checklist” sidebar at the end of this article for more pointers. Consider changing the way you spray… You may be able to conserve vast amounts of water by making some simple changes to your spray operations. As a starting point, you may want to consider taking these steps. - Use nozzles that precisely spray the target. Overspray is not only wasteful, it can cause excess maintenance and impede production. - Add handheld spray guns to open hoses to ensure water is “on” only when needed. - As spray nozzles wear out, replace with water-saving models. - Equip all hoses with spring-loaded shutoff nozzles and make sure they aren’t removed. - Instruct workers to use hoses—equipped with spray guns—sparingly, and only when necessary. - Change shower heads to smaller nozzles. - Install high-pressure, low-volume nozzles on spray washers. - Use fogging nozzles to cool products. Consult the experts to maximize benefits An on-site evaluation of your drying, cleaning, cooling, coating and lubrication operations from your spray nozzle manufacturer is the most expedient and thorough way to identify possible improvements and quantify the resulting savings. Leading manufacturers don’t charge for this service and will conduct a comprehensive audit of all your operations in a single visit and provide a written summary report that includes recommended changes. It’s a risk-free way to learn more about how to lower energy and water consumption and a valuable service for every processor with spray operations. Spray Nozzle Checklist Flow Rate – Each Nozzle Centrifugal Pumps: Monitor fl ow meter readings to detect increases. Or collect and measure the spray from the nozzle for a given period of time at a specifi c pressure. Then compare these readings to the fl ow rates listed in the manufacturer’s catalog or compare them to fl ow rate readings from new, unused nozzles. Positive Displacement Pumps: Monitor the liquid line pressure for decreases; the fl ow rate will remain constant. Spray Pressure – In Nozzle Manifold Centrifugal Pumps: Monitor for increases in liquid volume sprayed. (Spraying pressure likely to remain the same.) Positive Displacement Pumps: Monitor pressure gauge for decreases in pressure and reduction in impact on sprayed surfaces. (Liquid volume sprayed likely to remain the same.) Also, monitor for increases in pressure due to clogged nozzles. Visually inspect for changes in spray coverage. Examine application results for changes. Drop size increases cannot be visually detected in most applications. An increase in fl ow rate or a decrease in spraying pressure will impact drop size. Visually inspect each nozzle for changes in the uniformity of the pattern. Check spray angle with protractor. Measure width of spray pattern on sprayed surface. Jon Barber is a director at Spraying Systems Co., based in Wheaton, IL. The company, which is celebrating its 70th anniversary, offers nozzles in thousands of sizes, hundreds of configurations and dozens of materials. Designed to improve efficiency, these products range from quick-change units that require no tools for installation to anti-bearding nozzles that increase throughput. For more information, contact Barber directly. Telephone: (630) 665-5000; e-mail: [email protected]

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- About Us - Local Savings - Green Editions - Legal Notices - Weekly Ads Connect with Us County Council recognizes May as Arts Education Month in King County | King County The King County Council declared May as Arts Education Month. “Learning about the arts is as important to a child’s education as reading, writing, and arithmetic,” said Councilman Larry Phillips, prime sponsor of recognition. “Children with exposure to a diverse arts education grow up with the cognitive skills and ingenuity to not only enrich their community but work successfully in a variety of fields as well.” The arts, including dance, music, theatre, and visual arts, are defined as a core content area in Washington State’s definition of basic education, and are considered an essential component of a complete education that should be provided for all students. Education in the arts enables students to develop critical thinking and problem solving skills, imagination and creativity, discipline, alternate ways of communicating and expressing feelings and ideas, and cross-cultural understanding—thereby supporting academic success across the curriculum, as well as personal growth outside the classroom. “A well-rounded education includes instruction in the arts,” said Councilman Reagan Dunn. “This month we take time to highlight the arts and their importance in the education of our students.”

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Step 5: Identify resource needs and prepare a budget Effective professional development requires adequate resources, including time, people, facilities and equipment, and money. When these resources are not available or if they are not available when they are needed, the effectiveness of the activity and its impact on participants will be diminished. Careful planning can identify what resources are needed and ensure that they are available when they are needed. The budget template that is included in this section of the planning guide can help you identify the resources that are necessary for the activity that you are planning to be successful and it will help you generate an estimate of the cost of the activity. (NEXT PAGE) (PREVIOUS PAGE)

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Dropping out of school has especially dire consequences for young people and for society as a whole. Twenty-five years ago, almost 90% of high school dropouts could find regular work. Today, slightly more than a third of young dropouts find full-time employment and only 11% of them are earning more than poverty wages. And while some full-time job opportunities remain, the ability to earn a living wage without a high school diploma is difficult at best in today’s society. Today, a dropout earns about $260,000 less in a lifetime than a high school graduate (Alliance for Excellent Education, September 2007). As we watch our nation develop and transition to a technology-based society, more and more workers are being displaced. High school graduation becomes imperative as high school graduates do twice as well, and college graduates fare six times better than dropouts. Clearly education pays off for students who complete high school. From the class of 2007 dropouts, the United States will lose $329 billion in wages, taxes, and productivity (Alliance for Excellent Education, September 2007). Beyond the personal costs of dropping out of school, the average dropout costs the community more than $300,000. We know that 75% of the individuals received by the Maryland Division of Corrections (1998 Dropout Prevention Taskforce Report) report themselves as high school dropouts. This means that approximately 17,250 of the 23,000 inmates are dropouts. Each year of incarceration costs state taxpayers more than $30,000 per inmate. Maryland spends about $518 million per year to house the 17,250 inmates who are dropouts. Dropping out is not the only challenge of this population, but we cannot dismiss the correlation between earning a high school diploma and incarceration. A five percent increase in Maryland’s male graduation rate could result in $160,557,762 annually in crime-related savings and $50,869,458 in additional earnings, for a total benefit to the State of $211,427,220 (Alliance for Excellent Education, August 2006) A ten percent increase in the male graduation rate could reduce murder and assault rates by about 20 percent, motor vehicle theft by 13 percent and arson by eight percent (Moretti, 2005). Thus, we need to do everything possible to ensure that our young people have every opportunity to graduate from high school. Each local school system (LSS) has developed strategies to address dropout prevention. A description of the services and interventions provided is included in the LSS Bridge to Excellence Master Plan, and the annual updates to that plan.

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Bay Backpack - Chesapeake Bay Program/NOAA Everything Chesapeake is right here! Learn some creative ways to integrate the Chesapeake Bay and environmental issues into your classroom lessons. The Bay Backpack's books, multimedia, curriculum guides, individual lesson plans and online data sources help bring environmental education into the classroom. Bayville Online Field Trip! Students become virtual research assistants for a video production company looking for significant stories about the science of the Chesapeake Bay. Chesapeake Bay- Introduction to an Ecosystem Full document from NOAA's Chesapeake Bay Program and EPA Maryland Department of the Environment (MDE) Air, land and water resources for students, teachers and the community Clean Air Partners On the Air curriculum featuring seven units on air quality, health and climate change. Sign up for the Air Alert or get the app from Clean Air Partners. CLEAN: Climate Literacy & Energy Awareness Network A Part of the National Science Digital Library, contains reviewed resources and an online community to share teaching strategies Environmental Literacy and Inquiry Middle school teaching modules on energy, climate change and land use from Lehigh University. National Sustainability Education Standards Includes a national listserv for K12 educators focused on education for sustainability JASON Project Curriculum Curriculum, professional development and live events in STEM education. American Museum of Natural History Searchable catalog of lessons and learning materials including videos and data visualizations about global biodiversity, Earth & Space science, human biology and evolution Project Wild Links to MD Curriculum Social Studies middle school modules about Environmental History and Forests! School & Classroom Projects The Amphibian Project - multiple sources of amphibian curricula; conceptual and hands-on projects for all grades Every October, thousands of Growing Native volunteers collect native hardwood tree seeds, such as acorns and walnuts. These seeds are donated to state nurseries, which grow them into seedlings. In the spring, volunteers plant seedlings grown from seeds collected two to three years prior along the banks of rivers and streams in their communities. DNR's School Check-Up Guide Get your free copy of the new guide with lessons on energy, waste, and water assessments for your school! Oyster Recovery Partnership Students, families and organizations working to restore oyster populations. Citizen Science (Scientific American) Various projects, ZomBee, Students' Cloud Observations Online (S'COOL), and Marine Debris Tracker, for individual students and classes. Bird Sleuth (Cornell Lab of Ornithology) K-12 resources and activities to build science skills and encourage students to investigate habitats and explore biodiversity. Planning a Low Impact Car Wash Fundraiser School System Environmental Pages (Informal Environmental Education Centers are listed under "Organizations.") National Renewable Energy Lab (USDoE) Solar Sprint/Hydrogen Fuel Cell Car Competition for Middle School National Atlas WebSite U.S. Department of the Interior Create maps and layer them with data from agriculture, geology, hydrology, topography, biology, more. National Park Service Curriculum Materials Energy Star for K12 School Districts Success Stories, Resources and Recognition NASA LandSat lesson plans Global climate change education modules Environmental Education Resources NAAEE (EE-Linked) Environmental Literacy Council Information and resources on environmental topics, curriculum materials and textbook reviews. Geographic Information Systems Accessing the right data is the key to getting the most value out of your GIS enterprise. ArcData and Geography Network offer search tools, services, and software Global Climate Change NASA global climate change education resources EPA Environmental Projects, Resources & Awards

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MARYLAND STATE DEPARTMENT OF EDUCATION ENVIRONMENTAL EDUCATION BYLAW .01 Environmental Education Instructional Programs for Grades Prekindergarten — 12. A. Each local school system shall provide in public schools a comprehensive, multi-disciplinary environmental education program infused within current curricular offerings and aligned with the Maryland Environmental Literacy Curriculum. B. The Maryland Environmental Education Program shall: (1) Provide a developmentally appropriate instructional program; (2) Advance students’ knowledge, confidence, skills, and motivation to make decisions and take actions that create and maintain an optimal relationship between themselves and the environment, and preserve and protect the unique natural resources of Maryland, particularly those of the Chesapeake Bay and its watershed. (3) This comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years, and shall include all of the standards from the Maryland Environmental Literacy Curriculum as set forth in §C of this regulation. C. Maryland Environmental Literacy Curriculum. (1) Environmental Issues. The student shall: (a) Investigate and analyze environmental issues ranging from local to global perspectives and; (b) Develop and implement a local action project that protects, sustains, or enhances the natural environment. (2) Interactions of Earth’s Systems. The student shall analyze and apply the properties of systems thinking and modeling to the study of earth’s systems. (3) Flow of Matter and Energy. The student shall analyze and explain: (a) The movement of matter and energy through interactions of each of the following earth systems: (iv) Atmosphere; and (v) Cryosphere; and (b) The influence of this movement on weather patterns, climatic zones, and the distribution of life. (4) Populations, Communities, and Ecosystems. The student shall use physical, chemical, biological, and ecological concepts to analyze and explain the interdependence of humans and organisms in populations, communities, and ecosystems. (5) Humans and Natural Resources. The student shall use concepts from chemistry, physics, biology, and ecology to analyze and interpret both positive and negative impacts of human activities on earth’s natural systems and resources. (6) Environment and Health. The student shall use concepts from science, social studies and health to analyze and interpret both positive and negative impacts of natural events and human activities on human health. (7) Environment and Society. The student shall analyze how the interactions of heredity, experience, learning and culture influence social decisions and social change. (8) Sustainability. The student shall: (a) Make decisions that demonstrate understanding of natural communities and the ecological, economic, political, and social systems of human communities; and (b) Examine how their personal and collective actions affect the sustainability of these interrelated systems. D. Each local school system shall establish a support system to enable teachers and administrators to engage in high quality professional development in content knowledge, instructional materials, and methodology related to environmental education. E. Student Participation. All students shall have the opportunity to participate in the comprehensive environmental education program required by this regulation to meet their graduation requirement in environmental literacy. Graduation Requirements for Public High Schools in Maryland .04 Credit Requirements. A. — B. (text unchanged) C. Beginning with students entering high school in 2011-2012, all students must complete a locally designed high school program of environmental literacy as set forth in COMAR 13A.04.17 that is approved by the State Superintendent of Schools. |Gary Hedges, Science Specialist |Division of Instruction Maryland State Department of Education |200 West Baltimore Street

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Capitalizing on a growing body of evidence that comics can encourage reluctant readers to read more and talented students to gain in knowledge and creativity, The Maryland State Department of Education has partnered with Diamond Comic Book Distributors and elicited the help of members of local school systems, higher education, adult and corrections education, and libraries. The goal is to develop a Maryland plan and instructional strategies that support the use of graphic literature in elementary, secondary, adult, and corrections education. This initiative which is sponsored by State Superintendent Nancy Grasmick and the President of Diamond Comics, Steve Geppi. The Maryland Comic Book Initiative The Maryland State Department of Education (MSDE) partnered with Diamond Comic Book Distributors, the nation's largest comic book distributor, to create a Maryland Comic Book Initiative called Comics in the Classroom. The purpose of the initiative is to introduce and encourage the use of award-winning and other credible graphic novels and comic book materials in classroom instruction. These materials are not to be a replacement of traditional texts and instruction, but rather an additional means to enhance reading instruction by motivating students to read more and better. The innovative programs developed for Phase 1 of the program include lessons and suggested materials for elementary grades first through fourth. These lessons are based on Maryland's Voluntary State Curriculum. Specialized instructional lessons designed with Disney Publishing Worldwide were piloted in Maryland and evaluated by the University of Maryland Baltimore County. These lessons and other parts of the program have received widespread national and international attention. The Disney/MSDE Comics in the Classroom Toolkit - Background Information In 2004, MSDE brought together a panel of distinguished teachers, principals, and comic book experts to brainstorm ideas related to the use of comics in Maryland classrooms. The idea was enthusiastically embraced and teacher team members and the MSDE scoped out an instructional program for Maryland. The MSDE then began contract work with Disney Publishing Worldwide to create an instructional toolkit featuring Disney characters that could be used by teachers to motivate students and expand their reading skills. The program which was developed is referred to as the Comics in the Classroom Toolkit. It is geared to third and perhaps fourth grade students and features ten lessons complete with lesson-by-lesson guidelines, reading, vocabulary, and writing exercises, along with comic book creation exercises and other handouts for students. Toolkit reading materials feature classic Disney characters such as Mickey Mouse and Donald Duck. A set of 30 comic books is included in each classroom kit. Sample lessons can be found the following URL: bookshelf.diamondcomics.com. Follow the link for Md Comic Book Initiative. Recently, eight Maryland elementary schools piloted this program at the third grade and we learned that the students LOVED reading graphic stories and gained important reading, writing, and thinking skills. The Disney materials were vetted by a state committee and evaluated by the education department at the University of Maryland Baltimore County (UMBC). The results of the evaluation were very positive. Project Continuation in 2008 In a new phase of the initiative starting spring 2008, approximately 200 Maryland third grade classrooms will work with MSDE in providing additional feedback on the Toolkit lessons. In addition, the Maryland Comic Book Initiative will continue to work with Diamond and numerous publishers to offer guidance and ideas for instructional programs utilizing graphic novels and comics for students of all ages. Steve Geppi, Darla Strouse, Dr. Nancy Grasmick, John Snyder of Diamond, and Jonathan Yaged of Disney Publishing Worldwide. May 3, 2007 Comics In The Classroom Video, May 3, 2007 Fourth graders from George Lisby Elementary at Hillsdale in Harford County visit the Geppi Entertainment Museum downtown by Camden Yards, as Schools Superintendent Nancy Grasmick launches the "Comics In The Classroom" initiative.

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Maryland is the first state in the nation to require high school students to engage in service-learning activities as a condition of graduation. Each of the 24 school districts in Maryland implements the service-learning graduation requirement differently, because they tailor the specifics of their program to their local community. In April 2008, the National Youth Leadership Council released the K-12 Service-Learning Standards for Quality Practice. There are eight national standards in comparison to Maryland's 7 Best Practices of Service-Learning. Most of the national standards have a direct corresponding match with one of Maryland's existing seven standards. What makes a project meaningful and effective? High quality experiences meet Maryland's Seven Best Practices for Service-Learning (now aligned with NYLC's K-12 Service-Learning Standards for Quality Practice). These projects allow students and teachers to: 1. Address a recognized need in the community 2. Achieve curricular objectives 3. Reflect throughout the service-learning experience 4. Develop student responsibility 5. Establish community partnerships 6. Plan ahead for service learning 7. Equip students with knowledge and skills needed for civic engagement If you would like to evaluate the effectiveness of a service-learning project you current offer or engage in, use our Seven Best Practice Evaluation Tool.

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MSc in Earth Science This MSc course explores current aspects of Earth science, investigating how the Earth’s lithosphere, hydrosphere, cryosphere, atmosphere, and biosphere are dependent upon each other, interacting across a wide range of temporal and spatial scales. You will learn to critically evaluate current research and gain skills that allow you to update your knowledge of Earth science. You will investigate how to deal with complex interacting Earth systems, how to quanitify fluxes within the Earth system and understand the climatic consequences of changing the balance between different components. You will learn how to communicate scientific information to specialists and non-specialists. The overall aim of the qualification is to develop knowledge and understanding, cognitive skills, key skills and practical and professional skills in the study of Earth Science, using a systems approach. In summary, the aims of the qualification are to allow you to: - develop an understanding of scientific principles and current issues underlying the main areas of Earth Science - critically reflect on how these processes operating over a range of temporal and spatial scales impact on present and future socio-economic systems - develop the skills and a critical understanding of methodological approaches essential to postgraduate study in science. After completing the qualification you should be able to: - use electronic means of communication, information searching and retrieval - critically assess literature in Earth Science - prepare an extended piece of writing, scientific reviews, and an online presentation that critically engage with current theoretical, methodological and/or practical issues in Earth Science. Generic skills developed in assignments include: use of text and electronic resources, reflection on developing understanding of overarching themes in the qualification, critical reading, comprehension, communication to specialist and non-specialist audiences, synthesis of information, critical understanding of complex scientific issues. Teaching, learning and assessment methods Knowledge and understanding are acquired from specially prepared teaching materials using a variety of learning approaches, which may include self-assessment questions, working with audio and visual learning materials, reference electronic texts, directed reading, electronic journals, computer conferencing and web-based resources. You will work independently with the teaching materials, but may form self-help groups with other students, communicating online in module or individual study group forums, by email, telephone or face-to-face. Tutors will support your learning individually and within groups, electronically. Skills are developed throughout the programme in parallel with knowledge and understanding. Completing this MSc course will equip you with a set of key transferable skills, which will be relevant to Earth science, as well as providing you with a basis of postgraduate level science skills. You will learn to critically evaluate current research and advanced scholarship in your field of study as well as evaluating research methodologies. You will discover how to deal with complex issues and make sound judgements and decisions in complex and unpredictable situations. You will learn to communicate information and conclusions to specialist and non-specialist audiences including professional audiences, demonstrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a postgraduate level. The nature of this qualification will develop your independent learning skills and enhance your ICT skills in locating information and communicating with others in both professional and academic contexts. Last updated July 24, 2015

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Sick sinus syndrome — also known as sinus node disease or sinus node dysfunction — is the name for a group of heart rhythm problems (arrhythmias) in which the sinus node — the heart's natural pacemaker — doesn't work properly. The sinus node is an area of specialized cells in the upper right chamber of the heart that controls the rhythm of your heart. Normally, the sinus node produces a steady pace of regular electrical impulses. In sick sinus syndrome, these signals are abnormally paced. A person with sick sinus syndrome may have heart rhythms that are too fast, too slow, punctuated by long pauses — or an alternating combination of all of these rhythm problems. Sick sinus syndrome is relatively uncommon, but the risk of developing sick sinus syndrome increases with age. Many people with sick sinus syndrome eventually need a pacemaker to keep the heart in a regular rhythm. Most people with sick sinus syndrome initially have few or no symptoms. In some cases, symptoms may come and go. When they do occur, sick sinus syndrome symptoms may include: - Slower than normal pulse (bradycardia) - Dizziness or lightheadedness - Fainting or near fainting - Shortness of breath - Chest pains - A sensation of rapid, fluttering heartbeats (palpitations) Many of these signs and symptoms are caused by reduced blood flow to the brain when the heart beats too fast or too slowly. When to see a doctor If you have spells of lightheadedness, dizziness, fainting, fatigue, shortness of breath or palpitations, talk to your doctor. Many medical conditions can cause these signs and symptoms — including sick sinus syndrome — and it's important to identify the problem. Your heart is made up of four chambers — two upper chambers (atria) and two lower chambers (ventricles). The rhythm of your heart is normally controlled by the sinoatrial (SA) node — or sinus node — an area of specialized cells located in the right atrium. This natural pacemaker produces the electrical impulses that trigger each heartbeat. From the sinus node, electrical impulses travel across the atria to the ventricles, causing them to contract and pump blood out to your lungs and body. If you have sick sinus syndrome, your sinus node isn't functioning properly, so your heart rate may be too slow (bradycardia) or too fast (tachycardia) or irregular. Types of sick sinus syndrome and their causes include: - Sinoatrial block. Electrical signals move too slowly through the sinus node, causing an abnormally slow heart rate. - Sinus arrest. The sinus node activity pauses. - Bradycardia-tachycardia syndrome. The heart rate alternates between abnormally fast and slow rhythms, usually with a long pause (asystole) between heartbeats. What makes the sinus node misfire? Diseases and conditions that cause scarring or damage to your heart's electrical system can be the reason. Scar tissue from a previous heart surgery also may be the cause, particularly in children. Sick sinus syndrome may also be set off by medications, such as calcium channel blockers or beta blockers used to treat high blood pressure, heart disease or other conditions. However, in many cases, the sinus node doesn't work properly because of age-related wear and tear to the heart muscle. Sick sinus syndrome can occur in people of all ages, even infants. Because it usually develops slowly, over many years, it's most common in people around age 70. In rare cases, sick sinus syndrome may also be associated with certain conditions such as muscular dystrophy and other diseases that may affect the heart. When your heart's natural pacemaker isn't working properly, your heart can't perform as efficiently as it should. This can lead to a very slow heart rate, which may cause fainting. In rare cases, long periods of slow heart rate or fast heart rate can keep your heart from pumping enough blood to meet your body's needs — a condition called heart failure. If you have a type of sick sinus syndrome called bradycardia-tachycardia syndrome, you also may be at a higher risk of developing a blood clot in your heart that may lead to a stroke. That's because the fast heart rhythm that occurs in bradycardia-tachycardia syndrome is often atrial fibrillation. Atrial fibrillation is a chaotic rhythm of the upper chambers of the heart that can cause blood pooling in the heart. Blood clots are more likely to form when blood flow through the heart is altered in any way. A blood clot can break loose and travel to the brain, causing a stroke. Symptoms of sick sinus syndrome, if present at all, may be so mild that you don't realize they're cause for concern. For this reason, sick sinus syndrome may not be diagnosed until it's in an advanced stage, when the risk of complications is greater. Call your family doctor or general practitioner if you have symptoms of sick sinus syndrome. In some cases when you call to set up an appointment, you may be referred to a doctor trained in diagnosing and treating heart conditions (cardiologist). Here's some information to help you prepare for your appointment. What you can do - Find out if you need to follow any pre-appointment restrictions, such as changing your activity level or your diet to prepare for diagnostic tests. - Write down any symptoms you've been experiencing, and for how long. - Write down key personal information, including any major stresses or recent changes in your life. - Make a list of your key medical information, including other medical problems for which you've recently been treated and the names of any medications you're taking, including over-the-counter medications, vitamins and supplements. - Find a family member or friend who can come with you to the appointment, if possible. Someone who accompanies you can help remember what the doctor says. - Write down the questions you want to be sure to ask your doctor. For sick sinus syndrome, some basic questions to ask your doctor include: - What is likely causing my symptoms? - Are there any other possible causes for these symptoms? - What kinds of tests do I need? - What treatment approach do you recommend? - If you're recommending a pacemaker implantation, what's involved in the procedure? - Will I need to stay in the hospital? - What risks are associated with a pacemaker implantation? - What will my recovery from surgery be like? - Will I be able to resume normal activity? When? - Do you expect a pacemaker will manage my symptoms permanently? - Will I need additional surgery to maintain or, eventually, replace my pacemaker? - Will I need any additional treatment for my condition? - How will you monitor my health long term? - I'm also being treated for another health problem. Will I need to change the treatments I'm using to manage that condition? - Should my children or other close relatives be screened for heart problems? - Are there any brochures or other printed material that I can take home with me? What websites do you recommend visiting? In addition to the questions that you've prepared to ask your doctor, don't hesitate to ask questions during your appointment. What to expect from your doctor Your doctor is likely to ask you a number of questions. Being ready to answer them may reserve time to go over any points you want to talk about in-depth. Your doctor may ask: - What are your symptoms? - When did you first begin experiencing symptoms? - Have your symptoms changed over time? If so, how? - Do your symptoms include feeling lightheaded or dizzy? - Have you ever fainted? - Do you experience rapid, fluttering or pounding heartbeats (palpitations)? - Do you experience squeezing, pressure, heaviness, tightness or pain in your chest (angina)? - Does exercise or physical exertion make your symptoms worse? - Are you aware of any history of heart problems in your family? - Are you being treated for any other health conditions? What you can do in the meantime While you wait for your appointment, check with your family members to find out if any relatives have been diagnosed with heart problems. Knowing your family health history will help your doctor plan the right diagnostic tests and treatments based on your individual risks. Although sick sinus syndrome is rare, the symptoms of this condition mimic those of many other cardiac illnesses. If exercise makes your symptoms worse, avoid exercise until you've been seen by your doctor. Symptoms of sick sinus syndrome — such as dizziness, shortness of breath and fainting — are also symptoms of many other diseases and conditions. However, in sick sinus syndrome, these symptoms only occur when the heart is beating abnormally. In order to diagnose and treat sick sinus syndrome, your doctor will need to establish a connection between your symptoms and an abnormal heart rhythm. Testing for sick sinus syndrome usually starts with a standard electrocardiogram (ECG). However, if your abnormal heart rhythms tend to come and go, they may not be detected during the brief time a standard ECG is recording. You may need additional types of ECG: - Standard ECG. During this test, sensors (electrodes) are attached to your chest and limbs to create a record of the electrical signals traveling through your heart. The test may show patterns that indicate sick sinus syndrome, including fast heart rate, slow heart rate or a long pause in the heartbeat (asystole) after a fast heart rate. - Holter monitor. This portable device is carried in your pocket or in a pouch on a belt or shoulder strap. It automatically records your heart's activity for an entire 24- to 48-hour period, which provides your doctor with an extended look at your heart rhythms. This type of monitoring can be very helpful for diagnosing sick sinus syndrome. Event recorder. This portable electrocardiogram device can also be carried in your pocket or worn on a belt or shoulder strap for home monitoring of your heart's activity. You will often be given this device to use for up to a month. When you feel symptoms, you push a button, and a brief ECG recording is saved. This allows your doctor to see your heart rhythm at the time of your symptoms, which can help pinpoint sick sinus syndrome. Implantable loop recorder. This small device is implanted just under the skin of your chest and is used for continuous, long-term monitoring of your heart's electrical activity. An implantable loop recorder may be worn from months to years. This device is automatically triggered by an irregular heart rhythm (arrhythmia) or may be triggered manually when you feel symptoms. This test isn't commonly used to screen for sick sinus syndrome. However, in some cases, electrophysiologic testing can help check the function of your sinus node, as well as other electrical properties of your heart. During this test, thin, flexible tubes (catheters) tipped with electrodes are threaded through your blood vessels to various spots along the electrical pathways in your heart. Once in place, the electrodes can precisely map the spread of electrical impulses during each beat and may identify the source of heart rhythm problems. Treatment for sick sinus syndrome focuses on eliminating or reducing unpleasant symptoms. If you aren't bothered by symptoms, you may only need regular checkups to monitor your condition. For people who are bothered by symptoms, the treatment of choice is usually an implanted electronic pacemaker. Your doctor may start by looking at your current medications to see if any of them could be interfering with the function of your sinus node. Medications used to treat high blood pressure or heart disease — such as beta blockers or calcium channel blockers — can worsen abnormal heart rhythms. In some cases, adjusting these medications can relieve symptoms. Pacing the heart Most people with sick sinus syndrome eventually need a permanent artificial pacemaker to maintain a regular heartbeat. This small, battery-powered electronic device is implanted under the skin near your collarbone during a minor surgical procedure. The pacemaker is programmed to stimulate or "pace" your heart as needed to keep it beating normally. The type of pacemaker you need depends on the type of irregular heart rhythm you're experiencing. Some rhythms can be treated with a single chamber pacemaker, which uses only one wire (lead) to pace one chamber of the heart — in this case, the atrium. However, most people with sick sinus syndrome benefit from dual chamber pacemakers, in which one lead paces the atrium and one lead paces the ventricle. You'll be able to resume normal or near-normal activities after you recover from pacemaker implantation surgery. The risk of complications, such as swelling or infection in the area where the pacemaker was implanted, is small. Additional treatments for fast heart rate If you have rapid heart rate as part of your sick sinus syndrome, you may need additional treatments to control these rhythms: Medications. If you have a pacemaker and your heart rate is still too fast, your doctor may prescribe anti-arrhythmia medications to prevent fast rhythms. If you have atrial fibrillation or other abnormal heart rhythms that increase your risk of stroke, you may need a blood-thinning medicine, such as warfarin (Coumadin) or dabigatran (Pradaxa). AV node ablation. This procedure can also control fast heart rhythms in people with pacemakers. It involves applying radiofrequency energy through a long, thin tube (catheter) to destroy (ablate) the tissue around the atrioventricular (AV) node between the atria and the ventricles. This stops fast heart rates from reaching the ventricles and causing problems. - Radiofrequency ablation of atrial fibrillation. This procedure is similar to AV node ablation. However, in this case, ablation targets the tissue that triggers atrial fibrillation. This actually eliminates atrial fibrillation itself, rather than just preventing it from reaching the ventricles. In some cases, inflammation and narrowed arteries caused by underlying heart disease can cause sick sinus syndrome. Your doctor may suggest that, in addition to other treatments, you make lifestyle changes that will keep your heart as healthy as possible. Take the following steps to treat or eliminate risk factors that may lead to heart disease: - Exercise and eat a healthy diet. Live a heart-healthy lifestyle by exercising regularly and eating a healthy, low-fat diet that's rich in fruits, vegetables and whole grains. - Maintain a healthy weight. Being overweight increases your risk of developing heart disease. - Keep blood pressure and cholesterol under control. Make lifestyle changes and take medications as prescribed to correct high blood pressure (hypertension) or high cholesterol. - Don't smoke. If you smoke and can't quit on your own, talk to your doctor about strategies or programs to help you break a smoking habit. - If you drink, do so in moderation. If you drink alcohol, drink in moderation. For some conditions it's recommended that you completely avoid alcohol. Ask your doctor for advice specific to your condition. If you can't control your alcohol use, talk to your doctor about a program to quit drinking and manage other behaviors related to alcohol abuse. - Don't use illegal drugs. Talk to your doctor about an appropriate program for you if you need help ending illegal drug use. - Control stress. Avoid unnecessary stress and learn coping techniques to handle normal stress in a healthy way. - Go to scheduled checkups. Have regular physical exams and report any signs or symptoms to your doctor. May 13, 2014 - Zipes DP, et al. Cardiac Elecrophysiology: From Cell to Bedside. 6th ed. Philadelphia, Pa.: Saunders Elsevier; 2014. http://www.clinicalkey.com. Accessed Jan. 8, 2014. - Sinus node dysfunction. The Merck Manuals: The Merck Manual for Health Care Professionals. http://www.merckmanuals.com/professional/cardiovascular_disorders/arrhythmias_and_conduction_disorders/sinus_node_dysfunction.html. Accessed Jan. 8, 2014. - Lau CP, et al. Prospective randomized study to assess the efficacy of site and rate of atrial pacing on long-term progression of atrial fibrillation in sick sinus syndrome: Septal pacing for atrial fibrillation suppression evaluation (SAFE) study. Circulation. 2013;128:687. - Cheng A. Diagnosis and evaluation of the sick sinus syndrome. http://www.uptodate.com/home. Accessed Jan. 8, 2014. - Cheng A. Manifestations and causes of the sick sinus syndrome. http://www.uptodate.com/home. Accessed Jan. 8, 2014. - Semelka M, et al. Sick sinus syndrome: A review. American Family Physician. 2013;87:691. - What is a pacemaker? National Heart, Lung, and Blood Institute. http://www.nhlbi.nih.gov/health/health-topics/topics/pace/. Accessed Jan. 8, 2014. - Tracy CM, et al. 2012 ACCF/AHA/HRS focused update incorporated into the ACCF/AHA/HRS 2008 guidelines for device-based therapy of cardiac rhythm abnormalities. Journal of the American College of Cardiology. 2013;61:e6. - Non-surgical procedures for atrial fibrillation (Fib or AF). American Heart Association. http://www.heart.org/HEARTORG/Conditions/Arrhythmia/AboutArrhythmia/Non-surgical-Procedures-for-Atrial-Fibrillation-Fib-or-AF_UCM_423782_Article.jsp. Accessed Jan. 8, 2014. - Your guide to a healthy heart. National Heart, Lung, and Blood Institute. http://www.nhlbi.nih.gov/health/public/heart/other/your_guide/yg_hh.htm. Accessed Jan. 8, 2014.

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Written by MedRecallNews Other Issues - MedRecallNews Many commonly used products pose serious health risks to the public. MedRecallNews aims to keep you informed. Shortness of Breath, Chest Pain, Asbestos Exposure Asbestos exposure has been linked to serious health issues Mesothelioma is a Cancer directly related to exposure to asbestos. Veterans, Shipyard workers, Asbestos Manufacturers, and Tradesmen are well known high risk groups for Asbestos exposure. Get the Facts and the Help You Need According to the National Cancer Institue, Mesothelioma symptoms may not appear for 30 years or more after exposue and can include the following symptoms: Shortness of breath and pain in the chest Weight loss, Abdominal Pain and Swelling Other symptoms of Peritoneal Mesothelioma may include Bowel Obstruction, Blood Clotting abnormalities, Anemia, and Fever. If the cancer has spread beyond the Mesothelium to other parts of the body, symptoms may include pain, trouble swallowing, or swelling of the neck or face.

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Meredith College’s first report on “The Status of Girls in North Carolina” was released on March 11, during the North Carolina Women’s Roundtable in Greensboro, N.C. “The Status of Girls in North Carolina” offers for the first time a detailed compilation of data that documents factors that impact girls’ lives within the state. “This report identifies particular attributes of North Carolina girls’ lives in the 21st century that we should celebrate, and also those we should mobilize to change,” said Meredith College President Jo Allen. “At the very least, we must realize that as girls thrive, they create safer, more affluent, healthier, better educated and more stable families and communities, where all people can flourish.” Allen and Assistant Professor of Sociology Amie Hess, primary author of “The Status of Girls in North Carolina” report, presented the report at the N.C. Women’s Roundtable. Meredith’s report consists of seven major subsections including demographics, education, media engagement, physical health, mental health, sexual health and leadership and engagement. The report highlights areas in which girls in North Carolina are making strides, areas in which improvement is needed and areas of disparity among girls. Report highlights include: Demographics and Poverty Girls in North Carolina are being raised in increasingly diverse family structures with increasingly diverse incomes. Poverty rates among North Carolina's girls are high, but not all girls are equally at risk for living in poverty. One in three African American, Latina and American Indian girls ages 5-17 are living in poverty; among girls under 5 years old, the number jumps to nearly 50%. Children growing up with a single mother are likely to be classified as poor or low-income. In North Carolina, almost 21% of families are headed by a single mother, and in 2011, over 44% of those families lived below the poverty line. In the 2011-12 academic year, more than two-thirds of girls in elementary and middle school passed End of Grade (EOG) examinations in science, math and reading. The passing rate for EOG exams taken by African American and Latina girls in elementary and middle school is lower than that of white and Asian girls of the same age. The gap in achievement persists into high school, but it does narrow. Girls throughout the state are overcoming the stereotype that they are either not interested or not skilled in science or math. Three out of four girls in North Carolina's high schools passed End of Course examinations in Biology and Algebra I, and young women make up nearly half of the students enrolled in the state's science, technology, engineering and math (STEM)-focused high schools. The dropout rate in North Carolina has been on the decline since 2005, but a girl's likelihood of dropping out of school varies considerably based on her race or ethnicity. With a national emphasis on childhood obesity, the physical health of girls in North Carolina is a key component to determining their overall status. Rates of obesity across the state have held steady over the previous decade, while rates of girls considered overweight are on the rise. However, the rate of girls describing themselves as overweight is higher than the number of girls who are classified as such. These girls are susceptible to developing risky and problematic behaviors to combat what may or may not be an actual weight problem. Hess called the report an important first step, and notes the importance of gathering more research on the lives of girls in North Carolina. “The girls of North Carolina will become the women of North Carolina,” Hess said. “We know that when women succeed, families and communities succeed.” At the North Carolina Women’s Roundtable, “The Status of Girls in North Carolina” report was released along with the North Carolina Council for Women’s “Status of Women in North Carolina” report. This report includes new data on economic security/poverty, employment/earnings, health/well-being and political participation. Fax: (919) 760-8330

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Simple Definition of qualified : having the necessary skill, experience, or knowledge to do a particular job or activity : having the qualifications to do something : not complete : limited in some way Full Definition of qualified qualifiedlyplay \-ˌfī(-ə)d-lē\ adverb Examples of qualified in a sentence She is highly qualified for the job. I'm not qualified to give you advice about what you should do. She gave a qualified yes to the question. The plan was given qualified approval. First Known Use of qualified Rhymes with qualified Akenside, algicide, alkoxide, almond-eyed, alongside, Argus-eyed, bleary-eyed, bona fide, Christmastide, citified, citywide, classified, coincide, corporate-wide, countrified, countryside, countrywide, cut-and-dried, cyanide, deicide, demand-side, dignified, dioxide, double-wide, eagle-eyed, Eastertide, ecocide, eventide, far and wide, feticide, formamide, fratricide, freedom ride, fungicide, genocide, germicide, gimlet-eyed, glassy-eyed, goggle-eyed, googly-eyed, gospel side, great divide, harborside, herbicide, homicide, honeyguide, humified, matricide, Merseyside, misty-eyed, miticide, monoxide, mountainside, nationwide, Naugahyde, Oceanside, on the side, open-eyed, override, overstride, parricide, Passiontide, patricide, pesticide, planetwide, rarefied, raticide, regicide, riverside, Riverside, set-aside, side by side, silverside, sissified, slickenside, spermicide, starry-eyed, subdivide, suicide, supply-side, trisulfide, underside, verbicide, vermicide, viricide, waterside, Whitsuntide, wintertide Legal Definition of qualified 1 : fitted (as by training or experience) for a given purpose or condition 2a : being in compliance or accordance with specific requirements or conditions <a qualified voter> b : eligible under applicable requirements for favorable tax treatment (as exemption of funds from taxation until retirement) <a qualified pension plan> 3 : limited or modified in some way : less than absolute qualifiedly\-ˌfī-əd-lē, -ˌfīd-lē\ play adverb Seen and Heard What made you want to look up qualified? Please tell us where you read or heard it (including the quote, if possible).

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Do you have a rosy outlook and see the glass as half-full rather than half-empty? If so, your good attitude may have even more benefits than you think. A growing number of scientific studies suggest optimistic people tend to live longer and have better physical and mental health than pessimistic people. The idea of optimism leading to better health has been studied. Researchers have reviewed the results of over 80 studies to look for common findings. They found optimism had a remarkable impact on physical health. The study examined overall longevity, survival from a disease, heart health, immunity, cancer outcomes, pregnancy outcomes, pain tolerance, and other health topics. It seemed that those who had a more optimistic outlook did better and had better results than those who were pessimistic. The message is that having a positive attitude can boost your physical health, no matter what might be ailing you. The researchers also noted that optimism seemed to have consistent benefits for people regardless of demographic factors such as income level or overall health status. Changing from a pessimistic mindset to an optimistic one isn’t easy. Start with these tips: Think positive thoughts about yourself and others. Stop comparing yourself to others in a competitive way. Each person has unique and special talents that are to be valued. Try to find the good in every situation, even at difficult moments. When facing a challenge, focus on achieving a positive outcome, rather than expecting defeat. Explore your own beliefs about the meaning and purpose of life, whether they are philosophical or religious. Strive to improve your physical health through exercise, a healthy diet, and good sleeping habits and hygiene. The better you feel, the brighter your outlook will be. Challenge your mind every day by learning something new, including learning about yourself and your family history. Your Family's Health

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The ancient art of origami continues to fascinate young and old alike. More than a method of artistic expression, it provides an opportunity for reflection and relaxation. Easy Origami takes beginners step-by-step through the process of creating 24 simple yet interesting projects. Children, teens and adults will construct a hamster, a butterfly, an airplane, a house, a garland, a star cluster and more. The book begins with general tips on getting started and obtaining the best results. Easy-to-follow directions are included for all the basic folds. The projects are then organized by level of capability. Easy Origami is the perfect introduction to this popular craft. Beginners of all ages will have fun folding and unfolding as they discover a magical world of paper creations. By Didier Boursin. Paperback book measures 7 3/4 in. x 10 1/4 in., 64 pages with 160 full color photographs and illustrations. Firefly, 2005. ISBN 1552979393 Be the first to write a review on this product! You May Also Like... How to get VIP Club Prices Anyone can be a VIP Member with: Product Questions and Answers Ask a QuestionAsk a Question Does the East Origami by Firefly book come with origami paper?- Asked by BILL LEGE on 05-Oct-13 This is an instruction book only. We do sell lots of origami paper, but this book does not include any paper.- Answered by MisterArt on 07-Oct-13 Ask a Question About Easy Origami

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Definition of methodism n. - The system of doctrines, polity, and worship, of the sect called Methodists. 2 The word "methodism" uses 9 letters: D E H I M M O S T. No direct anagrams for methodism found in this word list. Words formed by adding one letter before or after methodism (in bold), or to dehimmost in any order: s - methodisms All words formed from methodism by changing one letter Browse words starting with methodism by next letter

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1. Use sunscreen every day. Choose those with a Sun Protection Factor (SPF) of at least 15 and with both UVA and UVB protection. Making sunscreen a regular part of your daily health ritual (brush your teeth and hair, put sunscreen on sun-exposed areas — face, neck and arms) will have a tremendous effect on lowering your possibility of developing skin cancer. 2. Wear a hat. Sounds basic, but it helps. A hat with a wide brim covering the neck, face and ears goes a long way toward reducing the impact of the sun’s rays on the skin. 3. Wear protective clothing when possible. This might include shirts with sleeves and tightly woven long pants. This is particularly important for people whose work puts them in the sun during the hottest hours of the day. 4. Limit sun exposure between 10 a.m. and 2 p.m., when the sun’s rays are the strongest. This is a challenging precaution for many people, but it’s a critical aspect of reducing the incidence of skin cancers. This doesn’t mean you need to stay inside during this time — just that you should try to reduce the time spent under the sun’s strongest rays. Every minute in the sun has a harmful effect. There’s no such thing as a healthy tan. 5. Don’t forget sunglasses. Sunglasses offer yet another strategy for blocking the sun from the skin and eyes. Make sure to buy sunglasses that protect against both UVA and UVB rays. Joshua Fox, M.D., is the director of Advanced Dermatology P.C. in New York City.

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Novel Nanotherapy Breakthrough May Help Reduce Recurrent Heart Attacks and Stroke Icahn School of Medicine at Mount Sinai designs HDL nanoparticle to deliver statin medication inside inflamed blood vessels to prevent repeat heart attacks and stroke. Mount Sinai's novel HDL nanoparticle (red), loaded with a statin drug, specifically targets and locally treats inflammatory macrophage cells (green) hiding inside high-risk plaque within blood vessels. Up to 30 percent of heart attack patients suffer a new heart attack because cardiologists are unable to control inflammation inside heart arteries — the process that leads to clots rupturing and causing myocardial infarction or stroke. But a report in Nature Communications by Icahn School of Medicine at Mount Sinai scientists showcases the development of a new technology that may provide a solution to this high risk of repeat heart attacks — and potentially help save more lives. An international research team, led by Mount Sinai investigators, designed and tested a high-density lipoprotein (HDL) nanoparticle loaded with a statin drug. In mouse studies, they show this HDL nanotherapy is capable of directly targeting and lowering dangerous inflammation in blood vessels. Not only could the HDL nanotherapy potentially avert repeat heart attacks, it may also have the power to reduce recurrent strokes caused by clots in brain arteries, says the study's senior investigator, Willem Mulder, PhD, Associate Professor of Radiology in the Translational and Molecular Imaging Institute at the Icahn School of Medicine at Mount Sinai. "We envision that a safe and effective HDL nanotherapy could substantially lower cardiovascular events during the critical period of vulnerability after a heart attack or stroke," says Dr. Mulder. "While we have much more to do to confirm clinical benefit in patients, our study shows how this nanotherapy functions biologically, and how this novel concept could potentially also work in the clinical setting to solve a critical problem," says Dr. Mulder. "This nanotherapy would be the first of its kind." Inject HDL Statin Nanotherapy Right After Heart Attack and Stroke Treatment The research team, led by two PhD graduate students as first authors — Raphael Duivenvoorden, MD, and Jun Tang, MS— fashioned the nanoparticle to resemble an HDL cholesterol particle. In fact, the nanoparticle binds on to the same receptors as natural HDL in order to deliver the statin drug. Oral statin medications used by millions of people today work primarily in the liver to reduce levels of unhealthy lipids, such as low density lipoproteins (LDL), that circulate in the blood. Statins also exert a very weak dampening effect on some inflammatory cells, foremost those called macrophages that hide within plaque in the arterial walls. It is this anti-inflammatory function that the researchers sought to bolster by designing their HDL nanotherapy. Inflammation is the main driver of plaque buildup in arteries. Without inflammation, as well as lipid deposition in blood vessels, clots would not form. As inflammation progresses, macrophages secrete enzymes that degrade the walls of blood vessels, leading to a break in the vessel and the formation of clots. These clots can then clog arteries, leading to a heart attack or stroke. "Levels of inflammation spike after a heart attack, which is why up to 30 percent of heart attack patients may suffer another heart attack, some while in hospital or just after discharge," says co-author Zahi Fayad, PhD, Professor of Radiology and Director of the Translational and Molecular Imaging Institute at Icahn School of Medicine at Mount Sinai. "This is the vital time to attack this inflammation culprit, which we currently are unable to do clinically right now," says Dr. Fayad. "Even with the most aggressive treatment available, repeat heart attacks do occur." According to Mount Sinai researchers, the best way to use their HDL nanotherapy is by injection after the clot that produces a heart attack or stroke has been treated. The HDL nanoparticle would deliver the statin directly to macrophages that are driving the inflammatory response. "This could potentially and very rapidly stabilize a dangerous situation," Dr. Mulder says. "In addition, after discharge, patients would continue to use their oral statins to control LDL in their blood." "Our study also confirms that the HDL nanoparticle is not seen as a foreign invader by the body's immune system and that it has an inherent and natural affinity to target plaque macrophages," says Jun Tang. "Our experiments demonstrated a very rapid reduction in inflammation in mice with advanced plaque buildup." If the HDL nanotherapy works well in clinical studies, it may be possible to use it in the future as a heart attack prevention tool, according to Dr. Fayad. "If proven to be safe and effective in humans, this would be a critical advance for cardiovascular medicine. We look forward to further testing of our team's novel nanotherapy breakthrough." The study was primarily supported by the NHLBI, NIH, as a Program of Excellence in Nanotechnology (PEN) Award (HHSN268201000045C) as well as the NIH grants (R01 EB009638, K99 EB012165, R01 CA155432, P01HL098055, R01HL084312), an American Heart Association grant (13PRE14350020-Founders), and a NWO grant (ZonMW Vidi 91713324). The international research team includes co-authors from Mount Sinai: Valentin Fuster, MD, PhD (also, of Centro Nacional de Investigaciones Cardiovasculares in Madrid, Spain), David P. Cormode, Aneta J. Mieszawska, David Izquierdo-Garcia, Canturk Ozcan, Maarten J. Otten, Neeha Zaidi, Mark E. Lobatto, Sarian M. van Rijs, Bram Priem, and Emma L. Kuan. Other co-authors include: Catherine Martel and Gwendalyn J. Randolph of the Department of Pathology and Immunology, Washington University in St. Louis, Missouri; Edward A. Fisher and Bernd Hewing (Medizinische Klinik fu¨r Kardiologie und Angiologie, Campus Mitte, Charite´–Universitaetsmedizin Berlin, Germany) of the Department of Medicine (Cardiology) and Cell Biology, Marc and Ruti Bell Program in Vascular Biology at NYU School of Medicine; Hendrik Sager and Matthias Nahrendorf of Division of Cardiovascular Medicine, Center for Systems Biology, Harvard Medical School, Massachusetts General Hospital and Brigham and Women's Hospital, Boston, Massachusetts; and Erik S.G. Stroes of Department of Vascular Medicine, Academic Medical Center, Amsterdam, The Netherlands. About the Mount Sinai Health System The Mount Sinai Health System is an integrated health system committed to providing distinguished care, conducting transformative research, and advancing biomedical education. Structured around seven member hospital campuses and a single medical school, the Health System has an extensive ambulatory network and a range of inpatient and outpatient services—from community-based facilities to tertiary and quaternary care. The System includes approximately 6,600 primary and specialty care physicians, 12-minority-owned free-standing ambulatory surgery centers, over 45 ambulatory practices throughout the five boroughs of New York City, Westchester, and Long Island, as well as 31 affiliated community health centers. Physicians are affiliated with the Icahn School of Medicine at Mount Sinai, which is ranked among the top 20 medical schools both in National Institutes of Health funding and by U.S. News & World Report.

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Our Green History In 1994 Murray State signed the Talloires Declaration—a guiding set of commitments for colleges and universities pursuing sustainability. The Talloires Declaration represents critical dimensions of sustainability in higher education created by the Association of University Leaders for a Sustainable Future. These core principles have been a guiding framework for many of the activities and initiatives taking place on campus since then. While much of the university’s work on core sustainability projects across campus have been established in the last 20 years, the history of sustainability and conservation goes back to the university’s founding in 1922. As early as 1925, the geography, geology and agriculture departments established classes in The Conservation of Natural Resources, Climatology, and Water Conservation. In 1924 student, environmental groups were established; the Conservation Club (pictured above on a field trip) and Audubon Society for students working in these areas and who were concerned with environmental issues. On April 22, 1970, MSU was one of the few universities in Kentucky to facilitate activities on the first Earth Day. From that day forward the university began turning inward to assess environmental issues in their department of facilities management to discover ways to become more sustainable and innovate existing systems to conserve energy and water. In 1997 MSU was acknowledged by the Kentucky Governor and Secretary for the Natural Resources and Environmental Protection Cabinet for making great strides in the areas of reduced energy consumption: heating/cooling, elevator drives, and lighting. Additionally, MSU Transportation Services was recognized for their efforts to recycle tires, batteries, used oil and crushed oil filters, mineral spirits, antifreeze and freon since the 1970s. Murray State has consistently recycled more pounds of material than any comparable regional university in Kentucky. The University Recycling Program has saved more than $500,000 in tipping fees in the past few decades and was recognized in 2000 with the Who's Who in Recycling Award by the Natural Resources and Environmental Protection Cabinet. In 2009 the President’s Commission on Campus Sustainability (PCCS) was established by then President Randy Dunn to take the campus efforts to the next level. What follows is a list of programs and activities that MSU has pursued and continues to promote in the areas of: energy monitoring and reduction, recycling, water conservation, and academic programs.

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Sun and your child's skin - what the experts say The effects of the sun on our skin The positive effects The sun's rays trigger positive biological reactions, the main one being the synthesis of vitamin D. This vitamin stimulates the metabolism of calcium and promotes bone growth. The sun also has a positive effect on our mood, and moderate exposure to it can prevent seasonal depression. The negative effects Nevertheless, solar radiation can also induce harmful biological effects, both short-term and long-term: - In the first few hours following exposure, two types of phenomena can occur, depending on the duration and intensity of exposure, as well, as the subject’s skin type: - The calorific affect from infrared rays can lead to sunstroke with dizziness and/or headache, or even heatstroke, with acute dehydration and confusion and disorientation. Children are especially prone to this. - The epidermis can be burnt by UVB rays and partially by UVA rays, resulting in sunburn. - After several years, repeated exposure to the sun without suitable effective protection leads to the skin cells deteriorating. - UVA rays speed up skin ageing and destroy the skin's elasticity. - UVB rays, with the help of UVA rays, can induce skin cancer via a photo-carcinogenesis mechanism. Epitheliomas can be distinguished, appearing in the form of little round white or pink-colored elevated areas or persistent scabs, and malignant melanomas, appearing on healthy skin, or resulting from a change in a mole. To catch these melanomas at an early stage, you need to keep an eye on any moles that change their appearance, color, shape, or thickness. Do not hesitate to consult your physician on a regular basis.

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The latest news about environmental and green technologies – renewables, energy savings, fuel cells Posted: Aug 22, 2013 More efficient and economical capture of power plant carbon dioxide emissions (Nanowerk News) A consortium led by VTT Technical Research Centre of Finland has developed a new technology that captures the carbon dioxide emissions of power plants more economically and ecologically. The International Energy Agency IEA regards carbon dioxide capture as essential if the emission reduction targets set for greenhouse gases are to be met. The new technology is based on a combination of traditional circulating fluidised bed combustion and oxyfuel combustion, enabling more extensive use of cheaper fuels and even biomass. Political decisions and legislative changes will be necessary before widespread implementation of this new technology. Seeking to slow climate change and reduce greenhouse gas emissions is one of today's greatest environmental challenges. According to the intergovernmental climate change panel IPPC, carbon dioxide emissions should be reduced by 50-85% by 2050. Meeting this target would mean every year dozens of additional power plants implementing carbon dioxide capture systems. Until now, capture technologies has been at the trial stage and its implementation slowed by the prohibitive cost of the available methods. The FLEXI BURN CFB project coordinated by VTT Technical Research Centre of Finland developed and successfully demonstrated an oxyfuel combustion concept based on circulating fluidised bed combustion. This new technology combines the oxyfuel based carbon dioxide capture with flexibility and financial benefits of circulating fluidized bed combustion. In addition, the same power plant can continue operation also when capture is impossible, for example during temporary outages of the CO2 transport and storage facilities, thus reducing the investment risk. The advantages of circulating fluidised bed combustion include high efficiency, fuel-flexibility and the option of using a large proportion of biomass in the fuel. The increased price of energy and exhaustion of good-quality fuel reserves mean it is currently more profitable to use lower-quality fuels. The fuel-flexibility enabled by this new technology will reduce dependency on imported coal and create cost savings, since cheaper options, including waste coal, can be used for fuel. Equipping new and existing power plants with the carbon dioxide capture process will require further investments, since a part of the energy generated by power plants will inevitably be required for the production of oxygen and capture of carbon dioxide. This new technology nevertheless enables a smooth transition to carbon dioxide capture. The use of cheaper fuels can offset the costs that will inevitably be incurred through adopting the process.. The functionality of the technology was proven at a demonstration plant in Spain (30 MWth), the world's largest operational circulating fluidised bed oxyfuel combustion plant. The project also developed a commercial-scale concept for a 300MWe plant. The technology developed in the project enables the capture of the carbon dioxide generated by power plants, but its widespread commercial implementation will require political decisions and new legislation, particularly with regard to the storage and final disposal of carbon dioxide. Source: Technical Research Centre of Finland (VTT) If you liked this article, please give it a quick review on reddit or StumbleUpon. Thanks! Check out these other trending stories on Nanowerk:

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The “chicken hawk” of colonial America, this medium-sized accipiter is a common sight at home bird feeders across the country, swooping in to nab an unwary dove or jay. Females are larger and bulkier than males, juveniles differ from adults. Monotypic. Length 14–20" (36–51 cm); wingspan 29–37" (74–94cm). Identification The long tail is rounded at the tip, also the relatively short wings and flat-topped head are good field marks. Eye is close to the beak. Crown merges with forehead and bill in a smooth line. Adult: blue-gray upperparts, the crown is darker and contrasts with the lighter nape and buffy cheeks, giving the look of wearing a “beret.” Eye color is orange to red. Undersides with rufous barring, undertail is white. Juvenile: brown above, with rufous edges and white spots on upperwing coverts. Tail long, with straight bands and wide, white tip that wears down by spring. Head usually buffy, eyes pale yellow. Undersides are white with thin brown streaks, white undertail. Flight: wings typically held straight out from body, head, and neck projecting forward. This along with tail length make a “flying cross” appearance. Shallow, quick wingbeats alternate with short glides. Geographic Variation Western populations hunting more open country are smaller, with longer wings, shorter legs than eastern birds. Plumages are alike. Similar Species Northern goshawk is usually larger, heavier appearing, and has relatively shorter tail and longer wings. Sharp-shinned hawk is smaller and has a square tail. Voice A low keh-keh-keh uttered around nest, occasionally mimicked by jays. Status and Distribution Widespread through United States and southern Canada, more commonly seen in suburbs, probably due to reforestation in the East. Breeding: nests in a variety of forest types, preying on small- to medium-size birds and small mammals, hunting from perches under the canopy. Migration: increasing numbers at eastern hawk-watches probably due to better identification skills. Winter: juveniles winter farther north than adults; eastern birds move to the southern states, western birds to Mexico. Population Common and stable in the West, increasing in the East. —From the National Geographic book Complete Birds of North America, 2006 Identify your backyard visitors in a flash! Just answer four simple questions to search our database of 150 backyard birds common to Canada and the U.S. How much do you know about the feathered visitors to your backyard? Put your avian IQ to the test with this quiz.

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Watch "Trees, Pests & People" The Emerald ash borer is wreaking havoc on Ash trees. At The Nature Conservancy, we're working year-round to raise awareness of invasive insects and diseases that are destroying street trees and forests. In our latest effort, we turned to the silver screen. "Trees, Pests & People" is a new documentary about three kinds of trees: Walnut, Avocado, and Ash. These trees are united by the threat of invasive insects and diseases—forest pests from other countries that are killing trees across the country. For the Missouri black walnuts, the threat of thousand cankers disease looms from a distance. For Florida’s avocados, each passing day increases the chance that another tree will be found with the deadly laurel wilt fungus. And for the ash trees of Baltimore, the scourge of the emerald ash borer is already a major battle. We produced "Trees, Pests and People" to tell the story of how these pests affect people’s everyday lives, and how we can all help to protect our trees and forests. We invite you to watch the film! You can view it online, or email us to request a copy of the DVD. Do your part this fall and winter There are two easy ways you can protect trees from pests: First, don't move firewood. Instead, buy firewood near the location where you will burn it. Tree-killing insects and diseases can lurk in firewood. You may not have realized it, but when people move firewood these tree-killers can hitch a ride hundreds of miles more than they can move on their own. New infestations destroy our forests and property values, and cost huge sums of money to control. Next, observe the trees around you, and keep an eye out for unusual insects and unhealthy trees. You can make a difference by reporting any potentially new or worrisome tree symptoms or pests to an arborist, county extension officer, or other plant health professional. The problem could be harmless, but it also could be a critical find of a new invasive forest pest infestation. Learn more.

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by Marcela Torres Vea también en español The Pacific Ocean’s great Humboldt Current running up the coasts of Chile and Peru faces unprecedented threats, from overfishing and harmful fishing practices to pollution, oil exploitation, infrastructure development and warming seas. The mounting threats endanger not only populations of humpback whales and Humboldt penguins, but also enormous schools of anchovies upon which the world depends for 15 percent of the annual global fish catch. The Nature Conservancy is working to protect the Humboldt Current as well as the livelihoods of the people who depend upon it. How? By taking actions that will help support the long-term needs of both people and nature. Together with local partners, we: - Provide information, tools and know-how to enable the creation of new marine protected areas, and the strengthening of existing ones; and - Promote sustainable fishing measures to maintain stable fish populations, and help monitor how those populations are doing. Creation of Marine Protected Areas On December 30, 2009, the Peruvian Government created the Guano Islands and Capes National Reserve, encompassing 22 islands and 11 capes and spanning 348,000 acres along the coast of Peru. The Conservancy has actively promoted the creation of this marine reserve since 2001 and spent the past two years directly providing technical and institutional support to Peru’s national protected area authorities. Moving forward, the Conservancy will collaborate with the Peruvian government protected area by working on marine zoning, tourism development, management planning and implementation, and sustainable use of fishing resources. In Peru, creating a reserve or reserved zone is a significant step towards creating a new national protected area. The Peruvian government’s recent declaration of the San Fernando Reserved Zone covering over 380,000 acres indicates the site will soon become Peru’s fourth marine protected area. The Conservancy is participating in a multi-stakeholder commission working towards the ultimate design and declaration of this protected area. The Conservancy has also done studies to analyze the sustainability of tourism in two other marine parks in Peru, namely, Paracas National Reserve and the Palomino Islands. The studies also identified best practices and analyzed how tourism can contribute to the long-term financial stability of marine protected areas. The Humboldt Current supplies more than 15 percent of the world’s annual fish catch. In Peru, industrial fishing relies largely on a single species: the anchovy. Fishmeal and fish oil are the main products obtained from it, and they are used by humans to feed poultry, cattle, pigs, fish and even pets. The Conservancy is partnering with the Sustainable Fisheries Group (SFG) and the University of California Santa Barbara (UCSB) to address sustainable fisheries and marine conservation issues in Peru. This partnership involves collaboration with the Marine Research Institute of Peru (IMARPE) to predict how fish stocks will behave given certain environmental changes.

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Views on evolution among the public and scientists "Nearly all scientists (97%) say humans and other living things have evolved over time," while only 61% of the public agrees, according to a new report (PDF, p. 37) from the Pew Research Center for the People & the Press. Asked which comes closer to their view, "Humans and other living things have evolved over time" or "Humans and other living things have existed in their present form since the beginning of time," 97% of scientists responding chose the former option, as opposed to only 2% choosing the latter option; 61% of the public responding chose the former option, as opposed to 31% choosing the latter option. Those who chose the former option were also asked whether they preferred "Humans and other living things have evolved due to natural processes such as natural selection" or "A supreme being guided the evolution of living things for the purpose of creating humans and other life in the form it exists today." Among scientists, 87% preferred the former option and 8% preferred the latter option; among the public, 32% preferred the former option and 22% preferred the latter option. Members of the public were also asked whether scientists generally agree that humans evolved over time; 60% said yes, 28% said no. "Views on evolution vary substantially within the general public," the report observed (p. 38), "particularly by religion and attendance at religious services." For example, among white evangelical Protestants responding, a majority, 57%, agreed that humans existed in their present form since the beginning of time, and among those respondents attending religious services weekly or more often, a near-majority, 49%, agreed. In contrast, among the religiously unaffiliated responding, 60% agreed that humans evolved due to natural processes. Also correlated with acceptance of evolution were youth and education. The questions about evolution were part of a larger project, conducted by the Pew Research Center and the American Association for the Advancement of Science, investigating the public's attitude toward science and comparing it to the attitude of scientists. The report relied on three surveys, two conducted by telephone among members of the general public in the United States in April, May, and June 2009, and one conducted on-line among members of the AAAS in May and June 2009. The broader significance of the project's results are summarized in the Pew Research Center's overview report, issued on July 9, 2009.

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Making Meaning: Teaching and Learning Together July 17-19, 2014 - David Diaz, children's illustrator and graphic designer - Opal School educators - Kathy Short, NCTE President Elect All Summer Institute activities will take place at the Westin Pasadena ---reservation information coming soon! The 25th Annual Literacies for All Summer Institute opens a conversation about the transformative potential of curriculum with learners at the heart. The conference theme, Making Meaning: Teaching and Learning Together, affirms the professional role of teachers in working closely with learners and developing learning experiences that respect the cultural backgrounds, interests and literacy development of learners. Making meaning highlights learning as making sense of our world and celebrates the many ways of making meaning including reading, writing, talking, signing, listening, viewing, thinking, constructing, designing, singing, composing, playing, imagining, dancing, drawing, painting, sculpting, gaming, and inventing. Teaching and learning together describes classrooms where learners have agency over their own learning and teachers are learning with their students. In addition, teaching and learning together may occur in homes, libraries, community centers and agencies, after school and summer programs, literacy networks, agencies and social action groups. The Literacies for All Summer Institute is a forum in which the creative work of teachers and learners in this increasingly complex world is shared. In whole language classrooms curriculum builds from the experiences, inquiries, challenges, and problems in learners’ daily lives. Learners develop as readers and writers as they address important issues, solve problems, and explore themes that cross boundaries between subject areas. Not finding what you are looking for? Send us an email with your questions today!

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Mattie says that she is looking for a man with "true grit" to avenge her father's death. When given a choice of marshals, including one who is "straight as a string" as opposed to Rooster, who is the "meanest," why does she choose Rooster? How do you think she would define the quality of "true grit"? What evidence can we find that Mattie won't abide mistreatment of anyone because of his or her background? What prejudices does she admit to? Though Mattie often seems very mature, self-assured, and tough for age fourteen, in what scenes do we see her react in a way more like a person her age? Rooster admits to killing and stealing and is portrayed as a drunkard. Why does Mattie, an upright and moral Christian, have such affection and admiration for him? Does this reveal a contradiction in her moral code? Do you think Mattie's account of her adventure, as she looks back at her actions from a time decades later, is an accurate one? Why or why not? At many points during the action, Mattie, Rooster, and LaBoeuf all "stretch the blanket," exaggerating or lying under certain circumstances. In which situations does the lying seem justified? Do any of these instances of lying or exaggeration change your impressions of the characters? In what ways are LaBoeuf and Rooster similar in their personalities and in their beliefs about what is right and wrong? In what ways are they different? There's an old proverb proclaiming that there is sometimes "honor among thieves." In what ways do the outlaws and bandits encountered in the book by Mattie, Rooster, and LaBoeuf display a code of conduct that argues that they're not purely evil? The language of the book is vivid and colorful, yet often unfamiliar. How does Portis keep the characters' dialogue authentic to the historical period but make it accessible to a contemporary reader? Near the end of the book, when Mattie encounters the elderly outlaws Frank James and Cole Younger at a "Wild West" show, she is polite to Younger but says to James, "Keep your seat, trash!" Why does she view them differently and what does it say about her memory of her adventure?

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By Susan Clark In much of the twentieth century, African American dancers were turned away from schools and dance companies, and some audiences questioned their right to appear in ballet or modern dance at all. In spite of that, the contribution of African American dancers to modern dance has been considerable--and the documentary film Free to Dance tells their story. Edna Guy was fifteen when she first saw Ruth St. Denis dance in Greenwich Village. St. Denis, with her husband and dance partner, Ted Shawn, founded the Denishawn school and dance company, which became the training ground for dance pioneers Martha Graham, Charles Weidman, and Doris Humphrey. Guy sent a note backstage, asking to meet St. Denis, and a long friendship between the two began. At St. Denis's urging, Guy tried to enroll in schools of modern dance. One school accepted her, but then asked her to leave because "some of the other girls didn't like a colored girl in their class." Edna wrote to her friend "Miss Ruth," who wrote back: "Dear Girlie, Yes, I know you have this race problem with you constantly, and a big problem it is. But, you see, dear, you are a very ignorant little girl in relation to the conditions in this big city. Some things cannot be forced or hurried." Although St. Denis's reply sounds disturbing and patronizing now, Free to Dance producer Madison Davis Lacy points out that St. Denis was also confined and trapped by her times. In the 1920s, blacks and whites simply did not appear on a concert stage together in the United States, even as members of a band. Edna Guy could not get a job as a chorus girl in Harlem in spite of her abilities as a dancer because her skin was too dark. St. Denis admitted Guy to Denishawn, where she grew as an artist and was a great favorite with the teachers. Yet she was only permitted to dance in school performances, not public ones. Even Ruth St. Denis, a pioneer in a revolutionary art form, would not risk putting a black dancer on the stage. Edna Guy's role is not only poignant, but pivotal. She persisted as a dancer after leaving Denishawn and put together an evening of dance in New York City in 1937. The performance was significant in that it featured African American dancers--and because it helped launch the career of Katherine Dunham. Dunham would go on to help develop the look of modern dance into forms that still resonate today. Some dancers nicknamed Dunham "Anthropological Katie" because of her extensive background in anthropology, which informed her company's dance. As a graduate student at the University of Chicago, she spent a year in the Caribbean filming and documenting Afro-Caribbean dance, and some of her original footage is featured in Free to Dance. Dunham's technical mastery and high-voltage stage presence might have helped make her a star, but it was the didactic component of her dance that made it acceptable to a wide American audience. Context was important in her performances; the ballets often reflected a mixture of regional dancing, drumming, costuming, and speech, and she insisted that her dancers understand the social and religious underpinnings of each dance. Dunham, now in her nineties, is the recipient of many national and international honors for her contributions to modern dance. She says it is "foolish" to present any cultural phenomenon as growing in total isolation, even classical ballet. Some of Dunham's contributions are clearly delineated. It is impossible to think of modern dance without the articulation of the shoulders or the pelvis--but these seemed revolutionary when first introduced as part of the Dunham method. Her influence, and that of African and Afro-Caribbean dance, are traced in Free to Dance, and so is the influx of other influences fresh from Africa. The documentary makes extensive use of archival dance footage, recreations of historic dances, and interviews with African American artists--some well-known, some almost unknown. The film demonstrates what has been called the Africanization of American movement, showing how American dance of many types--concert, folk, theatrical, ballroom--has combined the European ideals of movement with those brought from Africa. European dance, whether it is ballet, flamenco, or Irish step dance, has as an aesthetic ideal of the upright torso and the extended leg. Once that aesthetic was transplanted to the United States, it became something else because it blended with African influences. In many African cultures, a bent knee symbolizes life--and a straight leg symbolizes death. Thanks to African movement, the bent knee and the articulated torso became important features in modern dance. Free to Dance grew out of a series of projects by the American Dance Festival, which has been a force in American dance since its founding by Martha Graham, Hanya Holm, Doris Humphrey, and Charles Weidman in 1934. Charles Reinhart, director of ADF, says that the inspiration for the documentary came from an African American teacher in the late 1980s: "She walked into our office and said, 'My students do not understand their history, their dance history, the history of African American dance in this country.'" He adds that once ADF began investigating what they could do to remedy the gap, they realized that the picture was even larger: "Maybe we're even in danger of losing a lot of the masterpieces created by African American choreographers--Alvin Ailey we didn't have to worry about because he had his own company--but Donald McKayle and Talley Beatty and Pearl Primus and Katherine Dunham and Eleo Pomare, and so forth--and we were concerned with what was going to happen to those works." The American Dance Festival started staging some of those dances with existing repertory companies such as Dayton Contemporary Dance, Bill T. Jones/Arnie Zane and Company, Philadanco, and Urban Bush Women. These are the next generation of modern choreographers and dancers that use an integrated vocabulary of African and other kinds of dance as their standard. ADF interviewed the original choreographers whenever possible, to discover the intent and the context of the work when it was created. They looked at the African American contribution to modern dance as a window on American culture at large, "Probably," says Charles Reinhart, "because we are the only arts organization that we know of that has a philosopher in residence, Jerry Myers." Myers ran several tours with dance companies, tours that combined performance with discussions and in some cases, with members of dance companies teaching at elementary schools or universities. Myers says the response of audiences was always very emotional, and discussions were often intense. He describes the upcoming film as "the latest layer on a snowball" of information being gathered about the African American contribution to modern dance. Except for ADF's two slender books on the subject, The Black Tradition in American Modern Dance, and African American Genius in Modern Dance, very little else has appeared in print. That was a problem for producer Madison Davis Lacy when he started research for the film. "African American dance has, over the past century, been relegated to chapters within the context of modern dance. There have been lots of books about modern dance but the conventional wisdom all along has been that it began with Loie Fuller and Isadora Duncan and Ruth St. Denis, and lo and behold, it wasn't until the mid-thirties or late thirties and Katherine Dunham appeared on the scene that African Americans wanted to be part of the modern dance scene. And I rejected that from the beginning." The heritage of African American modern dancers has three major streams feeding into it: the European American "mainstream," the eclectic African American experience, and direct influences from African cultures. Asadata Dafora, for example, was a West African dancer who immigrated to the United States in the 1920s. His performances of African dance were popular successes-- his 1934 ballet Kyunkor combined African and American material with such success that any artistic barriers between the two were effectively shattered. Pearl Primus did extensive field work in West Africa, and also in the American South. The film examines her role in promoting African dance as an academic discipline of study, and looks at her compelling dances based on African American experience, such as Strange Fruit, a protest against a wave of lynchings, and another called The Negro Speaks of Rivers. Other choreographers have looked to the African American experience for inspiration. Donald McKayle's Rainbow 'Round My Shoulder focuses on the human degradation of a chain gang; Eleo Pomare's twitching drug addict gave a gritty passion to Blues for the Jungle; Alvin Ailey's Revelations drew from his Texas heritage. He says, "I have lots of 'blood memories' of Texas: blues, spirituals, gospel music, ragtime, folk music--I based ballets on those." The ability of these works to transcend their context and speak to the core of human existence means that many continue to be relevant to audiences and dancers today. Free to Dance demonstrates this with a number of works, including Talley Beatty's 1947 Mourner's Bench. Beatty's work was inspired by his reading about how communities formed by blacks and whites in the South following the Civil War were destroyed by a combination of the Ku Klux Klan and northern business interests. The title Mourner's Bench refers to a person seeking conversion, called a mourner, who would sit on the mourner's bench to be prayed over. The film shows the newly preserved dance performed by Jerome Stigler of Dayton Contemporary Dance intercut with clips from Beatty's original work. Commentary on the dance comes from an interview with Beatty about his choreography and from contemporary dancers about what it means to perform such a dance. Jerome Brown says, "It feels good to give yourself over to the dance, to let your spirit go on that journey, being connected to the divine in the way that you're connected to that when you shout, when you pray in church." Choreographer Donald McKayle gives his definition of dance as "movement that lights the soul." Although dance is rooted firmly in the physical realm, Free to Dance explores the social, cultural, and spiritual aspects that have played such a large role in the development of African American dance, and consequently in what the world knows as the art of modern dance.

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Advanced materials are essential for boosting the fuel economy of modern automobiles while maintaining safety and performance. Because it takes less energy to accelerate a lighter object than a heavier one, lightweight materials offer great potential for increasing vehicle efficiency. Replacing cast iron and traditional steel components with lightweight materials such as high-strength steel, magnesium (Mg) alloys, aluminum (Al) alloys, carbon fiber, and polymer composites can directly reduce the weight of a vehicle’s body and chassis by up to 50 percent and therefore reduce a vehicle’s fuel consumption. A 10 percent reduction in vehicle weight can result in a 6%-8% fuel economy improvement. Materials Technologies: http://www1.eere.energy.gov/vehiclesandfuels/technologies/materials/index.html

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The following information was excerpted from the Missouri Revised Statutes, Title 2, Chapter 10, Section 10.130 TITLE II SOVEREIGNTY, JURISDICTION AND EMBLEMS CHAPTER 10 State Emblems Paddlefish state aquatic animal. 10.130. The paddlefish or spoonbill, scientifically designated as Polyodon spathula, is hereby selected for, and shall be known as, the official aquatic animal of the state of Missouri. Missouri Revised Statutes. Missouri General Assembly. 2009. 3 March 2009 <http://www.moga.mo.gov/statutesearch/> Shearer, Benjamin F. and Barbara S. State Names, Seals, Flags and Symbols: A Historical Guide Third Edition, Revised and Expanded. Westport, Conn: Greenwood Press, 3 Sub edition, 2001. Missouri's Aquatic Animal: Missouri Secretary of State - State Symbols of Missouri. Paddlefish: Missouri Department of Conservation - Fish of Missouri. Paddlefish: Missouri Department of Conservation - [Video]. Tuning in to Paddlefish: Missouri Department of Conservation. No Bones About It - Prehistoric Paddlefish: Missouri Department of Conservation. Fishing in Missouri: Missouri Department of Conservation. Missouri State Fish Art Project: Wonders of Wildlife, the National Fish and Wildlife Museum and Aquarium, is a unique facility in Springfield, Missouri. Polyodon spathula (American paddlefish): University of Michigan Museum of Zoology: Animal Diversity Web. Polyodon spathula (Walbaum, 1792): Froese, R. and D. Pauly. Editors. 2008.FishBase. World Wide Web electronic publication. www.fishbase.org, version (12/2008). Polyodon spathula - (Walbaum, 1792) : NatureServe - A network connecting science with conservation. Polyodon spathula (Walbaum, 1792): The Integrated Taxonomic Information System (ITIS) Here you will find authoritative taxonomic information on plants, animals, fungi, and microbes of North America Polyodon spathula: CalPhoto photographs. The Biodiversity Sciences Technology group (BSCIT), a part of the Berkeley Natural History Museums at the University of California, Berkeley. State Fish: Complete list of official state Fish. More symbols & emblems: Complete list of official Missouri state symbols. Brent Frazee's Ultimate Guide to Missouri Fishing, by Brent Frazee. 219 pages. Kansas City Star Books (January 2002) Brent Frazee, outdoors editor for The Kansas City Star, takes you on a guided fishing trip through Missouri. Based on his 22 years of coverage, he will take you to his favorite spots to catch bass, crappies, white bass, trout, walleyes and catfish. He also will take you to scenic float streams, lakes and rivers that offer trophy catches, and waters that offer a variety of species. Missouri Fishing Map Guide, All of Missouri's largest reservoirs, including some of the worlds finest fishing waters, are included in this first Missouri Volume. All lakes over 500 acres, at a fraction of the cost of individual maps, complete with detailed contours lake features, marked fishing spots, expert fishing information and stocking and survey data. What Fish Don't Want You to Know: An Insider's Guide to Freshwater Fishing, by Frank P. Baron. 176 pages. International Marine/Ragged Mountain Press; 1 edition (August 27, 2003) Anyone can toss a line into the water and get lucky once in a while, but if you want to catch more and bigger fish and have more fun doing it, you need to learn What Fish Don't Want You to Know. Whether you're new to fishing or an accomplished angler, this comprehensive and entertaining guide will improve your chances every time you cast a line into fresh water. Sturgeons and Paddlefish of North America, edited by Greg T.O. LeBreton, F. William H. Beamish, R. Scott McKinley. 323 pages. Springer; 1 edition (December 21, 2004) Modern North American sturgeons and paddlefish are the result of 100 million years of evolution. Once an integral part of aboriginal culture, their numbers were decimated by overfishing and habitat destruction during the past two centuries. This book details the extensive science aimed at helping these remarkable species recover from the brink of extinction, and describes the historical, biological, and ecological importance of North American sturgeon and paddlefish. The text is enhanced by photographs and detailed line drawings. A Field Guide to Freshwater Fishes, by Lawrence M. Page, Brooks M. Burr. 440 pages. Houghton Mifflin Harcourt (January 1, 1991) The first comprehensive field guide to freshwater fishes - covers all 790 species known in the United States and Canada. More than 700 illustrations, most in color, show identifying marks. Also includes 377 distribution maps and additional drawings of key details. Ken Schultz's Field Guide to Freshwater Fish, by Ken Schultz. 272ges. Wiley; illustrated edition edition (December 29, 2003) From one of the most respected names in the world of sportfishing comes the definitive, full-color guide to 140 of the most common freshwater fish species found in North American rivers, lakes, and streams. Featuring information on identification, habitat, size, and diet, Ken Schultz's Guide to Freshwater Fish is a must for anglers and sportfishing enthusiasts everywhere. Complete line of fishing equipment including rods, reels, rod and reel combinations, fly fishing gear, bait and spin casting rods and reels, ice fishing equipment, lures and flies, and other accessories. All major brands.

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|An Introduction to GCC - for the GNU compilers gcc and g++| by Brian J. Gough, foreword by Richard M. Stallman Paperback (6"x9"), 144 pages RRP £12.95 ($19.95) "A wonderfully thorough guide... well-written, seriously usable information" --- Linux User and Developer Magazine (Issue 40, June 2004) Get a printed copy>>> This foreword has been kindly contributed by Richard M. Stallman, the principal author of GCC and founder of the GNU Project. This book is a guide to getting started with GCC, the GNU Compiler Collection. It will tell you how to use GCC as a programming tool. GCC is a programming tool, that's true--but it is also something more. It is part of a 20-year campaign for freedom for computer users. We all want good software, but what does it mean for software to be "good"? Convenient features and reliability are what it means to be technically good, but that is not enough. Good software must also be ethically good: it has to respect the users' freedom. As a user of software, you should have the right to run it as you see fit, the right to study the source code and then change it as you see fit, the right to redistribute copies of it to others, and the right to publish a modified version so that you can contribute to building the community. When a program respects your freedom in this way, we call it free software. Before GCC, there were other compilers for C, Fortran, Ada, etc. But they were not free software; you could not use them in freedom. I wrote GCC so we could use a compiler without giving up our freedom. A compiler alone is not enough--to use a computer system, you need a whole operating system. In 1983, all operating systems for modern computers were non-free. To remedy this, in 1984 I began developing the GNU operating system, a Unix-like system that would be free software. Developing GCC was one part of developing GNU. By the early 90s, the nearly-finished GNU operating system was completed by the addition of a kernel, Linux, that became free software in 1992. The combined GNU/Linux operating system has achieved the goal of making it possible to use a computer in freedom. But freedom is never automatically secure, and we need to work to defend it. The Free Software Movement needs your support. Richard M. Stallman February 2004 |ISBN 0954161793||An Introduction to GCC - for the GNU compilers gcc and g++||See the print edition|

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The humanitarian crisis resulting from thousands of immigrant children crossing into the United States illegally every month has its origins in a little-known law that was passed in the dying days on the George W. Bush administration. The William Wilberforce Trafficking Victims Protection Act, named after a 19th century abolitionist, was a bipartisan measure touted by evangelical groups and signed by President Bush on Dec. 23, 2008, that was meant to prevent sex trafficking, The New York Times reported. The bill gave undocumented children entering the United States — except for kids from Mexico or Canada — a litany of new rights and protections, mainly prohibiting U.S. authorities from sending them back to their own country immediately. The legislation mandated that the children be given the chance to appear at an immigration hearing, have access to an attorney, and be able to meet with an advocate. The new regulations also required that the children be placed in the care of the Department of Health and Human Services, which was directed to house the minors "in the least restrictive setting that is in the best interest" of each child. The agency also had to attempt to reunite the children with their parents or family members. The Obama administration claims that the law is the reason that it cannot just round up undocumented children, quickly put them on a bus and ship them back across the border, or fly them home directly to their own countries. House Minority Leader Nancy Pelosi, in fact, recently sent a letter to Speaker John Boehner, saying that Congress must make sure that the regulations of the trafficking victims act "are fully enforced, so that due process is provided to unaccompanied children and the safety and well-being of unaccompanied children is protected." And Josh Earnest, the White House press secretary, said on Monday, "Making sure that we are acknowledging the humanitarian issues that are at stake while also enforcing the law is a priority. It's the priority of this administration, and if you listen to the public comments of Democrats and Republicans, it sounds like it's a bipartisan priority." President Barack Obama had been expected to ask Congress to allow the administration some flexibility in the Wilberforce law during his appeal for more than $2 billion in emergency funds on Tuesday to deal with the current immigration crisis, the Times said. But Obama recently decided to hold off for the time being in seeking new legal authority to send unaccompanied migrant kids back home faster, following criticism that the planned changes were too harsh. However, Democratic Sen. Dianne Feinstein of California, an architect of the Wilberforce act, said the White House does not require more authority from Congress to ramp up the deportations process. "That law already provides the administration with flexibility to accelerate the judicial process in times of crisis," she said. "The administration should use that flexibility to speed up the system while still treating these children humanely, with compassion and respect." Republicans claim that Obama facilitated the border surge by launching a program that deferred deportations for some immigrants who entered the nation illegally as children, according to the newspaper. While calling on Obama to institute changes to make it easier to send undocumented children home, the Republicans say that Democrats are using the Bush-era legislation in an attempt to pass the blame of the immigration scandal onto the GOP. Republican Rep. Jeff Fortenberry, who supported the Wilberforce act, said that several factors led to the crisis, including "exploitation of our laws, the ungoverned space in Central America, as well as the desperate poverty faced by those deciding to cross." He added, "With all these factors in mind, it's hard to think that today's situation at the border can be directly attributed to a law that's been in effect now for six years." © 2016 Newsmax. All rights reserved.

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The historic University of Paris (French: Université de Paris) first appeared in the second half of the twelfth century, but was in 1970 reorganized as 13 autonomous universities (University of Paris I–XIII). The university is often referred to as the Sorbonne or La Sorbonne after the collegiate institution (Collège de Sorbonne) founded in 1257 by Robert de Sorbon, but the university as such was older and was never completely centered on the Sorbonne. Of the thirteen current successor universities, four have a presence in the historical Sorbonne building, and three include "Sorbonne" in their names. The original university had four faculties: Arts, Medicine, Law, and Theology. The students there were divided into four nationes according to language or regional origin. This faculty and nation system of the University of Paris (along with that of the University of Bologna) became the model for all later medieval universities in Europe. Remarkable for its teaching, the University of Paris also played an important role in both religious and political affairs in France. However, with the French Revolution the ancient University of Paris was swept away along with the Ancien Régime, becoming part of the University of France. Reestablished in 1886, without its faculty of theology and with the addition of new faculties such as science, the university became secular. Still it again became a preeminent academic center, not just of France but of Europe as a whole in the mid-twentieth century. After the protests of 1968, which the University was significantly involved in, however, the French higher education system was again reformed, and the University of Paris was separated into 13 universities. Thus, despite their historical ties and some administrative functions of the Académie of Paris with offices in the Sorbonne, there is currently no University of Paris system that binds the universities at an academic level. Yet, the ideal of the University of Paris, the archetype of so many significant universities and the center of such historical intellectual development, continues to inspire and inform many. For although reform, such as that invoked by the French Revolution, has often been necessary in history to remove corrupt and outdated institutions, the wisdom and spirit of their founders is often of eternal value to humankind. Similar to the other early medieval universities (University of Bologna, University of Oxford), but unlike later ones (such as the University of Prague or the University of Heidelberg), the University of Paris was only later established through a specific foundation act (such as a royal charter or papal bull). The university grew up in the latter part of the twelfth century around the Notre Dame Cathedral as a corporation similar to other medieval corporations, such as guilds of merchants or artisans. In fact, the medieval Latin term universitas actually had the more general meaning of a guild, and the university of Paris was known as a universitas magistrorum et scholarium (a guild of masters and scholars). The university had four faculties: Arts, Medicine, Law, and Theology. The faculty of Arts was the lowest in rank, but also the largest as students had to graduate from there to be admitted to one of the higher faculties. The students there were divided into four nationes according to language or regional origin, those of France, Normandy, Picard, and England, the last one of which later came to be known as the Alemannian (German) nation. Recruitment to each nation was wider than the names might imply: the English-German nation in fact included students from Scandinavia and Eastern Europe. The faculty and nation system of the University of Paris (along with that of the University of Bologna) became the model for all later medieval universities. Three schools were especially famous at Paris, the palatine or palace school, the school of Notre-Dame, and that of Sainte-Geneviève. The decline of royalty inevitably brought about the decline of the first. The other two, which were very old, like those of the cathedrals and the abbeys, were only faintly outlined during the early centuries of their existence. The glory of the palatine school doubtless eclipsed theirs, until in the course of time it completely gave way to them. The first renowned professor at the school of Ste-Geneviève was Hubold, who lived in the tenth century. Not content with the courses at Liège, he continued his studies at Paris, entered or allied himself with the chapter of Ste-Geneviève, and attracted many pupils via his teaching. Distinguished professors from the school of Notre-Dame in the eleventh century include Lambert, disciple of Filbert of Chartres; Drogo of Paris; Manegold of Germany; Anselm of Laon. These two schools attracted scholars from every country and produced many illustrious men, among whom were: Saint Stanislaus of Szczepanów, Bishop of Kraków; Gebbard, Archbishop of Salzburg; St. Stephen, third Abbot of Cîteaux; and Robert d'Arbrissel, founder of the Abbey of Fontevrault. Three other men who added esteem to the schools of Notre-Dame and Ste-Geneviève were William of Champeaux, Peter Abelard, and Peter Lombard. The school of St-Victor then arose to rival those of Notre-Dame and Ste-Geneviève. It was founded by William of Champeaux when he withdrew to the Abbey of St-Victor. Its most famous professors are Hugh of St-Victor and Richard of St-Victor. Originally instruction comprised grammar, rhetoric, dialectics, arithmetic, geometry, music, and astronomy (trivium and quadrivium). To the higher instruction belonged dogmatic and moral theology, whose source was the Scriptures and the Fathers, and which was completed by the study of Canon law. The plan of studies expanded in the schools of Paris, as it did elsewhere. A Bolognese compendium of canon law called the "Decretum Gratiani" brought about a division of the theology department. Hitherto the discipline of the Church had not been separate from so-called theology; they were studied together under the same professor. But this vast collection necessitated a special course, which was naturally undertaken first at Bologna, where Roman law was taught. In France, first Orléans and then Paris erected chairs of canon law. Before the end of the twelfth century, the Decretals of Gerard (or Girard) La Pucelle, Mathieu d'Angers, and Anselm (or Anselle) of Paris, were added to the Decretum Gratiani. However, civil law was not included at Paris. In the course of the twelfth century, medicine also began to be publicly taught at Paris: the first professor of medicine in Paris records is Hugo, physicus excellens qui quadrivium docuit. Two things were necessary to be a professor: knowledge and appointment. Knowledge was proved by examination, the appointment came from the examiner himself, who was the head of the school, and was known as scholasticus, capiscol, and eventually as "chancellor." This appointment was called the license to teach. The license had to be granted freely. No one could teach without it; on the other hand, it could not be refused when the applicant deserved it. The School of St-Victor, which shared the obligations as well as the immunities of the abbey, conferred the license in its own right; the school of Notre-Dame depended on the diocese, that of Ste-Geneviève on the abbey or chapter. The diocese and the abbey or chapter, through their chancellor, gave professorial investiture in their respective territories where they had jurisdiction. Besides Notre-Dame, Ste-Geneviève, and St-Victor, there were several schools on the "Island" and on the "Mount." "Whoever," says Crevier "had the right to teach might open a school where he pleased, provided it was not in the vicinity of a principal school." Thus a certain Adam, who was of English origin, kept his "near the Petit Pont"; another Adam, Parisian by birth, "taught at the Grand Pont which is called the Pont-au-Change" (Tuilier, 1997 vol. I, 272). The number of students in the school of the capital grew constantly, so that eventually the lodgings were insufficient. French students included princes of the blood, sons of the nobility, and the most distinguished youths of the kingdom. The courses at Paris were considered so necessary as a completion of studies that many foreigners flocked to them. Popes Celestine II, Adrian IV, and Innocent III studied at Paris, and Alexander III sent his nephews there. Illustrious German and British students included Otto of Freisingen, Cardinal Conrad, Archbishop of Mainz, St. Thomas of Canterbury, and John of Salisbury; while Ste-Geneviève became practically the seminary for Denmark. The chroniclers of the time call Paris the city of letters par excellence, placing it above Athens, Alexandria, Rome, and other cities. Poets said the same thing in their verses, and they compared it to all that was greatest, noblest, and most valuable in the world. The three schools of Notre-Dame, Ste-Geneviève, and St-Victor may be regarded as the triple cradle of the Universitas scholarium, which included masters and students; hence the name University. In 1200, King Philip II issued a diploma "for the security of the scholars of Paris" that made the students subject only to ecclesiastical jurisdiction. The provost and other officers were forbidden to arrest a student for any offense, unless this was done to hand over the culprit to ecclesiastical authority. The king's officers could never lay hands on the head of the schools unless they had a mandate from an ecclesiastical authority. In 1215, the statues of the Apostolic legate, Robert de Courçon, dealt with three principal points regarding the moral and intellectual part of university instruction: the conditions of the professorate, the matter to be treated, and the granting of the license. To teach the arts it was necessary to have reached the age of twenty-one, after having studied these arts at least six years, and to take an engagement as professor for at least two years. For a chair in theology the candidate had to be thirty years of age with eight years of theological studies, of which the last three years were devoted to special courses of lectures in preparation for the mastership. Lastly, purity of morals was as important as reading. Priscian's "Grammar," Aristotle's "Dialectics," mathematics, astronomy, music, certain books of rhetoric and philosophy were the subjects taught in the arts course; to these might be added the Ethics of the Stagyrite and the fourth book of the Topics. The license was granted, according to custom, gratuitously, without oath or condition, and instruction was also free. However, it was often necessary to depart from the rule. Thus the pope authorized Pierre Le Mangeur to levy a moderate fee for the conferring of the license. Similar fees were exacted for the first degree in arts and letters. In 1229, a denial of justice by the queen led to suspension of the courses, known as the University of Paris strike of 1229. The pope intervened with a Bull that began with lavish praise of the university: "Paris," said Gregory IX, "mother of the sciences, is another Cariath-Sepher, city of letters." He compared it to a laboratory in which wisdom tested the metals which she found there, gold and silver to adorn the Spouse of Jesus Christ, iron to fashion the spiritual sword which should smite the inimical powers. He commissioned the Bishops of Le Mans and Senlis and the Archdeacon of Châlons to negotiate with the French Court for the restoration of the university. The year 1230 came to an end without any result, and Gregory IX took the matter directly in hand by a Bull of 1231 addressed to the masters and scholars of Paris. Not content with settling the dispute and giving guarantees for the future, he empowered the university to frame statutes concerning the discipline of the schools, the method of instruction, the defense of theses, the costume of the professors, and the obsequies of masters and students (expanding upon Robert de Courçon's statutes). Most importantly, the pope recognized in the university or granted it the right to suspend its courses, if justice were denied it, until it should receive full satisfaction. Thus the University of Paris, which in general was the model for other universities, assumed its basic form. It was composed of seven groups, the four nations of the faculty of arts, and the three superior faculties of theology, law, and medicine. Church officials lavishly praised the university: St. Louis, in the diploma which he granted to the Carthusians for their establishment near Paris, speaks of this city, where "flow the most abundant waters of wholesome doctrine, so that they become a great river which after refreshing the city itself irrigates the Universal Church." The scattered condition of the scholars in Paris often made lodging difficult. Some students rented rooms from townspeople, who often exacted high rates. This tension between scholars and citizens would have developed into a sort of civil war if Robert de Courçon had not found the remedy of taxation. It was upheld in the Bull of Gregory IX of 1231, but with an important modification: its exercise was to be shared with the citizens. The aim was to offer the students a shelter where they would fear neither annoyance from the owners nor the dangers of the world. Thus were founded the colleges, which were not usually centers of instruction, but simple student boarding-houses. Each had a special object, being established for students of the same nationality or the same science. They also enabled students to use their time more wisely, sometimes under the guidance of resident masters. Four colleges appeared in the twelfth century; they became more numerous in the thirteenth, including Collège d'Harcourt (1280) and the Collège de Sorbonne (1257). Besides the famous Collège de Sorbonne, other collegia provided housing and meals to students, sometimes for those of the same geographical origin in a more restricted sense than that represented by the nations. There were eight or nine collegia for foreign students: the oldest one was the Danish college, the Collegium danicum or dacicum, founded in 1257. Swedish students could, during the thirteenth and fourteenth centuries, live in one of three Swedish colleges, the Collegium Upsaliense, the Collegium Scarense, or the Collegium Lincopense, named after the Swedish dioceses of Uppsala, Skara, and Linköping, the cathedral schools of which the scholars had presumably attended before travelling to Paris. The Scottish college or Collegium scoticum was founded in 1325 and the German College, Collegium alemanicum, is mentioned as early as 1345. The Lombard college or Collegium lombardicum was founded in the 1330s. The Collegium constantinopolitanum was, according to a tradition, founded in the thirteenth century to facilitate a merging of the eastern and western churches. It was later reorganized as a French institution, the Collège de la Marche-Winville. The Collège de Montaigu was founded by the Archbishop of Rouen in the fourteenth century, and reformed in the fifteenth century by the humanist Jan Standonck, when it attracted reformers from within the Roman Catholic Church (such as Erasmus and Loyola) and those who subsequently became Protestants (John Calvin and John Knox). Hastings Rashdall, in The Universities of Europe in the Middle Ages (1895), which is still a standard reference on the topic, lists some 70 colleges of the university from the Middle Ages alone; some of these were short-lived and disappeared already before the end of the medieval period, but others were founded in the Early modern period, like the Collège des Quatre-Nations. In the fifteenth century, Guillaume d'Estouteville, a cardinal and Apostolic legate, carried out a project to reform the university, correcting its abuses and introducing various needed modifications. This reform was less an innovation than a recall to the better observance of the old rules, as was the reform of 1600, undertaken by the royal government, with regard to the three superior faculties. For the faculty of arts, however, the reform of 1600 introduced the study of Greek, of the French poets and orators, and of additional classical figures like Hesiod, Plato, Demosthenes, Cicero, Virgil, and Sallust. The prohibition to teach civil law was never well observed at Paris, but in 1679 Louis XIV authorized the teaching of civil law in the faculty of decretals. Thus, the name "faculty of law" replaced that of "faculty of decretals." The colleges meantime had multiplied; those of Cardinal Le-Moine and Navarre were founded in the fourteenth century. The Hundred Years' War was fatal to these establishments, but the university set about remedying the injury. Remarkable for its teaching, the University of Paris played an important role in many areas: in the Church, during the Great Schism; in the councils, in dealing with heresies and deplorable divisions; in the State, during national crises; and though under the domination of England it dishonored itself in the trial of Joan of Arc, it rehabilitated itself by rehabilitating Joan. Proud of its rights and privileges, it fought energetically to maintain them, hence the long struggle against the mendicant orders on academic as well as on religious grounds. Hence also the shorter conflict against the Jesuits, who claimed by word and action a share in its teaching. It made liberal use of its right to decide administratively according to occasion and necessity. In some instances it openly endorsed the censures of the faculty of theology and pronounced condemnation in its own name, as in the case of the Flagellants. Its patriotism was especially manifested on two occasions. During the captivity of King John, when Paris was given over to factions, the university sought to restore peace; and under Louis XIV, when the Spaniards crossed the Somme and threatened the capital, it placed two hundred men at the king's disposal and offered the Master of Arts degree gratuitously to scholars who should present certificates of service in the army. The ancient University of Paris was swept away along with the Ancien Régime during the French Revolution. On September 15, 1793, petitioned by the Department of Paris and several departmental groups, the National Convention decided that independently of the primary schools, there should be established in the Republic three progressive degrees of instruction; the first for the knowledge indispensable to artisans and workmen of all kinds; the second for further knowledge necessary to those intending to embrace the other professions of society; and the third for those branches of instruction the study of which is not within the reach of all men. Measures were to be taken immediately: For means of execution the department and the municipality of Paris are authorized to consult with the Committee of Public Instruction of the National Convention, in order that these establishments shall be put in action by 1 November next, and consequently colleges now in operation and the faculties of theology, medicine, arts, and law are suppressed throughout the Republic. This was a death-sentence for the university. All universities throughout the land were replaced by a single center, the University of France. After a century (in 1896), people recognized that the new system was less favorable to study and restored the old system, but without the faculty of theology. The name Sorbonne (La Sorbonne) is commonly used to refer to the historic University of Paris or one of its successor institutions (see below), but this is a recent usage, and "Sorbonne" has actually been used with different meanings over the centuries. The name is derived from the Collège de Sorbonne, founded in 1257 by Robert de Sorbon as one of the first significant colleges of the medieval University of Paris; the university as such predates the college by about a century, and minor colleges had been founded already in the late twelfth century. The Collège de Sorbonne was suppressed during the French revolution, reopened by Napoleon in 1808, and finally closed in 1882. This was only one of the many colleges of the University of Paris that existed until the French revolution. During the later part of the nineteenth century, the buildings of the Collège de Sorbonne were re-used for the Faculties of Sciences and Letters of what was at the time known as the Academy of Paris, the name used for the faculties of the former University of Paris within the centralized structure known as the University of France, created in 1808 but dissolved into its constituent universities again in 1896. As a result of this, "Sorbonne" became a colloquial term for the entire University of Paris. By the mid-twentieth century the University of Paris had one again become a preeminent academic center, with numerous distinguished professors. In May 1968, a protest by students at the University of Paris, beginning with conflicts between students and authorities in Nanterre and then an organized protest at the Sorbonne, led to the closing of the university and a serious national crisis. This led to major educational reform and the decentralization of schools. In 1970, the historic university was divided into thirteen different universities. The thirteen universities stand under a common rectorate with offices in the Sorbonne. Four of these universities currently include the name "Sorbonne" in their names or are affiliated with the Sorbonne: These four public universities maintain facilities in the historical building of the Sorbonne. The building also houses the Rectorate of Paris (which manage all of the 13 unversities of Paris), the École Nationale des Chartes, the École pratique des hautes études, the Cours de Civilisation Française de la Sorbonne and the Library of the Sorbonne. Today the word Sorbonne no longer refers to the University of Paris but to the historical building located in the Latin Quarter in the 5th arrondissement of Paris. The 13 successor universities to the University of Paris are now split over the three academies of the Île-de-France region. |I||Pantheon-Sorbonne University||Website||Academy of Paris||Paris Centre Universités| |II||Pantheon-Assas University||Website||Academy of Paris||Paris Universitas| |III||University of the New Sorbonne||Website||Academy of Paris||Paris Universitas| |IV||Paris-Sorbonne University||Website||Academy of Paris| |V||René Descartes University||Website||Academy of Paris||Paris Centre Universités| |VI||Pierre and Marie Curie University||Website||Academy of Paris||Paris Universitas| |VII||Denis Diderot University||Website||Academy of Paris||Paris Centre Universités| |VIII||University of Vincennes in Saint-Denis||Website||Academy of Créteil||Université de Paris Île-de-France| |IX||Paris Dauphine University||Website||Academy of Paris||Paris Universitas| |X||University of Nanterre||Website||Academy of Versailles| |XI||University of Paris-Sud||Website||Academy of Versailles||UniverSud Paris| |XII||University of Val-de-Marne||Website||Academy of Créteil||Université Paris-Est| |XIII||University of Paris-Nord||Website||Academy of Créteil||Université de Paris Île-de-France| Most of these universities have joined new groupings along the lines of a collegiate university. Typically, these groupings take the legal form of a Center for Research and Higher Education (Pôle de Recherche et d'Enseignement Supérieur, or PRES), though some have opted for other forms of organization. There are six such centers in the Paris region: In the Paris region, these 13 universities are joined by four other public universities that historically were not part of the University of Paris system. One of these is in the Academy of Paris: the University of Marne la Vallée (also part of Université Paris-Est). The three others are in the Academy of Versailles: the University of Cergy-Pontoise (part of the PRES Cergy-Pontoise Val-d'Oise), the University of Versailles, Saint Quentin en Yvelines (also part of UniverSud Paris), and the University of Evry - Val d'Essonne. While the universities are now essentially independent of each other, and some fall under the Académie of Paris while others fall under the Académie of Versailles, some residual administrative functions of the 13 universities are formally supervised by a common chancellor, the Rector of the Académie of Paris, with offices in the Sorbonne. Despite this link, and the historical ties, there is currently no University of Paris system that binds the universities at an academic level. New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here: Note: Some restrictions may apply to use of individual images which are separately licensed.

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|The environmental engineering team that qualified for a national wastewater challenge is (from left) Danielle Shipley, Megan Rosebrough, Thomas Erbes and Sean Menk. |Menk and Shipley load a bucket with oxidized steel wool. |Menk drills holes to alleviate potential airlock in the purification system. |Rosebrough pours contaminated water through a screen and towel as Erbes and Menk look on. |Menk and Erbes pour pre-treated water into their three-tiered tower while Shipley and Rosebrough screen another bucket of polluted water at right. Senior Sean Menk formed the group with junior Megan Rosebrough, sophomore Danielle Shipley and master’s student Thomas Erbes. The quartet has been working since February to design and build a water filtration system only out of components and materials found in a typical garage. The Tech team is one of only 12 teams across the nation to be invited to the Residuals and Biosolids Conference in Sacramento, Calif., on May 22. The Water Environment Federation will stage the Wastewater Challenge during the conference. Team advisor Dr. Frank Huang said he considers it impressive that the New Mexico Tech team is one of only three teams not from California. The competition asks undergraduate students to design and build a water treatment system from common items found in a typical garage. The students built a filtration and adsorption purification system that should be able to treat 10 gallons of dirty water in a set time. The water simulates agricultural run-off and contains contaminants like coffee, nitrogen-rich fertilizer, egg cartons and orange juice. The team has two hours to assemble their treatment system, 10 minutes to introduce the water into the system and another hour for the water to pass through the system. Each team is then judged on how well their system improves water quality. These include dissolved oxygen content, turbidity, as well as phosphorous and nitrogen concentrations. “The challenging part is trying to figure out a process to remove nitrates and phosphorus,” Menk said. “This project is completely hands-on, so I got to spend a lot of time in the lab with my teammates and we got to see things working in front of us.” The students designed a system that includes a pre-treatment process and a secondary treatment process. The first process involves pouring the water through a series of screens and towels with different pore sizes to remove large particulates. The secondary process involves three tiers of 5-gallon buckets. Water filters through an initial sand filter, crushed charcoal, oxidized steel wool and finally through a finishing filtration setup). “We know what we want to do, but we’re limited in technology and materials,” Erbes said. “A centrifugal pump would be awesome, but we can’t use any electricity.” Environmental engineering professor Dr. Frank Huang has served as the team’s advisor. The team has also solicited advice from chemistry professor Dr. Jeff Altig. Since designing and building the system, they have gone through a handful of trials, some of which ended in disaster. “We’re trying to organize the order in which we filter things,” Shipley said. “It’s taken a lot of trial-and-error. We have to be patient and try to keep it together when things go wrong. We have a good sequence, but it took a few trials to get it right.” Huang said the team has done quality work in learning how to remove the various pollutants and devised a series of steps that reflect good problem-solving skills. Erbes earned a bachelor’s in chemical engineering from Tech in 2007 and started a master’s program in environmental engineering this semester. He drafted all the full-scale CAD models for the team’s poster and oral presentations. He is interested in a career in industrial or municipal wastewater treatment. “This project has been truly inspirational because we’re able to apply ourselves to a project that could potentially be used in a third world country,” he said. Dr. Huang said the students have shown a high level of analysis, research skills, improvisation and problem-solving. “This project gives them a chance to think about what they’ve learned in the classroom,” Huang said. “In the real world, the problems aren’t exactly like homework. There are always a lot of unknowns.” Menk is also interested in a career in water treatment engineering. “Hopefully what we learn in this small-scale project will be applicable on a large scale,” he said. “We’re seeing reactions occur and we get to see the things we learned in class applied in real life.” Shipley said she’s enjoying the project because interested in environmental issues and because she is getting a good preview of the upper level classes she’ll take over the next two years. “For me, I haven’t taken many applied classes, so this is a good preview,” she said. Rosebrough, a junior, said she appreciates the hands-on nature of the project and the opportunity to work on a team. “This has been very much a learning experience,” she said. “And it’s been a lot of fun to work with other people. It’s pretty cool to apply what we’ve learned in wastewater treatment.” Rosebrough has an internship with Peabody Coal’s Lee Ranch Mine this coming summer. She’s looking forward to the conference and competition to network with professionals and to learn more about the industry. Menk heard about the competition and started recruiting members in mid-February. The team has been meeting and working together a 5 to 6 hours a week since then. “Sean came to me during the first week of school and asked if I’d help,” Erbes said. “I was bored, so I said, ‘Yes.’ I’m not bored anymore.” – NMT – By Thomas Guengerich/New Mexico Tech

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The brain has two halves or hemispheres: right and left. The right hemisphere controls the left side of the body, and the left hemisphere controls the right side. In most people, the left hemisphere regulates language and speech, and the right hemisphere controls nonverbal, spatial skills. If the right side of the brain is damaged, movement of the left arm and leg, vision on the left, and/or hearing in the left ear may be affected. Injury to the left side of the brain affects speech and movement on the right side of the body. Each half of the brain is divided into main functional sections, called lobes. There are four lobes in each half of the brain: the Frontal Lobe, Temporal Lobe, Parietal Lobe, and Occipital Lobe. Other important sections of the brain are the Cerebellum and the Brain Stem. Although not usually divided into lobes, the cerebellum and brain stem both have different parts. Each of the brain hemispheres and lobes, cerebellum, and brain stem has specific functions, and they all work together: Frontal Lobe: most anterior, right under the forehead; the frontal lobe controls intellectual activities, such as the ability to organize, as well as personality, behavior, and emotional control. Parietal Lobe: near the back and top of the head above the ears; the parietal lobe controls the ability to read, write, and understand spatial relationships. Occipital Lobe: most posterior, at the back of the head; the occipital lobe controls sight. Temporal Lobe: side of head above ears situated immediately behind and below the frontal lobes; the temporal lobe controls memory, speech and comprehension. Brain Stem: lower part of brain, leads to spinal cord; the brain stem contains nerve fibers that carry signals to and from all parts of the body. The brain stem also regulates body functions such as consciousness, fatigue, heart rate, and blood pressure. Damage to the brain stem can cause loss of consciousness. Cerebellum: located at the base of the skull; it is a curved mass of nerve tissues that regulates balance and coordinates fine motor skills; it enables us to move quickly and smoothly. Grey and White Matter: The brain is made up of two types of tissue, grey matter and white matter. Grey matter is involved in analyzing information. White matter conducts information between grey matter areas. The ratio of grey to white matter changes over the lifespan.

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Biliary atresia is a blockage in the tubes (ducts) that carry a liquid called bile from the liver to the gallbladder. Biliary atresia occurs when the bile ducts inside or outside the liver do not develop normally. It is not known why the biliary system fails to develop normally. The bile ducts help remove waste from the liver and carry salts that help the small intestine break down (digest) fat. In babies with biliary atresia, bile flow from the liver to the gallbladder is blocked. This can lead to liver damage and cirrhosis of the liver, which is deadly if not treated. Newborns with this condition may appear normal at birth. However, jaundice (a yellow color to the skin and mucous membranes) develops by the second or third week of life. The infant may gain weight normally for the first month, but then will lose weight and become irritable, and have worsening jaundice. Other symptoms may include: The health care provider will perform a physical exam, which includes feeling the patient's belly area. The doctor may feel an enlarged liver. Tests to diagnose biliary atresia include: An operation called the Kasai procedure is done to connect the liver to the small intestine, going around the abnormal ducts. It is most successful if done before the baby is 8 weeks old. However, a liver transplant may still be needed. Early surgery will improve the survival of more than a third of babies with this condition. The long-term benefit of liver transplant is not yet known, but is expected to improve survival. Call your health care provider if your child appears jaundiced, or if other symptoms of biliary atresia develop. A-Kader HH, Balistreri WF. Neonatal cholestasis. In: Kliegman RM, Behrman RE, Jenson HB, Stanton BF, eds. Nelson Textbook of Pediatrics. 19th ed. Philadelphia, Pa: Saunders Elsevier; 2011:chap 348.1.

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Minimally invasive esophagectomy is surgery to remove part or all of the esophagus, the tube that moves food from your throat to your stomach. After it is removed, the esophagus is rebuilt from part of your stomach or part of your large intestine. Minimally invasive esophagectomy; Robotic esophagectomy; Removal of the esophagus – minimally invasive There are many ways to do this surgery. Talk with your doctor about what type of surgery is best for you. It will depend on where in your esophagus your cancer is, how much it has spread, and how healthy you are. Laparoscopy is one way to do this surgery: Your surgeon will make three to four small cuts in your upper belly, chest, or lower neck. These cuts will be less than ½-inch long. The laparoscope, with a camera on the end, will be inserted through one of the cuts into your upper belly. Video from the camera will appear on a monitor in the operating room. Other medical instruments will be inserted through the other cuts. Your surgeon will close off one part of your stomach with staples and cut this section off. This part of your stomach will be used to form a new tube to replace the part of your esophagus that is removed. Your surgeon will remove the part of your esophagus where your cancer is located, and any other related lymph nodes in the area. Your surgeon will join together your rebuilt esophagus and stomach in your neck or chest. Where they are joined will depend on how much of your esophagus was removed. Lymph nodes in your chest may also be removed if your cancer has spread to them. Your surgeon will remove them through a cut in the lower part of your neck. Your surgeon will place a feeding tube in your small intestine so that you can be fed while you are recovering from the surgery. Some medical centers do esophagectomies using robotic surgery. In this type of surgery, a small camera and other instruments are inserted through small cuts in the skin. Your surgeon will do the surgery while operating a computer and watching the monitor. The surgeon controls the instruments and camera with a computer program. Infection, including in the surgical wound, lungs (pneumonia), bladder, or kidney Risks for this surgery are: Injury to the stomach, intestines, lungs, or other organs during surgery Leakage of the contents of your esophagus or stomach where the surgeon joined them together Narrowing of the connection between your stomach and esophagus Before the Procedure You will have many doctor visits and medical tests before you have this surgery. Some of these are: A complete physical examination Visits with your doctor to make sure other medical problems you may have, such as diabetes, high blood pressure, and heart or lung problems, are under control A visit or class to learn what happens during the surgery, what you should expect afterward, and what risks or problems may occur afterward If you are a smoker, you should stop several weeks before the surgery. Your doctor or nurse for can help. Always tell your doctor or nurse: If you are or might be pregnant What drugs, vitamins, and other supplements you are taking, even ones you bought without a prescription If you have been drinking a lot of alcohol, more than one or two drinks a day. During the week before your surgery: You may be asked to stop taking drugs that make it hard for your blood to clot. Some of these are aspirin, ibuprofen (Advil, Motrin), vitamin E, warfarin (Coumadin), and clopidogrel (Plavix),or ticlopidine (Ticlid). Ask your doctor which drugs you should still take on the day of your surgery. Prepare your home for after the surgery. On the day of your surgery: Do not eat or drink anything after midnight the night before your surgery. Take the drugs your doctor told you to take with a small sip of water. Your doctor or nurse will tell you when to arrive at the hospital. After the Procedure Most people stay in the hospital for 7 to 14 days after an esophagectomy. How long you stay will depend on what type of surgery you had. You may spend 1 to 3 days in the intensive care unit (ICU) right after surgery. During your hospital stay, you will: Be asked to sit on the side of your bed and walk on the same day you had surgery Not be able to eat for at least the first 2 to 3 days after surgery. After that, you will begin with liquids. You will be fed through a feeding tube that goes into your intestine. Have a tube coming out of the side of your chest to drain fluids that build up Wear special stockings on your feet and legs to prevent blood clots Receive shots to prevent blood clots Receive pain medicine through an IV or take pills. You may receive your pain medicine through a special pump. With this pump, you press a button to deliver pain medicine when you need it. This allows you to control the amount of pain medicine you get. Do breathing exercises Many people recover well from this surgery and can eat a fairly normal diet after they recover. Talk with your doctor about the best way to treat your cancer. Esophagectomy is best performed at a center that routinely does this type of surgery. Maish M. Esophagus. In: Townsend CM, Beauchamp RD, Evers BM, Mattox KL, eds. Sabiston Textbook of Surgery. 18th ed. Philadelphia, Pa: Saunders Elsevier; 2008:chap 41. National Cancer Institute. Esophageal Cancer Treatment PDQ. Updated 1/24/2011. Shabir Bhimji, MD, PhD, Specializing in General Surgery, Cardiothoracic and Vascular Surgery, Midland, TX. Review provided by VeriMed Healthcare Network. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc.

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What a difference a year makes. Last spring we were worried about planting into cold, wet soils. This spring, so far, has been just the opposite as we are looking at abnormally dry condition and record early warm soil conditions. Then this week we are experiencing the cooler temperatures that should have seen in early March. There has been some concern about the alfalfa fields in the area as they had broken dormancy very early this year and what affect the cold temperature might have on these fields. Alfalfa is tolerant of cold temperatures. But we must understand a little bit more about the growth and biology of alfalfa in order to make a management decision. We know that temperatures in the 25-30 degree range will cause some leaf deformation for plants just greening up. If the frost occurs at later stages the leaves will not be affected. Night time temperatures must fall to 24 degrees or lower for four or more hours to freeze top growth. This means that temperatures at or just below freezing (28 to 32 degrees) will not damage the alfalfa. The only way to tell if the alfalfa is damaged is to wait 2 to 4 days and then determine if the leaves are wilted or blackened. Unless this damage is present there is no damage to the plant. In fact, we have had snow fall on the past on growing alfalfa with no significant damage. Damage will occur mostly to the top of the growth since this is the most exposed to the cold temperatures. If damage is severe, and the alfalfa is 14 inches or more in height, a cutting should be taken. Frozen alfalfa will have no toxins in the top growth and will actually be high quality forage if harvested immediately. Regrowth will be slow so be sure that there enough plant nutrients in the form of fertilizer for the ensuing cuttings.

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A mushroom extract boosted a type of white blood cell (dendritic) that helps the immune system kill and remember foreign substances. Scientists in this study gave 21 healthy volunteers 3 grams per day of mushroom extract—active hexose correlated compound (AHCC)—or a placebo. After four weeks, dendritic cell levels were significantly higher in the AHCC group compared to the start of the study and compared to the placebo group. Study authors said, “Dendritic cells are critical for maintaining a healthy and balanced immune system.” In a review of vitamin C and zinc in the Annals of Nutrition & Metabolism, researchers noted a large number of placebo-controlled studies show that vitamin C combined with zinc—up to 1 gram and 30 mg per day, respectively—“…ameliorates symptoms and shortens the duration of respiratory tract infections including the common cold.” Both vitamin C and zinc boost immune-system “killer” cells. In a study on zinc, doctors noted that adults over age 55 are often low in zinc, have poor immune response and are prone to infection. Scientists first compared zinc levels of the 50 healthy participants, aged 55 to 87, to a group of healthy younger adults (non-participants) and found that the older group had significantly lower zinc levels. Participants then took 45 mg of zinc gluconate per day or a placebo. After 12 months, there were 80 percent fewer total infections in the zinc group compared to placebo and no sign of infection in 68 percent of the zinc group compared to 12 percent for placebo. Infections included the common cold, tonsillitis and bronchitis. The zinc group also had significantly less cell damage (oxidation) and significantly fewer signs of inflammation compared to placebo. Bronchitis inflames the airways to the lungs, causing a severe cough that can last up to a month. In this study, doctors noted that bronchitis is usually viral and that antibiotics—which fight bacteria, not viruses—often don’t relieve symptoms or shorten duration. Researchers recruited 124 men and women with acute bronchitis, average age 36, to take 4.5 mg (30 drops) of the African herb Umcka (Pelargonium sidoides) three times per day, 30 minutes before or after meals. After seven days, 85 percent of those who took Umcka had completely or mostly recovered compared to 30 percent for placebo. Reference: Nutrition and Cancer; 2008, Vol. 60, No. 5, 643-51.

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THE SUPREME COURT: AFFIRMATIVE ACTION THE SUPREME COURT: AFFIRMATIVE ACTION; Justices Look for Nuance in Race-Preference Case By LINDA GREENHOUSE Published: April 2, 2003 WASHINGTON, April 1— Opponents of affirmative action came to the Supreme Court today to make an absolute case against race-conscious government policies but found the justices impatient with absolutes and hungry for nuance. Prepared to argue the merits of the color-blind principle, the opponents found the justices more concerned about a world where color still matters and where senior military officers describe affirmative action as essential for national security. By the end of two hours of fast-moving and sometimes surprising arguments, it appeared to many in the packed courtroom that affirmative action would survive its most important test in 25 years and that colleges and universities would still be able to take steps to ensure the presence of more than token numbers of minority students on their campuses. [Excerpts, Page A14.] Whether the precise programs the University of Michigan was defending today would survive their encounter with a more conservative Supreme Court than the one that endorsed the use of race as a vague ''plus factor'' in the Bakke case 25 years ago was uncertain. The university's undergraduate admissions program gives an automatic 20 points on a 150-point scale to applicants who are black, Hispanic or American Indian. The highly selective law school does not use a formula, but regularly admits students from those three groups who have lower grades and test scores than many white students it admits. During the arguments today, Justice Anthony M. Kennedy, a regular opponent of affirmative action, criticized the undergraduate formula as a ''disguised quota'' and expressed doubts about the law school's program. But late in the second hour, Justice Kennedy asked a question that was potentially one of the most significant of the entire argument. Justice Kennedy asked John Payton, the lawyer who argued in defense of the undergraduate admissions program, to assume that the court would invalidate both affirmative action plans. What would happen then? Justice Kennedy asked. Would it be the court's job to tell the university what to do, or the university's job to devise ''some other system, say, more individualized assessment in order to attain some of the goals you wish to attain?'' What was important about Justice Kennedy's choice of words was that he said ''individualized assessment'' and not ''race-neutral alternative,'' the formulation urged by the lawyer for the disappointed white applicants who are suing the university and also by the Bush administration, which entered the case on their behalf. An individualized assessment presumably permits consideration of race as one of the elements in an applicant's personal profile, as a race-neutral approach would not. The Bush administration is arguing that the Michigan programs are unconstitutional because the university has failed to show that it cannot achieve diversity through a race-neutral alternative, such as the plan in use at the University of Texas, which offers admission to students graduating in the top 10 percent of every high school in the state. California and Florida use similar plans. There was little discussion in the courtroom today of the percentage approach. Instead, the justices consumed much of the time allotted to Solicitor General Theodore B. Olson in firing questions about a brief filed in support of Michigan by a group of retired senior military officers and former military academy superintendents. The brief argued that an integrated officer corps was essential to national security and could be achieved only through affirmative action at the nation's military academies. It was obvious that of the 102 briefs filed in the two cases, this was the one that had grabbed the attention of justices across the court's ideological spectrum. Mr. Olson did not welcome the line of questions, which not only stalled the flow of his own argument but put the administration, with its opposition to affirmative action, in a delicate position. ''We respect the opinions of those individuals,'' he said, ''but the position of the United States is that we do not accept the proposition that black soldiers will only fight for black officers.'' He added: ''Race neutral means should be used in the academies as well as other places.'' Justice Ruth Bader Ginsburg asked, ''But you recognize, General Olson, that here and now, all of the military academies do have race preference programs in admissions?'' She added, ''Is that illegal, what they're doing?'' Mr. Olson replied, ''We haven't examined that, and we haven't presented a brief with respect to the specifics of each individual academy.'' The delicacy of the solicitor general's personal, as opposed to institutional, position was also evident. As a lawyer in private practice during the 1990's, he opposed affirmative action and successfully argued the case that shut down affirmative action at the University of Texas. In that case, a federal appeals court declared that the Supreme Court's Bakke decision was no longer valid. But the briefs that Mr. Olson filed for the administration in the Michigan cases did not go that far -- Mr. Olson lost an internal battle over the wording -- and assumed for the sake of argument that the Bakke ruling was still good law and that ''diversity,'' as used in the controlling opinion by Justice Lewis F. Powell Jr., was a valid rationale for affirmative action. Justice Kennedy asked Mr. Olson whether he disagreed that diversity was a ''permissible governmental goal.'' Mr. Olson replied that under the law school's program, diversity was ''an end in and of itself'' and, as such, ''obviously it's constitutionally objectionable.'' So wasn't the Texas 10 percent plan just as objectionable, Justice Stephen G. Breyer wanted to know, because its motive and purpose ''is to have diversity in the college?'' That was not the ''stated motive,'' Mr. Olson replied. He said the purpose of the program was to break barriers and open access, and accepting the top 10 percent was ''one very race-neutral means of accomplishing that legitimate objective.'' The lawyer defending the University of Michigan Law School's program was Maureen E. Mahoney, a veteran Supreme Court litigator who was a law clerk for Chief Justice William H. Rehnquist when he was an associate justice. Her experience showed as she held her ground in a series of rapid-fire questions from Justice Antonin Scalia, who said he could not take Michigan's position seriously because ''the problem is a problem of Michigan's own creation.'' Having ''decided to create an elite law school,'' Justice Scalia said, Michigan was now complaining that in order to achieve diversity, it needed to ignore ''the Constitution's prohibition of distribution on the basis of race.'' What was so important about having a ''super-duper law school,'' Justice Scalia, a graduate of Harvard Law School, asked. Ms. Mahoney replied, ''I don't think there's anything in this court's cases that suggests that the law school has to make an election between academic excellence and racial diversity.'' Kirk O. Kolbo, a lawyer from Minneapolis, represented the white plaintiffs in both cases -- Barbara Grutter, who was turned down by the law school when she applied at the age of 43, and Jennifer Gratz and Patrick Hamacher, who failed to win admission as undergraduates. The United States Court of Appeals for the Sixth Circuit, in Cincinnati, upheld the law school plan in Grutter v. Bollinger, No. 02-241. It had not yet ruled on the undergraduate plan, in Gratz v. Bollinger, No. 02-516, when the Supreme Court decided to hear both cases. The Court is due to issue its decisions by early summer. ''The Constitution protects the rights of individuals, not racial groups,'' Mr. Kolbo said. He described his clients as the victims of discrimination. Justice Sandra Day O'Connor, whose position at the center of the court on this issue made her the object of particular attention, was the first to challenge Mr. Kolbo. Was he saying that race ''can't be a factor at all,'' Justice O'Connor wanted to know. ''Race itself should not be a factor among others in choosing students, because of the Constitution,'' Mr. Kolbo replied. Justice O'Connor objected that the court's precedents held otherwise. ''You are speaking in absolutes, and it isn't quite that,'' she said. Photo: Supporters of affirmative action gathered at the Lincoln Memorial as the Supreme Court heard arguments challenging racial preferences. (Doug Mills/The New York Times)(pg. A15)

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Oscar Wilde won his greatest literary fame in the theater, and his chosen mode of expression was the epigram -- a form which allowed him to flaunt his style and sophisticated mastery of life and literature. It is well known that Wilde's plays have epigrams liberally sprinkled throughout them, but it is important to realize the extent to which the epigram shapes Wilde's dramatic structure and themes. Wilde's epigrams invoke a response and then frustrate it. For example, a character in The Importance of Being Earnest wryly notes that a widow's "hair has turned quite gold from grief." We are surprised by the particular hair color in the otherwise familiar literary construction, and may also be surprised that our widow refuses to conform to our clichéd idea of her. Wilde's plays are formed by the same process: familiar dramatic situations and tropes are invoked and then altered. Situations repeatedly refuse to resolve themselves the way our previous theatrical and literary knowledge would suggest. While this has left Wilde open to charges of being a mere theatrical manipulator, it is in fact central to the type of theater Wilde wanted to create: a space in which the audience is allowed to recognize the rules of literary and theatrical history, and to share the pleasure of watching those rules circumvented. Wilde thus shares the pleasure of being in an elitist community with his audience, establishing an alternate aristocracy of the "ins" and "outs," with knowledge -- not money or birth -- required for membership. This is the pleasure of Wilde's epigrammatic theater. Sydney Smith, (1771-1845) Richard Sheridan, (1751-1815) Bon Mots of Sydney Smith and Richard Sheridan. London: J. Dent, 1894. Epigrams are a knowledge game, a demonstration of their author's mastery. In Wilde's time, this game was a common and popular one, attested to by collections of famous writers' Bon Mots, printed in handy pocket editions. Many 18th century wits, such as Sidney Smith and Richard Sheridan, had their best lines preserved in such books. However, after Wilde's downfall, the epigram also fell into intellectual disrepute. Beardsley provided the "grotesques" which illustrate this volume. "Oscar Wilde: An Appreciation" Typed Manuscript, Signed London, No Year From the Elizabeth Robins Papers Elizabeth Robins, Ibsenite actress and friend of Oscar Wilde, notes in this unpublished tribute essay that "Oscar Wilde was born more a creature of the theater than most actors are. He needed the audience." The audience is essential for an epigrammatic writer, who wants to illustrate his mastery of conventions and his cleverness and courage in challenging those conventions. An audience with the necessary knowledge must notice and appreciate what he has done; in return, it will be allowed to share a position of authority with the epigrammatist. Program for Lady Windermere's Fan In Lady Windermere's Fan, Mrs. Erlynne, a "woman with a past," comes into the life and home of young, moralistic Lady Windermere, who is in fact her daughter. The conflict between the two isn't resolved quite the way past examples would suggest. Mrs. Erlynne's experience in life has not led her to become pathetic and motherly; rather, she is practical, sophisticated and witty. The unexpected behavior of the dramatis personae has led some to characterize the play as two-dimensional. Henry James, for example, remarked of the play that "There is of course absolutely no characterization and all the people talk equally strained Oscar." The epigrammatic language Wilde used was and still is identified with him personally, rather than being taken as indicative of characters who, while fully realizing what is expected of them, smilingly refuse to conform to other people's standards of conduct. Mrs. Henry Wood, (1814-1887) East Lynne. London: Richard Bentley, 1861. In Wilde's Lady Windermere's Fan, the "woman with a past," Mrs. Erlynne, carries within her name the title of Mrs. Henry Wood's novel, which had been adapted for the stage in 1862 Wilde's Mrs. Erlynne consciously refuses the ending proscribed by "E. Lynne." In that adaptation, a young wife, Lady Isabel, runs off with a scoundrel, and is thereby condemned to a pathetic fate: ruined and abandoned by her lover, she returns unrecognized to her former home only to see her son die. She has barely enough time to reveal herself to her husband and beg forgiveness before she herself dies. Wilde's Mrs. Erlynne has also abandoned her husband and child, and also arrives, unidentified, to see her daughter. However, she does not reveal herself, does not beg forgiveness, and lives happily ever after. Dumas (fils) (1924-1895) La Dame au Camélias. London: W. H. Griffiths, no date. Lady Windermere's Fan is Wilde's take on the theme of the "woman with a past." The "woman with a past" was the subject of countless other plays of the time, from Arthur Wing Pinero's The Second Mrs. Tanqueray to Sydney Grundy's The Glass of Fashion to the ever-popular La dame aux camélias. Dumas work was central in establishing the conventions for dealing with the "woman with a past" conventions that Wilde through his character Mrs. Erlynne would consciously refuse. Wilde's Mrs. Erlynne stands in epigrammatic relation to Dumas Marguerite, who sacrifices, weeps, and dies. Mrs. Erlynne might have a past, but she's past it. "Oh, don't imagine I am going to have a pathetic scene," she says, speaking as much to an audience raised on Dumas as to the character she's supposedly addressing. Shown is a "yellow back" edition of the novel in translation. Aubrey Beardsley (1872-1898) The Toilet of Salomé. Beardsley's drawings, which were published by John Lane and Elkin Mathews in the first English translation of Wilde's play, were scandalous. Shown here is The Toilet of Salomé in its suppressed state. The young boy in the lower left hand corner appears to be masturbating. The image was altered for publication. Elizabeth Robins as Hedda Gabler, 1891 Wilde's friend, the actress Elizabeth Robins, was also a theatrical reformer who produced and starred in the first productions of Ibsen's Hedda Gabler and The Master Builder. Wilde had seen Robins's performance as Hedda at about the time he set out to write Salomé. Ibsenites noticed similarities between the two works: Salome was regarded as an Oriental Hedda Gabler by William Archer, one of Ibsen's major advocates in England. Both Salomé and Hedda were shocking to the London scene -- they were strong, desiring, murderous women, unlike most others then portrayed on the stage. With Salomé, Wilde was again able to reverse Victorian expectations of womanhood while aligning himself with Ibsen, whom he admired. Program for A Woman of No Importance This play is considered to be Wilde's least successful drama, largely because it is not successfully epigrammatic in its structure and themes. Although Wilde sets his play in an interesting dialogue with Nathaniel Hawthorne's novel The Scarlet Letter, and has many brilliantly witty epigrammatic lines in the course of the play, the underlying story is actually a fairly conventional one. Lord Illingworth and Mrs. Arbuthnot vie for influence over their illegitimate son, Gerald, and although Mrs. Arbuthnot eventually wins her son's allegiance and his acceptance of her socially-taboo past behavior, the end of the play sees them on their way into an exile of sorts, while Lord Illingsworth continues his life in the mainstream of smart London society. An ending such as this one would not have been particularly challenging or unexpected to London audiences. Nathaniel Hawthorne, (1804-1864) The Scarlet Letter. Boston: Tichnor, Reed, and Fields, 1850. Oscar Wilde's A Woman of No Importance invokes Nathaniel Hawthorne's novel The Scarlet Letter to tell its story of single motherhood -- Wilde's puritan Hester and villainous Lord Illingworth stand in epigrammatic relation to Hawthorne's Hester Prynne and Roger Chillingworth. In both stories, a mother confronts the father of her illegitimate child. The character of Hester Prynne, unwed, branded mother of Pearl, is divided between two women in Wilde's play: Mrs. Arbuthnot is the unwed mother of Gerald, and the puritan, American Hester is Gerald's wife-to-be. While Mrs. Arbuthnot enacts Hester Prynne's situation, Hester gives voice to her moral vision. It is Hester who defends Mrs. Arbuthnot's actions, saying what her literary counterpart was never able to directly articulate: God's law is only Love. In Hawthorne's novel, Hester Prynne and her child run away to Europe, where their shame will be unknown. In Wilde's play, America will provide their sanctuary: another reversal of expectations. Program for An Ideal Husband One of the issues being worked out in the Victorian theater was the so-called woman question. Plays like Pinero's The Second Mrs.Tanqueray illustrate the impossibility of accepting a woman for having led "a man's life." It is very like Wilde to take the opposite tack: An Ideal Husband shows that it is impossible for a man to lead a woman's life. The dramatic basis of An Ideal Husband, Lady Chiltern's demand that her ambitious husband be pure and without stain--seems to be a complete reversal of Victorian tradition. But actually, this was an issue: there was great debate at this time whether women were to be allowed the same lassitude as men, or whether men should be held to the same standard of conduct as women. Wilde's ending is very different from the typical ending to this sort of play: the net result is a validation of men's need to work on a different moral plane than women. Wilde is also claiming that the "fallen" position, that of differing from the norms of morality, is one of choice, a positive decision that requires strength and courage. Arthur Wing Pinero, (1855-1934) The Cabinet Minister. London: William Heinemann, 1892. Wilde's play, An Ideal Husband, reverses the plot of Pinero's The Cabinet Minister with true epigrammatic flair. In both plays, a politician is caught up in scandal. Pinero's Cabinet Minister resolves his situation by taking what is known as the "Chiltern Hundreds," a politician's resignation. But Wilde's politician, ironically named Robert Chiltern, refuses his proscribed role of repentance and instead accepts a promotion. Oscar Wilde, (1854-1900) The Importance of Being Earnest. London: Leonard Smithers, 1899. Universally hailed as Wilde's masterpiece, and as one of the most original comic works ever written, The Importance Of Being Earnest is also the play that has most "borrowed" from other plays of the day. This makes sense when you consider Wilde's epigrammatic strategy: because Wilde is an epigrammatic writer, his "most original" play would be one which illustrates his complete theatrical mastery, the play that allows for the largest re-mapping of theatrical territory. Wilde scholar Kerry Powell points out that a play called The Foundling, by W. Lestocq, provided the base plot for Earnest. Many of Wilde's other details -- including Algernon smuffin-eating, the Bunburying motif, the initially hostile relationship between Gwen and Cecily, and Jack's pretended mourning for his "dead" brother Earnest -- have their antecedents in now-forgotten Victorian plays. But because there are so many influences in Wilde's work, for all practical purposes there are none. It is simply that his plays are epigrams, intervening in already established theatrical discourses. Questions and Comments Return to: Bobst Library // NYU Libraries

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|Emergency Contraceptive Pills (WHO - OMS, 1998, 44 p.)| Opponents charge: Emergency contraception is in reality a form of abortion; one cannot prevent pregnancy after unprotected sex. No. Emergency contraceptive pills do not cause abortion; they work in several ways to prevent pregnancy. Depending on when in the menstrual cycle they are taken: · emergency contraceptives can prevent or delay ovulation; · it is possible that emergency contraceptives can prevent implantation of a fertilized egg in the wall of the uterus, the event medical science defines as the beginning of a pregnancy, though research has not shown this conclusively; and · emergency contraceptives cannot terminate an established pregnancy. People sometimes need emergency contraception even though they regularly use contraceptives. The need for emergency contraception arises from a variety of circumstances: · when contraceptives fail to work properly, as when a condom breaks or a diaphragm or IUD becomes dislodged; · when a chosen contraceptive method is not used correctly, as when a woman starts a new cycle of birth control pills late (sometimes because supplies are not immediately available) or a couple using natural family planning makes a mistake; · when women are forced to have unprotected sex against their will; and · when men and women fail to plan ahead. In all these circumstances the responsible course of action is to use emergency contraception to prevent an unplanned pregnancy. Emergency contraception can be a bridge to contraceptive information and services for those who need them and an opportunity to educate sexually active young adults about STDs and HIV/AIDS. Opponents charge: Emergency contraception is targeted mainly at unmarried adolescents; its availability undermines parental authority and community morals. · There is no attempt to target adolescents. · Women of all ages have occasional need for emergency contraception. · Young women with little contraceptive experience tend to be at high risk of unintended pregnancy. · Preventing adolescent pregnancy is a high priority; once unprotected intercourse has occurred, preventing an unwanted pregnancy should take priority. Opponents charge: Emergency contraception is the same as the French abortion pill, RU486. · Unlike RU486, emergency contraceptives cannot disrupt an established pregnancy and cannot cause abortion. · The pills used for emergency contraception are ordinary birth control pills. Most have been on the world market for over 30 years. They contain synthetic female hormones (estrogen and progestin), and they act by disrupting a womans reproductive cycle. · RU486, whose generic name is mifepristone, represents an entirely new class of drugs known as antiprogestins. Mifepristone is approved for use in early abortion in a small number of countries. Its possible use as an emergency contraceptive is under study, but it has not been approved for this purpose in any country yet.

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FOURTH GRADE DEVELOPMENT This begins the heart of childhood learning. The students gain momentum in reading/writing and mathematics. Working from the immediate surroundings, to community and state, students develop understanding of the natural landscape, its resources, and use. Understanding indigenous groups and newcomers to the area are told through story and in discussion groups. Local field trips enhance this learning. The study of zoology and how the specialization of animals compares to that of the generalist- the human being, is of great interest to the students of this age. Norse Mythology provides a backdrop for the dramas of good and evil and helps to take moral understanding to a new level as the students engage in the stories. Through group discussion, each individual helps to create better understanding of the studies. Toward the end of fourth grade the Norse stories have a dramatic conclusion then it is on to the ancient cultures in the fifth grade year, then the studies deepen. FOURTH GRADE CURRICULUM Human being and animal SPANISH AND GERMAN

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Spotted Knapweed (Centaurea maculosa) Daisy Family (Compositae) Centaurea bierbersteinii, Centaurea stoebe, bachelor's button, blue bottle, born flower, hard head, star thistle. Origin and Distribution: Spotted knapweed is a native of Europe. After it was accidentally introduced into the U.S. during the late 1800's, spotted knapweed spread throughout the Northeastern and north central states as far west as Nebraska, the Pacific Northwest, and southern Canada. In Ohio, the plant can be found in a few counties on Lake Erie and scattered throughout the northeastern and southern parts of the state. Spotted knapweed usually inhabits sites that are infrequently-disturbed such as roadsides, pastures, and rangelands. The species prefers to grow in dry, sterile, gravelly or sandy soils and full sunlight. Spotted knapweed is a biennial or short-lived perennial. In its first year of growth, the plant produces a rosette of basal leaves that are deeply divided into numerous leaflets. Both upper and lower surfaces of leaflets are slightly wooly and covered with shiny specks and translucent dots. Several 3-foot-tall leafy stems emerge during the second year. At the ends of main stems and axillary branches are solitary rosy-purple flower heads surrounded by prickly bracts with a fringe of dark hairs at the tip. Spotted knapweed reproduces by seeds. Seedlings and Shoots: Both the seed leaves (cotyledons) and first true leaves have rounded tips. Subsequent leaves gradually become narrower and more lance-shaped. Young leaves grow in the form of a basal rosette. Stems are branched, wiry, softly hairy, 3 feet tall, and either erect or may appear fallen over. As many as 6 stems emerge from the same root crown during a single growing season. Sometimes, stems have green or purple stripes. Rosette leaves are alternate (1 leaf per node), 4 to 8 inches long, gray-green, slightly wooly, compound with deeply divided leaflets, and attached to the stem by way of a long leaf stalk (petiole). Leaflets may lack lobes or be irregularly lobed. Upper and lower surfaces of leaflets are covered with shiny specks interspersed with translucent dots. Leaves located on the lower and middle portions of the stem are similar in appearance to rosette leaves. Upper stem leaves are smaller, linear, and have fewer divisions. Petioles generally become shorter as the leaf position moves up the stem. Individual rosy-purple (rarely white) disk flowers are clustered onto flowers heads that are approximately 3/4 to 1 inch wide. Flower heads are surrounded by oval, dry, prickly bracts tipped with a fringe of dark hairs. Flower heads occur singly at the ends of main stems and axillary branches. Fruits and Seeds: Single-seeded fruits are oblong, brownish, 1/8 inch long, and have a short tuft of bristles at the tip. Cornflower (Centaurea cyanus) has a similar appearance except it is an annual with bright blue flowers. White-flowered knapweed (Centaurea diffusa) can be distinguished from spotted knapweed by its white flowers, but there is a pink-flowered form that is very difficult to separate. White-flowered and spotted knapweeds hybridize producing plants with characteristics intermediate between the parents. Plants flower from July through August. A single rosette produces 1 to 6 flowering stems during the second year of growth. Perennial plants can have a main rosette and minor rosettes that form at the ends of lateral shoots extending horizontally just below the soil surface. A single plant produces 16 flower heads on average, and each flower head produces over 25 seeds. Once seeds mature, they are shed and germinate, providing conditions are sufficiently moist, and develop into a rosette by fall. Grazing animals generally pass over spotted knapweed in favor of more palatable native grasses and herbs. Light infestations can be controlled by hand pulling or mowing early in the flower stage. Plants are less likely to regrow if allowed to form flower stalks before cutting. All control methods must be repeated for several years until seeds stored in the soil seed bank become depleted. Spotted knapweed is resistant to some herbicides, likely due to wooly hairs limiting retention or penetration of product. None known, but more mature plants have spines that can cause mechanical injury to the mouth and digestive tract of grazing animals. Facts and Folklore: 'Knapweed' comes from the German word 'knobbe' meaning bump or button. In the past, young women wore spotted knapweed flowers to attract bachelors. Spotted knapweed is not known for its edible qualities, but North Africans claim to have fed the plant to their camels.

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Summary Report for: 51-4122.00 - Welding, Soldering, and Brazing Machine Setters, Operators, and Tenders Set up, operate, or tend welding, soldering, or brazing machines or robots that weld, braze, solder, or heat treat metal products, components, or assemblies. Includes workers who operate laser cutters or laser-beam machines. Sample of reported job titles: Braze Operator, Fabricator, Finishing Technician, Fitter-Welder, Machine Operator, Mig Welder, Operator, Robot Operator, Spot Welder, Technical Associate (TA) Tasks | Tools & Technology | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information - Inspect, measure, or test completed metal workpieces to ensure conformance to specifications, using measuring and testing devices. - Read blueprints, work orders, or production schedules to determine product or job instructions or specifications. - Assemble, align, and clamp workpieces into holding fixtures to bond, heat-treat, or solder fabricated metal components. - Set up, operate, or tend welding machines that join or bond components to fabricate metal products or assemblies. - Lay out, fit, or connect parts to be bonded, calculating production measurements as necessary. - Correct problems by adjusting controls or by stopping machines and opening holding devices. - Give directions to other workers regarding machine set-up and use. - Select, position, align, and bolt jigs, holding fixtures, guides, or stops onto machines, using measuring instruments and hand tools. - Mark weld points and positions of components on workpieces, using rules, squares, templates, or scribes. - Transfer components, metal products, or assemblies, using moving equipment. - Clean, lubricate, maintain, and adjust equipment to maintain efficient operation, using air hoses, cleaning fluids, and hand tools. - Prepare metal surfaces or workpieces, using hand-operated equipment, such as grinders, cutters, or drills. - Conduct trial runs before welding, soldering, or brazing and make necessary adjustments to equipment. - Remove completed workpieces or parts from machinery, using hand tools. - Tend auxiliary equipment used in welding processes. - Load or feed workpieces into welding machines to join or bond components. - Observe meters, gauges, or machine operations to ensure that soldering or brazing processes meet specifications. - Turn and press knobs and buttons or enter operating instructions into computers to adjust and start welding machines. - Compute and record settings for new work, applying knowledge of metal properties, principles of welding, and shop mathematics. - Set dials and timing controls to regulate electrical current, gas flow pressure, heating or cooling cycles, or shut-off. - Record operational information on specified production reports. - Select torch tips, alloys, flux, coil, tubing, or wire, according to metal types or thicknesses, data charts, or records. - Fill hoppers and position spouts to direct flow of flux or manually brush flux onto seams of workpieces. - Start, monitor, and adjust robotic welding production lines. - Devise or build fixtures or jigs used to hold parts in place during welding, brazing, or soldering. - Add chemicals or materials to workpieces or machines to facilitate bonding or to cool workpieces. - Immerse completed workpieces into water or acid baths to cool and clean components. - Dress electrodes, using tip dressers, files, emery cloths, or dressing wheels. - Anneal finished workpieces to relieve internal stress. Tools & Technology Tools used in this occupation: - Adjustable widemouth pliers - Automatic soldering machine — Soldering machines - Ball peen hammer — Ball peen hammers - Bench vises - Blow torch — Gas welding torches - Braze welding machine — Brazing machines - C clamps - Calipers — Dial calipers; Outside micrometer calipers; Undercut gauges - Claw hammer — Claw hammers - Cleaning scrapers — Hand scrapers - Cold pressure or contact welding machine — Cold-welding machines - Demolition hammers — Chipping hammers - Desktop computers - Electron beam welding EBW machine — Diffusion-welding machines - End cut pliers — Side cutting pliers - Facial shields — Face masks - Gas welding or brazing or cutting apparatus — Computerized numerical control CNC oxy-fuel systems - Goggles — Safety goggles - Hand clamps - Hoists — Power hoists - Hydraulic truck cranes — Hydraulic booms - Induction heaters — Heating furnaces - Laser cutting machine — Laser cutters - Laser welding machine — Laser-beam machines - Lifts — Walk-behind lift trucks - Loading equipment — Product loading equipment - Locking pliers — Vise grip pliers - Micrometers — Vernier micrometers - Mill saw file — Single-cut mill saw files - Positioning jig — Workpiece positioning jigs - Power grinders - Protective gloves — Safety gloves - Punches or nail sets or drifts — Center punches - Shielded metal arc welding or stick welding machine — Arc welding equipment - Slip or groove joint pliers — Slip joint pliers - Spot welding machine — Portable welding machines; Resistance welding guns; Resistance welding machines; Spot welding guns - Squares — Layout squares - Tape measures — Measuring tapes - Thickness measuring devices — Fillet weld gauges - Tungsten inert gas welding machine — Tungsten inert gas TIG welding equipment - Welding electrode — Welding electrodes - Welding masks — Welding helmets - Welding or brazing tip cleaner file — Welding tip cleaning files - Welding or cutting tip — Welding torch tips - Welding robots — Brazing robots; Soldering robots - Welding tip dresser or accessories — Welding tip dressers - Winches — Hydraulic winches - Wire brushes Technology used in this occupation: - Data base user interface and query software — Data entry software - Electronic mail software — Email software - Industrial control software — Tool center point TCP setting software - Office suite software — Microsoft Office software - Spreadsheet software — Microsoft Excel - Word processing software — Microsoft Word Hot Technology — a technology requirement frequently included in employer job postings. - Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. - Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly. - Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. - Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. - Operation and Control — Controlling operations of equipment or systems. - Speaking — Talking to others to convey information effectively. - Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. - Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. - Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. - Near Vision — The ability to see details at close range (within a few feet of the observer). - Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. - Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. - Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. - Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. - Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. - Far Vision — The ability to see details at a distance. - Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. - Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). - Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. - Oral Expression — The ability to communicate information and ideas in speaking so others will understand. - Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. - Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs. - Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). - Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. - Selective Attention — The ability to concentrate on a task over a period of time without being distracted. - Speech Clarity — The ability to speak clearly so others can understand you. - Speech Recognition — The ability to identify and understand the speech of another person. - Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. - Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing. - Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. - Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. - Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). - Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. - Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. - Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. - Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. - Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft. - Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. - Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. - Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. - Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. - Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. - Repairing and Maintaining Mechanical Equipment — Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles. - Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. - Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. - Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. - Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. - Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks. - Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. Detailed Work Activities - Remove products or workpieces from production equipment. - Select production equipment according to product specifications. - Mount attachments or tools onto production equipment. - Read work orders or other instructions to determine product specifications or materials requirements. - Calculate specific material, equipment, or labor requirements for production. - Direct operational or production activities. - Record operational or production data. - Measure dimensions of completed products or workpieces to verify conformance to specifications. - Align parts or workpieces to ensure proper assembly. - Monitor equipment operation to ensure proper functioning. - Review blueprints or other instructions to determine operational methods or sequences. - Adjust equipment controls to regulate gas flow. - Adjust flow of electricity to tools or production equipment. - Load materials into production equipment. - Operate cutting equipment. - Operate welding equipment. - Enter commands, instructions, or specifications into equipment. - Operate grinding equipment. - Clean production equipment. - Feed materials or products into or through equipment. - Heat material or workpieces to prepare for or complete production. - Assemble metal or plastic parts or products. - Solder parts or workpieces. - Immerse objects or workpieces in cleaning or coating solutions. - Lay out parts to prepare for assembly. - Apply solutions to production equipment. - Conduct test runs of production equipment. - Maintain production or processing equipment. - Lubricate production equipment. - Draw guide lines or markings on materials or workpieces using patterns or other references. - Reshape metal workpieces to established specifications. - Move products, materials, or equipment between work areas. - Assemble machine tools, parts, or fixtures. - Apply lubricants or coolants to workpieces. - Design tools, fixtures, or other devices for production equipment. - Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 96% responded “Every day.” - Spend Time Standing — 68% responded “Continually or almost continually.” - Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 70% responded “Continually or almost continually.” - Sounds, Noise Levels Are Distracting or Uncomfortable — 74% responded “Every day.” - Exposed to Contaminants — 76% responded “Every day.” - Duration of Typical Work Week — 65% responded “More than 40 hours.” - Importance of Being Exact or Accurate — 40% responded “Extremely important.” - Time Pressure — 55% responded “Every day.” - Face-to-Face Discussions — 52% responded “Every day.” - Spend Time Making Repetitive Motions — 44% responded “More than half the time.” - Exposed to Minor Burns, Cuts, Bites, or Stings — 46% responded “Every day.” - Very Hot or Cold Temperatures — 32% responded “Every day.” - Spend Time Bending or Twisting the Body — 34% responded “About half the time.” - Indoors, Not Environmentally Controlled — 63% responded “Every day.” - Freedom to Make Decisions — 32% responded “Limited freedom.” - Exposed to Hazardous Equipment — 37% responded “Every day.” - Level of Competition — 43% responded “Moderately competitive.” - Work With Work Group or Team — 39% responded “Very important.” - Structured versus Unstructured Work — 36% responded “Limited freedom.” - Contact With Others — 26% responded “Occasional contact with others.” - Pace Determined by Speed of Equipment — 31% responded “Not important at all.” - Responsible for Others' Health and Safety — 46% responded “Moderate responsibility.” - Impact of Decisions on Co-workers or Company Results — 33% responded “Moderate results.” |Title||Job Zone Two: Some Preparation Needed| |Education||These occupations usually require a high school diploma.| |Related Experience||Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.| |Job Training||Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.| |Job Zone Examples||These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, physical therapist aides, salespersons (retail), and tellers.| |SVP Range||(4.0 to < 6.0)| Percentage of Respondents |Education Level Required| |50||High school diploma or equivalent| |20||Less than high school diploma| Interest code: RC - Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. - Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. - Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. - Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. - Initiative — Job requires a willingness to take on responsibilities and challenges. - Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. - Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. - Integrity — Job requires being honest and ethical. - Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. - Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. - Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. - Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. - Persistence — Job requires persistence in the face of obstacles. - Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. - Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. - Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. - Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. - Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. - Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. Wages & Employment Trends |Median wages (2015)||$17.38 hourly, $36,150 annual| |Employment (2014)||60,000 employees| |Projected growth (2014-2024)||Decline (-2% or lower)| |Projected job openings (2014-2024)||17,100| |Top industries (2014)| Source: Bureau of Labor Statistics 2015 wage data and 2014-2024 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement. Job Openings on the Web Sources of Additional Information Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement. - Metal and plastic machine workers . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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Book Cover: TAX Your Imagination! by Steve Consilvio Inflation and debt are wreaking havoc on mankind. Because of these imbalances, jobs related to finance and "selling stuff' are widespread. We are inundated with advertising, false promises and fear. Earning money, by any means possible, is the baseline for survival. Farmers are worried about the Futures value of their crop as much as they are about the weather. They can feed hundreds and thousands of people, but they are not sure if they will be able to feed themselves. The difference between production and consumption can be described as The Fiscal Gap. The value of labor evaporates into a maze of numbers and drives an unending desperation. Large organizations survive primarily because of access to credit. Size is not the problem. Big organizations are necessary to service large populations and build complex products. Attacking the existence of corporations is like destroying the forest to liberate the trees. Small and large businesses need to co-exist, and individuals with them. Self-sufficiency is obsolete. Large populations cannot be supported without trade. The modern world is co-dependent, and finance is a constant problem. A debate rages concerning who or what caused the money problem and the best way to solve it. The fear surrounding money is as visceral as hunger. Money separates man from animals. Animals may fight over territory, mates and food, but never over money or religion. Man, in contrast, is driven and controlled by the importance of abstract ideas. Money is an abstract idea, just like religion. Abstract thought gives us the ability to think, cooperate and build, but money also shares characteristics with mental illnesses. Money gives man both great joy and great trouble. Man will steal, cheat, lie and kill for money. He will lose sleep with worry or excitement. Man will sell his pride, his dignity and his body for money. Money is a tool that can be used to bully individuals, businesses or nations. Almost everyone has been on both the giving and receiving end of monetary punishment and reward. The belief that money is real makes man both strong and weak, happy and sad, intelligent and crazy. The rich have lots of money, but they cannot escape the worries of the poor who have little. The rich find themselves with a burden to protect their money from others. Money does not buy freedom, as every hobo knows, but often demands more vigilance. The poor majority constantly complain about the wealthy minority. The wealthy have advice and sympathy for the poor. Nobody wants to be poor or to stay poor, or for the poor to even exist. The Past and Future The discussion about money has lasted centuries over similar issues: taxes, prices, privileges, debts, needs and budgets. None of this angst would be possible without first accepting intellectually that money is real and a necessary part of society. The obsolescence of money is usually a key element of the imaginative future. Science-fiction stories like Star Trek depict the end of money and substitutes a vaguely defined credit system. Today, however, money continues to be accepted as the supreme arbitrator of fairness and value. We are all enslaved by a belief of what constitutes a fair exchange in the trade contract. We seldom agree, but we tolerate one another enough that we can trade regularly. When values change, it is either good or bad for a particular party. We have recently seen the price of gold increase, and people are trading their colored dirt (gold) for colored paper (dollars). This is the trading of one object of abstract value for another object of abstract value. The Gold Exchange by unknown While gold has practical usage applications, money does not. Money's only purpose is as a chit in trade. Money can be whatever the parties agree to value. Money is an intellectual agreement. In the past, books, pepper, beads and tulip bulbs have all been used as currency. Star Trek credits are just an electronic version of traditional money. With computerized banking and finance, it is fair to say that the future has arrived. Most money today exists as an electronic entry in a numeric ledger. Money is a benign tool that allegedly facilitates cooperation. It is quid pro quo; this object for that object. Whether moral, amoral or immoral, it is usually for sale. Money, in theory, makes trade easier by providing an impartial choice to every transaction. People can sell whatever they have to anyone, rather than barter with a specific person who has what they need and wants what they have. Money dramatically increases the opportunity to buy and sell every product. It is an efficient idea on the surface, but we have thousands of years of empirical evidence that money is a complex problem, too. Money is an idea just like any other idea; it can be true or false, good or bad, right or wrong. The young, like Adam and Eve, have no understanding of money. Money is a concept that must be learned, the same as nakedness. A child grows believing that everything is free and shared, and he must learn of the cost, method and effort required to earn money from strangers. He is taught to count, to share, to charge, to save, to spend, to invest, to plan and to complain. Innocence is lost. Money is a source of embarrassment. We hide our finances the same way we cover our nudity. Money is the shame of mankind. Money Between Generations Every child gets born into a world where the wealth and rules are controlled by elders. In addition to the fiscal gap, there exists a perpetual generation gap, income gap, and power gap. A child learns about money, and then discovers that he has none. These divides are why revolutionaries tend to be young. They have nothing, and nothing to lose; whereas conservative elders have everything, and everything to lose. The elders only recently have wrestled control from the previous generation, and suddenly the young spring upon them trying to wrestle their control away. Democracy makes all adults politically equal, in theory. It does nothing to make the next generation financially equal. People fight to retain their inheritance, even though they did nothing to earn it. Monarchy was an inheritance of political power, but the conflict was always financial.

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Most toxic tort cases have arisen either from exposure to pharmaceutical drugs or occupational exposures. Most pharmaceutical toxic injury cases are mass tort cases, because drugs are consumed by thousands of people, many of whom become ill from a toxic drug. There have also been many occupational toxic tort cases, because industrial and other workers are often chronically exposed to toxic chemicals - more so than consumers and residents. Most of the law in this area arises from asbestos exposure, but thousands of toxic chemicals are used in industry and workers in these areas can experience a variety of toxic injuries. Unlike the general population, which is exposed to trace amounts of thousands of different chemicals in the environment, industrial workers are regularly exposed to much higher levels of chemicals and therefore have a greater risk of developing disease from particular chemical exposures than the general population. The home has recently become the subject of toxic tort litigation, mostly due to mold contamination, but also due to construction materials such as formaldehyde-treated wood and carpet. Toxic tort cases also arise when people are exposed to consumer products such as pesticides and suffer injury. Lastly, people can also be injured from environmental toxins in the air or in drinking water.

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A DESCRIPTIVE STUDY OF INDICATORS OF EFFECTIVE INTERVENTIONS FOR SUPPORTING STUDENTS As many students demonstrate academic or behavioral difficulties, there is a need for effective interventions to support students. The school psychology and education literatures provide effective interventions (e.g. Rathvon, 1999; Shinn, Walker, & Stoner, 2002; Thomas & Grimes, 2002); however, studies of interventions implemented in schools (e.g. Safran & Safran, 1996) often show few positive results or lack of implementation. As federal and state governments recommend or require use of interventions to support students, it is crucial to examine whether research-based practices are being meaningfully implemented in the schools. This study explored indicators of quality interventions identified in the literature and their use in schools. Fifteen indicators were examined: (a) behavioral definition, (b) baseline data, (c) problem validation, (d) problem analysis, (e) goal setting, (f) intervention-hypothesis match, (g) intervention plan, (h) measurement strategy, (i) decision-making plan, (j) progress monitoring, (k) formative evaluation, (l) treatment integrity, (m) summative evaluation, (n) intervention content, and (o) social validity. The purpose of the study was to inform both researchers and practitioners about the quality of intervention implementation to allow educators to improve performance and researchers to focus upon training needs. The research question was: Based upon case studies in actual practice, how well do interventions align with the indicators of quality interventions identified in the literature? Three different aspects were addressed: (a) How many indicators are typically present in intervention cases? (b) Which indicators are most often present or missing? And (c) Which indicators are implemented to a higher degree? Results indicated that the quality of interventions being implemented in the schools is improving. This study found more indicators implemented to a higher degree than previous research (Flugum & Reschly, 1994; Telzrow, McNamara, & Hollinger, 2000; Upah 1998). The intensive training component provided by the Southwest Ohio Special Education Regional Resource Center may be critical in explaining this improvement. However, there were still indicators (i.e., social validity) that were not implemented frequently or to a high level of quality. As such, practitioners and researchers need to continue to focus on whether all of these indicators are crucial to successful outcomes and how to ensure high quality implementation of indicators of quality interventions. School:University of Cincinnati School Location:USA - Ohio Source Type:Master's Thesis Keywords:intervention quality indicators Date of Publication:01/01/2004

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1. To set up a student designed experiment on the factors affecting population dynamics in a species of flour beetles, Tribolium confusum. 2. To learn how to use the computer program Excel for graph construction and the computer program JMP for statistical tests. Lab 2 Overview I. Formulate experimental questions and hypotheses about population growth of Tribolium II. Design and set up tests of your population growth hypotheses - a. Post a PowerPoint summary of your experimental design III. Data Analysis and Presentation - a. Learn how to calculate the mean, variance, standard deviation, and standard error of data arrays - b. Learn how to test for differences in the means of two samples using the t-test. Population Growth Background It is accepted that environments on Earth are finite and therefore have limited resources, so it follows that no population can grow indefinitely. Certainly no organism exhibits its full reproductive potential. Darwin, for example, calculated that it would take only 750 years for a single mating pair of elephants (a species with a relatively low reproductive potential) to produce a population of 19 million. This is vastly in excess of the current total population and elephants have existed for millions of years. Some species might exhibit population explosions for a short time (e. g., algal blooms), but their population inevitably crashes. Most populations, however, are relatively stable over time, once they have reached an equilibrium level. Population ecology is the discipline that studies changes in population size and composition, and also tries to identify the causes of any observed fluctuations. A population is made up of interbreeding individuals of one species that simultaneously occupy the same general area. Fluctuations in population sizes could be caused by environmental conditions as well as by predation and interspecific competition. It can be particularly challenging to follow and understand the population dynamics of a species in the "real" world. Therefore, scientists have often used controlled lab experiments to understand the basic concepts of population ecology. Many classical experiments have explored population dynamics of and inter- and intraspecific competition in the flour beetles, all members of the genus Tribolium. While Tribolium can survive on a number of finely ground grains, these particular beetles are cultured in 95% whole wheat flour and 5% brewer's yeast. Tribolium thrive at a temperature range of 29-34 °C and a humidity of 50-70%. Under optimum conditions one would expect a new generation roughly every 4 weeks (Table 1, from Park, T., 1948, Experimental studies on interspecies competition Ecological Monographs, 18, 267-306). The "confused" flour beetle (T. confusum) (Fig. 1) was so named because it was often confused with its closely allied species T. castaneum. Because a female flour beetle can live at least a year and lay 400-600 eggs in her lifetime, one can imagine the potential for overcrowding. High density can lead to several interesting phenomena, such as an increase in the incidence of cannibalism, where the adult beetles will eat the eggs; larvae will eat eggs, pupae, and other larvae. If conditions are crowded and stressful the beetles will often produce a gas containing certain quinones that can cause the appearance of aberrant forms of young or can even kill the entire colony. There have also been reports that overcrowding leads to an increase in the transmission of a protozoan parasite (Adelina tribolii). Arthropods need to molt in order to grow. Tribolium beetles, like all other members of the insect order Coleoptera, undergo complete metamorphosis, passing through four distinct phases to complete their life cycle: egg, larva, pupa, and adult. An egg is laid from which hatches a larva. This larva molts into a second and then third larval stage (or instar) increasing in size in the process. The third instar turns into a pupa from which finally an adult is released. The pupa is a quiescent stage during which larval tissues and organs are reorganized into adult ones. Setting up the Experiment Your charge is to set up an experiment dealing with population ecology of the flour beetle. You should start your experiment with at least 20 beetles per container, since they are not sexed. This should ensure enough females in your starting population. We have found that 1 gram of food per beetle will keep them reasonably healthy until the end of the experiment. Discuss the appropriate number of replicates. Some of the factors you could consider investigating are: Size of starting populations (intraspecific competition) Food supply (e.g. various milled flours, whole grains, prepared grain products, and/or brewer's yeast) Environmental structure (effects of environmental patchiness on population growth, e.g. habitat size, light availability, refuge use, or "dilution" of the food/habitat volume with inert materials) Biological control of populations in grain storage facilities (e.g., diatomaceous earth, application of plant volatiles) Briefly outline the hypothesis that you are testing or your experimental question in your lab notebook. Provide details of your experimental design (starting number of beetles, number of replicates, variables, etc.) Prepare a PowerPoint slide describing the experimental design and post it to the lab conference on Sakai. When dealing with the dynamics of populations, whether they are beetles in a jar or plants in the field, we need to extrapolate information from small portions, or samples, of the population. Otherwise the task can be overwhelming. As scientists we wish to infer population behavior at large from the results of necessarily limited and random sampling. Random sampling means that the likelihood of any particular individual being in the sample is the same for all individuals, and that these are selected independently from one another. A statistical test is the impartial judge of whether our inferences about the at-large population(s) are sufficiently supported by our sample results. See Statistics and Graphing for tutorials for calculating all of the statistics below with Excel 2008 and JMP. Descriptive statistics are measures of location and variability used to characterize data arrays. In this course, we will use hand calculation and the computer programs Excel and JMP to generate common descriptive statistics. Statistics of location are measures of "location" or "central tendency." The mean, median, and mode are all measures of location. The mean is the most commonly used of these, and estimates the true population mean if it is based on samples composed randomly from the at-large population. Calculate the mean of a data set by dividing the sum of the observations by the number of observations. Statistics of variability provide estimates of how measurements are scattered around a mean or other measures of location. Both biological variability and the accuracy of our measurements are sources of variability in our data. Variance is an approximate average of the square of the differences of each value from the mean. However, because the variance is reported as the square of the original unit, interpretation can sometimes be difficult. The variance of a data set is calculated by taking the arithmetic mean of the squared differences between each variable and the mean value divided by the number of observations less 1 (when using small subset of data). Standard Deviation (SD) is a common measure of variability that avoids the problem of units inherent in the variance. The standard deviation is calculated by first calculating the variance, and then by taking its square root. Standard Error of the Mean (SEM or SE) estimates the variation among the means of samples similarly composed from the population at large (the so-called "true" population). The SE estimates the variability among means if you take repeated random samples of the same size from the population. A small SE indicates that the sample mean is close to the true population mean. With increasing sample sizes (n) the SE shrinks in magnitude. Calculate the SE by dividing the SD by the square root of n. Comparative Statistics are ways of evaluating the similarities and/or differences among different data sets. Many situations arise in experimental and observational research where we wish to compare two outcomes or contrasts, such as a control vs. a treatment effect. The t-test compares the means of two samples. If the samples are taken from the same experimental unit at different times, the test is termed "paired," so a paired t-test is run. If the samples are from two different experimental units or treatments, the unpaired t-test is run. Both tests assume that data are normally distributed (i.e. have a typical bell-shaped distribution) and have similar variances. Violations of such assumptions in this kind of statistical testing are not too serious unless quite exaggerated, and there are ways to transform the data that can often rectify such problems. The t-test calculates a factor called the tcal by using the means, SDs, and the number of data points in each sample. Sometimes when calculated digitally, it is designated the tstat. The numerator of the tcal is a measure of the difference between the means of the samples; its denominator is a measure of the average variability (pooled variance), taking sample size into account. The order in which you enter the means will determine the sign of your tcal, but this does not affect its interpretation. Always report the absolute value of tcal. The typical null hypothesis (Ho) of a comparative statistical test is that there is no difference between the means of the populations from which the samples were drawn. Our sample means are estimators of these population means. In other words, if Ho is true, this is as if we actually drew our samples from the same population, and that any difference between our sample means is due simply to random sampling error (i.e., by chance alone). Therefore, if a significant difference is seen, the null hypothesis is rejected, meaning that our samples likely represent different populations. To determine whether two means are significantly different one must compare the absolute value of tcal to the tabulated t-value, ttab. A subset of ttab values for given degrees of freedom can be found in the table below. The probability that a difference at least as big as the one you observed would have occurred randomly can be read from the "Probability Levels" columns. Generally, if the probability level (P-value) of our tcal is ≤ 0.05, we can claim that there is a significant difference between the two means; that indeed, the conclusion that the two samples represent different populations, or that there was a treatment effect, is supported by our results. We would deem the null hypothesis unlikely to be true. Note that there is still the risk (1 in 20 for the probability, or significance, level of 0.05) that we would be wrong. (In fact, if our criterion to claim significance is set at P ≤ 0.05 and we were to repeat such an experiment many times, 1 in 20 times on average we would wrongly reject the null hypothesis.) But this is a risk we generally consider acceptable. In some studies, we set the bar of significance even “higher” (by lowering the P-value at which we would reject the null hypothesis and claim a significant difference between means). Occasionally, this threshold P-value (also called the alpha [α] level, below which we will claim a significant difference or effect) might be set higher (e.g., α = 0.10), but this usually needs a vigorous defense by the researcher. Table 2. Critical tabulated values of Student's t –test (two-tailed) at different degrees of freedom and probability level - With your group, prepare a PowerPoint slide(s) describing the experimental design for your Tribolium experiment and post it to Sakai. This set of PowerPoint slides will serve as an outline for the Materials and Methods section of the paper you will write on your beetle experiment at the end of the semester. Thus, you should be sure to include the details of your design, including a description of each variable condition, number of replicates, number of beetles per jar, food type/quantity, conditions of the environmental chamber, and any other information you feel would be important to include in your Materials and Methods section. It may help you to review the section about Materials and Methods in the Science Writing Guidelines to make sure you include the necessary information. - Prepare a column graph of Tribolium means ± SD from a historical dataset (click on the link to download the file in Excel) including a paragraph describing the results. Present the statistical information as directed by your lab instructor. See the Statistics and Graphing tutorials for directions that will help you make a column graph of means ± SD and perform the appropriate statistical tests. See the Science Writing Guidelines for results section guidelines and examples of proper figure formatting. - In preparation for the Plant Biology series, visit the College Greenhouse, paying particular attention to the different adaptations of plants located in the Desert, Tropical, Subtropical and Water Plant rooms. Click here for Greenhouse Map and Self-Guided Tour information. - With your bench mates, prepare a summary of the key characteristics of your plant to be presented at the beginning of lab next week.

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But the farther a river basin is from Mount Hood, the worse summertime river flows look. The latest snowpack maps posted on the Natural Resources Conservation Service show the rangelands of the John Day, Malheur and Owyhee basins in Eastern Oregon particularly parched, with the Klamath, Goose Lake and Harney basins to the south not much better off. The Rogue and Umpqua basins in southwestern Oregon, and Upper Deschutes and Crooked River basins in Central Oregon are mediocre. The Willamette Basin is near normal. Like other states across the West, Oregon depends on winter snow in the mountains for the bulk of river flows in summer, when rain is rare. Overall, the state’s snowpack was at 84 percent of normal, after troublesome high pressure ridges diverted storms headed this way. They seem to have gone north to Washington, where the overall snowpack was rated at 112 percent of normal. Nevada and Idaho were both worse off. Idaho was 80 percent, and Nevada 64 percent. The measurements are based on a combination of automatic reporting sites, as well as surveys were crews go out and measure the weight of the water in a core sample of snow. The forecasts are used by farmers to see how much irrigation water they can expect, utilities to plan for hydroelectric plant outputs, and fisheries managers for conditions facing salmon as they migrate out to sea and back upriver to spawn. Whitewater outfitters also use them to plan their rafting seasons. NRCS hydrologist Julie Koeberle said the water year started off wet in Oregon, but a dry spell in February and March has left many basins far behind schedule. Warm temperatures in those same months hastened melting, diminishing what was there. The worst off basins are in the southwestern corner of the state, where the Malheur Basin is at 25 percent, and the Owyhee 30 percent. “It’s really rare to have these long dry spells during wintertime, the critical precipitation months for all of the Western United States,” she said. “When we have long dry spells, it’s really hard to catch up, as far as snowpack is concerned.” The service’s latest forecast calls for streamflows to be a little better than current snowpacks. The Deschutes east of the Cascade Range was forecast to have 98 percent of normal flows, which is good news for whitewater rafters. Another whitewater river, The Rogue, was forecast for 88 percent. The Willamette Basin had 92 percent of normal snowpack, the Umatilla 67 percent, the Grande Ronde 70 percent, and the John Day 44 percent. Coos Lake was 59 percent, Harney 55 and Upper Deschutes and Crooked 76 percent. The lower Deschutes, Sandy and Hood River basins were at 101 percent.

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Yep. Ain't science grand? The view that Neanderthals were absorbed into the human population is a minority view, though, and losing ground. Certainly humans and Neanderthals were very close genetically, but there just isn't the hard evidence to support a merging of the two lines. You miss the subtle point. This is simply not a matter of holding one theory and then discarding it when another theory better suits what's known. This is the matter of holding several mutually exclusive theories to all be possible even though all are based on the evidence. Which is, as noted earlier a way of saying "We don't know how it happened, but we're damn certain that it must have". FYI the current mutually exclusive theoires I refer to are commonly called a) the Out of Africa hypothesis b) Diregional (aka Multi-regioonal) hypothesis. "Where do the genes of the Europeans come from? A good, but trivial, answer is: From Africa, like everybody else's genes. Paleontologists agree that the long-term human ancestors, a million years ago or so, dwelt in Africa. There is disagreement, however, about what happened after archaic presapiens humans (Homo erectus) spread over much of the Old World. The anatomically archaic populations of Europe, Northeastern Asia, and Southeastern Asia may have gradually evolved into the modern Homo sapiens sapiens populations inhabiting, respectively, Western Eurasia, East Asia, and Australia; this is the multiregional theory of human evolution (1). On the contrary, the Out-of-Africa theory regards all modern populations as descended from an anatomically modern group that dispersed from Africa less than 200,000 years ago and replaced archaic populations (2). "http://www.pnas.org/cgi/content/full/98/1/22 "One of the great controversies of archaeology surrounds the origins of Homo sapiens sapiens. One group of scholars believes that Homo erectus populations throughout the world evolved independently, first into early Homo sapiens, then into fully modern humans. Thus, the modern geographic populations (races) of the world would have been separated for a long time, perhaps a million years. Most experts take a diametrically opposite view. They hypothesize that Homo sapiens sapiens evolved in Africa sometime between 200,000 and 100,000 years ago, then spread to other parts of the Old World. Under this model, modern geographic populations are less than 100,000 years old. 2These two models represent extremes , which pit advocates of anatomical continuity against those who believe there was population replacement. Each model is based on the minute study of human fossil remains, but the replacement theory also relies on studies of mitochondrial DNA (mtDNA)."http://www.bartleby.com/67/24.html I have but two books on this, one from each school. One offers a rather telling admission... "The current controversy is largely a reflection of different scientific philosophies, linked to ideas about race through their treatment of variation. But there is more to it. Even if they have no conscious social agenda, scientists are bound by the same preconceptions as everyone else - their social, religious, and educational backgrounds influence their choices of theories and, perhaps more important, their philosophies of science. Karl Popper noted more than once that it doesn't matter where hypotheses come from, only whether they explain the evidence they are based on, wether they are subject to disproof, and whether they can hold up to enthusiastic attempts to disprove them. This philosophy forms the basis of deductive science. But hypothesis do come from somewhere, often the underlying assumptions of society. Moreover, not only the differences in sources of ideas, but also different premises scientists have held about evolution, human nature, God, and how science should be done, have always underscored the controversies about human evolution." Wolpoff, M & Caspari, R, (1997) "Race and Human Evolution: A Fatal Attraction", p12.

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Relating to or denoting the anterior part of the motor cortex in the frontal lobe of the brain, which is concerned with coordinating voluntary movement. - The premotor cortex and other brain regions associated with motor representations also became more active. - I suggest that the questions become less puzzling when you consider Giaccamo Rizzollati's recent discovery of ‘mirror neurons’ in the ventral premotor area of monkeys. - In humans, premotor areas seem to be linked to the diaphragm or at least to the act of inspiration. For editors and proofreaders Definition of premotor in: What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.

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A silvery-grey mineral consisting of an arsenide and sulphide of iron and cobalt. - Pseudomorphs of marcasite, chalcopyrite, pyrite, arsenopyrite, pyrargyrite, magnetite, and quartz after pyrrhotite have been reported. - Iron and copper sulfides of this region are predominately pyrite, pyrrhotite, chalcopyrite, arsenopyrite, bornite, and marcasite. - There were shops full of green and purple fluorite, ferberite and arsenopyrite, and spessartine and stibnite. For editors and proofreaders Line breaks: ar¦seno|pyr¦ite Definition of arsenopyrite in: What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.

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noun[mass noun] chiefly British The treatment of the feet and their ailments. - He has unveiled a three-year recovery plan that includes slashing prices and closing its laser eye treatment, dentist and chiropody clinics. - Participants spend three years at Waterloo studying kinesiology, and two years at Michener studying either chiropody or respiratory therapy. - Visiting services will be available such as physiotherapy, chiropody, occupational therapists and alternative therapists. - Example sentences - The four bed unit combined the work of clinical nurse specialists, dermatologists, vascular surgeons, chiropodists, and social workers. - They will be attended by a diabetes nurse specialist, a dietician, a chiropodist, a physiotherapist and a Diabetes of Ireland resource officer. - A chiropodist will hold a clinic on Thursday, June 12, at 11 am in the Portmagee Community Centre. Late 19th century: from chiro- 'hand' + Greek pous, pod- 'foot'. For editors and proofreaders Line breaks: chir|opody Definition of chiropody in: What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.

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(US accretion disk) A rotating disc of matter formed by accretion around a massive body (such as a black hole) under the influence of gravitation. - The Blandford-Znajek theory implies that energy flows to particle jets emanating perpendicularly from the accretion disk in certain supermassive black hole systems called quasars. - As the matter in the accretion disk spirals toward the black hole it is heated to very high temperatures and emits strong highly energetic electromagnetic radiation. - A Type Ia supernova, on the other hand, if the widely accepted model is correct, involves a white dwarf star, an orbiting companion, and an accretion disk - an inherently asymmetric configuration. For editors and proofreaders Line breaks: ac¦cre|tion disc Definition of accretion disc in: What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.

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1 Phonetics (Of a syllable) not pronounced with stress. - Here's what they had to say - as you'll see, they got the wrong answer, because they perceive that they pronounce unstressed syllables differently from one another. - The ways in which stressed and unstressed syllables can be arranged in English verse have come to be named after the various kinds of Greek ‘foot’ they seem to resemble, when one mistranslates ‘long syllable’ as ‘stressed syllable’. - Compared with most native English speech patterns, Hiberno-English speech has longer and swifter rhythmic runs, with a far higher proportion of unstressed to stressed syllables. 2Not subjected to stress: a well-balanced, unstressed person More example sentences - He looked totally unstressed when I dropped into Ovation in York's Goodram-gate, just near Monk Bar, the other day after being knocked out by the exotic silk and velvet numbers in the window. - He suggests shifting more resources to the Army & Marines from the relatively unstressed Navy & Air Force. - However I suppose Howard and his cohorts cannot appreciate that such problems exist, because they can always use the luxurious and unstressed private health system. Words that rhyme with unstressedabreast, arrest, attest, beau geste, behest, bequest, best, blessed, blest, breast, Brest, Bucharest, Budapest, celeste, chest, contest, crest, digest, divest, guest, hest, infest, ingest, jest, lest, Midwest, molest, nest, northwest, pest, prestressed, protest, quest, rest, self-addressed, self-confessed, self-possessed, southwest, suggest, test, Trieste, unaddressed, unexpressed, unimpressed, unpressed, vest, west, wrest, zest For editors and proofreaders Line breaks: un|stressed Definition of unstressed in: What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.

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Topic Hubs™ are web-based guides to peer-reviewed pollution prevention information and expertise on a particular subject. Click here for Topic Hub Guide Manufacturing processes used in aerospace industry Material inputs and wastes produced in the automotive repair industry This hub discusses the connection between pollution prevention and climate change. Pollution Prevention information in the craft brewing sector. Pollution Prevention opportunities, alternate technologies, regulatory review, and description of operations of dry cleaning Information and examples where economic incentives can be implemented in pollution prevention Environmental Management Systems for Small to Medium Enterprises (manufacturers with less than 500 employees) Environmental Management Accounting Analysis of environmental cost information for effective decision-making Measuring the effectiveness of environmental practices Key processes and raw materials used in the manufacture of fiberglass reinforced products The impact purchasing decisions have on the environment Waste streams of facilities that provide lodging or short-term accommodations and meals for travelers Household Hazardous Materials Consumer products that contain substances harmful to human health or the environment Lean and Environment (and E3) A systematic approach of integrating lean production, workforce development, energy efficiency, and pollution prevention - to identify and eliminate waste (non-value-added) in manufacturing and services Marinas & Small Boat Harbors Services and activities carried out at facilities that rent slips to tenants Information, regulations, health effects of Mercury in consumer products and the environment Handling, recycling, disposal of mercury thermometers and the use of alternatives Alternatives to mercury-thermostats, recycling options, regulatory requirements Application of paints and coatings to metal surfaces through mechanical, spray, chemical bath, electro-deposition Paint & Coating Manufacturing (Liquid) Manufacture of house paints, industrial coatings, special purpose coatings, and other liquid paint and coating products Pollution Prevention (P2) Strategies for reducing the use of toxic substances, eliminating hazardous waste, and conserving water and energy Pollution Prevention (P2) Internships Safer Chemical Alternatives A compilation of information, tools, case studies, and resources for identifying alternative chemicals and products, and reducing the use and impact of toxic chemicals and materials. Information about technologies and operating practices that reduce energy, water, hazards, quantities and costs of waste and inefficiencies in the semiconductor manufacturing industry. Ship Building & Repair Common shipyard processes and operations and their impact on the environment Opportunities for pollution prevention in the winery sector.

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The article is all about cell phone recycling the poison in our cell phones. This article explains why recycling of cell phone is necessary. Is cell phone recycling necessary? Why recycle cell phones? Yesterday, we discussed the sorry state of cell phone recycling in America, and as I mentioned in that post, there’s a large percentage in our population who are unaware that cell phone recycling is possible or that it’s necessary. The iSuppli survey, cited in that article, identified over 10 percent of cell phone users in the US threw their cell phones away last year or declared these as lost or stolen. In actual numbers, that’s approximately 10 million cell phones from 2007 ending up in our landfills. In this follow-up post, we will be exploring one of the most compelling reasons why cell phone recycling is absolutely necessary to protect ourselves and the environment. Let’s look at the poison in our cell phones. Electronic waste or e-waste (TV sets, computers, cell phones, etc.) contain highly-toxic heavy metals and chemicals. The circuit boards, batteries, and casing of these products contain lead, cadmium, mercury, brominated flame retardants (BFRs), polyvinyl chloride (PVC), etc. The danger lies in the absence of cell phone recycling and improper disposal. Deposited in our landfills and exposed to the elements, e-waste could potentially leach these dangerous chemicals into the surrounding soil and into our underground water systems. How dangerous are these chemicals and metals? Lead – Here’s the Wikipedia excerpt on the toxicity of this metal: Lead is a poisonous metal that can damage nervous connections (especially in young children) and cause blood and brain disorders. Long term exposure to lead or its salts (especially soluble salts or the strong oxidant PbO2) can cause nephropathy, and colic-like abdominal pains. According to Dr. Anne Marie Helmenstine, author and leading authority in biomedical sciences, lead has been found to cause development problems in children and diminishes brain functions even in adults. In a recent publication, Dr. Kim Dietrich from the University of Cincinnati, has associated lead exposure during childhood to deviant criminal behavior in adults. According to Dr.Dietrich’s report, their findings “implicate early exposure to lead as a risk factor for behaviors leading to criminal arrest.” Although each cell phone contains only minute amount of lead compared to a TV set or a computer monitor, for instance, which can contain 4-5 lbs. of lead, the sheer number of cell phones thrown into our landfills multiply this amount a million times. It is estimated that the total 500 million cell phones dumped into our landfills could potentially leak 312,000 pounds of lead into our underground water systems. Mercury – Found in the batteries of cell phones, Mercury is a cumulative metal poison. Mercury exposure can: …damage the central nervous system and other organs or organ systems such as the liver or gastrointestinal tract. Symptoms typically include sensory impairment (vision, hearing, speech), disturbed sensation and a lack of coordination. Dr. Richard Lathe, a specialist in childhood autism and former professor at the University of Edinburgh, and author of Autism, Brain And Environment has identified exposure to heavy metal like mercury as one of the primary factors in the increase in the incidence of autism. Cadmium – Also found in cell phone batteries, Cadmium exposure can lead to “liver and irreversible kidney problems (often fatal), respiratory and bone density problems. Compounds containing cadmium are also carcinogenic. Brominated flame retardants (BFRs) and polyvinyl chloride (PVC), used in cell phone casing, have come under fire in recent years because these chemicals have been found to leach highly-toxic and/or carcinogenic chemicals, under certain conditions. Most of our landfills today are scientifically designed with special protective lining and cover to contain chemicals leaking from the solid waste, but will you gamble the health of your children and your own health, on the chance that cell phones and other electronic wastes we so carelessly throw to our landfills will not leach chemicals into our underground water systems? Or contaminate the surrounding areas near our homes? The likelihood of these dangerous and deadly chemicals seeping into our water systems is just too high. By not doing cell phone recycling or by dumping cell phones and other electronic wastes in our landfills, we are practically poisoning ourselves. In the light of these, do you still think cell phone recycling is unnecessary?

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After Zeus kidnapped Europa, Agenor ordered her brothers -- Cadmus, Phoenix, and Cilix -- to search for her, instructing them not to return until they had found her. It was a hopeless quest, and all three brothers became exiles. Phoenix founded the country of Phoenicia, and Cilix established Cilicia. Cadmus consulted the oracle at Delphi and was told to follow a cow that he would find near the oracle; where the cow lay down to rest, he should found a city. He followed the cow to the future site of Thebes. There he instructed his men to bring water so that he could offer a sacrifice to Athena; however, the men encountered a giant serpent which was sacred to Ares, and they were all killed. Cadmus came upon the carnage and gave battle, eventually slaying the serpent. A voice then spoke to him, prophesying that he himself would eventually become a serpent. Cadmus was left with a site for a city, but no one to help build it. Athene intervened, telling him to sow the serpent's teeth in the earth. He did so, and armed men sprang up from the teeth. They fought one another until only five were left; these five became the ancestors of the noble Thebans. Cadmus then spent eight years in servitude to Ares, as a penalty for the killing of the serpent. Afterwards, Cadmus married Harmonia, daughter of Ares and Aphrodite. The couple had four daughters (Ino, Semele, Autonoe, and Agave) and one son (Polydorus). Near the ends of their lives, Cadmus and Harmonia left Thebes and went to Illyria. There they were transformed into serpents, as the voice had foretold.

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Elephant seal harem at Macquarie Island The practise of hunting seals for food and skins by pre-industrial societies has a long history, however, it was not until the eighteenth century that the large scale commercial exploitation of seals commenced. The pelts of fur seals were in demand for clothing, and they were highly valued by European merchants as a relatively easily obtained and profitable cargo. Oil, produced from rendering down the blubber of both fur and elephant seals was more difficult to process and bulkier to transport. From the late 1700s the demands of the industrial revolution increased the market for both seal and whale oil for lighting, lubrication of machinery and some manufacturing processes. Sealers usually took advantage of the animal's behavioural patterns, as seals tended to congregate in large numbers in restricted areas during their breeding seasons. Fur seals were herded together and kept from escaping to the sea while they were clubbed to death. The animals were skinned immediately and the pelts were salted and usually stored in timber casks. The larger and slower elephant seals were clubbed and lanced before being stripped of their blubber, which was cut into pieces and rendered down in large metal cauldrons known as trypots. The resulting oil was allowed to cool before being run into casks, ready for shipping. Flinching a yearling, a young sea elephant, Tristan de Acunha. (Augustus Earl/ National Library of Australia) In Australasian waters the sealing industry commenced in Bass Strait in 1798 and rapidly spread to Tasmania and along the southern coasts of the mainland as far as Western Australia. The industry was largely carried out by Sydney based gangs, and the shipment of seal skins and oil to China became the first viable export from the new colony. By 1810 the Bass Strait industry had largely collapsed and the Sydney, and Hobart, sealing vessels were exploring and working further afield towards New Zealand and its southern islands.

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http://www.parks.tas.gov.au/index.aspx?base=1819

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Welcome to Mad Catz, Inc. Python. Note: This is a multi-page article.To navigate, use the drop-down lists and arrow keys at the top and bottom of each page. Introduction Python is a popular, free, cross-platform, open-source computer programming language that is in wide use. It has no licensing restrictions that would prevent its use in commercial projects. It has a rich set of libraries for scientific and technical applications. Support, tutorials and documentation are widely available. Quick Tour Readers may simply browse this section, but I recommmend that people download and install Python to be able to run the examples firsthand. Python Scripts To create a Python script, first create a plain-text file, give it a suffix of ".py" and enter these lines: #! Conclusion There is so much published on the topic of Python that I have decided to limit my introduction to things I thought were shortchanged in other presentations. Resources. For Gamers. By Gamers.™ How to be a Programmer. Debugging is the cornerstone of being a programmer. The first meaning of the verb to debug is to remove errors, but the meaning that really matters is to see into the execution of a program by examining it. A programmer that cannot debug effectively is blind. Idealists that think design, or analysis, or complexity theory, or whatnot, are more fundamental are not working programmers. The working programmer does not live in an ideal world. Even if you are perfect, your are surrounded by and must interact with code written by major software companies, organizations like GNU, and your colleagues. Debugging is about the running of programs, not programs themselves. To get visibility into the execution of a program you must be able to execute the code and observe something about it. The common ways of looking into the ‘innards’ of an executing program can be categorized as: Some beginners fear debugging when it requires modifying code. How to Debug by Splitting the Problem Space. STUDIOS V3.0 - HOME » Home » Overview. How to Triple Boot Your Hackintosh with Windows and Linux. Tech Gadgets. Freebyte! Free Download Lectures and Presentation of Computer Science. Serif, Inc. Tech land. Problems and solutions. Gadget Rumours. Technology (cgittings StumbleUpon) Latest gadgets – Electronic gadgets – Technology News. Computer Mouse, Wireless Mouse, Bluetooth Mouse. Technology instructables. Welcome to eclipsetouch.com, home of the eclipse range of mice a. Geek in heels. Internet gecko. Digital Design and Dialogue. Linux for Christians. Home Automation. One of my early "personal computers" (1980). Among urban legends , one of the most persistent is that "real soon now" we'll have computer-controlled houses with refrigerators that tell us what we forgot to buy, coffee makers that spring to life unbidden and lights that turn themselves on when we enter a room. Technology demonstrations like Disney's "House of the Future" (1957) and several more recent projects have tried to show what kind of environment would result from the fully realized marriage of a computer and a house. I've always been an early adopter — someone who likes to experiment with gadgets before they're ready for life outside the laboratory. Inevitably, this means I have a closet full of clunky gadgets, early prototypes of things we take for granted now. About thirty years ago I heard about a high-tech replacement for a wall switch — a gadget that would turn your lights on and off by remote control. An X-10 wall switch. Note the two dials at the top -- A brief digression. Tech guides. Computer Tricks. Laptops instructables. LaptopnCameraReviews.Com. Techdirt. Perl.com. Technology. Teach Yourself Programming in Ten Years.

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http://www.pearltrees.com/bhavnick/technology/id5131626

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en

Women in the U.S. Military: Growing Share, Distinctive Profile The women who serve in today’s military differ from the men who serve in a number of ways. Compared with their male counterparts, a greater share of military women are black and a smaller share are married. Also, women veterans of the post-9/11 era are less likely than men to have served in combat and more likely to be critical of the wars in Iraq and Afghanistan. In other ways, however, military women are not different from military men: they are just as likely to be officers; they joined the armed services for similar reasons; and post-9/11 veterans of both sexes have experienced a similar mix of struggles and rewards upon returning to civilian life. Since 1973, when the United States military ended conscription and established an all-volunteer force, the number of women serving on active duty has risen dramatically. The share of women among the enlisted ranks has increased seven-fold, from 2% to 14%, and the share among commissioned officers has quadrupled, from 4% to 16%. Department of Defense policy prohibits the assignment of women to any “unit below brigade level whose primary mission is direct ground combat.”1 While this policy excludes women from being assigned to infantry, special operations commandos and some other roles, female members of the armed forces may still find themselves in situations that require combat action, such as defending their units if they come under attack.2 This report explores the changing role of women in the military using several data sources. Two Department of Defense publications — Population Representation in the Military Forces, FY2010 and Demographics 2010: Profile of the Military Community — provide the overall trends in military participation by gender, as well as demographic and occupational profiles of male and female military personnel. The report also draws on data from two surveys of military veterans: a Pew Research Center survey of a nationally representative sample of 1,853 veterans conducted July 28-Sept. 4, 2011, and the July 2010 Current Population Survey (CPS) Veterans Supplement (n=9,739 veterans). The CPS data provides information about the overall female veteran population (n=636). The Pew Research survey data provides insight into the experiences of post-9/11 female veterans (n=135), including the mix of benefits and burdens they see resulting from their service. The analysis of the Pew Research survey should be interpreted with caution due to small sample sizes. However, any differences highlighted in the report are statistically significant. Key Findings of the Report - Growing Presence. From 1973 to 2010 the number of active-duty enlisted women in the military has grown from about 42,000 to 167,000. Over that same period, the enlisted force as a whole has seen a decrease of about 738,000 service members. - Ranks. While a smaller number of women than men serve overall, a slightly greater proportion among the ranks of women are commissioned officers, compared with the share of men who are officers (17% vs. 15%). - Demographics. The current active-duty female force is more racially diverse than the male force. Nearly one-third (31%) of active-duty women are black compared with only 16% of men, and a smaller share of active-duty women than men are white (53% vs. 71%). While military women are less likely than their male counterparts to be married (46% vs. 58%), those women who do marry are much more likely than men to wed someone who is also in the active-duty military (48% vs. 7%). - Combat. Among living veterans from any era, only 15% of women served in combat, compared with 35% of men. Since the 1990s, changes in military policies and a decade-long conflict have contributed to an increase in combat exposure among women, from 7% among pre-1990 female veterans to 24% of post-1990 female veterans. - Re-entry. The Pew Research survey finds that women veterans are just as likely as men to experience the struggles and benefits of service upon discharge — fully half say they experienced strains in family relations and 42% feel they have suffered from post-traumatic stress. On the other hand, 97% feel proud of their service. - Opinions of the Wars. The Pew Research survey also finds that women veterans are more critical than their male counterparts of the wars in Iraq and Afghanistan—fully 63% say the Iraq war was not worth fighting and 54% say Afghanistan has not been worth it (compared with 47% and 39% of male veterans, respectively). Among the general public, by contrast, there are no significant differences by gender in the share who say the post-9/11 wars were not worth fighting. About the Data The Veterans Survey The attitudes of post-9/11 veterans reported in this study are based on a nationally representative sample of 1,853 men and women who served in the military and are no longer on active duty. The sample included 712 post-9/11 veterans — 135 of whom were women and 577 of whom were men. This analysis should be interpreted with caution due to small sample sizes. However, any differences highlighted in the report are statistically significant. The margin of sampling error for results based on the entire sample of veterans is plus or minus 3.5 percentage points; the margin of sampling error for those who served after 9/11 is plus or minus 5.7 percentage points. Among the post-9/11 group, the margin of sampling error for women is plus or minus 12.7 and for men is plus or minus 6.3. Veterans were interviewed by telephone or via the internet from July 28 to Sept. 4, 2011. For a more detailed description of the survey methodology, see “War and Sacrifice in the Post-9/11 Era: The Military-Civilian Gap”. The demographic and occupational profile of the active-duty military from 1973 to 2010 is primarily based on the latest available data published by the Department of Defense. Trends over time and data on the characteristics of the military came from Demographics 2010: Profile of the Military Community and Population Representation in the Military Services, FY2010. - See “Report to the White House Council on Women and Girls.” Department of Defense, September 1, 2009. ↩ - According to military sociologist Brenda Moore, the nature of the post-9/11 conflicts against guerrilla insurgencies “blurs the distinction between front-line and rear areas.” NPR interview, Oct. 1, 2007. ↩

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en

Possibly made by Joseph Heinrichs, American (active New York and Paris), active 1897 - 1937 In the twentieth century, as the eastern United States became more industrialized and urban, objects and images that evoked the ruggedness of the American West became popular. The iconography of this punch bowl - the representation of American Indian heads and bear pelt, together with the stone arrowheads - came to symbolize the country's uniqueness and strength as it was taking its place as a world power. Explore the Collections * Works in the collection are moved off view for many different reasons. Although gallery locations on the website are updated regularly, there is no guarantee that this object will be on display on the day of your visit.

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http://www.philamuseum.org/collections/permanent/87689.html?mulR=1758%7C18

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Search our database of handpicked sites Looking for a great physics site? We've tracked down the very best and checked them for accuracy. Just fill out the fields below and we'll do the rest. You searched for We found 16 results on physics.org and 221 results in our database of sites 209 are Websites, 7 are Videos, and 5 are Experiments) Search results on physics.org Search results from our links database View and rotate different 3D waves including linear, circular and gaussian Animation of two full waves meeting and superposing to form a standing wave. An introduction to longitudinal and transverse waves, and period and frequency. The nature and properties of waves are discussed and illustrated with the standing wave being introduced and explained. Clear explanation and appropriate graphics. The site explains the basic of the electromagnetic spectrum and the various wavelengths of which it is composed (Radio Waves, Microwaves , Infrared, the Visible Spectrum, Ultraviolet, Gamma Rays, ... This applet demonstrates several superpositions of simple wave forms. The waves can be rectangular, elliptical, square or a triangle. A basic site which gives a basic understanding of the principle ... An amazing site constantly under development with brilliant animations of waves as pressure maps and as particle motion effects. The site includes information on all types of waves from acoustic to ... To understand how a polarizing filter affects the components of an electromagnetic wave try the experiment on this page. Useful information driven site which provides details on both how light can be considered a wave and the relationship between waves and colour. Information on this concept and links to related subjects. Showing 11 - 20 of 221

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This online information network organizes services, legal and technical data such as maps and photos, organizations, and articles relating both to Californian and national land use and environmental planning issues and initiatives. The California Land Use Planning Information Network (LUPIN) is an online tool available for planners, local and regional governments, conservationists, developers, landowners, and others involved in planning. LUPIN provides an aggregate view of information relevant to land use and environmental planning. Users have access to a wide variety of information specific to California locations. Users can choose a specific Californian county, for example, and navigate easily through topical information or data types relating to that county, as well as maps, photos, plans, and zoning ordinances. Users can also select specific bioregions in California, for each of which there exists a descriptive summary and a review of current projects and programs in the area, as well as a multitude of environmental data. LUPIN also provides a breadth of articles, useful organizations, and essays applicable to land use issues and initiatives nation-wide. Users can browse through topics such as Working Landscapes, the Built Environment, and Federal Law and Regulation.

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en

What is skin rejuvenation and resurfacing? Sun, skin disorders, aging and even heredity can all contribute to skin irregularities on the face and elsewhere on the body. These include textural irregularities like wrinkles and acne scars, pigmentation changes like freckles and sunspots, or visible blood vessels. In addition, skin may lose tone, feel less firm, and certain areas of the body may develop cellulite conditions. Conditions that can be treated with skin rejuvenation and resurfacing include: - Static wrinkles: These wrinkles are visible at all times and do not change in appearance with facial movements - Dynamic wrinkles: These are expression lines that may appear as folds when the skin is not moving, and deepen with facial movements or expressions - Pigmentation: Freckles, sun spots, or other darkened patches of skin result mainly from sun exposure - Scars: As the result of acne or injury to the skin, scars may be rolling (a wavy appearance to the skin), pitted, discolored, or have raised borders - Vascular conditions: Blood vessels visible on the surface of the skin, vascular lesions that appear as tiny blood-filled blisters or even a constant flush of facial redness - Loss of skin tone: Weakening of the supportive skin structures (collagen and elastin fibers) that result in a loss of skin firmness or the development of cellulite

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http://www.plasticsurgery.org/cosmetic-procedures/skin-rejuvenation-and-resurfacing.html

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Characteristics of night vision Using intensified night vision is different from using regular binoculars and/or your own eyes. Below are some of the aspects of night vision that you should be aware of when you are using an image intensified night vision system. Objects that appear light during the day but have a dull surface may appear darker through the night vision unit than objects that are dark during the day but have a highly reflective surface. For example, a shiny dark colored jacket may appear brighter than a light colored jacket with a dull surface. Night vision does not present normal depth perception. Fog and Rain Night vision is very responsive to reflective ambient light; therefore, the light reflecting off of fog or heavy rain causes much more light to go toward the night vision unit and may degrade its performance. This is a faint hexagonal pattern which is the result of the manufacturing process. A few black spots throughout the image area are also inherent characteristics of all night vision technology. These spots will remain constant and should not increase in size or number. * Do not be concerned if you see this feature-it is an inherent characteristic found in light amplification night vision systems that incorporate a microchannel plate in the intensifer.

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http://www.policeone.com/police-products/tactical/articles/49254-Characteristics-of-night-vision/

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en

Charleston County School Superintendent Nancy McGinley felt pleased with the district's progress in literacy, but she says the district needs to see more improvement in math. Focus and Priority schools What it is: Focus and Priority schools are high-poverty (or Title 1) schools with student achievement problems. Focus schools have the highest average performance gap between subgroups of students, such as racial minorities, low-income students, those learning English and special-needs students. Ten percent of the state's high-poverty schools are considered Focus schools. Priority schools are the state's lowest-performing high-poverty schools. Five percent of the state's Title 1 schools are considered Priority schools. What it means: Focus schools must offer students the option of transferring to a higher-performing school or tutoring services to students who were part of the subgroups that were under-performing. Priority schools must offer students the option of transferring to a higher-performing school or tutoring services to all students in the school. Once a school is named a Focus or Priority school, it stays on the list for two years unless it no longer is considered low income. All the schools listed below were on the same lists last year, and the state didn't add any new schools to the list. Local Focus schools: Charleston: Haut Gap Middle, Pepperhill Elementary Dorchester 2: Newington Elementary, Summerville Elementary, Windsor Hill Arts Infused Dorchester 4: None Local Priority schools: Charleston County: Apple Charter, Burke High, Lambs Elementary, Memminger Elementary, Stall High Dorchester 2: None Dorchester 4: None S.C. Department of Education The school district maintained its “B” average, but its score on the federal letter-grading scale fell nearly 6 points to 83.2. One of the biggest reasons the score dropped appeared to be tied to elementary students meeting fewer state goals in every subject tested except social studies. “I am pleased with the progress we are making in the area of literacy compared to our 2012 results,” McGinley wrote in a statement. “We have more work to do to accelerate the achievement in math.” On the PASS exams, the district generally saw improvement for the four subjects tested. The district outscored the state average at every grade and in every subject, with the exception of fifth-grade English/language arts and third-grade social studies. Charleston school leaders expected to see a boost in scores for third-graders, who had the benefit of the district-wide First Grade Academies during the 2010-11 school year. Those literacy investments seem to be paying off, with all grades except fourth seeing more students passing the state PASS tests. Middle school teachers had training in literacy this past year, and the district revamped its literacy efforts in the middle grades, she wrote. McGinley wrote that she expects to see more growth next year because every school had more help for struggling second- and third-grade readers during the 2012-13 school year. Two of the low-performing high schools that received the most attention this past year were North Charleston and Burke, and they saw mixed results. They faced possible state takeover last summer, but the state allowed the district to maintain control. Principals of both schools were given three-year contracts and earn about $45,000 more than the average principal. They also can earn bonuses. Burke High's grade improved from a 35 “F” to a 66.2 “D,” and that mostly was because of gains made in its middle grades. The high school portion of the index score declined. North Charleston High's “F” grade didn't improve, and its index score fell from 53.8 to 46.2. McGinley wrote that she wants to wait to see the school's end-of-course exam scores and graduation rates before concluding they have not made adequate progress for the past school year. Reach Diette Courrégé Casey at @Diette on Twitter or (843) 937-5546.

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en

Photographic positive, the moon showing the area of the Sea of Tides, glass / gelatin, used at Sydney Observatory, photograph by James Short and H. C. Russell, Sydney, 1890-1900 Sometime around July 1891 Sydney Observatory received a new enlarging lens for the Sydney Observatory astrograph or star camera. This attachment, when combined enabled the observatory to take highly magnified images of double stars, the moon and other objects. In 1890 H. C. Russell, the Government Astronomer, had made experiments using a Dallmeyer portrait lens and while proud of these photographs Russell felt the new lens combination enabled far more detail to be captured. After a series of trials between April and July 1891 Russell, and the observatory photographer James Short, experimented with the camera, taking photographs of the moon as well as the stars. Russell described these photographs as being, '� finer than anything which has been done, or at least published before. This photographic plate illustrates the important role the Sydney Astrograph played in the development of astronomy in Australia. it is also important as it is rare surviving examples of early experiments with one of Australia's earliest star cameras. For more information see associated Powerhouse Theme, 'Sydney Observatory Moon Photographs 1891'. Geoff Barker, Curatorial, September 2008 Harley Wood, Astrographic Catalogue 1900.0, Sydney Section -52° to -64°, from Photographs Taken at the Sydney Observatory, New South Wales Australia, volume LIII, V.C.N. Blight, Government Printer, 1971 Russell, H.C., 'Notes on Some Celestial Photographs recently taken at the Sydney Observatory', in Journal and Proceedings of the Royal Society of New South Wales for 1891, Kegan Paul, Tench, Turner & Co., Limited, London, 1892

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Theodore Roosevelt - Cooking up the square deal Roosevelt's primary task was to gain popular support for federal restraint of private power and, in this sense, to establish the legitimacy of federal power. The president's huge talent for publicity served him especially well in this. He chose his issues, and his enemies, carefully. The American business community was far from unified in its view of the tide of giant corporate mergers it had been witnessing since 1897. For many conservatives, the private enterprise system itself seemed at stake. When, in 1901, J. P. Morgan concluded the reorganization of the steel industry by buying out Carnegie and consolidating several other major steel producers into the new billion-dollar United States Steel Corporation, even the staunchly conservative Boston Herald was moved to remark, "If a limited financial group shall come to represent the capitalistic end of industry, the perils of socialism, even if brought about by some rude, because forcible, taking of the instruments of industry, may be looked upon by even intelligent people as possibly the lesser of two evils." In 1902, Morgan, J. J. Hill, and some other titans of finance and the railroad industry followed up the awesome steel consolidation by forming the Northern Securities Company, a merger of the Northern Pacific, the Great Northern, and the Chicago, Burlington and Quincy railroads. Roosevelt seized the opportunity, instructing his attorney general to prosecute the company for violation of the Sherman Antitrust Act. The issue and the timing were perfect. The country was newly sensitized to the trusts issue, and not even a pettifogging judiciary could deny that the railroad industry quintessentially concerned interstate commerce. By a 5-4 vote in 1904, the United States Supreme Court did indeed uphold the government's prosecution. (The minority held out on the issue of whether the merger amounted to an illegal restraint of trade.) From this and from the president's attacks on Standard Oil and the "meat trust," long-standing industrial pariahs, T. R. earned his reputation as a trustbuster. Roosevelt himself viewed the Northern Securities prosecution as the most important achievement of his first administration. But this was not because he generally opposed the business consolidations of the day. It was rather because the president of the United States had successfully called down several of the country's leading business tycoons—an achievement no president in several generations could boast of. Roosevelt argued during his 1904 presidential campaign that the Northern Securities case was "one of the great achievements of my administration," because "through it we emphasized . . . that the most powerful men in the country were held to accountability before the law." It was a popularly held view. "If Roosevelt had never done anything else," the publisher Joseph Pulitzer wrote to his editor Frank Cobb (a steady Roosevelt critic), "and if he had committed a hundred times more mistakes . . . he would be entitled to the greatest credit for the greatest service to the nation" for his prosecution of the Northern Securities Company. In his autobiography, Roosevelt told the story of how the great J. P. Morgan had come to him after news of the suit broke and in avuncular fashion suggested that the whole scandal could have been avoided if the president's man (the attorney general) had met with Morgan's man to arrange matters. It had become habit for the country's business elite to view the federal government as merely a rival power, even as a lesser power that should consult with its betters before acting. T. R. implied that he had put Morgan in his proper place. Roosevelt's presidency did much to restore public confidence in the government's ability to hold "the most powerful men in the country" accountable to the law, but there was still the question of what the law should be—or, perhaps more to the point, who should determine what the law should be. In this, Roosevelt was far more accommodating to the men of new corporate power than the bravado about his encounter with Morgan might suggest. In the first place, Roosevelt believed in free-market competition little more than did Morgan and his financier friends. The president acted against Northern Securities less from his concern about monopoly than from his concern about how the public might react to uncontrolled corporate arrogance. He frequently chided conservative critics that revolutionary upheaval was as likely to be inspired from "an attitude of arrogance on the part of the owners of property and of unwillingness to recognize their duty to the public" as by socialist or anarchist revolutionaries. It was more the manner than the substance of the Northern Securities merger that goaded him. Roosevelt himself had small regard for the successful antitrust suits of the McKinley administration, which aimed to break up major railroad traffic associations for fixing rates and routing among the members. "It is difficult to see," he told Congress, quoting the ICC on the subject, "how our interstate railways could be operated . . . without concerted action of the kind afforded through these associations." In his second administration, Roosevelt would urge Congress to amend the Sherman Act to permit cartel-like agreements within the railroad industry. In 1903 public unhappiness with corporate arrogance permitted the president to push through Congress, against bitter conservative hostility, legislation establishing the Department of Commerce and Labor and, within it, the Bureau of Corporations. The bureau was authorized to investigate and publicize suspect corporate activities. Roosevelt acted from premises about the public's right to know and about the government's need to know in order to hold private economic power accountable. The emphasis on publicity proceeded also from a faith that a common sense of decency would force corporations to be good—not only to be honest but to avoid unscrupulous, even though strictly legal, practices. In other words, in large measure the policy arose from a conviction, not seriously tested by anyone at the time, that the country understood a common definition of such a concept as decency. In practice, of course, men like Roosevelt tended to assume the universality of their own definition. In any case, Roosevelt had no intention of waging open warfare on big business. In the first place, the big corporations played too important a role in his vision of America's place in international rivalry. Small businesses could scarcely compete successfully for international resources and markets with the European cartels and Japanese zaibatsu . But more than that, Roosevelt did not view government and business as adversaries. In the spirit of the "New Nationalism," which he would develop more explicitly in his campaign to recapture the presidency in 1912, Roosevelt pictured the government as a coordinating agency for harmonizing the nation's varied interests and as a referee for interpreting and declaring the rules of the game. In keeping with this view, Roosevelt was prepared to assure corporations of immunity from antitrust prosecutions if he or the appropriate government agencies could be satisfied that their activities were honestly conceived and would benefit the community. When he was not so convinced, he proceeded, with his usual flare for the dramatic, to "bust the trusts," as when he attacked Standard Oil, the tobacco trust, the meat trust (with antitrust suits and with the Meat Inspection Act of 1906), and the Northern Securities Company. But through the bureau, the president did enter into a series of gentlemen's agreements with Morgan interests. Companies such as United States Steel and International Harvester (organized in 1903) agreed to open records to the bureau's investigators, on the condition—which Roosevelt accepted—that the president would use such information only as backgrounding for his recommendations of policy to Congress and that nothing would be made public except with the consent of the corporations themselves. To make these arrangements, Roosevelt permitted Commerce and Justice department officials to confer with representatives of Morgan interests such as George W. Perkins, E. H. Gary, and Henry Clay Frick. The meetings gave the Morgan men a chance to debate the legality of their actions and to avoid prosecution by agreeing to correct any "technical" violations of the law in cases where they could not persuade the government otherwise. In spite of Roosevelt's autobiographical boasting, then, Morgan's men were meeting with the president's men to arrange matters. In 1907, Morgan's men would meet with the president himself to arrange a steel merger that virtually handed the United States Steel Corporation nearly complete domination of the industry. The bankers' panic that year occasioned the conference. Among the feared casualties of the panic was the Trust Company of America (TCA), a major New York City financial institution whose collapse might have deepened the crisis. As it happened, the principal owners of the Tennessee Coal and Iron Company (TCIC) owed the TCA a lot of money. Morgan men Frick and Gary went to the president with a proposition. If they could be assured that there would be no antitrust prosecutions, the Morgan people would buy out the TCIC, thereby allowing its owners to pay off their debt to the TCA and keep the TCA solvent. Roosevelt may or may not have known the degree to which United States Steel's acquisition of the TCIC's steel plants, as well as its resources of coal and iron in Alabama, would substantially reduce competition in the industry. But he did see the virtue of averting a prolonged economic collapse (especially since the financial community was already whining loudly about how the crisis was all the fault of Roosevelt's "radical" attacks on the trusts). Roosevelt gave the green light to the merger. Whether he did so by explicitly approving Morgan's proposal or merely by leaving the matter as a tacit understanding, Roosevelt vigorously defended his role in the merger when he testified about it in 1911—after the Taft administration sued United States Steel for violation of the antitrust laws. Roosevelt did not have to be apologetic about the steel merger, because he had not concealed his skepticism about the antitrust laws. Addressing Congress in 1907, he argued that the Sherman Act "should be . . . so amended as to forbid only the kind of combination which does harm to the general public." How should it be determined what kinds do harm? "Reasonable agreements between, or combinations of, corporations should be permitted provided they are submitted to and approved by some appropriate Government body." Instead of corporations testing legal limits in the courts by acting and then awaiting retaliatory action from the government or by private litigants, the new order would require the large interstate corporations to consult first with federal agencies established to pass on the acceptability of proposed moves. In the United States Steel case, Morgan had consulted with the president. More than most of his contemporaries, Roosevelt understood that the corporation revolution had erased the main features of the rationale underlying the American liberal credo on the private uses of property for profit. A big, publicly financed corporation was not a private enterprise; it did not endow an individual entrepreneur with the qualities of independence and self-reliance on which the democratic polity counted; its size negated the competitive rivalry on which the democratic polity and the market economy depended to sharpen efficiency and to prevent arbitrary uses of power; its bureaucratic structure even denied the protection against a permanent preemption of power that mere human mortality afforded in an economy of individual proprietary enterprise. Finally, its managers were employees no less than were factory and mine operatives; the modern business corporation had indeed transformed Americans from a nation of self-employed enterprisers into a nation of hired hands. Roosevelt's program called for establishment of a number of regulatory agencies modeled after, but with powers that considerably exceeded, those of the ICC and the Bureau of Corporations. His aim, as he later explained, was "to help legitimate business" by making the big corporations answerable to government regulation "as an incident to thoroughly and completely safeguarding the interests of the people as a whole." Roosevelt held such views from the start of his first administration, but it was not until his second that he could feel free to express them publicly. Meanwhile, with the ample rope that they had appropriated, America's corporate leaders prepared to hang themselves and open the way for increased federal intervention. Their egregious effort to crush the anthracite coal miners in 1902 was a case in point. This was not merely a fight between miners and some coal operators. Seventy percent of the anthracite mines in the country were owned by six railroad companies—which themselves were controlled by financial interests associated with, or directed by, the houses of Morgan, Rockefeller, and closely associated financiers. Moreover, anthracite was the fuel on which millions of voters depended for heat in winter. McKinley's political mentor, Mark Hanna, had averted a strike in 1900 by quietly warning the corporations that an anthracite shortage and high prices in the fall might give Willam Jennings Bryan the edge to defeat McKinley. But in 1902, the companies were ready for a strike, at least in part to crush the United Mine Workers (UMW). Wages were not the chief issue. Corporate spokesmen refused to countenance the legitimation of collective bargaining, even though collective capital had characterized the industry for decades. Although the public in 1902 cannot be said to have accepted collective bargaining in any substantial sense, neither was it as yet willing to accept fully the legitimacy of corporate collectivism, especially when it controlled one of the necessities of life. When the strike erupted, the national press generally supported the miners. In May, the Springfield Republican expressed an increasingly widespread sentiment: "It would be difficult to conceive of a monopoly more perfectly established or operated than this monopoly which holds complete possession of a great store of nature most necessary to the life of the day. There is but one way to deal with [it] . . . public control or ownership." George F. Baer, president of the Reading Railroad and spokesman for the mine. owners, gave point to their arrogance by declaring, in a private letter that was revealed to the press, that God had given the care of the country to the propertied people to protect against labor agitators and their like. President Roosevelt meanwhile squirmed frantically. On the one hand, he yearned for the power to take control of the industry in the public interest. The mineowners, he wrote to Murray Crane, conservative governor of Massachusetts, "were backed by a great number of businessmen whose views were limited by the narrow business horizon, and who knew nothing either of the great principles of government or of the feelings of the great mass of our people." The "gross blindness" of the corporations, he complained to a Morgan partner, was "putting a heavy burden on us who stand against socialism; against anarchic disorder." To Lodge, he fretted, "That it would be a good thing to have national control, or at least supervision, over these big coal corporations, I am sure; but that would simply have to come as an incident of the general movement to exercise control of such corporations." Understanding that nothing of the sort would come from Senator Nelson Aldrich's and Speaker Joe Cannon's Congress for some time, perhaps generations, Roosevelt shied from even a verbal intervention. Conservatives such as Hanna and Crane took the lead, the latter even urging the president to meet jointly with the operators and the miners. The two party leaders, like Roosevelt, feared what a coal famine might do to Republican prospects that November. With such encouragement, Roosevelt did force a joint conference. But it failed. For ten hours on 3 October, the president absorbed a barrage of vituperation from the mineowners, led by Baer. John Mitchell, president of the UMW, denied that recognition of the union was an issue in the strike, probably sensing that this was not a matter on which he could expect the public's or the president's support. The operators responded by showing (in Roosevelt's words) "extraordinary stupidity and bad temper," berating Mitchell and accusing the president of encouraging anarchy by suggesting that union leaders should have standing in a dispute between workers and their employers. They would not, they said, "deal with a set of outlaws." As winter and the congressional elections approached, Roosevelt, enjoying public support, finally decided to act. Characteristically, he planned to act dramatically and not necessarily within the bounds of his acknowledged constitutional power. He would seize the coal mines. "The position of the operators," he later wrote to Crane, "that the public had no rights in the case, was not tenable for a moment." (Actually, Roosevelt himself had earlier accepted his attorney general's advice that the president did not properly have "any concern with the affair" and could not intervene.) Rumors were flying that trade unions across the country were considering joining the miners in a sympathy strike; that, Roosevelt told Crane, would mean "a crisis only less serious than the civil war." Roosevelt then explained to his conservative New England adviser the obligation he felt to the higher imperatives of government, which moved him beyond the apparent limits of the letter of the law: I did not intend to sit supinely when such a state of things was impending.. . . I had to take charge of the matter, as President, on behalf of the Federal Government.. . . I knew that this action would form an evil precedent, and that it was one which I should take most reluctantly, but . . . it would have been imperative to act, precedent or no precedent—and I was in readiness. Actually, a sudden stirring among "the most powerful men in the country" headed off the crisis. Roosevelt may have been bluffing; we cannot know. But he was too much of a puzzle for his conservative and well-connected advisers to want to test him. Elihu Root, Roosevelt's secretary of war, went to Morgan "as a private citizen," found him irritated with the way Baer and his crew had "botched things," and got him to twist some arms to force the operators to accept arbitration. A coal commission was agreed upon, but not before the operators won on their refusal to accept a labor man on the board. Later, citing the operators' petty obstructionism, Roosevelt chortled in derision that he overcame their objections to a labor man by filling the position designated for a "sociologist" on the commission with the individual whom the UMW had nominated. But the joke was on Roosevelt: the companies won in their insistence that unions per se had no legitimate place in employer-employee negotiations. The anthracite coal strike is worth detailing because it illustrates several important points about Roosevelt as president. First, T. R. was most comfortable with crisis management, partly (it is at least reasonable to surmise) because crisis laid a gloss on his affinity for direct action beyond the fine points of legal limitation. He was, moreover, not averse to some hyperbole in depicting the troubles (although one must never underestimate the fear of revolution generated among the comfortable classes by contemporary agitation). At the same time, Roosevelt did not accept the view of labor and capital as adversaries. Although he tended to favor collective bargaining, he envisioned unionism as a way of institutionalizing the wage-earner interest vis-à-vis that of the corporate employers, between which interests the government could mediate on a basis of a public interest that was defined by the president and transcended the particular interests of the unions and the corporations. Finally, although Roosevelt did indeed possess a long-term vision of reform, he was above all a practical party man. He rarely challenged the commitments of the party leaders on fundamentals, and consequently much of what he accomplished had more symbolic than substantive value and did more to accommodate prevailing threats to the social order than it did to challenge that order itself. The symbolism, of course, was not unimportant. Every change in the symbols by which we live fore-shadows substantive change. Roosevelt's mediating role in the anthracite strike altered no symbols for employer-employee relations, but there was symbolic force in the federal government intervening in industrial strife without special regard for the longstanding conventions of employer prerogatives. To paraphrase George E. Mowry, American business valued few things more highly than the right to keep its records in secrecy and the right to deal with employees without interference from government. Before the end of his first administration, Roosevelt had challenged both those assumed rights.

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Parents can help teach children how to express their worries during the day to prevent sleep disrupted nights New York, New York (PRWEB) May 31, 2014 Bullying can negatively impact a child’s health and well- being in many ways. It’s deleterious effects can leak into a child’s ability to achieve peaceful slumber. An article that came out in Medical Daily on May 3, 2014 indicated that 36% of kids with sleep problems may be victims of bullying. Ancy Lewis, Gentle Sleep Coach and founder of Sleeping Little Dreamers, discusses ways parents can help children release their anxieties from the day reducing their risk of playing out their frustrations in their sleep. Lewis explains that children need help expressing their emotions and worries. They often “act out’ when they are feeling stressed rather than discuss what is bothering them. This is where parents can come in as teachers that encourage and support proper expression of emotions. “Parents can influence children to talk about what is on their mind,” says Lewis. Lewis believes that when parents promote daily interactions with their child that include discussions about emotions and how to handle them, children are less likely to carry their worries into their sleep. Here are some tips that Lewis suggests that can set the stage for good communication and help avoid night time issues: 1. Encourage conversations about your child’s day: Children often respond with a blank look or an “I don’t know” when parents ask them what they did in school today. In order to get the conversation rolling, ask about specific aspects of the day. “What did you do in gym class”?, “What was the best part of school today”?, “What games did you play today”? etc. When it is more specific, it is easier for children to come up with answers. By fostering this communication on a daily basis, and parents showing true interest, children will eventually express what didn’t go well. Parents can then process this with their child. 2. Use the power of the bedtime routine: The 20-30 minutes before lights out can be a time of real connection between a parent and child. If bedtime routines are calming and consistent, children tend to feel more relaxed. They may often feel comfortable enough to express what is bothering them and not carry it into their sleep. Bedtime routines also help a child unwind after a stressful day. About Sleeping Little Dreamers: Sleeping Little Dreamers is devoted to providing Sleep Coaching services to parents of children ages 6 months to 6 years with sleep issues. Owned by a social worker, Sleeping Little Dreamers offers individualized sleep consultations that address the needs, values and parenting philosophies of each family. Sleep consultations can be done by phone with parents all over the world, or in person for those in the Westchester County, NY area. With the collaboration and support of Sleeping Little Dreamers, parents have either experienced vast improvements in their child’s sleep or a complete resolution of sleep issues. For more information, please visit http://www.sleepinglittledreamers.com.

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Pittsburgh Supercomputing Center FOR IMMEDIATE RELEASE CONTACT: November 6, 1996 Michael Schneider Pittsburgh Supercomputing Center Computers at Work in Pittsburgh Pittsburgh Supercomputing Center Will Demonstrate Breakthroughs in Earth Science, Design of New Materials, Protein Structure, Heart Modeling, Brain Mapping and Storm Forecasting. PITTSBURGH -- Who would have thought a few years ago that a supercomputer could reveal the structure of Earth's inner core or predict a severe thunderstorm six hours in advance? Or show how a protein folds? Or create a real-time picture of what parts of the brain are thinking? Or diagnose prostate cancer? In these and many other areas of research, scientific computing is making contributions to knowledge and to bettering everyday life that no one could have anticipated ten years ago when the National Science Foundation supercomputing centers program began. As host of SC '96, the annual supercomputing conference, held this year at Pittsburgh's David L. Lawrence Convention Center, Nov. 17-22, Pittsburgh Supercomputing Center (PSC) will conduct a series of demonstrations to show some of this activity. These demonstrations, which highlight the conference theme, "Computers at Work," include: - Faster than a Speeding Storm Front In Oklahoma, the wind comes sweepin' down the plain, especially during spring storm season. For the past four springs, 1993-1996, the Center for Analysis and Prediction of Storms at the University of Oklahoma used PSC's supercomputers to test its storm-forecasting model, the Advanced Regional Prediction System (ARPS). During 1995 and again, with more success, in 1996, ARPS set milestones in meteorology. Current forecasting gives about 30 minutes warning of an impending severe storm. Powerful computing is essential to doing better, and using PSC's CRAY T3D, ARPS has successfully predicted the location and structure of severe storms six hours in advance, the first time anywhere this has been done. - When North Goes South Geological evidence from lava flows and the ocean floor shows that Earth's magnetic field reversed itself many times during Earth's history, but scientists haven't been able to explain how or why. In truly "groundbreaking" research, Gary Glatzmaier of Los Alamos National Laboratory used PSC's CRAY C90 to produce the first fully self-consistent, three-dimensional computer simulation of the "geodynamo," the electromagnetic, fluid-dynamical processes of Earth's inner core believed to sustain the planet's magnetic field. A stunning result was a simulated magnetic-field reversal. Glatzmaier's results offer the first coherent explanation of this phenomenon. The model also revealed that the Earth's inner core rotates faster than the planet's surface, a finding since confirmed by laboratory analyses of seismic data. - When the Earth Moves When the big earthquake comes, how bad will it be? Studies of major quakes in San Francisco (1989) and Mexico City (1985) show that, depending on soil type and other factors, ground motion can vary significantly from one city block to the next. Computer scientists at Carnegie Mellon University are collaborating with seismologists at the Southern California Earthquake Center to develop realistic models that capture these site-specific variations. Using PSC's CRAY T3D, they're studying the Greater Los Angeles Basin. Their results are expected to give the most detailed data on seismic response ever developed, information that will help engineers design buildings better able to withstand the stress of a severe quake. - Street Map of the Mind What parts of the brain are active in different kinds of thinking? Scientists at PSC collaborated with cognitive scientists at the University of Pittsburgh and Carnegie Mellon University to link PSC's highly parallel CRAY T3D (and the newer CRAY T3E) with "brain mapping" experiments on magnetic-resonance imaging scanners at the University of Pittsburgh Medical Center. With this computing capability, the scan data can be processed as fast as the scanner scans, making it possible to see what parts of a subject's brain are active while the subject is in the scanner. Ultimately, this capability has the potential to make brain-mapping viable as a clinical tool to diagnose and treat disturbances in brain function in real time. - Heart Throb Streams of red particles emerging from the left ventricle into the aorta -- that's what researchers at New York University saw when they ran their heart model for the first time on PSC's CRAY C90. Improved computing technology led to the first realistic, three-dimensional computational model of bloodflow in the heart, its valves and major vessels. Much like a wind tunnel, the model acts as a test chamber for assessing normal and diseased heart function. It will make it possible to address many questions difficult or impossible to answer in animal research and clinical studies. - Diagnosing Prostate Cancer What features from the biopsy of an enlarged prostate gland are important in evaluating whether there is malignancy and how serious it is? It's sometimes a matter of interpretation, and trained pathologists can differ in how they read the visual information revealed under the microscope. In collaboration with the University of Pittsburgh Medical Center, PSC scientists are developing computerized image-classification and pattern-recognition methods to aid in accurate diagnosis of prostate cancer. These methods provide an automated statistical analysis of relative cell locations that rates the degree of malignancy. - New Twists in Globs and Zippers A droopy chain of amino acids -- that's what rolls off the assembly line inside a cell when a protein is created. Before it can perform its life-sustaining tasks, this dangly chain must fold into the right shape. How is it that a particular sequence of amino acids uniquely determines this right shape, out of almost unlimited possibilities? It's called the protein-folding problem. Knowing the biological laws that govern this process could make it possible to create new proteins made to order to abate maladies from indigestion to arthritis. Using the CRAY C90, T3D and T3E, Charles Brooks, Erik Bozcko and William Young have carried out simulations that give the most comprehensive picture yet of protein folding. - Long Distance Charges Simulations of the structure of DNA and proteins and their dance-like oscillations inside living cells are achieving unprecedented results with a software innovation called particle-mesh Ewald (PME). Devised by Tom Darden of the National Institute of Environmental Health Science and initially tested at Pittsburgh, PME is an efficient, accurate method to account for the electrical attractions and repulsions between atoms that aren't bonded to each other in a large biomolecule. PSC scientists implemented PME on the CRAY T3D, and this one-two punch -- PME and parallel computing on the T3D and T3E, has made it possible to reproduce solvent-specific and sequence-specific DNA structure and dynamics, which heralds new possibilities for computational biology. - Designing New Alloys The magnetic materials used in recording devices, computers and other high-technology products represent a multi-billion dollar industry, yet significant gaps remain in our knowledge of how these materials work. To answer these questions, researchers need better understanding of the atom-to-atom interactions that give a material its unique characteristics. Scientists at Oak Ridge National Labs, Sandia National Labs and PSC are collaborating to solve these problems. They have developed an efficient new software method, the Locally Self-Consistent Multiple Scattering method (LSMS), that gives realistic results for the magnetic properties of each atom in a metallic alloy. Coupling LSMS with massively parallel supercomputers, they are making new advances in magnetic materials research. More information (and graphics) about these demonstrations is available on World Wide Web: http://www.psc.edu/science/sc96.html The Pittsburgh Supercomputing Center, a joint effort of Carnegie Mellon University and the University of Pittsburgh together with Westinghouse Electric Corp., was established in 1986 by a grant from the National Science Foundation, with support from the Commonwealth of Pennsylvania. # # # go back to contents page

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The use of flax in making linen extends back to ancient Egypt. Pictures of flax plants were drawn on the walls of tombs and temples. It is among the oldest fiber crops in the world; dyed flax fibers were found in a cave used 30,000 years ago. In early versions of the classic fairytale Sleeping Beauty, the princess pricked her finger on a sliver of flax not on a spindle demonstrating how important flax fiber was at that time. Flaxseed comes from common flax, an annual plant found nearly everywhere around the world. It comes in two basic varieties brown or yellow and both have similar nutritional characteristics including omega-3 fatty acids. Although brown flax has been consumed just as often as the yellow variety for thousands of years, it remains better known as an ingredient in other products. Flax seeds are used to produce flaxseed oil (a vegetable oil also known as linseed oil) which has been used for centuries for varnishing wood. Equally valuable is flax fiber found in the stem of the plant. It is extremely soft and flexible so much so that bundles of it have the appearance of blond hair. In fact that's where the description "flaxen" for blond hair comes from. - Flaxseed oil is rich in omega-3 fatty acids. - Flaxseed oil promotes heart health. - Flaxseed oil is important for healthy skin. - Flaxseed oil supports immune health. - Flaxseed oil is one of the best plant sources of alpha-linolenic acid available. - Flaxseed oil provides Oleic Acid, an omega-9 fatty acid. - Flaxseed oil is a source of lignans phytochemicals which play a part in the well-being of the body. - Flaxseed oil is an edible oil derived from the seeds of the flax plant. - The natural constituents in flaxseed oil may help to balance the production of prostaglandins. - Flax seeds contain a high level of dietary fiber found primarily in the seed coat, plus an abundance of other micronutrients and omega-3 fatty acids. Flaxseed and its oil are rich sources of the essential fatty acid ALA alpha-linolenic acid the biologic precursor to omega-3 fatty acids. - In addition to fiber and fatty acids, flaxseed contains protein, vitamins B1, B2, B3, B5, and B6. It also offers minerals such as calcium, iron, magnesium, phosphorus, zinc and potassium. - Flaxseeds are a popular diet item and can be sprinkled on salads, cereals, desserts, and casseroles. Ground flax boosts the nutritional content of baked goods, and flaxseed can also be mixed with water in a blender and used as an egg substitute. For easier digestion, the seeds should be ground up before using. The structure function claims made on this website have not been evaluated by the Food and Drug Administration. These dietary supplement products are not intended to diagnose, treat, cure, or prevent any disease.

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Vitamin B12 is considered to be one of the most chemically complex of all the vitamins. It exists in several different forms, has different levels of effectiveness, and is useful for a wide variety of critically important functions in the human body. It also has several qualities which set it apart from other vitamins: - It is the only vitamin which contains a mineral. Cyanocobalamin is actually a cobalt compound, and B12's other names cobalamin and cobamide are used to refer to the mineral. - B12 is also the only true vitamin not found in fruits, vegetables or other plants. Instead, it's made in the human system by a beneficial type of bacteria in the small intestine. B12 is found in two basic forms. Cyanocobalamin is the easiest to manufacture, the most common, and the least expensive. The other form of B12 is known as methylcobalamin. A small amount of methylcobalamin can be made from cyanocobalamin by the liver, but older people may have a more difficult time converting the cyanocobalamin, and thus may be at greater risk of a deficiency. Vegetarians must also be conscious of the dangers of deficiency since plants cannot provide adequate B12. Low B12 levels can come from other factors as well, including an incomplete diet, gastrointestinal concerns, certain medications, excessive alcohol, laxatives, and more. The price of deficiency is high. One classic symptom is pernicious anemia characterized by large immature red blood cells. Prolonged B12 deficiency can lead to nerve degeneration and irreversible neurological damage. - Vitamin B12 aids in the normal development and regeneration of red blood cells. - Vitamin B12 helps maintain proper metabolic functioning. - Vitamin B12 supports energy metabolism by working with enzymes involved in the breakdown of nutrients such as amino acids. - Vitamin B12 is part of a triad of vitamins along with folic acid and Vitamin B6 which supports heart health. - Vitamin B12 maintains circulatory health. - Vitamin B12 helps keep your gums and mouth healthy. - Vitamin B12 contributes to the health of the nervous system. - Vitamin B12 may not be as readily absorbable (from the digestive system) as we age. - The liver takes up about 50 percent of Vitamin B12, and the remainder is transported to other tissues in the body. Red blood cells: Vitamin B12 works closely with folic acid (B9) to regulate the formation of red blood cells and help iron function better in the body. B12 helps with the proper production of blood platelets and red and white blood cells, the manufacture of various substances needed for cell function, and the metabolism of nutrients necessary for cell growth. Vitamin B12 is essential for red blood cell formation and the prevention of pernicious anemia. Energy metabolism: Vitamin B12 is also needed for the metabolism of proteins, fats and carbohydrates and for the synthesis of amino acids and fatty acids. B12 helps control enzymes which speed up certain metabolic reactions in the body, and it participates in cellular reactions which release energy from carbohydrates, fats and protein. Heart health: Vitamin B12, in conjunction with B6 and folic acid, is important for healthy levels of homocysteine. Homocysteine is believed to affect heart health. Nervous system: Vitamin B12 is especially important for maintaining healthy nerve cells. Nerves are surrounded by an insulating fatty sheath made of a complex protein called myelin, and B12 plays an important role in maintaining myelin. It enables nerve cells to develop properly which helps us move, think, see, and live. Both Vitamin B12 and folic acid are essential for the production of DNA and RNA the genetic material in the body. Vitamin B-12 is obtained primarily from animal sources it is not found in vegetables in any significant amount. The best sources are: The structure function claims made on this website have not been evaluated by the Food and Drug Administration. These dietary supplement products are not intended to diagnose, treat, cure, or prevent any disease.

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We have a well established PAEDIATRIC physiotherapy program for children (birth-21y.o.) with any condition, providing a service that supports children who have a condition that affects the development of their gross motor skills. We offer physiotherapy to children at two clinic locations - Queen West Physiotherapy in Brampton and at Albion Hills Physiotherapy in Bolton. We can also provide our services in the comfort of your own home. Conditions which we often treat, include: a lag in development in which a child exhibits a functional level below the norm for his or her age. A child may have an across-the-board developmental delay or a delay in specific areas. It is possible that a child with a developmental delay who receives services, will not develop a disability; whereas if the same child is not treated professionally, the delay may become a disability. Development delay is measured by appropriate diagnostic instruments and procedures in one or more of the following areas: cognitive development, physical development, language and speech development, psychosocial development, and self-help skills. a genetic disorder that can affect the ability of an afflicted child to move his or her body in a usual manner. As with the vast majority of genetic disorders, cerebral palsy is not curable, however there are treatment options available to improve the quality of life for those individuals who have been inflicted by this disorder. The three most common forms of the disorder are spastic cerebral palsy, athetotic cerebral palsy and ataxic cerebral palsy. In the first one stiff muscles affect the movement of the legs or as much as the entire body. In the second one, the entire body is affected by slow uncontrollable movements. The third type of cerebral palsy is the least common of the three and generally affects balance and coordination in the afflicted individual. Some people have a combination of a few types of cerebral palsy and their symptoms can include a lack of coordination, known as ataxia, a stiffness of the muscles and poor reflexes, difficulty walking, variable muscle tone, and a tendency to drool and have difficulty speaking or swallowing. "low tone" - a physiological state in which a muscle has decreased tone, or tension. A muscle's tone is a measure of its ability to resist passive elongation or stretching. It is most often seen in newborns (congenital) and infants, but it may persist through adolescence into adulthood. Another name for infantile hypotonia is "floppy baby syndrome." This refers to the tendency of a hypotonic infant's arms, legs,and head to "flop," or dangle loosely,when they are picked up or moved. CNS trauma and infection are perhaps the most common cause of hypotonia, both in infants and in children. Insult to the brain may occur prenatally (before birth), perinatally (around the time of birth), or postnatally (after birth). In addition to low muscle tone, infants with hypotonia may also exhibit excessive flexibility of the joints (hypermobility), decreased deep tendon reflexes (e.g., tapping the knee joint produces little or no muscle jerk), and difficulties with sucking and swallowing. Children in whom hypotonia persists often show delays in gross motor skills such as sitting up, crawling, and walking. They may also have difficulties with coordination and exhibit speech delays. In some cases, symptoms may persist into adulthood. a condition marked by an abnormal increase in muscle tension and a reduced ability of a muscle to stretch. It is caused by injury to motor pathways in the central nervous system, which carry information from the central nervous system to the muscles to control posture, muscle tone, and reflexes. When the injury occurs in children under the age of 2, the term cerebral palsy is often used. Hypertonia can be so severe that joint movement is not possible. Untreated hypertonia can lead to loss of function and deformity. involves uncontrollable muscle spasms, stiffening or straightening out of muscles, shock-like contractions of all or part of a group of muscles, and abnormal muscle tone. Itis seen in disorders such as cerebral palsy, stroke, and spinal cord injury. refers to muscle resistance to passive stretching (in which a therapist gently stretches the inactive contracted muscle to a comfortable length at very low speeds of movement) and a tendency of a limb to return to a fixed involuntary (and sometimes abnormal) posture following movement. It is seen is the different forms of dystonia and sometimes in Parkinsonism. Rigidity is an involuntary stiffening or straightening out of muscles, accompanied by abnormally increased muscle tone and the reduced ability of a muscle to stretch. This type of hypertonia is most common in Parkinsonism. Hypertonia is often treated by drugs such as baclofen, diazepam, and dantrolene which help to reduce spasticity. Injections of botulinum toxin are a recent treatment for chronic hypertonia in cerebral palsy, spasticity, and other disorders. Rehabilitative treatment may involve range of motion exercises, and active stretching exercises. Dystonic hypertonia and rigidity can be treated with therapies directed to the underlying disorders. Developmental Coordination Disorder(DCD) a condition where children do not develop normal motor coordination (coordination of movements involving the voluntary muscles). Developmental coordination disorder has also been called clumsy child syndrome, clumsiness, developmental disorder of motor function, and congenital maladroitness. It is usually first recognized when a child fails to reach such normal developmental milestones as walking or beginning to dress him or herself. Children with developmental coordination disorder often have difficulty performing tasks that involve both large and small muscles, including forming letters when they write, throwing or catching balls, and buttoning buttons. Children who have developmental coordination disorder have often developed normally in all other ways. The disorder can, however, lead to social or academic problems for children. Because of their underdeveloped coordination, they may choose not to participate in activities on the playground. This avoidance can lead to conflicts with or rejection by their peers. Also, children who have problems forming letters when they write by hand, or drawing pictures, may become discouraged and give up academic or artistic pursuits even though they have normal intelligence. There are six general groups of symptoms. These include: - general unsteadiness and slight shaking - an at-rest muscle tone that is below normal - muscle tone that is consistently above normal - inability to move smoothly because of problems putting together the subunits of the whole movement - inability to produce written symbols - visual perception problems related to development of the eye muscles Children can have one or more of these types of motor difficulties. Developmental coordination disorder usually becomes apparent when children fail to meet normal developmental milestones. Some children with developmental coordination disorder do not learn large motor skills such as walking, running, and climbing until a much later point in time than their peers. Others have problems with such small muscle skills as learning to fasten buttons, close or open zippers, or tie shoes. Some children have problems learning how to handle silverware properly. In others, the disorder does not appear until they are expected to learn how to write in school. Some children just look clumsy and often walk into objects or drop things. Gross Motor Concerns The term gross motor skills refers to the abilities usually acquired during infancy and early childhood as part of a child's motor development. By the time they reach two years of age, almost all children are able to stand up, walk and run, walk up stairs, etc. These skills are built upon, improved and better controlled throughout early childhood, and continue in refinement throughout most of the individual's years of development into adulthood. These gross movements come from large muscle groups and whole body movement. Important aspects of gross motor control include development of posture, learning to stand and walk, learning to go up and down stairs, hopping, jumping and running. Working with a child how has limited gross motor skills in any of the areas mentioned, can help them with their coordination, as well as some social aspects of their life. What Our Experienced Paediatric Physiotherapist, Wendy Fowles, Can Offer a treatment approach used to develop gross motor skills in infants and children with motor delay. Children with any of the following conditions, may benefit from MEDEK: Down Syndrome, cerebral palsy, hypotonia, global developmental delay or have an acquired brain injury. The goal of this type of therapy is to develop functional motor control in order to achieve the maximum level of independence in sitting, standing, and walking. The therapist will use the most distal point of contact on the child’s body thatis tolerated at each moment. This exposes the body segments to the influence of gravity and the brain’s automatic responses are stimulated in order to produce the desired reaction. In order to increase the frequency of intervention, a home program is taught to the child’s parents/caregiver. This home program consists of 6 to 8 exercises specifically chosen by the treating therapist to meet the needs of the child. Families are instructed to complete the home program on a daily basis. The acquisition and integration of a new skill requires practice, therefore repetition of the exercises is an important aspect of treatment. As the child progresses, the therapist will modify the treatment plan and teach new exercises to the family on an ongoing basis. We ensure that the purpose of each exercise is discussed in relation to the therapeutic goals for the child. Neurological disorders are those affecting the brain, spinal cord and nerves; such as stroke, MS and Parkinson's disease. When the nervous system is damaged, muscles may feel weak and floppy or very tight with spasms or tremor and movement may be uncoordinated. Along with movement disorders, there may also be altered sensation. Physiotherapy goals will be set at the initial assessment between the child, parent and therapist before treatment is started. Treatment is specific to each patient, and involves methods to overcome your physical problems such as stretching, strengthening, balance and walking practice (if appropriate), postural awareness and control, respiratory assessment and education. Advice and recommendations will also be given on suitable walking aids and home adaptations / equipment. The majority of patients are seen once or twice a week and complete a home exercise program between treatment sessions. Sometimes, early treatment can prevent the progression of a condition and prevent secondary complications. In some cases, although conditions may progress over time, there can still be gains by having physiotherapy to improve quality of life and promote independence. Strengthening in children with cerebral palsy and other neuromuscular disorders can be beneficial for long-term functional gains, improved movement patterns, and optimal posture. Children with neuromotor impairments have decreased muscle strength, work capacity, peak muscle power, and muscle endurance; and an increased energy cost of movement. During typical development, a child begins to build core strength through continuous practice of active movements and movements against gravity. A child will practice small components of a movement pattern before using the pattern functionally. Children with atypical motor development have a limited repertoire of movement patterns. Compensatory movement strategies learned in early development lead to decreased strength and endurance of key muscle groups later in life. Due to atypical motor development in infancy, children with neuromotor dysfunction often have common muscle weaknesses. The typical weaknesses are described below with some basic exercises and progressions to work each area, as well as fun exercise ideas. Many functional movements and activities are wonderful because they can be used to strengthen more than one area. Spinal extensors, especially thoracic extensors, are generally weak. This weakness presents as difficulty moving against gravity and maintaining optimal posture and alignment. There is often an overuse of flexors, such as pectorals, that limit activation of the antagonist extensors. Abdominal weakness presents with shallow breathing, a flared rib cage, and difficulty maintaining optimal posture and alignment with movement. Children often have a poor connection between their upper and lower body, and have difficulty flexing against gravity. Abdominals are composed of the rectus and transverse abdominis, and the internal and external obliques. Core exercises that engage all the abdominal muscles are key. Sit-ups are the most-often-thought-about abdominal exercise. Challenging a child's trunk control can be done with numerous exercises besides the typical sit-up or curl-up. One example is rotation exercises in sitting, in which the child rotates his or her trunk while holding a ball or bar with both hands. In many children with neuromotor dysfunction the scapular stabilizers are generally weak and present with significant scapular winging during arm movements. The scapular stabilizers are weak because of tightness and overactivity in the pectorals and the latissimus dorsi. This weakness limits weight-bearing on extended arms and efficient upper-extremity tasks. The best exercises to work scapular stabilization are in weight-bearing on upper extremities. When the child is exercising, it is important to encourage or look for improvements in how the scapula moves smoothly along the thoracic wall. Often, the scapula will follow arm movements with a poor stable connection to the trunk. One example of an exercise is wheelbarrow walking, in which the therapist holds the child's feet and the child walks on their arms, is a great exercise. Strengthening can be a very rewarding and beneficial aspect to most children's physical therapy plans. Simple strengthening exercises can make very effective home programs. And when strengthening activities are incorporated into play and functional activities, strengthening can offer benefits to all age ranges. Thera-Togs are an orthotic undergarment. They consist of a soft vest and shorts with a variety of elastic straps that can be used for positioning and body alignment. They provide dynamic support and facilitate neuro-muscular re-education. Thera Togs are typically used for children with motor impairments such as cerebral palsy, spina bifida or gait deviations. To determine whether Thera Togs can be useful for a child, a thorough evaluation is required including musculo-skeletal, neurodevelopmental and functional motor assessments. - Wendy is experienced using Thera-Togs to maintain improved posture and musculo-skeletal alignment of the trunk and limbs throughout the day. These undergarments can be used to position muscles and joints at a biomechanical advantage. - Thera-Togs can be used to help a child sit straighter, walk without crossing legs, walk with legs tracking at appropriate angles, etc. - When used on a daily basis, Thera-Togs can help to promote strengthening of weakened muscles and development of more functional motor patterns. They provide a long-term carry-over of therapeutic intervention outside of the direct therapy session. Children with neuromuscular deficits frequently have difficulty performing motor tasks due to poor postural stability, poor muscular strength, ataxia, spasticity, etc. Orthotics can provide the stability needed in the lower extremities for the development of functional mobility skills. They can also be used to prevent the development of muscle contracture and joint deformity. Our pediatric physiotherapist, Wendy, determines the need for specific types of lower extremity orthotics in the following ways: - Performs musculo-skeletal evaluations, gait evaluations, and functional mobility assessments - Provides consultation with physicians and orthotists regarding splinting and bracing needs - Ongoing follow-up and monitoring of fit, comfort and effectiveness of orthotics - aids for walking. They are height adjustable and can be either pulled from behind or pushed in from depending on their style and the child's abilities. They can have no wheels, two wheels or four wheels. The more wheels on a walker, the less stable it is however the more wheels the easier it will be to move. Some types of walker wheels will swivel which eases turning but reduces the stability of the walker. The rear wheels, when four wheels are used, in some cases can have drag brakes which slow the rotation of the rear wheels to make the walker more controllable and stable for the child. Children's walkers can also have forearm attachments which allow the child's weight to be transmitted down through the elbows and forearms to the walker. These attachments are helpful for kids who cannot grip the walker with their hands or support their weight through their hands. Wendy can help choose and fit the appropriate walker for your child. commonly used by children who cannot stand on their own or for children who is suffering from different kinds of ailments in spine and limbs. It helps mothers to properly give the child proper posture in standing and sitting. Wendy knows the importance of proper positioning and so she always strives to secure your child into a better posture in standing and in sitting. The pediatric standers give aid to all mothers for properly maintaining the right positioning of the child. Pediatric standers is used kids from 28''-40'' (71-101 cm) and up to 45 lbs (20 kg.), kids with Cerebral Palsy, Spinal Bifida, and Muscular Dystrophy. This is an early intervention standing system for preschool kids. A variety of support and mobility options accommodate children with different levels of disability. It is used at home and daycare, early intervention centers, schools, and children's hospitals. It is used only when it's developmentally appropriate to stand, in school, when other kids are standing at home, and when doing activities with family. It works easily. You transfer the child into the pediatric stander in seated position, secure positioning strap, lift the seat to desired position and tighten adjustment knob, and then move table to desired position. Assistive Devices Program (ADP) Wendy is an ADP authorizer. The Assistive Devices Program (ADP) financially helps Ontario residents with long-term physical disabilities to obtain basic, competitively priced, personalized assistive devices appropriate for the individual’s needs and essential for independent living. Assistive devices are also known as assistive technology, assistive-technology products, assistive-living products and adaptive technology. To Obtain an Application Form: Call ADP at 1-800-268-6021 Call the INFOline at the Ministry 1-800-268-1154 Health and Long-Term Care 1-800-387-5559 TTD/TTY Write to: [email protected] Or to: Assistive Devices Program Ministry of Health and Long-Term Care 5700 Yonge St, 7th Floor North York,ON M2M 4K5 You are eligible if you: - are an Ontario resident - have a valid Ontario Health Card - have a physical disability for 6 months or longer Note: Specific eligibility criteria applies to each device and you are eligible for ADP whatever your income. To Access ADP - A medical specialist or general practitioner provides you with a diagnosis - Based on the diagnosis, we assess whether you meet ADP funding criteria and prescribe the appropriate equipment or supplies - Wendy is a qualified healthcare professional registered with ADP who works in a hospital, home care agency or private practice - Wendy can complete a section of your application form, which you can then take to a vendor - A vendor is registered with ADP and sells equipment or supplies - ADP covers most devices only if they are bought from a registered vendor - the registered vendor bills ADP directory for ADP's portion of the approved cost Equipment is not covered by ADP if… - it is intended exclusively for sports, work or school - your primary diagnosis is a learning disability or a mental disability - if you are on Worker’s Compensation - if you are a Group A veteran with a pensioned condition ADP pays up to 75% of the cost for certain equipment and a fixed amount towards the cost of other equipment. In most cases, you pay your share of the cost at time of purchase, and the vendor bills ADP for the balance. Possible sources of funding for your share of the cost include: - other provincial government programs, such as the Ontario Disability Support Program - some municipal social-service departments - charitable organizations, such as the Ontario March of Dimes - service clubs, such as Kiwanis - insurance companies

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The Poetry Foundation has published a review of Richard Holmes' The Age of Wonder: How the Romantic Generation Discovered the Beauty and the Terror of Science, an exploration of the Romantic sensibility in science. Authored by Molly Young, the article characterizes Holmes' book as "equal parts passionate history and head-shaking elegy—a recovery of a golden era and a subsequent burial of it." Starting with Captain Cook's voyage to Tahiti in 1768 and ending with Charles Babbage's publication of Reflections on the Decline of Science in England in 1830, the book catalogues a number of Romantic explorer's and scientists--from Humphry Davy to William and Caroline Herschel. The argument throughout, according to Young, is that Romantic poetry and science have two key attributes in common: a frenzy for discovery and a lack of specialization. It should come as no surprise, then, that "the Romantic imagination was inspired, not alienated, by scientific advances." In addition, Andrew Stauffer of The Hoarding has collected several other reviews of The Age of Wonder.

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Lawrence Livermore National Laboratory researchers have made a material that is 10 times stronger and stiffer than traditional aerogels of the same density. This ultra-low-density, ultra-high surface area bulk material with an interconnected nanotubular makeup could be used in catalysis, energy storage and conversion, thermal insulation, shock energy absorption and high energy density physics. Ultra-low-density porous bulk materials have recently attracted renewed interest due to many promising applications. Unlocking the full potential of these materials, however, requires realization of mechanically robust architectures with deterministic control over form, cell size, density and composition, which is difficult to achieve by traditional chemical synthesis methods, according to LLNL's Monika Biener, lead author of a paper appearing in Advanced Materials. Biener and colleagues report on the synthesis of ultra-low-density, ultra-high surface area bulk materials with interconnected nanotubular morphology. The team achieved control over density (5 to 400 mg/cm3), pore size (30 um to 4 um) and composition by atomic layer deposition (ALD) using nanoporous gold as a tunable template. "The materials are thermally stable and, by virtue of their narrow unimodal pore size distributions and their thin-walled, interconnected tubular architecture, about 10 times stronger and stiffer than traditional aerogels of the same density," Biener said. The 3-D nanotubular network architecture developed by the team opens new opportunities in the fields of energy harvesting, catalysis, sensing and filtration by enabling mass transport through two independent pore systems separated by a nanometer-thick 3-D membrane.

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Another Falklands brewing between China, Japan? Chinese survey vessels go into the waters around the disputed islands and Japanese patrol ships tail them much too closely. Twice last month Chinese maritime surveillance aircraft flew into the airspace around the Japanese-controlled islands and Tokyo scrambled F-15 fighters to meet them. On the second occasion, China then sent fighters too. Can these people be serious? The rocky, uninhabited group of islets in the East China Sea, called the Senkaku Islands by Japan and the Diaoyu Islands by China, are worthless in themselves, and even the ocean and seabed resources around them could not justify a war. Yet both sides sound quite serious, and the media rhetoric about it in China has got downright bellicose. Historical analogies are never exact, but they can sometimes be quite useful. What would be a good analogy for the Senkaku/Diaoyu dispute? The dispute between the United Kingdom and Argentina over the islands that the British call the Falklands and the Argentines call las Malvinas fits the case pretty well. Worthless islands? Check, unless you think land for grazing sheep is worth a war. Rich fishing grounds? Check. Potential oil and gas resources under the seabed? Tick. Rival historical claims going back to the 19th century or “ancient times?” Check. A truly foolish war that killed lots of people? Yes, in the case of the Falklands/Malvinas, but not in the Senkaku/Diaoyu Islands. One other difference: the Falkland Islands have been inhabited by some thousands of English-speaking people of British descent for almost two centuries. Argentina’s claim relates to a short-lived colony in 1830-33 (which was preceded by somewhat longer-lived French and British colonies in the 1700s). Whereas nobody has ever lived on the Senkakus/Diaoyus. Curiously, this does not simplify the quarrel. Neither China nor Japan has a particularly persuasive historical claim to the islands, and with no resident population they are wide open to a sudden, non-violent occupation by either country. That could trigger a real military confrontation between China and Japan, and drag in Japan’s ally, the United States. It was to avert exactly that sort of stunt that the Japanese government bought three of the islands last September. The ultra-nationalist governor of Tokyo, Shintaro Ishihara, announced that he would use public money to buy the islands from their private Japanese owner, and the Foreign Ministry suspected that he would then land people there to assert Japanese sovereignty more vigorously. The Chinese would probably respond in kind, and then the fat would be in the fire. But the Japanese government’s thwarting of Ishihara’s plans did not mollify the Chinese. The commercial change of ownership did not strengthen or weaken either country’s claim of sovereignty, but Beijing saw it as a nefarious Japanese plot, and so the confrontation began to grow. It has got to the point where Japanese business interests in China have been seriously damaged by boycotts and violent protests, and Japan’s defence budget, after 10 years of decline, is to go up a bit this year. (China’s defence budget rises every year.) It’s foolish, but it’s getting beyond a joke. Meanwhile, down in the South China Sea, a very similar confrontation has been simmering for years between China, which claims almost the entire sea for itself, and the five other countries (Vietnam, Malaysia, Brunei, the Philippines and Taiwan) that maintain overlapping claims over various parts of the sea. Military manoeuvres are taking place, non-negotiable declarations of sovereignty are being made, and navies are being beefed up. Once again there are fishing rights at stake in the waters under dispute, and oil and gas reserves are believed to exist underneath them. The United States, because of its military alliance with the Philippines, is also potentially involved in any conflict in this region. All this nonsense over fish and petrochemical resources that would probably not yield one-10th of the wealth that would be expended in even a small local war. Moreover, the oil and gas resources, however big they may be, will remain unexploited so long as the seabed boundaries are in doubt. So the obvious thing to do is to divide the disputed territory evenly between the interested parties, and exploit the resources jointly. This is what the Russians and the Norwegians did three years ago, after a decades-long dispute over the seabed between them in the Barents Sea that led to speculations about a war in the Arctic. The Japanese and the Chinese could obviously do the same thing: no face lost, and everybody makes a profit. A similar deal between the countries around the South China Sea would be more complicated to negotiate, but would yield even bigger returns. So why don’t they just do it? Maybe because there are islands involved. Nobody has ever gone to war over a slice of seabed, but actual islands, sticking up out of the water, fall into the category of “sacred national territory, handed down from our forefathers,” over which large quantities of blood can and must be shed. China will not just invade the Senkaku/Diaoyu Islands, because it is not run by a drunken and murderous military dictator (as Argentina was when it invaded the Falklands in 1982). But could everybody stumble into a war over this stupid confrontation? Yes, they could. Gwynne Dyer is an independent journalist whose articles are published in 45 countries.

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When Venus Williams bowed out of the U.S. Open last fall due to Sjogren’s syndrome, you may have thought, What? But her problem is more common than many think. Sjogren’s belongs to a group of some 80 autoimmune diseases in which the immune system goes haywire and attacks healthy tissue and organs. Most such illnesses share a few traits: They are on the rise, run in families, are most prevalent in women, and are notoriously difficult to figure out. Patients often see four or more doctors over five years before being correctly diagnosed or finding proper treatment. The key is to identify the disease before it does any lasting damage. Here’s how a handful of women and their doctors unraveled the mysteries of five common conditions.

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See what questions a doctor would ask. Cadmium poisoning: A type of heavy metal poisoning caused by excessive exposure to cadmium. More detailed information about the symptoms, causes, and treatments of Cadmium poisoning is available below. Home medical testing related to Cadmium poisoning: Read more about causes of Cadmium poisoning. Research the causes of these diseases that are similar to, or related to, Cadmium poisoning: Research related physicians and medical specialists: Other doctor, physician and specialist research services: Medical research articles related to Cadmium poisoning include: Visit our research pages for current research about Cadmium poisoning treatments. Read about other experiences, ask a question about Cadmium poisoning, or answer someone else's question, on our message boards: Search Specialists by State and City

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Needle Biopsy of the Breast What is a needle biopsy of the breast? As the only definitive way to confirm if breast tissue is malignant or benign, needle biopsy is safe and minimally invasive. The procedure is used to retrieve a sample from an abnormal breast lesion by obtaining small amounts of breast tissue through a needle. The tissue is then studied by a pathologist to generate a diagnosis. There are various needle biopsy methods, including ultrasound-guided biopsy (for highly visible lesions on an ultrasound), stereotactic (for more conspicuous lesions), and MR-guided biopsy (guided in real-time by MRI for potential lesions not visible by mammogram or ultrasound).

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The average Mount Everest climber leaves behind roughly 18 pounds of trash during their expedition, from energy bar wrappers to ruined tents. Nepal’s tourism authority announced that as of April 2014, everyone who goes past Everest Base Camp [18,000 feet] must bring back 18 pounds of trash (not including empty oxygen bottles or human waste) or risk losing their $4,000 deposit and possibly be banned from future ascents. "We are not asking climbers to search and pick up trash left by someone else," Maddhu Sudan Burlakoti, head of the mountaineering department at the Tourism Ministry, told The Associated Press. "We just want them to bring back what they took up." The goal of this new rule is to ensure that no new trash will be added to the heap already on the mountain. This regulation is the first the Nepalese government has enacted to combat the environmental impacts of the heavy traffic on Everest. However there have been several concentrated efforts by private groups to remove some of the trash off the mountain’s slopes, including a 2010 mission by Extreme Everest Expeditions, who brought down two tons of trash from Everest’s “death zone” above 24,000 feet. Since Sir Edmond Hillary and Sherpa Tenzing Norgay first made history on the summit of Everest in1953, there have been about 4,000 people who have followed in their footsteps. It is estimated that throughout that time 50 tons of waste has been dumped on Everest.

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Here are some key terms you'll want to know in selecting the right router bit for your project. Profile: The shape of the bit's edge and the contour of the resulting cut. Common profiles include: - Straight bits make straight cuts such as dadoes and grooves. - Rabbeting bits cut a notch along the edge of a workpiece. - Flush-trim bits trim the edge of one workpiece to match the edge of another. - Chamfer bits cut a bevel on the edge of a workpiece. Round-over bits soften the edge of a workpiece. They come in different radiuses. - Beading bits cut a rounded decorative edge. - Molding bits combine edge-forming profiles into one bit. - Specialty bits – such as dovetail, stile-and-rail, and panel-raising bits – are used to do specific tasks. Shank: The part of the bit that is secured in the router. The two most common shank sizes are 1/4" and 1/2". Pilot bearing: On some router bits, the free-rotating metal wheel above or below the cutter that runs along the workpiece edge, acting as a guide. HSS: High-speed steel. Carbide: Material often used to make cutting tips on router bits. It's harder than steel and holds an edge longer.

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Some 11km northeast of Sligo, towards the eastern extremity of Lough Gill, Parke’s Castle is a picturesque plantation fort erected by Captain Robert Parke in the 1620s and elegantly restored in the late twentieth century by the Office of Public Works. A moated tower house once stood here, home of the Irish chieftain Brian O’Rourke, who in 1588 was charged with high treason after sheltering Francesco de Cuellar, one of the few survivors of the Armada ships wrecked off the Sligo coast. O’Rourke was hanged at Tyburn in 1591 and his lands confiscated, later being distributed to the Leitrim planters, whose number included Parke. Reconstructed inside are some of the features of the inner courtyard, such as a blacksmith’s forge, a well and a water gate. You can wander around the battlements, admire expansive views of the lough and also take in an exhibition on the remodelling of the castle with displays on other notable vernacular buildings.

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Iron empires, iron fists, iron domes TEL AVIV, Israel — I went to synagogue Saturday not far from the Syrian border in Antakya, Turkey. It’s been on my mind ever since. Antakya is home to a tiny Jewish community, which still gathers for holidays at the little Sephardic synagogue. It is also famous for its mosaic of mosques and Orthodox, Catholic, Armenian and Protestant churches. How could it be that I could go to synagogue in Turkey on Saturday while on Friday, just across the Orontes River in Syria, I had visited with Sunni Free Syrian Army rebels embroiled in a civil war in which Syrian Alawites and Sunnis are killing each other on the basis of their ID cards, Kurds are creating their own enclave, Christians are hiding and the Jews are long gone? What is this telling us? For me, it raises the question of whether there are just three governing options in the Middle East today: Iron Empires, Iron Fists or Iron Domes? The reason that majorities and minorities co-existed relatively harmoniously for some 400 years when the Arab world was ruled by the Turkish Ottomans from Istanbul was because the Sunni Ottomans, with their Iron Empire, monopolized politics. While there were exceptions, generally speaking the Ottomans and their local representatives were in charge in cities like Damascus, Antakya and Baghdad. Minorities, like Alawites, Shiites, Christians and Jews, though second-class citizens, did not have to worry that they’d be harmed if they not did not rule. The Ottomans had a live-and-let-live mentality toward their subjects. When Britain and France carved up the Ottoman Empire in the Arab East, they forged the various Ottoman provinces into states — with names like Iraq, Jordan and Syria — that did not correspond to the ethnographic map. So Sunnis, Shiites, Alawites, Christians, Druze, Turkmen, Kurds and Jews found themselves trapped together inside national boundaries that were drawn to suit the interests of the British and French. Those colonial powers kept everyone in check. But once they withdrew, and these countries became independent, the contests for power began, and minorities were exposed. Finally, in the late 1960s and 1970s, we saw the emergence of a class of Arab dictators and monarchs who perfected Iron Fists (and multiple intelligence agencies) to decisively seize power for their sect or tribe — and they ruled over all the other communities by force. In Syria, under the Assad family’s iron fist, the Alawite minority came to rule over a Sunni majority, and in Iraq, under Saddam’s iron fist, a Sunni minority came to rule over a Shiite majority. But these countries never tried to build real “citizens” who could share and peacefully rotate in power. So what you are seeing today in the Arab awakening countries — Syria, Iraq, Tunisia, Libya, Egypt and Yemen — is what happens when there is no Iron Empire and the people rise up against the iron-fisted dictators. You are seeing ongoing contests for power — until and unless someone can forge a social contract for how communities can share power. Israelis have responded to the collapse of Arab iron fists around them — including the rise of militias with missiles in Lebanon and Gaza — with a third model. It is the wall Israel built around itself to seal off the West Bank coupled with its Iron Dome anti-missile system. The two have been phenomenally successful — but at a price. The wall plus the dome are enabling Israel’s leaders to abdicate their responsibility for thinking creatively about a resolution of their own majority-minority problem with the Palestinians in the West Bank and East Jerusalem. I am stunned at what I see here politically. On the right, in the Likud Party, the old leadership that was at least connected with the world, spoke English and respected Israel’s Supreme Court, is being swept aside in the latest primary by a rising group of far-right settler-activists who are convinced — thanks, in part, to the wall and dome — that Palestinians are no threat anymore and that no one can roll back the 350,000 Jews living in the West Bank. The far-right group running Israel today is so arrogant, and so indifferent to U.S. concerns, that it announced plans to build a huge block of settlements in the heart of the West Bank — in retaliation for the U.N. vote giving Palestinians observer status — even though the U.S. did everything possible to block that vote and the settlements would sever any possibility of a contiguous Palestinian state. Meanwhile, with a few exceptions, the dome and wall have so insulated the Israeli left and center from the effects of the Israeli occupation that their main candidates for the Jan. 22 elections — including those from Yitzhak Rabin’s old Labor Party — are not even offering peace ideas but simply conceding the right’s dominance on that issue and focusing on bringing down housing prices and school class sizes. One settler leader told me the biggest problem in the West Bank today is “traffic jams.” I am glad that the wall and the Iron Dome are sheltering Israelis from enemies who wish to do them ill, but I fear the wall and the Iron Dome are also blinding them from truths they still badly need to face. Thomas L. Friedman is a columnist for The New York Times.

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Getting kids to the starting line Point to a group of toddlers in an upper-middle-class neighborhood in the U.S., and it’s a good bet that they will go to college, buy nice houses and enjoy white-collar careers. Point to a group of toddlers in a low-income neighborhood, and — especially if they’re boys — they’re much more likely to end up dropping out of school, struggling in dead-end jobs and having trouble with the law. Something is profoundly wrong when we can point to 2-year-olds in this country and make a plausible bet about their long-term outcomes — not based on their brains and capabilities, but on their ZIP codes. President Barack Obama spoke movingly in his second Inaugural Address of making equality a practice as well as a principle. So, Mr. President, how about using your second term to tackle this most fundamental inequality? For starters, this will require a fundamental rethinking of anti-poverty policy. American assistance programs, from housing support to food stamps, have had an impact, and poverty among the elderly has fallen in particular (they vote in high numbers, so government programs tend to cater to them). But, too often, such initiatives have addressed symptoms of poverty, not causes. Since President Lyndon Johnson declared a “war on poverty,” the United States has spent some $16 trillion or more on means-tested programs. Yet the proportion of Americans living beneath the poverty line, 15 percent, is higher than in the late 1960s in the Johnson administration. What accounts for the cycles of poverty that leave so many people mired in the margins, and how can we break these cycles? Some depressing clues emerge from a new book, “Giving Our Children a Fighting Chance,” by Susan Neuman and Donna Celano. Neuman and Celano focus on two neighborhoods in Philadelphia. In largely affluent Chestnut Hill, most children have access to personal computers and the shops have eight children’s books or magazines on sale for each child living there. Take a 20-minute bus ride on Germantown Avenue and you’re in the Philadelphia Badlands, a low-income area inhabited mostly by working-class blacks and Hispanics. Here there are few children’s books, few private computers and only two public computers for every 100 children. On top of that, there’s a difference in parenting strategies, the writers say. Upper-middle-class parents in the U.S. increasingly engage in competitive child-rearing. Parents send preschoolers to art classes and violin lessons and read “Harry Potter” books to bewildered children who don’t yet know what a wizard is. Meanwhile, partly by necessity, working-class families often take a more hands-off attitude to child-raising. Neuman and Celano spent 40 hours monitoring parental reading in the public libraries in each neighborhood. That was easy in the Badlands — on an average day “not one adult entered the preschool area in the Badlands.” When I was a third-grader, a friend struggling in school once went with me to the library, and my mother helped him get a library card. His grandmother then made him return it immediately, for fear that he would run up library fines. The upshot is that many low-income children never reach the starting line, and poverty becomes self-replicating. Maybe that’s why some of the most cost-effective anti-poverty programs are aimed at the earliest years. For example, the Nurse-Family Partnership has a home-visitation program that encourages new parents of at-risk children to amp up the hugging, talking and reading. It ends at age 2, yet randomized trials show that those children are less likely to be arrested as teenagers and the families require much less government assistance. Or take Head Start. Critics have noted that the advantage its preschoolers gain in test scores fades by third grade, but scholars also have found that Head Start has important impacts on graduates, including lessening the chance that they will be convicted of a crime years later. James Heckman, a Nobel Prize-winning economist, argues that the most crucial investments we as a country can make are in the first five years of life, and that they pay for themselves. Yet these kinds of initiatives are underfinanced and serve only a tiny fraction of children in need. We don’t have any magic bullets. But randomized trials and long-term data give us a better sense of what works — and, for the most part, it’s what we’re not doing, like improved education, starting with early childhood programs for low-income families. Job-training for at-risk teenagers also has an excellent record. Marriage can be a powerful force, too, but there’s not much robust evidence about which programs work. So, Mr. President, to fulfill the vision for your second term, how about redeploying the resources we’ve spent on the war in Afghanistan to undertake nation-building at home — starting with children so that they will no longer be limited by their ZIP codes. Nicholas D. Kristof is a columnist for The New York Times.

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Definition of L L: Abbreviation for liter, a metric measure of capacity that, by definition, is equal to the volume of a kilogram of water at 4 degrees centigrade and at standard atmospheric pressure of 760 millimeters of mercury. - Metric equivalents -- There are 1000 cubic centimeters or 1 cubic decimeter in 1 liter. - U.S. equivalent -- A liter is a little more than a quart (1.057 U.S. liquid quarts). The abbreviation for liter can also be written as a lower-case "l". The word "liter" derives from the French "litre" and that, in turn, is derived from the Latin "litra", a pound.Source: MedTerms™ Medical Dictionary Last Editorial Review: 6/9/2016

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At our tour guide’s mention of scorpion spiders, an uneasy murmur rippled through the crowd. We were about to enter the labyrinth — a twisty dark corridor that weaves through part of the Camuy River Cave Park, a gigantic cave system in northern Puerto Rico. Large arachnids call this part of the cave home, and as my fellow adventurers and I felt our way through the blackness, I noticed a shadowy spot on a cave wall. As I squinted more closely, an arachnophobe’s nightmare came into focus: A spindly, fist-size scorpion spider — technically called a tailless whip scorpion — clung to the rock, sporting a set of long, spiny pincers. Actually neither scorpion nor spider, the animal looks fearsome enough for both monikers but is harmless to humans. My boyfriend, Brian, and I examined it by the glow of our iPhones, fascinated by this unique cave dweller. Perhaps the largest of Puerto Rico’s hundreds of caves, Camuy quickly captures you in its web of wonders. Rio Camuy, an underground river that’s been carving out the nearly 11-mile-long cave for millions of years, still roars beneath your feet, and the park’s “show” cave, Cueva Clara, or Clear Cave, is awe-inducingly enormous, with a ceiling about 17 stories high and hundreds of feet wide. Camuy — and much of northern Puerto Rico — is part of a karst geological formation, which consists of rocks easily eroded by water, such as limestone. And considering how impressive the site is, it’s surprising that scientists explored the cave for the first time only in the 1950s. (Archaeological evidence shows that prehistoric Taino people had visited the cave over the centuries.) In 1986, the area became the 300-acre Camuy River Cave Park, a protected area of the Puerto Rico commonwealth that offers guided walks to tens of thousands every year. I was initially wowed by tourist literature saying that Rio Camuy is the third-longest underground river in the world — a fact I heard at the park itself — but when I contacted cave experts in Puerto Rico after my trip, they told me that’s an out-of-date statistic from the 1970s. Even so, Camuy is still very special, said Abel Vale, president of the Puerto Rico conservation group Ciudadanos del Karso, or Karst Citizens, in an email. “The underground world of caves, and especially those with rivers with all their wonders in formations, are challenging places that most people will not have an opportunity to visit,” he said. But Camuy, with its accessible gems, gives people the chance “to view part of that marvelous underground world.” - – - As nature addicts, Brian and I decided to swap sun and sand for the subterranean and visit Camuy during our week-long trip to Puerto Rico in November. Heeding multiple warnings that the cave can close by noon due to rain or crowds, we rented a car early in San Juan and got to the park by midmorning, just in time to jump on the orange tram that ferries tourists to the cave’s southern entrance. Chugging downhill through a misty rain forest, I soaked in the green riot of lilies, ferns, vines and moss-covered trees — a very Jurassic Park experience, as a visitor described it later. We got off the tram and our guide, Jarliann Rodriguez Sanchez, walked our large tour group down a path, at the end of which I expected to enter the cave via a narrow passage. Instead, as we rounded the turn, the earth literally yawned open, showcasing a humongous cave, like curtains pulled back on a theater stage. We took stairs down into the belly of the cave, staring upward at the ceiling, which was rounded like a hollowed-out pumpkin and studded with a thick row of stalactites — mineral formations that grow from cave ceilings like icicles. Stalagmites, in contrast, rise up from the bottom of a cave as water drips down. On another cave tour years ago, I’d learned a simple way to remember the difference between the two common cave sights: A stalactite holds “tight” to the ceiling. Farther into the dimly lit cave, the temperature dropped into the 60s, and the sound of chirping cave crickets and dripping water bounced off the walls. High above us, bats — possibly the Jamaican fruit bat, one of the cave’s resident species — swooped from roost to roost, among the thousands of the flying mammals that live here. The cave had a reverential feel to it, sort of like being in Rome’s Pantheon. But instead of wondering how ancient Romans had built such a perfectly shaped dome, I was thinking about how the Rio Camuy had shaped such beauty over the millennia; experts believe that the cave is a few million years old. “I just got a giant cave kiss,” Brian said behind me, using the cavers’ term for a drop of water that falls on your face. Sanchez began pointing out the cave’s various rock formations, which water and time had shaped into a human face, an elephant ear, a head of broccoli, a giant muffin and, for fans of “Pirates of the Caribbean,” Davy Jones. She was also constantly reminding us to “use your imagination” to come up with our own interpretations: I thought that the black stalactites on the ceiling looked like a straggly beard. Sanchez told us that many of the formations are still growing, ever so slowly, and that there are no plants in the cave — the only green stuff you’ll see is the moss sprouting near the artificial lights that help tourists see the cave. I learned later that the cave does host some hardy fungi, though. Our group chuckled when Sanchez shone her laser on a strip of “cave bacon,” a type of formation created when mineral-rich water runs down a wall, hardening over time into what looks like wavy bacon. We followed the curving, sometimes slippery path through the cave out of its northern entrance, which is framed by long stalactites that hang over the opening like locks of hair. Before us towered a tall, lush cliff, and we peered over the edge of a platform more than 400 feet down to the Espiral, or Spiral, sinkhole. Such features are common in karst regions and mostly occur when underground water erodes soluble bedrock for a long time, creating a depression. Occasionally, though, they form when a cave roof collapses in on itself. Thirsty vines stretched toward a pool of muddy river water at the bottom — a very different Rio Camuy from the one we saw a few minutes later in the labyrinth, where a violent rush of water surged deep below, a reminder of the forces that made the cave. Sanchez also pointed out stains of brown bat guano — otherwise known as poop — on the cave walls. Surprisingly, it’s an ingredient of gunpowder, she told us. After we left the cave, I asked Sanchez about her experiences with whip scorpions. She showed me a picture on her phone of one of the arachnids chowing down on a cave cricket, its preferred prey. She also told me about other animals she’d seen in the park, such as snails, spiders and snakes. Waiting for the tram to take us back uphill, I chatted with tourists Kevin McAuliffe of Rhode Island and Dan Seaton of Memphis, who both thought that the cave is worth seeing, especially for families looking to escape the beach and educate their kids. “It gives you a different perspective” on Puerto Rico, said Seaton, who has been to the island a few times and is drawn back by its enjoyable food and people. “It’s always kind of nice to get off the beaten path a little bit.” Making its way back uphill, our train made one last stop: at an observation platform overlooking the Tres Pueblos — or Three Towns — sinkhole, which, at about 400 feet deep and 650 feet wide, is big enough for one of San Juan’s historic forts to fit into. Most of the giant crater’s gray limestone walls were covered with thick vegetation. - – - We weren’t done with sinkholes just yet. Bidding farewell to Camuy, we got back in the car and headed for the nearby Arecibo Observatory, a remote mountain facility that houses the world’s largest single-dish radio telescope, a device that detects radio waves from space objects such as stars and galaxies. Scientists built the site here in the 1960s in part because of northern Puerto Rico’s karst geography: A sinkhole is the perfect natural cradle for the radio telescope’s main dish. Arecibo is apparently also a natural location for movies: The telescope has appeared in the films “Contact” and “GoldenEye.” “World’s largest” sounds impressive on paper, of course, but it’s not until you’re standing before the telescope for the first time that you realize, “Wow, that’s big.” From the outdoor observation deck, the telescope’s 1,000-foot-wide dish, or reflector, looked like an enormous contact lens that a near-sighted giant had dropped on the forest floor. Made up of a whopping 39,000 aluminum panels, the reflector focuses radio emissions from space onto nearby antennas. A platform about 450 feet above the reflector contains more sub-reflectors that are supported by a network of steel cables. The whole shebang is offset by the most gorgeously green undulating mountains, which during our tour were tinted with the light of the late-afternoon sun. Brian and I watched as the telescope’s sub-reflectors moved slowly on a circular track on the platform, and we reflected ourselves on what all this unseen data from space might reveal. In its relatively short lifetime, Arecibo has contributed a lot to our knowledge of the universe, including providing the first map of Venus and the first images ever taken of an asteroid. In addition, from this spot in 1974, scientists from the SETI Institute, a nonprofit organization dedicated to the search for extraterrestrial life, beamed into space the most powerful and deliberate broadcast yet in that search. Visual depictions of DNA, a stick figure of a human, the solar system, some biochemicals crucial to life and the Arecibo telescope went hurtling into the cosmos. No one has responded yet, but if aliens ever pay Earth a visit, they definitely shouldn’t miss Puerto Rico and its caves. - – - Dell’Amore is a freelance writer in Washington. Her website is christinedellamore.com.

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Dan West: From Fruit to Fuel As tree fruit growers know well, annual harvests do not remove all the fruit from the orchard. A great deal is left behind littering the orchard floor. While pondering his fruit waste problem, Dan West of Macon, Mo., who grows apples, peaches, apricots, nectarines, plums and pears, hit upon a novel approach: Why not turn the waste into energy? West already had been distilling the waste fruit into natural wine using a still he designed out of a beer keg. (West received a distilling permit from the Bureau of Alcohol, Tobacco, Firearms and Explosives.) Then, driven by an over-supply of waste fruit, coupled with his growing concern about the supply and cost of fossil fuel, West decided to produce ethanol from his fruit wine by heating it and removing the alcohol, at a rate of about 1.5 gallons per hour. “Using waste was the main thing,” recalled West, who has been running an orchard on 10 acres since 1995, and received a SARE grant in 2003 to experiment with ethanol production. “I also thought it would be nice to be self-sufficient, using our ethanol to power our mower and tractor.” West built a second still from a 500-gallon propane tank, in which he heats his fruit wine to just below boiling, gathers steam in a fractionating column, and distills the alcohol portion of that steam to 190 proof. This still should easily produce 4–5 gallons per hour, although he expects to speed up the distillation as he improves the second still. “Even at $2-a-gallon fuel prices, my ethanol distillation process is well worth doing,” West said. Discounting the labor to gather and crush fruit — now his most time-consuming task — distillation costs only 65 cents per gallon in electricity costs. Those gallons of ethanol, however, now power his farm engines at a higher octane than gasoline and provide a cleaner burn. “It’s exciting,” he said, reflecting on the first time he powered up his lawn tractor with homemade ethanol. Others have been similarly fired up. At least 1,000 people per year visit West’s orchard, about 120 miles from Kansas City, in part to see his energy-saving invention. West never stops thinking up innovative ways to get the most from his farm. Since gathering waste fruit is time consuming, he has focused his keen inventor’s mind on finding a better way. With a second SARE grant, West is designing a machine that gathers up waste fruit, then crushes it into pulp, some of which is spread back on the orchard floor as fertilizer, and some of which is squeezed into juice and then fermented into wine. West also received another SARE grant to design a closed-loop energy production system using a solar concentrating method that reduces electricity needed to heat the still. The prototype has produced 170-proof ethanol. “When it worked after three or four tweaks, I was jumping up and down,” he recalled. “Winning the initial grant opened up many doors for me.”

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This course surveys the most important and interesting art produced in the United States (or by American artists living abroad) up through the 1950s. This period encompasses the history of both early and modern art in the U.S., from its first appearances to its rise to prominence and institutionalization. While tracking this history, the course examines art's relation to historical processes of modernization (industrialization, the development of transportation and communications, the spread of corporate organization in business, urbanization, technological development, the rise of mass media and mass markets, etc.) and to the economic polarization, social fragmentation, political conflict, and the cultural changes these developments entailed. In these circumstances, art is drawn simultaneously toward truth and fraud, realism and artifice, science and spirituality, commodification and ephemerality, nationalism and cosmopolitanism, individualism and collectivity, the past and the future, professionalization and popularity, celebrating modern life and criticizing it.

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Stop Bullying Before It Starts - Grades: 3–5 Teaching pro-social values and carefully monitoring students now will prevent bullying behavior later. The strategies in this blog post will ensure a bully-free school and help students learn social skills that will benefit them throughout their lives. Take bullying seriously — The damage bullies do can affect their targets in deep, long-lasting ways. It's not enough to punish bullies when incidents occur. What's required is a change in school climate and in the attitudes of all students and staff, particularly bystanders. Be vigilant — Mobilize the entire school community to stop bullying. All staff and students need to be alert and prepared to stop a bullying incident. Pay special attention to hot spots like playgrounds, hallways, cafeterias, buses, and locker rooms. Increase number of adults — Recruit parent volunteers, paraprofessionals, and administrators to assist teachers as they supervise students on the playground and in the cafeteria. Keep a playground log — Designate an on-duty adult to carry a playground log and record incidents of bullying, exclusion, and isolation. A written record will give you data and help you see patterns of behavior over time. If you have to meet with parents, it's enlightening for them to see evidence, not just hear anecdotes. Enlist bystanders — All students need to know they can and should stop bullies. Teach and practice a ready response for students to shout like, "NO! Stop it right now!" Students need to be encouraged to stop bullies and seek adult help. This is reporting, not tattling, and students need to be explicitly taught the difference. Monitor at-risk students — A mentoring program is a simple, intentional way to monitor students who are emotionally and socially at risk of becoming targets or bullies. A school psychologist or guidance counselor in consultation with classroom teachers creates a list of at-risk students. This list of names is divided among all staff members, who agree to touch base with these students on a daily basis. This daily check-in only takes a moment, but helps students build connections with caring adults. When students feel genuinely cared for, they are less likely to become targets or bullies. Extra instruction for students who are socially challenged — Students with Asperger's Syndrome or other disabilities may need extra, explicit instruction in reading social cues and behaving like their age-typical peers. Teach through literature — A book does not have to have bully in the title to be about bullying. In fact it's more effective when this topic can be woven into literature students read or their teacher reads aloud. As students read and discuss literature with their teacher, they will have opportunities to talk about characteristics of bullies and targets such as poor self-image, anxiety, and insecurity. What are your anti-bullying strategies? I hope you'll share them here on Top Teaching.

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following lesson plans have been arranged to develop students abilities in four areas, namely knowledge, critical thinking, values and communication skills. have been planned for students in Grades 10 to 12 and are related to the Human and Social Sciences learning area. They do not follow any specific curriculum, as it is anticipated that this website will be used in many different situations, given the global nature of the Internet. Knowledge: As students work through this lesson, they will: come to some understanding of the physical size of Africa, and its importance as part of the world community begin to see the unnatural country borders understand the diversity of the inhabitants. Critical Thinking: Students should be able to extract and critically evaluate information from different sources interpret and evaluate evidence and be able to distinguish between fact Values: They should come to some feeling of empathy through: seeing the world through the perspective of people who live

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Until the pipeline funneling a steady stream of profits for high stakes standardized testing companies like Pearson and McGraw Hill are brought under control, the education industrial complex will continue to push through harmful education policy. Teachers who have integrity are either leaving the profession, getting fired or still suffering from the daily demoralization and stress that comes from working under the tyranny of accountability based on meaningless numbers. Diane Ravitch shared the most recent research paper by David Berliner, author of The Manufactured Crisis: Myths, Fraud and the Attack on America's Public Schools. Berliner has been writing about this for decades along with many others. He's talked about the 600 lb. gorilla in the room, poverty, that has been virtually ignored or used against teachers with the "no excuses" drumbeat from people who know nothing about what these children or their teachers face is the most blighted neighborhoods and cities all across the country. Effects of Inequality and Poverty vs. Teachers and Schooling on America’s Youth Background/Context: This paper arises out of frustration with the results of school reforms carried out over the past few decades. These efforts have failed. They need to be abandoned. In their place must come recognition that income inequality causes many social problems, including problems associated with education. Sadly, compared to all other wealthy nations, the USA has the largest income gap between its wealthy and its poor citizens. Correlates associated with the size of the income gap in various nations are well described in Wilkinson & Pickett (2010), whose work is cited throughout this article. They make it clear that the bigger the income gap in a nation or a state, the greater the social problems a nation or a state will encounter. Thus it is argued that the design of better economic and social policies can do more to improve our schools than continued work on educational policy independent of such concerns.Purpose/Objective/Research Question: The research question asked is why so many school reform efforts have produced so little improvement in American schools. The answer offered is that the sources of school failure have been thought to reside inside the schools, resulting in attempts to improve America’s teachers, curriculum, testing programs and administration. It is argued in this paper, however, that the sources of America’s educational problems are outside school, primarily a result of income inequality. Thus it is suggested that targeted economic and social policies have more potential to improve the nations schools than almost anything currently being proposed by either political party at federal, state or local levels. Research Design: This is an analytic essay on the reasons for the failure of almost all contemporary school reform efforts. It is primarily a report about how inequality affects all of our society, and a review of some research and social policies that might improve our nations’ schools.Conclusions/Recommendations: It is concluded that the best way to improve America’s schools is through jobs that provide families living wages. Other programs are noted that offer some help for students from poor families. But in the end, it is inequality in income and the poverty that accompanies such inequality, that matters most for education. What does it take to get politicians and the general public to abandon misleading ideas, such as, “Anyone who tries can pull themselves up by the bootstraps,” or that “Teachers are the most important factor in determining the achievement of our youth”? Many ordinary citizens and politicians believe these statements to be true, even though life and research informs us that such statements are usually not true. Certainly people do pull themselves up by their bootstraps and teachers really do turn around the lives of some of their students, but these are more often exceptions, and not usually the rule. Similarly, while there are many overweight, hard-drinking, cigarette-smoking senior citizens, no one seriously uses these exceptions to the rule to suggest that it is perfectly all right to eat, drink, and smoke as much as one wants. Public policies about eating, drinking, and smoking are made on the basis of the general case, not the exceptions to those cases. This is not so in education. For reasons that are hard to fathom, too many people believe that in education the exceptions are the rule. Presidents and politicians of both parties are quick to point out the wonderful but occasional story of a child’s rise from poverty to success and riches. They also often proudly recite the heroic, remarkable, but occasional impact of a teacher or a school on a child. These stories of triumph by individuals who were born poor, or success by educators who changed the lives of their students, are widely believed narratives about our land and people, celebrated in the press, on television, and in the movies. But in fact, these are simply myths that help us feel good to be American. These stories of success reflect real events, and thus they are certainly worth studying and celebrating so we might learn more about how they occur (cf. Casanova, 2010). But the general case is that poor people stay poor and that teachers and schools serving impoverished youth do not often succeed in changing the life chances for their students. America’s dirty little secret is that a large majority of poor kids attending schools that serve the poor are not going to have successful lives. Reality is not nearly as comforting as myth. Reality does not make us feel good. But the facts are clear. Most children born into the lower social classes will not make it out of that class, even when exposed to heroic educators. A simple statistic illustrates this point: In an age where college degrees are important for determining success in life, only 9% of low-income children will obtain those degrees (Bailey & Dynarski, 2011). And that discouraging figure is based on data from before the recent recession that has hurt family income and resulted in large increases in college tuition. Thus, the current rate of college completion by low-income students is probably lower than suggested by those data. Powerful social forces exist to constrain the lives led by the poor, and our nation pays an enormous price for not trying harder to ameliorate these conditions. Because of our tendency to expect individuals to overcome their own handicaps, and teachers to save the poor from stressful lives, we design social policies that are sure to fail since they are not based on reality. Our patently false ideas about the origins of success have become drivers of national educational policies. This ensures that our nation spends time and money on improvement programs that do not work consistently enough for most children and their families, while simultaneously wasting the good will of the public (Timar & Maxwell-Jolly, 2012). In the current policy environment we often end up alienating the youth and families we most want to help, while simultaneously burdening teachers with demands for success that are beyond their capabilities. Detailed in what follows is the role that inequality in wealth, and poverty, play in determining many of the social outcomes that we value for our youth. It is hoped that our nation’s social and educational policies can be made to work better if the myths we live by are understood to be just that, simple myths, and we learn instead to understand reality better. A WRONGHEADED EDUCATION POLICY Bi-partisan congressional support in the USA for the No Child Left Behind Act (NCLB), passed in 2001, demanded that every child in every public and charter school in the country be tested in grades 3-8 and grade 10. There were severe consequences for schools that did not improve rapidly. The high-stakes accountability program at the center of the policy was designed to get lazy students, teachers, and administrators to work harder. It targeted, in particular, those who attended and worked in schools with high concentrations of poor children. In this way it was believed that the achievement gap between poor students and those who were middle-class or wealthy could be closed, as would the gaps in achievement that exist between black, Hispanic, American Indian, and white students. It has not worked. If there have been gains in achievement they have been slight, mostly in mathematics, but not as easily found in reading (see Amrein & Berliner, 2002; Braun, Chapman, & Vezzu, 2010; Chudowsky, Chudowsky, & Kober, 2009; Lee, 2008; Nichols, Glass, & Berliner, 2006, 2012; Smith, 2007). It may well be that the gains now seen are less than those occurring before the NCLB act was put into place. In fact, the prestigious and non-political National Research Council (2011) says clearly that the NCLB policy is a failure, and all the authors of chapters in a recently edited book offering alternative policies to NCLB reached the same conclusion (Timar and Maxwell-Jolly, 2012). Moreover, a plethora of negative side effects associated with high-stakes testing are now well documented (Nichols and Berliner, 2007; Ravitch, 2010). By 2008-2009, after at least five years of high-stakes testing in all states, about one-third of all U.S. schools failed to meet their targeted goals under NCLB (Dietz, 2010). Estimates in 2011, by the U.S. Secretary of Education, are that more than 80% of all U.S. public schools will fail to reach their achievement targets in 2012 (Duncan, 2011), and almost every school in the nation will fail by 2014. And this widespread failure is with each state using their own testing instruments, setting their own passing rates, and demanding that their teachers prepare students assiduously. The federal government at the time this paper is being written is now quickly backing off the requirements of the failed NCLB act, and granting waivers from its unreachable goals to those states willing to comply with other “reform” efforts that also will not work. These other inadequate reforms required by the federal government include the forced adoption of the Common Core State Standards, using numerous assessments from pre-kindergarten to high school graduation that are linked to the Common Core, and evaluating teachers on the basis of their students’ test performance. In addition, and long overdue, as this paper is being written a backlash against high-stakes testing from teachers, administrators, and parents has begun (see “Growing national movement against ‘high stakes’ testing,” 2012). Still, most state legislatures, departments of education, and the federal congress cling to the belief that if only we can get the assessment program right, we will fix what ails America’s schools. They will not give up their belief in what is now acknowledged by the vast majority of educators and parents to be a failed policy. Still further discouraging news for those who advocate testing as a way to reform schools comes from the PISA assessments (The Program for International Student Assessment). Nations with high-stakes testing have generally gone down in scores from 2000 to 2003, and then again by 2006. Finland, on the other hand, which has no high-stakes testing, and an accountability system that relies on teacher judgment and school level professionalism much more than tests, has shown growth over these three PISA administrations (Sahlberg, 2011). Finland is often considered the highest-achieving nation in the world. Their enviable position in world rankings of student achievement at age 15 has occurred with a minimum of testing and homework, a minimum of school hours per year, and a minimum of imposition on local schools by the central government (Sahlberg, 2011). Although we are constantly benchmarking American school performance against the Finns, we might be better served by benchmarking our school policies and social programs against theirs. For example, Finland’s social policies result in a rate of children in poverty (those living in families whose income is less than 50% of median income in the nation) that is estimated at well under 5%. In the USA that rate is estimated at well over 20%! The achievement gaps between blacks and whites, Hispanics and Anglos, the poor and the rich, are hard to erase because the gaps have only a little to do with what goes on in schools, and a lot to do with social and cultural factors that affect student performance (Berliner 2006; 2009). Policymakers in Washington and state capitals throughout the USA keep looking for a magic bullet that can be fired by school “reformers” to effect a cure for low achievement among the poor, English language learners, and among some minorities. It is, of course, mostly wasted effort if the major cause of school problems stems from social conditions beyond the control of the schools. The evidence is that such is the case. Virtually every scholar of teaching and schooling knows that when the variance in student scores on achievement tests is examined along with the many potential factors that may have contributed to those test scores, school effects account for about 20% of the variation in achievement test scores, and teachers are only a part of that constellation of variables associated with “school.” Other school variables such as peer group effects, quality of principal leadership, school finance, availability of counseling and special education services, number and variety of AP courses, turnover rates of teachers, and so forth, also play an important role in student achievement. Teachers only account for a portion of the “school” effect, and the school effect itself is only modest in its impact on achievement. On the other hand, out-of-school variables account for about 60% of the variance that can be accounted for in student achievement. In aggregate, such factors as family income; the neighborhood’s sense of collective efficacy, violence rate, and average income; medical and dental care available and used; level of food insecurity; number of moves a family makes over the course of a child’s school years; whether one parent or two parents are raising the child; provision of high-quality early education in the neighborhood; language spoken at home; and so forth, all substantially affect school achievement. What is it that keeps politicians and others now castigating teachers and public schools from acknowledging this simple social science fact, a fact that is not in dispute: Outside-of-school factors are three times more powerful in affecting student achievement than are the inside-the-school factors (Berliner, 2009)? And why wouldn’t that be so? Do the math! On average, by age 18, children and youth have spent about 10 percent of their lives in what we call schools, while spending around 90 percent of their lives in family and neighborhood. Thus, if families and neighborhoods are dysfunctional or toxic, their chance to influence youth is nine times greater than the schools’! So it seems foolish to continue trying to affect student achievement with the most popular contemporary educational policies, mostly oriented toward teachers and schools, while assiduously ignoring the power of the outside-of-school factors. Perhaps it is more than foolish. If one believes that doing the same thing over and over and getting no results is a reasonable definition of madness, then what we are doing is not merely foolish: it is insane. HOW INEQUALITY OF INCOME, AND POVERTY AFFECT THE ACHIEVEMENTS OF OUR YOUTH Few would expect there to be equality of achievement outcomes when inequality of income exists among families. The important question for each nation is the magnitude of the effect that social class has on test scores within countries. In the recent PISA test of reading achievement, socio-economic variables (measured quite differently than is customarily done in the USA) explained about 17% of the variation in scores for the USA (OECD, 2010). But socioeconomic status explained less than 10 percent of the variance in outcomes in counties such as Norway, Japan, Finland, and Canada. Although in some nations a family’s social class had a greater effect on tested achievement, it is also quite clear that in some nations the effects of familial social class on student school achievement are about half of what they are in the USA. Another way to look at this is to note that if a Finnish student’s family moved up one standard deviation in social class on the PISA index, that student’s score would rise 31 points on the PISA test, which has a mean of 500 and a standard deviation of 100. But if that same happy family circumstance occurred in the USA, the student’s score would rise 42 points, indicating that social status has about 30 percent more of an effect on the test scores among American youth than in Finland. The PISA data were also looked at for the percent of children in a nation that came from disadvantaged backgrounds and still managed to score quite well on the test. That percent is over 80% in Hong Kong, over 50% in Korea, over 40% in Finland, but not even 30% in the USA. Somehow other nations have designed policies affecting lower social class children and their families that result in a better chance for those youth to excel in school. The USA appears to have social and educational polices and practices that end up limiting the numbers of poor youth who can excel on tests of academic ability. How does this relation between poverty and achievement play out? If we broke up American public schools into five categories based on the percent of poor children in a school, as in Table 1, it is quite clear that America’s youth score remarkably high if they are in schools where less than 10% of the children are eligible for free and reduced lunch. These data are from the international study of math and science trends completed in 2007. The data presented are fourth-grade mathematics data, but eighth- grade mathematics, and science data at both the fourth and eighth grades,, provide the same pattern (Gonzales, Williams, Jocelyn, Roey, Kastberg, & Brenwa, 2008). If this group of a few million students were a nation, it would have scored the highest in the world on these tests of mathematics and science. Our youth also score quite high if they are in schools where between 10 and 24.9% of the children are poor. These two groups of youth, attending schools where fewer than 25% percent of the students come from impoverished families, total about 12 million students, and their scores are exceeded by only four nations in the world (Aud, Hussar, Johnson, Kena, Roth, Manning, Wang, & Zhang, J., 2012). Our youth perform well even if they attend schools where poverty rates of youth are between 25 and 49.9%. And these three groups of students total about 26 million students, over half the U.S. elementary and secondary public school population. It is quite clear that America’s public school students achieve at high levels when they attend schools that are middle- or upper-middle-class in composition. The staff and cultures of those schools, as well as the funding for those schools, appears adequate, overall, to give America all the academic talent it can use. Table 1. School level of family poverty and TIMSS scores, where the U.S. average was 529 and the international average was 500 (Gonzales et al., 2008) Percent of Students at a School Whose Families are in Poverty On the other hand, children and youth attending schools where more than 50% of the children are in poverty – the two categories of schools with the highest percent of children and youth in poverty – do not do nearly as well. In the schools with the poorest students in America, those where over 75% of the student body is eligible for free and reduced lunch, academic performance is not merely low: it is embarrassing. Almost 20% of American children and youth, about 9 million students, attend these schools. The lack of academic skills acquired by these students will surely determine their future lack of success and pose a problem for our nation. The schools that those students attend are also funded differently than the schools attended by students of wealthier parents. The political power of a neighborhood and local property tax rates have allowed for apartheid-lite systems of schooling to develop in our country. For example, 48% of high poverty schools receive less money in their local school districts than do low poverty schools (Heuer and Stullich, 2011). Logic would suggest that the needs in the high poverty schools were greater, but the extant data show that almost half of the high poverty schools were receiving less money than schools in the same district enrolling families exhibiting less family poverty. Table 2 presents virtually the same pattern using a different international test, the PISA test of 2009 (Fleischman, Hopstock, Pelczar, & Shelley, 2010). When these 15-year-old American youth attend schools enrolling 10% or fewer of their classmates from poor families, achievement is well above average in reading, and the same pattern holds for science and mathematics. In fact, if this group of American youth were a nation, their reading scores would be the highest in the world! And if we add in the youth who attend schools where poverty levels range between 10 and 24.9% we have a total of about 26 million youth, constituting over half of all American public school children whose average score on the PISA test is exceeded by only two other developed countries. Given all the critiques of public education that exist, this is a remarkable achievement. But the students in schools where poverty rates exceed 75% score lower, much lower than their wealthier age-mates. In fact, their average scores are below every participating OECD country except Mexico. Table 2. School level of family poverty and PISA scores in reading, where the U.S. average was 500 and the international average was 493 (Fleischman et al., 2010) Percent of Students at a School Whose Families are in Poverty The pattern in these data is duplicated in Australia (Perry & McConney, 2010). And this pattern is replicated in other OECD countries, though not always as dramatically. The pattern seen in our country and many non-OECD nations exists because of a hardening of class lines that, in turn, has been associated with the development of ghettos and hyperghettos to house the poor and minorities (Wacquant, 2002). The hardening of class lines results also in some overwhelmingly wealthy white enclaves. The neighborhood schools that serve these ghettos and hyperghettos are often highly homogenous. Currently, white students attend schools that are between 90% and 100% minority at a rate that is under 1%. But about 40% of both Hispanic and black students attend schools that are 90% to 100% minority (Orfield, 2009). A form of apartheid-lite exists for these students, and to a lesser but still too large an extent for Native Americans as well. The grouping of poor minorities into schools serving other poor minorities seems frequently to produce social and educational norms that are not conducive for high levels of school achievement. For example, radio station WBEZ in Chicago (WBEZ, 2010) recently reported that of 491 Illinois schools where the students are 90% poor and also 90% minority, only one school, a magnet school enrolling 200 students, was able to demonstrate that 90% of its students met or exceeded basic state standards. In most states “basic” is acceptable, but not a very demanding standard to meet. Still, this school beat the odds that quite realistically can be computed to be about 491 to 1 in Illinois. Schools with the kinds of demographics these schools have rarely achieve high outcomes. Nevertheless, there is a widespread and continuing myth in America that schools that are 90% minority and 90% poor can readily achieve 90% passing rates on state tests if only they had competent educators in those schools (cf. Reeves, 2000). This apparently can happen occasionally, as seems to be the case in Chicago, but like other educational myths, this is a rare phenomenon, not one that is commonplace. The believers in the possibilities of “90/90/90,” as it is called, are part of a “No Excuses” group of concerned citizens and educators who want to be sure that poverty is not used as an excuse for allowing schools that serve the poor to perform inadequately. But the “No Excuses” and the “90/90/90” advocates can themselves become excuse-makers, allowing vast inequalities in income and high rates of poverty to define our society without questioning the morality and the economic implications of this condition. Ignoring the powerful and causal role of inequality and poverty on so many social outcomes that we value (see below), not merely school achievement, is easily as shameful as having educators use poverty as an excuse to limit what they do to help the students and families that their schools serve. Our data on school performance and segregation by housing prices ought to be a source of embarrassment for our government, still among the richest in the world and constantly referring to its national commitment to equality of opportunity. Instead of facing the issues connected with poverty and housing policy, federal and state education policies are attempting to test more frequently; raise the quality of entering teachers; evaluate teachers on their test scores and fire the ones that have students who perform poorly; use incentives for students and teachers; allow untrained adults with college degrees to enter the profession; break teachers unions, and so forth. Some of these policies may help to improve education, but it is clear that the real issues are around neighborhood, family, and school poverty rates, predominantly associated with the lack of jobs that pay enough for people to live with some dignity. Correlated with employment and poverty issues are the problems emanating from a lack of health care, dental care, and care for vision; food insecurity; frequent household moves; high levels of single-parent homes; high levels of student absenteeism; family violence; low birth weight children, and so forth. Another way to look at this is by interrogating data we already have. For example, if national poverty rates really are a causal factor in how youth perform on tests, then Finland, one of highest-achieving nations in the world on PISA tests, with a childhood poverty rate of about 4%, might perform differently were it instead to have the US childhood poverty rate of about 22%. And what might happen if the USA, instead of the appallingly high childhood poverty rates it currently has, had the childhood poverty rate that Finland has? A bit of statistical modeling by Condron (2011) suggests that the Finnish score on mathematics would drop from a world-leading 548 to a much more ordinary (and below the international average) score of 487. Meanwhile, the U.S.’ below-average score of 475 would rise to a score above the international average, a score of 509! A major reduction of poverty for America’s youth might well improve America’s schools more than all other current educational policies now in effect, and all those planned by the President and the Congress. THE EFFECTS OF POVERTY AND INEQUALITY ON SOCIAL INDICATORS Poverty can exist without great inequalities, but in societies where inequalities are as great as in ours, poverty may appear to be worse to those who have little, perhaps because all around them are those who have so much more. So relative poverty, that is poverty in the midst of great wealth, rather than poverty per se, may make the negative effects of poverty all the more powerful. This is a problem for the USA because the USA has the greatest level of inequality in income of any wealthy nation in the world (Wilkinson & Pickett 2010). This hurts our nation in many ways. For example, when you create an index composed of a number of factors reflecting the health of a society, including such things as teenage birth rate, infant mortality rate, ability to achieve in life independent of family circumstances, crime rate, mental illness rate, longevity, PISA performance, and so forth, a powerful finding emerges. The level of inequality within a nation—not its wealth—strongly predicts poor performance on this index made up of a multitude of social outcomes! In the USA this finding also holds across our 50 states: Inequality within a state predicts a host of negative outcomes for the people of that state. Indicator 1. Child Well-Being As measured by UNESCO, children fare better in Finland, Norway, or Sweden, each of which has a low rate of inequality. But child well-being is in much shorter supply in England and the USA, each of which has high rates of inequality (Wilkinson & Pickett 2010). Schools, of course, suffer when children are not well taken care of. The problems associated with inequality and poverty arrive at school at about 5 years of age, and continue through graduation from high school, except for the approximately 25% of students who do not graduate on time, the majority of whom are poor and/or minority (Aud et al., 2012). Indicator 2. Mental Health The prevalence of all types of mental illness is greater in more unequal countries, so the USA with its high rate of inequality has more than double the rate of mental illness to deal with than do Japan, Germany, Spain, and Belgium. The latter countries each have relatively low rates of income inequality (Wilkinson & Pickett 2010). How does this affect schools? The prevalence rate for severe mental illness is about 4% in the general population, but in poor neighborhoods it might be 8% or more, while in wealthier neighborhoods that rate might be about 2%. Imagine two public schools each with 500 youth enrolled, one in the wealthy suburbs and one in a poor section of an inner city. As in most public schools, administrators and teachers try to deal sympathetically with students’ parents and families. The wealthier school has 10 mentally ill families and their children to deal with, while the school that serves the poorer neighborhood has 40 such families and children to deal with. And as noted, almost 50 percent of these schools get less money than do schools in their district that are serving the wealthier families. Thus inequality and poverty, through problems associated with mental health, can easily overburden the faculty of schools that serve poor youth, making it harder to teach and to learn in such institutions. Indicator 3. Illegal Drug Use Illegal drug use is higher in countries with greater inequalities. And the USA is highest in inequality among wealthy nations. So rates of illegal drug use (opiates, cocaine, cannabis, ecstasy, and amphetamines) are dramatically higher than in the northern European countries, where greater equality of income and lower rates of poverty exist (Wilkinson & Pickett 2010). High-quality schooling in communities where illegal drugs are common among youth and their families is hard to accomplish. That is especially true when the commerce in the neighborhood the school serves is heavily dependent on drug sales. This occurs in many urban and rural communities where employment in decent paying jobs is unavailable. Indicator 4 And Indicator 5. Infant And Maternal Mortality The tragedy associated with infant mortality occurs much more frequently in more unequal countries than in more equal countries. Thus, the USA has an infant mortality rate that is well over that of other countries that distribute wealth more evenly than we do (Wilkinson & Pickett 2010). Recent data reveal that 40 countries have infant mortality rates lower than we do (Save the Children, 2011). American children are twice as likely as children in Finland, Greece, Iceland, Japan, Luxembourg, Norway, Slovenia, Singapore, or Sweden to die before reaching age 5. A woman in the USA is more than 7 times as likely as a woman in Italy or Ireland to die from pregnancy-related causes. And an American woman’s risk of maternal death is 15-fold that of a woman in Greece (Save the Children, 2011). The average overall American rate is much worse in poor states like Mississippi. And the rate of those tragedies is even higher still for African Americans and other poor people who live in states like Mississippi. Comparisons with other nations make it quite clear that our system of medical care is grossly deficient. But here is the educational point: Maternal and infant mortality rates, and low birth weights, are strongly correlated. Every low-birth-weight child has oxygen and brain bleeding problems that produce minor or major problems when they show up at school five years later. So inequality and poverty—particularly for African Americans—are affecting schooling though family tragedy associated with childhood deaths, and through low birth weights that predict poor school performance. Indicator 6. School Dropouts In the USA if you scale states from those that are more equal in income distribution (for example Utah, New Hampshire, and Iowa) to those that are much more unequal in the distribution of income (for example Louisiana, Alabama, and Mississippi) a strong trend appears. Dropout rates are much higher in the more unequal states (Wilkinson & Pickett, 2010). Poverty and a lack of hope for a good future take their toll on youth in the more unequal states and students drop out of school at high rates. This costs our society a great deal of money through increased need for public assistance by these youth, the loss of tax revenues from their work, and the higher likelihood of their incarceration. Inequality and the poverty that accompanies it take a terrible toll. Indicator 7. Social Mobility Despite the facts, the USA prides itself on being the nation where a person can be anything they want to be. But if that was ever true, and that is debatable, it is now less true than it has been. In reality, social mobility is greater in nations that have greater equality of income than our country does (Wilkinson & Pickett, 2010). We now know that the correlation of income between siblings in the Nordic countries is around .20, indicating that only about 4% of the variance in the incomes of siblings could be attributable to joint family influences. But in the U.S., the correlation between the income of siblings is over .40, indicating that about 16% of the variance among incomes of siblings in the U.S. is due to family (Jantti, Osterbacka, Raaum, Ericksson, & Bjorklund, 2002). These data support the thesis that the Nordic countries are much more meritocratic than the U.S. Family, for good or bad, exerts 4 times the influence on income earned by siblings in the U.S. than in the Nordic countries. Sibling income also provides evidence that class lines in the U.S. are harder to overcome today than previously. Sibling incomes have grown quite a bit closer in the U.S. over the last few decades, indicating that family resources (having them or not having them) play an increasing role in a child’s success in life. Data informs us that only 6% of the children born into families in the lowest 20% of income (often about $25,000 a year or less) ever get into the top 20% in income (about $100,000 or more per year). Now, in the USA, our parents are a greater determiner of our income in life than either our weight or our height. That is, your parents’ station in life determines your station in life to a much greater degree than we ever thought. Despite our myths, it turns out that among the wealthy nations of the world, except for Great Britain, we have the lowest level of income mobility – that is, the highest rate of generational equality of income (Noah, 2012). Income heritability is greater and economic mobility therefore lower in the United States than in Denmark, Australia, Norway, Finland, Canada, Sweden, Germany, Spain, and France. “Almost (arguably every) comparably developed nation for which we have data offers greater income mobility than the United States” (Noah, 2012, p. 35). Yet we are the nation with the most deeply ingrained myths about how we are a self-made people! Indicator 8. School Achievement At least one reason for this lack of movement in generational income is the increasingly unequal schooling provided to our nation’s middle- and lower-class children. Sean Reardon (2011) has built a common metric for test data from the 1940s through to the mid-2000s. He convincingly shows that the gap in scores between youth whose families are in the 90th percentile in income, and youth whose families are in the 10th percentile in income, is now dramatically greater than it was. In the 1940s the gap between rich and poor youth (youth from families in the 90th percentile versus youth from families in the 10th percentile in income) was about .6 of a standard deviation on achievement tests. This is a large difference, but still, the curves of achievement for poorer and richer youth overlap a great deal. Many poor students score higher than many rich students, and many rich students score lower than many poor students. But in recent times—the 2000s—the gap between youth from the 90th and youth from the 10th percentile families has grown wider. Now the difference between children from these two kinds of families is about 1.25 standard deviations, with much less overlap between the two groups of young Americans. Since we live in a world where income and income stability are highly correlated with education, these data mean that more of the better-off children will succeed and more of the less-well-off youth will fail to make a good living. The rich are getting richer (in educational terms, which translates into annual salary), and the poor are getting poorer (in both educational opportunities and in the income that accompanies educational achievement). Our nation cannot stand as we know it for much longer if we allow this inequality in opportunity to continue. Indicator 9. Teenage Birth Rate Despite the fact that the birth rate for teens in the United States is going down, we still have the highest teenage birth rate in the industrialized world. That is surely related to the strong relationship between income inequality in a society and teen pregnancy rates (Wilkinson & Pickett 2010). The USA has, by far, the highest level of inequality among wealthy nations. So, not surprisingly, the USA also has by far the highest rate of teenage pregnancy. Poverty, the result of great inequality, plays a role in this, as demonstrated with some California data (Males, 2010). In Marin County, one of the wealthiest counties in America, with a poverty rate for whites in 2008 of about 4%, the teenage birth rate per 1,000 women ages 15-19 was 2.2. In Tulare County, one of the poorest counties in the USA, Hispanic teens had a poverty rate of about 41% in 2008, while the teenage birth rate was 77.2 per 1,000 women ages 15-19. While that difference is astounding, among Tulare County black teens, with a similar poverty rate, the teenage birth rate was about 102 per 1,000 women between 15 and 19 years of age. Inequality and poverty are strongly associated with rate of teenage pregnancies. But poverty has relationships with other characteristics of families, and among them is a higher rate for impoverished youth to experience abuse, domestic violence, and family strife during their childhood (Berliner, 2009). Girls who experience such events in childhood are much more likely to become pregnant as teenagers, and that risk increases with the number of adverse childhood experiences she has. This kind of family dysfunction in childhood has enduring and unfavorable health consequences for women during the adolescent years, childbearing years, and beyond. And this all ends up as social problems, because teenage pregnancy is not only hard on the mother, it is hard on the child, and it is also hard on the school that tries to serve them. Indicator 10. Rates Of Imprisonment Imprisonment rates are higher in countries with more unequal income distribution (Wilkinson & Pickett 2010). The USA, with its high rate of inequality, also has, by far, the highest rate of imprisonment among the wealthy countries, but also appears to have more prisoners per capita than almost every other country in the world. We punish harshly, and the poor and poor minorities are punished a lot more, and for longer times, than are their white and wealthier fellow citizens. Michelle Alexander (2010) vividly describes the new “Jim Crow” laws that incarcerate poor black youth at much higher rates than wealthy white students, even when the laws that were broken were identical. Human Rights Watch (2000, 2002) identifies the USA as unique in its desire to punish, and particularly to punish by social class. Their data show that in many states whites are more likely to violate drug laws than people of color, yet black men have been admitted to prison on drug charges at rates 20 to 50 times greater than those of white men. They found, as well, that Hispanics, Native Americans, and other people of color who are poor, are incarcerated at rates far higher than their representation in the population. For example, a decade ago in Connecticut, for every 11 white males incarcerated, there were 254 black men and 125 Hispanics, suggesting a strong bias in sentencing (Human Rights Watch, 2002). While some of these males were family men, and their imprisonment hurt their family, many of the poor and minority people incarcerated were women, and their imprisonment was much more likely to hurt their children’s chances for success. In 15 states, black women were incarcerated at rates between 10 and 35 times greater than those of white women, while in eight states, Latinas were incarcerated at rates between 4 and 7 times greater than those of white women. And if we hope that youthful offenders would be helped by sentencing to prison, we must wonder why six states incarcerated black youth under age 18 in adult facilities at rates between 12 and 25 times greater than those of white youth. Similarly, in four states, Hispanic youth under age 18 were incarcerated in adult facilities at rates between 7 and 17 times greater than those of white youth. In these states, particularly, rehabilitation and education seem not to be the goal of the state. Rather, the goal seems to be the development of a permanent criminal class for black and Latino youth. It is not far-fetched to point out that in a nation with a large and growing private prison system, a permanent prison class ensures permanent profits! As tragic as the biases seen in the ways U.S. law is administered in many states are, the after effects for incarceration may even be worse! That is because, once released, former prisoners find it difficult or impossible to secure jobs, education, housing, and public assistance. And in many states, they cannot vote or serve on juries. Alexander (2010) rightly calls this situation as a permanent second-class citizen a new form of segregation. For the men and women who hope to build better lives after incarceration, and especially for the children and youth in their families, family life after paying back society for their crimes seems much more difficult than it should be. POLICIES FOR IMPROVING EDUCATION AND INCOME EQUALITY It is hard to argue against school reformers who want more rigorous course work, higher standards of student performance, the removal of poor teachers, greater accountability from teachers and schools, higher standards for teacher education, and so forth. I stand with them all! But in various forms and in various places, all of that has been tried and the system has improved little—if at all. The current menu of reforms simply may not help education improve as long as we refuse to notice that public education is working fine for many of America’s families and youth, and that there is a common characteristic among families for whom the public schools are failing. That characteristic is poverty brought about through, and exacerbated by, great inequality in wealth. The good news is that this can be fixed. First, of course, is through jobs that pay decently so people have the dignity of work and can provide for their children. To do that we need a fair wage, or a living wage, rather than a minimum wage. This would ensure that all workers could support themselves and their families at a reasonable level. The current minimum wage is set at $7.25 an hour, and would net a full-time worker under $15,000 per year. That is not much in our present economic system. The U.S. government sets the poverty level at $22,050 for a family of four in most states. But for a family to live decently on $22,050 is almost impossible. At this writing, fair wages/living wages might well require more like $12.00 an hour in many communities. That would certainly raise the price for goods and services, but it would also greatly stimulate local economies and quite likely save in the costs for school and the justice system in the long run. Our nation also needs higher taxes. You cannot have a commons, that is, you cannot have teachers and counselors, librarians and school nurses, coaches for athletics and mentors in technology, without resources to pay them. Nor can you have police and fire services, parks and forest service personnel, bridges and roads, transportation systems, medical care, service to the elderly and the disabled, and so forth, without taxes to pay for jobs in these areas. Schools, parks, health care, public support of transportation, police and fire protection, et cetera, are either basic rights that citizens in a democracy enjoy, or not. If the former, then government needs to employ directly or through private enterprise the people to provide those services. Either of those two strategies, government jobs or government support for private jobs that help to preserve the commons, requires revenue. Despite the distortions in the press and the vociferous complaints by many of its citizens, the facts are clear: The USA has an extremely low tax rate compared to any of the OECD countries, the wealthier countries of the world. Only two countries pay a lower rate of taxes relative to Gross Domestic Product, while 29 countries pay more in taxes, and countries like Denmark, Finland, France, Italy, Norway, and Sweden, pay about 75% more in taxes than we do to support civic life (Citizens for Tax Justice, 2011). This provides the citizens of those countries such things as free preschools medical, dental and vision care; support for unemployed or single women; no food insecurity among the poor; free college if you pass the entrance examination; and so forth. Beyond the low tax rate, the USA also has many highly profitable corporations that pay less than nothing in taxes. That is, they not only pay no taxes, they get rebates! Table 3 shows that much more tax revenue should be obtainable from U.S. corporations if we would elect politicians who understand that the commons will disappear if corporations are not contributing to its maintenance. Table 3. Corporate profits, taxes paid, and rebates obtained between 2008-2010 (McIntyre, Gardner, Wilkins, & Phillips, 2011) Increased tax revenues could provide more public sector jobs to help both our nation and our schools do better. Some of the money raised for the betterment of the commons could be used for high-quality early childhood education for the children of poor families. Replicable research teaches us a near-certain method to reduce the population of poor youth that end up in jail. That is reliably accomplished by providing poor children with access to high-quality early childhood education. Nobel Laureate economist James Heckman studied the Perry Preschool program, in which children from poverty homes attended a high-quality preschool. The effects of that program in adulthood are remarkable. A high-quality preschool, of course, requires “up-front” tax dollars to be spent, but ultimately saves society billions of dollars. Heckman and colleagues (Heckman, Seong, Pinto, Savelyev, & Yavitz, 2010) showed a 7% to 10% per year return on investment based on increased school and career achievement of the youth who were in the program, as well as reduced costs in remedial education, health care, and avoidance of the criminal justice system. Similarly the Chicago Child Parent Center Study (Reynolds, Temple, Robertson, & Mann, 2001) was estimated to return about $48,000 in benefits to the public, per child, from a half-day public school preschool for at-risk children. In the Chicago study, the participants, at age 20, were more likely to have finished high school—and were less likely to have been held back, need remedial help, or to have been arrested. The estimated return on investment was about $7.00 for every dollar invested. In the current investment environment these are among the highest returns one can get. Sadly, however, America would rather ignore its poor youth and then punish them rather than invest in them, despite the large cost savings to society in the long run! Another policy proven to improve the achievement of poor youth is to provide small classes for them in the early grades. There is ample proof that this also saves society thousands of dollars in the long run, though it requires extra funding in the short run. Biddle & Berliner (2003) reviewed the famous randomized study of small class size in Tennessee, the Milwaukee STAR study, some reanalyses by economists of original research on class size, a meta-analysis, and reviews of classroom processes associated with lower class size, and found that class sizes of 15 or 17 in the early grades have long-term effects on the life chances of youth who come from poverty homes and neighborhoods. Instead of firing teachers and raising class sizes, as we have done over the last few years because of the Great Recession, we should instead be adding teachers in the early grades to schools that serve the poor. Using those teachers to reduce class size for the poor will result in less special education need, greater high school completion rates, greater college attendance rates, less incarceration, and a more just society, at lower costs, over the long run. Another policy with almost certain impact is the provision of summer educational opportunities that are both academic and cultural for poor youth (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996). Youth of the middle class often gain in measured achievement over their summer school holiday. This is a function of the cultural and study opportunities that their parents arrange. Youth from the lower classes have fewer such opportunities and so, as a group, they either do not gain in achievement, or lose ground over the summer. Small investments of dollars can fix that, leading to better school achievement. This is why we need more money invested in the commons now, so our nation will be a more equitable one in the future. Another educational reform policy, like imprisonment, is based on a punishment-oriented way of thinking, not a humane and research-based way of thinking. This is the policy to retain children in grade who are not performing at the level deemed appropriate. As this paper is being written, about a dozen states have put new and highly coercive policies into effect, particularly to punish third graders not yet reading at the level desired. Although records are not very accurate, reasonable estimates are that our nation is currently failing to promote almost 500,000 students a year in grades 1-8. Thus, from kindergarten through eighth grade it is likely that about 10% of all public school students are left back at least once, a total of about 5 million children and youth. Research informs us that this policy is wrong for the overwhelming majority of the youth who we do leave back. Research is quite clear that on average, students left back do not improve as much as do students who are allowed to advance to a higher grade with their age mates. Furthermore, retention policies throughout the nation are biased against both boys and poor minority youth. Moreover, the retained students are likely to drop out of school at higher rates than do their academic peers who were advanced to the next grade. Of course mere advancement in grade does not solve the problem of poor academic performance by some of our nation’s youth. But there is a better solution to that problem at no more cost than retention. Children not performing up to the expectations held for their age group can receive tutoring, both after school and in summer. On average, the cost to a school district is somewhere about $10,000 per child per year to educate in grades K-8. That $10,000 is the fiscal commitment made by a district or a state when it chooses to leave a child back to receive an additional year of schooling. That same amount of money could be better used for small group and personal tutoring programs over a few years to help the struggling student to perform better. This is precisely the method used by wealthy parents of slow students to get their children to achieve well in school. As Dewey reminded us many years ago, what the best and wisest parents want for their children should be what we want for all children. Thus, that same kind of opportunity to catch up in school should not be denied to youth who come from poorer families. And for the record, Finland, whose school system is so exceptional, shuns retention in grade. It retains only about 2% of its students, not 10%, using special education teachers to work with students who fall significantly behind their age mates, ensuring that for most slow students there are chances to catch up with their classmates, without punishing them. Other policies that would help the poor and reduce the inequities we see in society include reducing teacher “churn” in schools. Lower-class children experience more of that, and it substantially harms their academic performance (Ronfeldt, Lankford, Loeb, & Wyckoff, 2011). Policies to help experienced teachers stay in schools with poorer students also need to be developed. New teachers rarely can match a veteran of five or more years in accomplishing all the objectives teachers are required to meet in contemporary schools. A two-year visiting nurse service to new mothers who are poor costs over $11,000 per family serviced. But results 10 years later show that in comparison to matched families, both the mothers and the children who were visited were significantly better off in many ways, and the cost to the local community was $12,000 less for these children and families over those 10 years. Even greater benefits to the community are expected in the future (Olds,, Kitzman, Cole, Hanks, Arcoleo, Anson, Luckey, Knudtson, Henderson, Bondey, and Stevenson, 2010). In essence, there is really no cost at all for a humane and effective program like this, but humaneness, even when cost effective, seems noticeably lacking in many of our communities. Related to the visiting nurse study is the high likelihood of success by providing wrap-around services for youth in schools that serve poor families. Medical, dental, vision, nutrition, and psychological counseling, if not accessible by the families in a community, need to be provided so the children of the poor have a better chance of leaving poverty in adulthood. These programs have become increasingly of interest since both the social sciences and the neurosciences have now verified, through studies of brain functioning and cognitive processing, that the stress associated with extreme poverty reduces a child’s ability to think well. Stress and academic problem solving ability, and stress and working memory, correlate negatively. Thus, the cognitive skills of many poor youth are diminished, making life much harder for them and their teachers. The greater the physical and psychological stress experienced during childhood, the higher the likelihood that a child will not do well in school or in life. Noted earlier, however, is that the American media loves the story of the child from awful surroundings—war, famine, family violence, drug use, crime, and so forth—who grows to become a respected pillar of the community. But that is the exception, not the rule! Educational and social policies need to be made on the basis of the general rule, not on the occasional exception, dramatic and noble as that exception may be. Adult programs also need to be part of schools so the school is part of its community: health clinics, job training, exercise rooms, community political meetings, technology access and training, libraries, and so forth—often help schools to help poor families. It is not good for children, their adult caretakers, or a school district if the public schools are seen as remote, alien, foreign, hostile, or anything other than a community resource. What seems evident is that America simply cannot test its way out of its educational problems. Our country has tried that and those policies and practices have failed. It is long past the time for other policies and practices to be tried, and as noted, some fine candidates exist. During the great convergence in income, from World War Two until about 1979, American wealth was more evenly spread and the economy hummed. With the great divergence in income, beginning in about 1979, and accelerating after that, American wealth became concentrated and many factors negatively affected the rate of employment. The result has been that despite our nation’s great wealth, inequality in income in the USA is the greatest in the Western World. Sequelae to high levels of inequality are high levels of poverty. Certainly poverty should never be an excuse for schools to do little, but poverty is a powerful explanation for why they cannot do much! Although school policies that help the poor are appropriate to recommend (preschool, summer programs, health care, and so forth), it is likely that those programs would be less needed or would have more powerful results were we to concentrate on getting people decent jobs and reducing inequality in income. Jobs allow families, single or otherwise, to take care of themselves and offer their children a more promising future. Too many people without jobs do bad things to themselves and to others. Literally, unemployment kills: The death rates for working men and women increase significantly as unemployment increases (Garcy & Vagero, 2012). The death of adult caretakers obviously affects families, particularly children, in profound ways. Government promotion of decent paying jobs, and a low unemployment rate, is a goal around which both Conservatives and Liberals who care about the American education system ought to unite. That is the single best school reform strategy I can find. But more than that, it is part of my thinking about rights we should expect as citizens of our country, in order that our country thrives. President Franklin Delano Roosevelt articulated these rights as he addressed the nation, shortly before he died (Roosevelt, 1944). His experience with both the Great Depression, the rise of fascism, and the second world war led him to offer Americans a second bill of rights that would help promote what was originally offered to Americans a century and half before—the right of our citizens to pursue happiness. Roosevelt said that Americans have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence. Necessitous men are not free men. People who are hungry and out of a job are the stuff of which dictatorships are made. [It is now self-evident that the American people have] the right to a useful and remunerative job … the right to earn enough to provide adequate food and clothing and recreation; the right of every family to a decent home; the right to adequate medical care and the opportunity to achieve and enjoy good health; the right to adequate protection from the economic fears of old age, sickness, accident, and unemployment; The right to a good education. I think we need to fight as hard for our second bill of rights as we did for our first. Among the many reasons that might be so is that the performance of our students in our schools cannot be thought about without also thinking of the social and economic policies that characterize our nation. Besides the school policies noted above, and the need for decent jobs, if we had a housing policy that let poor and middle-income children mix in schools, that might be better than many other school improvement strategies designed specially to help the poor. This is a policy that works for Singapore, a nation with great inequalities in wealth and greater equalization of achievement outcomes between its richer and poorer students. If we had a bussing policy based on income, not race, so that no school had more than about 40% low-income children, it might well improve the schools’ performances more than other policies we have tried. This is the strategy implemented by Wake County, North Carolina, and it has improved the achievement of the poor in Raleigh, North Carolina, the county’s major city, without subtracting from the achievements of its wealthier students (Grant, 2009). My point is that citizens calling for school reform without thinking about economic and social reforms are probably being foolish. The likelihood of affecting school achievement positively is more likely to be found in economic and social reforms, in the second bill of rights, than it is in NCLB, the common core of standards, early childhood and many assessments after that, value-added assessments, and the like. More than educational policies are needed to improve education. I think everyone in the USA, of any political party, understands that poverty hurts families and affects student performance at the schools their children attend. But the bigger problem for our political leaders and citizens to recognize is that inequality hurts everyone in society, the wealthy and the poor alike. History teaches us that when income inequalities are large, they are tolerated by the poor for only so long. Then there is an eruption, and it is often bloody! 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South African Journal of Chemistry On-line version ISSN 1996-840X MARAIS, A.F.(Fiona). Overcoming conceptual difficulties in first-year chemistry students by applying concrete teaching tools. S.Afr.j.chem. (Online) [online]. 2011, vol.64, pp. 151-157. ISSN 1996-840X. Students entering university to study chemistry have difficulty understanding the concepts involved when attention is focused at the particulate level of matter. No-one can actually see what happens to individual molecules or atoms during any process of change and most means of explanation at the visible, or macro level are inadequate when describing behaviour at the particulate, or micro level. Structured worksheets and coloured Lego® building blocks were employed in order to facilitate understanding of the physical changes that water undergoes during changes of temperature. A sample size of 154 Foundation Programme students was used and the responses of these students investigated. A constructivist approach, enabling students to apply concrete reasoning in building their own knowledge, was evaluated. Students worked with interlocking building blocks to improve their understanding of molecular structure and behaviour. The students' academic performance improved when using these more concrete tools. This demonstrates that teaching is more effective when allowing visual and tactile senses to interact. It is therefore the purpose of this paper to substantiate the use of concrete tools, such as Lego® blocks, to help explain difficult concepts in chemistry, such as the behaviour of atoms and molecules. Keywords : Chemical bonds; Lego® building blocks; concrete reasoning; first-year chemistry students.

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http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S0379-43502011000100022&lng=en&nrm=iso&tlng=en

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Revista Panamericana de Salud Pública On-line version ISSN 1680-5348 Print version ISSN 1020-4989 RODRIGUEZ ROMERO, Walter E.; SAENZ RENAULD, Germán F. and CHAVES VILLALOBOS, Mario A.. S hemoglobin haplotypes: their epidemiologic, anthropologic, and clinical significance. Rev Panam Salud Publica [online]. 1998, vol.3, n.1, pp.1-8. ISSN 1680-5348. http://dx.doi.org/10.1590/S1020-49891998000100001. The link between bs-gene haplotypes and sickle cell anemia has permitted a better understanding of the biological manifestations of this disease. The use of better laboratory methods can help rule out other hereditary factors that can camouflage the real hemoglobin genotype. The clinical heterogeneity of sickle cell disease, which is characterized by the presence of S hemoglobin, can be explained in terms of fetal hemoglobin (HbF) levels, ratio of Gg chains to Ag chains, 2,3-diphosphoglycerate levels, linked mutations, bs haplotypes, coexistence of a-thalassemia, and environmental factors. The inheritance of Sen and Arab/Indian b-gene cluster polymorphisms is associated with a milder clinical course, whereas the Central African Republic (CAR) or Bantu, Cameroon, and Benin haplotypes are linked with severe sickle cell disease. The CAR haplotype carries the worst prognosis of all (less than 12% HbF levels and adult-type Gg:Ag ratio). Once characterized, these DNA polymorphisms also assume great importance as anthropologic and genetic markers. In America, bs haplotypes are contributing to a better understanding of Black American roots and their African ancestry. There is ample evidence of genetic variability not only between different Black populations in America, but also within the same country, as is the case in Costa Rica.

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http://www.scielosp.org/scielo.php?script=sci_abstract&pid=S1020-49891998000100001&lng=en&nrm=iso&tlng=en

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WHAT IS SCIENTOLOGY? Scientology Definiton: Scio (Latin) “knowing, in the fullest sense of the word,” logos (Greek) “study of.” Thus Scientology means “knowing how to know.” Developed by L. Ron Hubbard, Scientology is a religion that offers a precise path leading to a complete and certain understanding of one’s true spiritual nature and one’s relationship to self, family, groups, Mankind, all life forms, the material universe, the spiritual universe and the Supreme Being. Scientology addresses the spirit—not the body or mind—and believes that Man is far more than a product of his environment, or his genes. Scientology comprises a body of knowledge which extends from certain fundamental truths. Prime among these are: Man is an immortal spiritual being. His experience extends well beyond a single lifetime. His capabilities are unlimited, even if not presently realized. Within the vast amount of data which makes up Scientology’s religious beliefs and practices there are many principles which, when learned, give one a new and broader view of life. Knowing the Tone Scale, for instance, a person can see how best to deal with a grumpy child, mollify an upset friend or get an idea across to a staid employer. These principles amount to a huge area of observation in the humanities. It is a body of knowledge there for the learning. There is nothing authoritarian in it. It is valuable purely as a body of knowledge. Scientology helps each being to regain awareness of himself or herself as an immortal spiritual being and the rehabilitation of full spiritual potential—to achieve a recognition of spiritual existence and one’s relationship to the Supreme Being. God is identified in Scientology as the Eighth Dynamic. All Scientology services bring people closer to the Eighth Dynamic, and the congregational services especially focus on this. It is a bringing together of many beings in a joint spiritual experience and an occasion to recognize the ultimate which is the Eighth Dynamic or God. The Church of Scientology Sunday service consists of a reciting of the Creed of the Church, a sermon based on the writings of the Scientology Founder L. Ron Hubbard, congregational group auditing and prayer. There may also be music and singing, as well as announcements of Church events and programs.

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http://www.scientology-santabarbara.org/scientology.html?video=org-man_flythrough

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Indian Field Campground – St. George, South Carolina South Carolina | SC Picture Project | Dorchester County Photos | Indian Field Campground Indian Field Campground (also known as Indian Fields) in St. George is an active United Methodist revival camp. The camp was established prior to 1810 on farmland two miles from the current location. Because the antebellum revival movement attracted such large crowds, the first site quickly became unable to accommodate the hoards of traveling celebrants. The campground, which gets its name from nearby Indian Field United Methodist Church, moved to its present 10-acre site in 1838, and the buildings were completed 10 years later. The camp consists of a central open-air tabernacle that seats up to 1,000 people. Revivals, or camp meetings as they are now called, last for a week and are held here in the fall. The 99 cabins (called “tents”) in which participants stay surround the tabernacle in a circular shape to symbolize the community spirit of the shared religious experience. Though the accommodations have been upgraded with water and electricity, the rudimentary design remains intact. The tents were built in a simple fashion, with a two-room sleeping loft above another bedroom and a cooking and eating area downstairs. The tents are passed down from generation to generation, and it is common for people to hire local cooks to help them with meals during camp meeting. Most cooks drive to the camp each day during this week, though some stay the week in tents with the families. The ground floor is covered in hay. For a place to relax, the tents have front porches where people can sit and converse with neighbors, and each tent has its own separate privy. The tents were designed not for comfort or privacy but for necessity, as people are encouraged to be out in the community of the revival rather than inside. Indian Field continues a long tradition in South Carolinian Methodism, as Bishop Francis Asbury preached here as part of his “riding circuit.” Today local Methodists gather with their families the first week of October and takes turns with the cooking and cleaning duties in between sermons. Children in school commute to class during this week, and many of the adults simply take the week off from work. While the fevered preaching of the nineteenth century has been replaced with more of what one might experience in a modern United Methodist Church, the camp meetings remain a popular way for people to rejuvenate their church community and their souls. A similar site, Cypress Methodist Campground, exists in nearby Ridgeville. Indian Field Campground is listed in the National Register, which adds the following: Architecturally, the design of Indian Fields reflects its use as a setting for a collective religious experience. A sense of community is heightened by the circle of adjacent cabins. Constructed in 1848, Indian Fields Methodist Camp Ground retains the nineteenth century layout of ninety-nine wooden cabins, or tents as they are called, which form a circle around a large wooden pavilion, the preaching stand or tabernacle. The simplicity of the rough-hewn cabins and the open tabernacle is a part of the unpretentious style of evangelism that attracted a popular following. The original Indian Fields Camp Ground, located two miles away, was functional as early as 1810. In this year, Francis Asbury, who led the organization of American Methodism through itinerant preaching known as “riding circuits,” preached at Indian Fields. Even after many other stops on the circuits had become established churches, the meeting camp retained a tremendous influence on the development of religious life. Serving crowds too large for church buildings or homes, the campground responded to both religious and social needs. The ambiance of an antebellum campground such as Indian fields was a unique part of the American collective experience. Detailed History of Indian Field Campground Below is an article that was contributed to the South Carolina Picture Project by Bill Segars of Hartsville. It originally appeared in his local paper, The Darlington New & Press. It was published in November of 2015. In last week’s article I mentioned a term that many of you may not be familiar with. Those of you who are somewhat familiar with camp meetings may not be aware of the history of these gatherings. Most denominations have places or services for intense inspiration: retreats, conferences, or revivals. Many Methodists find that inspiration in camp meetings. For some reason, most of these South Carolina camp grounds are located in the Dorchester area. Of the seven that I know of in South Carolina, four are found in Dorchester County. Campgrounds had their origin in the early 19th century as a place to hold special services conducted by circuit-riding preachers. Very often their “fire and brimstone” sermons would bring in more people than a house or a church building could handle. People would come from the surrounding area for the services that would last for several days. The participants soon began putting up tents to stay overnight. These events not only met the citizens’ religious needs, the attendees also found social enjoyment in the gatherings. As an overnight stay increased to several nights, the tents gave way to crude wooden structures. Families built these buildings on the camp ground property, with the builder retaining ownership of the building for their annual use. The excitement of emotionally-charged prayers and long, drawn-out hymns accompanied by home-trained musicians produced many “amens” and long services. These services would sometime last all day and into the night. With such long services, one can’t live off religion alone; they must have food. Everyone seemed to strive to outdo his neighbor with a heavily-laden table of food. When this excitement is combined with fine Southern food and Christian fellowship, it’s no wonder that Methodism grew exponentially in South Carolina. One of the leading camp meeting locations in the early 1800s was Indian Fields Campground. Francis Asbury preached at a Indian Fields on December 21, 1801 and January 13, 1803. Even after many churches were established, Indian Fields and its camp-meeting style of revivals continued to be a tremendous influence in the development of the religious life in rural South Carolina. The original Indian Fields Campground was located about two miles from the present Indian Fields. More and more buildings, known as “tents”, were built there with very little planning or order. In 1848, a 10-acre tract was obtained just off United States Highway 15 near Saint George with the stipulation that a meeting be held once every two years. That has not been a problem since then. The layout of Indian Fields is based on the biblical story of the Israelites erecting tents, representing the tribes of Israel, encircling a tabernacle. So today there is a 690-foot diameter circle of 99 tents surrounding a 68-foot-by-95-foot open-air tabernacle in the center. The tents are identical in basic design. Although they may vary in details, and most have been repaired over time, they continue to retain their original rustic unfinished weatherboard appearance. Each has a shed roof on the front supported by three rough-hewn wooden posts. Doorways are typically placed on the extreme left or right with the remainder of the front facade having spaced wooden slates for ventilation. The only other ventilation or light source are small shutter covered window holes in the gable of the second floor walls. Notice I didn’t use the word “glass”; there is no glass in these window holes. On the rear of the tent is another shed-roofed area which houses the brick wood-burning stove. In recent years sinks have been added for washing hands and washing pots and plates. Do the words “stove” and “sink” sound like kitchen words? That because this is the kitchen area. Many families will bring their own cook to help prepare the meals that can feed as many as 20 or more people at each meal. There are stories told of cooks who have been coming to Indian Fields for 40 years. Think about it: experienced cook, large group of family and friends, the smell of hickory wood burning and cornbread frying on a black iron skillet: can’t you just imagine the meal that you’re getting ready to eat? A sense of close community living is heightened due to the fact that these tents are only two-to-three feet apart. Each year the owners of the tents look forward to seeing their “week-long neighbors” and visiting with their invited guests. Intermingling in the center of the circle is encouraged by all campers as each front porch has two wooden plank benches for sitting and talking. The simplicity of the rough-hewn tents and the open-air tabernacle is a part of the unpretentious style of evangelism that brings friends back year after year. Socializing in the center courtyard is done not just because there’s more room there, but because it’s normally cooler outdoors than inside at this time of the year. The Indian Fields camp meetings are held during the first week of October. This week was established because in this farming-based community, this was typically the time that crops are gathered, and it was time to give thanks for their harvest. The interior of the tents consists of two eight-by-ten rooms on the first floor and one room on the second floor. Some larger families have three rooms on the first floor and two rooms on the second floor. A few items that the interior doesn’t have are doors, furniture, or flooring on the first floor. Privacy in the family unit is not important; seemingly nor is comfort. The feather mattresses that are brought from home fit on a wooden bed frame. The first floor is dirt covered with freshly laid straw for each year’s religious experience. The only tent in the 99-tent circle that varies significantly from the others is the preacher’s tent. This one is larger, has glass in the windows and wooden doors. Do these incentives encourage anyone to become a preacher? Has anyone noticed a subject that hasn’t been mentioned about ”tenting” yet? Well, there’s not much to discuss about the outhouses. It’s a simple fact: there are 99 tin-roofed, four-foot-square functional outhouses on the property, one for each tent. I’ll allow you to determine what “functional” means. Why have families enjoyed doing this for almost 200 years? Why do tent owners leave their tents to loved ones in their wills? Many words comes to mind: social life, traditions, fellowship, self-sacrifice, and love of family. But these words cannot withstand the test of time without divine intervention and the desire for one human to share his faith through actions with another human. Have you been yet? Indian Field Campground Info Address: South Carolina Route S-18-73, St. George, SC 29477 GPS Coordinates: 33.222778,-80.546111 Indian Field Campground Map Indian Field Campground Add Info and More Photos The purpose of the South Carolina Picture Project is to celebrate the beauty of the Palmetto State and create a permanent digital repository for our cultural landmarks and natural landscapes. We invite you to add additional pictures (paintings, photos, etc) of Indian Field Campground, and we also invite you to add info, history, stories, and travel tips. Together, we hope to build one of the best and most loved SC resources in the world!

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http://www.sciway.net/sc-photos/dorchester-county/indian-field-campground.html

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This is the first post in a series on resources to discover and curate digital curriculum. In this post Michael Gorman introduces three tools in depth: Symbaloo, Diigo and Evernote. "This series is really not centered on all the amazing resources available, but rather how to we find quality material and how do we archive it so we can find it later." Although you may be aware of these three tools Gorman many show you techniques to using them that are new. The post explores these tools with both the teacher and student in mind. Based on your AUP these tools have the potential to be used by both groups. If you wonder why you would want your students to become digital curators think about how it would require them to "be informed and practice proper digital citizenship." Via Beth Dichter

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http://www.scoop.it/t/educating-in-a-digital-world/?tag=Symbaloo

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Students from several disciplines at the University of Alabama-Huntsville (UAH) are working to construct an Apollo Command Module flight simulator that will “simulate the full mission from launch to landing.” The project is expected to take about two years to complete and involve over 100 students as well as a number of individuals and businesses. The simulator will allow user to experience the training of the NASA Apollo astronauts of the 1960’s and 1970’s. In addition to the primary simulation experience, the project will open the door for more research in the fields of psychology, simulation modeling, technical writing, hardware I/O, and software development. Several space agencies have also expressed an interest in the project. For companies interested in volunteering their time, talents or products, please visit the team’s website for more information. For the UAH students, this is the experience of a lifetime. They are gaining valuable hands-on experience with new technologies and methodologies. The project provides a perfect opportunity for honing leadership skills and working in a collaborative environment on a long-term project. The students are also able to use these skills as they network with industry leaders participating in the project.

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http://www.sealevel.com/community/blog/students-get-hands-on-experience-with-apollo-simulator/

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