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A decade ago, Germany launched a renewable-energy plan on an unprecedented scale. Its parliament, the Bundestag, enacted a law obligating the nation’s electric utilities to purchase green power at sky-high rates–as much as 60 cents per kilowatt-hour for solar–under fixed contracts lasting up to 20 years. (German market prices for electricity, largely produced by coal and nuclear plants, were about 12 cents per kilowatt-hour.) The idea behind this “feed-in tariff” was that anyone would be able to build a renewable-power plant–or install rooftop solar panels–and be guaranteed predictable profits by feeding energy into the grid, where utilities would buy it at premium prices. The higher costs would be passed on as monthly surcharges to ratepayers, spread out among all homes and businesses in a country of about 80 million people. Fossil and nuclear fuels amount to “global pyromania,” said Hermann Scheer, the German politician who championed the policy. “Renewable energy is the fire extinguisher.”
Now, as the United States and other nations look toward creating their own policies for dealing with climate change, the effectiveness of the German experiment is a subject of debate. From one perspective, the Renewable Energy Sources Act of 2000 has exceeded its aims. Germany’s first target was to get at least 10 percent of its electric power from renewable sources by 2010. The German grid now gets more than 16 percent of its electricity from these sources, and the government has raised its target for 2020 from 20 percent to 30 percent. The country avoided pumping about 74 million metric tons of carbon dioxide into the atmosphere in 2009. The German environment ministry also touts a side benefit: nearly 300,000 new jobs in clean power. As a result, the feed-in tariff has the support not only of the left-leaning politicians who originally backed it but also of most of the skeptics in the right-leaning parties that fought against it, says Claudia Kemfert, who heads the energy department at the German Institute for Economic Research in Berlin. “The skepticism is over,” she says. “We’re celebrating the success.”
But from another perspective, the German policy is a government boondoggle. “It’s not surprising that if you throw enough money at a certain technology, people will use it,” says Severin Borenstein, codirector of the Energy Institute at UC Berkeley’s Haas School of Business. Yes, the incentives triggered a frenzy of renewable-power installations, but at “very high prices,” says Henry Lee, director of the Environment and Natural Resources Program at Harvard’s John F. Kennedy School of Government. The spending on photovoltaics has been especially cost-inefficient in terms of producing power, Lee adds, because “Germany is the cloudiest country in Europe.” Despite the weather, Germany now accounts for half the world’s 20 gigawatts of installed solar capacity. “What that gets you,” says Lee, “is high prices for electricity, locked in for 20 years, from technology that will be out of date within three years.” Concludes Borenstein: “That’s a failure of public policy.”
As for the job-creation benefit, it may turn out to be ephemeral. Solar panels and wind turbines can be manufactured nearly anywhere in the world. Now, partly because of competition from low-cost manufacturing in China (see “Solar’s Great Leap Forward,” p.52), many German manufacturers of this technology are struggling. Q-Cells, Conergy, and Solarworld have seen their stock lose much of its value since the start of 2008. Anton Milner, the founding CEO of Q-Cells, resigned in March after the company reported an annual loss of 1.36 billion euros ($1.67 billion). In May, to keep pace with the plunging cost of solar panels, the Bundestag cut the rates it set for selling solar power to the grid by 11 to 16 percent on top of a scheduled annual decrease of 10 percent. To try to compete with imports, solar companies have fired hundreds of workers, and the nation’s solar trade association has warned of even more layoffs.
Meanwhile, some of the countries that copied key features of the German policy have also seen their booms start to fizzle. In 2008, Spain set an all-time record for photovoltaics, installing 2.46 gigawatts’ worth of solar panels in a single year–41 percent of all new installation worldwide, according to Solarbuzz, a research and consulting firm. But in Spain, buying all that high-priced power became a burden to the utilities. That, along with a longer contract term and aggressive pricing, caused the tariffs to be drastically cut. Without the high incentives, in 2009 Spain installed only 6 percent of the world’s new solar-power capacity.
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You have two choices when faced with the task of numbering headings in a Word document. You can enter the numbers manually and hope nothing changes — lots of luck with that one. Or you can opt for the more efficient solution and create and apply a numbered style. Unfortunately, that can get you into even more trouble, if you don’t know what you’re doing. To avoid surprises, follow these 10 steps to add a numbering scheme to a style.
Note: This article is also available as a PDF download.
1: Start with a new, blank document
If possible, open a new document to create your numbered style. Working with an existing document and all its in-use styles can be troublesome. It can be done, but changing styles that are already in use almost always has far-reaching repercussions. Admittedly, this advice isn’t always practical, but it’s the best way to start if you can.
2: Use what you have
You could create a new set of styles, but for our purposes, Word’s existing heading styles, Heading 1, Heading 2, and so on, provide a good foundation. Most everything you need is built in and can be easily modified. If heading styles are already in use and you must work in a production document, you’ll have to create new styles.
3: Open the main heading
The existing heading styles (Heading 1, Heading 2, and so on) are based on the Normal style. All you have to do is add a numbering scheme to the top heading style and watch the settings trickle down. Always begin with the main level heading. In this case, that’s Heading 1. To edit Heading 1, do the following:
- Open the Styles And Formatting task pane by choosing Styles And Formatting from the Format menu or clicking the Styles And Formatting tool on the Formatting toolbar.
- Right-click Heading 1 in the Pick Formatting To Apply list and choose Modify, as shown in Figure A.
- In the Modify Style dialog box, shown in Figure B, choose Numbering from the Format button’s list.
- Click the Outline Numbering tab in the Bullets And Numbering dialog box.
- Choose the predefined scheme that’s most similar to what you want. For instance, if you want sublevels indented, choose the indented form; similarly, if you don’t want sublevels indented, choose the flush left form, as shown in Figure C. Try to make the best choice right now because changing your mind later will present so many problems that starting over will be easier.
- If Reset is enabled, click it now to remove residual settings.
Open the style to add numbering.
Choose Numbering to open the Bullets And Numbering dialog box.
Start with the numbering scheme that’s closest to what you need.
4: Modify Heading 1
At this point, you’re ready to modify the Heading 1 style. First, click Customize. The resulting Customize Outline Numbered List dialog, shown in Figure D, is the heart of this technique. This is where you’ll define the numbering scheme for Heading 1 as follows:
- In the Levels control, Word offers nine numbering levels. Select 1 and click the More button, if necessary to display more options. (This button with display Less if already clicked.)
- From the Number Style drop-down list, choose a style, if you don’t care for the default.
- In the Level Format control, add the components you want to appear along with the heading number. Figure E shows the word Section and a colon character with the number.
- At the bottom of the dialog box, make sure Heading 1 is the Link Level To Style setting. (Since you began by modifying this style, it should be the default.)
- Change the Follow Number With setting to Space.
- Give the new numbering scheme a descriptive name, such as NumberedHeadings. Always name your new schemes to avoid confusion.
This dialog presents all of the settings you’ll need to add numbers.
You can add text to your numbering scheme.
Do not click OK — you still have to define the numbering style for the sublevels.
5: Modify first sublevel
You just added a numbering scheme to the main heading style, Heading 1. Beginning with Heading 2, add the scheme to the sublevel headings, as follows:
- Select 2 in the Level control.
- Choose a Number Style and make any necessary changes in the Number Format control.
- The Link Level To Style setting should be Heading 2.
- Change the Follow Number With setting to Space.
- Check the Restart Numbering After option, if you want sublevel numbers to start at 1. In most cases, you’ll want to set the After option to the previous heading, as shown in Figure F. Doing so forces Word to start renumbering Heading 2 paragraphs after each new Heading 1 paragraph. In other words, when Heading 1 updates to 2, the sublevel number will start over at 1, generating 2.1, 2.2, 2.3, and so on.
Choose to restart numbering in subsections.
Do not click OK yet — you’re still not done.
6: Indent sublevel 2
Right now, all eight sublevels are aligned with the left margin. It makes sense that you’ll want to indent at least a few subheadings. To indent sublevel 2, simply change the Aligned At setting in the Number Position section. For instance, Figure G shows this setting at .25.
Indent sublevels, if you like.
You’re still not ready to click OK!
7: Format remaining sublevels
For most documents, you’ll need only a few levels, but Word offers nine. Format several, even if you don’t think you’ll use them. Simply select the appropriate number in the Level control and repeat the steps outlined above, updating the settings as necessary. When you’ve formatted all your number levels, click OK — finally!
8: Don’t update
Once you’re back in the Modify Style dialog box, don’t be in a hurry to click OK. First, uncheck the Automatically Update option (at the bottom right). You don’t want Word to automatically update any styles in your numbering scheme. Once you’ve unchecked this option (if necessary), click OK.
9: Number as you go
When creating the document, you can assign styles as you enter new text. Simply position the cursor at the beginning of a new line and choose the appropriate style from the Styles control on the Formatting toolbar. For the main heading, choose Section 1: Heading 1, as shown in Figure H.
Choose the header style before entering heading text.
Word will insert the appropriate number and components, as shown in Figure I. Simply type the heading text and press [Enter]. Figure J shows a Heading 2 sublevel, 1.1. If you add a second sublevel, as shown in Figure K, Word again generates the appropriate sublevel number, 1.2.
Word generates the appropriate main heading number.
The first sublevel heading displays the section number, 1, and the sublevel number, 1.
Word generates the sublevel number 2 but doesn’t update the main section number.
10: Put it to use after the fact
Sometimes, text comes before the formatting. In this case, you simply select the heading text and choose the numbered style from the Styles control. When you do, Word automatically inserts the formatted number. Figure L shows selected text after assigning the Heading 2 style.
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Laser Based Optical Transceiver for Data Transfer of Free Space Optical Communication
The setup is based on the concept of free space optical communication. In this paper, communication between PC to PC using LASER light is established. The project uses IC MAX 232, which needs only a single power supply of 5V (for TTL to RS-232 and vice-versa level conversion). The communication over the short distance of 2-3 m is possible using IR diodes. The range could be increased up to hundred meters, using the laser diode module in place of IR LEDs. The laser module used is easily available as laser pointer (having about 3 mW power output). The laser beam of one module is pointed on to the photodiode of another module connected to other PC and vice-versa.
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A statistician by training and a county chess champion, Good was recruited to Bletchley Park from Cambridge in 1941. By the time he arrived, the German Air Force and Army Enigma codes had been broken, but their naval Enigma code remained frustratingly difficult to decrypt – a major problem at a time when supply lines from North America were being threatened by U-boats.
Initially Good was assigned to Hut 8 working with Alan Turing and Hugh Alexander, who were already using machines known as "bombes" to discover the Enigma wheel settings, based on complex algorithmic "cribs" devised by Turing using a branch of probability theory known as Bayesian statistics. During this early period, the mathematician Max Newman, working in another hut, had established a program to use electronic methods of decipherment and had recruited Donald Michie, an Oxford classicist, to help him.
In 1943 Good moved from Hut 8 to the "Newmanry" to work with Michie on the use of machine methods for decrypting a German cipher system known as "Fish". The first machine, appropriately christened the "Heath Robinson", used vacuum tubes, was highly unreliable, and thus required extensive statistical work to back it up. A particular problem, apart from the frequent failure of the vacuum tubes, was that the paper tapes containing the intercepted signals were fed in at very high speed and tended to snap. Good recalled being able to tell when the machine was going wrong by the sound it made – and even by the smell.
But thanks to their efforts the Heath Robinson worked well enough to show that the basic concept was sound, and the two men went on to use their joint expertise to develop the code-breaking technologies underpinning the Colossus machines. These, the world's first programmable, digital electronic computers, were developed just in time for the Normandy landings and marked the beginning of the modern computer revolution. Good and Michie developed ways of using the machines to help in "pin breaking" – deciphering the pin patterns of the wheels used in the German Lorenz encryption machines, which were periodically changed.
After the war, Good went with Turing to the University of Manchester to work with Newman on statistical and mathematical computing, and in his spare time began to develop the field of Bayesian statistics. He went on to play a leading role in the development of Bayesian statistics as a practical tool for assessing probability and risk in fields ranging from medicine to defence strategy.
He was born Isidore Jacob Gudak in London on December 9 1916 to Polish-Jewish parents, but later anglicised his name to Irving John Good. His father was a watchmaker and a dealer in antique jewellery.
Although he was slow to learn to read, "Jack" Good's mathematical genius was clear from an early age. In bed with diphtheria aged nine, he "discovered" the irrationality of the square root of two and found an infinity of solutions to the equation: 2x² = y² ± 1. By the age of 13 he had independently "discovered" mathematical induction and integration.
At Haberdashers' Aske's School, Hampstead, Good amazed his maths master by working out the solutions to a series of exercise questions before the man had finished writing them on the blackboard. His teachers soon reached the limits of what they could teach him and left him to pursue his mathematical studies on his own in the school library. By the time he won a scholarship to Jesus College, Cambridge, he had already covered much of the undergraduate syllabus.
Good graduated in 1938, and the next year won the Cambridgeshire chess championship. He won the Smith's mathematical prize and completed a doctorate on "The topological concept of partial dimension based on the ideas of Henri Lebesgue", under GH Hardy. In 1941 Good was interviewed by Hugh Alexander, the reigning British chess champion, for a job in the "Civil Service", and on May 27 1941 – the day the Bismarck was sunk – found himself installed at Bletchley Park.
Good got on particularly well with Turing, with whom he played chess and who introduced him to the Chinese strategic board game Go. After the war Good played Go with the mathematician Roger Penrose and helped to popularise the game in Britain through an article published in New Scientist in 1965.
In 1947 Good accepted Newman's invitation to join him at the University of Manchester to work with him and Turing on a computer based on Turing's designs. Along with Tom Kilburn and Fred Williams, Good played a role in the development of the "Manchester Mark I", the first computer in the world to be controlled from an internally-stored program.
In 1948 Good returned to government service within the Government Communications Headquarters (GCHQ). It was during this time that he published his first book, Probability and the Weighing of Evidence (1950), which expanded on "Bayesian" concepts of probability which he and Turing had been working on during the war.
In 1959 he joined the Admiralty Research Laboratory. Five years later, after a series of consulting positions, he returned to academic life as a senior research fellow at Trinity College, Oxford, where he was associated with the Atlas Computer Laboratory. Three years later, finding Oxford "a bit stiff", he decided to take up a chair in statistics at Virginia Polytechnic Institute and State University (Virginia Tech).
In the later years of the war, Good and Donald Michie had fantasised about the idea of machines that were capable of learning, and in 1964 Good published a paper on Speculations Concerning the First Ultraintelligent Machine which was quoted by Arthur C Clarke in his 2001: A Space Odyssey to explain how his spaceship computer, the HAL 9000, had acquired a mind of its own. One of Good's first assignments in America was to advise Stanley Kubrick on his film adaptation.
Good's published work ranged from statistics, computation and number theory to the philosophy of mathematics and science. In addition to numerous papers and articles, his books included The Estimation of Probabilities: an Essay on Modern Bayesian Methods (1965) and Good Thinking: the Foundations of Probability and its Applications (1983).
Like other members of staff at Bletchley Park, Good was unable to talk about his wartime work for many years, though he allowed himself an oblique reference to his clandestine past in his car number plate: 007 IJG.
Later he contributed a chapter on "Enigma and Fish" in Codebreakers: The Inside Story of Bletchley Park (1994), edited by Harry Hinsley and Allan Stripp.
Good served on numerous scientific committees and won several awards and honours. In 1985 he was elected a Fellow of the American Academy of Arts and Sciences.
He was unmarried.
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Overall rating 5 out of 55 (1 rating)
Last updated 06 October 2012, created 27 May 2012, viewed 1,565
PSHE lesson looking at teen sex and the UK rate of teen pregnancy. Outline of choices, which can be used to spark class debate
Please provide a rating.
Thanks for sharing this - really useful
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Website for any commercial purposes. TSL Education Ltd Registered in England (No 02017289) at 26 Red Lion Square, London, WC1R 4HQ
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Discovered: Mapping the genetics of barley; intelligence linked with anorexia and bulimia risk; UV light could prevent nasty hospital infections; dolphins sleep with one eye open.
Perfecting beer through the delicate science of barley genetics. About 32,000 different genes make up the barley genome. That's twice the size of the human genome, and an international team of scientists has gathered to crack it. Clearly, this work has some very important implications—chief among them, better beer. Oh, and better food security for those in developing nations, considering that barley is the world's fourth most cultivated crop. The genomic map of barley released by this consortium includes information about improving yields, preventing disease, enhancing nutritional value, and bolstering the crop's ability to withstand heat and drought. The research was funded by Danish beer giant, the Carlsberg Group. Research Peter Langridge says the findings prove that barley is much more genetically complex than its reputation suggests. "Barley always feels like a poor brother to wheat," he says. "But we gather and drink beer together and discuss things. It's a good intellectual lubricant." [Deutsche Welle]
Are kids prone to eating disorders smarter? A study conducted by researchers from the University College London's Institute of Child Health suggests they are. Psychologists examined 6,200 children between the age of 8 and 10, finding that the kids more at risk for developing an eating disorder had significantly higher IQs. To be clear, the researchers did not focus on the children's actual diets—just on the likelihood of those kids becoming anorexic or bulimic. The risk factor was determined in part by the children's relatives. Those whose family histories had a higher incidence of psychologically fraught relationships with food also had higher IQs. Lead researcher Nadia Micali says the findings don't reveal anything about the consequences of having an eating disorder, but do shed light on the early development of such disorders. "Although more research is needed to clarify these results, these findings should nevertheless help in the identification of vulnerable children, and in furthering our understanding of which neuropsychological characteristics may make a child susceptible to an eating disorder." [Salon]
Dolphins sleep with one eye open, figuratively speaking. They can sleep with half of their brain still alert for over two weeks, researchers from the National Marine Mammal Foundation have discovered. Balancing their consciousness between sleep and wakefulness helps dolphins be on the lookout for predatory sharks. Marine scientists have known that dolphin brains remain partially "awake" while sleeping for a while now, but Brian Branstetter and his colleagues have built on this knowledge by studying two penned-in dolphins' ability to echolocate for 15 days. "Dolphins can continue to swim and think for days without rest or sleep, possibly indefinitely," says Branstetter. Basically, all those CEOs who deprive themselves of sleep in order to get ahead have nothing on dolphins. [Christian Science Monitor]
Killing hospital-borne infections with UV rays. Adding infection to injury, diseases spread primarily in hospitals are on the rise. 1.7 million Americans contract one each year, and up to 98,000 die from one over the same period. You may have heard about pathogens, such as MRSA and VRE, which are often passed around in hospitals. These pose a unique problem to doctors given their drug resistance. How can we get rid of infections we can't treat? A new study from the Duke Infection Control Outreach Network's Deverick Anderson and colleagues has one answer: by blasting the offending microorganisms with UV light. Short-wave UV radiation effectively killed C. difficile, Acinetobacter, and VRE after the researchers beamed it on hospital facilities for about a half-hour. "We were able to demonstrate that we could achieve well over 90 percent reduction in each of those three bad bugs after using the UV light," says Anderson. "In an era of increasing antibiotic resistance, it could become an important addition to hospitals’ arsenal." [Scientific American]
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Slower growth rate will place less strain on natural resources
Participation of women in family planning and population control plans of the Government is vital for initiatives to succeed, according to A. Tamilarasi, Minister for Adi Dravidar Welfare.
Inaugurating a seminar organised at Sri Meenakshi Government College for Women here on Wednesday by the Department of Health to mark World Population Day, she said that creation of awareness among women would ensure that the message reached a wider group.
The World Population Day is an annual event observed on July 11 as it was on this date in 1987 that planet's population breached the 500-crore mark. This event was established by the Governing Council of the United Nations Development Programme to create awareness of global population issues and its adverse impact.
The world population swelled to 600 crore in 1999, 609 crore in 2009 and is estimated to reach 900 crore by 2050. Hence it is imperative, she said, that the negative impact of high population growth on development was highlighted.
The Minister said that India's population reached 100 crore in 2007 and stood at 117 crore now with Tamil Nadu's population being 6.7 crore and Madurai accommodating over 25 lakh people.
The State has been effectively implementing family control measures, which was reflected in its low maternal and mortality rates.
Ms. Tamilarasi said that a slower growth rate in population would significantly place lesser strain on natural resources besides reducing the financial burden of the family.
Strain on resources
Speaking earlier, C. Kamaraj, Collector, said that India was among the first country to implement a population control and family planning measures.
It accounted for nearly one-sixth of the world's population and this places a tremendous strain on land, water and other natural resources besides resulting in high unemployment.
M. Panchanathan, Joint Director, Medical and Rural Health Services and Family Welfare, said that while a sum of Rs. 10 lakh was allotted to the first family planning programme during first Five Year Plan for 1951 – 55, its budget had increased multi-fold to more than Rs. 20 crore nation wide.
The Minister also gave away prizes for competitions held on the World Population Day held at the school and college level. K. Esakkimuthu, Chairman, North Zone and A. Palanichamy, Deputy Director of Health Services, were present.
Earlier in the day, Mayor G. Thenmozhi flagged off a World Population Day rally from the Corporation Elango Higher Secondary School at Shenoy Nagar to the Meenakshi college.
Hundreds of college students and Corporation Health Workers took part.
Keywords: family planning
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TODAY IN HISTORY: Sept. 27
Today is Thursday, Sept. 27, the 271st day of 2012. There are 95 days left in the year.
Today’s Highlight in History:
On Sept. 27, 1962, “Silent Spring,” Rachel Carson’s groundbreaking as well as controversial study on the effects of pesticides on the environment, was published in book form by Houghton Mifflin.
On this date:
In 1540, Pope Paul III issued a papal bull establishing the Society of Jesus, or Jesuits, as a religious order.
In 1779, John Adams was named by Congress to negotiate the Revolutionary War’s peace terms with Britain.
In 1854, the first great disaster involving an Atlantic Ocean passenger vessel occurred when the steamship SS Arctic sank off Newfoundland; of the more than 400 people on board, only 86 survived.
In 1862, during the Civil War, the Union Army’s first all-black regiment, the self-described “Chasseurs d’Afrique” (Hunters of Africa), was formed in New Orleans (which was then under Northern control).
In 1928, the United States said it was recognizing the Nationalist Chinese government.
In 1939, Warsaw, Poland, surrendered after weeks of resistance to invading forces from Nazi Germany and the Soviet Union during World War II. Continued...
In 1941, the United States launched 14 rapidly built “Liberty” military cargo vessels.
In 1942, Glenn Miller and his Orchestra performed together for the last time, at the Central Theater in Passaic, N.J., prior to Miller’s entry into the Army.
In 1954, “Tonight!,” hosted by Steve Allen, made its debut on NBC-TV.
In 1964, the government publicly released the report of the Warren Commission, which found that Lee Harvey Oswald had acted alone in assassinating President John F. Kennedy.
In 1979, Congress gave its final approval to forming the U.S. Department of Education.
In 1994, more than 350 Republican congressional candidates gathered on the steps of the U.S. Capitol to sign the “Contract with America,” a 10-point platform they pledged to enact if voters sent a GOP majority to the House.
Ten years ago: President George W. Bush said the United Nations should have a chance to force Saddam Hussein to give up his weapons of mass destruction before the United States acted on its own against Iraq, but told a Republican fundraising event in Denver that action had to come quickly.
Five years ago: Soldiers fired into crowds of anti-government demonstrators in Yangon, Myanmar; Kenji Nagai, 50, a video journalist for Japan’s APF News, was shot and killed. President George W. Bush promised to take steps to reduce air traffic congestion and long delays that were leaving travelers grounded.
One year ago: Opening statements in the Los Angeles trial of Michael Jackson’s personal physician, Dr. Conrad Murray, took place as prosecutors accused Murray of killing the superstar through irresponsible use of the anesthetic propofol, and the defense maintaining Jackson had caused his own death. (Murray was later convicted of felony involuntary manslaughter.) Israel gave the go-ahead for construction of 1,100 new Jewish housing units in east Jerusalem; the announcement met with swift criticism from the United States and the European Union.
Today’s Birthdays: Actress Jayne Meadows is 92. Actress Kathleen Nolan is 79. Actor Wilford Brimley is 78. Actor Claude Jarman Jr. is 78. Author Barbara Howar is 78. World Golf Hall of Famer Kathy Whitworth is 73. Singer-musician Randy Bachman (Bachman-Turner Overdrive) is 69. Rock singer Meat Loaf is 65. Actress Liz Torres is 65. Actor A Martinez is 64. Baseball Hall of Famer Mike Schmidt is 63. Actor Cary-Hiroyuki Tagawa is 62. Singer Shaun Cassidy is 54. Rock singer Stephan (STEE’-fan) Jenkins (Third Eye Blind) is 48. Actor Patrick Muldoon is 44. Singer Mark Calderon is 42. Actress Amanda Detmer is 41. Actress Gwyneth Paltrow is 40. Rock singer Brad Arnold (3 Doors Down) is 34. Christian rock musician Grant Brandell (Underoath) is 31. Rapper Lil’ Wayne is 30. Singer Avril Lavigne (AV’-rihl la-VEEN’) is 28. Continued...
Thought for Today: “God loved the birds and invented trees. Man loved the birds and invented cages.” — Jacques Deval, French writer, director and actor (1895-1972).
Copyright 2012, The Associated Press. All rights reserved.
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Caren Gittleman likes talking cats. She'll discuss everything about them, from acquiring a cat, differences in breeds, behaviors, health concerns, inside versus outside lifestyles, toys, food, accessories, and sharing cat stories. Share your stories and ask her questions about your favorite feline.
Roger Beukema shares news from Lansing that impacts sportsmen (this means ladies as well) and talks about things he finds when he goes overseas to visit my children, and adding your comments into the mix.
Join Jonathan Schechter as he shares thoughts on our natural world in Oakland County and beyond.
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| 0.93 | 1,439 | 2.96875 | 3 |
GCSEs in core subjects will be scrapped and replaced with harder O-level style exams under plans to be announced today.
More demanding courses will be developed for English, maths, biology, chemistry and physics, and pupils will be assessed in longer, end-of course exams. Teenagers will begin studying them from September 2015 and sit their first examinations in the summer of 2017 — with a single examination board for each subject.
New exams will follow in history, geography and modern foreign languages, probably a year later. In the longer term the move could be the death knell for most GCSEs, which will
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| 0.950987 | 125 | 2.75 | 3 |
Another way to increase your physical activity is to take the stairs. It's an activity that is easy to do and no special equipment is needed.
Taking the stairs will help you reach the minimum recommendation of 150 minutes of moderate or vigorous intensity aerobic physical activity per week, in bouts of 10 minutes or more.
Taking the stairs regularly improves your bone strength, cholesterol levels and general health. It can also help you reach or stay at a healthy body weight.
Step into Health
This is a free program that promotes stair climbing in buildings. A Public Health nurse can help organizations in Toronto to promote the Step into Health (PDF) program in their buildings.
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| 0.941333 | 132 | 2.625 | 3 |
In order to gain insight into a fire scene investigation, the investigator must have a thorough understanding of concepts such as different types of fuels, how they are affected by heat and fire, and the nature of their combustion, as well as specific scene investigations, scene reconstruction, electrical fires, and procedures in the analytic laboratory. Only with a sound knowledge of these and other factors can an investigation be handled efficiently and correctly.
Fire Investigation presents comprehensive information related to the investigation of various types of fire scenes and describes the analysis and interpretation of fire debris in a chemical laboratory. Techniques are presented for fire scene investigation, and the importance and relevance of fire scene reconstruction is discussed in detail. The text covers various types of fire scenes with numerous photographs and illustrations, and an entire chapter is devoted to the investigation of electrical fires.
Providing a complete overview of fire scene investigation and debris analysis, this guide features the information needed by professionals at the fire scene and in the laboratory. It is an important resource for arson investigators, forensic scientists and technicians, detectives, and attorneys involved in all phases of fire scene investigation.
If You Enjoy "Fire Investigation (International Forensic Science and Investigation) (Hardcover)", May We Also Recommend:
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| 0.922694 | 242 | 3.015625 | 3 |
Chapter 7 - Responsible and Ethical Hunting
Responsible and ethical conduct makes the hunting experience much more rewarding and enjoyable for everyone involved. It also safeguards our precious hunting heritage by promoting a positive image of hunting to the public. About 4.4%of the population of Texas hunts. Most Texans support legal, ethical hunting. Your conduct as hunter can influence the opinion of the majority of non-hunters for better or worse. Hunting is a wonderful privilege that could be lost if hunters fail to act responsibly.
During the 19th century, many animals were market hunted almost into extinction. Buffalo, elk, deer, pronghorn and beaver, once abundant, were reduced to a fraction of their original population. Some species like the passenger pigeon vanished completely. Wildlife management laws were introduced to conserve wildlife for future generations.
Today, laws governing wildlife protect both game and non-game species, allowing both to flourish. This is done by setting hunting seasons and bag limits that limit the number of animals harvested. Hunting methods and equipment are also regulated to conserve the resource.
Hunting laws and regulations are important to insure:
- Public Safety
- Conservation of Natural Resources
- Fair Share
- Equal Opportunity
- Fair Chase
In Texas, laws concerning wildlife are passed by the Texas Parks and Wildlife Commission, a nine-member board of private citizens appointed by the governor and confirmed by the Texas Senate. The commission adopts policies and rules to carry out all programs of the Texas Parks and Wildlife Department. Every year the Commission conducts an annual public hearing to receive input from our partners, stakeholders and constituents concerning any issues relating to
Department policies, goals, programs, and responsibilities. Prior to any changes to laws concerning fish and wildlife, public hearings are held across the state. You have a voice and are invited to speak at any of TPWD’s public hearings.
Regulations are summarized in the Outdoor Annual, available wherever fishing and hunting licenses are sold.
Be sure to read the Outdoor Annual each year and be aware of any changes since the last season.
Texas Game Wardens
Texas Game Wardens are certified state peace officers. Their priority is the enforcement of all hunting and fishing laws and regulations. Game Wardens also protect and serve the public of the State of Texas by enforcing all other state laws and have the authority to do so anywhere within the boundaries of Texas.
Game Wardens may enter onto any land or water to conduct inspection of licenses or equipment used by individuals participating in an activity or believed to have been participating in an activity regulated by law. Game Wardens may also inspect wildlife resources taken or possessed by individuals.
Operation Game Thief is Texas' wildlife Crime-stoppers program, offering rewards of up to $1,000.00 for information leading to the arrest and conviction for a wildlife crime. OGT is highly successful, having been responsible for the payment of over $200,000 in rewards. Privately funded, the program is dependent on financial support from the public through the purchase of OGT memberships and merchandise, donations, sponsorships, and gifts.
How to report violations
If you witness what you believe to be a violation, do not confront the perpetrator yourself. Call immediately, toll-free, 1-800-792-GAME (4263), any time, day or night and provide the following information to the Texas Parks and Wildlife police communications officer:
- the nature of the violation
- the location of the violation
- the name and/or description of the violator
- a description of any vehicle or boat involved in the violation
- any other important information which will assist in apprehending the violator
You may also send a text from a smart phone to call in a tip.
You do not have to give your name if you do not want to. If you wish to remain anonymous, a code number will be assigned to you. The more information you can provide at the earliest opportunity will increase the probability of an arrest and conviction.
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America's Coolest Houses
Mark Stahl / Courtesy of 2011 Stahl House ® Inc.
Who would live behind see-through walls?
When architects Philip Johnson and Mies van der Rohe built their respective glass houses in the late 1940s, the idea that anyone would want to live in such structures was unheard of. But their bold experiments yielded amazing houses, and introduced us to the pleasures of floor-to-ceiling transparency.
Unfortunately, even if the walls are made of glass, houses are generally private places. (No trespassing, please!) And it’s hard to see or appreciate what’s going on behind closed doors. Some of America’s coolest houses, however, let you peek behind the curtains to inspire and satisfy your curiosity.
Cool houses are always experiments, domestic laboratories where designers, builders, and homeowners work out better ways to live.
When you think of experimental architecture, you usually think big: a museum by Santiago Calatrava or a city library by Rem Koolhaas. But the innovations that truly change our lives happen at home.
Arguably, homeowners who take risks with the way their houses look, feel, or behave are far braver than big-city developers who hire some rock star architect to built an office tower. They are tinkering with their own lives, testing just how much architecture their suburban neighbors can tolerate, or jeopardizing their personal net worth to try something that no one else quite gets.
Johnson and Mies, of course, weren’t alone. When Frank Lloyd Wright cantilevered Fallingwater over the biggest waterfall on his clients’ property, the Kaufmanns were upset that they wouldn’t be able to see it from their windows. The architect argued that they would hear the falls constantly, and it would be better to truly live with their roar all the time than look at them occasionally.
And developments like Sea Ranch, CA—built by a group of idealistic architects and landscape designers in the 1960s—profoundly influenced home-building in this country. Now these innovative homes are offered as vacation rentals, so anyone can live in a laboratory for a weekend.
America’s coolest houses may have started out as experiments, but today they’re guaranteed to be an interesting visit. Even if you can’t sip your morning coffee in the kitchen of California’s Hearst Castle, spending a little time in someone else’s pad might give you a few new ideas about your own. —Karrie Jacobs
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Reporting the Obvious: Climate Change Will Impact Transportation
According to a report by the National Research Council, "climate change will affect every type of transportation through rising sea levels, increased rainfall and surges from more intense storms." At the same time that concentrations of carbon dioxide in the atmosphere rise to dangerous levels, "people continue to move into coastal areas, creating the need for more roads and services in the most vulnerable regions." The threats to transportation infrastructure range from the obvious (sea level rise and storms will damage bridges and roads and disrupt air and ground traffic) to the, well, slightly less obvious (heat waves will cause "thermal expansion of bridge joints and rail track deformities.")
The key finding of the report is that transportation planners will have to start taking climate change into account when they design transportation systems. Of course, that means shelling out more money up-front which, though it usually reaps long-term benefits, doesn't sit well with election-cycle thinking. It also means considering the carbon emissions associated with different systems (e.g., highway vs. bus rapid transit). The existing transportation infrastructure needs upgrading for many reasons, not least of which the fact that it "was built for local conditions based on historical weather data" which may no longer be accurate given a changing climate.
See Also: Solar Roadways: Energy-Generating Roads Made Out of Glass and Solar Cells, ::Sustainable and Sound Infrastructure Now, ::Can BRT Encourage Bike Use? and ::US Secretary of Transportation Says Bikes "are not transportation"
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The basic concept offered to work off of is cars that defy gravity and can fly slowly in close formation, or even come to a full stop while in the air. Seeing as how airplanes don't function that way, some of the problems they run into are not gonna figure in.
Exactly the "concept" I was going for. That these are the "classic flying car" idea, simply to see what the advantages of them would be in an ideal situation. As said in the OP the car is nor more affected by wind and weather than a car on the ground, a high gust of wind causes the car to shudder some but not much else. In some cases a really high gust of wind and a distracted/poor driver may cause a car to blow into a "median"/'shoulder" and crash. But overall these incidences are no more greater than they are now.
The thought experiment was in a "all things being perfect" type thing to avoid
discussions like cars being blown around in the wind. Which also goes to what gturner
above says. Naturally a real flying car, barring any radical change or discoveries in science, are going to have a LOT of problems to overcome. That's not what we're discussing here.
We're discussing what the advantages
of a flying car would be and to do that we're going to assume that the way the flying cars work and are operated causes no higher incidences of accidents, fatalities, and such as ordinary roaded cars. The cars are also just as maneuverable in three dimensions as cars are in two. They can stop in place, after a "breaking distance" due to inertia and hover in one spot.
Essentially the "Back to the Future" version of the flying car. (Ignoring how disturbed by the wind the DeLorean was in 1955) only it's altitude is limited to a few dozen feet off the ground rather than hundreds. Either due to technological limitations or law. It doesn't matter. People aren't flying them at 1,000 feet and crashing them into buildings anymore than people drive their cars across fields and crash into buildings. Maybe it does happen, maybe it doesn't. It's not enough to overcome the "advantages" the cars offer.
It's just a matter of what
the advantages of a flying car are. Or if we'd simply still have the same problems. Would traffic jams really be lessened? Would they be more fuel efficient due to not having to overcome friction with the ground? Would less ground space need to be dedicated to streets and parking structures? (Since you could theoretically have a tall standing parking garage, or even an underground one, without the need for ramps to get between levels.) -For this we'll say the car can "descend" as low as possible to get to the ground. A minor "break" in the altitude limit, you could th erotically fly safely across the Grand Canyon, or descend into it, and ascend out
of it since there's "ground" at the top of the canyon.
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Embryo transfer is the essence of In Vitro Fertilization. The procedure is performed on the 3rd or 5th days of embryo development. Today, embryo transfer is performed under ultrasound examination with filled up urinary bladder. The embryos are first introduced into the uterus through a thin plastic catheter. The transfer process is an operation not much different from any gynecological examination, which does no require application of any anesthetic. The number of embryos transferred has been limited to 3 by the Turkish Ministry of Health.
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and Leisure Activities in New Century
When the government announced in January 1998
that there would be two days off every other weekend,
the new century of leisure activities for the
general public was unfolded. At a time when leisure
activities have become an essential means to relieve
stress for the general public, this Council is
dedicated to creating a sound and healthy cultural
environment in order to allow the general public
to enjoy knowledgeable and sensational vacations.
In an effort to provide sufficient cultural and
leisure information and to assist the general
public to take part in cultural learning and benefit
from cultural activities, this Council is now
promoting "Cultural Tours for the 2-day Weekend"
and preparing a guide manual for cultural activities.
The cultural centers of the hsiens/cities across
Taiwan will handle related projects.
This book contains the cultural
characteristics and folklore of all regions in
Taiwan furnished by the cultural centers together
with in-depth description of practical travel
information and the rich cultural of Taiwan for
the general public's choice of leisure activities.
We also hope that we can make the cultural arts
become a part of people's life by integrating
culture and leisure activities, thereby upgrading
our people's quality of life and creating a better
society in the turn of century.
Pursuant to Article 3 of the "Cultural Asset
Preservation Law", the term "Cultural
Assets" includes ancient objects, historic
sites, ancient arts, folklore, and related cultural
objects, as well as natural and cultural scenarios.
As stated in the "Manual for survey of artistic
resources" published by the Council for Cultural
Affairs, "artistic resources" includes
living and temple culture, food & beverage
traditions, settlement architecture, cultural
establishment, anthropological sites, music, drama,
folklore, sports, dances, fine arts and handicrafts,
traditional literature, and aboriginal culture.
This manual contains highlights for visitors and
is designed in accordance with the preceding
ification.In a subjective sense, Taoyuan
Hsien is a major cultural area in Taiwan with
the following features:
(1) Diversified cultural
background: the population in Taoyuan Hsien
is fairly divided into
Fukienese, Hakka, and military dependents. There
are quit a few aborigines (especially from the
Tai-ya Tribe and Ping-pu Tribe) in Taoyuan Hsien
as well. As an industrial district in northern
Taiwan, Taoyuan Hsien is home to a number of foreigners.
As such, Taoyuan Hsien possesses a unique culture
based on its multi-cultural background.
(2) Profound ecological
environment: Taoyuan Hsien possesses diversified
landforms including mountains, plateaus, plains,
valleys, coast, and ocean. The immigrants made
use of their knowledge to cope with the varied
climate and geographic environments; and thus
created the unique spiritual and materialistic
cultures of Taoyuan Hsien.
(3) Long history:
in the early days aborigines hunted wild animals
and farmed dry
farmlands, and Han people farmed rice fields.
Now factories and schools are located everywhere
in Taoyuan Hsien.
During the long history of development, a number
of incidents took place due to the control of
resources and political, and ideological differences
between Han people and Ping-pu tribesmen, Han
people and Tai-ya tribesmen, Fukien immigrants
and Hakka immigrants, and between Han people and
Japanese. All incidents are etched in history.
These unique characteristics gave birth to the
versatile and rich cultural heritage of Taoyuan
Hsien. The discovery, summarization, and management
of cultural assets require a long period of time
before tangible achievements become visible. As
such, this manual contains well-known information
only. There is a large quantity of valuable information
yet to be discovered. We urge all people of all
walks of life in Taoyuan Hsien to work with us
hand in hand in order to our cultural heritage
known to us all.
This manual is made possible with the contributions
of cultural experts and their knowledge
regarding cultural assets of Taoyuan Hsien. It
helps the citizens of Taoyuan and the general
public to understand the cultural assets of Taoyuan
Hsien, and thereby cherish what we jointly possess
at this moment. For this purpose, this manual
is written in an easy-to-read, condensed, and
lively manner together with advanced fine art
editing to allow readers to easily understand
Taoyuan's culture. Readers
may obtain additional information by the following
(1) purchasing cultural
assets-related books at bookstores, (2) checking
reference materials at cultural centers or libraries
(3) attending seminars or speeches regarding cultural
assets, (4) inquiring with experts and scholars
affiliated with agencies and associations concerning
cultural assets, and (5) inquiring with the sponsor
and owner of cultural activities.
This manual consists of two categories - general
description and all Shiang/cities/towns. The
general description contains the information of
Taoyuan Hsien and the information belonging to
more than two Shiang/cities/towns. The table of
content includes natural scenery, ancient remains
and historic buildings, and aborigines in chronological
order. All items are written in a different manner
due to diversified backgrounds.
The item of ancient remains and historic buildings
contains the following information:
and area, (2) construction years, (3) transportation,
(4) concerns for visitors, (5) main articles (description
of geographical and historical background, description
of objects, summarization of characteristics,
problems at current stages, as well as the current
status of use), and (6) author.
for visitors attending cultural activities:
(1) Time: most activities
are held during
regular hours. Visitors are advised to inquire
about the schedule beforehand. Secondly, some
ancient remains and historic buildings are now
in use. Visitors are asked not to disturb residents
or users and to respect their privacy.
(2) Property rights:
certain cultural resources are possessed by individuals
or corporations. Visitors are advised to obtain
the owner's approval before visitation.
prepare cameras, video cameras, water containers,
and note books before visits. If you intend to
hike on the ancient paths, check your physical
conditions first. Do not go there unprepared.
maintain good manners during your visit. Do not
scream. Do not take photos unless you obtain permission
in advance. Do not bring your pets unless you
are allowed to do so. Do not litter. Do not eat
when you walk. Listen to the guide's explanation
closely. Do not pick up any objects. Do not break
any objects. Do not write or carve on the walls
or trees. Do not pick flowers. Do not park your
cars in undesignated areas.
The visitors can be either recreational or study
visitors. Study visitors are advised to prepare
notebooks and cameras in advance to record activities
together with time, location, participants, and
significance of activities, then organize all
details into books at a later stage. Visits at
certain locations, such as temples, visitors may
record the text of tablets, history of temple,
gods, and temple calendar in their notebooks.
Visitors will benefit from such recordings.
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articles, opinions, and research about teaching and learning
Question: In light of your experience as a head teacher in a remote rural district, what do you feel are the main challenges faced by girls in your area in getting an education?
Answer: The major challenge facing girls is poverty. Children are forced to drop out of school as a result of family poverty; when a family in this situation has two children, they would rather send the boy to school. The girl is more likely to be seen as a source of cheap labour or of revenue through early marriage. It is poverty which is forcing parents to see their daughters in this light.
The current drought is making girls even more vulnerable to abuse. Girl children are being manipulated by men they may exchange sex for cash to raise money for their fees. They or their parents may even see marriage as a way of getting themselves out of this situation. It is denying girls their basic human rights.
Q: Do you feel that the fact that parents give preference to sending their sons to school is an issue of culture?
A: Culture is indeed a factor, but if cash is available then all children in the family go to school. Culture doesnt really have a role to play in preventing girls from going to school. I believe poverty is the main force behind girls exclusion.
Q: In light of the challenges youve mentioned, what have you set in place in your school to ensure girls can access school and retain their hold on education?
A: Im an important role model as a female head of a secondary school. This is in itself a challenge to the community. When I first arrived at the school, people came in large numbers to the first parents meeting I called in order to set eyes on "a woman head". I believe this in itself inspired a lot of women in our area. Some of them came to ask me what magic had brought me to these heights.
Other measures I have introduced include setting up a disciplinary committee to ensure the protection of girls when they are in school. I liaise with civil organisations such as Social Welfare to tackle the issue of abuse of girls. The police liaison officer is also regularly invited to the school to raise awareness on abuse. I liaise with the local traditional leadership Chiefs, at local forums and discuss the dangers associated with early marriage and abuse of girls.
I invite parents to the school and talk to them about the dangers of withdrawing their daughters from school and the risks of marrying off their daughters at a young age, particularly to older men who are more likely to be infected with the HIV virus.
I also help spearhead investigations to ensure girls welfare is looked into. Im aware that many parents dont have the confidence to approach authorities themselves, so I take it upon myself to assist and accompany them.
Q: Who else do you work with to support girls?
A: I dont only work as the head of a school, Im working closely with other members of civil society. Right now, Im Chairperson of the local CAMFED District Committee which administers support to girls in the district. I was elected to this position by head teachers and representatives of local authorities. This is itself an important challenge to me to have been elected to a position of leadership in a patriarchal society. I also sit as a representative of women teachers for the Ministry of Education in Matabeleland North Province. I believe this gives me an important opportunity to advocate with other organisations to champion the cause of the girl-child.
Q: What is your advice to other women in positions of leadership?
A: Id like to encourage other women to take up the challenge of supporting under-privileged girls and women. We need to reach out to those who are most marginalised and be good listeners in order to understand their plight with a view to assisting them. Its our duty to ensure they have a voice and the opportunity to join us in the position were in. However, "making it" shouldnt be seen as reaching the "bright lights big city". We should really acknowledge those women who have stayed in rural areas to make a difference. There is one girl in my school who has just completed Form 6 with the support of CAMFED. She came out with top marks in the whole district and is proof to everyone that girls in rural areas in every corner of the world can shine.
Q: As someone who is working with under-privileged rural girls, what do you envision is the future for the girls whove been lucky to be in contact with you?
A: I hope they will have a brighter future and a better sense of what it is possible for them to achieve. Their potential can be used wherever they are and can be used to uplift their communities. I also hope they will get acknowledgement for all that they achieve.
Explore Ideas ·
Discuss Issues ·
Last revised December 1, 2002
Copyright © UNICEF
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Conidia (tretispores) are produced in
branching chains. Characteristically the conidia have an extended apical
prolongation. This is relatively short in saprophytic species like A.
alternata but commonly forms a long 'beak' in parasitic species. This common
saprophyte grows in abundance on senescent and dead graminaceous leaves and is one of the
species that turns maize leaves almost black in late fall.
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Unitarian Universalist Religious Education for Children and Youth
We help children find ways to make the values and principles of Unitarian Universalism part of the fabric of their beings. We work, play, worship, and learn with people of all ages in our congregations.Our children's questions invite our wonder, their trust encourages our hope. We return their questioning with affection and respect, and in doing so our congregations grow and deepen in faith and life-affirming inspiration.
For children, youth and adults alike, we strive to realize the beloved community described by Unitarian theologian James Luther Adams thus:
I call that church free which brings individuals into a caring, trusting fellowship that protects and nourishes their integrity and spiritual freedom. It is open to insight and conscience from every source.
We are family, all the generations in beloved community. Perhaps what makes the church community distinct from all other programming for children and families is that much of our work and play is done children, youth, and adults together.
Children's Curricula in Unitarian Universalist Congregations
We offer children and youth not a doctrine, but a foundation that will help them make wise decisions about their own beliefs and values. We want our children to journey through life with integrity, compassion, hope, wonder and friendships.
Curricula for children and youth are designed to help them (1) develop an attitude toward faith values; (2) explore the variety of faith traditions, learning what they have to teach us; and (3) develop ways to bring their values into work to make the world a better place.
"Free to Believe" helps first and second graders think through how to live our UU principles in their young lives.
"Stepping Stones" helps second and third graders explore the great myths that help us shape our beliefs about the world: creation stories, life and death, human relationships, personal identity.
"We Believe" guides fourth through sixth graders in applying the Unitarian Principles to making choices in their lives
"Weaving the Fabric of Diversity" guides senior high and young adults to develop attitudes of tolerance and inclusiveness
We want our children to value the beliefs and practices of the world's religions, including our Unitarian and Universalist heritage.
"Around the Church, around the year" for kindergarten through grade two, focuses on the celebrations that
characterize our Unitarian Universalist faith tradition.
"Holidays and Holy Days" helps that same group learn about and participate in the celebration traditions
of all the major faiths
"World Religions" is designed for fourth through sixth grade
"Neighboring Faiths" allows junior high young people to study and visit congregations of the major faith
"In Our Hands" is a series for fourth through sixth grade, junior high, senior high, and young adult, challenging youth to work for peace and justice.
Intergenerational work and play
"Good teachers and good adult friends for our kids - where else but in a church are you going to find that?" -Matthew Sohnstein, a parent
Our social justice work is done intergenerationally: Families participate in soup kitchens, congregation-wide initiatives such as "No More Turning Away," holiday gift projects, Heifer International, to name a few of many projects. In some congregations teens and adults participate in Habitat for Humanity both in their home communities and in distant projects.
Children and youth attend at least part of the Sunday morning worship service. Adults work with children and youth as mentors, teachers, and "secret buddies." Every congregation has programming for all ages, such as family worship services, Seder dinners, holiday events, camping trips, and reading groups. Children are heartily welcomed to church suppers, parties, and dances. Every congregation has groups for youth and young adults.
The Circle of Life
The congregation is family and recognizes the milestones in a family's life with infant/child dedications, coming of age programs for early teens, and bridging ceremonies for teens becoming young adults.
"Between Sundays: Answering Kids' questions"
from the Church of the Larger Fellowship
Cool Planet for Children
A program of Oxfam to end hunger
Kids can make a difference
A program of the World Hunger Year
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Born August 26, 1918 in White
Sulphur Springs, West Virginia
NASA mathematician and physicist whose work successfully guided astronauts throughout the historic earlyera of manned space flight including the first mission to the moon
Katherine Coleman Goble Johnson is a pioneer of the American space movement. She is a research mathematician and physicist who calculated trajectories and orbits for historic missions including the first flight to put a man on the moon. She also helped develop space navigation systems to guide the astronauts. But her career might never have gotten off the ground if not for perseverance. Both her father’s determined effort to send his children to school and her own resolution to pursue her dreams overcame race and gender discrimination and led to an extraordinary life of personal fulfillment and professional achievements.
Katherine Coleman was born on August 26, 1918 in White Sulphur Springs, West Virginia. Her mother, Joylette, was a former teacher and her father, Joshua, a farmer who worked extra jobs as a janitor. At a very young age, Katherine, who was the youngest of four, showed signs of being a math prodigy. She says she counted everything. “I counted the steps. I counted the plates that I washed.” And, “I knew how many steps there were from our house to church.” Katherine believes she inherited her gift for numbers from her father. “He originally worked with lumber. He could look at a tree and tell how many boards he could get out of it.” One of Katherine’s favorite stories explains how her father could figure out arithmetic problems that confounded some of her teachers.
Though her father had quit school after the sixth grade, he considered education of paramount importance for Katherine and her older siblings Charles, Margaret and Horace. Since the local schools only offered classes to African Americans through the eighth grade, he enrolled his children in a school that was 125 miles away from their home. Katherine’s high school was part of the West Virginia Collegiate Institute (formerly the West Virginia Colored Institute). In 1929, the school was renamed West Virginia State College, and later it was renamed West Virginia State University. During the academic year, Mr. Coleman worked in White Sulphur Springs, while his wife and children resided near the school in Institute, West Virginia.
Johnson as a young woman
The faculty quickly recognized her insatiable thirst for knowledge. She often walked home in the evenings with the school principal, Sherman H. Gus, who pointed out the stars in the constellations and inspired Katherine’s interest in astronomy. In her sophomore year, a young professor from Michigan, W.W. (William Waldron) Schiefflin Claytor, the third African American to earn a Ph.D. in Mathematics, found a protégé in Katherine. Dr. Claytor added special courses in advanced math including one in analytic geometry in which Katherine was the only pupil. When Dr. Claytor told Katherine she would make a good research mathematician, she took the dream to heart. At fourteen Katherine transitioned easily from West Virginia State High to the associated West Virginia State College. “I grew up across the street from the college and knew everyone on campus,” said Katherine. “I was the fresh kid in the freshman class and was treated no differently than anyone else. Maybe some people had a problem with it, but it was no problem for me,” she said. Katherine earned a full scholarship that included tuition, room and board. In 1937, the teenager graduated summa cum laude with a Bachelor of Science degree in French and mathematics.
Following in her mother’s footsteps, Katherine began teaching in rural Virginia and West Virginia schools. Her first job was at an elementary school where she responded to a telegram that said if she could teach math and French, and play the piano, the job was hers.
On the bus ride to this first assignment (in Marion, VA), Katherine says she had her first experience with racism. She says when they crossed from West Virginia into Virginia, the bus stopped and all of the Black people had to move to the back, which Katherine did. Later, they had to change buses. All of the white passengers were allowed on the bus, but the Blacks were put into taxis. Katherine says the driver said “All you colored folk, come over here.” But she would not move until he asked her politely. Katherine also said her mother warned her, “Remember, you’re going to Virginia.” And that she said, “Well, tell them I’m coming.” Katherine says the racism was not as blatant in West Virginia as it was in Virginia.
In 1939, Katherine married James Francis Goble and started a family. The Gobles had three daughters, Constance, Joylette and Kathy. Though Katherine had resigned her teaching position, in 1940 she was invited to return to her alma mater for a graduate program in math. She believes that college administrators were quietly trying to avoid a segregation-related lawsuit. As a result, she became one of the first blacks to enroll in the graduate program. But she was unable to earn her advanced degree. Her husband fell ill in what would become a protracted fight with cancer. To help support her family, Katherine quit school and returned to teaching.
During a trip to visit relatives in Newport News, Virginia in 1952, her sister and brother-in-law told Katherine they believed that opportunities were opening up for Black women in mathematics at a nearby aeronautics research facility. The next week, the Gobles relocated so Katherine could pursue her dream.
It took a year of effort, but in June 1953, Katherine was contracted as a research mathematician at the Langley Research Center with the National Advisory Committee for Aeronautics (NACA), the agency that preceded NASA. At first she worked in a pool of women performing math calculations.
Katherine has referred to the women in the pool as virtual ‘computers who wore skirts.’ Their main job was to read the data from the black boxes of planes and carry out other precise mathematical tasks. Then one day, Katherine (and a colleague) were temporarily assigned to help the all-male flight research team. Katherine’s knowledge of analytic geometry helped make quick allies of male bosses and colleagues to the extent that, “they forgot to return me to the pool.”
While the racial and gender barriers were always there, Katherine says she ignored them. Katherine was assertive, asking to be included in editorial meetings (where no women had gone before.) She simply told people she had done the work and that she belonged. A male colleague vouched for her. She felt particularly vindicated when a question came up the men could not answer; the engineer said, “I’ll have to ask Katherine about that.” In addition, Katherine says the people in her branch were a special group. “We were all dedicated to NASA,” she said, “and that came first.”
In 1956 James Goble lost his battle with brain cancer and Katherine became a widow. Despite the loss she stayed busy at work and continued to press for inclusion in key project capacities. Working on a secret program with core members of her agency’s flight dynamics branch, Katherine helped author the first textbook on space.
Meanwhile on the home front, Katherine’s minister introduced her to a dashing Korean War veteran, Lt. Colonel James A. Johnson. By the time they married in 1959, America’s space program was heating up and the race to beat the Soviets to the moon was in full gear.
Katherine’s specialty was calculating the trajectories for space shots which determined the timing for launches. “I’d ask (another section at NASA), ‘Where do you want (the astronauts) to come down?’ And they’d tell me the spot and I’d work backward from there.” An early achievement was correctly computing the ‘launch window’ for astronaut Alan Shepard’s Mercury mission. His successful splashdown at sea on May 5, 1961 marked the return of the first American in space.
As the work grew more complex, Katherine was tasked with calculations to propel space capsules into orbit around the moon and to send landing units to and from the lunar surface. She also earned kudos for plotting backup navigational charts that would enable astronauts to guide their ships by the stars in case of electronic failures. In 1962 computers were used for the first time to calculate John Glenn’s history making orbit around Earth. But, according to Katherine, NASA officials called on her to verify the numbers. “They knew I had done most of the [the calculations], so they let me do it,” she said.
When Neil Armstrong took his first step on the moon in July 1969, Katherine Johnson was attending a sorority convention in Pennsylvania and watched the event on television. Few of her sorority sisters knew that she had calculated the trajectory for the Apollo 11 flight to the Moon. Along with fellow team members, Katherine was given a souvenir flag that made the trip with Armstrong and his crew.
Later in her career she worked on the Space Shuttle program and on plans for a mission to Mars. In total she co-authored 26 scientific papers. And, after 33 years of service, Katherine G. Johnson retired from NASA in 1986. For her pioneering work in the field of navigation problems, Katherine Johnson received the Group Achievement Award presented to NASA’s Lunar Spacecraft and Operations team. She also earned an honorary Doctor of Laws, from SUNY Farmingdale in 1998, and was selected as the West Virginia State College Outstanding Alumnus of the Year in 1999. In May 2006, Capitol College of Laurel Maryland awarded Katherine an honorary Doctor of Science. In addition to these honors, Katherine is proud that daughters Katherine and Constance became educators while Joylette recently retired from a successful career at Lockheed Martin as a computer analyst.
At 87 years old, Katherine and her husband enjoy spending time with six grandchildren and four great-grandchildren. Katherine still plays piano, bridge, and solves puzzles. She also relishes speaking to youngsters about her career. Often she shares words of wisdom, telling them to be self-reliant and to learn everything they can. She says, “Luck is a combination of preparation and opportunity. If you’re prepared and the opportunity comes up, it’s your good fortune to have been in the right place at the right time and to have been prepared for the job.”VIDEO CLIPS
• Planet Science's profile on Johnson
• David Blackwell's Visionary Page (Mathematician)
URL (Click to bookmark): http://www.visionaryproject.org/johnsonkatherine
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BLACKSBURG, Va., Feb. 19, 2008 – A Virginia Tech student has created a floor lamp powered by gravity.
Author's update, Feb. 21, 2008: While many people want to know when the lamp will be available, many others point out that it won't actually work.
The criticism is that a great deal of weight -- tons -- would be required and current LEDs are not sufficiently efficient.
Designer Clay Moulton acknowledges that the current state of the art isn't sufficient to actually build the lamp. The story should have said: “based on future developments in LED technology."
Moulton said: “I was told it was not possible given current LED's, but given the rapid pace of innovation in low powered lighting, it would be a conceptual challenge. The mechanism itself is the novelty. I hope everyone understands that this criticism and even failure is all part of a process, and that my job as a designer is to take this feedback and work on."
The award was for a conceptual design project based on future technology, and the lamp was one of many futuristic designs recognized at the Greener Gadgets Conference.
Clay Moulton of Springfield, Va., who received his master of science degree in architecture (concentration in industrial design) from the College of Architecture and Urban Studies in 2007, created the lamp when he was an industrial design graduate student. The light-emitting diode (LED) lamp, named Gravia, has just won second place in the Greener Gadgets Design Competition as part of the Greener Gadgets Conference in New York City.
Concept illustrations of Gravia depict an acrylic column a little over four feet high. The entire column glows when activated. The electricity is generated by the slow fall of a mass that spins a rotor. The resulting energy powers 10 high-output LEDs that fire into the acrylic lens, creating a diffuse light. The operation is silent and the housing is elegant and cord free -- completely independent of electrical infrastructure.
The light output will be 600-800 lumens - roughly equal to a 40-watt incandescent bulb over a period of four hours.
To "turn on" the lamp, the user moves weights from the bottom to the top of the lamp. An hour glass-like mechanism is turned over and the weights are placed in the mass sled near the top of the lamp. The sled begins its gentle glide back down and, within a few seconds, the LEDs come on and light the lamp, Moulton said. "It's more complicated than flipping a switch but can be an acceptable, even enjoyable routine, like winding a beautiful clock or making good coffee," he said.
Moulton estimates that Gravia's mechanisms will last more than 200 years, if used eight hours a day, 365 days a year. "The LEDs, which are generally considered long-life devices, become short-life components in comparison to the drive mechanisms," he said.
The acrylic lens will be altered by time in an attractive fashion, Moulton said. "The LEDs produce a slightly unnatural blue-ish light. As the acrylic ages, it becomes slightly yellowed and crazed through exposure to ultraviolet light," he said. "The yellowing and crazing will tend to mitigate the unnatural blue hue of the LED light. Thus, Gravia will produce a more natural color of light with age."
He predicted that the acrylic will begin to yellow within 10 to 15 years when Gravia is used in a home's interior room.
A patent is pending on the Gravia. To learn more, contact Virginia Tech Intellectual Properties Inc. at 540-443-9374.
Formed in 1985 as an affiliated corporation of Virginia Tech, Virginia Tech Intellectual Properties is passionate in its pursuit of excellence in technology commercialization, creating market opportunities from scientific innovation. We strive to make a positive contribution to society through our expertise in protecting, marketing and commercializing technology and innovation. Our goal is to pursue innovative strategies to help translate scientific progress into tangible products, while returning income to the inventor and Virginia Tech to support further research and education. Virginia Tech Intellectual Properties facilitates the licensing of technology to companies, encourages new faculty startup ventures, works with publishers and distributors of software, and supports the transfer of research and knowledge to other universities, research institutes and companies.
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Warren Buffett: Bio of the World’s Greatest Businessman
Warren Edward Buffett was born August 30th, 1930 in Omaha, Nebraska. As a child, Buffett discovered his math skills and interest in money matters. He made his first investment at 11, and due to his paper route filed his first tax return in 1944. Later, he learned fundamental investment rules under famed economists Benjamin Graham and David Dodd. Studying how companies were run he began his own business and became an incredibly successful investor and one of the richest men in the world. Join WatchMojo.com as we learn about the life and accomplishments of Warren Buffet.
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The nesting season is all but over for the vast majority of birds in the Northern Hemisphere. Many finished the business of gene perpetuation some months past. About a week ago, songbirds began to show movement away from territory, starting the process of migration. But for birders, the star attractions during this late summer lull have been shorebirds. Since the middle of July, these skinny-legged water lovers have been putting on quite a show upon their return to our area, often from high Arctic nesting grounds.
Of the twenty-some regular shorebird species which can be found in North Dakota, one small group - the plovers - is quite intriguing. Easily the most recognizable of the clan is the ubiquitous killdeer. It's found nesting on gravel roads, on golf courses, in abandoned yards, just about anywhere in the state with a patch of open ground. Known for its eponymous call, the killdeer is also famous for the "broken-wing" display put on to distract would-be predators away from its nearby nest.
Roughly nine plover (usually pronounced "pluh-ver") species are seen in the continental U.S. with any regularity. In North Dakota the number gets smaller, perhaps five or six. As a whole, the group is known for, well, just about all the familiar things we know of killdeer. Thick-necks, small bills, long wings, strong flight, fast running ability, and disruptive colors separate the plovers from most other shorebirds.
One species - the American golden plover - made a grand statement this spring by appearing in the hundreds around the flooded fields near West Fargo. In association with the closely related black-bellied plover, these birds were seen for several days until the urge to breed moved them along. Now the birds are here again.
Spring adults are a picture of beauty with a drape of black back feathering flecked with gold. A broad, contrasting white arc extends from its forehead down to its upper flank. Below, from its face to its undertail, is a region of pure black. The fall adult birds being seen now, however, are losing the crisp feathering to wear and molt on their way to a drab gray winter coat.
American golden plovers can be quite vocal even while flying overhead. David Sibley describes the flight call as a "sad-sounding, urgent queedle." Quite different from the high whistled "peeooEEE," of the black-bellied plover with which it can be confused, especially in the fall.
Like most plovers, American goldens are usually associated with upland areas despite being classified as a shorebird. Freshly plowed fields, pastures, prairies and mud flats are preferred sites where the birds feed mainly on crickets, grasshoppers and other invertebrates.
There are prescribed stopping points along designated bird survey routes I conduct in spring. Some spots are nothing more than farmland which tends to be rather dull. But occasionally the boredom is broken by what appears to be mounds of dirt beginning to stir. Those mounds of course, are plovers, often American golden plovers.
This highlights the idea of broken coloration. One would surmise that, given the seemingly bold pattern of plovers, the birds would be easy targets for predators. But think of the killdeer around here. How often have we walked near one without notice, only to witness the bird explode into noisy flight? Likewise, the American golden plover blends seamlessly into the tundra of its Arctic nesting ground as well as the fields and prairies of the Great Plains.
We have a few more weeks with which to view these birds before they embark on a rather impressive migration. I'm not sure of the route taken by the plovers we see locally, but most birds eventually end up on the upper Atlantic coast. From there they launch a non-stop oceanic voyage of thousands of miles before arriving in southern South America.
Their overall population continues a long, slow rebound from the late 19th century when market hunting brought the American golden plover to near extinction. Thankfully we will see them again next spring. It's merely a case of scanning fields and - like killdeer - waiting for the birds to move.
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Light bulbs: LED lights explained
- How to buy the best LED light bulbs
- The overall cost of LED light bulbs
- Pros and cons of LED light bulbs
What are LED lights?
LED stands for light-emitting diode, and LED bulbs differ from traditional incandescent bulbs in the way they produce the light. LEDs produce light through the use of semi-conductors and are some of the most efficient bulbs on the market producing around 90% less energy than incandescent bulbs.
LED light bulbs have been around for many years, typically used in gadgets such as digital clocks, TV remotes and as Christmas lights.
But because they have not been widely used for home lighting, they tend to be the most expensive type of energy-saving light bulb. However, the technology behind LED lights is developing quickly so they are now cheaper than they used to be and can be found for around £15.
Read our Best Buy light bulb reviews to find out which LED bulbs are worth the money.
Why should I buy LED light bulbs?
There are three types of energy-saving light bulb: compact fluorescent lamps (CFLs), halogens and LEDs.
LEDs are the most expensive, but do have benefits over the other types:
- LEDs use 90% less energy than incandescents (CFLs use 60%-80% less than incandescents, and halogens use 20-30% less).
- LEDs can last for 25-30 years, dependent on use.
- LEDs give out their light quickly at start-up, so you don't have to put up with a few moments of dim light when you flick the light switch.
- LED lights don't contain mercury (CFLs do, although it's only a small amount)
- Our tests have found that LED lights, like halogens, work fine in low temperatures, whereas CFLs don't
What should I look out for with LED light bulbs?
Until recently, LED light bulbs have generally only been available in lower wattages and lumen levels than other types of light bulb. So although they are quick to reach their full brightness and suffer no decrease in performance over time, they are often only available in dimmer varieties than CFL and halogen bulbs. This is improving all the time though with brighter LEDs becoming increasingly available.
Some people don't like the quality of light given out by LED light bulbs, as they tend to produce a cooler bluish light, so take this into consideration when choosing the best one for your home.
Take a look at our guide to buying energy-saving light bulbs for more information on brightness levels, lumens, light bulb shapes and fittings.
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Is there a single best system of health insurance?
Q: Is there a single best system of health insurance?
A: Health insurance is only one way people can get coverage for medical care. Governments that want to make sure all their people have access to health services provide social health protection – a system of affordable insurance or a government-funded programme that allows them to access essential health services without risking impoverishment or severe financial hardship.
Different countries have different approaches to social health protection, but all have one thing in common: a system called a risk pool. A risk pool allows a large group of people to share the risk that they may become ill and need expensive care. That means funds dedicated for health care are collected through pre-payment, and managed in such a way as to ensure that the risk of having to pay for health care is borne by all the members of a pool and not by each contributor individually.
At any given time, healthy people – who need only limited health care – are subsidizing sick people, who must draw more heavily on the available health resources.
A risk pool can be managed two ways:
1. Tax-funded health financing: a government makes use of general tax revenue to finance health care. All people are entitled to services; coverage is therefore universal.
2. Social health insurance: contributions for health care are collected from workers, self-employed people, enterprises and the government. These monies are pooled into a social health insurance fund or funds. Universal coverage can be achieved with this type of financing scheme only if contributions are made on behalf of each member of the population and contributions are individualized based on people's ability to pay. For this reason most social health insurance schemes combine different sources of funds, and the government contributes on behalf of people who cannot afford to pay themselves.
In some countries, part of the population is covered directly through general taxes, while others are required to make contributions to a social health insurance fund or another type of health insurance, which may be private.
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Lesson: One Sentence Stories
Writing One-Sentence Stories OWP@WU "How short can a story be and still be a story?
. . . But less can be more, we think: the meaningful glance more consequential that the long (but less intense, les informed) look or stare. These stories are not tricks, or trills on a flute; rather they are very short stage presentations or musical pieces that play to the full range of human sensibilities-some evoke mood while others provoke the intellect, some introduce us to people we're interested to meet, while others tell us of unusual but understandable phenomena in this world, and some of them do several of all of these things, the things good fiction of any length does." -James Thomas, ed., Flash Fiction: 72 Very Short Stories
What Stories Can Do
We all read stories and tell one another stories to help make sense of the world, to entertain and to laugh together. Some of these stories can be amazingly short-even as short as one single sentence. The seeming paradox of the one-sentence story, the tempest in a teacup, the telling of a whole story in a single sentence, is the brief form that encourages playfulness in all students of writing. Teachable moments include opportunities to review semicolons, dashes, commas, colons, parenthetical phrases, ellipses, cumulative sentences, super sentences and introductory elements-among others. Students and teachers are encouraged to write together, trying their hands at these ultimate "flash" fictions.
Writers learning to shape an engaging narrative in telling detail, familiarize with an array of appropriate conventions, create a variety of super sentences and revise their writing into their best words in the best order.
Many young writers are led by their teachers through a series of activities leading to writing "super sentences." Jo Ellen Moore's work book, "Write a Super Sentence" published by Evan-Moor, 1997, is a useful workbook in this endeavor. Students are guided through scaffolded activities leading to writing sentences that tell who or what did what-when and where? I fly my kite-can become a super sentence. So a model might look like this: My blue kite soared over the tall Oregon white oak trees this afternoon after school. Notice how a super sentence is leading nicely toward a narrative.
When students get proficient at super sentences, they can add a participial phrase and get even closer to a narrative: My blue kite soared over the Oregon white oak trees this afternoon after school, lifting me off the ground and carrying me all the way home. Voila, a one-sentence story emerges. Don and Jenny Killgallon have published Sentence Composing for Elementary School, Heinemann, 2000, one in a series that leads through middle school and high school to college level sentences. Last summer in our Oregon Writing Project Summer Institute at Willamette University, we found the introductory elementary book plenty challenging for starting out. The Killgallons encourage the use of the trailing verb phrase or participial phrase, making what's often referred to as the "essay sentence," which provides a wealth of narrative detail in nonfiction and fiction writing alike. They use a wide variety of sentence generating activities including sentence scrambling, completion, expanding, combining and imitation, and their books are readily available online.
Here are a brief selection of illustrative cumulative sentences from the Killgallon workbook taken from contemporary authors-remember to have students find their own examples in classroom reading then, later, in their own writing during revision:
- "I closed my eyes again, thinking maybe I was dreaming." Theodore Taylor, The Cay
- "The snow swirled, blurring his vision." Lois Lowry, The Giver
- "That afternoon, a big man came and pried off the drain cover, grunting as he worked." Pam Conrad, The Tub People
Have students try their hands at imitating each of these three sentences.
By using a series of interesting writing prompts like these that my students and I have collected through the years, students can write each day for ten minutes or so, beginning a series of very short stories in the form of super sentences with trailing verb phrases:
a rainy night in Paris/in my dream of summer/I'm the one who/things momma don't allow/where were you last night?/I remember when/once I journeyed to/things I'm afraid to tell myself/how a story saves lives/what if?/reoccurring dread/a most evocative smell/your earliest memory/my favorite geography/living an endless summer/in my next story I'll have/a thank you note to water/through the eyes of a fish/standing on the water's edge/rivers contain a world underwater/river sounds remind me/tell me about wind and water/gliding water transported me/a time of intense fear.
Draft Stories Then Work Out the Puzzle of Punctuation
When the story idea first emerges in draft, I advise students to use as many sentences as they need to keep the flow of their quick writing going. They can always return later to edit the narrative into a one-sentence story. Students often revise best when they have a selection of several story starts in their writing journals-the results of several days of short writings and sharing story starts. Here is a quick list of punctuation rules which help young writers review useful punctuation. Notice that each rule is written in the form of the rule-so the cumulative sentence rule is a cumulative sentence and so on.
- Introductory Element: After a long introductory phrase, place a comma to signal the beginning of the main clause.
- Compound: A comma precedes a coordinating conjunction, and his comma signals that both clauses are independent.
- Cumulative: The trailing verb phrases of the cumulative or "essay" sentence move from the general to the specific, zooming in like a camera lens, revealing increasing detail.
- Dash: The dash can signal an appositive-renaming the aforementioned-or signal an interrupting phrase in the sentence.
- Dialogue: "Use commas aptly," said Mary, "because they are our friends."
- Semicolon: If you can't use a period, you can't use a semicolon; a semicolon joins two related independent clauses.
- Colon: Use a colon to introduce the following: a list, a series, a definition, a quotation or an explanation.
I suggest that like any other writing assignment, the teacher sets the tone by joining in, writing with students. When I've written with students in past years, I've come up with the following one-sentence story examples-notice the repeated use of cumulative sentences:
Dunes: Leaving the wind behind at the surf, I walk steadily inland, wending my way among the mountainous dunes splayed out for fifty miles here along this world famous Oregon coast, rambling north and south, creeping grains on the wind, ever changing, always moving-even as I pick my way among them, searching for the rare solitude that only mountains of small, small stones can provide.
When Night Comes: The tectonic plates, floating in their great weight beneath Oregon, shudder in anticipation, responding to the thrum of one frog leaping in Crater Lake, the drop of one frog's egg to its cluster near Neskowin and the whisper between two Cascade Trail hikers, lovers who watch the blinking of rapidly receding galaxies overhead.
Painting Stories: One-sentence stories create a miniature world in a teacup, splashing magical, imagistic paint about like a union painter gone berserk, slinging bright colors at the page-lemon-bronze, iron-red-tomato and electric-blueberry-all those colors give the author the illusion that she's a grand master creator.
Letters: When his long-time lover and wife of sixty years died at eighty-three, he found in the back of her jewelry case a ribbon-tied bundle of mysterious and yellowed love letters from his childhood best friend; traveling back to the old country, he confronted his boyhood friend, now an old man himself-"I'm sorry, I just can't recall," his old friend wept.
Star Sand: "You know, Tom, I have something to show you at the beach this afternoon," She said as she flounced to the truck, swinging a weighted string and carrying a six inch magnifying glass in her other hand: "See this," she said later, holding the glass like Sherlock Holmes over the heavy end of her string-now coated in bits of dark sand-"My science teacher, Ms. Johanson, says that twenty per cent of these iron and nickel bits from the sea sand are miniature meteors; see the little melted craters!" she said, arching her eyebrows provocatively.
"I can write a one-sentence story," he said confidently, lifting his pen, setting it to paper, watching intently as letters to words to a long sentence stretched out along the purpled lines in his Mead journal, leading him steadily into the deep woods along the North Santiam, where he's hiked for days at a time, finding crawdads under river rocks, parboiling them to a delicious China red and savoring the snowy freshwater-lobster flesh-all the while his pen shuffling along at a good pace like his hiking boots along a well worn trail, one footfall, one word, leading confidently to the next.
Experiment Alongside Your Students
After reviewing super sentences and trailing verb phrases, consider trying out some of the prompts listed above with your students on multiple occasions. I've noticed that experienced students can often find a new one-sentence story in about five minutes of sustained freewriting. When one idea is complete, I ask them to immediately start another so they are writing continuously for the full five minutes. Then be sure to share around the room so students can experience one another's successes and learn new possibilities from their classmates. I usually share last so their voices are featured prominently before mine.
Have fun with this idea and please consider submitting yours and your students' stories to me at [email protected]. We will select the best stories and feature them on the www.Willamette/soe/owp website. Look there for next year's models and your selected students' work.
Annotated Short-Short Fiction Bibliography
Allen, Robert. Fast Fiction: Creative Fiction in Five Minutes. New York: Story Press, 1997. Allen's useful strategies for "creating the moment rendered in its wink of immediacy" is inspiring. She has great faith in the writer's ability to find and record a new story in five minutes. After several bouts of this brief writing, odds are there will be a couple stories worth the revision and discovery and creation of additional details. Allen has also collected many excellent examples of the short-short story with inspiring prompts like: a broken promise/something stolen/a party/something that hasn't happened yet/a child at play/a secret. You are invited to pick one and create a very short story all within five minutes.
Killgallon, Don and Jenny. Sentence Composing for Elementary School. Portsmouth, NH: Heinemann, 2000. This workbook presents a genius selection of sentence crafting exercises, including: imitating, matching, combining, unscrambling, and expanding. This book can easily be used as introductory activities for MS and HS-along with the others at MS, HS and college level.
Mills, Mark. Crafting the Very Short Story: An Anthology of 100 Masterpieces. New York: Prentice Hall, 2002. This is an outstanding collection of 100 short-short stories and 26 strategy essays on writing these brief stories.
Mukherjee, Wanda Wade, ed. Blink: Flash Fiction Before You can Ban an Eye. Wake Forest, NC: The Paper Journey Press, 2006. A fun new collection of short-shorts.
Shapard, Robert and James Thomas, eds. Sudden Fiction: American Short-Short Stories. Salt Lake City: Peregrine Smith Books, 1986. An early anthology of short-short stories. __________. Sudden Fiction International: 60 Short-Short Stories. New York: W.W. Norton, 1989. A wide-ranging worldwide anthology of very short stories. These are collected for adults, but careful selection can yield many stories suitable for younger readers. __________. Sudden Fiction (Continued): 60 New Short-Short Stories. New York: Norton, 1996. More of these wonderful stories. __________. Flash Fiction Forward: 80 Very Short Stories. New York: Norton, 2006. Brand new this Fall and the beat goes on.
Staley, Ann and Steve Jones, eds. Bowl of Stories III: Students & Teachers as Writers Anthology, 2005. Corvallis, Oregon: Casoria Woods Press, 2005. Third winning one-sentence story anthology of almost one hundred stories by students and teachers, sponsored by the OCTE and available on their website: octe.org.
Stern, Jerome, ed. Micro Fiction: An Anthology of Really Short Stories. New York: Norton, 1996. These stories are collected from entrants to the Florida State University's World's Best Short-Short Story Contests. These stories are varied and surprising, many written for an adult audience.
Wilson, Michael. Flash Fiction: How to Write, Revise and Publish Stories Less Than 1000 Words Long. College Station, Texas: Virtualbookworm.com, 2004. A useful handbook growing out of years of teaching flash fiction.
Thomas, James, Denise Thomas and Tom Hazuka, eds. Flash Fiction: 72 Very Short Stories. New York: Norton, 1992. This is a fine collection of very short stories with many suitable for younger readers.
Steve Jones, 24407 Decker Road, Corvallis, OR 97333 / [email protected] Send us your best.
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American Heritage® Dictionary of the English Language, Fourth Edition
- Familiarly known as "Rio.”Rio de Janeiro A city of southeast Brazil on Guanabara Bay, an arm of the Atlantic Ocean. According to tradition, it was first visited in January 1502 by Portuguese explorers who believed Guanabara Bay to be the mouth of a river and therefore named the city Rio de Janeiro ("River of January”). It became capital of the colony of Brazil in 1763, of the Brazilian empire in 1822, and of the independent country in 1889. In 1960 the capital was transferred to Brasília. Population: 6,090,000.
- n. State in southeastern Brazil.
- n. Capital of Rio de Janeiro state and former capital of Brazil.
- n. the former capital and 2nd largest city of Brazil; chief Brazilian port; famous as a tourist attraction
- From Portuguese Rio de Janeiro - "river of January". (Wiktionary)
“The imperial court of Pedro II attracted the social and intellectual elite of the country, and Rio de Janeiro was the principal entry for European culture.”
“A Senhor Ulysses Cabral of Rio de Janeiro submitted a report about a child, Deolinda, whom he had found in great poverty and taken under his care.”
“Ned was so inconsolable that Hannah Smith, a convict who had become friendly with Bess between Rio de Janeiro and Cape Town, took him under her wing.”
“In all the major scientific centers of Rio de Janeiro — the Colégio Pedro II, the military and naval academies, the school of medicine, and the polytechnical school — the positivist approach to science appeared frequently in the decade following”
“He had turned nine-and-thirty in the south Atlantic between Rio de Janeiro and Cape Town.”
“Narrative: After arriving at Rio de Janeiro International Airport, Saul Janusas, an electrical engineer from New York, had boarded a bus for a ride to Copacabana.”
“She was in Rio de Janeiro the week before war began, and as the events in Europe reached a crisis Captain Charles Woodhouse found himself responsible for 4,000 miies of coastline while being nearly 2,000 miles from the nearest British base.”
“Jacques Cartier (1494-1552), the discoverer of Canada; the naval commander Duguay-Trouin (1673-1736), who took Rio de Janeiro in 1711; La Bourdonnais (1699-1753), another sailor who fought against the English in India; the writers”
“He stands more than two thousand feet above the city of Rio de Janeiro with his head tilted down, ever vigilant of the people below, his arms open to themready to receive their sins, ready to impart forgiveness to the truly repentant.”
“The season was winter now: Rio de Janeiro was so far south of the Equator that it lay just to the north of the Tropic of Capricorn.”
Looking for tweets for Rio de Janeiro.
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American Heritage® Dictionary of the English Language, Fourth Edition
- n. Literature dealing with the lives of saints.
- n. A collection of sacred writings.
- n. An authoritative list of saints.
Century Dictionary and Cyclopedia
- n. That branch of literature which treats of the lives and legends of the saints; the list and legends of the saints, and, by extension, of popular heroes.
- n. A history or description of the sacred writings.
GNU Webster's 1913
- n. The history or description of the sacred writings or of sacred persons; a narrative of the lives of the saints; a catalogue of saints.
- n. literature narrating the lives (and legends) of the saints
“The gifts are not brought by Santa Claus Nicholas who in the Hellenic hagiology is the patron saint of sailors.”
“You might want to expand your hagiology with the holy father.”
“The curious thing is that in that tale the prophet is aided by one of the few women who play much part in the hagiology of Islam.”
“There were uncomfortable saints in Cadfael's hagiology, whom he personally would have consigned to a less reverend status, but whose aggravating rectitude he could not deny.”
“Until fairly recently the history of Catholicism in Elizabethan and Jacobean England was conceived largely in terms of hagiology.”
“The Elizabethans did not waste time on detailed discussions of hagiology and doctrine.”
“Here the ordinary copies stop in forty-seven volumes, for the evil days of the Jesuits were coming on, and the new literary oligarchy, where Voltaire, Montesquieu, and D'Alembert held sway, had not been propitious to hagiology.”
“There is no doubt that the saints of Irish origin supply by far the more important portion of our hagiology.”
“If all hagiology were under a general suspicion of the fabulous, Irish history was known to be a luxuriant preserve of fables, and these causes of dubiety being multiplied by each other in the mind, it seemed almost impossible to obtain a hearing for the new voice.”
“Bollandists have achieved, and hence the great value of the services of the book clubs to hagiology.”
These user-created lists contain the word ‘hagiology’.
"Luciferous Logolepsy is a collection of over 9,000 obscure English words. Though the definition of an 'English' word might seem to be straightforward, it is not. There exist so many adopted, deriv...
I HEART MYSELF!!!!!!!!!!
of or relating to saints or saintliness
Words taken from The Good Soldier by Ford Madox Ford.
Looking for tweets for hagiology.
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During this stage you will observe noticeable changes in the child's swimming development. Physically children have marked improvements in balance and coordination. Socially they begin to engage in conversations and emotionally the child becomes extremely independent. Children in this group are often the most challenging to teach to swim. It requires patience, understanding, firmness and fun from both swimming teacher and parent.
If children have been swimming regularly since they were a baby, parents and swimming teachers should focus on developing correct body position for swimming and good freestyle and backstroke kicking techniques. If you are only just introducing a toddler to the water then the key is to go slow and expose them to the water regularly. Learning to swim should be a positive experience for both parent and child.
Learn how to teach important swimming skills a 2 to 2.5 year old child.
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New method used to treat TCE-contaminated groundwater at abandoned landfill
A University of Nebraska-Lincoln chemist and his students developed an experimental method for treating contaminated groundwater at a Nebraska landfill, the Lincoln Journal Star reported.
Steve Comfort, a soil environmental chemist at the Institute of Agriculture and Natural Resources, and several of his graduate and undergraduate students, created the method to treat groundwater at a landfill near Cozad, Neb., for trichloroethylene (TCE), a toxic chemical that was once used as a solvent and degreaser.
Normally, TCE in groundwater is treated by injecting the groundwater with liquid-based permanganate, which oxidizes the chemical into chloride and carbon dioxide. Heavy clay soils and a tightly confined aquifer made this method unfeasible, however.
Graduate student Mark Christianson solved the issue by making chemical oxidant candles from paraffin wax and granular permanganate. The team used wells and a direct-push probing machine to place the candles in the ground, where they will mix with the groundwater and dissolve over time.
The candles were placed just a few weeks ago, so the Comfort and his students are still waiting to find their full effect, but Christianson said that results have been good so far.
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Acoustic Simulation Technology
In the world of acoustic design, it has become essential to use simulation techniques to predict results before committing to an actual build. In earlier days, designers simply accepted that they had to build something before they could hear how it sounded. Even then they brought considerable skill and experience to the task, pursuing a development cycle that involved the building of numerous prototypes, evaluating what worked and what didn't, and moving sometimes forward and sometimes backward until reaching success. But this approach had significant drawbacks: it was very time consuming, costs were high because many prototypes had to be built, and many of the designs were of no value and had to be discarded.
Acoustic simulation was developed as a way to resolve these difficulties. Simulation makes it possible to identify properties and conditions that will adversely affect acoustics while still working at the design stage, so that these can be eliminated before building a prototype. With the advent of simulation, design quality went up, and the time and costs of product development fell rapidly.
What Can Acoustic Simulation Accomplish?
Simulation technology uses computers to visually and objectively display and analyze the acoustic and other physical phenomena that will occur under given sets of conditions. In particular, the technology can:
•Assess the reality: Analyze what happens under these conditions.
•Analyze the causes: Analyze why these things are happening.
•Predict: Predict what is likely to occur.
It is an easy matter to conduct many simulations under different conditional settings—from ideal conditions to extreme—making it possible to quickly test a wide variety of conditions that could not be tested before. For example, it is now possible to analyze acoustics under conditions that would be difficult to physically measure, and to keep analytic results free of environmental interference. In particular, simulations are extremely effective when designing buildings and large products where specifications cannot easily be changed once construction is completed.
The video below shows how a two-dimensional acoustic waveform simulation was used to observe the acoustics for Yamaha Hall (in the Yamaha Ginza Building). These simulations allowed designers to assess the acoustic characteristics of the hall during the design stage, whereas prior to this technology the designers would have had to wait until the hall was built to understand these details.
Highly Skilled Work
While acoustic simulation makes use of computerized analysis, a high degree of craftsmanship is required to strike the delicate balance necessary to secure valid analytic results. The suitability of the analysis may depend on any single conditional setting, and researchers must employ considerable experience and expertise in identifying which conditions to include and which to avoid when setting up a simulation. At Yamaha, important simulations are carried out by professionals with over 30 years of simulation experience.
Sound from portable keyboard speakers
Portable keyboards represent a true challenge in mechanical design, as developers must work in a limited space and aim for light weight even as they strive to get a good sound. Acoustic simulation technology enabled our designers to identify factors that would interfere with good acoustics, allowing for faster optimization of design parameters and significantly reducing the number of prototypes needed before reaching the final product.
Sound from 3D acoustic speakers
Acoustic simulation is an effective means for predicting precise sound transfer functions that represent how sound emanating from different directions will be heard by the human ear. Such prediction is effective all the way up into the higher frequencies. This approach makes it possible to analyze the acoustic reflections and diffracions displacements of sounds in the vicinity of the head and ears, taking into account the detailed interference patterns that may result from these movements. Our simulations enabled us to develop a 3D audio system that gives the effect of sound moving from the left front toward the right rear.
Creating New Value
Acoustic simulation is effective in a variety of other areas as well, particularly where cost/performance assessments are required. When debating costs, it is all too easy to fall into the argument that “we can save X dollars by cutting out feature Y.” But simulations allow us to look more deeply, and may turn this argument on its head: “If we add feature A, our cost will go up by B but we will also creating extremely high added value.” Because simulation enables us to freely add, remove, and adjust the weightings of the limiting conditions, it allows for far more comprehensive development work.
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A Roman Carnival; Modernity's pilgrimage
Pre-Lenten Festivities Once Enlivened the Eternal City
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ROME, FEB. 18, 2010 (Zenit.org).- Every year, Romans look forward to the few days of Carnival to brighten the bleak days of February (this year marked with the first snowstorm since 2005). These festivities, which date back to the Middle Ages, started as a local amusement, grew into a papal program and ultimately captured the attention of foreigners who traveled to Rome for the explicit purpose of watching the spectacle.
A new exhibition that opened last week in the Museo di Roma traces the colorful history of this celebration through artifacts, paintings and photographs. “The Roman Carnival” gathers together more than 80 images and will be on display until April 5.
The Roman Carnival is a six-day festival leading up to Ash Wednesday in preparation for the long period of Lent -- formerly lived much more austerely than today. The masquerades and pageants accompanying the event seem to derive from the ancient Roman feast of Saturnalia, a week in December when the slaves and masters changed places.
The Carnival was also inspired by the desire to upset the social order, if only for a few days. Under masks, everyone became the same -- the nobles could carouse like peasants and the lower classes could pose as nobles. To keep some semblance of order, however, priest and military costumes were outlawed.
In the early years, these amusements were localized to a few popular quarters of Rome such as Testaccio, but in 1466, Pope Paul II Barbo transferred the carnival to what would become its lifelong home; the mile-long Via del Corso, the straightest road in Rome. The fashionable palaces on the road were all equipped with balconies to watch the spectacles and bleachers were constructed on the sides of the road.
Dozens of watercolors capture the scenes, some painstakingly precise in recording every detail of costume and carriage as the masquerade parade opens the Carnival. Others, such as José Banlliure y Gill’s canvas from 1879, use the impressionistic style to convey the movement and excitement in the air.
The paintings by Italian, British, French, Spanish, German and Russian visitors record many facets of the event, much like the various photographs of our modern tourists. Some loved to capture the striking costumes, while others were enthralled by the clever Roman games. Extendable pincers appear in many images, used to proffer nosegays from the streets to local beauties. Confetti battles dominate others, as Romans pelt each other with candied almonds and colored paper.
The costumes played a huge role at Carnival. Hans Christian Anderson noted that even the poorest Romans cut holes in oranges to make eyes or sewed lettuce leaves on their clothes to join in the masquerade. When Pope Paul organized the Carnival, nobles dressed as Olympians or Knights of the Round table to elevate their fellow citizens. In 1805 artist Antonio Canova designed a float featuring the gods going to the wedding of Cupid and Psyche, pictured in the exhibition. In the uncomfortable years of the French Revolution, costumes became less exalted; tradesmen, fallen nobles and animals grew common. As of the 19th century the characters from the Commedia Italiana were preferred, such as the Neapolitan Pucinella.
The days of Carnival were occupied by races. There were races of Jews, young men, old men and even donkeys, but eventually all the competitions gave way to the Barbary horse race. Barbary horses, once imported from the African coast, but then bred and raised on Roman noble estates, were lined up in Piazza del Popolo. The horses were riderless, spiked metal balls tied around them. The horses raced down the long straight street, spurred on by the spiked balls until they were caught in nets around Piazza Venezia. This race, the Roman Palio, was so beloved that it gave its name to the street, Via del Corso.
The last day of Carnival brought the most anticipated activity of all, the "Moccoletti." This game involved lighting candles and trying to extinguish the flames of others while keeping one’s own. Painter Ippolito Caffi depicted the hundreds of candles in a striking canvas from the 19th century.
Over the centuries, the attraction of the Carnival was enhanced by mysterious murders, exotic visitors and occasional accidents during the horse race. Several popes suspended Carnival, particularly during the period of the Reformation, and slowly the custom began to decline. In 1882 the city halted the Barbary races and the curtain fell on the Roman Carnival. Now its counterparts in Venice, San Remo and Rio de Janeiro have eclipsed the Roman event, which is limited to a few costumed children racing merrily through the squares of Rome.
* * *
Believing at Lourdes
Generally speaking, a "buzz" surrounding a Catholic-themed movie bodes poorly for its sacred content. With the exception of Mel Gibson’s 2004 “Passion,” (pelted with a firestorm of criticism), the more attention a movie about religion garners, the more likely it will bash Catholics.
So when “Lourdes,” a film by Austrian director Jessica Hausner, premiered to accolades at the Venice Film Festival and won an award from the Atheist’s Union (although I thought the Atheist film prize was called Palme D’Or), I braced myself for the worst.
Hausner took me completely off guard however, with this warm and very human movie; not pious, but respectful, not evangelizing but not off-putting either.
The story revolves around a young Frenchwoman, Christine, who is wheelchair bound with what seems to be multiple sclerosis. Her arms, locked rigidly across her body, seem as confining as her metal chair. Ethereal, with big eyes and a gently wry expression, she is not a figure of pity, but almost of an other-worldly quality amidst unfamiliar surroundings.
Christine is not particularly devout and has come to Lourdes mostly for company and a change of scenery, rather than any hope of a miracle cure. She is the first to say that she “prefers cultural sites, like Rome, to religious ones” (earning my immediately sympathy). In a simple spirit of camaraderie, she joins the masses of people of every color, language and malady -- spiritual or physical -- gathered at Lourdes.
Hausner doesn’t conceal the commercialization of sacred sites. Huge souvenir emporiums and massive tourist infrastructures illustrate the business of Lourdes. Living in Rome as I do, and after a recent visit to the Holy Land, the film struck a chord with its jarring juxtapositions of sacred and profane. But when Hausner allows the Basilica of Lourdes to come into view, the plastic gaudiness gives way to the commanding majesty of the Church. The breathtaking building stands against the hills and the sky, very much a symbol of something greater than the economic activity around it.
The film takes the viewer to Lourdes through the eyes of Christine, as she lines up to touch the walls of the Grotto, bathe in the waters or receive the blessing of the sick. Never does Hausner ridicule the faithful and their prayers for health, but allows the viewer into a world where the ill are the privileged class and the healthy are bystanders.
Sound plays an important role in the work, where the hum of voices replaces a soundtrack and scraping chairs, clinking flatware and shuffling feet provide percussion. The only softening of the harsh sounds of daily life comes in the scenes of sacred activities, where the audience is soothed by chant, organs or strains of “Ave Maria.”
Hausner adds a modern Greek chorus in the characters of two women who oscillate between doubt and belief. Their questions are meant to echo our own, especially when faced with a potential miracle. Why her and not the other? Is she even a believer? What happens after a miracle?
The round-faced, gentle priest accompanying the group is sympathetically portrayed, far from the modern caricatures of priests that infect contemporary cinema. He emphasizes the true purpose of Lourdes: not to cure the body, but to help people to accept divine will as did the Mother of God. He asks the key question, whether the greater ailment is that of a body paralyzed by illness, or that or a soul paralyzed by doubt and fear? His faith is firmly rooted, but even he is not immune to the temptation of basking in the limelight of a miracle.
In this film, Catholics will appreciate the nuances of intercession, as an older woman develops an all-consuming concern for the healing of Christina. Her simple belief, her constant intercession and ultimately Christina’s confession, will bear fruit as the young paraplegic walks.
The ‘cure’ is only the midpoint of the film; the real questions start from this point. Is it a remission of the illness? Is it divine intervention? Will it last? What will Christina do next? Where does the intercessor’s work end and at what cost does this cure come?
If Christina was like a wide-eyed child in her chair, once on her feet she soon becomes an adolescent. Now that her physical infirmity is removed, she is at the mercy of her spiritual weakness. Like the assistants from the Order of Malta who are often represented flirting, drinking or joking skeptically, she tries to share in the amusements she has missed in her years of illness.
While some may see this as hypocrisy or as an assertion that religion is meaninglessness, these foibles struck me as warmly and compassionately human -- a sense of hope for us all.
While certainly not a fast-paced film, the lack of blasphemy, nudity or profanity in "Lourdes" was very refreshing and its story successfully speaks to a modern public who view sacred shrines as a lucrative business catering to the credulous. It also offers the opportunity for a balanced and peaceful discussion about faith.
* * *
Elizabeth Lev teaches Christian art and architecture at Duquesne University’s Italian campus and University of St. Thomas’ Catholic Studies program. She can be reached at [email protected]
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(see also Classical Studies page)WORD ORIGINS (CLAS 111) (.pdf, 18kb)
The English language has become the world's lingua franca whether it is employed by native speakers using their own distinctive and extremely diverse dialects or by individuals who use it as a second language. Because of this, English is being employed as an agreed-upon common language in such diverse fields as business, pharmacology, psychology, geography, medicine, law, biology and philosophy. To a great extent, English can accommodate such wide-ranging uses because it comprises so many words that come from Greek and Latin. These words, however, may pose problems for students of these diverse subject areas. The purpose of this course is to provide each student with tools to analyze and understand many of these words in English through the recognition of these Latin and Greek elements (prefixes, bases, suffixes). Course will not confine itself to technical-professional vocabulary, but will also explore words that come from Greek and Latin in everyday English.
CLASSICAL MYTHOLOGY (CLAS 232)
Classical myth in ancient literature and art. Myth as theology, cosmology, explanation of psychological and social phenomena. Correlations between history and mythology. Modern schools of myth interpretation. For majors and non-majors.
Whereas today the word “tragedy” conjures up images of disaster and suffering, in classical Athens, tragedy above all meant entertainment for a mass audience. But what beyond entertainment did tragedy entail? Is the suffering it depicted wholly foreign to modern sensibilities? Or shall we moderns find in ancient tragedy, Greek as well as Roman, something to identify with? In this course, students will pursue that and similar questions. By studying the tragic drama of ancient Greece and Rome in English translation, and by comparing it to select instances of ancient comedy and to more recently produced drama, they shall deepen their understanding of an art form that boldly explored human existence at the extremes.CLASSICAL BIOGRAPHY: LIVES OF FAMOUS GREEKS AND ROMANS (and a few other nationalities, CLAS 212)(.pdf, 137kb)
In addition to their general fascination with history, Greeks and Romans developed strong interest in the public and private lives of the most famous personalities from their political and cultural traditions. What Augustus ate and how Cleopatra looked were just as interesting and informative as Pyrrhus' attempted imperial policies and Alexander the Great's military tactics. Ancient biographers crafted these public and private worlds into well organized, often meticulously documented and thoroughly entertaining packages that express the best and worst of human behavior. Through reading and discussion of the famous biographies of Plutarch and Suetonius, as well as some lesser known biographical sketches, the Gospel of Luke and some lives of saints, and modern essays on lives of famous women in the Roman world, we will examine values and events that helped shape ancient and modern western civilization. Through additional viewing of ancient coins and statuary and modern dramatizations of Roman lifestyles, as represented in Cleopatra, I, Claudius, Gladiator, Alexander, HBO Rome, and 300, we will also note the cultural lenses through which Greek and Roman lifestyles and mores have often been viewed in the later western tradition. This class will serve as an introduction to Greek and Roman civilizations and history, and to historical and philosophical modes of thought and construction.PAGANS, CHRISTIANS, JEWS 60-622 CE (CLAS 280B)(.pdf, 137kb)
This course studies interactions between Judaism, traditional 'pagan' religions, and the new sects centered around Jesus, then on the development of those many Christianities into a socio-political power. We will also trace the growth of popular 'mystery' religions, the transformation of Greco-Roman religious practices, and Diaspora Judaism. Different historical, literary, and artistic sources will be addressed in three time periods.
BANDS OF BROTHERS: EPIC HEROES (CLAS 280E) (.pdf, 262.0 KB)
Students closely examine multiple epics from around the globe, including ancient Greek, Roman, Indian and Sumerian texts. They thoroughly study these epics, exploring and comparing issues of heroics, friendship, warrior ethics, social and political duty, and the relationship between myth and epic. The course emphasizes not only the characteristics of the genre, but also its importance in Western and World Literature. This is a genuinely comparative study of epic across ancient Asian, Middle Eastern and European communities. The texts are organized along a global timeline spanning from 18th century BCE to 4th century AD in order to emphasize the connections, contrasts, and influences of different epic forms throughout history. Intersections and interdependencies of narrative structures and cultural ideals between these larger communities are at the center of discussions and assignments practically every class session. Students gain facility in recognition and analysis of the significance of cultural exchange in oral and written contexts. They explore and emphasize the interconnections and influences between these cultures, especially the Asiatic elements in ancient Mediterranean literary works.
The core of this course is a detailed look at Greek and Roman comedy as passed on to us in the primary sources of classical literature (Greek - Aristophanes; Roman - Plautus and Terence). But the script of a play does not make it comedy. Comedy is drama, first and foremost, so alongside the texts from the ancient world, we will examine ancient theater structure, masks, costuming, actors and acting, festivals, artistic representations, minor comic genres (mime, farce, satiric verse), and most of all LIVE PERFORMANCE. Comedy must be read, seen and heard to be truly funny. A distinctive feature of this course is the required public performance of an ancient comedy, for which course members will be the cast and crew. Required rehearsal times outside of class for two weeks late in the semester.
Students in this course examine several cultures that inhabited ancient North Africa (Egyptians, Nubians/Kushites, the Jewish communities in Egypt, the Carthaginians, and several ethnic groups of northwest Africa often collectively described by outsiders as ‘Berbers’) before and during the period of Greek and Roman influence around the Mediterranean. To understand these diverse societies students will use the tools of cultural anthropology: ancient Greek and Roman literary texts, native and western art and archaeology, inscriptions, papyri, and coins, qualitative and some quantitative analysis of data, and modern scholarly studies in ethnicity to see how these cultures lived and how they influenced, and were influenced by, the Greeks and Romans. Students will also, at times, employ geography and physical and linguistic anthropology to comprehend the changes in African peoples’ lives from pre-dynastic to Byzantine Egypt and from the cultures of native Numidians to Semitic Carthage to the Christianized Roman province of Africa. Throughout the term, students will try to find as much objective truth as they can about these important ethnic groups and their societies, in spite of the frequent absence of native texts and reliance on Greek and Roman perceptions of ‘the other’; students will, therefore, also treat issues of imperialism, oppression, prejudice, racism and alterity as applied to these peoples by their conquerors. Greek and Roman ethnographic curiosity about the Mediterranean world and diverse ethnic practices will be continually examined beside modern studies in social science to further our awareness of how the native or early populations of North Africa maintained or adapted their cultures under foreign rule. Format: Through reading and discussion of Greek (Herodotus, Euripides, Polybius) and Latin (Horace, Livy, Juvenal, Ammianus Marcellinus, Sallust) authors and modern studies of Egyptians, sub-Saharan Africans/Nubians, the Alexandrian Jewish community, and the ‘Berber’ tribes of North Africa, students will engage ancient and modern conceptions of race and ethnicity daily.PERSUASION IN ANCIENT GREECE (CLAS 381A)
"Peitho" is the Greek word for persuasion, the influencing of future action and thought. Yet "peitho," as object of cult, a figure of myth and an essential element in love, marriage and commerce, meant more to Greeks than simply words designed to change minds. Nor did "peitho" always operate through a verbal medium. "Peitho" was, in fact, a central, if ambiguously valorized, feature of ancient Greek culture, and the study of it in context opens a window into the cultural-ideological landscape within which ancient Greeks conceptualized politics, society and much else as well.
In viewing ancient Greece and Rome as starting points for Western civilization, we tend to emphasize continuities and similarities between antiquity and the present. Yet in many ways the ancients were different from us, and this course will explore one area of striking difference, namely, attitude to, and conceptualizations of, sexuality and gender. We shall focus on evidence that both elucidates how the ancient Greeks and Romans viewed sexual and gender identity, and illustrates the cultural values lying behind those constructs. In so doing we shall read a variety of texts, including poetry, comedy, oratory, philosophy, and medical writings, but we shall examine other evidence as well, including vase- and wall- painting and inscriptions. In scopre, the course will be divided about equally between the ancient Greek and roman worlds, and Greek and Latin texts in translation, from Hesiod in the seventh century BCE into the Roman Imperial period, ca. 200 CE. Our focus will be on attitudes and their cultural manifestations, including differences between Greece and Rome and changes over time. Modernity will figure into the mix, as we shall consider the ways in which the ancient evidence has played a role in modern debates.
PRACTICUM IN COLLEGE TEACHING
Independent study by means of teaching in a particular course in Classical and Near Eastern Studies Department. Various assignments closely directed by instructor in that course, including development of syllabi and other course materials; construction and reading of exams; lecturing and/or discussion leadership; laboratory supervision; academic counseling of students. Open to majors and nonmajors.
CLAS 397, 497, 499 INDEPENDENT STUDY
Designed by consultation between instructor and student.
Last Updated: 11/16/12
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Atmospheric pressure variations are of little importance with gauging pressures typically encountered in refrigeration and A/C service work. With a change of 2 inHg, the gauge changes by only 1 psi. It is unlikely that system pressures would cause concerns if the reading is correct within several psi.
Repeated pressurization (especially over-pressurization) of a gauge does, however, tend to change the response of the tube or diaphragm, and recalibration may be required.
The easiest way for a service technician to recalibrate a gauge is to connect it to a source of known, pure refrigerant, and then adjust the recalibration screw on the gauge to the appropriate pressure reading based on refrigerant temperature.
The most accurate way to recalibrate is to connect the gauge to a deadweight tester at a recalibration facility that has equipment traceable to NIST. This is usually cost-prohibitive for most situations, but may be warranted when total documentation is required.
Why should I zero out a manifold gauge?
As a general rule, a gauge can get off "0" due to a change in altitude or barometric pressure. It's important that you check to see that it's set back to "0" before you start charging. To reset a gauge, look for the reset screw that will be located on the front or back of the gauge. Then use a small blade screw driver to set the dial back to "0".
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photo credit: Wikimedia Commons
Last month the California Air Resources Board (CARB) announced new standards to increase renewable energy sources into the California energy mix. CARB has unanimously passed a new standard for the state- to increase renewable source energy in California to 33% of energy usage by 2020.
CARB’s press release states that, “The standard will promote green jobs to construct and run renewable facilities in California, reduce hundreds of tons of harmful air pollution, insulate California’s economy from the shock of volatile natural gas prices and help establish the state as a global leader in the research, development and manufacturing of clean, renewable energy sources.”
The new standard is also a significant push toward the fulfillment of the state’s landmark climate bill, AB 32, coming at a time when AB 32 is under threat via proposition 23 in the November elections.
The new standard is a product of collaboration between CARB, the California Public Utilities Commission (CPUC), the California Energy Commission (CEC), and the California Independent System Operator (CA ISO).
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Currently, there is substantial research interest in hyperventilation, respiratory distress, and pulmonary physiology among patients with panic disorder. Enhanced sensitivity to CO2 among patients with panic disorder was first reported by Gorman et al. (1), which prompted research on producing panic attacks in the laboratory. Since then, numerous studies using different concentrations of CO2 (5%, 7%, and 35%) repeatedly showed that patients with panic disorder experienced more panic attacks than both normal subjects and subjects with other psychiatric disorders (2–8). In addition, some studies suggested that CO2 hypersensitivity might be related to a familial vulnerability to panic disorder and might be a disease-specific trait marker (9–11). Regarding the lactate and CO2 literature and the clinical observation that patients with panic disorder often complain of dyspnea and hyperventilation, Klein (12) proposed that panic attacks were related to the hypersensitivity of brainstem chemoreceptors. Such a dysfunction would make a person vulnerable to "false suffocation alarms," namely, panic attacks. According to this hypothesis, CO2 hypersensitivity is directly involved in the pathophysiology of panic disorder.
A wide range of physical and cognitive symptoms characterize the clinical picture of panic disorder with substantial variability in symptom profile, severity of symptoms, and phobic avoidance among panic patients. On the basis of clinical observations some reports have suggested that panic disorder could be divided into subtypes (13–16). Although these studies have described different symptom clusters as subtypes of panic disorder, all agree that a group of patients with "prominent respiratory symptoms" emerged as a distinct subtype. Briggs et al. (15) further noted that the group of patients whose panic attacks are characterized by prominent respiratory symptoms suffered more spontaneous panic attacks and responded to imipramine, whereas patients with the nonrespiratory subtype suffered more situational panic attacks and responded more to alprazolam. These data suggest that there might be a subgroup of panic patients with prominent respiratory symptoms who are also more apt to experience panic attacks, according to the false suffocation alarm hypothesis.
We further investigated the subtyping of Briggs et al. (15) by examining the CO2 sensitivity rates of patients with the proposed panic disorder subtypes. Our hypothesis was that in patients with prominent respiratory symptoms, CO2 challenge would precipitate panic attacks more easily; therefore, patients with the prominent respiratory subtype would show greater CO2 sensitivity than patients with the nonrespiratory subtype.
The subjects were 51 outpatients (34 women, 17 men; mean age=33.8 years, SD=9.4, range=18–58) with panic disorder with or without agoraphobia. The diagnosis of panic disorder was made by using the Structured Clinical Interview for DSM-III-R (SCID) (17). Patients with past or current major depression, obsessive-compulsive disorder, schizophrenia, bipolar disorder, or substance abuse or dependence and patients with significant medical illnesses such as cardiac, circulatory, and respiratory disorders, epilepsy, or pregnancy were excluded. All patients underwent a complete physical examination and laboratory tests (hemogram, blood biochemistry, thyroid function tests, ECG, and chest X-ray) before entry into the study. Patients were either never medicated or drug free for at least 2 weeks before the study. However, low-dose, short-acting benzodiazepines were permitted until 36 hours before testing. Patients were required to refrain from alcohol for 36 hours and food or smoking for 2 hours before the challenge. All subjects were assessed with the Panic and Agoraphobia Scale (18) and the Hamilton Depression Rating Scale (19) before the testing. The Panic and Agoraphobia Scale is a 13-item questionnaire that covers the past week and assesses the degree of the severity of panic disorder by gathering information on phenomenology, frequency, and severity of panic attacks and the existence and severity of agoraphobia and phobic avoidance, anticipatory anxiety, disability, and worries about health. All of the Panic and Agoraphobia Scale items were 5-point (scored 0–4), and the total score range was 0–52.
The study was approved by the institution’s ethics committee, and all patients provided written informed consent. Subjects were tested in a pulmonary physiology laboratory. The State-Trait Anxiety Inventory (20) was used to evaluate baseline anxiety before the procedure. After administration of the State-Trait Anxiety Inventory, a baseline cardiopulmonary assessment was performed that included heart rate, blood pressure, respiratory rate, and respiratory function tests such as forced vital capacity (FVC), forced expiratory volume at first second (FEV1), peak expiratory flow (PEF), and forced expiratory flow during the middle of FVC (FEF25%–75%). After a 15-minute resting interval, subjects were informed that they would be asked to inhale a harmless gas mixture, following which they might experience some discomfort or symptoms of anxiety; there was no mention of the possibility of a panic attack.
The procedure was performed by a trained senior research assistant (B.B.) who was blind to the patients’ subtype status but not to the panic disorder diagnosis. In the challenge procedure, subjects were first asked to exhale as much air as possible, then to take a very deep breath of a mixture of 35% CO2 and 65% O2 through a face mask and hold their breaths for 5 seconds. The flow of the gas mixture was set at 14 liters/minute. Measurements of blood pressure, heart rate, and respiratory rate were repeated during the first minute after the inhalation and 15 minutes after the procedure. Subjects completed the 17-item Acute Panic Inventory (21) between the two measurements. CO2-induced panic attack was determined as defined by Sanderson et al. (22). The criteria for postinhalation panic attack were 1) sensation of fear or panic, 2) at least four DSM-III-R panic attack symptoms, and 3) at least one cognitive symptom (i.e., fear of dying, losing control, or going crazy).
Subtyping the natural panic attacks of the subjects on the basis of symptom profile was made as described by Briggs et al. (15). These symptoms were derived from a large group of panic disorder patients by using cluster and principal component analysis. Although the symptoms of fear of dying and numbness/tingling were not related primarily to respiratory function, they emerged as a part of the respiratory subtype in the study by Briggs et al.(15). Accordingly, subjects reporting at least four of these five symptoms (shortness of breath, choking/smothering sensations, fear of dying, chest pain/discomfort, and tingling/numbness) were classified as the prominent respiratory symptom group (N=28). Subjects reporting three or fewer of the five symptoms were subtyped as the nonrespiratory symptom group (N=23). Thus, each subject was grouped in only one panic disorder subtype. Subtype determinations were made by the other investigator (T.A.), who was blind as to whether or not the subject experienced a CO2-inducedpanic attack.
Differences among the panic disorder subtypes in sex and age distribution; marital, educational, and employment status; and panic rates were tested with chi-square analyses. Baseline vital signs; results of baseline pulmonary function tests; scores on the Panic and Agoraphobia Scale, State-Trait Anxiety Inventory, and Hamilton depression scale; and lifetime smoking habits were assessed with t tests for the independent samples statistics. Baseline vital sign measurements and first and 15th minute response measurements (heart rate, systolic and diastolic pressure, respiratory rate) were used in 2×2×2×3 analysis of variance (ANOVA) for repeated measures. The between-group comparisons included the prominent respiratory symptom subtype and nonrespiratory symptom subtype, agoraphobic and nonagoraphobic patients, and smokers and nonsmokers.
The clinical predictors of CO2-induced panic response were identified by a forward stepwise logistic regression analysis by entering subtype status, duration of illness, age at onset, history of smoking, Panic and Agoraphobia Scale score, and State and Trait scores on the State-Trait Anxiety Inventory as variables.
All reported p values are for two-tailed tests of significance.
Demographic and Baseline Variables
The mean age at onset of panic disorder was 30.0 years (SD=10.0). The mean duration of illness was 38.2 months (SD=50.2). There were 28 patients (19 women, nine men) in the prominent respiratory symptom subtype group and 23 (15 women, eight men) in the nonrespiratory symptom subtype group. Chi-squareanalyses among the two subtypes showed no significant differences in sex distribution, education, or marital and occupational status. According to t tests, there were no significant differences between the two subtypes in mean number of panic symptoms, mean age, and mean years of education.
Thirty-four patients (67%) met the DSM-III-R criteria for panic disorder with agoraphobia, whereas 17 patients (33%) met the criteria for panic disorder without agoraphobia. Concomitant SCID diagnoses were generalized anxiety disorder in six patients (12%), social phobia in one patient (2%), simple phobia in one patient (2%), and conversion disorder in one patient (2%). Patients with or without comorbid psychiatric diagnoses, patients subtyped as having panic disorder with or without agoraphobia, patients who did or did not panic in response to the CO2 challenge, and patients in the respiratory or nonrespiratory subtype groups did not show any differences in the comparisons on the baseline mean values for pulmonary function tests and other baseline vital signs. Data on the baseline measurements of vital signs and some other clinical variables are presented in T1.
According to repeated measures ANOVA with the Bonferroni correction, two between-subjects effects emerged for heart rate measurements. There were significant interactions of smoking status (smokers versus nonsmokers) by subtypes (respiratory versus nonrespiratory) (F=4.53, df=1, 43, p=0.04) and subtypes by agoraphobia (with or without agoraphobia) (F=6.43, df=1, 43, p=0.02). No other between-subjects interactions were observed for any measurements.
Regarding within-subjects effects, a significant time effect (F=3.20, df=2, 86, p=0.05) and significant subtypes-by-time interaction (F=3.47, df=2, 86, p=0.04) for heart rate were found. The mean pre- and two postintervention measurements of heart rate were 91.11 (SD=14.66), 88.78 (SD=11.25), and 85.96 (SD=9.97) for the prominent respiratory subtype group and 86.43 (SD=13.93), 92.00 (SD=15.38), and 84.69 (SD=11.16) for the nonrespiratory subtype group, respectively, indicating that the heart rate of patients in the nonprominent respiratory subtype group was more responsive to CO2. In addition, baseline heart rate was higher in patients in the respiratory subtype group as a reflection of high level of baseline anxiety.
Time effect (F=6.41, df=2, 86, p=0.003) and agoraphobia-by-time interaction (F=3.84, df=2, 86, p=0.03) for systolic pressure were also significant. The systolic pressure after the first minute of challenge for patients without agoraphobia (mean=121.92 mm Hg, SD=21.68) was significantly higher than that for patients with agoraphobia (mean=113.20 mm Hg, SD=19.67). A significant time effect was found for respiratory rate (F=3.69, df=2, 86, p=0.03), indicating that the patients had a higher respiratory rate right after inhalation (mean=21.47 respirations/minute, SD=4.49) than they had before inhalation (mean=20.11 respirations/minute, SD=4.42).
Thirty-three (65%) of 51 patients had a panic attack as a response to the CO2 procedure. One patient (2%) had a panic attack with limited symptoms, but we did not accept this response as a CO2-induced panic attack. Patients who experienced a CO2-induced panic attack had significantly higher baseline scores on the Panic and Agoraphobia Scale (mean=25.42, SD=8.34) than did patients without panic attacks (mean=20.38, SD=6.78) (t=–2.19, df=49, p<0.03). They also had significantly higher scores on the State-Trait Anxiety Inventory—State Form (mean=47.36, SD=10.13) than did patients without panic attacks (mean=39.44, SD=7.46) (t=–2.91, df=49, p<0.01). There were no statistically significant differences between panicking and nonpanicking patients on any other sociodemographic or clinical variables or on any baseline vital sign measurements. As expected, patients who had panicked in response to CO2 scored significantly higher on the Acute Panic Inventory (mean=10.57, SD=7.35) than did patients who had not panicked (mean=1.27, SD=1.44) (t=–5.29, df=49, p<0.001).
Stepwise logistic regression analysis revealed that higher baseline scores on the State-Trait Anxiety Inventory—State Form (Wald=5.76, df=1, p<0.02) and subtype status (Wald=5.03, df=1, p<0.05) predicted the CO2-induced panic response for the entire patient group.
Twenty-two (79%) of 28 patients in the prominent respiratory symptom subtype group and 11 (48%) of 23 patients in the nonrespiratory symptom subtype group experienced a panic attack. The panic rate in response to CO2 among the panic disorder subtypes was significantly different (χ2=3.97, df=1, p<0.05, with Yates’s correction). In addition, patients with prominent respiratory symptoms had significantly higher scores on the Panic and Agoraphobia Scale and had a longer duration of illness than patients with nonrespiratory symptoms (T1). Neither subtype differed significantly on any other baseline clinical variable.
In the entire study group, 37 patients (73%) had a history of smoking, and 14 patients (27%) reported that they had never smoked. The mean amount of cigarette consumption was 8.39 package-years (package of cigarettes consumed daily multiplied by years) (SD=8.92) for the study group. Regarding the lifetime smoking habits of patients in the two groups, for 21 patients (75%) in the prominent respiratory symptom subtype group and 16 (70%) in the nonrespiratory symptom subtype group, smoking preceded the onset of panic disorder. Cigarette consumption for patients in the prominent respiratory subtype group (mean=12.46 package-years, SD=2.49) appeared to be greater than that for patients in the nonrespiratory subtype group (mean=4.83 package-years, SD=1.40). The difference was significant (t=2.37, df=49, p=0.02). Patients in the prominent respiratory subtype group had a longer history of smoking (mean=150.21 months, SD=120.39) than patients in the other group (mean=89.74 months, SD=98.74); however, this difference did not reach statistical significance (t=1.93, df=49, p=0.06).
We found, as hypothesized, that patients with panic disorder with prominent respiratory symptoms were more sensitive to the CO2 challenge than were patients with nonrespiratory symptoms. Our results are consistent with Klein’s false suffocation alarm hypothesis (12). In a substantial group of panic patients, heightened CO2 sensitivity may play an important role in the pathophysiology of panic disorder. Moreover, there may be a more specific association with prominent respiratory symptom subtype and CO2 hypersensitivity.
Although implicating a biologically mediated pathophysiological process, treatment response data alone might be insufficient to create etiologically homogeneous patient subgroups. Both imipramine and alprazolam are beneficial in treating heterogeneous panic patient groups (23–25). It is therefore clear that additional biological markers are needed to establish a more precise subtyping. Although imipramine and alprazolam both seem to block CO2-induced panic (26–29), CO2 hypersensitivity can still be a valuable tool for delineating subtypes. In this study, only respiratory subtype and high baseline anxiety scores on the State-Trait Anxiety Inventory—State predicted a CO2-induced panic attack. Taken together with the differential response to drugs, as reported by Briggs et al. (15), our finding of differential CO2 hypersensitivity of patients in these subtype groups strengthens the possibility of an accurate subtyping of panic disorder. A recent study (30) reported that there are no response differences to either hyperventilation or 35% CO2 challenges among medicated panic patients when they are classified on the basis of severity of dyspnea symptoms and low or high baseline partial CO2 pressure levels. However, there is still far from complete agreement on the exact symptom profile of a respiratory subtype (12–16). In addition, an unusually low rate of panic response was observed in this study. Therefore, conflicting differences in results among studies may be attributable to consideration of merely dyspnea symptoms and disregard of some relevant panic symptoms for subtyping and the criteria used to define a panic response.
Our rather simple methods of assessing the baseline respiratory functions did not reveal any overt pathology or differences between panic disorder subtypes. However, it is still possible that abnormalities in respiratory physiology and disordered breathing in panic patients, as shown by others(4, 31–35), may yield differences between subtypes. Patients in the prominent respiratory subtype group have a significantly longer duration of illness, more severe panic and phobic symptoms, and greater disability, as reflected by higher scores on the Panic and Agoraphobia Scale, than patients in the nonrespiratory subtype group. The relevance of these findings to the subtype status was supported indirectly with treatment response studies, in which factors such as increased social disability and longer duration of illness predicted poorer response to alprazolam, whereas milder illness at baseline predicted a better response (36, 37). Subtype and severity determinations of panic disorder in studies of treatment and respiratory psychophysiology will be more informative and should be considered in future research.
Furthermore, patients in the prominent respiratory subtype group are more likely to be heavier smokers than are patients in the nonrespiratory subtype group. Higher smoking prevalence in anxiety patients has been reported (38). It is possible that panic patients with prominent respiratory symptoms may have a high level of anxiety that is reduced by smoking. Nevertheless, smoking itself could create the symptom of breathlessness and even dyspnea by inducing airway obstruction. Our finding of a high prevalence of smokers and a high amount of cigarette use among the panic patients, especially among those with prominent respiratory symptoms, suggests a possible predisposing agent for respiratory diseases, as well as for panic disorder. Although Verburg et al. (39) studied only two respiratory panic symptoms in the determination of subtype, they reported a higher prevalence of bronchitis in panic patients with prominent respiratory symptoms. On the basis of other data on respiratory disease and panic disorder comorbidity (40–42), it is likely that respiratory diseases may predispose people to panic disorder and may account, at least in part, for the respiratory symptoms of panic disorder. However, without prospective studies relating smoking and bronchitis with panic disorder and subtypes, these suggestions will remain speculative.
A history of traumatic suffocation experiences and nocturnal panic attacks associated with the predominantly respiratory subtype have been recently reported (43). Along with the literature and our data, observations suggest that it is worthwhile considering some noticeable clinical features that are helpful in distinguishing proposed subtypes. It appears that panic patients with prominent respiratory symptoms also have more spontaneous and nocturnal panic attacks, past traumatic suffocation experiences, past respiratory diseases, heavier smoking history, longer duration of illness, more sensitivity to CO2 challenge, and more responsiveness to tricyclic treatment and that this subtype might be related to a more severe and disabling type of panic disorder (15, 39, 43).
A number of methodological limitations of this study deserve mention. First, focusing on only two subtypes of panic disorder was the major limitation of this study. There are studies implicating other subtypes such as vestibular, gastrointestinal, cardiac, and mixed (13–16, 44, 45), in which research on CO2-induced panic is relevant. Second, baseline arterial blood gas measures, tidal volume,and end-tidal CO2 pressure measurements were not available in the present study. These measurements may be important for identifying the respiratory abnormalities that could also predict the subtype differences. Third, an unknown bias might have prevailed because the researchers were not blind to the panic disorder diagnosis. Despite these shortcomings, we believe that our findings still have convincing implications in panic research.
In conclusion, differential responses to CO2 challenge have provided a stronger biological basis to a preliminary subtyping. This underscores the need for further biological and phenomenological research to determine the exact symptom profile of the subtypes. Precise subtyping of panic patients in turn, by lowering diagnostic heterogeneity, will reduce most of the contradictory findings across the panic disorder studies.
Received March 13, 1998; revision received Aug. 28, 1998; accepted Oct. 8, 1998. From the Department of Psychiatry, Faculty of Medicine, Dokuz Eylöl University. Address reprint requests to Dr. Alkin, Dokuz Eylöl Öniversitesi, Tip Faköltesi, Psikiyatri ABD, 35340 Balçova, Izmir, Turkey. The authors thank Vedat Pazarlioglu, who served as a consultant on the data analysis.
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By Barry Ross
Textbook - Instrumental
This is a pedagogical resource that teachers can use in the private studio and in the classroom. Numerous musical examples are given throughout, and each idea discussed is followed by a musical example specifically geared toward that technique. 56 pages.
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Let rr denote the real interest rate, rn denote the nominal interest rate, and let π denote the rate of inflation.
The Fisher equation is the following:
rn = rr + π
The equation can be used in either ex-ante (before) or ex-post (after) analysis. Ex-ante analysis is done in the beginning of investment (either before or immediate after investing). Because the actual rate of inflation is unknown, the expected value of inflation is used for π. Ex-post analysis is done at the end of the investment to check if the investment was worthwhile. The actual rate of inflation is known and therefore used for π.
This equation is named after Irving Fisher who was famous for his works on the theory of interest. This equation existed before Fisher, but Fisher proposed a better approximation which is given below. The estimated equation can be derived from the proposed equation
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| 0.948153 | 186 | 2.96875 | 3 |
Weight gain during pregnancy helps your baby grow. Gaining weight at a steady rate within recommended boundaries can also lower your chances of having hemorrhoids, varicose veins, stretch marks, backache, fatigue, indigestion, and shortness of breath during pregnancy.
Why is weight gain important during pregnancy?
Eating for two is important. The extra weight you gain during pregnancy provides nourishment to your developing baby and is also stored for breastfeeding your baby after delivery.
Eating for Two: Where does all the extra weight go?
Here is an approximate breakdown of your weight gain:
- Baby: 7-8 pounds
- Placenta: 1-2 pounds
- Amniotic fluid: 2 pounds
- Uterus: 2 pounds
- Maternal breast tissue: 2 pounds
- Maternal blood : 4 pounds
- Fluids in maternal tissue: 4 pounds
- Maternal fat and nutrient stores: 7 pounds
How much total weight should I gain?
The amount of weight you should gain depends on your weight and BMI (body mass index) before pregnancy. You should gain:
- 25-35 pounds if you were a healthy weight before pregnancy, with a BMI of 18.5-24.9.
- 28-40 pounds if you were underweight before pregnancy with a BMI of less than 18.5.
- 15-25 pounds if you were overweight before pregnancy with a BMI of 25-29.9.
- 11-20 pounds if you were obese before pregnancy with a BMI of over 30.
At what rate should I gain weight during my pregnancy?
How much you should gain depends on your weight before you were pregnant and how far along you are in your pregnancy. For the average woman who starts her pregnancy out at a normal weight, your weight gain will look something like this. If you start out your pregnancy over or under-weight, you will want to talk with your health care provider about what your weight gain rate should look like.
- Healthy weight before pregnancy:
- 1-4.5 pounds during the first trimester
- Approximately 1-2 pounds per week in the second trimester
- Approximately 1-2 pounds per week in the third trimester
- Eat breakfast every day. Peanut butter or a slice of cheese on toast can give you an extra protein boost.
- Snack between meals; yogurt and dried fruits can provide protein, calcium, and minerals.
- Try to eat more foods that are high in good fats such as nuts, fatty fish, avocados, and olive oil.
- Drink juices made from real fruit that are high in vitamin C or beta carotene, such as grapefruit juice, orange juice, papaya nectar, apricot nectar, and carrot juice.
- Avoid junk food.
- Consult your health care provider about taking prenatal vitamins and any additional supplements.
- Gestational diabetes
- Leg pain
- Increased fatigue
- Varicose veins
- Increased risk of cesarean delivery
- High blood pressure
- An increased risk for gestational diabetes and high blood pressure
- Difficulty with hearing the heartbeat and measuring the size of the uterus
- Difficulty with vaginal delivery if the fetus is much larger than average
- Avoid pregnancy risks such as alcohol and smoking.
- Try not to gain too much weight; your health care provider will provide recommended weight gain.
- Be selective about your food choices; choose food sources that contain vitamins, minerals, and protein.
Throughout your pregnancy the goal is to keep weight gain as steady as possible because your baby requires a daily supply of nutrients that comes from what you eat. It is ok for your weight gain to fluctuate a little from week to week. However, you should contact your health care provider if you suddenly gain or lose weight, especially in your third trimester. This could be a sign of certain complications.
What if I am carrying twins?
If you are pregnant with twins, your weight gain should be monitored by your health care provider. Weight gain should increase significantly ( but will not double.) If you are in the normal weight and BMI category before pregnancy, your weight gain should be about 37-54 pounds. Overweight women will aim for a weight gain of 31-50 pounds. And women who begin pregnancy at an obese weight should strive for a 25-42 pound gain. Of course these may all be altered by your health care providers recommendation and your specific situation.
Does being underweight pose any risks to me or my baby?
Due to morning sickness, many women have trouble gaining weight in the first trimester and worry about what effects this has on their babies’ development. Some women lose a little weight in the beginning of their pregnancies. Fortunately, at this time, the baby does not need as many calories and nutrients as later in pregnancy. It is important to gain weight at a steady pace throughout pregnancy. If a woman does not gain weight throughout pregnancy, complications such as a low-birth weight infant or premature delivery could occur. Babies who are born to mothers who do not gain more than 20 pounds are often considered small for gestational age (SGA), meaning they may have been malnourished during pregnancy.
Healthy Eating During Pregnancy:
A sensible meal plan that is rich in vitamins and minerals is essential for a developing baby. You may want to ask your health care provider for food recommendations, or seek the help of a nutritionist in your area.
Women who are underweight during pregnancy tend to eat low calorie foods and not enough protein. The following are ways to get more calories:
Can gaining too much weight be harmful?
The following are potential problems with gaining too much weight:
How does being obese affect my pregnancy?
Many overweight women have healthy pregnancies and deliver without complications.
However, it is important to be aware of the potential risks that extra weight can have. Pregnant women who are struggling with obesity may have:
Fortunately, appropriate medical and self care can lower the risks of these complications. Your health care provider may suggest that more tests be done during pregnancy. These might include ultrasounds to measure your baby’s size, a glucose tolerance test to screen for gestational diabetes, and other diagnostic tests later in pregnancy to monitor your baby’s development.
The following self care tips can help you make your pregnancy a healthy one for you and your baby:
Compiled using information from the following source:
American Congress of Obstetricians and Gynecologists, http://www.acog.com
Institute Of Medicine, Report Brief May 2009, Weight Gain during Pregnancy: Reexamining the Guideline, http://www.iom.edu
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I have only seen a bald eagle in the wild once. It was during an otherwise uneventful excursion on Lake James near Morganton, N.C. It soared silently overhead, and in a matter of seconds I felt my stomach tighten, the hair on my arms stood up and tears welled up in my eyes. I considered it a gift.
That’s the first memory that came to mind when I began to write this post — how I once was lucky enough to see a bald eagle, our national bird and a symbol of our national pride, glide across a lake. The Fourth of July calls not only for the commemoration of our still young nation’s independence, but for the multitude of things that make America great. But before we light up the sky tonight, it seems appropriate to reflect on the nature of our nationalism.
Surveying my desk, the lack of red, white and blue makes me self-conscious. Finally, I spot one of the “I Heart Mountains” pins so ubiquitous around the Appalachian Voices office. Its blue ridges and bright red heart bring the same emotions as that tried and true trio of colors. But it’s the simple phrase that evokes feelings of pride for the places and people we work to protect. After all, when we say we love America, we mean we love the people and places in America as much as the ideals on which the nation was founded.
In the absence of national birds and colors, the symbols of our patriotism and pride, our love of a place or an idea as abstract as “The American Dream” need not be tangible. But for them to remain believable we’ve got some work to do and obstacles to overcome.
While we’re on the subject though, have you heard the story of the bald eagle? The iconic bird numbered in the hundreds of thousands and flourished throughout North America long before the Declaration of Independence was signed. It wasn’t until the mid-20th century that bald eagle eggs began thinning and adult birds became sterile due the widespread use of DDT. The bald eagle nearly went extinct in the continental United States. Federal laws, regulations and the ban of DDT made for a brisk recovery.
On one hand, the bald eagle success story speaks to American ingenuity and values. Unfortunately, it also is a reminder that we’re not doing enough to protect many Americans’ health, and the inalienable rights we celebrate today.
A good place to start might be to acknowledge that millions in America are still marginalized, whether by a natural disaster, a nearby mountaintop removal mine, an oil spill or any number of economic and societal factors. Underneath the statistics used by politicians and pundits are the families that may have little other reason to celebrate than the fact that they are proud to be American.
Beginning a month ago, Environmental Health News launched a series that does just that. “Pollution, Poverty and People of Color” reveals the struggles of minority populations dealing with our collective dirty habits. Rather than the insecticide that threatened our national bird, these communities live with the health impacts of oil refineries, chemical plants, Superfund sites and toxic waste dumps. Low-income residents seeking affordable homes may save money on shelter, but they pay the price in health. The stories EHN found in seven diverse but impoverished communities across the country resonate with all of us, no matter what color or class. We’re all Americans and we’re in this together, so to speak.
Rarely has there been another time when our society has been so pressured to either double down, caving to those who believe rolling back environmental protections will allow for the unimpeded economic growth they falsely identify as the American way, or go back to the drawing board with the recognition that our current trajectory is perilous. The former is hardly an viable option. The latter would mean setting extremism aside and working together again. There are plenty of reasons to celebrate America. Let’s keep working to create more.
Check out this video for some words on what it means to be a patriot from Appalachian Voices’ Advisory Council member, Van Jones: Deep Patriotism
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Archaeologists at a dig in South Australia believe they have pinpointed the exact site of Mary MacKillop’s first school.
Mary MacKillop - Australia’s first Catholic saint - set up her first school in a stable at Penola in the state’s south-east in 1866.
A dig led by Flinders University Associate Professor Heather Burke has been taking place for artefacts in the town.
Professor Burke says it seems likely they have now found the precise site of the stable where the school was first set up.
“We think we may have found the footings of an outbuilding,” she said.
“We’re really hoping that this is the site of the stable because clearly that’s the building that’s most important to that whole story. Read more.
After only three days of work, Flinders University Archaeology students have recovered several artefacts from the soil of Mary MacKillop Memorial Park.
Since Sunday, 16 students have dug down through the landscaped surface to what appears to be the original surface from the time the stables were standing where Mary MacKillop created the first Catholic school in the district.
In the depths of the surface soil and sand, some Aboriginal stone artefacts (flakes) were discovered, which are likely to have been carted, with soil, from somewhere else in the area and placed at the site during landscaping in the 1970s and ‘80s.
Site supervisor, archaeologist and PHD student Cherrie Deleiuen said students had begun locating artefacts, including glass, ceramics, thimbles and buttons, that are possibly linked to the school. Read more.
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| 0.978886 | 355 | 2.640625 | 3 |
'Jackpot' means a large cash prize in a game or lottery or a large prize in a gambling contest. It's also a great stroke of luck. The term actually comes from the game of draw poker where a pot grew until a player could open the bidding with two jacks or better. If no one gets two jacks, the cards are shuffled and dealt again. Before each deal, each player must 'ante up' a certain sum into the communal "pot'' of money that will go to the eventual winner. If jacks prove elusive through the course of several deals, this 'Jack-pot' can grow quite large. The term first appeared in the literal poker sense around 1881, and almost immediately took on the figurative sense of "big prize'' or "very good luck''.
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| 0.974194 | 163 | 2.90625 | 3 |
A range of resources are available for those students wishing to continue their studies in Geography to Honours and Postgraduate level. Some of these resources are utilised for undergraduate teaching, and so students may be familiar with them during the course of their undergraduate studies.
The pollen analysis laboratories include a ‘wet lab’ for extracting pollen and diatoms from sediments, and a microscope room (the “pollen booth”) for identifying and counting pollen and diatoms from slides. A pollen reference collection and diatom library is held by G.E.S.
A laboratory adjacent to the ‘wet lab’ has a range of equipment used for water quality and related analyses. Equipment includes an atomic absorption spectrophotometer for cation content, an ultraviolet/visible spectrophotometer for anion content, pH and electrical conductivity meters, nephelometers and turbidity meters, plus sediment filtration and separation equipment. A furnace for determining organic matter losses on ignition is also located in this laboratory.
The Soil Lab is located in the Physics building and includes facilities required for soil and sediment analyses. Equipment includes sieve shakers, hydrometers and other equipment required for particle size analyses; two drying ovens; analytical balances; microscopes; and a class set of stereoscopes for aerial photograph interpretation.
Basement laboratories have facilities for palaeo- and mineral magnetism.
In addition the School shares use of a Malvern particle size analyser based in Chemical Engineering and facilities for trace element analysis housed in Earth Sciences. The School is charged for the use of the latter equipment and so approval is necessary.
Aerial photograph and map collections
The School has an extensive collection of aerial photographs that covers the majority of Australia, mostly from the 1960s onwards. The Map Library contains approximately 40,000 Australian and international maps, including topographic and geological series.
Geographic Information System (GIS) facilities
The G.I.S. laboratory (S209) has a set of computers with G.I.S. software packages that include ARC/INFO, ArcView, MapInfo, ER Mapper, Idrisi and Maptitude.
A range of equipment exists for geographic field studies, especially in the subject areas of climatology, biogeography, geomorphology and soils. Equipment includes:
- boat, platforms and coring devices for sediment coring;
- weather monitoring equipment for meteorological measurements;
- augers, soil kits, spades and other equipment for soil surveys;
- stream analysis equipment and tubing for water column sampling;
- pH, salinity and dissolved oxygen meters;
- an electronic distance measurer, theodolites and staffs, ranging poles, altimeters, clinometers, GPS units (two differential GPS), tapes and compasses for surveying; and trailers and limited camping gear.
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| 0.919913 | 597 | 2.75 | 3 |
Partners in Speech, Language, and Hearing: A Guide for Parents and Caregivers of Babies and Young Children
Children learn speech and language from listening to and interacting with the sounds and voices around them. This bilingual illustrated book (English and Spanish) gives parents and caregivers activities that will promote a child’s communication skills development. This book is broken into three sections: babies, toddlers, and young children. Each section provides simple, age-appropriate ways that parents and caregivers can stimulate the child’s speech, language, and hearing.
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| 0.923591 | 112 | 3.578125 | 4 |
What You'll Need: scriptures, GAK 212/GAB 39: The Sermon on the Mount, GAK 240/GAB 1: Jesus the Christ, house printouts, clear packing tape, scissors, medium size rock, sand (available at craft stores OR substitute white sugar), two pie plates, small cup filled with water.
You can also choose to download the pdf of LESSON 36 for easy printing. If you download, please leave a comment here on what you like about this lesson. Note: GAK vs GAB pictures explained here.
Quote: Neil L. Anderson - "The stories of Jesus shared over and over bring faith in the Lord Jesus Christ and strength to the foundation of testimony."
Opening Song: I'm Trying to be Like Jesus (PCS #78)
(show GAK 212/GAB 39: The Sermon on the Mount)
When Jesus was on the earth, He traveled around the land of Jerusalem and taught people how to be happy. He taught them that they should be a good example to the world. He taught them that it was wrong to be angry with or hate anyone, even their enemies. He taught the principles of prayer, forgiveness and kindness.
One day, Jesus was teaching his Apostles. He said that to live with Him in the kingdom of heaven, His disciples needed to learn the gospel and to live it. He then told them a special kind of story, called a PARABLE, which teaches us a lesson by telling a story first and then explaining how the story can help us choose the right. The story he told them is called The Parable of the Wise Man and the Foolish Man.
Jesus told them a story about a Wise (or very smart) Man who built his house upon a strong rock. And then there was a big storm. There was wind and rain and floods, but the house built on the rock was okay because it was built on something so strong.
Then Jesus told them about a Foolish (or not very smart) Man who also built a house, but he built his house on sand. And then there was a big storm. There was wind and rain and floods, and the house built on the sand washed away with the water because it was built on something not strong.
Then Jesus explained the story to them. He said that people who choose to make choices based on the teachings of Jesus will always be safe and strong, because Jesus is like the strong rock. And when our lives become difficult or we face the consequences of our good choices we will be safe and happy. Jesus said that people who choose to make wrong choices and ignore the teachings of Jesus will not be safe. When our lives become difficult or we face the consequences of our bad choices we will not be happy and sometimes we may suffer for our choices.
(show GAK 240/GAB 1: Jesus the Christ)
We have many opportunities to learn the gospel of Jesus Christ. We can show that we have faith that the gospel is true by choosing the right each day. If we do, we will be like the wise man—building our lives upon the solid foundation of the gospel and preparing ourselves to live again with Heavenly Father and Jesus Christ.
Bear your testimony about a specific time in your life when storms raged around you and you were able to overcome because of your testimony in Jesus Christ.
(For tips on sharing your testimony please click here.)
Practice Song: If you are teaching your family the SEPTEMBER Song of the Month, go over the words and music with your family.
Activity: Object Lesson
CLICK HERE to download JUST the object lesson.
1. Cut out two houses from printed sheet
2. Fold along dotted lines to form a tent shape
3. Use clear packing tap to cover all surfaces of the paper house, like laminating.
4. Secure the base by taping bottom flaps together, keeping the flap with the website name showing.
5. Place your medium rock inside one pie plate and pour sand into the other pie plate.
6. Cut a piece of masking tape and form it into a roll (sticky side out) and use it to secure your house structure to the *rock. Press firmly to make sure it adheres well.
7. Mound sand into a hill so there is a peak. Place other house onto sand.
8. Have children carefully pour one cup of water onto the house with the sand. Observe it falling and the sand beneath it washing away.
9. Have children pour small glass of water onto the house on the rock. Observe it remaining and standing strong.
*Make sure to clean and dry rock thoroughly before starting
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This week’s BEACON Researchers at Work blog post is by MSU graduate student Katy Califf.
I’m generally interested in how genetic diversity and behavior influence each other in wild populations of mammals, particularly in the realm of disease ecology. More simply, how do genetics influence behavioral decisions such as where to live, with whom to cooperate, and with whom to mate? Then, over time, as these decisions are made, what does the genetic population structure look like? When you think about it, a lot of these decisions come down to questions about pathogen resistance. If I live here, will I be safe? If I eat this, will I get sick? If I have kids with this individual, will they be healthy?
Obviously, most of these decisions are not conscious ones for many animals. So the next question is: how are these decisions made? Even if you’re not a scientist, you probably know that in the wild, we usually see related individuals living together, and unrelated individuals mating. This is because of genetic diversity. Related individuals are genetically similar and will often cooperate, as they gain what we call “inclusive fitness” by increasing the survival of individuals who share some of the same genes. Similarly, it is more beneficial to mate with unrelated individuals than to mate with closely related individuals, because this increases the genetic diversity of the offspring. There are many reasons why this is beneficial, but the one I am most interested in is the possibility that genetic diversity is an important determinant of disease resistance. In fact, many biologists believe that sex evolved as a mechanism to increase genetic diversity, largely in response to constantly evolving pathogens.
This leads us to another question: how do animals know to which animals they are related? Sometimes, they simply know through experience. But in the wild, animals often encounter related individuals that they’ve never met before. Evolution has favored mechanisms for recognizing these individuals, often through the sense of smell. Many wild animals demonstrate these unconscious preferences.
The well-known “t-shirt study” demonstrates how preferences based on genetic information might operate. In the 90’s, Wedekind & Furi asked female students to sniff sweaty t-shirts that males had worn for several days, and tell the researchers which odors they preferred. Interestingly, the females preferred shirts that had been worn by men who were genetically dissimilar from them at a group of genes known as the major histocompatibility complex, or MHC. When these females were taking an oral contraceptive, this preference was reversed. These same patterns have been seen in other species as well. The researchers concluded that this preference arises because, when the females are able to become pregnant, they prefer the odor of males that will make better mates, genetically speaking. And when they are unable to become pregnant, they prefer the odor of males that are more likely to be kin, and thus more likely to be reproductive helpers.
MHC genes are critical to disease resistance in vertebrates. The molecules encoded in these genes recognize foreign pathogens in the body and present them to immune system cells, thereby initiating immune response. Diversity in MHC genes has been linked in many species to increased reproductive success, decreased parasite loads, and enhanced disease resistance. However, it’s not yet completely clear how the MHC genes influence odor.
As a graduate student in Dr. Kay Holekamp’s lab, I am currently addressing questions related to MHC diversity in a highly social carnivore, the spotted hyena (Crocuta crocuta). The Mara Hyena Project, run by Dr. Holekamp, has been studying spotted hyenas in the Masai Mara National Reserve in Kenya since 1988. Spotted hyenas are unique among carnivores in that females are socially dominant to all breeding males. Females have complete control over mating, due to their highly masculinized genitalia. Since female choice is essentially absolute in this species, it’s a great system in which to ask questions about the underlying mechanisms of mate choice. In addition, research has shown that hyenas have a particularly robust immune system. They regularly test positive for many diseases that have caused massive mortality in sympatric carnivores, yet hyenas rarely get sick, and their disease related mortality is much lower than that of other carnivores. While hyenas are exceptionally adept hunters, they also regularly feed on carrion, and they have specific adaptations to break open large bones. These feeding habits might expose them to certain types of parasites or pathogens to which other carnivores are not exposed.
First, I wanted to know just how diverse the MHC genes are among spotted hyenas. I have sequenced 3 genes in hyenas that have been linked to various fitness measures in other species, and have found that spotted hyenas do indeed exhibit evidence of strong positive selection and high diversity at their MHC loci. I am now analyzing several years of pedigree data to determine whether females tend to mate with males that differ from them at these loci more than would be expected by chance. If immune system diversity is important to hyenas, I would expect them to be mating with individuals that differ from them at MHC. However, it is also possible that all spotted hyenas are already so diverse that something other than mate choice is driving this diversity.
I have also looked at MHC diversity in a closely related hyena species, the striped hyena (Hyaena hyaena). The striped hyena is a more “typical” mammal than the spotted. There are no sex role reversals in this species, and they tend to be solitary or live in small family groups. However, I find levels of MHC diversity in this species that are just the same as those in spotted hyenas. This leads me to believe that there is some evolutionary force in hyenas that is more important in maintaining MHC diversity than sexual selection. Unique traits shared by both of these hyena species are the ability to crack bone and feed on carrion. Perhaps the pathogens encountered via this feeding ecology are more important in hyenas than other carnivores, and this may be what is driving variation.
I am currently sequencing MHC genes in the remaining 2 extant species in the Hyaenidae family to test this hypothesis. The brown hyena (Parahyaenea brunnea) also cracks bone and feeds on carrion. However, the aardwolf (Proteles cristata) is a diminutive hyena that feeds only on termites. If the above hypothesis is correct, in the brown hyena I would expect to see levels of MHC diversity similar to the spotted and striped hyenas, whereas I would expect to see lower levels of diversity in the aardwolf. Either way, these data will further clarify the picture of evolution at MHC genes in hyenas. Stay tuned!
For more about Katy’s work, you can contact her at califfka at msu dot edu.
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What can we say, then, from a historian’s point of view, about the historical Jesus? What was he like?
What I argue in the book is that the majority of scholars over the last century or so in Europe and the U.S. have basically been right. Jesus is best understood as a Jewish apocalyptic prophet. By which I mean, Jesus thought that this world was controlled by forces of evil and that’s why there’s so much pain and misery and suffering. But God, as such a prophet would argue, will soon intervene and overthrow the forces of evil and bring in a good kingdom where there will be no more pain, misery, or suffering. This Kingdom of God will take over.
Jesus thought this would happen within his own generation, and so he told his disciples that they would not die before they saw the Kingdom of God come into power.
Do you think Jesus would even recognize these modern versions we have of him?
No. I don’t think there’s a church in North America anywhere that Jesus could go into and recognize himself. I don’t think Jesus wanted to start a new religion. Jesus was Jewish and he believed in the Jewish God; he accepted the Jewish law; he practiced Jewish customs; and he gathered Jewish disciples and gave them his Jewish interpretation of the Jewish scriptures.
I think Jesus may have had a distinct understanding of Judaism and may have wanted to reform Judaism, but he had no conception at all of the start of a new religion—let alone a religion that was based on his death and resurrection. . . .
I think Jesus thought that God was going to send a cosmic judge of the earth to overthrow these forces of evil and set up a kingdom. I do think that Jesus thought that he, himself, would be made the king of that kingdom. In other words, he thought he was the future Messiah. He probably taught this to his closest disciples and when they came to think that he was brought back to life they naturally redefined what it meant to be a Messiah—defining it as somebody who had died and been raised from the dead.
They knew Jesus had been crucified and they believed he was the Messiah, so they concluded that the Messiah had to be crucified.
What I point out in the book is that Christians did not invent Jesus; what they invented was the idea of a suffering Messiah. This is a view that is not found among Jews prior to Christianity.
Sunday, May 6, 2012
Bart Ehrman on the Historical Jesus
Church historian Bart Ehrman has long been one of my favorite authors on religion. Via Andrew Sullivan, this is from a new interview with him:
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GEORGE, DAVID, Baptist preacher; b. c. 1743 in Essex County, Va, son of African slaves John and Judith; d. 1810 in Freetown, Sierra Leone.
As a young slave to a man named Chapel, David George was employed fetching water and carding cotton, and when he grew older he took his place among the adult slaves in the corn and tobacco fields. His master was “a very bad man to the Negroes”: George witnessed with horror his mother being stripped and whipped, and he himself was scourged “till the blood has run down over my waistband.” In 1762, when he was about 19 years old, his independent spirit asserted itself, and he ran away. Pursued by his master’s son, he fled farther and farther south, eventually finding refuge, in 1764 or 1765, among the Natchez Indian nation. There a white man by the name of George Galphin (Gaulfin, Gaulphin) purchased him from the Indians and set him to work on his estate at Silver Bluff, near the Savannah River and about 12 miles from Augusta, Ga.
At Silver Bluff George married Phillis, another slave, and began a family. Soon afterwards, upon being introduced to the Christian religion by a fellow black, he started attending religious services held on the estate by George Liele, a free black Baptist preacher, and “brother Palmer,” whom one scholar has identified as Wait Palmer, a white Baptist preacher from Connecticut. At some point between 1773 and 1775 Palmer organized the Silver Bluff Baptist Church, the first black Baptist church, and possibly the first black church of any denomination, in North America. George became the leading elder and preached between the visits of Palmer and Liele.
With the outbreak of the revolution in 1775 Lord Dunmore, the governor of Virginia, issued a proclamation offering freedom to any rebel-owned slave who joined the loyalist forces. Thousands of slaves, attracted by Dunmore’s offer, deserted their masters and flocked to the British. At Silver Bluff, George later stated, preachers were not allowed to visit the slaves “lest they should furnish us with too much knowledge.” In these circumstances the black congregation elevated George to the position of pastor. In 1778, when the British took Savannah and were pressing close to Silver Bluff, Galphin fled his estate and left the slaves to fend for themselves. George and a group of 50 others then went out to greet the British and to claim protection as black loyalists.
A list of black loyalists dated 1791 shows that George became a soldier in the loyalist cause. In his own memoir, however, he makes no such claim. According to this source, he worked on the fortifications of Savannah during the siege by American forces, but for most of the war he joined his colleague Liele in preaching amongst the black loyalists, supporting himself by keeping a small butcher’s stall. When Savannah fell to the Americans he moved to Charleston, S.C., and when a similar fate befell that city he accompanied the British and thousands of white loyalists to Halifax, N.S. He arrived there in December 1782.
Determined to carry the Gospel to his fellow blacks, George moved in June 1783 to Shelburne, N.S., where 1,500 black loyalists had settled two months previously. At first the local magistrates forbad him to hold his services in town, and so he set up camp “in the woods” where his preaching drew blacks from “far and near.” However, when a sympathetic white gave him a town lot, George began conducting his meetings in Shelburne itself. By mid 1784 a chapel had been built and George had attracted a congregation of 50 blacks and several whites.
George’s problems were not at an end, of course, for as a black and as a dissenter he continued to encounter opposition not only from the white settlers but also from the blacks of other denominations. In the summer of 1784 a near-riot occurred when a mob attempted to prevent the baptism of a white couple at one of George’s services. Following this episode, according to George, “the persecution increased, and became so great, that it did not seem possible to preach, and I thought I must leave Shelburn.” The climax came in late July and early August, when unemployed soldiers, resentful of cheap black labour, attacked the black district of Shelburne and forcibly drove George from his chapel. Along with many Shelburne blacks George sought refuge in nearby Birchtown. He remained there a few months, preaching and baptizing another 20 black loyalists. Even here, however, he encountered hostility, this time from black Anglicans and Methodists. He therefore returned to Shelburne in December 1784 and regained possession of his chapel.
From Shelburne, George’s fame as a preacher began to spread: in the 1780s he was invited to preach in communities throughout Nova Scotia and New Brunswick. At Saint John, N.B., he held a mass baptism in the river, with both blacks and whites present, but some other whites complained and he was forced to obtain a licence permitting him “to instruct the Black people in the knowledge, and exhort them to the practice of, the Christian religion.” The clear implication was that he was not to preach or baptize among the white citizens. After organizing black Baptist congregations in both Fredericton and Saint John, he returned to Nova Scotia, visiting Preston, where he founded a chapel, Horton Township, and Liverpool.
George’s missionary tours won him the largest following of any contemporary Baptist preacher, white or black, in Nova Scotia and New Brunswick. His success partly derived from his impassioned preaching style; a Shelburne white who visited George’s chapel described a scene where the congregation was so overcome that they could not refrain from crying out hosannas, and George himself was obliged to interrupt his sermon because of the tears streaming down his face. Another reason for his success was the fact that his brand of religion satisfied some of the most deeply felt needs of the black loyalists. From the time of their arrival in Nova Scotia, they had been treated in a discriminatory fashion: unlike their white counterparts, who received three years’ provisions upon settling in the colony, black loyalists received enough to last only 80 days, and as a result were forced to support themselves by working on the roads. Further, only one-third of the black loyalists who moved to Nova Scotia obtained land grants, and even these fortunate few were given plots only large enough for kitchen gardens. Under such conditions, it was hardly surprising that George enjoyed great success as a preacher, for his chapels offered blacks freedom and equality, the very things they did not enjoy in a society dominated by whites. At the same time, since the black loyalists were mostly former slaves, they naturally felt drawn to a preacher who provided them with an opportunity to manage the affairs of their church in complete independence from any outside white authority.
Besides spreading the Baptist message through Nova Scotia and New Brunswick, George joined other black preachers, notably Boston King and Thomas Peters*, in implementing plans for a mass emigration of black loyalists to Sierra Leone. In 1790 several hundred blacks, upset by their failure to obtain the grants of land to which they were entitled, appointed Peters to bring their grievances to the attention of the British government. In response to these complaints of ill-treatment, the Sierra Leone Company, a philanthropic organization dedicated to the creation of a colony of freed slaves, offered to transport the black loyalists to Africa, to provide them with free land, and to guarantee them full rights as British subjects. David George became an enthusiastic supporter of this scheme, and he assisted Lieutenant John Clarkson of the Royal Navy, whom the Sierra Leone Company sent to Nova Scotia to recruit emigrants, in carrying his invitation to the blacks of Shelburne County.
“The White people in Nova Scotia were very unwilling that we should go,” George later recalled, “though they had been very cruel to us, and treated many of us as bad as though we had been slaves.” The fact was that the landless black loyalists provided the bulk of labour available in Nova Scotia, and as customers they created a market for the produce of white-owned farms. George was personally threatened with violence; false debts and charges were concocted to keep the blacks in place; bribes were offered; and a vigorous propaganda campaign claimed that the Sierra Leone Company intended to sell the free blacks into slavery. Despite this opposition 1,196 black loyalists, about one-third the total black loyalist population of Nova Scotia and New Brunswick, embarked with Clarkson in January 1792. Included among them were almost all the Baptists from George’s chapels in Saint John, Fredericton, Preston, and Shelburne. Clarkson organized his black emigrants into companies, each under a captain who was to maintain discipline and relay information, and over the entire body he placed three superintendents, Thomas Peters, the Methodist preacher John Ball, and David George.
Unfortunately, the great promise of Clarkson’s mission was not to be fulfilled. Physical discomfort, the failure of the company to provide free land, and above all the fact that the independence-seeking black loyalists found themselves subordinate to a white government appointed in London, led to a confrontation on 8 April 1792 between Clarkson and Thomas Peters. Since George had great admiration and friendship for Clarkson and little sympathy for Peters, he rallied his Baptists, then the largest religious group in the colony, to Clarkson’s support. He was therefore responsible at that early point for the maintenance of company authority in Freetown.
In December 1792 George accompanied Clarkson to London, where he stayed until August 1793, visiting English Baptists and collecting financial support for his African mission. He also dictated his memoirs to the editor of the Baptist annual register, thus leaving for posterity one of the few existing black loyalist documents. While he was in London his compatriots in Sierra Leone came into conflict with their new governor, William Dawes, the workers struck against their company employers, and a public meeting sent delegates to England in an unsuccessful bid to acquire a new form of government. George missed all this activity and its emotional impact, and consequently he was prepared on his return to the colony to continue to believe in the good faith of men who had treated him with kindness and justice.
In Sierra Leone, George devoted himself to the “Lord’s vineyard” both figuratively and literally: he kept an alehouse and engaged in mission work among the neighbouring Africans and his Freetown congregation. Until his death in 1810 he continued to shun revolts against the company’s authority. Those Baptists who sympathized with the demands of the more radical “Nova Scotians” split with their pastor, initiating a decline in George’s influence and in the position of the Baptist denomination. After 1808 the Baptists slipped from the primacy of place they had enjoyed in 1792 and became the smallest denomination in the colony, a denomination increasingly associated with poverty and low status.
But if there is no monument to him in Sierra Leone, David George is still regarded as a key figure in the early history of the Baptist church in Nova Scotia and New Brunswick. Through his efforts and those of later preachers such as Richard Preston*, the Baptist church was gradually built into the largest denomination among Maritime blacks. To these people, George remains a heroic and beloved pioneer.
David George’s autobiography, “An account of the life of Mr. David George, from Sierra Leone in Africa; given by himself in a conversation with Brother Rippon of London, and Brother Pearce of Birmingham,” was published in the Baptist annual reg. (London), 1 (1790–93): 473–84. Some of George’s letters from Sierra Leone appeared in Baptist annual reg., 2 (1794–97): 94–96, 215–16, 255–56, 409–10.
BL, Add. mss 41262A–41264. Huntington Library (San Marino, Calif.), Zachary Macaulay papers. PANS, MG 1, 219; MG 4, 140–41, 143 (copies); MG 100, 220, no.4 (photocopy). PRO, CO 217/63; CO 270/2–5. USPG, Dr. Bray’s Associates, minute-books, 3. [John Clarkson], “Diary of Lieutenant J. Clarkson, R.N. (governor, 1792),” Sierra Leone Studies ([Freetown, Sierra Leone]), no.8 (March 1927). [Boston King], “Memoirs of the life of Boston King, a black preacher, written by himself, during his residence at Kingswood School,” Methodist Magazine (London), 21 (1798): 105–10, 157–61, 209–13, 261–65. C. [H]. Fyfe, A history of Sierra Leone (London, 1962). E. G. Ingham, Sierra Leone after a hundred years (London, 1894). P. E. McKerrow, A brief history of the coloured Baptists of Nova Scotia . . . (Halifax, 1895; repr. Dartmouth, N.S., 1975). A. P. Oliver, A brief history of the colored Baptists of Nova Scotia, 1782–1953; in commemoration of centennial celebrations of the African United Baptist Association of Nova Scotia, Inc. ([Halifax, 1953]). J. W. St G. Walker, The black loyalists: the search for a promised land in Nova Scotia and Sierra Leone, 1783–1870 (London, 1976); “The establishment of a free black community in Nova Scotia, 1783–1840,” The African Diaspora: interpretive essays, ed. M. L. Kilson and R. I. Rotberg (Cambridge, Mass., and London, 1976), 205–36. E. G. Wilson, The loyal blacks (New York, 1976). R. W. Winks, The blacks in Canada: a history (Montreal, 1971). W. H. Brooks, “The evolution of the Negro Baptist Church” and “The priority of the Silver Bluff Church and its promoters” in Journal of Negro Hist. (Washington), 7 (1922): 11–22 and 172–96 respectively. C. [H]. Fyfe, “The Baptist churches in Sierra Leone,” Sierra Leone Bull. of Religion (Freetown), 5 (1963): 55–60. Anthony Kirk-Greene, “David George: the Nova Scotian experience,” Sierra Leone Studies, new ser., 14 (1960): 93–120. J. W. St G. Walker, “Blacks as American loyalists: the slaves’ war for independence,” Hist. Reflections (Waterloo, Ont.), 2 (1975): 51–67. A. F. Walls, “The Nova Scotian settlers and their religion,” Sierra Leone Bull. of Religion, 1 (1959): 19–31.
North America, North America -- Canada, North America -- Canada -- New Brunswick, North America -- Canada -- Nova Scotia, North America -- Canada -- Nova Scotia -- Mainland, North America -- United States of America
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International Women’s Day has been celebrated since in the early 1900′s – a period of great expansion in the industrialized and business world. At that time, great unrest as well as critical debate was occurring amongst females.
Their fight against inequality and oppression was gathering momentum. It spurred many women to become active and vocal in this concerted campaign for change. In 1908, about 15,000 women marched through New York for their demand of better pay, shorter hours and voting rights.
In accordance with the Socialist Party of America declaration, the first National Woman’s Day (NWD) was celebrated across the US on 28 February. The US continued to celebrate the occasion on the last Sunday of February till 1913.
At a Socialist International meeting held in Copenhagen, an International Women’s Day was proposed to acknowledge their rights movement and to help them in achieving universal suffrage.
In 1917, on the last Sunday of February, women in Russia started a strike for ‘bread & peace’. Despite opposition from political leaders, they continued with their strike till the Czar was forced to abdicate; the provisional Government granted the right to vote to women.
The date the strike commenced was Sunday (23 February) on the Julian calendar then being used in Russia; this day on the Gregorian calendar was 8 March, now marked as the International Women’s Day.
Tags: gifts business women, International Womens Day, March 8
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Did You Know?
Facts, Figures &
Folklore about Christmas
Dec 15 : 10 days till Christmas
Did you know that the word Advent comes from the Latin term “adventur”, meaning arrival?
The Advent Calendar begins on the fourth Sunday before Christmas and counts down the 25 days until the holiday’s arrival. The tradition of counting down the days until Christmas began in the early 19th century in Holland, where families marked a chalk line on their front door each day before Christmas Eve.
BTW – Have you checked out our 2010 Advent Calendar? A new holiday video each day!
Christmas is the Christian festival celebrating the birth of Jesus of Nazareth, and is a central part of the winter holiday season. Although traditionally a Christian holiday, Christmas is widely celebrated worldwide by many non-Christians.
Santa Claus, a popular mythological figure, is also an important part of the celebration and is associated with the bringing of gifts for children.
Join us for a new Did You Know holiday fact each day as we countdown to Christmas. This year Christmas Eve will be celebrated Friday December 24, Christmas Saturday December 25.
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Disclaimer: This is not really a tutorial on macros, it's more of a quick introduction to using Racket's
syntax-case-based macros for people who are familiar with symbolic macros and miss their “simplicity”. It's also not comprehensive or thorough or complete, it's just intended to provide a rough quick overview of how to write macros. It was originally posted on comp.lang.scheme in a thread called “Idiot's guide to Scheme macros”, but I avoided that title here, since it's not a general purpose guide. (Also, it's yet another attempt to dispel the irrational “macrophobia” some people have when it gets to hygienic macros, leading them back to using
defmacro with all its problems.)
The main idea with Racket's macro system (and with other
syntax-case systems) is that macros are syntax to syntax functions, just like the case of
defmacro, except that instead of raw s-expressions you're dealing with syntax objects. This becomes very noticeable when identifiers are handled: instead of dealing with plain symbols, you're dealing with these syntax values (called “identifiers” in this case) that are essentially a symbol and some opaque information that represents the lexical scope for its source. In several
syntax-case systems this is the only difference from
defmacro macros, but in the Racket case this applies to everything — identifiers, numbers, other immediate constants, and even function applications, etc — they are all the same s-expression values that you're used to, except wrapped with additional information. Another thing that is unique to Racket is the extra information: in addition to the opaque lexical context, there is also source information and arbitrary properties (there are also certificates, but that's ignorable for this text).
With this in mind, explaining the rest is not too difficult:
(syntax-column stx)— retrieve parts of the source location information.
(syntax-e stx)— takes a syntax value and returns the value it “wraps”. For example, if
stxis an identifier you'd get a symbol, and if it's a number you'd get the number. If it's a simple parenthesized form, you'd get a list of syntax values for the subforms. Note that the list can be improper, with the last element being a syntax object that contains a proper list. (But the list will actually be improper if the original syntax was a dotted list.)
(syntax->datum stx)— takes a syntax value and returns the plain s-expression that it holds. This is done by recursive uses of
syntax-e. (It would be a simple definition that does what you'd think it should do.)
(syntax->list stx)— sometimes you want to pull out the list of syntax values from a given parenthesized syntax, but
syntax-edoes too little (can still return an improper list) and
syntax->datumdoes too much (gives you back raw s-expressions).
syntax->listis a utility function that uses
syntax-eas many times as needed to get back a proper list of syntax values. If that's not possible (if the input syntax was not a proper list), it returns
#f, so it serves as a predicate too.
(syntax-property stx prop)— returns the given property value from stx, if any, and
#fif none. For example, try
(syntax-property #'[foo] 'paren-shape)
#'is similar to a quote, but for syntax values — I'll get to that later on.)
- Note that there is no accessor for the opaque lexical scope, and as you'll see next, you don't need one.
- To create a piece of syntax you use
datum->syntax, and you give it an s-expression which will be the “contents” of the resulting syntax object. (The input can contain syntax values, which are left as is.) But when you do that you need to give it the other bits — including the lexical context thing, which you have no access to. The way that's done is:
This returns a syntax value that wraps the
(datum->syntax context-stx input-sexpr)
input-sexprvalue, using the lexical scope from
context-stx. A common way to “break hygiene” and create a binding that is visible to the macro user's code is:
(datum->syntax stx 'foo)
stxis some syntax value that you get from the user input to the macro. It returns a
fooidentifier that has the same lexical context information as
stx, so it's as if it came from there.
Note that there is actually another optional argument that specifies the source (either using another syntax object, or as an explicit list), and another for copying the properties from — so an alternative to the above would be:
which also makes the source information and the properties be the same as those of
(datum->syntax stx 'foo stx stx)
stx(for example, this can matter in case of syntax errors ).
- There is also
(quote-syntax blah)which creates a quoted syntax, with its lexical source from the place it appears.
define-syntaxdoes the magic of tying a name with a transformer function.
And that's almost everything that you need in order to write hygienic (and non-hygienic) macros. Very inconveniently.
For example, here's a simple
while macro (use this in a file that starts with “
(define-syntax (while stx) (define subs (syntax->list stx)) (datum->syntax stx `(let loop () (when ,(cadr subs) ,@(cddr subs) (loop))) stx))
which breaks like this:
(define x 2) (let ([let 5]) (while (< x 10) (printf "x = ~s\n" x) (set! x (add1 x))))
The problem is that all of those quoted names are getting the context of the user input, which is not the right thing (it's close to a
defmacro). To fix this, you need to
quote-syntax all of these identifiers, so they'll have the macro source instead of the input source:
(define-syntax (while stx) (define subs (syntax->list stx)) (datum->syntax stx `(,(quote-syntax let) ,(quote-syntax loop) () (,(quote-syntax when) ,(cadr subs) ,@(cddr subs) (,(quote-syntax loop)))) stx))
But that's clearly insane... More than being tedious, it's still incorrect since all of those function application parens will have the user's lexical context (Racket has a special implicit
#%app macro that gets used in all function applications, and in this case the context of this application will make it unhygienic). Instead of doing this, a better approach would be to create the resulting syntax with the lexical context of the macro source by changing just that argument:
(define-syntax (while stx) (define subs (syntax->list stx)) (datum->syntax (quote-syntax here) `(let loop () (when ,(cadr subs) ,@(cddr subs) (loop))) stx))
And that's simple again, and works fine now.
The problem is that it's tedious wrt to deconstructing the input (which happens to be trivial in this case), and wrt slapping together an output value — and that's where
syntax-case comes in. It addresses the both by using pattern matching, where identifiers in patterns are bound as “syntax patterns”. A new form is added —
syntax — which is similar to a
quote, except that (a) it actually quotes things similarly to
quote-syntax, with the lexical context of the
syntax form; and (b) pattern variables are substituted with what they matched. With this, the above macro becomes much easier:
(define-syntax (while stx) (syntax-case stx () [(_ test body ...) (syntax (let loop () (when test body ... (loop))))]))
The first line specifies that you want to match the
stx input syntax, and that you have no “keywords” (in the same sense as in
syntax-rules). The second line is the pattern that is matched against this input — with two pattern variables that match the second subexpression and the sequence of expressions from the third and on. (The first subexpression is matched against
_ which is a wild-card that matches anything without binding a pattern variable — the head part is often not needed, since it's just the macro name.) The last line is the output, specified using
syntax, which means that it's very similar to the previous version where everything is given the lexical context of the macro and the two pattern variables are replaced with the two matches (so
body gets spliced into the resulting syntax).
Now, say that you want an unhygienic user-visible piece of syntax. For example, bind the always entertaining
it thing to the test result. This:
won't work because(define-syntax (while stx) (syntax-case stx () [(_ test body ...) (syntax (let loop () (let ([it test]) (when it body ... (loop)))))]))
ithas the macro source — it's hygienic and therefore not visible. Instead, you need to use
datum->syntaxwith the user syntax:
But this doesn't really work since(define-syntax (while stx) (syntax-case stx () [(_ test body ...) (let ([it (datum->syntax stx 'it)]) (syntax (let loop () (let ([it test]) (when it body ... (loop))))))]))
itneeds to be bound as a pattern variable rather than a plain binding.
syntax-casecan be used here again:
(syntax-case <name> () [foo <body>])will match
<name>syntax, and if it's a name then it will be bound as a pattern variable in the
Note that since(define-syntax (while stx) (syntax-case stx () [(_ test body ...) (syntax-case (datum->syntax stx 'it) () [it (syntax (let loop () (let ([it test]) (when it body ... (loop)))))])]))
itis a pattern variable, it doesn't need to be unquoted —
syntaxwill do that.
Finally, there are some more conveniences. First,
with-syntax is a macro that binds pattern variables (by a similar translation to
and there's the(define-syntax (while stx) (syntax-case stx () [(_ test body ...) (with-syntax ([it (datum->syntax stx 'it)]) (syntax (let loop () (let ([it test]) (when it body ... (loop))))))]))
#'reader macro for
and there are also(define-syntax (while stx) (syntax-case stx () [(_ test body ...) (with-syntax ([it (datum->syntax stx 'it)]) #'(let loop () (let ([it test]) (when it body ... (loop)))))]))
#,@which are implemented by translating them to uses of
Note that the last example uses the lexical context of the whole form for the new identifier, but that's not only the option. You could use any other part of the macro input — for example, you could use the macro keyword:
or the test expression (use(define-syntax (while stx) (syntax-case stx () [(hd test body ...) ; need the head now (with-syntax ([it (datum->syntax #'hd 'it)]) ... same ...)]))
#'test). Each of these choices has subtle differences that are especially important when you're composing macros (for example, using a second macro that expands to a
while, where the test expression comes from that macro rather than the user code). Demonstrating these things is a popular way to pass the time in some circles, but I'll avoid it here. In fact, a great way to avoid this whole thing altogether is not create unhygienic bindings in the first place. It sounds like doing so excludes cases where you really want to have a new binding visible in user code, but racket provides “syntax parameters” that can be used more conveniently (and less confusingly) — see an earlier post for a description of that. As a side note, these options are a good hint that a hygienic macro system is more expressive than a symbolic
defmacrosystem, where no such choices exist. Creating such macros using
defmacrocan appear easier simply because of this lack of choice — in the same way that CPP-style string-based macros are “simpler” than
defmacrosince they're less expressive (just appending lexical tokens, no structural information).
There are other important aspects of the Racket macro system that are not covered here. The most obvious of them is worth mentioning here: Racket separates the “runtime phase” from the “syntax phase”. For example, if you want to try these examples with “
#lang racket/base”, you'll need to add
(require (for-syntax racket/base)) since the
racket/base language doesn't have a full language in its syntax phase.
Roughly speaking, this makes sure that source code is deterministically compilable by having each level live in its own world, limiting macros to deal only with the input syntax only and not runtime values. (For example, a CLOS implementation in this system cannot check the value of an identifier bound to a class to determine how some macro should expand.) This results in reliable compilations that do not depend on how things were loaded, or whatever happened on the REPL.
The important bottom line here is that you get to write macros with the full language available — and phase separation means that Racket is explicitly designed to make running code at the macro level and using it by the compiler as robust as possible, so you don't have to worry about using any complex system as part of your macro. You just need to keep in mind that the macro world is completely separate from the runtime, and the direct benefit of not worrying about weird interactions with compilation and file loading orders.
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Larry is the associate editor of technology for
How well do hospital medical technicians know their equipment? Not well enough in the case of some health care workers at Cedars–Sinai Medical Center in Los Angeles, where 206 x-ray computed tomography (CT) scan patients were given eight times the normal dose of radiation during brain scans over an 18-month period. The Los Angeles Times reports today that the cause of the overdoses has been traced back to a mistake the hospital made resetting a CT scanner.
The problem began in February 2008 when the hospital began using a new protocol for CT brain perfusion scans, which expose the brain to radiation in an attempt to help doctors analyze disruptions in the flow of blood to brain tissue and diagnose strokes. This change involved resetting the machine to override the preprogrammed instructions that came with the scanner when it was installed, the Times reports.
"There was a misunderstanding about an embedded default setting applied by the machine," according a written statement issued by the hospital. "As a result, the use of this protocol resulted in a higher than expected amount of radiation." Eight times higher, to be precise.
The error went unnoticed until this August, when a stroke patient informed the hospital that he had begun losing his hair after a scan.
Concerned that this error might not be limited to Cedars–Sinai, the U.S. Food and Drug Administration (FDA) last week issued an alert to CT facilities, radiologists, neurologists and several other types of health care professionals to warn them of possible "widespread problems with CT quality assurance programs," meaning the problem might not be isolated to Cedars–Sinai’s equipment or this particular imaging procedure. The alert concluded, however, "While unnecessary radiation exposure should be avoided, a medically needed CT scan has benefits that outweigh the radiation risks."
General Electric, the manufacturer of the scanner, released its own statement Monday saying there were "no malfunctions or defects" of the machine, the Times reports.
©Mikael Häggström via Wikimedia Commons
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| 0.957128 | 426 | 2.734375 | 3 |
Related BLS programs | Related articles
December 1993, Vol. 116, No. 12
Basic components of the CPI: estimation of price changes
Brent R. Moulton
The U.S. Consumer Price Index (CPI) is constructed from basic component indexes. The goods and services that consumers purchase are classified into 207 strata of items, and the urban areas in the United States are divided into 44 areas, each with its own index. Thus, there are 9,108 (207 times 44) basic CPI components into which expenditures are classified. These item-area strata represent the whole population of goods and services priced by the CPI, so the combination of their component price indexes into indexes at higher levels of aggregation represents a choice of aggregation formula, rather than an issue in statistical estimation.
Calculating the price indexes for the basic components, however, involves estimating the indexes on the basis of samples used from all the items that consumers buy. (The term item is construed narrowly in this article, referring to a specific brand, product, outlet, or service.) Also, the available items themselves are constantly changing as outlets enter and exit the market, new products or brands are introduced, and old products are modified, improved, or dropped.
Prior to 1978, the CPI used a nonprobability approach to selecting sample items. Very detailed product specifications were set a priori for each item in the CPI "market basket," and prices of a sample of items meeting those specifications were collected from outlets. The average prices of the items were then used in determining the basic component indexes. A similar method is still employed in calculating price indexes in most other countries.1
This excerpt is from an article published in the December 1993 issue of the Monthly Labor Review. The full text of the article is available in Adobe Acrobat's Portable Document Format (PDF). See How to view a PDF file for more information.
Read abstract Download full text in PDF (872K)
1 Halbert White, Asymptotic Theory for Econometricians (San Diego, Academic Press, 1984), pp. 22-24.
Within Monthly Labor Review Online:
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| 0.909838 | 466 | 2.609375 | 3 |
May 27, 1942—He had so effectively wiped out resistance to the Third Reich in the area under his control, Reinhard Heydrich reasoned, that he didn’t need to take the most elementary security cautions. But hubris led this most calculating and feared member of Adolf Hitler’s inner circle to overestimate his safety, resulting in his fatal wounding at the hands of Czech assassins trained for the task by British intelligence.
Heydrich stands out from the rest of the gallery of malcontents and misfits who enlisted early in Adolf Hitler’s cause as much for what he represented as for what he did. Just looking at him, you might think he embodied the German ideal in a way that Hitler, for instance, never could. His blond good looks seemed to epitomize the Aryan heritage so often evoked by the Fuhrer; his violin-playing was so evocative that even rivals (not to mention himself) would weep. With a mother who was an actress and a father who was an opera singer, he seemed to represent the zenith of German culture, too.
Yet someone meeting him once was driven to exclaim that in looking at Heydrich, he saw two different people. The accompanying photo, I think, testifies to a coldness of character, a consummate bureaucrat who could outwork and outmaneuver many a foe--all in the service of a boundless racial fanaticism. “The Blond Beast” was so ruthless that even his boss, SS head Heinrich Himmler, confessed that he feared him.
For the past year, in addition to his other duties as the head of the Reich Security Head Office--a vast directorate blending the SS and the police--Heydrich had gone by the Orwellian title of Reich Protector of Bohemia and Moravia. Hitler had decided that the prior occupant of the office was too conservative, too elderly, too languid in extinguishing resistance in his conquered territory.
Promptly upon assuming office, Heydrich instituted high-profile repressive measures: the execution of 400 Czechs in his first two months alone, the deportation of 1,300 more to concentration camps in the Third Reich, and the show trial and execution of puppet Prime Minister Alois Elias.
These measures earned Heydrich the nickname "the Butcher of Prague." But he needed at the same time to motivate the population for the task Hitler had set: raising Czech agricultural and industrial output enough to supply Gemany's armed forces. Following the repressive measures, then, Heydrich raised food rations, improved social security, and even sent workers to luxury hotels in spa towns. Resistance to the Nazi regime weakened noticeably through use of this carrot-and-heavy-stick regime.
Surveying the security landscape, Heydrich felt so satisfied with what he had accomplished that he thought nobody would dream of killing him. Thus, he continued to follow the same route to his Prague office every day at the same time, with his only companion a chauffeur--no security escort, no armor for the vehicle. With the spring weather especially fine that late May day, he told his chauffeur to drive with the top down, too.
Heydrich might have been correct that those living directly under his rule had largely given up the struggle, but he hadn't reckoned with the Czech government in exile, which, watching from Great Britain, decided he needed to be eliminated. They prevailed on their ally to train a small group of partisans in sabotage and espionage, then to fly them over Prague, where they parachuted into a field on the city outskirts.
When Heydrich’s car slowed down on a curve in the road on the way to work, one assassin threw a hand grenade that, upon exploding, sent bits of the vehicle’s upholstery flying into the Reich minister’s ribs, shoulder and spleen. During the operation to remove these fragments, infection set into the wound, leading to Heydrich’s death eight days after the attack.
Publicly, Hitler hailed Heydrich as “indispensable”; privately, he damned the aide’s lack of caution as “stupid and idiotic.” The minister’s death did, however, furnish his leader with a pretext for terrible vengeance on the Czechs.
Hitler had decided to shoot 10,000 Czechs at once and to repeat the strategy he had adopted in Poland of making that nation into what governor-general Hans Frank called “an intellectual desert”—i.e., mass roundup and execution of professionals, along with wholesale closings of universities and even high schools.
At the urging of Heydrich’s successor, who argued that wholesale bloodshed would undermine German arms production, Hitler relented—to a point.
One town, Lidice, would be made the scapegoat for the Heydrich assassination. On June 10, the community was rounded up on the false charge of aiding the assassination, with the men summarily executed, the women hauled off to concentration camps, and the children corralled for racial cataloguing, adoption or assignment to concentration camps. The town was then razed to the ground, with even its name removed from all German maps. Altogether, 5,000 Czechs died in the next few weeks.
As for their “Protector”: the atrocities following his death merely continued the catalogue of terror he had created so assiduously on Hitler’s behalf. Heydrich's principal claim to infamy was his leadership role at the Wannsee Conference, in which he advised participants that Hitler desired a “coming final solution of the Jewish question” on the continent. Six million Jews would die in the wake of the effort he initiated. Even this only culminated a series of actions that, had he lived to war’s end, would have made him an especially strong target of the prosecution at the Nuremberg trials, including:
*faking an incident—the storming of a German-language radio station in Poland—as an excuse for Hitler’s invasion of that country;
*manufacturing evidence against Ernst Rohm, head of Hitler’s SA (Brownshirts), later used in his execution;
*using the SS to eliminate resistance in conquered Austria;
* subjecting a third of Roman Catholic priests to state disciplining and harrassment, with punishment extending to prison, following a Pope Pius XI encyclical that castigated Nazism as an "idolatrous cult";
* deporting Germany’s Gypsies to occupied Poland;
* establishing ghettoes where Jews were to be herded and controlled; and
* approving the use of gas chambers against the Jews.
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The following HTML text is provided to enhance online
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what they know and what they are experiencing. Similarly, instructors can help students become active learners by motivating them with open-ended questions, puzzles, and paradoxes. What happens when. . . ? Why does that happen? But how can that be, when we know that. . . ?
Thinking Aloud Pair Problem Solving (TAPPS)
A technique called "thinking aloud pair problem solving" (TAPPS) can help students apply difficult concepts. One student of the pair attempts to solve a problem while the other listens and tries to clarify what is being said. Thinking aloud works because it makes students aware of their thought processes as they solve problems; it also helps them quickly see when they make errors or turn into blind alleys (Whimbey, 1986).
Full integration of new knowledge is enhanced by time to reflect. Reflection is especially beneficial immediately following the presentation of new, challenging material. One effective method (Rowe, 1974) is to provide, after ten minutes of lecturing, short periods (a minute or two) for students to think. The necessary structure can be provided by a pertinent question.
Posing Questions about Reading Assignments
Many introductory science texts contain discussion questions at the end of each chapter. Some faculty ask students to consider these questions while they read the chapter, rather than when they have finished it, in order to focus on key ideas. Although some of the questions simply require students to locate factual information, those which go beyond basic definitions (e.g., "Where do you run into this term in your everyday experience?") or which ask the student to think critically about the factual information (e.g., "What does it mean to say the periodic table was useful because it 'worked'? How does this relate to the scientific method?") are better suited for use as the student reads the chapter.
Questions: Trefil and Hazen, 1995.
An alternative to asking questions is to ask students to summarize some important ideas from a previous discussion or the reading assignment. This focuses their attention and gives the teacher an opportunity to assess their level of understanding. Because students' disposition to learn can be influenced by the knowledge or mental frameworks they bring to class, assessing for prior knowledge is an essential component of teaching for active learning. As we shall see in the next chapter, students often approach learning situations with misconceptions or with prior knowledge that actually impedes learning. Students are most likely to change their beliefs if they first develop dissatisfaction with those beliefs and recognize possible alternatives as they prepare themselves to adopt a new, more acceptable view (Anderson and Roth, 1992; Minstrell, 1989; Posner et al., 1982; West and Pines, 1985). Stepans (1994) has summarized major physical science misconceptions and developed a suggested teaching sequence based on Posner's research for helping students con front these ideas. His model of teaching is parallel to the way scientists conduct research and how they resolve discrepancies between their current views and new information they are encountering.
Establishing a Context for Exploration
Just as a scientist explores various possibilities for resolving differences between the current view of a subject and new and contradictory information, so too does a teacher have to provide students with a chance to explore their ideas. This could be a laboratory experiment that helps students take the first step in finding answers to the questions posed in lecture or in class. Informal investigation, whether it occurs in the laboratory, in small group discussion sessions, or during a search of the World Wide Web, gives students firsthand exposure to inquiry.
Students need to talk with peers and their teacher in order to articulate what they have experienced during these explorations. Talking helps students work through their preliminary thoughts about a concept. Some structure and guidelines can help students find a forum to discuss and clarify their thinking. You might ask students to form small groups in order to work on problems and discuss major concepts, for example, those which relate to the lab experiment.
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| 0.948144 | 840 | 4.34375 | 4 |
The following HTML text is provided to enhance online
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Nutrient Requirements of Beef Cattle: Seventh Revised Edition, 1996
TABLE 5–2 Maximum Tolerable Concentrations of Mineral Elements Toxic to Cattle
50.00 (100.00 for organic forms)
40.00 to 100.00
Source: Adapted from Table 1 in National Research Council. 1980. Mineral Tolerance of Domestic Animals. Washington, D.C.: National Academy of Sciences.
a limited period, will not impair animal performance and should not produce unsafe residues in human food derived from the animal” (National Research Council, 1980: p. 3).
Calcium is the most abundant mineral in the body; approximately 98 percent functions as a structural component of bones and teeth. The remaining 2 percent is distributed in extracellular fluids and soft tissues, and is involved in such vital functions as blood clotting, membrane permeability, muscle contraction, transmission of nerve impulses, cardiac regulation, secretion of certain hormones, and activation and stabilization of certain enzymes.
Estimated requirements for calcium were calculated by adding the available calcium needed for maintenance, growth, pregnancy, and lactation and correcting for the percentage of dietary calcium absorbed. Calcium requirements are similar to those in the previous edition of this volume (National Research Council, 1984) because new information is not sufficient to justify a change. The maintenance requirement was calculated as 15.4 mg Ca/kg body weight (Hansard et al., 1954, 1957). Retained needs in excess of maintenance requirements were calculated as 7.1 g Ca/100 g protein gain. Calcium content of gain was calculated from slaughter data (Ellenberger et al., 1950). The calcium requirement for lactation in excess of maintenance needs was calculated as 1.23 g Ca/kg milk produced. Fetal calcium content was assumed to be 13.7 g Ca/kg fetal weight. This requirement was distributed over the last 3 months of pregnancy.
Absolute calcium requirements were converted to dietary calcium requirements assuming a true absorption for dietary calcium of 50 percent. Lower absorption values have been obtained in older cattle, but in many instances calcium intake may have exceeded dietary requirements in these animals (Hansard et al., 1954, 1957; Martz et al., 1990). Absorption of calcium is largely determined by requirement relative to intake. True calcium absorption is reduced when intake exceeds the animal’s need. The Agricultural and Food Research Council (AFRC) recently used a value of 68 percent absorption to calculate calcium requirements of cattle (TCORN, 1991).
FACTORS AFFECTING CALCIUM REQUIREMENTS
Calcium is absorbed primarily from the duodenum and jejunum by both active transport and passive diffusion (McDowell, 1992). It should be noted that diets high in fat may decrease calcium absorption through the formation of soaps (Oltjen, 1975). Vitamin D is required for active absorption of calcium (DeLuca, 1979). The amount of calcium absorbed is affected by the chemical form and source of the calcium, the interrelationships with other nutrients, and the animal’s requirement. Requirement is influenced by such factors as age, weight, and type and stage of production. In natural feedstuffs, calcium occurs in oxalate or phytate form. In alfalfa hay, 20 to 33 percent was present as insoluble calcium oxalate and apparently unavailable to the animal (Ward et al., 1979). True absorption of alfalfa calcium was much lower than absorption of corn silage calcium when fed to dairy cows (Martz et al., 1990). In cattle fed high-concentrate diets, dietary calcium in excess of requirements improved gain or feed efficiency in some studies (Huntington, 1983; Brink et al., 1984; Bock et al., 1991). Improvements in performance were likely the result of manipulation of digestive tract function and may not represent a specific calcium requirement. Increasing calcium from 0.25 to 0.40 or 1.11 percent reduced organic matter and starch digestion in the rumen but increased postruminal digestion of organic matter and starch (Goetsch and Owens, 1985). In finishing cattle fed a high-concentrate diet, increasing calcium more than 0.3 percent increased gain in one of two trials but did not affect calcium status based on bone calcium, bone ash, and plasma ionizable calcium concentrations (Huntington, 1983).
SIGNS OF CALCIUM DEFICIENCY
The skeleton stores a large reserve of calcium that can be utilized to maintain critical blood calcium concentrations. Depending on their age, cattle can be fed calcium-deficient diets for extended periods without developing deficiency signs if previous calcium intake was adequate. Calcium deficiency in young animals, however, prevents normal bone growth, thus causing rickets and retarding growth and development. Rickets can be caused by a deficiency
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| 0.894101 | 1,028 | 3.234375 | 3 |
On the Formation and Ultrastructure of Feeding Tubes Produced By Trichodorid Nematodes
Ciné-film analysis, light and electron microscopy showed that the feeding tubes produced by feeding trichodorid nematodes (Trichodorus similis being the species most observed) appear to be initiated within the pharyngeal lumen of the nematode. The region concerned is that part of the cuticular lining that is supported by three 'strengthening rods' embedded in it. At a feeding site, just before the onchiostyle is first protracted for plant cell wall perforation, the anterior end of the strengthened region is closely applied to the wall. As onchiostyle thrusting continues, a secretion from the nematode is released that hardens between the onchiostyle and the lumen lining, forming a tube composed of electron-dense material. With further thrusting, after cell wall perforation, the tube extends in a thin layer through the perforation hole into the cell interior, where it is anchored by a small plug of hardened secretions which forms just inside the cell wall around the perforation. When as sometimes happens parasitized, dead and empty epidermal cells are punctured again, the onchiostyle is usually thrust deeper and deeper into such cells until it may reach and even perforate the wall of underlying cells. The nematode secretions then harden around the onchiostyle into a growing tube that may extend right into the underlying cells.
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| 0.93067 | 320 | 2.796875 | 3 |
The Brain Highways program never talks about therapy or cures, nor is there a goal to create a “perfect” child. In fact, we firmly believe that all children have incredible gifts to offer—even if they never build another highway. Yet we also know that many children are struggling more than is necessary and that such children do have an easier life once their brain is organized to function as intended.
In short, some behaviors common to specific diagnoses are also typical behaviors of underdeveloped lower centers of the brain. In cases where the latter is the cause, it’s possible to extinguish those behaviors by completing the development. In turn, any reduction in the number of stressful behaviors can only improve the quality of the child’s life.
In our years of experience, we’ve also met many, many families who had lost all, or almost all, hope before they first walked into the Brain Highways Center. With that in mind, we made the Same Story, Different Ending video so that families could see what’s possible once the lower centers of the brain are developed.
As part of our program, we also facilitate opportunities for participants to showcase their new, untapped potential by having them become leaders of community projects. Such experiences, again, defy what others usually think is possible for kids with special needs.
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Brandeis University’s World War I and World War II Propaganda Posters Collection includes nearly a hundred different images illustrating scores of different wartime topics. Initially inspired by the examples in western European countries, the creation and production of visually stunning, applicable pictorial publicity immediately gathered a substantial level of artistic involvement and industrial application in the United States.
World War I created greater demands on both physical and human resources on an international scale than had ever been thought necessary before. The war was first and foremost one of industrial competition, in which the manufacture of arms and munitions became essential; it was a war in which recent inventions like the airplane and the machine gun were used with deadly effect, and a new invention, the tank, was introduced. Additionally, it was necessary to engage the will of the entire population. Information pertinent to the war was needed and had to be supplied by traditional means, such as newspapers, proclamations, and notices; newer media were also required, like film and pictorial posters, which were able to persuade as well as inform. Gaining popularity quickly, by 1914 posters were as well established as press advertising. To be sure, it would have been folly for governments to have neglected such a successful medium.
Indeed, governments exploited posters. They were used to call for recruits (“Join the Navy: The Service for Fighting Men”), request loans, make national policies acceptable, spur industrial effort, channel emotions such as courage or hate (“Beat back the Hun”), urge conservation of resources (“Food is a Weapon: Don’t Waste It!”), and inform the public of food necessities and food substitutes. Charitable organizations, such as the Red Cross, the YMCA, and the YWCA, requested financial support for fighting men and civilian casualties. The posters in Brandeis Special Collections include outstanding examples of all these types, as well as some more specialized posters, such as “All Together: Enlist in the Navy,” which depicts sailors from different countries.
As befits a democratic nation, the majority of the images were aimed at ordinary citizens, reflecting back to them their strength, thriftiness, and common humanity—all of which encouraged the viewer to identify with the down-to-earth attitude of the laborer, who would work hard and spare a portion of his earnings for the war effort. In 1919, The Poster Souvenir Edition interviewed Gerrit A. Beneker about his poster “Sure! We’ll finish the job!” for Victory Liberty Loan. He said of the painting, “I took a working man as my hero [who was] known to every man, woman, and child in the country.” Also, food administration posters made a play on the sacrifices of the troops in Europe to motivate the people at home to contribute as much as they could spare (“They are giving all. Will you send them wheat?”). Visually and textually, the war effort at home was likened to that of the front. Men and women were portrayed as, and encouraged to be, active citizens.
It must be noted, however, that the United States was an immigrant country, and notions of the nation were potentially unstable. The government therefore promoted national unity through labor, service, and the family in slogans such as “Together we win.” Additionally, some posters specifically appealed to immigrants themselves who were asked help in the cause. For example, C.E. Chambers depicts newly arriving immigrants via boat, gazing at their new homeland with the Statue of Liberty in the background and a red, white, and blue rainbow arching over the golden silhouette of Manhattan. The most striking aspect of the American poster, however, is the Yiddish text. The translation is as follows:“Food will win the war! You came here to find freedom Now we must help to defend her We must supply the Allies with wheat Let nothing go to waste. United States Food Administration.”
The war effort was often articulated within a language of freedom, progress, and happiness.
In the United States, certain illustrators were so popular that they played a dominant role in the production of war posters even though they had not previously been identified with poster art. For example, artist James Montgomery Flagg created a self-portrait for his depiction of Uncle Sam, one of the most widely reproduced images in history (over five million copies are said to have been printed). Cheerful glamour was contributed by Howard Chandler Christy, whose “Christy Girl” enticed men to fight or to buy liberty bonds (“I Want You for the Navy”). In addition, the poster collection at Brandeis includes such other famous artists as Adolph Treidler, Edwin Howland Blashfield, Harrison Fisher, Casper Emerson Jr., Henry Patrick Raleigh, and Haskell Coffin, among others.
Although the posters are now seen out of their original context, it should be noted that they were often used as part of a bigger campaign, together with personal appearances by politicians and celebrities, pageants, press advertisings, flag days, and the introduction of popular songs, as well as in oversized formats that occupied billboards (such as “Joan of Arc Saved France” and “Teufel Hunden,” seen here).
Nevertheless, to look at a group of war posters together, as in this Spotlight, is to get an understanding of the immediate response they inspired. Their overzealous patriotism would not be possible today; personal appeals—“I want you,” “What did you do?”—were widespread. These posters, too, give a many-sided image of war and its effects: the fatigued soldier, the despair of victims, and apocalyptic scenes of cities such as in Joseph Pennell’s painting “That Liberty Shall Not Perish From The Earth: Buy Liberty Bonds—Fourth Liberty Loan,” which shows enemy fighter planes bombing New York harbor and decapitating the Statue of Liberty. The aim of these posters was to show the disruption of normal, everyday life.
Most important, these posters are valuable as historical documents. One’s idea of World War I is darkly colored by knowledge of corpse-ridden battlefields and the appalling conditions of trench warfare. These posters give some flavor to the period as it was experienced by civilians. If one is astonished at the psychological approach of recruiting posters in this period, that is primarily due to a historical misunderstanding that posters can help to correct. In these posters exist old feelings one could not know in any other way.
Amazingly, although the United States entered the war rather late—April of 1917—it produced more propaganda posters than any other single nation. During the interwar period and World War II, other countries, particularly Germany, were inspired by American propaganda posters due to their positive effect on the nation’s citizens. Interestingly, the latter part of the twentieth century saw manufactured propaganda posters that were used to protest wars as much as they were used to support them, if not more. Even today, the poster is the exemplary medium that appeals to the most modern phenomenon: the masses.Description by Aaron Wirth, Archives & Special Collections Assistant and PhD candidate in the Comparative History Program
photos by Maggie McNeely
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In the early 1640s a controversy erupted at the University of Utrecht over the teachings of Henri Regis, an early Cartesian, and his followers. The controversy became violent and, as Rector of the University, Voetius had to step in and try to rectify things. This he did by putting forward a set of theses sharply critical of Descartes. Things began to escalate from there. Regis responded, with Descartes's help. Trying to calm the situation, the Utrecht magistrates banned the new philosophy from the University of Utrecht on March 24, 1642.
This Querelle d'Utrecht sparked up by the Calvinists naturally tended to annoy the largely Catholic Cartesians. It's not surprising, therefore, that Voetius comes under sharp criticism in Malebranche's Search after Truth (IV.vi; LO 293-294). Malebrance calls Voetius "an insignificant man" and "an ardent and vehement declaimer," regarding him as an irrational demagogue stirring up religious hatred against Catholics and physics:
Descartes was a Catholic; he studied under the Jesuits, and he often spoke of them with admiration. This was enough to enable this malign spirit to persuade the enemies of our religion (who are easily excitable over matters as delicate as those of religion) that Descartes is an emissary of the Jesuits with dangerous plots, because the slightest appearance of truth in matters of faith has more force upon men's minds than in real and positive truths of physics or metaphysics, to which they have given very little effort.
The criticism for which Malebranche has the most scorn is that Descartes must secretly be an atheist because his arguments for the existence of God are so bad.
Malebranche, after insisting that truth loves gentleness and peace, and will ultimately triumph goes on to encourage Catholics to give him a fair chance:
It is not surprising that an enemy of Descartes, a man of a religion different from his, an ambitious man who dremaed only of raising himself upon the ruins of those above him, a declaimer without judgment, in other words, a Voët, speaks with contempt about what he does not understand and does not wish to understand. But we have cause for astonishment when men who are neither enemies of Descartes nor of his religion have accepted the adverse and contemptuous opinions against him because of the insults they have read in books composed by the enemy of his person and his religion.
This heretic's book, entitled Desperatea causa papatus, sufficiently shows his impudence, ignorance, enthusiasm, and his desire for appeaing zealous in order to believe on his word. For just as we should not believe all the fables he has amassed in this book against our religion, so also we should not accept on his word the atrocious accusations and insults he has invented against his enemy.
He ends by encouraging everyone to read Descartes objectively and fairly:
Let a man read his works then, so that he might have other proofs against him than simple hearsay; and I hope that after he has read them and meditated them, Descartes will no longer be accused of atheism, and that on the contrary he will have all the respect that one should have for a man who has demonstrated in a very simple and evident way not only the existence of a God and the immortality of the soul but also an infinity of other truths that were unknown until his time.
The Utrecht Crisis peeps in here and there throughout the correspondence and philosophical texts of the time. Voltaire, for instance, calls Voetius a 'theological scamp'; and Spinoza, accused of atheism, takes a sort of resigned comfort in the parallel between his case and Descartes's.
(Cross-posted at Houyhnhnm Land)
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Experts share tips on how to stop cancer via dietBy Tessa R. Salazar
Philippine Daily Inquirer
Cancer has become a dreaded household word, with almost everyone having known a relative or friend suffering from the disease. Yet, focus has been directed largely at the cure rather than prevention. While there have been studies on the role of stress, lifestyle and environment in the trigger, onset and progression of the disease, that of diet has still been largely unexplored by mainstream medical science.
Inquirer Science and Health interviewed scientist T. Colin Campbell, a Jacob Gould Schurman professor emeritus of nutrition biochemistry of Cornell University, scientist Bharat B. Aggarwal of the University of Texas MD Anderson Cancer Center, Dr. Samuel Epstein, toxicologist and professor of occupational and environmental medicine at the University of Illinois School of Public Health, former Health Secretary Dr. Jaime Galvez Tan, integrative medical doctor Omar Arabia and other medical professionals. They shared their “secrets” on how to prevent cancer through diet.
The physicians committee for responsible medicine in its “Cancer Facts: Meat Consumption and Cancer Risk” article discussed the carcinogenic compounds in cooked meat. Heterocyclic Amines, a family of mutagenic compounds, are produced during the cooking process of many animal products, including chicken, beef, pork and fish. The article, which came out in the T. Colin Campbell Foundation website, said that even meat that is cooked under normal grilling, frying, or oven-broiling may contain significant quantities of these mutagens. The longer and hotter the meat is cooked, the more these compounds form.
In some studies, grilled chicken has formed higher concentrations of these cancer-causing substances than other types of cooked meat.
Role of diet
“If Filipinos decided to eat plant-based diets and seriously rejected fast-food chains, they would gain much stature, more health, and be much richer and independent in the future,” Campbell told Inquirer. The book “The China Study: Startling Implications for Diet, Weight Loss and Long-Term Health” which he coauthored with physician Thomas M. Campbell II, cited the role of diet in preventing the disease. “Animal protein increases the levels of a hormone, IGF-1, which is a risk factor for cancer, and high casein (the main protein of cow’s milk) diets allow more carcinogens into cells, which allow more dangerous carcinogen products to bind to DNA, which allow more mutagenic reactions that give rise to cancer cells, which allow more rapid growth of tumors once they are initially formed.”
It stresses that genes by themselves do not determine the onset of disease. Rather, they are activated, or expressed, and nutrition plays a critical role in determining which genes, good and bad, are activated.
Epstein, said in his book, “The Breast Cancer Prevention Program,” that a diet high in calorie and animal fat represented two major risk factors for breast cancer—obesity and exposure to carcinogenic and estrogenic industrial chemicals in animal fat. A low-calorie, low-animal-fat diet rich in fiber, vitamins, minerals and antioxidants offers the best protection against these diet-related risks, he said.
Dr. Jaime Galvez-Tan said that “Fresh vegetables and fruits are full of antioxidants that fight all the carcinogens we encounter every day. These are also high in fiber, which can help prevent chronic diseases such as cardiovascular disease, diabetes and obesity. There is also some evidence that high-fiber diets decrease chances of cancer,” he said. Galvez-Tan stressed the avoidance of animal meat, especially processed meat; animal milk and milk products like butter and shell fishes.
Dr. Omar Arabia, a medical doctor “of last resort” who practices integrative medicine, cites several studies that point to animal meat’s deadly putrefaction in the human body’s digestive system.
Dr. David Servan-Schreiber, MD, PhD, author of “Anticancer (A New Way of Life),” listed his anti-cancer diet composed of cruciform vegetables (brussels sprouts, bok choy, etc) and legumes accompanied by olives and olive oil, green tea, turmeric and curry (the most powerful natural anti-inflammatory identified today), ginger, garlic, onions, leeks, shallots, chives. He added his three red flags that seem to trigger cancer:
• Overconsumption of refined sugar and white flour, which stimulate inflammation and cell growth through insulin and IGF (insulinlike growth factor);
• Overconsumption of omega-6s in margarine, vegetable oils (including trans fats) and animal fats (meat, dairy products, eggs) stemming from farming methods that have been out of balance since the Second World War; and
• Exposure to chemical contaminants that have entered the environment since 1940, which accumulate in animal fats, and—though studies are not yet definitive—exposure to the electromagnetic fields of cell phones.
Various studies by Aggarwal and fellow research scientists cited how curcumin was shown to have “killed” tumor cells. Curcumin selectively kills tumor cells, and leaves normal cells untouched.
Short URL: http://business.inquirer.net/?p=73753
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Dr. Donald Yeomans NASA Jet Propulsion Laboratory
Monday, December 3rd, 2012 at 7:30pm, Planetarium Of all the natural disasters that could befall us, only an Earth impact by a large comet or asteroid has the potential to end civilization in a single blow. Yet these near-Earth objects also offer tantalizing clues to our solar system's origins, and someday could even serve as stepping-stones for space exploration. Donald Yeomans introduces the public to the science of near-Earth objects—its history, applications, and ongoing quest to find near-Earth objects before they find us.
Reservations:Adults $12, Seniors $10, Academy Members $6. Seating is limited. To reserve a place today, buy a ticket online or over the phone at 415-379-8000
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Hi. I have a question relating to science, but I need the answer to write a program. So, let's see if you have an answer.
Say we are in a place with very little friction. Now, we take a hill and put a car at the top. We also put a car on a crain, holding it up at the same height as the hilltop.
Without friction, all objects on earth fall at 9.8m/s(squared). Saying we let the car on the hill roll (remember, very little friction), what would be the change in velocity. It would not fall at the same rate. Is there a formula for this?
I am making a roller coaster sim.
searching memory for any traces of A level Physics.......
You need to also take into account the air resistance as it is this that dicates the speed of fall, though the friction generated will also have a minor effect.
the change in its velocity will depend on the mass of the body (ie : the car) and the vertical and horizontal distances,
remember bodies accelerate by 9.8ms every second. There is almost certainly a formula for this - but i cannot think of it at the time as it has been over a year since i was doing a level physics.
is one of the only ones i remember
i will have a think and post back any more if i remember...
Given: Acceleration due to gravity = 9.8 m/s
>>Now, we take a hill and put a car at the top. We also put a car >>on a crain, holding it up at the same height as the hilltop.
I think we need to know how steep the incline is... however, with little friction, the car will be accelerating at 9.8 m/s, eventually if it keeps going on the same incline, it will reach a maximum speed. Unfortunately, even if you give us the angle, I'm still not sure how to find the velocity ;/
sorry - forgot to explain the equation
d = delta and means 'change in'
V = velocity
tt = total time taken
dti = correction for external effects (though i doint remember how to calc them )
Assuming no friction or air resistance, the the object will accelerate at g*sin(theta), where theta is angle of the incline. Testing this for two extremes, a flat surface (theta = 0, sin(0) = 0, and a vertical surface (no surface at all, theta = 90, sin(theta) = 1), shows that it works in both extreme conditions.
Talk to Newton
use this formula
where t=time passed
i=initial velocity (if something falling, use 0)
This does not include area resistance or friction but it should do.
As you don't have friction I think you can use
mgh = (1/2)mv^2
At least you will find the change in velocity, if you meant acceleration than just use SilentStrikes formula.
You are lucky cus i just took a Physics 1 College Exam:)
You can use the kinematic equations all ready posted on this board, but you can also use Conservation of Energy to help you out.
Kenetic energy is equal to 1/2 of the mass time the velocity squared
KE = 1/2 m * v^2;
Potential energy is equal Mass * Gravity (9.8) * Height.
PE = m * g * h
So if you have a car at the top of the track it is not moving but has PE.
Then it rolls down a hill and PE transfers into KE.
So if a car rolls from the top of a hill to a bottom of a dip, the speed can be found from those 2 equations
1/2 * m * v^2 = m * g * h
v = sqrt( 2 * g * h )
Look for a physics book and look up motion with constant acceleration. Conservation of momentum and energy will also help you out.
Im just curious what classes have you taken in physics/ what is your current level of education?
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It is estimated that over 50 million Americans are affected by disease or disorders of the spinal cord and brain. Central nervous system disease affects either the spinal cord (myelopathy) or brain (encephalopathy). Disorders includes spinal cord injury, memory loss, addiction, schizophrenia, learning disability, depression, violence, stroke, brain injury, dementia, and many others. Scientists have studied cannabis compounds when applied to CNS disease and below you will find those studies.
Please feel free to share ~ Cherry Girl
Therapeutic Potential of Cannabinoids in CNS Disease
The major psychoactive constituent of Cannabis sativa, delta(9)-tetrahydrocannabinol (delta(9)-THC), and endogenous cannabinoid ligands, such as anandamide, signal through G-protein-coupled cannabinoid receptors… Signalling is mostly inhibitory and suggests a role for cannabinoids as therapeutic agents in CNS disease… Anecdotal evidence suggests that patients with disorders such as multiple sclerosis smoke cannabis to relieve disease-related symptoms. Cannabinoids can alleviate tremor and spasticity in animal models of multiple sclerosis… Evidence suggests that cannabinoids may prove useful in Parkinson’s disease… The inhibitory effect of cannabinoids… suggests they may be potent neuroprotective agents…cannabinoids may be effective analgesics. Indeed, in clinical trials of postoperative and cancer pain and pain associated with spinal cord injury, cannabinoids have proven more effective than placebo… Acute adverse effects following cannabis usage include sedation and anxiety. These effects are usually transient and may be less severe than those that occur with existing therapeutic agents. The use of nonpsychoactive cannabinoids such as cannabidiol may allow the dissociation of unwanted psychoactive effects from potential therapeutic benefits… This review highlights recent advances in understanding of the endocannabinoid system and indicates CNS disorders that may benefit from the therapeutic effects of cannabinoid treatment.
Cannabinoids. Current Drug Targets CNS Disorders Neurol Disorders
Since the discovery of an endogenous cannabinoid system, research into the pharmacology and therapeutic potential of cannabinoids has steadily increased… Properties of CB receptor agonists that are of therapeutic interest include analgesia, muscle relaxation, immunosuppression, anti-inflammation, antiallergic effects, improvement of mood, stimulation of appetite, antiemesis, lowering of intraocular pressure, bronchodilation, neuroprotection and antineoplastic effects… CB receptor antagonists are under investigation for medical use in obesity and nicotine addiction. Additional potential was proposed for the treatment of alcohol and heroine dependency, schizophrenia, conditions with lowered blood pressure, Parkinson’s disease and memory impairment in Alzheimer’s disease.
Antiepileptic Potential of Cannabidiol Analogs
These data suggest anticonvulsant requirements of 2 free phenolic hydroxyl groups, exact positioning of the terpinoid moiety in the resorcinol system and correct stereochemistry. Moreover, findings of separation of anticonvulsant from neurotoxic and psychoactive activities, notably with CBD diacetate, suggest that additional structural modifications of CBD may yield novel antiepileptic drugs.
Structure-Anticonvulsant Activity Relationships of Cannabidiol Analogs
The compounds were evaluated for anti-convulsant activity in seizure susceptible (AGS) rats and for neurotoxicity in the rat rotorod (ROT) test. Comparisons of stereoisomers of CBD and several analogs revealed a general lack of stereoselectivity for anticonvulsant and other CNS properties of this class of compounds.
Antiepileptic Potential of Cannabidiol Analogs
Also, CBD and all analogs were not active in tetrahydrocannabinol seizure-susceptible rabbits, the latter a putative model of cannabinoid psychoactivity in humans. These data suggest anticonvulsant requirements of 2 free phenolic hydroxyl groups, exact positioning of the terpinoid moiety in the resorcinol system and correct stereochemistry. Moreover, findings of separation of anticonvulsant from neurotoxic and psychoactive activities, notably with CBD diacetate, suggest that additional structural modifications of CBD may yield novel antiepileptic drugs.
An Electrophysiological Analysis of the Anticonvulsant Action of Cannabidiol on Limbic Seizures in Conscious Rats
An electrophysiological analysis of the anticonvulsant action of cannabidiol (CBD, from cannabis) on limbic seizures in conscious rats…CBD was the most efficacious of the drugs tested… Other properties of CBD were also noted: For example, compared with delta 9-THC, it is a much more selective anticonvulsant vis-à-vis motor toxicity…These characteristics, combined with its apparently unique set of electrophysiological properties, support the suggestion that CBD has therapeutic potential as an antiepileptic.
Pharmacology and Experimental Therapeutics Cannabidiol Displays Antiepileptiform and Antiseizure Properties In Vitro and In Vivo
“CBD (cannabidiol) is the major nonpsychoactive component of Cannabis sativa whose structure was first described by Mechoulam and Shvo (1963); CBD has recently attracted renewed interest for its therapeutic potential in a number of disease states. CBD has been proposed to possess anticonvulsive, neuroprotective, and anti-inflammatory properties in humans… within the CNS, CBD has been proposed to be protective against epilepsy, anxiety, and psychosis and to ameliorate diseases.
Cannabidiol–Antiepileptic Drug Comparisons and Interactions in Experimentally Induced Seizures in Rats
“A comparison of the anticonvulsant… effects of cannabidiol (CBD), delta 9tetrahydrocannabinol, cannabinol and antiepileptic drugs (phenytoin, phenobarbital, carbamazepine, chlordiazepoxide, clonazepam, ethosuximide and trimethadione) was made… These data indicate that CBD is an effective anticonvulsant with a specificity more comparable to drugs clinically effective in major than minor seizures. Furthermore, it appears that CBD enhances the anticonvulsant effects.
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Conditions of Use
PLANETS-The order of the planets is:
then if you want, Pluto-plates
DISTANCES- All of the distances of each planet are different. But the farthest object away from Earth is Pluto. But even though people don't think that Pluto is a planet anymore, it is still pretty far away. But the closest planet to the Sun in Mercury. There is also a system called Bodes Numbers. It was invented by Johann Bode. The answer always came up to almost the exact distance for each planet.
SIZES-The sizes of the planets are measured in UA's(Astronomical Units). I AU is the distance between the Earth and the Sun, 93,000,000 miles.
Article posted September 24, 2009 at 09:41 AM •
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Monday, October 25, 2010
In 1965 Bernard Laufer, who had been born in Poland and after the war settled in Toronto, Canada, went with a group of thirty to revisit Bergen-Belsen, the last of many camps where Laufer had been a prisoner. Accompanying him was his son Joseph. The writer/director team of Brittain and Spotton made a one-hour documentary for the National Film Board of Canada on the occasion of this return visit.
The fact that this black and white documentary was made in 1965, forty-five years ago, and only twenty years after the war, points to its being part of a pioneering effort to focus on the Holocaust as a political/historical event that needed to be probed and investigated.
The creators of this documentary have embedded Laufer’s experience during the war and during his 1965 visit into the context of the larger war. They intersperse scenes of the trip and of on-going 1965 trials of Nazis with footage from WWII Nazi propaganda newsreels, with local street scenes in Germany, and with footage from WWII ghettos and concentration camps. Joseph Laufer, Bernard’s son, talks about his experience observing Germans in 1965 on their visit. He tries to reconcile the Germans going about their everyday business in 1965 with their counterparts in the 1930s and 40s..
The camera frequently trains its lens on Laufer as he contemplates Germany in 1965. The film ends up at the Bergen-Belsen memorial where the visitors say Kaddish. The camp itself was off-limits; in 1965 it was being used as a NATO artillery range. As the film shows newsreel footage of the liberation of Bergen-Belsen and the wasted bodies that lay everywhere, Laufer explains that he was one of them. He weighed seventy pounds when the camp was liberated.
He looks around at the memorial and is upset. He reads the markers on top of mounds of buried victims where are inscribed the numbers of the estimated dead. (The narrator mentions that Anne Frank’s remains are interred somewhere in one of the mounds.) Laufer is convinced the count has been intentionally underestimated. He worries that in time the numbers will shrink further. He envisions “revised” markers. He does not like that the camp now looks like a German Garden.
You can watch the entire one-hour documentary, Memorandum, on the National Board of Film of Canada website for free. Click here to access the documentary.
Click here for a link to the new Bergen Belsen Memorial opened in 2009.
Joseph – his son
Monday, October 18, 2010
Speak You Also: A Survivor's Reckoning by Paul Steinberg, published in France in 1996, in English in 2000
In 1943, when Paul Steinberg was almost seventeen, he was picked up on the streets in Paris where he thought he could pass unnoticed since he was not wearing the required yellow star. He spent the next fifteen months in concentration camps, mostly in Buna (Monowitz), a part of Auschwitz.
Several aspects of Steinberg’s story make this memoir particularly interesting. The memoir serves as an interesting document about the effects of trauma. He tells us that he made an attempt to write a memoir earlier in the 1960’s but that re-living the experience was too painful and anxiety-producing and he put the manuscript away. When, in the 1990’s he decided to have another go at it, he writes that he became interested in his selective memory: some moments were crystal clear and he remembered minute details. On the other hand, there were long stretches of time that remained blank. He also recounts how he reacted to this second attempt at writing down his story. Although he got through it, many nights he didn’t sleep. He knows he withdrew emotionally from family and friends.
Another aspect of his story that is particularly interesting is that Steinberg was assigned to work in the same group as Primo Levi and it wasn’t until years after Levi wrote his memoir, Survival in Auschwitz (subject of an earlier post) that he was willing to read Levi’s memoir at the urging of a friend, and he realized that he made an appearance in it as “Henri.” He does not object to Levi’s characterization of him as a boy who would do anything to survive.
He describes in detail exactly what the conditions were like in the camp and what he had to do to survive. He describes the power structure and the rules, and then he describes what he did to make sure he could make the power structure and the rules work for him. It started the minute he got to the camp. It involved lying when asked his age – he said eighteen – and lying about what he knew about chemistry so he could get a “good” placement. He capitalized on the fact he spoke German fluently. (He came from a Russian Jewish family who lived in Berlin when he was born and then moved to Paris.) He turned on his boyish charm and befriended those he knew could help him. At the same time he cared for others, getting extra soup, for example, for his friends when he could.
He also stresses that luck played a big role in his survival and the survival of others; sometimes bad luck turned into good luck. For example, when his number was tattooed on his arm, the needle was infected and he ended up in the camp hospital where he got enough food and was free to recuperate slowly. He thinks he might have been the only one to have survived who came down with hepatitis from that re-used needle.
This is a very interesting memoir about being a Holocaust survivor as well as the trauma of the war, recovering the memories and reliving the trauma.
If you would like to read a scholarly article about British Prisoners of War and their reaction to the Jewish inmates at Auschwitz published in the Journal of Holocaust and Genocide Studies click here.
To read a 2/18/11 New York Times article on current thoughts about the need for new kinds of exhibitions at Auschwitz written by Michael Kimmelman, click here.
Note: Steinberg spends very little time discussing family. No family names are mentioned. He does say that his mother died at his birth and is buried in Berlin. That he has an older brother and sister who survived the war, his brother in England, his sister in France with false papers. His father was Russian born and active in the Bolshevik revolution.
Friends and Acquaintances
Victor Young Perez
Monowitz (Buna), Poland
Monday, October 11, 2010
Charlotte Salomon (1917- 1943) was born and brought up in Berlin, Germany, the daughter of accomplished, assimilated Jews involved in the rich intellectual life of Berlin before the war. But because of the war and the continued assault on the increasingly diminishing Jewish population, she fled in 1939 to the south of France to live with her grandparents who had moved there in 1933 when Hitler came to power. There Charlotte Salomon feverishly painted and dramatized her life in over 1000 gouaches which she completed and handed over to the village doctor for safe-keeping before she was deported and killed at Auschwitz.
Charlotte Salomon was a serious art student. She was an accomplished young artist, whose influences are apparent. She has presented her life as theater – theater of the absurd is what comes to mind. Her work is quite original – avante garde in conception and execution – consisting of painting as well as narration (often rhymed) with directions for musical accompaniment. It should be noted that she has created characters based on their real-life counterparts and given family members fictional last names.
The focus of her work is, on the surface, her family and its personal history – which caused her great pain and anxiety. There were multiple suicides on the maternal side of her family, including her mother’s sister Charlotte, after whom she was named. Her own mother took her life when Salomon was nine years old, and then her grandmother killed herself when Charlotte Salomon was living with her and her grandfather in the south of France. Knowing this family history, Salomon feared for her own mental stability.
Beneath that layer, intensifying the nightmare quality of the family story is the horror of the war and its immediate effect on her and her family. There has been some critical discussion about how in Theater or Life? Solomon blended fiction and fact. But however Salomon might have re-calibrated some events in her life to serve her art, there can be no question about her accuracy in portraying the war and its effect on her, her family and friends. The paintings that are specifically about the war have a documentary feel – the bare facts compromise a nightmare in and of themselves.
For example Act II starts with the April 1, 1933 Nazi boycott of Jewish businesses. She includes a rendering of a page from the Nazi newspaper, Der Sturmer, and then paints several pictures showing his father’s being fired from his medical position. She also builds a painting around a rendering of a 1938 page from a copy of Der Angriff, a Berlin Nazi newspaper full of anti-Jewish propaganda. What follows are family scenes of distress in reaction to the intensifying anti-Semitism. There’s a knock on the door – the Nazi police come for her father. His prominent wife, an opera singer, sets out to see if she can pull strings to get him released.
Salomon’s stated goal was to make an artistic creation of life as a way to reclaim her life. The tragic irony of course is that her immersion in this project did save her from suicide – but not from Auschwitz.
Note: As stated above, Charlotte Salomon changed the last name of family members and the full name of a close family friend. The Viking 1981 edition of Life or Theater has three introductory essays that, in giving us background information, use some of her characters’ real names. In the Preface, Judith C.E. Belinfante, the Director of the Jewish Historical Museum in Amsterdam, explains how the paintings came to be a part of their collection and what they have done to preserve and display them. In the Foreword, Judith Herzberg fills out the circumstances of Charlotte Salomon’s life including the circumstances surrounding her marriage shortly before her death to Alexander Nagler, an autobiographical event that Salomon does not include in her work. In an Editorial note, Gary Schwartz discusses how this Viking edition was constructed out of her paintings. (The Viking edition is now out of print but is available in libraries and for purchase as a used book.)
Since Charlotte Salomon's work is owned by the Jewish History Museum of Amsterdam, you can often find pictures of Charlotte Salomon's work on their site, but the museum changes what they feature on their site.To go to the website of the Jewish History of Amsterdam click here.
Albert Salomon – married Franziska; 2nd marriage to Paula Lindberg
Charlotte – daughter of Albert and Franziska
Amsterdam, the Netherlands
Sachsenhausen Concentration Camp
Gurs Internment Camp, France
Monday, October 4, 2010
Gertrude Berg (the stage name of Tillie Edelstein 1898-1966), whose father owned a Catskills hotel in Fleishmanns, New York, became an early pioneer in radio and TV, creating and playing the character Molly Goldberg from 1929 into the 1950’s.
It is very interesting to hear Gertrude Berg talk in her own cultured voice about the character of Molly who spoke with a pronounced Yiddish-inflected voice. Berg did not only act the part, she wrote thoughtful but often humorous scripts, forging the way for the weekly situation comedy which was to become a staple of television programming, introducing what became a beloved character to all America. Through interviews with Gertrude Berg and others, as well as through excerpts from the shows, the film recounts how important and popular the Goldberg family became to a very large and varied audience. In fact, Berg received the first "lead actress in a comic series" Emmy award.
The documentary also deals extensively with the actor Philip Loeb who played her husband on the show but who was blacklisted and the insidious effect blacklisting had on writers and actors in the entertainment industry, many of them Jewish.
Mordechai Edelstein –Tillie Edelstein’s grandfather
Jacob Edelstein – his son; Tillie’s father
Dina Edelstein – his wife; Tillie’s mother
Tillie Edelstein (Gertrude Berg who played Molly Goldberg) – their daughter
Cherney Edelstein – their son
Lewis Berg – Gertrude’s husband
Harriett Berg Schwartz – their daughter
Dr. David Schwartz – their son-in-law
Adam Berg – her grandson
Anne Schwartz – her granddaughter
Henry Schwarz – her grandson
Philip Loeb – actor on show
Anna Berger – actress on show
Fannie Merrill – her secretary/friend
Judith Abrams – Fannie Merrill’s daughter
To learn more about the film and see family pictures click here.
To see a twelve minute trailer click here.
Fleishmanns, New York
New York City, New York
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Best Spelling Practices in Classroom Instruction
Chapter 1 - Introduction
There are many challenges that face educators regarding how to effectively teach
spelling. Gentry stated, “Spelling really does matter and that, as educators, we need to...
Introduction- Nature of the Problem
Every year students enter kindergarten with varying ability levels and with an array of
educational backgrounds. While several students have attended a preschool or received some
Nature of the problem
There is a tremendous amount of pressure placed upon students and teachers to
achieve proficient scores on end of level math testing. High expectations dealing with
math have created many different...
are able to make “annual growth” in the first few years of school, they will not become further
behind others, but they still will be unable to reach appropriate benchmarks.
Research indicates that, although data vary from state to state,...
discovered that the books may be for children on one level, but on other levels they speak to
older students and adults” (Spicer, 2003, p. 5).
According to Furner, Yahya, and Duffy (2005) there are benefits of using literature...
the National Research Council Study determined the classification of special education should be
considered to be valid based on the following criterion: 1) the general education program is high
quality and provides adequate learning, 2) the...
I learned during the research how very important it is to use cross curriculum to
encourage interest in mathematics. I have learned that reaching one child is worth all the time,
effort and persistence it takes. Being an advocate does make a...
1995). These deficits may contribute to the fact that Hispanic students, with relatively few
exceptions, have had the highest high-school dropout rate of any group in the United States from
1972-2007. High School student dropouts from the low...
In a research study conducted by O’Connor et al. (2000), a group of kindergarteners’
literacy progress was monitored and tracked over two years. During this time, students who
were considered “at-risk” were given four tiers of...
in their first language (L1); however, this is not always the case. Cooter (2006) describes the
American Idol star, Fantasia Barrino, who recently wrote a memoir entitled Life Is Not a Fairy
Tale (2005) that tells of her experiences as an...
Parent/guardian letter of approval
A letter was sent to the parent/guardian of Mrs. Okeson’s algebra I students on March 2,
2010. Contact information was given if the adult did not want their child participating in the
March 2, 2010
Your child is being invited to take part in a research study to encourage an interest in
mathematics. The study will include real life math problems integrating Howard Gardner’s
multiple intelligences. For...
Your child’s information will be combined with information from others taking part in
the project. When I report the results of the study with others, I will write about the combined
information. Your child will never be identified in any way...
systematic and explicit instruction in phonological awareness, phonics, vocabulary, reading
comprehension, and fluency” (Cavanough, Kim, Wanzek, & Vaughn, p. 9).
The literature shows that kindergarten-reading skills can be predictive of...
Wise (2009) commented on why high school has been left out of the literacy debate: the policymakers under No Child Left Behind only focused on the elementary levels because the severity of struggling readers in the upper levels was not...
community to display children’s work, bringing children’s artifacts from home to display at
school, and sharing photographs outside the classroom (Feiler et al., 2008).
In conjunction with the U.S. Department of Education’s (USDOE)...
irrelevant in overall student achievement. The only statistical significance was the impact that it
had on the level of teacher support that was given to students (Santi, York, Foorman, & Francis).
The same study also shows that:
Students who do...
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This dataset consists of the photographic images from this project. In a separate NODC Accession, 0042684, quantitative results in spreadsheets are provided. The images could serve useful as new software becomes available for assessing coral and algae types and coverage via digital photographs.
Much of the focus of the OIRC has been on assessing, maintaining or restoring the terrestrial system and bird fauna of these offshore islets. Most offshore islet reef areas in the main Hawaiian Islands have not yet been assessed for the composition or abundance of the organisms that comprise their marine communities. Therefore, the present project was conceived and conducted to provide this information for selected offshore islets in the main Hawaiian chain where such information has been lacking, and to evaluate the status of these areas in terms of their assumed lack of anthropogenic disturbance and isolation from introduced invasive species.
Resource Description: NODC Accession Number 0043046
INSTRUMENT TYPES: SCUBA Garmin 76 WAAF Global Positioning System (GPS) Olympus 5060 digital camera
REFERENCES: Coles, S.L., L.Giuseffi, and M.Hutchinson, 2008. ASSESSMENT OF SPECIES COMPOSITION, DIVERSITY AND BIOMASS IN MARINE HABITATS AND SUBHABITATS AROUND OFFSHORE ISLETS IN THE MAIN HAWAIIAN ISLANDS. Bishop Museum, Honolulu, HI., Hawaii Biological Survey Contribution No. 2008-001, Bishop Museum Technical Report No 39.
/Coral Transects This directory has directories for each location, and for each location, directories for each transect, within which one will find the image files (JPEG).
/Images This directory gives files named by species found during the initial reconnaissance surveys of each transect (as organized by directories in /Coral Transects).
/GIS Maps and /SuppData provide metadata for locations and transects
data/1-data renamed or redundant ASCII (CSV) copies of originals as prepared for the archive by NODC
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| 0.897707 | 435 | 2.671875 | 3 |
Western Water Assessment
Using multidisciplinary teams of experts in climate, water, law, and economics, the Western Water Assessment provides information about natural climate variability and human-caused climate change. This information, usually in the form of climate forecasts and regional vulnerability assessments, is designed to assist water-resource decision makers.
In 2007, the Governor of Colorado, Bill Ritter, created a climate change action plan for the state. It identified three important roles for state government: "1) enact “bridge strategies” that immediately reduce greenhouse gas emissions while we pursue technologies to generate cleaner energy; (2) provide leadership to ensure that long-term solutions, such as renewable energy and clean coal technologies, are fully developed and broadly implemented; and (3) prepare the state to adapt to those climate changes that cannot be avoided. Researchers at WWA were tasked with the project of addressing the third pillar of the plan. The result was the Colorado Climate Preparedness Project report (pdf), which was released in Fall 2011. The report looks at the effects of climate change and adaptation strategies for six sectors and also examined adaptation strategies in other states. The report is also accompanied by a database of information about groups and individuals actively engaged in climate adaptation work in Colorado and relevant to state adaptation effort. It currently contains a directory of 179 products, 61 projects, 129 organizations, and 112 people working on these issues. Users are also able to update the database with new information as it becomes available.
Decision Support Tools
Treeflow: A collection of climate and streamflow reconstructions from tree ring data for nine large river basins in the western U.S. geared towards water managers within these basins. In addition to reconstructions, the site also contains background on dendrochronology, applications and case studies for how the data on the site can be used, workshops, and a tree ring analysis tool box. This product is produced as a cross-RISA project with researchers at CLIMAS.
Intermountain West Climate Summary: A summary of the latest climate conditions put out from month from January to May with two other installments in July and October. Targeted at water managers, planners, and policy makers, the summary contains updates on specific WWA projects, a featured article on specific research or climate phenomena, and a discussion of forecast products from the U.S Drought Portal and the NOAA Climate Prediction Center.
Publication Database: A collections of a books, peer-reviewed articles, technical reports, fact sheets, white papers, theses and more by SECC researchers and students searchable by date.
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The United Nations officially came into existence on 24 October 1945, when the UN Charter had been ratified by a majority of the original 51 Member States. The day is now celebrated each year around the world as United Nations Day.
The purpose of the United Nations is to bring all nations of the world together to work for peace and development, based on the principles of justice, human dignity and the well-being of all people. It affords the opportunity for countries to balance global interdependence and national interests when addressing international problems.
There are currently
192 Members of the United Nations. They meet in the General Assembly,
which is the closest thing to a world parliament. Each country, large
or small, rich or poor, has a single vote, however, none of the decisions
taken by the Assembly are binding. Nevertheless, the Assembly's decisions
become resolutions that carry the weight of world governmental opinion.
The United Nations Headquarters is in New York City but the land and buildings
are international territory. The United Nations has its own flag, its
own post office and its own postage stamps. Six official languages are
used at the United Nations - Arabic, Chinese, English, French, Russian
and Spanish. The UN European Headquarters is in the Palais des Nations,
Geneva, Switzerland. It has offices in Vienna, Austria and Economic Commissions
in Addis Ababa in Ethiopia, Amman in Jordan, Bangkok in Thailand and Santiago
in Chile. The senior officer of the United Nations Secretariat is the
1 2 3
Copyright © United Nations Publications
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As we approach the final weeks of the U.S. presidential campaign, we are being bombarded with reminders to get involved in the political process—by donating money, knocking on doors, attending rallies and, most of all, voting. In our democratic system we have a say as to how best to improve our country.
Likewise, I would argue that involvement in brain research is important if you have an interest in furthering it and improving mental health treatment. In democracy or brain science, if you’re not participating, don’t complain about what occurs!
Why would you have such an interest in brain research? Many reasons: members of your family may have had a particular disease; you may have risk factors associated with altered brain functions, similar to those for vascular disease such as diabetes or hypertension; members of your family may live a long time, making the aging brain a topic of interest for you. You may think you are doing just fine, but is your brain really OK?
There are several ways to get involved. The first is to sign up for clinical studies of the brain. These come in different forms. The simplest are outcome studies over time. At intervals you undergo testing of your cognitive functions, brief neurological examinations and even imaging of the brain. For example, several ongoing studies of older people are using these methods to try to establish the earliest changes in people who will go on to develop Alzheimer’s disease.
Such longitudinal studies are the only way to get this information. After the subject’s death, researchers obtain the brain in order to make clinicalpathological correlations.
The second way to get involved is to volunteer for a clinical trial of a new medication or some other form of intervention. Years of work and millions of dollars are spent developing potential new treatments for a brain disease.
This work is done in test tubes and on experimental animals, some of which will have genetically induced characteristics of a human disease. Eventually this research has to move to the human. A drug may work in a mouse, but in people is it safe and does it do anything beneficial? And is it any better than what is currently available? The only way to get answers to those questions is to evaluate it in a carefully controlled clinical trial. That requires people getting involved.
Donors in the news
There are two articles in this month’s issue that emphasize another aspect of how you can help: donating your brain to science. The CBC News article “Brain banks: Crucial for Research, Clamoring for Donors” discusses the generic problem of finding sources of brain tissue for research. Brain banks are important when we get a new lead about a disease. We can then rapidly check this possibility in stored tissues. There are many diseases for which we do not have reliable information about the underlying mechanisms. These include schizophrenia and depression. In others, suchas Alzheimer’s disease or Parkinson’s disease, we know the gross pathology, but not why particular groups of nerve cells die.
Another reason for brain banks is the need for normal tissue for comparison. If one finds an abnormality in the brain of a patient with Alzheimer’s disease, how can one be sure it is specific to that disease? Only by comparing the finding with non-Alzheimer tissue, both from normal people and from those with other neurologic diseases, can the specificity be determined.
The New York Times article “Dozen Athletes Leaving Brains to Concussion Study” addresses a very important issue—the long term effects of repeated head injuries. These include problems with memory and behavior. We have been aware of these phenomena in boxers, and even have a specific term for the brain findings: “dementia pugilistica.” It was thought that this was confined to boxers, but now we are not so sure. Careful studies of those with documented head injuries are clearly needed.
Brain research is truly bipartisan. Get involved!
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We know that young children learn best by making connections, so when I was teaching a unit I tried to find ways to tie the new learning to things we had already studied. It was easy to tie a unit about rainforests to our study of the earth, and ways to save the earth. When I was teaching this unit I would often use the terms jungle and rainforest interchangeably, but I learned that the main difference is the amount of light that reaches the ground through the trees. Jungles usually have lots of vegetation and growth on the ground, rainforests are so dense that little light gets through and the ground is pretty bare. When people talk about the negative impact of losing rainforests, they really do mean rainforests, not jungles. I did talk with my children about the differences, but I decided to use both terms because so many great children’s books talk about the jungle, and the word jungle is just fun!
We made a book loosely based on the pattern in I Went Walking.
There was one page in the book for each of the 4 layers of the rainforest – I began at the bottom: the forest floor, the understory, the canopy and the emergent layer.
We made the back of the book from a piece of tagboard that was 18 x 6 inches long. The pages were 12 x 6 inches and stapled onto the left side of the tagboard. Then the children cut out large leaves and glued them onto the top of the tagboard, along with the title of the book.
You could easily change this to “I walked in the rainforest”
I created a newer version of this book with an anteater instead of an elephant – which would be truer to a rainforest instead of a jungle.
Sometimes we used oatmeal for scales on the snake – other times we glued on sequins.
I found a song that really taught the children about the different layers of the forest. We sang it to the tune of If You’re Happy and You Know It.
I found a poster of the rainforest that was easy to cut into 4 pieces to show the different levels. As we learned this song I put each piece of the poster onto the magnet board. After the children became familiar with the song we started using our bodies as the trees. When we sang about the forest floor we touched the floor – or our toes. For the understory we touched our legs. We made an umbrella by overlapping our forearms for the canopy and we reached up high with extended fingers for the emergent layer.
Here is a copy of the song you can print.
As a culmination to this unit I told the children we were going to go on a picture taking safari to the jungle. But first we had to get ready.
We made safari hats and cameras.
I had a book about the jungle that had zebra stripes for the page inside the cover. I xeroxed that and cut it into strips for the hat bands. (I think it was Rumble in the Jungle, but I’m not sure.)
Each child also decorated a brown paper lunch bag with vines and jungle animal pictures. I put a snack inside – usually animal crackers and a juice box. They would have to hunt for their snack on the safari.
Most years I created the safari on the Kindergarten playground, but sometimes we had to move it inside because of weather. I couldn’t really make the layers of the forest going up – so I made the layers in different sections of the playground – or the Media Center – or whatever space I had to use! I brought in artificial flowers and puppets, and jungle-y fabric. I made signs to label the different layers. Then I had to have a safari guide. The children went on the safari in small groups – so I usually didn’t feel like I could leave the rest of the classroom with an aide or parent, so I “trained” them to be the guide.
The safari guide would shake a maraca to get the children’s attention and make an announcement that a safari was about to depart. Then she would call a group of children (I divided them up beforehand) and they would put on their cameras and hats, and pretend to use bug spray. Then they would go out on their safari (it was always out of the classroom and out of sight from our room). At each layer of the rainforest they would stop and chant
There’s a rumble in the jungle
There’s a whisper in the trees
The animals are waking up
And rustling the leaves
Then they would sing the verse of our song that talked about that layer of the rainforest. They would pretend to take pictures of the animals, and kept looking for their safari snacks – which I always put in the emergent layer at the end.
Here are directions I printed out for them:
This copy of the song left out the verse about the layers in the forest because they didn’t sing that on the safari.
All the pictures that I could find were of times we did our safari indoors.
When the safari group came back into the classroom they ate their safari snack – then “printed” their photographs by drawing them in a Safari Scrapbook. Here is the cover I used to make the 1/4 page sized scrapbooks.
I didn’t save the masters for the hats and cameras when I retired, but I did a search for camera clipart and here are a couple that might work:
The children loved learning about the jungle/rainforest, and they remembered so many facts about the different layers because of the song. The safari was always a big hit, and created lots of great kindergarten memories.
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What does it really mean to be “African American?” Does the term refer to people with slaves as ancestors, or is it just as applicable to recent African immigrants?
Here’s the gist, according to the Washington City Paper: The Enterprise Theater & Jazz Lounge was opened by Charletta Lewis, who is now suing her landlord. She claims that landlord Michael Ressom racially discriminated against her by leasing her a building that wasn’t up to code, and therefore, she couldn’t legally open for business. Lewis is black, Ressom is an Ethiopian immigrant. Her complaint states that Ressom “is a non-African-American man.” Ressom and his lawyer declined to comment to the City Paper, while Lewis’ lawyer Jimmy Bell explained:
“He’s not African-American!” Bell says, when asked if Ressom’s ethnicity damages his case. “African-American means you are a descendant of a slave! This guy’s an Ethiopian immigrant, who wasn’t naturalized as a citizen until November 2010.”
General discrimination claims of this sort aren’t that all uncommon. Some taxicab complaints were officially filed with the D.C. Taxicab Commission by people who write they are black and claiming they were racially discriminated against by African cabbies. But for every story about animosity between D.C.’s black and Ethiopian communities, there is another about good will and unity between the groups.
Still, our question remains: is lumping everyone together as “African American” really the most accurate racial identifier?
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Definitions of fear on the Web:
•be afraid or feel anxious or apprehensive about a possible or probable situation or event; "I fear she might get aggressive"
•be afraid or scared of; be frightened of; "I fear the winters in Moscow"; "We should not fear the Communists!"
•be sorry; used to introduce an unpleasant statement; "I fear I won't make it to your wedding party"
•an emotion experienced in anticipation of some specific pain or danger (usually accompanied by a desire to flee or fight)
•be uneasy or apprehensive about; "I fear the results of the final exams"
•concern: an anxious feeling; "care had aged him"; "they hushed it up out of fear of public reaction"
•reverence: regard with feelings of respect and reverence; consider hallowed or exalted or be in awe of; "Fear God as your father"; "We venerate genius"
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It’s not the same as recorded speech. A better word for the back-and-forth between persons in most novels would be chitchat. The word dialogue entered the English language in the thirteenth century as a name for a specific type of writing in which the action or argument develops as an interchange between two or more points of view. This is, in fact, the earliest use of the word. Not until two centuries later did the technical term become a synonym for casual conversation.
The unattractive word dialogism, which has gained prestige through its association with the Russian critic Mikhail Bakhtin, is now more likely to be substituted for the dramatic interplay of thought in the novel. Originally, though, the order was reversed.
In his Arte of English Poesie (1589), for example, Puttenham observes that the forms of poetry and the manner of its writing are as diverse as its subject matter. Some poets write of heroes, while others are “more delighted to write songs or ballads of pleasure.” Some are taken with “the perplexities of love,” while others write only for the stage. “There were yet others,” he continues, “who mounted nothing so high as any of them both, but in base and humble style by manner of Dialogue, uttered the private and familiar talk of the meanest sort of men. . . .” He names Theocritus and Vergil as practitioners of the kind, identifying the eclogue (or “shepherdly talk”) as a subgenre of the larger class.
The fiction of speech in another man’s mouth, however, is called something else entirely:
Jonathan Franzen is perhaps the most glaring example in contemporary fiction. As if he were an entomologist collecting specimens, Franzen excels at characters who sound like someone at the next table in Starbuck’s, whose conversation you find yourself eavesdropping upon. In The Corrections, he noticed the way that some people end their sentences with a rising so, as if they were about to go on, although they don’t. In Freedom, he is deft with the word like. “We haven’t even started on jealousy yet,” Patty tells Richard. “This is, like, Minute One of jealousy.” Or later:
What I am suggesting is that the two treatments of dialogue in the contemporary novel—the scrupulous mimicry of everyday speech and the studied exclusion of differing points of view—are connected at the level of basic assumptions about the nature of fiction in today’s literary culture. Reading Luke Ford’s interview with Robb Forman Dew, I was struck by the following exchange:
Robb, quickly: “No. I don't think I could. Are you?”
Robb: “You are? You really are? Oh no. You can’t be.”
In Being Polite to Hitler, the horror of the atomic bomb is the psychological landscape of the novel. The novel opens in October 1952, when “there was not a single community [in America],” according to Dew, “that didn’t harbor an unacknowledged dread and anticipation of some sort of retribution for having perpetrated an act of aggression previously unmatched by any other country.” The dread worms its way into the lives of every character in the novel, spreading frustration and unease. No other response is possible, because the only admissible point of view is that “dropping a bomb like that on a civilian population” was an “act of aggression.”
Robb Forman Dew can no more imagine a different conception of Hiroshima and Nagasaki than she can imagine having conservative Republican friends. And in this she deviates little from Jonathan Franzen, who is otherwise a much superior novelist. Their novels suffer as a consequence, however, because it is just impossible to enter into dialogue with what can neither be imagined nor believed. In Bakhtin’s terms, their novels are monologic, a long rehearsed speech by a single uninterrupted voice. Or, as I would prefer to call them, they are examples in American fiction of “begging the question,” which establish their premises by shutting out anything that might aggravate them.
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Take a trip through nature, Visit the Animal and Plant Kingdoms, meet Eco Warriors and learn more about endangered Species. Join us in spreading awareness and Saving our Environment ...
Children love nature. Kids care for animals. Young minds are concerned about wildlife.
Dimdima site on Ecology is for kids who want to save Planet Earth and who are determined to preserve this green planet.
Learn to make a whistle from a broken earthern pot or would you like to make a bird feeder so that you can watch birds on your window sill everyday. Our Activity Section teaches you to make simple things from easily available materials.
Mother Nature’s creativity knows no limits. Sometimes, in addition to those that are perfect and beautiful, she also creates things that are downright bizarre. Just take a look at some of the weirdest plants on earth:
Rafflesia arnoldii: Growing up to a diameter of around 3 feet, Rafflesia arnoldii is the world’s largest individual flower. It smells of rotten flesh, giving it the nickname, corpse flower. Reddish brown in colour, it does not have leaves, roots or stems. It is very rare and is one of the national flowers of Indonesia.
Venus Flytrap: This is a small carnivorous plant which traps insects and spiders in its trap-like structure at the end of its leaves. When the insects touch the sensitive hairs inside the trap, it snaps shut! The digestive juices which are secreted take care of the rest.
Black Bat Flower: It is black and looks rather like a bat. Measuring upto 12 inches across, this flower has long whisker-like filaments which grow to a length of nearly 28 inches. This plant is commonly seen in Yunnan Province, China.
Pitcher Plant: Shaped like a jug, this carnivorous plant traps its prey by drowning them in its deep cavity filled with liquid. Once the insects fall into the trap, they cannot climb out because of the slippery surface inside the pitcher. The liquid slowly dissolves it by chemical processes.
Welwitschia mirabilis: It has a thick stem and only two leaves. These leaves grow continuously to a length of 2 to 4m, get split and eventually looks like a heap of frayed ribbons. They have a long life span, ranging from 500 to 2000 years, and are therefore considered as living fossils. They are found in Namib Desert in Namibia and Angola.
Doll’s Eyes: Also known as White Baneberry, this plant is native to eastern North America. It gets its name because of its peculiar white fruit which looks like doll’s eyes. They are highly poisonous to humans but harmless to birds.
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The Obama administration, and the State Department in particular, face a long list of urgent issues, from Iran’s nuclear weapons program to trade disputes with China. That makes it hard to maintain a focus on the environment, whether the issue is new approaches to climate diplomacy or endangered species.
That’s why it was encouraging to see Secretary of State Hillary Rodham Clinton take an hour today at State Department headquarters to stress the importance of stemming the booming illicit global trade in wildlife. She spoke to an audience of ambassadors, government officials, conservationists and scientists, noting that while much of the focus of late has been on Asian markets, the fast-growing middle class around the world – including in the United States – has created a huge market for a wide range of rare species and products derived from them. Shen announced several new initiatives, including having United States intelligence agencies to produce “an assessment of the impact of large-scale wildlife trafficking on our security interests.” (The Times has launched a series on the connection between African poaching and insurgent groups on that continent.)
National Geographic has posted a report on the event. During a panel discussion at the event, Cristián Samper, president of the Wildlife Conservation Society, summarized things this way: “We need to protect the source, break the chain and stop demand.”
Here’s are excerpts from a transcript of Clinton’s remarks:
[O]ver the past few years wildlife trafficking has become more organized, more lucrative, more widespread, and more dangerous than ever before.
As the middle class grows, which we all welcome and support, in many nations items like ivory or rhinoceros horn become symbols of wealth and social status. And so the demand for these goods rises. By some estimates, the black market in wildlife is rivaled in size only by trade in illegal arms and drugs. Today, ivory sells for nearly $1,000 per pound. Rhino horns are literally worth their weight in gold, $30,000 per pound.
What’s more, we are increasingly seeing wildlife trafficking has serious implications for the security and prosperity of people around the world. Local populations that depend on wildlife, either for tourism or sustenance, are finding it harder and harder to maintain their livelihoods. Diseases are spreading to new corners of the globe through wildlife that is not properly inspected at border crossings. Park rangers are being killed. And we have good reason to believe that rebel militias are players in a worldwide ivory market worth millions and millions of dollars a year.
So yes, I think many of us are here because protecting wildlife is a matter of protecting our planet’s natural beauty. We see it’s a stewardship responsibility for us and this generation and future generations to come. But it is also a national security issue, a public health issue, and an economic security issue that is critical to each and every country represented here.
We all, unfortunately, contribute to the continued demand for illegal animal goods. Wildlife might be targeted and killed across Asia and Africa, but their furs, tusks, bones, and horns are sold all over the world. Smuggled goods from poached animals find their way to Europe, Australia, China, and the United States. I regret to say the United States is the second-largest destination market for illegally trafficked wildlife in the world. And that is something we are going to address….
First, on the diplomatic front, we are working with leaders from around the world to develop a global consensus on wildlife protection….
Secondly, we are reaching beyond governments to enlist the support of people. As part of this effort, Under Secretary Tara Sonenshine, our Under Secretary for Public Diplomacy, is spearheading a global outreach campaign which we will launch December 4th on Wildlife Conservation Day. Our embassies will use every tool at their disposal to raise awareness about this issue, from honoring local activists, to spreading the word on Facebook and Twitter. We want to make buying goods, products from trafficked wildlife, endangered species unacceptable, socially unacceptable. We want friends to tell friends they don’t want friends who ingest, display, or otherwise use products that come from endangered species anywhere in the world.
Third, we’re launching new initiatives to strengthen and expand enforcement areas. USAID has already provided more than $24 million over the past five years on a range of programs that combat wildlife crimes. Last year, they launched the ARREST program, which is establishing regional centers of expertise and expanding training programs for law enforcement. We really want to work with all of you, and we want both from countries that are victimized by trafficking to countries where consumers are the end-buyers of such products.
Finally, this is a global issue, and it calls, therefore, for a concerted global response. So I hope every government and organization here today will join the Coalition Against Wildlife Trafficking. That is the global partnership for sharing information on poachers and illicit traders. We’ll also be convening meetings with traditional stakeholders like NGOs and governments and with less traditional stakeholders like air and cruise line companies to discuss new potential partnerships….
I want to mention one last step we’re taking. Trafficking relies on porous borders, corrupt officials, and strong networks of organized crime, all of which undermine our mutual security. I’m asking the intelligence community to produce an assessment of the impact of large-scale wildlife trafficking on our security interests so we can fully understand what we’re up against. When I was in Africa last summer, I was quite alarmed by the level of anxiety I heard from leaders. It is one thing to be worried about the traditional poachers who come in and kill and take a few animals, a few tusks, a few horns, or other animal parts. It’s something else when you’ve got helicopters, night vision goggles, automatic weapons, which pose a threat to human life as well as wildlife.
The full speech and video are on the State Department Web site.
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UNITED STATES EARLY RADIO HISTORY
THOMAS H. WHITE
| s e c t i o n
Period Overview (1896-1927)
General reviews of the individuals, activities and technical advances which characterized this era.
Radio -- signaling and audio communication using electromagnetic radiation -- was first employed as a "wireless telegraph", for point-to-point links where regular telegraph lines were unreliable or impractical. Next developed was radio's ability to broadcast messages simultaneously to multiple locations, at first using the dots-and-dashes of telegraphic code, and later in full audio.
Although "electromagnetic radiation" is the formal scientific term for what Heinrich Hertz demonstrated with his simple spark transmitter in the 1880s, in addition to "radio" numerous other descriptive phrases were used in the early days, including various permutations of "Hertzian waves", "electric waves", "ether waves", "spark telegraphy", "space telegraphy", "aerography" and "wireless". In the November 30, 1901 Electrical Review, a letter from G. C. Dietz offered "atmography" as the answer to What Shall We Call It?, but the suggestion fell on deaf ears. Spark, Space, Wireless, Etheric, Hertzian Wave or Cableless Telegraphy--Which? by A. Frederick Collins in the August 24, 1901 Western Electrician wondered whether the question might eventually become academic, for "In the distant future when all wire systems, both telegraph and telephone, have been superseded by the so-called wireless, there will be no confusing qualifying adjectives, for there will be no dual systems requiring qualification, and wireless telegraphy and telephony will be spoken of as simply telegraphy and telephony." So, what's the difference between wireless and radio? "There ain't none" -- both refer to the exact same thing -- explains Edward C. Hubert in Radio vs. Wireless, from the January, 1925, Radio News.
The 1901 edition of J. J. Fahie's A History of Wireless Telegraphy reviewed in detail the development of pre-radio wireless technologies, up though Guglielmo Marconi's groundbreaking radio work. In 1917, Donald McNicol wrote about the importance of documenting radio's "historical narrative", noting: "I believe it to be the duty of those acquainted with views and facts of its introduction to set [the most illuminating essentials] down for the inspection of the ultimate historian". McNicol's overview of The Early Days of Radio in America, from the April, 1917 issue of The Electrical Experimenter, covered significant events, articles, books and individuals during the period from 1896 through 1904, this time beginning with Guglielmo Marconi's demonstrations in Great Britain. (Included in this article are links to nineteen items mentioned in the review.) In the June, 1917 Proceedings of the Institute of Radio Engineers, Robert H. Marriott comprehensively reviewed technical advances plus the struggles and character flaws encountered during early United States Radio Development. Five years later, with a "broadcast boom" spreading across the nation, Professor J. H. Morecroft reviewed What Everyone Should Know About Radio History, a two-part series that ran in Radio Broadcast, beginning with its July, 1922 issue.
The transformation of radio, from scientific curiosity to a practical communications technology, was due to incremental improvements in a variety of areas. H. Winfield Secor traced the history of Radio Detector Development in the January, 1917 issue of The Electrical Experimenter, starting with the micrometer spark gap used by Heinrich Hertz, followed by various magnetic, electrolytic, and crystal detectors, and finally the very important improvements in three-electrode vacuum tubes.
One of Marconi's most important discoveries was of "groundwave" radio signals, which resulted from adding a ground connection to the transmitter, and led to greatly increased transmission ranges. One reason this occurred was because "earthing" the transmitter antenna resulted in the radio signals using the ground as a waveguide, meaning the signals followed the earth's plane, and thus spread out in only two dimensions, unlike a free-space transmission like light, which dispersed in three dimensions. This in turn meant that groundwave signal strength tended to drop inversely with the distance covered, instead of the square of the distance, which was the case for free-space signals. However, it was a few years before groundwave radio signals were fully understood. At the 1904 International Electrical Congress in Saint Louis, Missouri, gifted mathematician John Stone Stone presented a paper designed to provide a rigorous mathematical foundation describing radio transmissions. However, he made one significant error, by stating that signal strength tended to fall off with the square of the distance traveled. In the discussion of the paper, Lee DeForest, who had worked extensively with commercial systems, tentatively noted that in his experience signals did not weaken that quickly, although his own lack of precise measurements still left the issue somewhat in doubt -- The Theory of Wireless Telegraphy (groundwave extract).
UNITED STATES GOVERNMENT ACTIVITIES
The U.S. Navy quickly recognized radio's potential. Following successful tests by Great Britain and Italy, the Navy Department's 1899 annual report noted that Marconi equipment would soon be evaluated, "in order to determine its usefulness under service conditions". These tests quickly convinced the Navy of the value of radio, and three years later R. B. Bradford, Chief of the Bureau of Equipment, reported that "There is no navy, so far as the Bureau is aware, which has not given especial attention to this subject". The U.S. Navy began to equip its entire fleet with transmitters, and also set up an extensive chain of coastal stations. Radio was also employed as an aid to civilian and military navigation, beginning with time signals broadcast beginning in 1905: U. S. Navy Department Annual Report Extracts: 1899-1908. The Navy's impact on U.S. radio communications would continue to expand. In 1913, numerous shore stations started to handle commercial traffic in areas where there were no private stations, meanwhile, naval leaders lobbied for a government monopoly of radio transmitters. Finally, in April, 1917, with the entrance of the U.S. into World War One, the government, led by the Navy, took over control of all radio communications for the duration of the conflict: U. S. Navy Department Annual Report Extracts: 1909-1918. (A book published in 1963, History of Communications-Electronics in the United States Navy by Captain Linwood S. Howeth, USN (Retired), is a comprehensive history of activities in the U.S. Navy through 1945).
The United States Department of Agriculture also rapidly foresaw radio's possibilities. Beginning in 1900, the department financed some of Reginald Fessenden's early research, until the two sides had a falling-out. But the department continued to work, at times haltingly, to develop radio applications, at first for gathering reports, and then for distributing them over a broad area. The Agriculture Department was responsible for some of the earliest radio broadcasts, including weather reports in 1912, although the first transmissions were in telegraphic code: U. S. Agriculture Department Annual Report Extracts: 1898-1927
|"Homage is due to many rather than to a few. Many radio developers have received little compensation for their work in the past and they are not in a position to collect now. The public owes a debt to many people which it cannot pay. Some of these people need the money, others do not; some are dead while those still alive do not expect to realize anything on their past labors."--"How Radio Grew Up", Robert H. Marriott, Radio Broadcast, December, 1925.|
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There’s no danger of a collision. But asteroid 2012 DA14 will sweep very close to Earth on February 15, 2013. The video below, from NASA’s ScienceCast, explains more.
This asteroid – discovered just last year – is about half the size of an American football field. It’ll fly closer to Earth than geosynchronous satellites, which orbit about 42,000 kilometers (26,000 miles) up. This asteroid flyby is record-setting in the sense that – since astronomers began regular searches for near-Earth asteroids in the 1990s – they have not seen an object so big come so close to Earth.
Yet astronomers estimate that an asteroid the size of 2012 DA14 flies past Earth, on average, every 40 years. Near-Earth asteroids are thought to strike our planet only once in about 1,200 years or so. When did it happen last? An object of about this size exploded in the atmosphere above Siberia in 1908, killing reindeer and leveling hundreds of kilometers of forest. Researchers are still studying this Tunguska event for clues to the impacting object.
By the way, the impact of an asteroid the size of 2012 DA14 – about 50 meters wide – would not destroy Earth. But it would create a large crater, about the size of Meteor Crater in Arizona.
Bottom line: 2012 DA14 will not collide with Earth, but it will sweep close in mid-February 2013.
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| 0.907104 | 297 | 3.8125 | 4 |
Author(s): Jon Louis Bentley
Publisher: Assn for Computing Machinery; 1st edition
Date : 1986
Pages : 1
Format : DJVU
OCR : Yes
Language : English
ISBN-10 : 0201103311
Fourteen years after it was first issued, C++ expert Jon Bentley reinvents a true classic with the second edition of his Programming Pearls. Completely revised and brought up to date with all new code examples in C and C++, this book remains an exceptional tutorial for learning to think like a programmer.
The “pearls” in question center not only on choosing the right algorithms (like binary searches, sorting techniques, or sparse arrays) but also on showing how to solve problems effectively. Each chapter frames a particular programming task–such as sorting numbers, creating anagrams, or counting the words in a block of text–many drawn from Bentley’s experiences in his long career as a developer. The book traces the process of arriving at a fast, efficient, and accurate solution, along with code profiling to discover what works best. After refining the correct answer, each chapter enumerates programming principles that you can use on your own.
The author also challenges you to think like an engineer, and each chapter ends with about a dozen problems to get you thinking creatively about design issues. (Sidebars on such historical topics as the first computer solutions to computer chess, spell-checking, and even architectural design help create a perspective on successful problem solving and make for a truly educational and enjoyable tour of how to become a better programmer.) Bentley also asks the reader to think analytically about the world with “back of the envelope” estimation techniques drawn from engineering. Appendices list the algorithms and code rules covered in the book, plus some sample solutions.
Fans of the first edition of this title will be pleased to see this favorite computer text brought up to date for today’s faster hardware. Whether you want to improve your command of algorithms or test your problem-solving skills, the new version of Programming Pearl is a challenging, instructive, and thoroughly entertaining resource. –Richard Dragan
Topics covered: Programming and problem-solving tutorial, sorting algorithms, merge sort, bit vectors, binary searches, program correctness and testing, improving performance, engineering and problem-solving techniques, performance estimates, designing for safety, divide-and-conquer and scanning algorithms, tuning code, tips for more efficient memory usage, insertion sort, quicksort algorithms, sparse arrays, searching algorithms, binary search trees, heaps, priority queues, searching text, and generating random text.
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| 0.898593 | 545 | 2.953125 | 3 |
Ten things government can do to help small plants improve food safety
Food safety standards are the same for all plants, big and small. Large companies usually have more resources to hire people, invest in interventions and maintain microbiological testing programs. Of course, this puts small plants at a disadvantage. The US Congress, USDA and other government agencies need to develop strategies to assist small plants or the meat industry will become even more concentrated. Here are 10 things that could be done to help small businesses improve food safety:
- Congress should provide tax credits for investment in equipment and process improvements. This has the benefit of helping small businesses improve their food safety systems plus it will improve public health and reduce costs associated with foodborne disease.
- USDA should establish a library of reference materials for use as supporting documentation for HACCP plans and SSOP's.
- The mission of USDA inspectors and EIAO Officers should be formally changed to facilitate food safety improvements.
- USDA should establish requirements that beef slaughter plants implement at least two validated interventions (USDA's AMS has already implemented this requirement for school lunch purchases).
- USDA should require beef slaughter plants and plants that produce trimmings to test for E. coli O157:H7 and maintain process control records (AMS has already implemented this requirement for school lunch purchases as well). The combination of steps 4 and 5 will reduce the risk of pathogen contamination in meat raw materials for small businesses.
- USDA should encourage better control of Listeria monocytogenes by dropping Alternative 3 and requiring all plants to either incorporate a growth inhibitor or use a post lethality treatment(or both). Small plants that operate under Alternative 3 are just waiting their turn for a recall.
- Establish a dedicated USDA resource desk for small plants to help answer technical questions.
- USDA should provide clear direction on methods for microbiological sampling and testing.
- HACCP training should be offered on a USDA website that allows employee training without the expense of travelling to a course site and paying for registration.
- USDA should protect small plants from being shut off by suppliers as a result of microbiological tests results or food safety policies.
No doubt there are many other actions that could be taken to help small plants improve food safety. This list of 10 is a good place to start.
About Jim Marsden: Dr. James L. Marsden is Regent's Distinguished Professor of Food Safety and Security at Kansas State University, and the senior science advisor for the North American Meat Processors Association. He is the past president of the American Meat Institute Foundation in Washington, DC and a graduate of Oklahoma State University.
Some explanatory notes for eFoodAlert readers:
USDA = United States Department of Agriculture
SSOP = Sanitation Standard Operating Practices
EIAO = Enforcement Investigations and Analysis Officer
AMS = Agricultural Marketing Service (an agency of USDA)
Alternative 3 = An alternative method for controlling Listeria monocytogenes in ready-to-eat meats that relies solely on sanitation and testing, without requiring the use of antimicrobial agents or a final lethal treatment to kill the bacteria.
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| 0.915177 | 637 | 2.8125 | 3 |
Ohm's Law is a mathematical law that takes several different forms, depending on application. While we will discuss other forms later, we will start with the form of primary mathematical interest.
We can use Ohm's law to relate the average current density to the electric field, by using a constant quantity of the conductor, known as the conductivity:
Ohm's law can be stated as:
where j is the current density (current per unit area), σ is the conductivity and E is the electric field.
Each different type of conductor will have a unique constant conductivity, which can typically be determined through experimentation.Last modified on 9 July 2007, at 03:08
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| 0.9415 | 140 | 4.40625 | 4 |
Ten Technologies to Fix Energy and Climate
|Ten Technologies to Fix Energy and Climate|
|Original title||Ten Technologies to Save the Planet|
|Cover artist||N/A (artpartner-images.com)|
|Subject(s)||Global Warming, Climate change|
|Publication date||13 November 2008|
|Media type||Print (Paperback)|
|Pages||292 pp (UK paperback edition)|
|Dewey Decimal||363.738746 22|
|LC Classification||TD885.5.G73 G66 2008|
Ten Technologies to Fix Energy and Climate (second edition, 2009) or Ten Technologies to Save the Planet (first edition, 2008) is a popular science book by Chris Goodall first published in 2008 and re-issued in 2009 by Profile Books. Its ten chapters each detail a technology that has the potential to reduce Greenhouse Gases while being economically and technologically viable in the present or near future. The book received a positive critical response for the way in which it was written and dealt with the issues surrounding Global Warming.
The book is divided into ten chapters which deal with a different technology (although there was some contention, as raised by the author, with the 'Soils and Forests' Chapter). Typically every chapter covers the advantages, disadvantages and viability (economically and technologically) of the technology.
With regards to wind power, Goodall argues that since the technology to utilise wind efficiently exists current and that there are sufficient sites to supply the world's energy demands ('72 terrawatts - about thirty times the world's electricity requirement'), the main obstacle is reliability.
Efficiency of current photovoltaic panels (typically 10%) and the cost (of silicon) are identified as the only remaining problems in rolling out large solar powerplants in places such as North Africa, the Sahara Desert and California, Goodall concludes in the solar energy chapter.
Goodall identifies the Pentland Firth as one of twenty global sites that promise 'enormous potential' with tidal-stream power. Cited as the main reason for continued failure to harness the Ocean's 'enormous untapped potential' is a lack of funding, driven by competition in R&D and a lack of interest; although Goodall is optimistic and admits there have been improvements.
Efficient fuel cells applied to domestic homes, the author suggests, may be capable of simultaneously providing hot water, heating and profiting the owner with exports to the local grid. Also discussed are district heating plants, which are widespread in Denmark, able to provide heat to towns and produce electricity.
The Introduction explains how the author came to write about the subject. A section called 'Putting it all Together' looks at if the aforementioned ten technologies have the combined potential to 'save the planet'. Finally the Epilogue reveals the reasoning behind why some technologies (e.g. nuclear energy) are not included and may not work.
Ten Technologies to Save the Planet has received a positive critical response; Mark Lynas, an environmentalist and author of Six Degrees: Our Future on a Hotter Planet, said "Ten Technologies is superb - it cuts like lightning through the myths and muddled thinking surrounding energy issues. It is vital, topical and brilliantly written."BBC Green, said the book was "Rewarding and essential, Ten Technologies combines rigorous research and an accessible tone." The review on REUK.co.uk said "Covering so many of the technologies which are likely to shape the world over the next 10-20 years, this book is essential reading."
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Alice's Adventures in Wonderland (also commonly referred to as Alice in Wonderland) is a children's book written by the 19th century Human author Lewis Carroll. The book tells the story of a girl named Alice who followed a White Rabbit into a fantasy world called Wonderland ruled by the King and Queen of Hearts, only for it to turn out to be nothing more than a dream.
In 2267, Dr. McCoy noted that the Shore Leave Planet looked like "something out of Alice in Wonderland", causing the planet to create versions of the characters White Rabbit and Alice. (TOS: "Shore Leave")
In 2268, when Captain James Kirk planned to disable the Alice series of androids on Planet Mudd using gaps in logic and high dozes of irrationality, he told that he's going to "take Alice to Wonderland". (TOS: "I, Mudd")
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The Bracari were an ancient Celtic tribe of Gallaecia, akin to the Calaicians or Gallaeci, living in the northwest of modern Portugal, in the province of Minho, between the rivers Tâmega and Cávado, around the area of the modern city of Braga (the Roman Bracara Augusta).
Appian wrote they were a very warlike people. According to him, The Bracari women warriors fought defending their town "never turning, never never showing their backs, or uttering a cry", preferring death to captivity.
It has been long known that they spoke a Celtic language, as can be seen in the inscription dedicated to the goddess Nabia at Braga's Fonte do Ídolo (Portuguese for the Fountain of the Idol), or in the name of their town Tongobriga (in Marco de Canaveses).
At the beginning of the 1st century, the Citânia de Briteiros was their political main hill fort and seat of the "consilium gentis". It is possible that the Celtic Nemetati were an allied tribe of the Bracari, known previously as Kallaikoi.
- Coutinhas, José Manuel (2006), Aproximação à identidade etno-cultural dos Callaici Bracari, Porto.
- Queiroga, Francisco (1992), War and Castros, Oxford.
- Silva, Armando Coelho Ferreira da (1986), A Cultura Castreja, Porto.
See also
|This article about an ethnic group in Europe is a stub. You can help Wikipedia by expanding it.|
|This article about Portuguese history is a stub. You can help Wikipedia by expanding it.|
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Creative problem solving
||This article has multiple issues. Please help improve it or discuss these issues on the talk page.
Creative problem solving, a type of problem solving, is the mental process of searching for a new and novel creative solution to a problem, a solution which is novel, original and not obvious.
Creative solution types
The creative solution
To qualify as creative problem solving, the solution must solve the stated problem in a novel way, and the solution must be reached independently.
Creative problem solving usually begins with defining the problem. This may lead to a simple non-creative solution, or to finding a "textbook solution". The creative problem solving process, may also lead to the discovery of prior art and of creative solutions by others. The process, in these cases, may then be abandoned, if the discovered solution is "good enough".
Typically a creative solution will have 'elegant' characteristics such as using existing components without introducing any new components into the solution (i.e. "no moving parts"), using the problematic factor as the basis for the solution (i.e. "using the Philistine's sword against him"), or involving a change of perspective (i.e. the line through nine dots riddle).
Many times a solution is considered creative if components that are readily available can be used, and when there is a short time limit within which to solve the problem. These two factors are typical to the solutions shown in the MacGyver (TV series).
If a creative solution has broad use, it may be referred to as an innovative solution or an innovation. The term innovation (disambiguation) may also refer to the process of creating those innovative solutions.
"All innovations [begin] as creative solutions, but not all creative solutions become innovations."—Richard Fobes,
If an innovation is unique, original and novel, it is considered an invention. It must be original - not known to people who are knowledgeable in the field of the solution, and novel - not an obvious solution, easily conceived by people with knowledge in the field of that solution - when shown the problem.
Not all inventions are created through creative problem solving. Inventions may be 'discovered' or 'contemplated', many times without a 'problem to solve', or solving a problem that they originally were not intended for. But many inventions in fact are the outcome of creative problem solving.
An invention can become intellectual property if the inventor files and receives a patent, which is a legal document, where the invention is clearly defined, and which shows proof of its uniqueness, originality and novelty.
Techniques and tools
Creative problem solving technique categories
Creative-problem-solving techniques can be categorized as follows:
- Mental state shift: Creativity techniques designed to shift a person's mental state into one that fosters creativity. These techniques are described in creativity techniques. One such popular technique is to take a break and relax or sleep after intensively trying to think of a solution.
- Problem reframing: Creativity techniques designed to reframe the problem. For example, reconsidering one's goals by asking "What am I really trying to accomplish?" can lead to useful insights.
- Multiple idea facilitation: Creativity techniques designed to increase the quantity of fresh ideas. This approach is based on the belief that a larger number of ideas increases the chances that one of them has value. Some of these techniques involve randomly selecting an idea (such as choosing a word from a list), thinking about similarities with the undesired situation, and hopefully inspiring a related idea that leads to a solution. Such techniques are described in creativity techniques.
- Inducing change of perspective: Creative-problem-solving techniques designed to efficiently lead to a fresh perspective that causes a solution to become obvious. This category is especially useful for solving especially challenging problems. Some of these techniques involve identifying independent dimensions that differentiate (or separate) closely associated concepts. Such techniques can overcome the mind's instinctive tendency to use "oversimplified associative thinking" in which two related concepts are so closely associated that their differences, and independence from one another, are overlooked.
Creative Problem Solving
Creative Problem Solving (CPS) — is the trademarked name for the Osborn-Parnes process of how to solve problems creatively. Alex Osborn, the "O" in the advertising firm BBD&O and is credited with being the Father of Brainstorming, and Sydney Parnes, PhD, a psychologist who worked with Alex Osborn and designed methods for teaching CPS. Alex Osborn's landmark book published Applied Imagination. Here Osborn details the attributes of Creative Problem Solving. Dr. S. Parnes in various texts (Italic text'VIsionizingItalic text for example) describes an organized process for CPS. The six steps of CPS are Objective Finding, Data Finding, Problem Finding, Idea Finding, Solution Finding and Acceptance Finding. Within each stage, one using CPS employs divergent thinking or Brainstorming and convergent thinking, focusing in on the "best" answer given the context of the situation. Many publications are available that include Thinking Tools to organize divergent and convergent thinking and that guide the process to a conclusion. See Michalko, M., Black, A., Treffinger, D., Lewin, J.—only a few of the many authors who have published books that include CPS Thinking Tools. The goal of CPS Is to find the "better" solution to a problem, given the CONTEXT of the situation. See www.creativeeducationfoundation.org for information on CPSI, Creative Problem Solving Institute's annual conference and other information about CPS.
Brainstorming (Osborn, A .(1966) Applied Imagination) and Mind Mapping (Buzan, Tony. Mind Mapping) are tools to use with CPS. For divergent thinking, Brainstorming acknowledges that every idea counts, is written down because ideas are NOT actions. Through the use of different thinking tools (e.g., "Clustering," "Hits & Hot Spots") focused thinking is applied to reign in the wild ideas (Lewin, J. et al (1998) Creative Problem Solving in Occupational Therapy. Philadelphia:Lippincott Williams & Wilkins—applies CPS to healthcare and is one of the many books that presents the CPS process in detail).
Creative problem solving tools and software
Creative problem solving "tools" that facilitate specific creative problem solving techniques are available from many authors. Donald Treffinger, PhD, has published numerous resources for teaching Creative Problem Solving to young children. RIchard Fobes authored a "tool box" for creative thinking as did MIchael Michelko, author of Thinker Toys among other publications.
See also
- List of thought processes
- List of cognitive biases
- List of creative thought processes
- List of decision-making processes
- List of emotional intelligence topics
- List of counseling topics
- Creative problem solving for teachers An assignment for teachers on the College of Education website (Michigan State University)
- Definition of creative problem solving on Alex Osborn's (inventor of the term and process of brainstorming) Creative Education Foundation website.
- Problem definition in presentation on creative problem solving, on the University of Arizona website
- Mike Vence about the 9 dots as a corporate promotion of creative thinking at the Walt Disney Company (Creative Thinking Association website)
- About creative problem solving in an invitation to a conference by the University of South Alabama
- ^ Richard Fobes, The Creative Problem Solver's Toolbox: A Complete Course in the Art of Creating Solutions to Problems of Any Kind (1993) ISBN 0-96-322210-4
Further reading
- Alex Osborn, Applied Imagination: Principles and Procedures of Creative Problem Solving, Creative Education Foundation Press, 1953/2001, ISBN 0-930222-73-3
- Edward de Bono, Lateral Thinking : Creativity Step by Step, Harper & Row, 1973, trade paperback, 300 pages, ISBN 0-06-090325-2
- Altshuller, Henry. 1994. The Art of Inventing (And Suddenly the Inventor Appeared). Translated by Lev Shulyak. Worcester, Massachusetts: Technical Innovation Center. ISBN 0-9640740-1-X
- Problemistics: the art and craft of Problem Dealing – courseware on Problem Finding and Problem Solving
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|— City —|
|Became a city||1950|
|Named for||Christopher Layton|
|• Total||20.8 sq mi (54.0 km2)|
|• Land||20.7 sq mi (53.6 km2)|
|• Water||0.1 sq mi (0.3 km2)|
|Elevation||4,350 ft (1,326 m)|
|• Density||3,236.1/sq mi (1,246.5/km2)|
|Time zone||Mountain (MST) (UTC-7)|
|• Summer (DST)||MDT (UTC-6)|
|ZIP codes||84040, 84041|
|Area code(s)||385, 801|
|GNIS feature ID||1442459|
Layton is a city in Davis County, Utah, United States. It is part of the Ogden–Clearfield, Utah Metropolitan Statistical Area. The city is named after Christopher Layton, a Mormon colonizer and leader. The population was 67,311 at the 2010 census.
Layton was settled in the 1850s as an outgrowth of Kaysville. It was included in the boundaries when Kaysville was incorporated as a city in 1868, but by the 1880s many Layton residents wanted to separate from the city. They questioned Kaysville's authority to tax their property, claiming they received no municipal services. This dispute reached the United States Supreme Court in 1894 as the case of Linford v. Ellison, which was decided in favor of the Layton property owners. The separatist movement finally succeeded in 1902, when Layton became an independent unincorporated area. After further growth it was made an incorporated town in 1920.
The town's population increased slowly; up until 1940 it was about 600. The creation of Hill Air Force Base to the north in 1940, followed shortly by the outbreak of World War II, changed the face of Layton forever. The population exploded as war workers streamed into the area; the 1950 census counted 3456 people. Layton became a city, transformed from a farming town to a residential community. Growth slowed after the war, but Layton continued to develop as a suburban bedroom community, those not employed at the Air Force base commuting to the Salt Lake City or Ogden areas. The city continued to expand geographically, annexing surrounding parcels of land, including the adjacent town of Laytona and city of East Layton. In 1985, Layton passed Bountiful to become the most populous city in Davis County.
According to the United States Census Bureau, the city has a total area of 20.8 square miles (54.0 km²), of which, 20.7 square miles (53.6 km²) of it is land and 0.1 square miles (0.3 km²) of it (0.62%) is water.
Layton City has a council/manager form of government with 290 full-time employees. Steve Curtis became mayor in 2005 and Alex R. Jensen has been the city manager since 1992. City council members include Michael Bouwhuis, Joyce Brown, Barry T. Flitton, Scott Freitag, and Renny Knowlton. City council meetings are held every first and third Thursday at 7:00 PM in the council chambers.
As of the census of 2010, there were 67,311 people, 18,282 households, and 14,771 families residing in the city. The population density was 2,823.9 people per square mile (1,090.1/km²). There were 19,145 housing units at an average density of 924.6 per square mile (356.9/km²). The racial makeup of the city was 89.91% White, 1.61% African American, 0.53% Native American, 2.08% Asian, 0.27% Pacific Islander, 3.09% from other races, and 2.52% from two or more races. Hispanic or Latino of any race were 6.96% of the population.
There were 18,282 households out of which 48.9% had children under the age of 18 living with them, 67.4% were married couples living together, 9.7% had a female householder with no husband present, and 19.2% were non-families. 15.2% of all households were made up of individuals and 3.5% had someone living alone who was 65 years of age or older. The average household size was 3.19 and the average family size was 3.59.
Population was 35.1% under the age of 18, 12.1% from 18 to 24, 30.3% from 25 to 44, 16.8% from 45 to 64, and 5.7% who were 65 years of age or older. The median age was 27 years. For every 100 females there were 101.7 males. For every 100 females age 18 and over, there were 100.1 males.
The median income for a household was $52,128, and the median income for a family was $57,193. Males had a median income of $40,409 versus $26,646 for females. The per capita income for the city was $19,604. About 5.0% of families and 5.6% of the population were below the poverty line, including 7.0% of those under age 18 and 4.0% of those age 65 or over.
Points of interest
Layton's major retail district includes the Layton Hills Mall.
Layton has an extended branch of Weber State University and is part of Davis School District. The city contains twelve elementary schools, four junior high schools, three high schools and three colleges.
- Sarah Jane Adams
- East Layton
- Ellison Park
- E.G. King
- Mountain View
- North Davis Preparatory Academy
- Sand Springs
- Vae View
- E.M. Whitesides
Junior High schools:
Notable residents
- Daniel Coats, NFL player for the Cincinnati Bengals
- Kevin Garn, former majority leader of the Utah House of Representatives
- Kyle Christensen, American soccer player who plays for the Real Colorado Foxes
- Sherman L. Fleek, military historian
- Sterling W. Sill, a general authority for The Church of Jesus Christ of Latter-day Saints
- Court McGee, a mixed martial artist currently fighting in UFC
Further reading
- Carlsruh, Dan; Carlsruh, Eve, eds. (1985). Layton, Utah: Historic Viewpoints. Kaysville-Layton Historical Society. ASIN B0013TTFWQ.
Media related to Layton, Utah at Wikimedia Commons
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The Scientist–Practitioner Model, also called the Boulder Model, is a training model for graduate programs that aspires to train psychologists with a foundation of research and scientific practice. It was developed primarily to guide clinical psychology training programs accredited by the American Psychological Association, but was adopted by other specialties. According to this model, a psychologist should be a competent scientist and researcher, applying that knowledge and those techniques in treating clients.
The model was established at the Boulder Conference on Graduate Education in Clinical Psychology (1949), held in Boulder, Colorado. The gathering aimed to develop a system of training and education leading to professional practice in which Clinical Psychologists adhere to scientific methods, procedures, and research in their day-to-day practice. The goal of the training, education, and eventual practice is for clinicians to use scientific methodology in their practice decision-making.
Core tenets
Core tenets of the scientist–practitioner model include:
- Delivering psychological assessment (psychological testing) and psychological intervention procedures in accordance with scientifically based protocols;
- Accessing and integrating scientific findings to inform healthcare decisions;
- Framing and testing hypotheses that inform healthcare decisions;
- Building and maintaining effective teamwork with other healthcare professionals that supports the delivery of scientist–practitioner contributions;
- Research-based training and support to other health professions in the delivery of psychological care;
- Contributing to practice-based research and development to improve the quality and effectiveness of psychological aspects of health care.
Some have questioned if it is possible, in today's climate, to continue to expect practicing clinical psychologists to be able to adhere to the ideals and tenets of the scientist–practitioner model. Many clinicians find it difficult to complete their practical duties let alone conduct research (which often goes unfunded) or to remain up-to-date with cutting edge science.
Those clinical psychologists who do adhere to a scientist-practitioner model of practice are likely to utilize techniques that have been scientifically validated through extensive research, or treatments that are empirically supported as effective. It is widely accepted, for example, that cognitive–behavioral therapy is effective in treating a host of mental illnesses.
See also
Further reading
- Hayes, S. C., Barlow, D. H., & Nelson-Gray, R. O. (1999) The scientist practitioner research and accountability in the age of managed care (2nd ed.). Boston: Allyn & Bacon.
- Soldz, S., & McCullough, L. (Eds). (1999). Reconciling empirical knowledge and clinical experience: The art and science of psychotherapy. Washington, DC: American Psychological Association.
- Association, American (2007). Getting in. Washington: American Psychological Association. ISBN 1-59147-799-9.
- Fagan, Thomas; Paul G. Warden (1996). Historical Encyclopedia of School Psychology. Greenwood Publishing Group. ISBN 0-313-29015-6.
- Renewing the Scientist Practitioner Model, University of Vermont, Retrieved on April 22, 2008
- Davison G. (1998) Being bolder with the Boulder model: The challenge of education and training in empirically supported treatments. Journal Of Consulting And Clinical Psychology. 66(1):163-167.
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Single-wire earth return
Single wire earth return (SWER) or single wire ground return is a single-wire transmission line for supplying single-phase electrical power from an electrical grid to remote areas at low cost. Its distinguishing feature is that the earth (or sometimes a body of water) is used as the return path for the current, to avoid the need for a second wire (or neutral wire) to act as a return path. It is principally used for rural electrification, but also finds use for larger isolated loads such as water pumps. Single wire earth return is also used for HVDC over submarine power cables. Electric single-phase railway traction, such as light rail uses a very similar system. It uses resistors to earth to reduce hazards from rail voltages, but the primary return currents are through the rails.
SWER is a good choice for a distribution system when conventional return current wiring would cost more than SWER’s isolation transformers and small power losses. Power engineers experienced with both SWER and conventional power lines rate SWER as equally safe, more reliable, less costly, but with slightly lower efficiency than conventional lines. SWER can cause fires when maintenance is poor and bushfire is a risk ).
Power is supplied to the SWER line by an isolating transformer of up to 300kVA. This transformer isolates the grid from ground or earth, and changes the grid voltage (typically 22 or 33 kilovolts line to line) to the SWER voltage (typically 12.7 or 19.1 kilovolts line to earth).
The SWER line is a single conductor that may stretch for tens or even hundreds of kilometres, with a number of distribution transformers along its length. At each transformer, such as a customer's premises, current flows from the line, through the primary coil of a step-down isolation transformer, to earth through an earth stake. From the earth stake, the current eventually finds its way back to the main step-down transformer at the head of the line, completing the circuit. SWER is therefore a practical example of a phantom loop.
In areas with high-resistance soil, the resistance of the soil wastes energy. Another issue is that the resistance may be high enough that insufficient current flows into the earth neutral, causing the grounding rod to float to higher voltages. Self-resetting circuit breakers usually reset because of a difference in voltage between line and neutral. Therefore, with dry, high-resistance soils, the reduced difference in voltage between line and neutral may prevent breakers from resetting. In Australia, locations with very dry soils need the grounding rods to be extra deep. Experience in Alaska shows that SWER needs to be grounded below permafrost, which is high-resistance.
The secondary winding of the local transformer will supply the customer with either single ended single phase (N-0) or split phase (N-0-N) power in the region’s standard appliance voltages, with the 0 volt line connected to a safety earth that does not normally carry an operating current.
A large SWER line may feed as many as 80 distribution transformers. The transformers are usually rated at 5 kVA, 10 kVA and 25 kVA. The load densities are usually below 0.5 kVA per kilometer (0.8 kVA per mile) of line. Any single customer’s maximum demand will typically be less than 3.5 kVA, but larger loads up to the capacity of the distribution transformer can also be supplied.
Some SWER systems in the USA are conventional distribution feeders that were built without a continuous neutral (some of which were obsoleted transmission lines that were refitted for rural distribution service). The substation feeding such lines has a grounding rod on each pole within the substation; then on each branch from the line, the span between the pole next to and the pole carrying the transformer would have a grounded conductor (giving each transformer two grounding points for safety reasons).
Mechanical design
The mechanical design of a SWER line can lower its lifetime cost and increase its safety.
Since the line is high voltage, with small currents, the conductor used in historic SWER lines was No. 8 galvanized steel fence wire. More modern installations use specially-designed AS1222.1 high-carbon steel, aluminum-clad wires. Aluminum clad wires corrode in coastal areas, but are otherwise more suitable. Because of the long spans and high mechanical tensions, vibration from wind can cause damage to the wires. Modern systems install spiral vibration dampers on the wires.
Insulators are often porcelain because polymers are prone to damage from ultraviolet. Some utilities install higher-voltage insulators so the line can be easily upgraded to carry more power. For example 12kV lines may be insulated to 22kV, or 19kV lines to 33kV.
Reinforced concrete poles have been traditionally used in SWER lines because of their low cost, low maintenance, and resistance to water damage, termites and fungi. Local labor can produce them in most areas, further lowering costs. In New Zealand, metal poles are common (often being former rails from a railway line). Wooden poles are acceptable. In Mozambique, poles had to be 12m to permit safe passage of giraffes. If an area is prone to lightning, modern designs place lightning ground straps in the poles when the poles are constructed, before erection. The straps and wiring can be arranged to be a low-cost lightning arrestor with rounded edges to avoid attracting a lightning strike.
Lloyd Mandeno OBE (1888-1973) fully developed SWER in New Zealand around 1925 for rural electrification. Although he termed it “Earth Working Single Wire Line” it was often called “Mandeno’s Clothesline”. More than 200,000 kilometres have now been installed in Australia and New Zealand. It is considered safe, reliable and low cost, provided that safety features and earthing are correctly installed. The Australian standards are widely used and cited. It has been applied in the Canadian province of Saskatchewan, Brazil, Africa, portions of the United States' Upper Midwest, and SWER interties have been proposed for Alaska and prototyped.
SWER's user safety is assured because transformers isolate the ground from both the generator and user. Most electrical systems use a metallic neutral connected directly to the generator or a shared ground. Certain groups claim that stray voltages from SWER can injure livestock.
Grounding is critical. Significant currents on the order of 8 amperes flow through the ground near the earth points. A good-quality earth connection is needed to prevent risk of electric shock due to earth potential rise near this point. Separate grounds for power and safety are also used. Duplication of the ground points assures that the system is still safe if either of the grounds is damaged.
A good earth connection is normally a 6 m stake of copper-clad steel driven vertically into the ground, and bonded to the transformer earth and tank. A good ground resistance is 5–10 ohms. SWER systems are designed to limit the voltage in the earth to 20 volts per meter to avoid shocking people and animals that might be in the area.
Other standard features include automatic reclosing circuit breakers (reclosers). Most faults (overcurrent) are transient. Since the network is rural, most of these faults will be cleared by the recloser. Each service site needs a rewirable drop out fuse for protection and switching of the transformer. The transformer secondary should also be protected by a standard high-rupture capacity (HRC) fuse or low voltage circuit breaker. A surge arrestor (spark gap) on the high voltage side is common, especially in lightning-prone areas.
Most fire safety hazards in electrical distribution are from aging equipment: corroded lines, broken insulators, etc. The lower cost of SWER maintenance can reduce the cost of safe operation in these cases.
SWER lines also have no line clashing in wind, a substantial fire-safety feature.
A problem surfaced in the official investigation into the Black Saturday bushfires in Victoria, Australia. These proved that a broken SWER conductor can short to ground by a resistance similar to the circuit's normal load. In the particular case, a tree. This can cause large currents without a ground-fault indication. This can present a danger in fire-prone areas where a conductor may snap and current may arc through trees or dry grass.
Bare-wire or ground-return telecommunications can be compromised by the ground-return current if the grounding area is closer than 100 m or sinks more than 10 A of current. Modern radio, optic fibre channels and cell phone systems are unaffected.
Cost advantage
SWER’s main advantage is its low cost. It is often used in sparsely populated areas where the cost of building an isolated distribution line cannot be justified. Capital costs are roughly 50% of an equivalent two-wire single-phase line. They can cost 70% less than 3-wire three-phase systems. Maintenance costs are roughly 50% of an equivalent line.
SWER also reduces the largest cost of a distribution network, the number of poles. Conventional 2-wire or 3-wire distribution lines have a higher power transfer capacity, but can require seven poles per kilometre, with spans of 100 to 150 metres. SWER’s high line voltage and low current also permits the use of low-cost galvanized steel wire (historically, No. 8 fence wire). Steel’s greater strength permits spans of 400 metres or more, reducing the number of poles to 2.5 per kilometre.
Reliability strengths
SWER can be used in a grid or loop, but is usually arranged in a linear or radial layout to save costs. In the customary linear form, a single-point failure in a SWER line causes all customers further down the line to lose power. However, since it has fewer components in the field, SWER has less to fail. For example, since there is only one line, winds can’t cause lines to clash, removing a source of damage, as well as a source of rural brush fires.
Since the bulk of the transmission line has low resistance attachments to earth, excessive ground currents from shorts and geomagnetic storms are more rare than in conventional metallic-return systems. So, SWER has fewer ground-fault circuit-breaker openings to interrupt service.
Power quality weakness
SWER lines tend to be long, with high impedance, so the voltage drop along the line is often a problem, causing poor regulation. Variations in demand cause variation in the delivered voltage. To combat this, some installations have automatic variable transformers at the customer site to keep the received voltage within legal specifications.
SWER combined with distributed generation is substantially more efficient than a single-ended system. For example, some rural installations can offset line losses and charging currents with local solar power, wind power, small hydro or other local generation. This can be an excellent value for the electrical distributor, because it reduces the need for more lines.
After some years of experience, the inventor advocated a capacitor in series with the ground of the main isolation transformer to counteract the inductive reactance of the transformers, wire and earth return path. The plan was to improve the power factor, reduce losses and improve voltage performance due to reactive power flow. Though theoretically sound, this is not standard practice.
Networks and circuits
As demand grows, a well-designed SWER line can be substantially upgraded without new poles. The first step may be to replace the steel wire with more expensive copper-clad or aluminum-clad steel wire.
It may be possible to increase the voltage. Some distant SWER lines now operate at voltages as high as 35 kV. Normally this requires changing the insulators and transformers, but no new poles are needed.
If more capacity is needed, a second SWER line can be run on the same poles to provide two SWER lines 180 degrees out of phase. This requires more insulators and wire, but doubles the power without doubling the poles. Many standard SWER poles have several bolt holes to support this upgrade. This configuration causes most ground currents to cancel, reducing shock hazards and interference with communication lines.
Two phase service is also possible with a two-wire upgrade: Though less reliable, it is more efficient. As more power is needed, the lines can be upgraded to match the load, from single wire SWER to two wire, single phase and finally to three wire, three phase. This ensures a more efficient use of capital and makes the initial installation more affordable.
Customer equipment installed before these upgrades will all be single phase, and can be reused after the upgrade. If small amounts of three-phase power are needed, it can be economically synthesized from two-phase power with on-site equipment.
Regulatory issues
Many national electrical regulations (notably the U.S.) require a metallic return line from the load to the generator. In these jurisdictions, each SWER line must be approved by exception.
Rural electrification in Alaska
In 1981 a high-power 8.5 mile prototype SWER line was successfully installed from a diesel plant in Bethel to Napakiak in Alaska, United States. It operates at 80 kV, and was originally installed on special lightweight fiberglass poles that formed an A-frame. Since then, the A frames have been removed and standard wooden power poles were installed. The A-framed poles could be carried on lightweight snow machines, and could be installed with hand tools on permafrost without extensive digging. Erection of “anchoring” poles still required heavy machinery, but the cost savings were dramatic.
Researchers at the University of Alaska Fairbanks, United States estimate that a network of such lines, combined with coastal wind turbines, could substantially reduce rural Alaska’s dependence on increasingly expensive diesel fuel for power generation. Alaska’s state economic energy screening survey advocated further study of this option to use more of the state’s underutilized power sources.
Use by developing nations
At present, certain developing nations have adopted SWER systems as their mains electricity systems, notably Laos, South Africa and Mozambique. SWER is also used extensively in Brazil where it is termed “Redes Monofilares com Retorno por Terra” or “MRT”. There are detailed standards and drawings available in Brazilian Portuguese that would be transferable to other Portuguese speaking countries such as Angola and Mozambique.
Use for HVDC systems
Many high-voltage direct current systems using submarine power cables are single wire earth return systems. Bipolar systems with both positive and negative cables may also retain a seawater grounding electrode, used when one pole has failed. To avoid electrochemical corrosion, the ground electrodes of such systems are situated apart from the converter stations and not near the transmission cable.
The electrodes can be situated in the sea or on land. Bare copper wires can be used for cathodes, and graphite rods buried in the ground, or titanium grids in the sea are used for anodes. To avoid electrochemical corrosion (and passivation of titanium surfaces) the current density at the surface of the electrodes must be small, and therefore large electrodes are required.
The advantage of such schemes is eliminating the cost of a second conductor, since salt water is an excellent conductor. Some ecologists[who?] claim that electrochemical reactions caused by the earth return can affect wildlife. However, these reactions do not occur on very large underwater electrodes.
Examples of HVDC systems with single wire earth return
- "Electric Traction - Return". Railway Technical Web Pages. Retrieved 27 April 2013.
- Mandeno, L. (1947), "Rural Power Supply Especially in Back Country Areas". Proceedings of the New Zealand Institute of Engineers, Vol. 33, p. 234.
- Victoria, Victorian Bushfires Royal Commission Final Report (2009) s 4.3.5 .
- "Service experience with single wire earth return distribution systems in central Queensland". 7th CEPSI conference. Brisbane, Australia, 15–22 October 1988.
- "SWER or SWGR Rural Electrification in Alaska", SWER FAQs 2. Ruralpower.org, 2008.
- AS1222.1-1992, Steels and Stays, Bare Overhead, Galvanized
- IEC 60888 Ed. 1.0 Zinc-coated steel wires for stranded conductors
- Power to the People Describes use of SWER in the rural electrification of Mozambique. Transmission & Distribution World, 2009. Accessed 2011-8-10
- http://www.teara.govt.nz/en/biographies/5m31/1 Mandeno, Lloyd, retrieved 2011 August 10
- Chapman, Neil (Advance Energy), "When One Wire Is Enough". Transmission & Distribution World, 2001-04-01.
- Stone Power AB discusses low cost networks
- power.org's FAQ2; See discussion of 33KV
- National Electrical Code (NEC) (2008). Quincy, Mass. (USA): National Fire Protection Association.
- Bettine, Frank, "Proposal to use single-wire ground return to electrify 40 villages in the Calista region of Alaska". 2002 Energy conference, University of Alaska. Modified 2002-10-10, accessed 2008-09-10.
- dced.state.ak.us AIDEA_Energy_Screening.pdf
- Rural power.org; Excellent site on this topic. Provides the PDF of Mandeno's article.
- Manual for Single Wire Earth Return Power Systems From the Network Power Standards Branch of the Australian Northern Territory Government. Includes dimensioned mechanical drawings and parts lists.
- AS2558-2006, Transformers for use on Single Wire Earth-Return Distribution Systems- An Australian standard
- Saskatchewan in Canada has operated SWER for more than fifty years
- Distributed generation as voltage support for single wire earth return systems, Kashem, M.A.; Ledwich, G.; IEEE Transactions on Power Delivery, Volume 19, Issue 3, July 2004 Page(s): 1002 - 1011
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Social exclusion (also referred to as marginalisation) is a concept used in many parts of the world to characterise contemporary forms of social disadvantage and relegation to the fringe of society. It is a term used widely in the United Kingdom and Europe, and was first utilized in France. It is used across disciplines including education, sociology, psychology, politics and economics.
Social exclusion refers to processes in which individuals or entire communities of people are systematically blocked from rights, opportunities and resources (e.g. housing, employment, healthcare, civic engagement, democratic participation and due process) that are normally available to members of society and which are key to social integration.
The resulting alienation or disenfranchisement is often connected to a person's social class, educational status, relationships in childhood and living standards. It also applies to some degree to people with a disability, minorities, people of all sexual orientations and gender identities (e.g., the LGBT community), to the elderly, and to youth. Anyone who deviates in any perceived way from the norm of a population may become subject to coarse or subtle forms of social exclusion.
The outcome of social exclusion is that affected individuals or communities are prevented from participating fully in the economic, social, and political life of the society in which they live. Material deprivation is the most common result of this exclusion. Ensuing poverty, emotional and psychological trauma, and its resulting diseases may result in catastrophic damage to lives, health, and psyche.
Most of the characteristics listed in this article are present together in studies of social exclusion, due to exclusion's multidimensionality.
In addition to the above, another way of articulating the definition of social exclusion is as follows:
Social exclusion is a multidimensional process of progressive social rupture, detaching groups and individuals from social relations and institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in which they live.
One model to conceptualize social exclusion and inclusion is that they are on a continuum on a vertical plane below and above the 'social horizon'. According to this model, there are ten social structures that impact exclusion and can fluctuate over time: race, geographic location, class structure, globalization, social issues, personal habits and appearance, education, religion, economics and politics.
An inherent problem with the term, however, is the tendency of its use by practitioners who define it to fit their argument.
Individual exclusion
"The marginal man...is one whom fate has condemned to live in two societies and in two, not merely different but antagonistic cultures....his mind is the crucible in which two different and refractory cultures may be said to melt and, either wholly or in part, fuse."
Social exclusion at the individual level results in an individual's exclusion from meaningful participation in society. An example is the exclusion of single mothers from the welfare system prior to welfare reforms of the 1900s. The modern welfare system is based on the concept of entitlement to the basic means of being a productive member of society both as an organic function of society and as compensation for the socially useful labor provided. A single mother's contribution to society is not based on formal employment, but on the notion that provision of welfare for children is a necessary social expense. In some career contexts, caring work is devalued and motherhood is seen as a barrier to employment. Single mothers were previously marginalized in spite of their significant role in the socializing of children due to views that an individual can only contribute meaningfully to society through "gainful" employment as well as a cultural bias against unwed mothers. Today the marginalization is primarily a function of class condition.
More broadly, many women face social exclusion. Moosa-Mitha discusses the Western feminist movement as a direct reaction to the marginalization of white women in society. Women were excluded from the labor force and their work in the home was not valued. Feminists argued that men and women should equally participate in the labor force, in the public and private sector, and in the home. They also focused on labor laws to increase access to employment as well as to recognize child-rearing as a valuable form of labor. Today, women are still marginalized from executive positions and continue to earn less than men in upper management positions.
Another example of individual marginalization is the exclusion of individuals with disabilities from the labor force. Grandz discusses an employer's viewpoint about hiring individuals living with disabilities as jeopardizing productivity, increasing the rate of absenteeism, and creating more accidents in the workplace. Cantor also discusses employer concern about the excessively high cost of accommodating people with disabilities. The marginalization of individuals with disabilities is prevalent today, despite the legislation intended to prevent it in most western countries, and the academic achievements, skills and training of many disabled people.
There are also exclusions of lesbian-gay-bisexual-transgender (LGBT) and other intersexual people because of their sexual orientations and gender identities. The Yogyakarta Principles require that the states and communities abolish any stereotypes about LGBT people as well as stereotyped gender roles.
"Isolation is common to almost every vocational, religious or cultural group of a large city. Each develops its own sentiments, attitudes, codes, even its own words, which are at best only partially intelligible to others." (
Community exclusion
Many communities experience social exclusion, such as racial (e.g., black) and economic (e.g., Roma) communities.
One example is the Aboriginal community in Australia. Marginalization of Aboriginal communities is a product of colonization. As a result of colonialism, Aboriginal communities lost their land, were forced into destitute areas, lost their sources of livelihood, and were excluded from the labor market. Additionally, Aboriginal communities lost their culture and values through forced assimilation and lost their rights in society. Today various Aboriginal communities continue to be marginalized from society due to the development of practices, policies and programs that “met the needs of white people and not the needs of the marginalized groups themselves” Yee also connects marginalization to minority communities, when describing the concept of whiteness as maintaining and enforcing dominant norms and discourse.
Professional exclusion
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Some intellectuals and thinkers are marginalised because of their dissenting, radical or controversial views on a range of topics, including HIV/AIDS, climate change, evolution, alternative medicine, green energy, or third world politics. Though fashionable for a time to some, they are more widely regarded as intellectual freethinkers and dissidents whose ideas and views run against those of the mainstream. At times they are marginalised and abused, often systematically ostracized by colleagues, and in some cases their work ridiculed or banned from publication. Examples include Immanuel Velikovsky, Peter Duesberg, Susan George (political scientist), Martin Fleischman, Stanley Pons, Fred Hoyle, James Lovelock, E. F. Schumacher.
Other contributors
Social exclusion has many contributors. Major contributors include race, income, employment status, social class, geographic location, personal habits and appearance, education, religion and political affiliation.
Global and structural
Globalization (global-capitalism), immigration, social welfare and policy are broader social structures that have the potential to contribute negatively to one's access to resources and services, resulting in the social exclusion of individuals and groups. Similarly, increasing use of information technology and company outsourcing have contributed to job insecurity and a widening gap between the rich and the poor. Alphonse, George & Moffat (2007) discuss how globalization sets forth a decrease in the role of the state with an increase in support from various “corporate sectors resulting in gross inequalities, injustices and marginalization of various vulnerable groups” (p. 1). Companies are outsourcing, jobs are lost, the cost of living continues to rise, and land is being expropriated by large companies. Material goods are made in large abundances and sold at cheaper costs, while in India for example, the poverty line is lowered in order to mask the number of individuals who are actually living in poverty as a result of globalization. Globalization and structural forces aggravate poverty and continue to push individuals to the margins of society, while governments and large corporations do not address the issues (George, P, SK8101, lecture, October 9, 2007).
Certain language and the meaning attached to language can cause universalizing discourses that are influenced by the Western world, which is what Sewpaul (2006) describes as the “potential to dilute or even annihilate local cultures and traditions and to deny context specific realities” (p. 421). What Sewpaul (2006) is implying is that the effect of dominant global discourses can cause individual and cultural displacement, as well as an experience of “de-localization”, as individual notions of security and safety are jeopardized (p. 422). Insecurity and fear of an unknown future and instability can result in displacement, exclusion, and forced assimilation into the dominant group. For many, it further pushes them to the margins of society or enlists new members to the outskirts because of global-capitalism and dominant discourses (Sewpaul, 2006).
With the prevailing notion of globalization, we now see the rise of immigration as the world gets smaller and smaller with millions of individuals relocating each year. This is not without hardship and struggle of what a newcomer thought was going to be a new life with new opportunities. Ferguson, Lavalette, & Whitmore (2005) discuss how immigration has had a strong link to access of welfare support programs. Newcomers are constantly bombarded with the inability to access a country's resources because they are seen as “undeserving foreigners” (p. 132). With this comes a denial of access to public housing, health care benefits, employment support services, and social security benefits (Ferguson et al., 2005). Newcomers are seen as undeserving, or that they must prove their entitlement in order to gain access to basic support necessities. It is clear that individuals are exploited and marginalized within the country they have emigrated (Ferguson et al., 2005).
Welfare states and social policies can also exclude individuals from basic necessities and support programs. Welfare payments were proposed to assist individuals in accessing a small amount of material wealth (Young, 2000). Young (2000) further discusses how “the provision of the welfare itself produces new injustice by depriving those dependent on it of rights and freedoms that others have…marginalization is unjust because it blocks the opportunity to exercise capacities in socially defined and recognized way” (p. 41). There is the notion that by providing a minimal amount of welfare support, an individual will be free from marginalization. In fact, welfare support programs further lead to injustices by restricting certain behaviour, as well the individual is mandated to other agencies. The individual is forced into a new system of rules while facing social stigma and stereotypes from the dominant group in society, further marginalizing and excluding individuals (Young, 2000). Thus, social policy and welfare provisions reflect the dominant notions in society by constructing and reinforcing categories of people and their needs. It ignores the unique-subjective human essence, further continuing the cycle of dominance (Wilson & Beresford, 2000).
Whilst recognising the multi-dimensionality of exclusion, policy work undertaken at European Union level focuses on unemployment as a key cause of, or at least correlating with, social exclusion. This is because in modern societies, paid work is not only the principal source of income with which to buy services, but is also the fount of individuals' identity and feeling of self-worth. Most people's social networks and sense of embeddedness in society also revolve around their work. Many of the indicators of extreme social exclusion, such as poverty and homelessness, depend on monetary income which is normally derived from work. Social exclusion can be a possible result of long-term unemployment, especially in countries with weak welfare safety nets. Much policy to reduce exclusion thus focuses on the labour market:
- On the one hand, to make individuals at risk of exclusion more attractive to employers, i.e. more "employable".
- On the other hand, to encourage (and/or oblige) employers to be more inclusive in their employment policies.
The EU's EQUAL Community Initiative investigated ways to increase the inclusiveness of the labour market. Work on social exclusion more broadly is carried out through the Open Method of Coordination (OMC) among the Member State governments.
In some circumstances, transport may be a factor in social exclusion - for instance, if lack of access to public transport or a vehicle prevents a person from getting to a job, training course, job centre or doctor's surgery, entertainment venues. Some schemes therefore promote accessibility, for instance:
- By ensuring public transport is available.
- By subsidising the purchase of a scooter, which is relevant to young people living in rural areas, or a car, or a bicycle, etc.
Individuals and communities can be socially excluded on the basis of their religious beliefs. Significant historical examples include the Spanish inquisition, Jewish life under Nazi rule, and Islamophobia in the United States after the September 11 attacks.
Within some religious traditions, individuals who are seen as deviating from a religious teaching may be excluded. One example is excommunication in Christianity. Excommunication is generally justified by the religion's internal code, such as Douglas A. Jacoby's interpretation of 1 Corinthians 5:11 and Titus 3:9-11 as evidence that members can be excluded from fellowship for matters perceived within the church as grave sin without a religiously acceptable repentance.
Links between exclusion and other issues
The problem of social exclusion is usually tied to that of equal opportunity, as some people are more subject to such exclusion than others. Marginalisation of certain groups is a problem even in many economically more developed countries, including the United Kingdom and the United States, where the majority of the population enjoys considerable economic and social opportunities.
Since social exclusion may lead to one being deprived of one's citizenship, some authors (Philippe Van Parijs, Jean-Marc Ferry, Alain Caillé, André Gorz and Axel Wolz) have proposed a basic income, which would impede exclusion from citizenship. The concept of a Universal Unconditional Income, or social salary, has been disseminated notably by the Green movement in Germany.
In the last few years, there has been research focused on possible connections between exclusion and brain function. Studies published by the University of Georgia and San Diego State University found that exclusion can lead to diminished brain functioning and poor decision making. Such studies corroborate with earlier beliefs of sociologists. The effect of exclusion may likely correlate with such things as substance abuse and crime.
Social inclusion
Social inclusion, the converse of social exclusion, is affirmative action to change the circumstances and habits that lead to (or have led to) social exclusion.
Sociologists see strong links between crime and social exclusion in industrialized societies such as the United States. Growing crime rates may reflect the fact that a growing number of people do not feel valued in the societies in which they live. The socially excluded population cannot meet the standards of economic status and consumption that are promoted within society. Therefore legitimate means are bypassed in favor of illegal ones. Crime is favored over the political system or community organization. Young people increasingly grow up without guidance and support from the adult population. Young people also face diminishing job opportunities to sustain a livelihood. This can cause a sense of willingness to turn to illegitimate means of sustaining a desired lifestyle.
In gay men, results of psychoemotional damage from marginalization from both heterosexual society and from within mainstream homosexual society include bug chasing (purposeful acts to acquire HIV), suicide, and drug addiction.
In philosophy
The marginal, the processes of marginalisation, etc. bring specific interest in postmodern and postcolonial philosophy and social studies. Postmodernism question the "center" about its authenticity and postmodern sociology and cultural studies research marginal cultures, behaviours, societies, the situation of the marginalized individual, etc.
Linda Hutcheon describes postmodernism itself as "intertextual, parodic, contradictory, provisional, heterogeneous, transgressive of generic divisions, ex-centric and marginal [italic by editor]".
Upon defining and describing marginalization as well as the various levels in which it exists, one must now explore its implications for social work practice. Mullaly (2007) describes how “the personal is political” and the need for recognizing that social problems are indeed connected with larger structures in society, causing various forms of oppression amongst individuals resulting in marginalization (p. 262). It is also important for the social worker to recognize the intersecting nature of oppression. A non-judgmental and unbiased attitude is necessary on the part of the social worker. The worker must begin to understand oppression and marginalization as a systemic problem, not the fault of the individual (Mullaly, 2007).
Working under an Anti-oppression perspective would then allow the social worker to understand the lived, subjective experiences of the individual, as well as their cultural, historical and social background. The worker should recognize the individual as political in the process of becoming a valuable member of society and the structural factors that contribute to oppression and marginalization (Mullaly, 2007). Social workers must take a firm stance on naming and labeling global forces that impact individuals and communities who are then left with no support, leading to marginalization or further marginalization from the society they once knew (George, P, SK8101, lecture, October 9, 2007).
The social worker should be constantly reflexive, work to raise the consciousness, empower, and understand the lived subjective realities of individuals living in a fast-paced world, where fear and insecurity constantly subjugate the individual from the collective whole, perpetuating the dominant forces, while silencing the oppressed (Sakamoto and Pitner, 2005).
Some individuals and groups who are not professional social workers build relationships with marginalized persons by providing relational care and support, for example, through homeless ministry. These relationships validate the individuals who are marginalized and provide them a meaningful contact with the mainstream.
Juridical concept
There are countries, Italy for example, that have a legal concept of social exclusion. In Italy, "esclusione sociale" is defined as poverty combined with social alienation, by the statute n. 328 (11-8-2000), that instituted a state investigation commission named "Commissione di indagine sull'Esclusione Sociale" (CIES) to make an annual report to the government on legally expected issues of social exclusion.
The Vienna Declaration and Programme of Action, a document on international human rights instruments affirms that "extreme poverty and social exclusion constitute a violation of human dignity and that urgent steps are necessary to achieve better knowledge of extreme poverty and its causes, including those related to the program of development, in order to promote the human rights of the poorest, and to put an end to extreme poverty and social exclusion and promote the enjoyment of the fruits of social progress. It is essential for States to foster participation by the poorest people in the decision making process by the community in which they live, the promotion of human rights and efforts to combat extreme poverty."
“Social exclusion is about the inability of our society to keep all groups and individuals within reach of what we expect as a society...[or] to realise their full potential."
"Whatever the content and criteria of social membership, socially excluded groups and individuals lack capacity or access to social opportunity.
To be "excluded from society" can take various relative senses, but social exclusion is usually defined as more than a simple economic phenomenon: it also has consequences on the social, symbolic field..
"Women of Pakistani, Bangladeshi and Caribbean descent [in Britain] are doing well in schools but are still being penalised in the workplace...80-89% of 16-year-olds from those ethnic groups wanted to work full-time...but they were up to four times more likely to be jobless."
Philosopher Axel Honneth thus speaks of a "struggle for recognition", which he attempts to theorize through Hegel's philosophy. In this sense, to be socially excluded is to be deprived from social recognition and social value. In the sphere of politics, social recognition is obtained by full citizenship; in the economic sphere (in capitalism) it means being paid enough to be able to participate fully in the life of the community.
This concept can be gleaned from considering examples of the "social integration crisis: poverty, professional exclusion or marginalization, social and civic disenfranchisement, absence or weakening of support networks, frequent inter-cultural conflicts", These relate not only to gender, race and disability, but also to crime:
"Social exclusion is a major cause of crime and re-offending. Removing the right to vote increases social exclusion by signalling to serving prisoners that, at least for the duration of their sentence, they are dead to society. The additional punishment of disenfranchisement is not a deterrent. There is no evidence to suggest that criminals are deterred from offending behaviour by the threat of losing the right to vote.....(and) the notion of civic death for sentenced prisoners isolates still further those who are already on the margins of society and encourages them to be seen as alien to the communities to which they will return on release".
See also
|This article may be in need of reorganization to comply with Wikipedia's layout guidelines. (December 2012)|
- Basic income
- Convention on the Rights of Persons with Disabilities
- Divide and rule
- Guaranteed minimum income
- Hate speech
- In-group–out-group bias
- Second-class citizen
- Social alienation
- Social firm
- Social rejection
- Social stigma
- Social vulnerability
- The Yogyakarta Principles
- Vienna Declaration and Programme of Action
- Youth Exclusion
- Hilary Silver, “Social Exclusion and Social Solidarity.” International Labour Review 133, nos. 5-6 (1994): 531-78.
- Adler School of Professional Psychology
- The Salvation Army: The Seeds of Exclusion (2008)
- Young, I. M. (2000). Five faces of oppression. In M. Adams, (Ed.), Readings for Diversity and Social Justice (pp. 35–49). New York: Routledge.
- Hilary Silver, Social Exclusion: Comparative Analysis of Europe and Middle East Youth, Middle East Youth Initiative Working Paper (September 2007), p.15
- Understanding Social Exclusion, ed. Hills, Le Grand & Piachaud 2002, Oxford University Press)
- Robert E. Park, Cultural Conflict and the Marginal Man in Everett V Stonequist, The Marginal Man, Introduction, New York: Charles Scribner's Sons, 1937
- Lessa, I (2006). "Discursive struggles within social welfare: Restaging teen motherhood". British Journal of Social Work 36: 283–298.
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- Commissione di Indagine sull’Esclusione Sociale, accessed February 07, 2013
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- Social exclusion in the UK
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- single parent households Situation of single parent households headed by women
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- Ferguson, I., Lavalette, M., & Whitmore, E. (2005). Globalization, Global Justice and Social Work. London and New York: Routledge Taylor & Francis Group.
- Mullaly, B. (2007). Oppression: The focus of structural social work. In B. Mullaly, The new structural social work (pp. 252–286). Don Mills: Oxford University Press.
- Sakamoto I., & R.O Pitner. (2005). Use of critical consciousness in anti-oppressive social work practice: disentangling power dynamics at personal and structural levels. British Journal of Social Work 35, pp. 435–452.
- Sewpaul, V. (2006). The global-local dialectic: Challenges for Africa scholarship and social work in a post-colonial world, British Journal of Social Work 36, pp. 419–434.
- Wilson A. & Beresford P. (2000). Anti-oppressive practice': Emancipation or appropriation? British Journal of Social Work 30, pp. 553–573.
- Yee, J. Y. & Dumbrill, G.C. (2003). Whiteout: Looking for Race in Canadian Social Work Practice. In A. Al-Krenawi & J.R. Graham (Eds.) Multicultural Social Work in Canada: Working with Diverse Ethno-Racial Communities (pp. 98–121). Toronto: Oxford Press.
- Is the U.S. a Good Model for Reducing Social Exclusion in Europe? Center for Economic and Policy Research, August 2006
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http://en.wikipedia.org/wiki/Social_exclusion
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| 0.91559 | 6,125 | 3.84375 | 4 |
Is corn-based ethanol good for us?
Depends on who you ask.
The University of Minnesota recently released a study, published in the Proceedings of the National Academies of Sciences, suggesting that corn-based ethanol is about the same as gasoline in terms of energy but may in fact be worse for the environment in terms of air quality. The University of Nebraska countered with a study, published by the Journal of Industrial Ecology, that suggests corn-based ethanol has made huge progress in increasing its energy efficiency and has significantly reduced carbon emissions, such that it is a better alternative than gasoline. Both Minnesota and Nebraska are corn-rich states, and both have a large corn-based ethanol industry, though the U of M has been accused of being anti-corn ethanol (by the corn and ethanol industries). Each study includes different variables, which may account for some of the difference in outcome. Both articles are linked below.
For more information, see:
Climate change and health costs of air emissions from biofuels and gasoline
National Corn Grower Association's take on articles, plus link to Nebraska article
U study: Corn no better than gas
New study praises corn as source for ethanol
Five reasons corn ethanol won't save the planet
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http://energista.org/content/corn-based-ethanol-good-us
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| 0.955326 | 251 | 2.953125 | 3 |
Rather than just using a computers, computer engineers apply scientific theory and engineering design to use and develop new computer hardware or software (see also: Software Engineer). They write programs to solve problems and create more efficient ways of doing things. They also design new systems and machines, like robots, that rely on computers to operate.
Most computer engineers have bachelor's degrees. Those working with hardware or machines typically have degrees in computer or electrical engineering, whereas those dealing with software have degrees in computer science or software engineering.
Computer engineers can work anywhere there are computers, and telecommuting is becoming quite common for many computer professionals. They usually work 40-hour weeks, but can work longer hours on special jobs or projects with pressing deadlines. Computer engineers often work with teams of other engineers or scientists.
You are a Computer Engineer, if you:
- Want to keep getting better at things
- Can think creatively
- Can work on a team or alone
- Can be focused and patient
- Enjoy big challenges
- Can use and remember imporatnt facts and details
- Are interested in computer modeling
The starting salary for a computer engineer (2009):
- Create software that detects brain tumors earlier
- Design a feather-light laptop
- Develop user-friendly blogging software
- Oversee the computer network for a telecommunications company
- Predict the strength of earthquakes through computer simulation
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http://engineergirl.org/what_engineers_do/33/6070.aspx
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| 0.927212 | 281 | 3.8125 | 4 |
The current Standard presents requirements for the zoning of ambient air quality function areas, classification of standards, pollution items, data taking time and concentration limits, sampling and analyzing methods and validity of data statistics. It is applicable to the assessment of air quality across China. There are three grades of ambient air quality function areas: Grade I is nature reserves, scenic spots and other areas in need of special protection; Grade II function areas are residential areas; commercial, transportation and residential mixed areas, cultural areas and general industrial areas specified in urban planning as well as rural areas. Grade III areas are specific industrial zones. There are three grades of ail quality. Grade I function area observes Grade I air quality standard; Grade II function area observes Grade II standard and Grade III function area observes Grade III air quality standard. The current standard specifies the concentration limits for the following 6 pollutants: SO2, TSP, PM10, NOx, NO2, CO, O3, Pb, B[a]P and F and is attached with the analytical methods for each pollutant.
Ambient air quality standard (GB3095-1996)
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| 0.876738 | 226 | 2.75 | 3 |
Brief SummaryRead full entry
BiologyAs a marine bird, the diet of the Campbell Island shag consists of fish and marine invertebrates. They feed in large flocks, sometimes up to 2000 birds, fanning out in a line before diving for prey (2) (5). Pursuit-diving is the most common feeding method of the shag, whereby the bird dives from the surface and propels itself underwater using its powerful webbed feet (2). Shags, like penguins, are impressively agile at sea, but appear awkward on land (2) (5). The behaviour of shags has given rise to many Maori sayings; someone obviously poised to leave is compared to a shag ready for flight, and the dejected air of a sitting shag gave rise to the phrase, 'as miserable as a shag on a rock' (5). It nests on cliffs, on exposed rocky ledges, hollows, or in sea caves, either solitary or in colonies of up to 150 nests (2) (4). Sometimes these colonies are mixed with gulls and terns (2). It is thought that the breeding season starts in August or September, and lasts until December (2), during which time two pale blue eggs are laid in a nest made mostly of tussock grass, with other plant matter and debris (2) (5). The oldest Campbell Island shag known lived for 13 years (4).
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http://eol.org/pages/1049406/overview
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| 0.945132 | 297 | 3.484375 | 3 |
Landfill Gas Powers GM Plant for New Fuel-sipping Cars
When production of the fuel-efficient 2012 Chevrolet Sonic and Buick Verano begin this fall, 40 percent of the energy to power the General Motors Orion Assembly Plant where they are built will come from burning landfill gas created nearby.
The use of the landfill gas, which saves GM $1.1 million a year in energy costs, also cuts the amount of greenhouse gases, sulfur dioxide and nitrogen oxides released in the air. During most of the year, the system runs exclusively on landfill gas primarily to generate steam for heating and compressed air.
"Orion is a great example of the latest technologies employed by GM manufacturing around the globe," said Eric Stevens, GM vice president of Global Manufacturing Engineering. "As we converted the facility to support the small car program, we took every opportunity to engineer in flexibility and lean manufacturing concepts."
Use of landfill gas is just one of the sustainable methods that lessen the plant's environmental impact. Others include:
- Lighting system upgrades that saved more than 5,944 megawatts of electricity per year and $430,000 while also cutting CO2 by 3,676 metric tons. Plant workers track energy use on an hourly basis with sophisticated software, enabling them to see real-time usage by department to improve their equipment shut-down activities.
- Plant workers reduced total waste by 26 percent from 2005 to 2009.
- An upgraded paint shop is heated by natural and landfill gas, and uses half of the energy per vehicle of the one it replaced. Both the Sonic and Verano use a new eco paint that eliminates the need for a primer oven and increases quality and appearance due to waterborne base coats.
"Environmentally friendly choices often translate to higher efficiency and quality," said Maureen Midgley, GM executive director of Global Manufacturing Engineering. "Take our new paint shop – it was designed for optimal efficiency and delivers premium paint appearance for our vehicles.
"With these improvements, we'll reduce greenhouse gas production by about 80,000 metric tons at a full three-shift capacity," Midgley said. "This is equivalent to the emissions from 14,000 vehicles per year, and the electricity reduction equals at the output from 3,500 homes."
Some of the diverted material is directed to the cars being made. Recycled cardboard packaging from Orion and other GM plants and used denim are part of the Verano's sound insulation.
Orion also has embraced flexible manufacturing, allowing it to quickly respond to changes in customer preferences. Production lines were reworked, creating more space to house material onsite that once took up space in other buildings. This approach reduces the overall environmental impact of the plant's material systems, but it also provides significant cost savings to the overall small car program.
The 2012 turbocharged Chevrolet Sonic is a small car available in five-door and sedan models.
The 2012 Buick Verano compact sedan includes 10 standard air bags, an available heated steering wheel and a next-generation radio system with OnStar-powered connectivity.
Production of both vehicles will begin at Orion later this fall. They will be on sale by the end of the year.
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http://eponline.com/articles/2011/05/20/landfill-gas-powers-gm-plant-for-new-fuel-sipping-cars.aspx?admgarea=ht.sustainability
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| 0.947458 | 646 | 2.9375 | 3 |
Using challenging concepts to learn promotes understanding of new material
It's a question that confronts parents and teachers everywhere- what is the best method of teaching kids new skills? Is it better for children to learn gradually, starting with easy examples and slowly progressing to more challenging problems? Or is it more effective to just dive-in head first with difficult problems, and then move on to easier examples? Although conventional wisdom suggests that the best way to learn a difficult skill is to progress from easier problems to more difficult ones, research examining this issue has resulted in mixed outcomes. University of California, Santa Barbara psychologists Brain J. Spiering and F. Gregory Ashby wanted to pinpoint the best strategies for learning new information. In their study, a group of volunteers were taught a new task in which they had to categorize items. The volunteers were trained to complete the task by one of three methods—starting with easy problems, starting with harder problems then moving on to easier examples or being shown examples in random order.
The results, published in Psychological Science, a journal of the Association for Psychological Science, showed that the effects of the different training methods depended on the type of categories that the participants were learning. When the categories could be easily described (i.e. was the line horizontal or vertical?), all three of the training procedures were equally effective. However, when the categories could not be described easily, starting with the harder problems then moving to easier ones produced the best results. The volunteers in the easy-to-hard group were able to come up with simple rules and category descriptions which worked for the easy problems, but were not applicable to more complicated problems. As a result, these participants ended up doing poorly on the task because they were unable to think abstractly to solve the problem. On the other hand, the participants who began with harder problems very quickly stopped trying to come up ways to describe the categories and thought about the problems in a more abstract way; this strategy helped them to perform well throughout the task.
These findings have important implications for teachers and educators and suggest that materials should be presented to students in a specific order, depending on what is being taught.
- Non-traditional learning environments need clearer definitions, MU researchers sayTue, 5 Apr 2011, 16:52:27 EDT
- Difficult balance between play and learningTue, 10 Mar 2009, 13:16:37 EDT
- Less pain for learning gainWed, 22 Sep 2010, 17:32:34 EDT
- From 12 years onward you learn differentlyThu, 25 Sep 2008, 10:43:11 EDT
- Why one way of learning is better than anotherThu, 1 Oct 2009, 12:10:45 EDT
- Using Challenging Concepts To Learn Promotes Understanding Of New Materialfrom Science DailyMon, 1 Dec 2008, 12:49:28 EST
- Using challenging concepts to learn promotes understanding of new materialfrom Science CentricMon, 1 Dec 2008, 11:49:07 EST
- Using challenging concepts to learn promotes understanding of new materialfrom PhysorgMon, 1 Dec 2008, 11:42:43 EST
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| 0.933294 | 829 | 4.0625 | 4 |
Brussels, 17 June 2010
Report forecasts shortages of 14 critical mineral raw materials
Raw materials are an essential part of both high tech products and every-day consumer products, such as mobile phones, thin layer photovoltaics, Lithium-ion batteries, fibre optic cable, synthetic fuels, among others. But their availability is increasingly under pressure according to a report published today by an expert group chaired by the European Commission. In this first ever overview on the state of access to raw materials in the EU, the experts label a selection of 14 raw materials as “critical” out of 41 minerals and metals analysed. The growing demand for raw materials is driven by the growth of developing economies and new emerging technologies. The list was established in the framework of the 2008 EU Raw Materials Initiative1 in close cooperation with Member States and stakeholders. The results of the report will be used for the drafting of a forthcoming communication on strategies to ensure access to raw materials which the Commission will publish in autumn 2010.
European Commission Vice-President Antonio Tajani, in charge of Industry and Entrepreneurship, said: "Today’s report provides very valuable input for our efforts to ensure that access to raw materials for enterprises will not be hampered. We need fair play on external markets, a good framework to foster sustainable raw materials supply from EU sources as well as improved resource efficiency and more use of recycling. It is our aim to make sure that Europe’s industry will be able to continue to play a leading role in new technologies and innovation and we have to ensure that we have the necessary elements to do so.''
The expert group considers that 14 raw mineral materials are critical for the European Union: Antimony, Beryllium, Cobalt, Fluorspar, Gallium, Germanium, Graphite, Indium, Magnesium, Niobium, PGMs (Platinum Group Metals), Rare earths, Tantalum and Tungsten. Forecasts indicate that demand might more than triple for a series of critical raw materials by 2030 compared with the 2006 level.
For the critical raw materials, their high supply risk is mainly due to the fact that a high share of the worldwide production mainly comes from a handful of countries: China (antimony, fluorspar, gallium, germanium, graphite, indium, magnesium, rare earths, tungsten), Russia (PGM), the Democratic Republic of Congo (cobalt, tantalum) and Brazil (niobium and tantalum). This production concentration, in many cases, is compounded by low substitutability and low recycling rates.
Many emerging economies are pursuing industrial development strategies by means of trade, taxation and investment instruments aimed at reserving their resource base for their exclusive use.
One of the most powerful forces influencing the economic importance of raw materials in the future is technological change. It is to be expected that this can drastically increase the demand for certain raw materials (see forecasts in MEMO/10/263).
The main driving emerging technologies for the critical raw materials are antimony tin oxide and micro capacitors for Antimony, Lithium-ion batteries and synthetic fuels for Cobalt, thin layer photovoltaics, IC, WLED for Gallium, fibre optic cable for and IR optical technologies for Germanium, displays and thin layer photovoltaics for Indium, Fuel cells and catalysts for, Platinum (PGM), catalysts and seawater desalination for Palladium (PGM), micro capacitors and ferroalloys for Niobium, permanent magnets and laser technology for Neodymium (rare earth), and micro capacitors and medical technology for Tantalum.
To overcome the current problems, the Group recommends:
updating the list of EU critical raw materials every 5 years and enlarge the scope for criticality assessment
policy actions to improve access to primary resources
policy actions to make recycling of raw materials or raw material-containing products more efficient
encouraging substitution of certain raw materials, notably by promoting research on substitutes for critical raw materials
improving the overall material efficiency of critical raw materials.
For the full list of recommendations, see MEMO/10/263
Vice President Tajani has just returned from the Meeting between the European Commission and the African Union Commission in Addis Ababa on 8 June 2010. During this meeting it was agreed to develop a bilateral cooperation in the field of raw materials and work together, to the elaboration of further progress and initiatives, in particular on issues such as governance, infrastructure and investment and geological knowledge and skills.
Communication on the Raw Materials Initiative "Meeting our critical needs for growth and jobs in Europe" - COM(2008) 699 final
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http://europa.eu/rapid/press-release_IP-10-752_en.htm?locale=en
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| 0.896464 | 969 | 2.546875 | 3 |
Our long experience with prenatal diagnosis and planning for optimum care allows us to offer the highest quality treatment whether intervention is indicated before or after birth.
Under the direction of Dr. Michael Harrison, the Fetal Treatment Center was the first institution to develop fetal surgery techniques. The first open fetal surgery in the world was performed at UCSF since the early 1980's. We presently have more experience with fetal surgery and endoscopic fetal intervention (FETENDO fetal surgery) than any other institution in the world. We are dedicated to fetal research and treatment innovation.
Amniotic band syndrome is a rare condition caused by strands of the amniotic sac that separate and entangle digits, limbs, or other parts of the fetus. This constriction can cause a variety of problems depending on where strands are located and how tightly they are wrapped.
The complications from the amniotic band syndrome can range from mild to severe. Mild complications include syndactyly, or amputations of fingers or toes, and severe cases can result in clubbed feet or limb amputations. If the amniotic bands wrap around vital areas such as the umbilical cord they can become life threatening for the fetus.
Each case is unique, multiple strands may be entangled around the fetus, and the severity can range from mild to life-threatening depending on where the bands are constricting and how tightly they are wound.
If there is evidence of amniotic bands, a detailed ultrasound test should be done to assess the severity and avoid a misdiagnosis.
Amniotic band syndrome causes no increased risk for the mother during pregnancy. Most complications of amniotic bands are handled after birth. For more severe cases, a detailed assessment of your situation is necessary before fetal surgery can be considered as an option.
A fetus with amniotic bands syndrome may require treatment after birth. Occasionally reconstructive surgery might be needed to correct deep constriction grooves, fused fingers or toes, cleft lip, or clubbed feet. Your child's surgical needs will range from minor to complicated depending on the extent of the deformities caused by the amniotic bands.
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http://fetus.ucsfmedicalcenter.org/amniotic/
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| 0.931954 | 433 | 2.515625 | 3 |
Vintage Video - Erich Ludendorff, 1914
Erich Ludendorff's wartime career was turbulent.
After distinguishing himself as a virtual unknown during the German triumph at Liege, he was posted to the Eastern Front as aide to Paul von Hindenburg, and thence - in 1916 - with Hindenburg to Berlin to oversee the German war effort.
Ludendorff's wartime command - he was widely believed to be the prime force behind Germany's military strategy rather than Hindenburg - came to an end with his resignation in October 1918. By this stage he was aware that Germany was going to lose the war and was unwilling to be in office when this happened.
In the post-war years this enabled Ludendorff to claim that the military high command had been 'stabbed in the back' by dissident politicians, a belief that became resonant in Germany throughout the 1930s.
Use the player above to view wartime footage of Erich Ludendorff.
Bulgaria mobilised a quarter of its male population during WW1, 650,000 troops in total.
- Did you know?
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http://firstworldwar.com/video/ludendorff.htm
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| 0.980447 | 227 | 3.0625 | 3 |
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