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Back to School Lunch
Hungry and poorly nourished kids don't learn very well.
“It tastes like…” my six-year-old friend paused to search for a word disgusting enough to describe school lunch. “Throw up,” she concluded. Her sister, a fifth grader, nodded in agreement.
Really? I’ve heard fantastic reviews of the cafeteria director there. No doubt, he is doing everything he can to provide the most nutritious yet tasty breakfasts and lunches the school can afford.
The cost of good food isn’t just food. Because healthy food must be chopped, peeled, washed, cooked, or otherwise prepared. And that preparation takes equipment and know-how from skilled cafeteria staff. Junk food, on the other hand, requires little more than a freezer, a microwave, and minimal human effort.
Schools that serve junk food save money on the actual food and spend less preparing it.
And even when a school can accomplish what it takes to produce good food within the confines of its tight budget, there’s no real benefit unless the kids actually eat it. You can bring a kid to vegetables, but you can’t always make them eat. Most American kids will gladly inhale a plate of mac ‘n cheese, a cheeseburger, or pizza. Broccoli is a harder sell.
Kids, however, can eat (and even enjoy) healthy food. Sometimes it takes some effort by grown-ups to help them get used to new foods and flavors or to help them get excited about familiar ones.
My friend’s kindergartener came home one day to announce that her favorite apple variety is a Golden Delicious. Her class did an apple tasting of many varieties and the teacher tied it in with a language activity about the letter A.
Sure, the kid was already willing to eat apples, but maybe now she’ll be more eager to have them as a snack instead of, say, potato chips.
Lessons aimed at introducing kids to healthy foods can include tie-ins to academic subjects. Science is a natural fit, but students can hone math skills by measuring ingredients in a recipe or boost language skills as they read or write stories about food. What’s Green Eggs and Ham by Dr. Seuss? It’s a story about a picky eater who won’t try a new food, only to discover in the end that he likes it.
To meet picky kids halfway, schools can come up with kid-friendly healthy recipes — but only if they have the resources to do so (skilled labor, well-equipped kitchens, etc). Bean burritos are an easy win. Veggies can be undetectably blended into tomato sauce and served on pasta or pizza. However, don’t even try serving overcooked canned green beans.
Why should schools go to so much trouble to feed students well? They are schools, after all, not restaurants. That’s true, but hungry and poorly nourished kids don’t learn very well. Some kids react strongly to chemical additives commonly used in foods, like artificial food dyes, which are linked to hyperactivity in some children.
Feeding students food that detracts from their ability to learn is nothing short of educational sabotage.
Furthermore, at a time when health care costs make up a whopping 18 percent of the economy and many of our top killers are diet-related chronic illnesses like heart disease, stroke, and diabetes, teaching our youngsters to eat well is a matter of public health.
As America’s kids, teachers, and cafeteria staff begin a new school year, let’s recommit ourselves to transforming the food served at schools into the foundation of a healthy generation.
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|
en
| 0.954296 | 779 | 2.890625 | 3 |
2003, Rome -- In Brazil poverty affects more
than a quarter of the population - some 44 million people. In
the nine states in north eastern Brazil, the poorest parts of
the country, almost half of all families live on approximately a
dollar a day.
The first priority of the
new President, Luiz Inácio Lula da Silva, is to ensure that
every Brazilian eats three times a day. He has launched an
ambitious programme called Zero Hunger, with the support of FAO.
Andrew MacMillan, Director of the Field
Operation Division, talks about FAO's support for the Zero
has long been viewed as a country with great social
inequalities, but hunger has hardly been mentioned. Has there
always been a lack of food in Brazil or is this a recent
Hunger is the most
extreme manifestation of the huge problem of poverty in Brazil.
Few people die of starvation, but there is widespread chronic
food insecurity and malnutrition. This means that people are
unable to produce or gain access to enough food of an adequate
quality for a healthy life. It is the hunger of the missed meal,
and it is very debilitating.
current situation needs urgent interventions and President Lula
has given himself just the four years of his mandate to solve
the problem. Will Brazil need emergency interventions?
It was President Lula himself who answered
this question when he launched the Zero Hunger Project on 30
January 2003. He said solving hunger cannot be simply an
emergency project but the situation requires both giving fish
and showing how to fish at the same time.
Zero Hunger shares FAO's philosophy of
eradicating world hunger, following the two-pronged approach of
FAO's Anti-Hunger Programme - to both develop
income-generating household agriculture and ensure adequate
access to food.
In the north east of
Brazil, almost half of all families live on approximately a
dollar a day. It is for these people that we must act. And it is
for this group of people that the Zero Hunger Project has begun
its activities with the technical and financial backing of FAO.
What is the basis for the Zero
The Zero Hunger
Project recognizes that low incomes are the main cause of
chronic hunger and that an income supplement needs to be
provided. It will be done through an electronic card. The
beneficiaries will have to show that funds received have been
spent mainly on basic food items and cooking fuel. They will
have to proof that their children go to school and that adults
have enrolled in a training programme which will improve their
employability, and thus reduce their dependence on future help.
How is FAO supporting this
Director-General, Jacques Diouf, will visit Brazil to explore
how we can deepen our collaboration further. For the moment, FAO
has already approved three projects. Through these initiatives,
FAO will support the Zero Hunger with expertise in areas such as
urban and peri-urban agriculture, family farming, settlements
and land reform, capacity building, monitoring and evaluation.
It is a paradox that Brazil is one
of the world's main exporters of agricultural commodities -
selling soya, sugar and coffee abroad. But on the other hand,
according to FAO, 16.7 million people are
Yes, there is no
doubt that there has been a very impressive growth in
large-scale farm production in Brazil over the last two decades
but this has not happened in the subsistence farming sector.
In many countries, the very success of
agriculture has been disastrous for poor rural people. Advanced
countries have absorbed their surplus rural population in other
sectors, allowing farm size to increase and economies of scale
to take effect. But in most developing countries, small farmers
have either had to remain on the land, often with a diminishing
size of plot as families have grown, or tomigrate to the cities
with no job in sight. Most chronically food insecure people are,
therefore, small farmers or recent urban migrants who have fled
The Zero Hunger Project
seeks to address this imbalance. It will use the extra demand
for food which it creates to stimulate local markets, generating
growth opportunities for farmers, especially small farmers. In
this way it will help both poor consumers and poor producers.
Facts and figures:
- The top 20 percent of the population earn
60 percent of the country's income, whilst the lowest 20
percent survive on less than 4 percent.
In 1999, 44 million Brazilians, more than a quarter of the
population, lived in absolute poverty. Their daily income was
below US$1.06. Recent figures suggest that this number is now
over 50 million.
- The number of people who
suffer from chronic undernourishment is not known accurately and
is a subject of much debate. According to FAO's estimates,
using methodology applied internationally, in 1998-2000, some
16.7 million Brazilians ( about 10 percent of the population)
were chronically undernourished.
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<urn:uuid:2d156509-a936-4cb8-8ef5-343286d743ea>
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CC-MAIN-2016-26
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|
en
| 0.946898 | 1,067 | 3.03125 | 3 |
Omega 3 fatty acids are polyunsaturated fats commonly found in marine and plant oils. While we need Omega 3, our bodies don’t produce it so we must get it through the foods we eat.
ALA (alpha-linolenic) fatty acid is found in walnuts, soybeans, flaxseed as well as in those vegetables your mom always wanted you to eat, such as kale, spinach, and Brussel sprouts. EPA (eicosapentaenoic) and DHA (docosahexaenoic) fatty acids are found in fish.
Cold-water fish such as salmon, herring, mackerel, anchovies, sardines, and warm water fish such as tuna are a natural dietary source of EPA and DHA Omega 3 fatty acids.
Currently the FDA has not issued a formal recommendation with regard to intake of Omega 3 fatty acids however, the American Heart Association has recommended individuals without documented coronary heart disease consume fish at least twice a week and include foods such as flaxseed and walnuts in their regular diet.
For individuals with coronary heart disease, the American Heart Association advises they consume about 1g of EPA and DHA per day and further suggests those with elevated triglycerides may benefit from 2-4g per day, from a combination of diet and supplements, as prescribed by their doctor.
Questions, issues or concerns? I'd love to help you!
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<urn:uuid:f0226671-2b35-4a17-bd68-eb01bc764f3e>
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CC-MAIN-2016-26
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http://oceannaturals.com/health-wellness/omega-3/
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en
| 0.961294 | 293 | 3.109375 | 3 |
The advent of Linux was the true genesis of the open source movement. Backed by programmers who believed in breaking away from the proprietary movement for the right reasons, Linux made inroads into the corporate world computing.
While Linux has evolved to a robust operating system, the complex structure of Linux paves the way for the security-related threats. Today, several servers around the globe are hosted on the Linux servers. One of the primary reasons behind this is the inherent security offered by the platform. However, today there is as much vulnerability in Linux as in proprietary systems leading to their compromise by attackers.
This module deals with hacking on the Linux Operating System. It explains the basic commands in Linux, Linux file structure, and Linux security and vulnerabilities. It shows the Linux IP chains, Linux Rootkits, and Linux intrusion detection systems. It lists the Linux hacking tools and the security countermeasures.
Mac OS X Hacking
Mac OS X is a development platform, bringing a 32-bit and 64-bit architecture and multiprocessor capability to the desktop and server arenas. It provides a productive programming environment in Cocoa, the full power of real UNIX, and a host of open source web, scripting, database, and development technologies. MAC OS X may be hacked using the vulnerabilities in the operating system.
This module explains about Macintosh operating system, vulnerabilities in MAC OS X such as Crafted URL, CoreText Uninitialized Pointer, ImageIO Integer overflow, DirectoryService, iChat UPnP buffer overflow, and how they can be used to hack the OS. The module also discusses viruses and worms that may affect the operating system.
MAC OS X security tools DoorStop X Firewall, Intego NetBarrier, Intego ContentBarrier and Flying Buttress are presented in this module. These security tools and counter measures prevent an attacker from attacking.
Hacking Routers, Cable Modems, and Firewalls
Computer networking devices transfer the data from one computer in a network to another.. The network devices include routers, cable modems, firewalls, etc. The attacker may try to hack the network devices to snoop on the information being transferred on the network.
This module introduces the computer networking devices such as Router, modems, and cables and explains how an attacker hacks them. This module explains the different vulnerabilities in the router and how to exploit these vulnerabilities.
After completion of this module, you would have an idea about how to collect the router password by using different password cracking tools. The module also deals with different router attacks, how they occur, and how to prevent them.
Hacking Mobile Phones, PDAs, and
With individuals and organizations increasingly reliant on the handheld devices for communication and business, the threat to these devices only grows. Mobile malware has seen pandemic increase in the recent years. The malware is aimed at sabotage and financial gain. These attacks finally can lead to denial of mobile resources, data theft or destruction, and fraud.
This module discusses about hacking various types of mobile devices such as BlackBerry, PDA, iPod, and iPhone. This module also talks about the operating systems used in mobile phones.
This module explains about the threats to mobile devices, vulnerabilities in the mobile devices, and attacks against mobile devices. It also introduces PDA security tools which are used to prevent mobile attacks.
Bluetooth is one of the applications that help the cell phone users share/ send the information from one cell phone to the other irrespective of the service provider. It is a feature that is getting popular and being widely used by every common man in their routine. As it is widely used, the vulnerabilities in it are exploited to attack the device.
The module “Bluetooth Hacking” explains about the different ways that a Bluetooth device can be hacked and the security measures to prevent the devices from being hacked. It explains the different techniques that can be used to attack Bluetooth devices (Example: Bluejacking, BlueSpam, BlueSnarfing, BlueBug Attack, Blueprinting and more). It lists the tools that are used to hack the Bluetooth devices. This module discusses the worms and viruses that can be used to infect the Bluetooth devices.
Radio Frequency Identification (RFID) is a system that transmits the identity of an object using radio waves. The identity of the objects is stored and retrieved using RFID tags and transponders. It transmits the identity of the objects in the form of a unique serial number with the help of radio waves.
This module describes RFID technology, the different components of RFID and their collisions, RFID risks such as Business Process Risk, Business Intelligence Risk, Privacy Risk and Externality Risk, privacy issues of RFID. This module discusses RFID security and privacy threats and how to protect against RFID attacks. Writing a simple but powerful RFID virus and worm are showcased in this module. The module also discusses the vulnerabilities in RFID-enabled credit cards and RFID security controls.
Hacking USB Devices
Universal Serial Bus (USB) flash drives are removable and rewritable devices. These devices can be connected or disconnected if the system is running as they are pluggable.
This module discusses about USB devices and how they affect privacy. The module discusses electrical and software attacks, USB Attack on Windows, viruses, and worms which spread through USB devices. The tools that help in hacking USB devices are discussed. The module also talks about tools such as MyUSBonly, USBDeview, USB-Blocker, USB CopyNotify, USB File Guard, and Advanced USB Port Monitor that help to protect privacy and lists countermeasures to prevent the devices from being hacked.
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<urn:uuid:c53a9467-4d9e-40f8-820e-2a481537e17a>
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CC-MAIN-2016-26
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https://www.eccouncil.org/Certification/certificate-series/ehs-linux-macintosh-and-mobile-systems
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s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397111.67/warc/CC-MAIN-20160624154957-00048-ip-10-164-35-72.ec2.internal.warc.gz
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en
| 0.896505 | 1,157 | 3.140625 | 3 |
A variety of environmental education practices are emerging to address the needs of an increasingly urban population. Drawing from social-ecological systems and social learning theory, we propose a conceptual framework to stimulate research questions in urban environmental education. More specifically, our conceptual framework focuses on environmental education programs that are nested within and linked to community-based stewardship or civic ecology practices, such as community forestry, streamside restoration, and community gardening. It suggests ways in which educational programs, stewardship practice, and other social-ecological system components and processes interact through feedback loops and other mechanisms, as well as means by which urban environmental education might lead to local ecosystem services and human and community well-being. Human and community outcomes may in turn result in pressure to change environmental policies.
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<urn:uuid:f99ace8a-a0ca-4eaf-a129-4b3bb8c45566>
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CC-MAIN-2016-26
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http://digitalcommons.lmu.edu/cate/vol3/iss1/11/
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en
| 0.950892 | 153 | 2.859375 | 3 |
Regular physical activity, especially aerobic exercise, can help you fall asleep faster and make your sleep more restful. However, for some people, exercising right before bed may make getting to sleep more difficult. If that's you, don't exercise within six hours of bedtime.
July 15, 2014
- Insomnia. MayoClinic.org. http://www.mayoclinic.org/diseases-conditions/insomnia/basics/definition/con-20024293. Accessed April 29, 2014.
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<urn:uuid:ca80ff31-8db7-48d0-9d8d-ed4df9881ec0>
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CC-MAIN-2016-26
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http://www.mayoclinic.org/diseases-conditions/insomnia/in-depth/health-tip/art-20048816?p=1
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en
| 0.898551 | 109 | 2.9375 | 3 |
Newspaper Page Text
THE AMNESTY PROCLAMATION. 1
A Proclamation by tht President of the
United Statu of America.
Whereat, The President of the United
States, on tht 8lh of December, 1863, end
on the 2Glh day of March, 1864, did, with
the object of suppressing the cutting re
bellion, end to induce til persons to return
to their loyalty, end to restore the suthnrily
f the United States, issue t proclamation,
offering amnesty and pardon to certain per
loni who had directiy, or by implication, en
gaged in the aaid rebellion, and
nhtrtai, Many persons who had engag
ed in the aaid rebellion, have, since the is
suance of aaid proclamation, failed or neg
lected to take the benefits offered thereby,
Whertat, Many persons who have been
justly deprived of all claim to amnesty and
pardon thereunder, by reason of their par
ticipation directly or by Implication, in said
rebellion, end continued hostility to the
Government of the United States, sinco the
date of said proclamation, now desire to
apply for and obtain amnesty and pardon
To the end therefore that the authority
of the Government of the United States may
be restored, and that peace, order and free
dom may be established. I, Andrew John
son, President of the United States, do pro
claim and declare that 1 hereby grant to all
persona who hare directly or indireotly
participated in the existing rebellion, except
aa hereinafter excented. imni .r.A --
don with restoration of all rights of proper-
MiTjn am io siares, and exeept in oases
where legal proceedings under the laws of
the United States, providing for the conBs
cation of property of person engaged in
rebellion have baen instituted, but on the
condition, nevertheless, that every such
person shall take and subscribe the follow
ine, oath or efRrmntinn .u.n v.
registered for permanent preservation, and
ahall be of the tenor and effect followine,
I ao solemnly swear or affirm, in the
presence of Almnrhtv CinA ii,.i I :n v
. O - J ....... a aril, IIDUVV
X ,fU!PP2rtSnd defend ,ha Constitution of
the United StAio. .a .. tt:.
- - io umiiu oi me
States thereunder, and that I will in like
iHr Bume ny and railhrully support all
laws and proclamations which have been
anafle during the existing rebellion with ref
erence to emnoi;ation of slaves. So help
me Gof. r
The following classes of people are ex-
-r . ucucui. oi ine proclamation:
officers of ..id ' LT".m,ml,ry ' nl
a-uutih. All WOO eft sent in n
Sixtfi. All who have enRag.,1, in anv wav in
treating; otherwise than lotvfiW a" prwS of
W"J!"n' nd in ,he Unite StX, I sice
Eighth. All milirarv p r ..
rehr..r.,o- 'I. ""'V "ir ne
, w nvauruiy Ul 1
the United States Naval d7i
Ninth. All nmnm u.iV.l . .
. T?.lltb.- .A!' persons who left their ham.. ;ih
111 tbe lllrirllr-f inn mnj . ... "
m ,t.V .n A j I . l.cl,on or "le United
Motes, and passed beyond tbe Federal military
lines into (he so-callarf rw.j " 7. m"""J
nrnn. r"" omies ror uie
' ,r, """"S reoeiiion.
. vpnlh A II i
iuTj i .- 1 Pc,OUI,: wno nave engteed in
nave made rnula im-, h. it:i-j . -T"
. . wimru oiaiesrrom can-
of th. Iw!!fPd ,n deb?3' commerce
rJl.Y ,-dn? f:' urn he lBke "vers that
States provinces from the United
- ---- who ai ine lime when
&r Ei? '.5-' JS! "y taking
-. .:. r ""i ""-"tu, aru in military, naval
or civil confinement or custody, or under Vond of
tnitad States, as prisoners of war, or persons de
E.rhdhJ AJ!S'"h i-Y. voluntarily
, r ";':iiiuu ana ;ne estimated
vahie of whose property is over $20,000.
ruurieeiiui. a i nanh. i : a
. fMav"a uu ijiv laxen ma
n 1 , """""r oin, looj.or ins Oath of
1 1BT", ? .Un',e.d S.,a,?i. Sale of
13 J j rrT. iutf Bajna inviolate,
to thT'presid ?Pec' PPlication may be made
r.5.'llii!il" y.Lex,en,ie,i" "y be consistet
.. .... ... Dl caae. sud .Uie peace and die
mty of the United States. v 6
The Secretary of State will establish rules
ouu rrguiawona lor administering and re
eordine (he said nmn.i n.,k .. .. :
o j ,u mv tit in
sure its benefit to the people, and guard
the Government against fraud.
In testimony whereof I have hereunto set
my hand and caused Ihe seal ef the United
-States to be affixed.
Done in the oity of Washington, this 29th
vi may, i. io00t ,nd or the inde
pendence ot tbe United Stales the 89th.
(Signed.) ANDRE IV JOHNSON.
By the President,
Wm. II. Sewabd, Sea y of State.
Wue ibe HAFfT. Lord Byron said
"The mechanics and working men who can
maintain their families are, in my opinion
the happiest body of men. Poverty ii
wretchedness, but even nnvertv nri..
tie to the heartless, unmeaning dissipation
of the higher (wealthy) order." Another
author says : I have no propensity to en
7 ny one, least of all the rica and great
Imt if I were disDosed to thia m..u...
the subjeot of my envy would be a healthy
young man, in full possession of his strength
and faculties j going forth in the morning
w nura. icr ms wue ana oniiaren. or Dring
ing them home his wages et night,"
Viboini WoNcif. We must fsil
tnention the fact, that many of the ladies
on farms in the eastern portion of the State,
from which all the negroes have gone dur
ing the war, and where other labor could
not be procured, bava engaged with alacri
ty in the lighter duties of agriculture. We
have beard of three young ladies, of one of
-the moat refined and formerly wealthiest
families in Hanover, who have planted on
their own father's farm t larger crop of
orn than has beeu grown there during the
war. Every negro has left them exoept a
few helpless women and children. f Rich
Blond Eepublic. j
A Poem Eenittd by Mr. Liueoln.
From the N. T. Evening P't.
I have been urged by several friends to
send yon the enclosed poem, written down
by myself from Mr. Lincoln's lips, and al
though it may not be new to full of your
readers, his dastardly assassination gives it
now a peculiar interest.
The circumstances under which this copy
was written are these t I was with the
President alone one evening in hla room,
during the time I was painting my large
picture at the White House last year. He
presently threw aside his pen and papers,
and began to talk lo me of Shakspeare. He
sent little "Tad," his son, to the library to
bring a copy of the plays, and Ihen read to
me several of his favorite passagea, show
ing genuine appreciation of the great poet.
Relapsing into a sadder strain, he laid the
book aside, and leaning back in his chair,
There Is a poem that has been great
favorite with me for years, which was first
shown to me when a young man by a friend;
and which I afterwards saw and cut from a
newspaper, and learned by heart. I would,"
he continued, "give a great deal to know
who wrote it, but have never been able to
asoertain." Then, half closing his eyes, he
repeated to me the lines which I inclose to
yout kindness. Had It not been for you I should
not have the bureau the only relit of my mother,
for it was then Impossible for me to raise the
amount you so generously paid. 1 shall Mver
forget jour kindness."
"Do yon wish to take the bureau aay?"
"I have spoken to a carlmaa, who will call here
in a short time and have It removed out of the
way for I suppose you Will be glsd to gel rid of
"Not at all. I am pleased that I was instru
mental of a little service to you, and if ever you
need assistance, I shall always b ready to render
it." ' .
"I thank .you, sir, with all my heart." ,
At this moment the man came for the bureau,
and bidding us good evening, the young lady left
With great regard, very truly yours,
F. B. CARPENTER.
OH I WHY SHOULD TBI SFIBtT OF SfOBTAL
be raocD P
Oh, why should the spirit of mortal be proud ?
Like a swift-fleeting meteor, a fast flying cloud,
A flash or the lightning, a break of the wave,
He passeth from life to his rest in tbe grave.
Tbe leaves of the oak and Ihe willow shall fade,
Be scattered around and together be laid j
And the young and tbe old, and tbe low and the
Shall moulder to dust, and together shall lie.
The infai.t a mother attended and loved
Tbe mother that infant's affection who proved )
Ihe husband that mother and infant who bless'd,
Each, all, are away to their dwellings of rest.
The hand of the king that the sceptre hath bornej
The brow of the priest that the mitre hath worn j
ine eye of the sage and the heart of the brave,
Are bidden and lost in the depths of the grave.
The peasant, whose lot was to sow and to reap j
The herdsman, wbo climbed with his goats up the
The beggar who wandered in search of his bread,
Have faded away like tbe grass that we tread.
So the multitude goes, like the flower or weed
That withers away to 'et others succeed I
do me multitude comes, even those we behold,
To repeat every tale that has often been told.
For we are the same our fathers have been
We see the same sights our fathers have seen
We drink the same stream and view the same sun,
Ana run ine same course our fathers have run.
The thoughts we are thinking our fathers would
From the death we are shrinking our fathers wo'ld
To the life we are clinging Ihey also would cling
But it speeds from us all like a bird on the wing.
They loved, but the story we cannot unfold j
Thev scorned, but (he heart of the haughty is cold;
They grieved, but no wail from their slumber will
They joyed, but tbe tongue of; their gladness is
Yea I hope and despondency, pleasure and pain,
We mingle together in sunshine and rain j
And the smile and the tear, the song and the dirge,
Still follow each other, like surge upon surge.
'Tis the wink of an eye, 'Us the draught of a
From the blossom of health to the paleness of
From the gilded saloon to the bier and the shroud '
Oh, why should the spirit of mortal be proud ?
THE BEGGAR AND THE BANKER.
" Do you take notico that God has gives
me a soul and bod v. iusi as eood for all hA
Purposes of thinking, eatinu. drinking nA
takine mv rjleasure as ha 1ia vnn .ml
you may remember Dives and Lazarus as
wo puna, alien, again u is a iree country,
and here. too. we are on an eaimlitt .
you must know that here even a beggar's
uug way iook a gemieman in uie lace, with
as much indifference as he would a brother.
You and I have Ihe same common master ;
are equally free, live equally easy ; are both
travelling the same journey, bound to the
same plaoe, and both have to die and be bu
ried in the end."
" Bul," observed the Banker, interuptirig
him, " do you pretend there is no difference
between a beggar and a banker."
" Not in the least," rejoined the other,
with ihe utmost readiness not the least
as to eisenlials. You swagger and drink
wine, in company of your own choosing, I
swagger and drink beer, which I like bet
ter than your wine, in company which I
like better than vnnr nniin V..
thousands a day, I make a chilling if you
r eonienieo, i am; we re equally happy
at nicrht. You dress in nan, ..l,,n,. l ...
just as comfortable in old onea, and have
no irouuio in Keeping mem from soiling.
If I have less nrnnariv iln ,. r h. ... i
to eare about. If fewer friends, I have less
friendship to lose; and if I do not make as
great a figure in the world, I make as great
.uu unguis pavement; lamas great
as you. Beside, mv word fnr it I I..,.
fewer OnOtlllBIa ITlflpt With fjin aas laa.aa
" ivriBi juvatjaa
carry as iigm a nearl and sing as merry
song as the rest of you."
"But then," said the banker, who had
all along been trying to get in word, " is
the contempt of the world nothing ? "
" The envv of the wm-ld . i,.,i ;.
contempt; you hove, perhaps the one and I
a share of the other. Wa Am hinlrnt
there loo. And besides, the world deals
in this matter equally unjustly with us both.
You and I live Lv our uiu. in.t.j . i:..
ing by our industry; and the only difference
between us in ihis particular, wo.th nam
ing, is, that it costs societv mora In main
tain you than it does me. I am conteut with
little, you want great deal neither of
as raise gram or po'etoes, or weave elolh
or ffianufacture anything useful! we there-l
fore add nothing to Ihe common stock, we
are only consumers l and if the world
judged with strict impartiality, therefore,
it seems to me 1 should be pronounoed the
From the Portland Tribuna.
THE OLD BUREAU.
Where'er a single human breast
Is Crushed by psin and grief,
There would I ever be a guest,
And sweetly bring relief.
As we were passing down Exchange Strset
severs I years ago, we stopped In front of an auc
tion room to examine the various articles that
were to be sold under tbe hammer. We had
been there but a few moments, when we heard a
femsle voice inquiring, "is Ihis old bureau to be
sold to-day ?" On looking up, we perceived Ihe
question bad been addressed to us by a young
lauy, whose sad but pleasant countenance struck
as at once. We replied that all the articles
spread on the side walk would be disposed of to
the highest bidder.
"I should like this bureau, if it goes low
enough," she said, pointing to an old fashioned
article that was standing among (he other furni
ture; "but I never bought anything at auction In
my life, and I see no women here, I don't know
as it would be proper for me to bid."
'It would be perfectly proper," we remarked;
''but if you wish it, I will bid off the bureau."
"If you will, sir, I shall be greatly obliged to
"How high are you willing I should go?"
"I don't know exactly how much it is worth,
but if it sells for three or four dollors, you may
"Shall I speak to a hand-cartman to leave it at
"No sir, I will call at noon and settle for it,
and take it away. I am very much obliged to
you for your kindnesr,"
So;sayiug the young lady went away, leaving
us to wonder who she was, and of what use the
old piece of furniture could be to her. We ex
amined it took out the drawers but saw noth
ing remarkable about it. At 11 o'clock, when
the auction commenced, we were present, and
after waiting nearly an hour, the auctioneer re
marked, "We will now sell the bureau. What
will you give gentlemen?" One man offered two
dollars, another three, and we bid a half dollar
more. Four dollars were bid four and a balf
and five dollars. We were astonished that tbe
ell thing should bring so high a price. What
could we do ? See it sold and disappoint the
lady ? The thought struck us, that it might have
belonged to some friend, and she wished to pur
chase it on that account, and rather than disap
point her, we resolved to bid again. Six dollars
were offered by another, to our utter astonish
ment; out wnen our hand is in, we seldom let
another out-bid us, and so we offered, until the
bureau was run up to ten dollars and we pur-
cnesee. u ror nair a dollar more. Certainly we
would not nave given four dollars for it, to use
ourselves. However, we bought it, end sent.it
to our room, telling tne auctioneer if a ladv
should call for it to inform her where it might be
found. We examined it again and again and be
gan to regret our purchase, feeling almost cer
tain that the young woman would not thank us
for what we had done; bul we never mourn over
a bad bargain. Our philosophy will not permit
us io ao so.
A little after dusk, as we were eittine in our
sanrtiim. the vouna tuny rami in nitk .T .1.
gyifor intruding, and remarked, "You bought the
bu rtau so the auctioneer informs me."
"Yes, I bought it at an extravagant price, I as
"What did you give?"
"Ten dollars and a half."
"You astonish me. What can I do? I had no
idea it would bring over three or four dollars, and
am not prepared to pay for it lo night."
"I suppose it was foolish in me to give so much
for it; but I presumed you wanted it very much."
"I did, sir, and would not value paying double
tbe amount for the bureau, if I were able, rather
than not have it."
"So I apprehended. Perhaps it may have be
longed io some friend of yours ?"
" Yes, sir, that bureau was once my mother's"
rod I noticed a tear come in her eye, which she
endeavored to conceal "but she is dead now,
end I wished to keep it in remembrance of ber."
Thinking the lady might be poor, we told her
that she might take the bureau that night if she
wished, and pay us for it when she found it con
venient. "I am greatly obliged to you for your kindness;
but would rather that you should keep it until it
is paid for."
We urged ber to take it, but she refused, say
ing "I will see what I can do, and call in a day
or two and see you," and bidding us good even
ing she left '.us.
There is something very mysterious sbou t this
woman, thought we. It may be that she is poor,
and perhaps in very destitute circumstances.
But she shows an excellent heart, and tbe warm
est attachment to a deceased mother. Her edu
cation must have been good, and she has evi
dently seen better days. And we thought the
next time she called upon us, we would ascertain
something more ot her character and circumstan
cesperhaps her name which we felt deeply
anxious to learn.
In a day or two fie young woman called upon
us again, and with tears in her eyes remarked
"I don't know what you will think of me, but all
tne money I have in the world is five dollars; this
I have brought you toward the bureau you were
ao kind as to purchase for me." So saying she
piacea ine money before us in silver.
"I shall not take the money at present," we re-
marxea. "i can do without it. You may take
tbe bureau if you want it; and when you are able
at some future time, you may pay me for it."
She expressed a great deal of gratitude, and said
"I would rather you should take what I have,"
and nothing that we could say would induce her
to take the money again.
"You appear to have seen some affliction?" we
remarked as we saw the tears in ber eyes.
"Not much, sir; I must confess that I have not
always been as poor as I am present, for I have
seen better days. When my parents were living,
I never knew what it was to wsnt for any thing;
now I cannot say so."
"How long have your parents been dead ?"
"About six years since, my father died and it
was four years sgo last Saturday when my mother
At the mention of her mother's name the tears
came fast to ber eyes a tender chord was touch
ed we saw it and made no, more inquiries
when she took her leave.
It was marly six weeks before we saw tbe
young ludy again. She then called upon us with
the remainder. ot the money that we had paid for
We protested against receiving it at that time,
thinking it might have been inconvenient for ber
to pay it; but she insisted that we should have it,
saying "I am under great obligations to yon for
I ak a lowly cot
With sweet content Within,
Where Envy shall molest me not,
Nor Pride shall tempt to sin.
Going, going will you give but two dollars for
this excellent bureau?" exclaimed Mr. fiaily Ihe
auctioneer, a year or two since, as we were pass.
ing down Exchange street. "Here, Mr. C, he
said turning to us, buy this bureau, it la cheap
enough, it is worth more for kindling wood tban
what it is going for just look at it -going, "going
say quick oryou lose it."
Two dollars and fifty cents, we bid, as we saw
it was the very same bureau that we had beught
several years before for tin and a half dollars,
and the bureau was knocked ofi to us.
This is singular enough, thought we, as we had
the article carried to our room. Where tt tbe
young woman who formerly owned it? Who was
We made several inquiries, but could not as
certain who she was, or what had become of her.
ihe Dureau nad been carried to tne auction room
by an individual whom Mr. Bailey never saw be
fore, and all our inquiries to ascertain what be
came or ine young lady seemed fruitless.
Several months passed bv. and still we heard
nothing of the young lady, when one day not
knowing but that we might get some clue to the
former.owner, we took out all the drawers sepa
rately, anu examined mem. we saw no wnting
whatever. In the back of the under drawer we
noticed that a small piece of pine bad been in
serted. It looked as if it had been to stop a de
fect. Prime in it with a knife it came nut. when
to our astonishment we found several gold pieces
iw mv vaiue vi auum imv collars, Desiaes a noie
for twenty-five hundred dollars, with interest,
made payable to Sarah , when she should
become of age ; it waa a witnessed note, and bad
been running about ten years, signed by a very
wealthy man, whose reputation for honesty was
not exceedingly cood. Without mentioning to
a single muiviuuai wnai we naa discovered, we
immediately renewed our efforts to ascertain who
Sarah 1 was, and where she could be found.
We learned that a girl of this name formerly
lived with a tapt. P , and did the work of
Ihe kitchen. Of him we could obtain but little
information. His wife recollected the girl, and
spoke of her in the highest terms. She believed
she had married a mechanic, and retired from the
city, but bis name she could not recollect. By
repeated inquiries we ascertained that Sarah with
her husband lived on a small farm on the road that
leads to Saco. Taking an early opportunity, we
started for the residence of the young woman.
After several inquiries upon the road, we were di
rected In tha hntiCA. 11 waa m nlMD.nl -;..-:
a little from the road, while everything looked
neat about tbe dwelling. As we drew up to the
cottage, wbo should come to the door but the
very woman we bad been ao long anxious to find,
She recognized me at once.
" Why, Mr. C , how glad I am to see you !
Where in the world did you come from? Walk
in ana raxe a seat."
Her husband was present an intelligent look
ins; man to whom she nresented ns.
I have often thought of you," she remarked,
"and when in Portland have been tempted to call
ami are- you j out aitnough I nave not called, be
assured I have not forgotten your kindness, and
biiuii ijcvct lurgei u."
" But you seem happier lean' when I last saw
' Be assured, sir, I am. Hy husband has hired
tins Utile farm, where we have resided for the
last two years, and we make a comfortable living
end are as happy as we could wish. In Ihe course
of a few years, if we have our health and pros
per, we are in hopes to purchase the farm."
" What does the owner value it at?"
" He values it at about fifteen hundred dollars.
We have had to purchase a great many farming
tilings, or we should have made a payment towards
" But what has become of our old bureau ? "
" I fear I never shall see it again," she replied;
and after a pause eaid, " I believe I have never
told you how I have been situated ? "
" You never did."
" When my mother died it was thought she
left me some property in the bands of an nncle
of mine, that would come to me when I was ef
age ; but he said it was not tbe cose. With bim
I resided a short time."
" Was your uncle's name Mr. , said we,
mentioning me individual wno Dad signed tbe
note in our possession.
" Yes, air, that was his nsme. He was very
1 - - j . 1 . 1 . . -
uiimiiu iv uc maae me worx so oara, ana was
so cross that I was obliged to leave himt and
make my living by doing tbe work of a kitchen
girl. One day I learned that he was about to dis
pose of what little property mother bad left, to
pay an old debt of hers. As soon aa I found it
correct; I immediately went to the auction, and
found it too true. You know about the bureau,
the only article of my mother's property I could
purchase and had it not been for your kindness
it would have gone with the rest. The money I
paid was earned in the kitchen. As I found it
inconvenient lo carry it with me, I asked aunt's
permission to put it in her garret, which permis
sion she granted. On calling for it when I was
married, 1 learned tnai uncle bad disposed of it
with some other thintrs at auction. I would rath.
er have lost a hundred dollars not that the piece
iub9cb3cu aiiy reai value, dui mai 11 oeiongea 10
my beloved mother and on that account 1 did
not wish to part with it. But it was frone and it
was useless to speak to uncle about it be was
entirely inumereni 10 me and wbat concerned
" Suppose I tell you that I have that bureau in
" Is it possible I You astonish me, Mr,
Have vou indeed the old bureau ?
" I have, and what is batter, I have something
here for vou " taking out mv noeket bank ,iJ
placing the note and gold upon the table " these
" Why, sir, you more and more astonish me."
" They are yours. After I became the owner
or your Dureau, 1 found this gold and this note
concerned m one or tne drawers. There are
nearly fifty dollars, and the note isjgood against
your uncle for nearly three thousand dollars,
v.c.j vu. ui huikii you can recover.'
The astonished ladv could not aneak fnr anma
time; but when she recovered from ber surprise,
she could only express her gratitude in tearsj nay
more, she offered us balf the amount; but we
merely told her that it pleased us more to have
justice. done ber and be instrumental in adding to
the happiness of those we considered so worthy
na l.a-o-1. -n.l 1 1 J
mm ia. bm.ii iuu uusuailU.
When we left we promised to call on her soon
agsin, and in the mean time to mika ar-ano-.
nients for her to receive her just duea from her
The old man demured a little at first; but when
he found he could wroner a noor ornhan o-irl n
longer, he paid the note with interest begging us
Sarah's husband purchased the farm on which
na resiueo, siocxea u well, and is now an lade
pendent farmer. Two happier souls it is dillicult
iu mm man oaran ana ner nusnand. May pros
perity attend them to he close of life.
We Often Call at lha farm hinaa nt a.i- -l--.l.
and spend there many a happy hour. Jt was bu!
a week or two since that we saw them, anil thair
seem as cheerful and contented as it is possible for
ww tats tw sve a
Let the Frcedmen Beware of Mean Tan
. kow. i
We feel ft our duty to ibsoribe to the
following remarks on reconstruction, from
the New York Tribune. If any Westera
Yankee" feel the shoe ainoli lilin in this
oonneotion, let kins take a hint, and scorn
to be ao detestably mean et to take ad van
af e of the ignorant end confiding rreedmon,
"We hear that man of the blaok.
thoroughly distrusting their old rr asters,
plaoe all oontidence in the Yankees who
iiave recently eorae among them, and Will
Work for these on almost any term. We
ragret this, far while many of the Yan
kee will Justify that oonfideaoe, ether will
grossly abuse it- New England produce
many of the best speoisaens of the human
racei akd, along with these, (ease of tht
very meanest being that ever too' oa two
lesrs canainr . ranaoious. hVBooritical. ever
ready to kia a Dial with a borrowed keif
and rnske(for other) a soup of the peeliag.
Thit class aooa become too well known et
home 'run out' ai the phrase U when
they wander all over the earth, anuflling,
and swindling, to the injury and sham of
the land that bore them and east them out.
Now. let it be generally presumed by the
irnorant blaok of the south that a Yankee.
btcaut a Yankoe.it necessarily their friend,
and' tms unoican brood wilt orenprrad the
South like locust, etartiag sohools aid
prayer meetiaga at every cross-roads, gajt
tine half of abaadoaed er confiscated alan-
tatieas, and hiring laborer right and left,
outting timber here, trying out tar and
turpentine there, ana growing corn, cotton,
rioe and sugar, whioh they will have aold
et the earliest day and rua away with the
proceeds, leaving the negroes in rag and
feedless with winter just coming on. 'Trust
thyself ' is the very first maxim to be im
pressed on tho ignorant blaok J take ne
man' fair ward aa substantial verities, but
insist oa being paid a yeu go."
An idea may be formed of the magnitude
of the transactions in army clothing during
the war, by reference to the following
figures, gathered from the consolidated re
turns of a single depot. From August
1861, until April 1863, there were issued
to the troops by Capt. Daniel G. Thomas,
Military Storekeeper at Washington eity,
4.4bO,4bl pair stockings or socks ; 2,490
719 pair bootee and boots 2,276,110 pair
trowsers; 798 pairs drawers; 2.268,
741 shirts; 1.088,176 hata and caps; 992,
147 flannel saok coats ; 729,787 woolen
blanket, 466,597 . rubber blankets, and
great coat, eoats, jackets, and other article
One of tba biographers bf Napoleon
speaking of the lost of the English on the
new oi Waterloo, aay ' f ilteen thousand
men killed and wounded, threw half Brit
ain into mourning." Every five months
rum destroy more lives on the field of
these United States, than Napoleon did on
the field of Waterloo, and produoea more
mourning, ana lamentation, end woe and
every eight month he destroys more vic
tims lhan we lost in the war with Mekioo,
it he any body1! ox 1 we are now orenared
to ask, deeply desirous of knowing. Does
any body refuse to keep him in f Does
any body send him forth, in the light of the
sun, or of the moon, of the stars, or of the
lamp, or in the darkness in which no eve
but God's sees, to perpetrate these myriads
of infamous deeds r
And if he be any body's ox, has hi own
er been certified of his charaoler ? Has
any ene who has seen him push with his
horns in time past testified the fact to his
owner f Has his owner ever seen him
push with his own eyes ?
This destructive agent does not do hi
work independent of human permission and
human agency. If nobody sold rum, no
body would buy it t end if nobody bought
it, it wottld not be made ; the poor would
have the grain, and the auear and molasses
out of whioh it is manufactured the ruin
and death of the body and the soul, the suf
fering, end tears, and lamentation, and Woe,
and madness, and idiocy, produced by it all
over our land, would oease.
I approach now the rumselle. and fane
to face, charge upon him the authorship
ana guilt or the evils and woes produced
by rum. It is his the world knows it is.
He lets him out of his barrels, and his
and his deoanters, with his own hands, de
liberately and recklestty, I do not say malic
iously, ana turns mm loose among Ihe men
and women end children of tho community.
Nor can he at thia day, if he ever could,
plead that he has not been duly and repeat'
edly certified of hie dangerous character.
His own observation has done this, end
continues to do it every day, as he opens
ma eyes in 111s grocery or oar-room, or as
he walks the street, or enters the abodes of
drunkenness whioh be is producing, or
helps bury the victim of delirium tremens.
Physicians have done this. In a sinele mib-
lication are now recorded more than 2,000
names of physicians in this country and Eu
rope, some of them amnne the most distin
guished and honored of the profession, tes
tifying that the effects of ardent spirits ha
bitually used by persons in health is un
mixed evil. Facts proclaimed in ten thou
sand newspapers, and ten thousand reDorts.
have certified it.
Death or a Wbiltbt Soothebheb.
A letter from Raleigh, N. Carolina, aaya :
"James C. Johnson, one of the wealthiest
men in the Sonth, died on tho 1 2th ult., al
his house near Edenton, in Ihie State. - He
disinherited all his relatives, because they
left him, and identiied themselves with the
rebel cause. His property, amounting to
many millions of dollars, be left to a few
personal friends. His immense possessions
on the Roanoke river, comprise the richest
lands in the country. At the outbreak of
the rebellion, he told his slaves, numbering
nearly a ihonaaaut, tkl lb wa.- wtulj make
them free, and that they oould remain with
mm or go wnere tney pleased, ne was a
personal friend of Henry Clay, whose in
debtedness, whioh amounted to over $30,
000, Mr. Johnson is said to have canceled
without Mr. Clay's knowledge, wbo was
never able to ascertain who his benefaotor
was. tie was about eighty years er age
when he died, and waa a devoted Union
man up to the day of bis death."
It is a beautiful oustom in seme Oriental
lands to leave untouched the fruits that are
shaken from the tree by the wind, these be
ing regarded as sacred to the poor and the
VICTORIOUS OVER PAIN.
BUM'S ARCTIC LINIMENT.
Agonr or mm I -Slckoeni or
btalth 1 Life or dttttli 1 Then
r (h tjwMtioiM invoWM In the
adoption or rejection of thia npe
eioa bf tlx martyra to titeruaJ
diMtuei and injurivi. Having r
MsMt the lisduremnt of the die
tioBuiihed Mran, the late lr.
KANE, and fta efficacy tested dur
ing two awful Winter Id tbe re
Kona of eternal ice, it ia now eum
g into general wue in every eec
tion of tbe eiviliwd globe, and ila
narreloua eurea are over where
TIIE AFFLICTED REJOICE.
nUKDRETO and TnOCSaKnS
bava tatted Ila virtue., aod ara
rejoicing- In freedom from long
lingeriof FAIN and IHSFASHj
which etber remediea liad failed
to cure. Il.re jou the WUIN
CH1TIS, KELIUIlilA, KIIKU
MaTlSat, KCHOH l. EAR
ACHE or TOOTH-ACUK Are you
ahlioted with 01.11 HOKKS Suf
fering from BrtUIK8, H'JUINS,
COW 3, SOKE tVKi, VUJkUt
THE ARCTIC LINIMENT
will afford joo hutaot relict
g,erj bod U liable U
For thee dreadful aeetdenti the
AHOT1U UN 1J KM aliould be
kept oa hand, for tt affiirda en re
and iinm ediate relief, often aev
tof frtw death. Ever ateanv
boat and railroad tram ebeuld
keep it. Wbo that baa beard the
ebneka of aoguub uttered by the
aided mod Mimed vie lime of
wptcMioM ad eoUuioaa, doea not
feel that eon Mane of relief log
their torture should iwere be
acceufbte f Such due eziatio thia
balm pain coutrolliogagent Ilia
THE MOTHERS' C0.tfP.OI0N.
It etirw CAKES IV TTTE
BBEAHT, PORK Nll'l'J.ta,
nmKMi's, nums.Ao. u-
diea wbo prite a pure akin,
void of pinptee, blotcbea, acurf
ana all AseoloraUniia and ex
cieaeeueea, ehoukl attack
theae treapaaaera on bcauty'e
domain aa toon aa titer appear
ll IM AtlfJlafJ UNINUtX
Ijk. la sa excellent for the Hair,
GOOD FOR MAN AND BEAST.
II la a aorerelrn remedy fhi
tfe -ariooa diaraioa vltlr
wbkh boraee ara aniicted, cur
Ing tbe moat alarming caaeaof
HRl'ISKS, SPRAINS, KrWNO.
HALT. WOUNIIB, SCRATCH
ES, BW1N V, HI' A V IN, KINU
BONE. UlQ.Hk'AD. I'OIJ.
?l EVIIa . No farmer, llier.
f rj? atame aeeper, or an- nerann
IC i -a? Aarnlna aalnakla MAHMfH
houUi to vtuioiit iUia Talua
For sale b all raapeotable Druggfita and nsalera
Prlcaa of tbe IialaiaBt, tt eenta, SO eeata aud SI a bnt
tie. A one-dollar bottle ouotaloa as aiuab liounent as
aigbt tweal Sre-oeut bottles
EXTRAORDINARY ' ' AKNOUIiCEMEVTe
Irenr nrchaasf of a dollar bottle of the ARCTIC I TV
WENT reael-ea, at Dr Bragg 'a aipeoae, tba tMTr.D
8T4TE3 JOURNAL, of Ne York, lor cue year. Tba
Jourual la a larre Ul narrated aaper aaeb ai
tainuig silteen pagea, beautifullv itrlnted on
paper, and ailed wilb oriiriaal Blatter trom tba moot bril.
Uaot writers af tba aauntry. CertiSeate o( eubaoripUoa
and full pertlaulare af tba no-el aod pbiUnUirople an
ternrlae, of wbiak astroSer bru a part, UI aewuipau
saob bottle. '
An AGENT WANTTD In WEHV TOWN and V1IJAGB.
BAAOa all 111 iUtOWKS, et. Loula, Mo.
Nrw Vans Oman. Ko. an BROADWAY.
Commiiahl!itutboldsliri kt addiruid to St. Loula.
FOR TUB RAPID 0HBI OF
Cold. Coughs, tmd
eanrniLB, Miss 10th Dee, IMS. -Da.J.0.Araa:
I do not hfleitate to Ba
the beet remedy I hare arer found for
Oougha, lloaneneaa, Influenza, aud tba
concomitant ijmptomsof a Gold, Is your
ORaaar Pectoral. Its conetant iiee In
my practice aud my family for the laet
ten yeara baa etiown It to poeaees ettpe
rlor Tlrtuea for tbe treatment of these
complaints. BDKN KNIUIIT. M. 1.
A. B. MORTLB V, Esq, of Unci, If. Y, writes I I ruvni
sad yonr Pst-roau myself and In my family arer since
you Invented It, aud belleTe It tba best medicine for Its
purposo ever put out. With a bad cold I should sooner
pay twenty-fire dollars for a bottle tban do without It. or
taka any other renwdj.1
Croup, Whooping Cough, Inflaenrr"
BriMOniu,, Miss., Feb. 7, 186. '
BaOTnni Am: I will cheerfully certify your Psotoeas
Is the best remedy wa poaaeae for the cure of Wwma
Uni-!, Croup, and the cheat diseases of children. We of
your fraternity In the South appreciate your skill, and
commend your medicine to our people.
HIRAM OONKLIN, H. D.
AMOS LRU, Bso,,MoRTaUT, It, writes, 3d Jan., 186 t
I bad a tedious Iufluenaa, which confined me in doom
six weeka; took many medicines withont relief; Anally
tried yonr Psc-oral by the adrlce of our clergyman.
Tbe first dose relieved the soreness In my thro it and
lungs; less than one Lalf the bottle made me completely
well. Your medicines ara the cheapest aa well aa the beat
we can buy, and we esteem yon. Doctor, and your rema
dies, as the poor man's friend.''
Asthma or Phthisic, and Bronchitis.-.
... Wrar MA-cmjiTia, Pa., Feb. i, 1869.
erat Your Oataar Pic-oral la performing marvellous
eurea in this section. It has relieved several from alarm
ing symptoms of consumption, and Is now curing a man
Who has labored Bauer an affection of tile Itmua for tha
last forty yean. HJB.NKY L. BARKS, Merchant.
A. A. RAM8RY, M.D, Aurioa, alqsos Co, lows.'
Writes, Sept. a, 18aa : " During my practice of many years
I have found nothing equal to your Cbrrrt Pictoral for
giving aaaa and relief to oonaumptlva patients, or coring
such aa are curable."
Wa might add volumes of evidence, bat tha moat eoa
Tindng proof of tba virtues of this remedy Is fenad u lat
fleets upon trial. .
Consnmptloa. ' VuF
Probably ns ana remedy has aver baas knows which
eared so many and siKh dangerons cases as this. Soma
no human aid can reach tut even to those the CaaaaT
Psotoral affords relief and oomfort.
Amoa ilouo, Niw Yore Orrr, If arch t, 18oS.
D00TOR Aria, Lowill: I feel It a duty and a pleasure
to Inform yon what your Curst Psotoral has dona for '
my wife. Bbe had been five months laboring under tba
dangerons symptoms of Consumption, from which no aid
we could procure gave her much relief. Bbe waa steadily
falling, until Dr. Strong, of this city, where we have coma '
for advice, recommended a trial of your medicine. We
bleas his kindness, as we do your skill, for she has recov
ered from that day. 8be ia not yet as strong aa she nastt
to be, but Is free from her oougb, and calls herself well, j
te Youil with gratitnde and rPKanL .
OULANDO RUKLBY, or BaaLBTTnu.
OmtmpHva, do not despair till yon have tried Aria's
Cbbrat Pbutoral. It Is made by oneof the best medical
chemists In the world, and its cures all around us beepojif.
the high merits of Ila virtues, itilaaelpAM LtHxr.i.
sna . . . , tf . '"j
Ayer's Cathartic Pills
TUB sciences of Chemistry and Medicine hare ban
taxed their almost to produce this best, most perfect
purgative which Is known to man. Innumerable proofs
are shown that theae Pills have virtues which surpass in
neelleaos tha ordinary medJctnea, and that they win on
nraeedentadly upon tba esteem of all men. They ara safe
and pleasant to take, but powerful to cure. Their pene
trating properties stimulate the vital acti vilioa of the body,
remove tbe obstructions of its organs, purify tbe blood,
and expel disease. Theypurgeout tbefoulhumorswhics
breed and grow distemper, stimulate sluggish or diaoa.
dered organs Into their nat ui-al action, and imparl healthy
tone with strength to tbe whole system. Not only de
they cure the every-day complaints of every body, bat
also fonuioable end dangerous diseases that have bafaed
tba beat of human skill. Whits they produce powerful
effects, they ara at the same time, In diminished doese, the
eatast and beat physic that can be employed for children.
Being siigarooated, they ere pleasant to take; end being
purely vegetable, era free from any risk of harm. Cane
have been made which surpass belief were they sot sub.
etantletsd by men ef suck exalted position and character
aa to Ka-bld the suspicion of untruth. Uany eminent
clergymen and physicians have lent their names to certt
fy to Ihe public tbe reliability of my remedies, while oth.
ere have eent me the easuraooe of their conviction that
my Preparations contribute Immensely to the relief of my
aniicted, suffering fellow-men.
The Agent below named la pleased to ftirnlsh gratia my
American Almanac, containing directions fur their use and
oartlflcates of their corns, of tha following ooinplalnte:-.
Oostlve-iess, Bilious Complaints, Rheumatism, Dropsy,
Heartburn, Headache aiislug noin a foul Stomach, Kau'
eve, Indigestion, Uorbld Inaction oftlis Bowels ana Pain
arising therelrom, Flatulency, Loos of Appetite, all Ulcer,
ous and Cutaneous Diseases which require an evacuent
alediuiae. Scrofula or king's Kvll. Tbvy also, by purify.
Ing the blood and sttmulullng the eyatew, cure many
eomplatute which It would not be euppoeed tbj-y oould
reach, such as Ueafuses, Partial BHudueaa, Neuralgia and
Nervous Irritability, Derangementa of the Liver and Kid
neyo, Oout, aud other kindred complalnta arielug bom a)
low state of the body or obatrocllou of Ita functions.
Do not be put off by nuprlnclpled dealers with some
oth or pill they make more profit on. Ask for Aria's
Pius, end take nothing else. No ether they can give
yon comperes with thia in its Intrinsic value or curative
Powers. The sick waul the best aid there Is for them,
and Ihey should iiavs it.
Frtlpnrijd by Dr. J. C. A1T.lt,
Practical and Analytical Chemist, Lowell, Haas
J-ajcs a)a Cts. raa iojc. Iivs Boxu io $ I.
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Scientists discovered in 1998 that not only is the universe expanding, but it's expanding at a rate that continues to accelerate. Now, using the brightness of a specific type of star and supernova as a guide, they've been able to work out exactly how much faster that expansion happens as the universe grows. Hint — it's very, very fast indeed. Here, a quick guide:
So, how fast is the universe expanding?
The universe is expanding at 73.8 kilometers per second per 3.26 million light years, give or take 2.4 km, according to a study published in the Astrophysical Journal.
The expansion of space means that galaxies are speeding away from us. The farther away they get, the faster they move. So, according to this equation, a galaxy 3.26 million light years away — or one megaparsec — is moving away from us at around 73.8 kilometers per second. A galaxy two megaparsecs away would be travelling twice as quickly, and so on.
What does this tell us?
It's just more proof that the universe is actually expanding, says Phil Plait at Discover. Some theorized that evidence of expansion was merely an illusion caused by our galaxy's location in a giant void. But the precision of this measurement rules out the so-called "void theory." Now we can go back to studying exactly what is making the universe expand.
What do scientists think is expanding the universe?
Dark energy. That's the name scientists have given to the mysterious force that is causing the universe to expand, rather than give in to the gravitational attraction within it. Understanding this "unknown and undetectable repulsive force" is something of a holy grail for astrophysicists, says Alasdair Wilkins at I09.
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en
| 0.951876 | 370 | 3.59375 | 4 |
LOUISIANA IN THE CIVIL WAR
The goal of Louisiana in the Civil War is to provide an online resource of information and links to our great state's involvement in the war. Topics expected to be commonly covered are: Battles fought in Louisiana, battles that Louisianians participated in, unit histories, rosters, uniforms and equipment of Louisiana soldiers, personalities to include not only the leadership of the state and armies but the common soldier, flags and resources to research/read on the state's role in the war.
Louisiana in the Civil War strongly supports the input of the Civil War community. Submissions of stories, information, etc. are welcome and full credit will be given for what we share.____________________________________________
Monday, July 16, 2012
Friday, July 13, 2012
On November 20, 1894, the newspaper Gettysburg Compiler reported that a delegation of Louisiana Confederate veterans had arrived in town to help the Gettysburg National Park Commission locate the positions the Louisiana troops occupied during the battle. The Louisiana veterans were the first state delegation to begin work with the commission. The veterans included Pvt. Eugene H. Levy of the Donaldsonville Artillery; Capt. Andrew J. Hero of the Washington Artillery; Lt. Col. David Zable of the 14th Louisiana; Sgt. Hugh H. Ward of the 7th Louisiana; Corpl. Albert M. Levy of the Louisiana Guard Battery; and Sgt. Maj. C. L. C. Dupuy of the Washington Artillery. The Louisianians worked with John B. Bachelder, who devoted his life to studying and preserving the battlefield, and park commissioner Major William Robbins of the 4th Alabama and commission chairman Brevet Lt. Col. John P. Nicholson of the 28th Pennsylvania.
Sunday, July 8, 2012
Duncan F. Kenner was a member of the Louisiana Constitutional Conventions of 1845 and 1852. He was a planter that founded Ashland Plantation in Ascension Parish. He also had financial investments in six other plantations (Bowdon, Houmas, Hollywood, Hermitage, Fashion, and Roseland). He was also the brother-in-law of Richard Taylor. He served in the 1st and 2nd Confederate Congress as a C.S. Representative from the state of Louisiana until being sent on a secret mission to Britain and France to acquire peace by means of emancipation.
Duncan F. Kenner's obituary in the New York Times, July 4, 1887
Friday, July 6, 2012
An Ordinance Organizing and Establishing Patrols for the Police of Slaves in the Parish of St. Landry (1863)
Interesting and unique piece in regards to slavery in St. Landry Parish.
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| 0.954244 | 567 | 2.625 | 3 |
Would you like to know a little secret about how to simplify an arc flash calculation study? Perform the study backward. Well, not actually backward, it just seems that way.
Performing the study: Arc rating > incident energy
An arc flash calculation study (AFCS) is one method that can be used to determine the level of flame-resistant clothing and personal protective equipment (PPE) that is appropriate for protection from the thermal energy of an arc flash.
At the study's core are incident energy calculations that are performed for each piece of equipment. These results, defined in terms of calories per square centimeter (cal/cm2) are used to select the minimum arc rating of the protective equipment, which is also defined in terms of cal/cm2. The concept is quite simple. The arc rating of the protective equipment must meet or exceed the calculated incident energy.
Although the concept is simple, the actual study process can be quite complicated. Deciding which calculation methods to use, which equipment to include in the study, what data is required, how many operating scenarios to evaluate as well as many other factors can quickly have you second guessing yourself and ultimately make you lose sight of the main objective of the study—to determine the appropriate level of arc flash protection to wear.
Depending on the number of panels, switchboards and other equipment that make up the power distribution system, the study could result in a wide range of incident energy values. This could ultimately lead to the selection of many different protection levels, possibly creating confusion.
Performing the study backward: Incident energy < arc rating
A very popular method used for AFCS is to select a desired minimum protection level first. This initial selection is only preliminary and is based on the arc rating of protective equipment that is considered reasonably comfortable. A common choice in the industry is flame-resistant clothing and PPE with a minimum arc rating of 8 cal/cm2. Whatever desired arc rating is ultimately selected, the results of the AFCS are used to confirm locations where the desired rating is adequate. The study results may also indicate locations where either a higher protection level is required or where further steps are necessary to reduce the incident energy to a level below the desired rating.
To illustrate how simple working backward is, see the table, which lists the results of a sample study. Included is a list of equipment and the calculated incident energy. Since the incident energy is dependent on variables, such as each location’s available short-circuit current as well as the equipment’s protective device operating characteristics, the calculated results of this example vary widely. In this example, they range from 0.9 cal/cm2 to 21.3 cal/cm2.
Instead of selecting many different levels of protection based on each individual incident energy value, it is much easier to simplify the selection process and use a maximum of only two levels of protection.
For this example, the desired minimum protection level was selected using an arc rating of 8 cal/cm2. The study results indicate where this level is appropriate, i.e., which locations have a calculated incident energy equal to or less than 8 cal/cm2. The study also indicates where the protection level requires a higher arc rating.
The results listed in the table indicate that the 8 cal/cm2 protection level is adequate for every location except SWBD-1 and MCC-1. For these two locations, the incident energy is greater than the 8 cal/cm2, so a higher protection level must be used. How much higher? Since the highest calculated incident energy of these two locations is 21.3 cal/cm2, an arc rating of 25 cal/cm2 could be used for both locations.
The final result shows that only two levels of PPE are necessary, and the study confirms which protection level is used at each location.
Although this simplified method appears to have you select the desired minimum protection level first, the best answer will always be to place the equipment in an electrically safe working condition first.
PHILLIPS, founder of www.brainfiller.com and www.ArcFlashForum.com, is an internationally known educator on electrical power systems. His experience includes industrial, commercial and utility systems, and he is a member of the IEEE 1584 Arc Flash Working Group. Reach him at [email protected].
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Signal Detection Theory
The theory of signal detection theory evolved from the development of communications and radar equipment the first half of this century. It migrated to psychology, initially as part of sensation and perception, in the 50's and 60's as an attempt to understand some of the features of human behavior when detecting very faint stimuli that were not being explained by traditional theories of thresholds.
The situation of interest is this:
What makes this different from traditional threshold theories is that the subject makes a decision, a cognitive act, as to whether the signal is present or not. This basic sensory act of determining if a stimulus occurred now is understood to have a cognitive component.
If you want a concrete example, click here.
Now what can happen in this situation. If the signal is present the person can decide that it is present or absent. These outcomes are called hits and misses. If the signal is absent the person can still decide that the signal is either present or absent. These are called false alarms or correct rejections (CR) respectively.
A common way to display these outcomes is below in Table 1.
Where to from here:
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| 0.947017 | 230 | 4.09375 | 4 |
Working With The Animal Totems
Spirit of the CROW: Keeper of the Sacred Law, Guardian of the Left-handed Path, Carrier of Lost Souls Into the Light.
About the CROW family:
Crow's Wisdom Includes:
* Guardian of the place before existence
* Ability to move in space and time
* Honoring ancestors
* Ethics and Ethical behavior
* Carrier of souls from darkness into light
* Working without fear in darkness
* Guidance while working in shadow
* Moves freely in the void
* Understands all things related to ethics
Crows are very vocal birds. They are sly and often deceptive in their actions. Crows have been known to build false nests high in treetops to confuse predators. The height of their nests give them the opportunity to watch everything that is going on around them. Many cultures think of crow as the keeper of knowledge for nothing escapes their keen sight.
Crows travel in groups and make mischief in teams. As one crow explores something new, others will watch closely to see what happens and then learn from it. In this way they seem to always be in council with each other. They often raise a ruckus when hunters are around, warning deer and other birds. Crows recognize possible danger and always post lookouts when feeding---thier most vulnerable time.
Their language is complex and they have a remarkable voice range. Each caw has its own meaning. Sometimes crow warns of impending danger. Other times it signals a time to join in council and make decisions. Listening to crow can teach those with this medicine how to hear the truth of what is being said.
The striking black color of crow represents the color of creation. It is the womb out of which the new is born. Black the color of night gives birth to the light of a new day. Crow is a daytime bird reminding us that magic and creation are present in both. Their ability to shift between the known and unknown world indicates new journeys.
Because crow is adaptable to all environments and will eat almost anything they can survive in almost any situation. Crow is associated with magic, unseen forces and spiritual strength. If crow flies into your life, get out of your familiar nest, look beyond your present range of vision, listen to its caw and act accordingly.
Ancient Lenape Legend ~ Excerpt from a book written by James Alexander Throm called: The Red Heart.
“The Rainbow Crow was beautiful to hear and to see, back in the days when it never got cold, back in the Ancient Days, before Snow Spirit appeared in the World.
When the Snow Spirit did appear, all the people and animals were freezing and a messenger was selected to go up to kijilamuh ka’ong, The Creator Who Creates By Thinking What Will Be. The messenger was to ask The Creator to think of the World as being warm again so that they would not all freeze to death.
Rainbow Crow was chosen to go and he flew upward for three days. He got the Creator’s attention by singing beautifully, but even though he begged the Creator to make it warm again, the Creator said He could not, because He had thought of Cold and He could not unthink it. But He did think of Fire, a thing that could warm the creatures even when it was cold. And so He poked a stick into the Sun until it was burning, and the gave it to Rainbow Crow to carry back to earth for the creatures. The Creator told Rainbow Crow to hurry before it burned all up.
Rainbow Crow dove down and flew as fast as he could go. The burning stick charred all of his beautiful feathers until they were black and since he was carrying the stick in his beak, he breathed the smoke and heat until his voice was hoarse.
And so the Rainbow Crow was black and had an unpleasant cawing voice forever after, but all the creatures honored him, for he had brought Tindeh, fire, for everyone to use.
The Crow is to this day, still honored by hunters and animals, who never kill it for food…and, if you look closely at the Crow’s black feathers you can still see many colors gleaming in the black.”
Crows React to Threats in Human-Like Way
As we know, crows are very intelligent. According to new research being published this week, crows and humans share the ability to recognize faces and associate them with negative, as well as positive, feelings. The way the brain activates during that process is something the two species also appear to share. John Marzluff, University of Washington professor of environmental and forest sciences, is the lead author of a paper on this being published the week of Sept. 10 in the online edition of the Proceedings of the National Academy of Sciences.
Previous research on the neural circuitry of animal behavior has been conducted using well-studied, often domesticated, species like rats, chickens, zebra finches, pigeons and rhesus macaques. This time the study involved wild animals, specifically 12 adult male crows. In this study, the crows were captured by investigators all wearing masks that the researchers referred to as the threatening face. The crows were never treated in a threatening way, but the fact they'd been captured created a negative association with the mask they saw.
For the four weeks they were held in captivity, they were fed by people wearing a mask different from the first, this one called the caring face. The masks were based on actual people's faces and both bore neutral expressions so the associations made by the crows was based on their treatment. Rather than starting off by sedating the crows as is the normal standard procedure to study brain activity, a bew approach was used instead. This approach was developed by the UW and involved injecting a glucose fluid commonly used in brain imaging into the bodies of fully alert crows that then went back to moving freely about their cages.
The fluid flooded to the parts of the crow brains that were most active as they were exposed for about 15 minutes to someone wearing either the threatening or caring mask. Then the birds were sedated and scans made of their brains. After the work was completed all the birds were returned to the wild.
"The regions of the crow brain that work together are not unlike those that work together in mammals, including humans," according to John Marzluff. "These regions were suspected to work in birds but not documented until now. For example it appears that birds have a region of their brain that is analogous to the amygdala of mammals. The amygdala is the region of the vertebrate brain where negative associations are stored as memories."
"Previous work primarily concerned its function in mammals while our work shows that a similar system is at work in birds. Our approach could be used in other animals -- such as lizards and frogs -- to see if the process is similar in those vertebrates as well. This new approach enables researchers to study the visual system of birds and how the brain integrates visual sensation into behavioral action."
Marzluff has suggested that the findings might also offer a way to reduce conflict between birds and endangered species on which they might be feeding as is the case in the Mojave Desert, where ravens prey on endangered desert tortoises or where crows and ravens prey on threatened snowy plovers on the east and western coasts.
"Our studies suggest that we can train these birds to do the right thing," Marzluff said. "By paring a negative experience with eating a tortoise or a plover, the brain of the birds quickly learns the association. To reduce predation in a specific area we could train birds to avoid that area or that particular prey by catching them as they attempt to prey on the rare species."
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Instructor: Dr. Steve Zou, Room G201
To design and evaluate a mine plant (case study) in a given geological, technical, economic and operating environment.
Milestones and Outline:
In order to ensure timely completion of the Mine Plant Design and Valuation, the project has been divided into several sections. The major topics to be covered in each section are outlined in the following. However, they are by no means the full coverage of an individual project. Each student is responsible for the completeness of contents in his/her particular project in consultation with the instructor.
All sections must be completed in time and progress reports submitted as indicated in "Project Reports". Previous courses dealing relevant topics are to be reviewed. However, "Recommended Reference Materials" should be consulted for complete information.
1. Project Preparation
Tasks: to collect necessary information, establish a data base for the project and define the problem to be tackled in the project.
a). Mine project information and data base
general project information: location, accessibility, topography, climate, etc.
ore deposit: orebody (shape and size), major and minor minerals, proven, probable and possible ore reserves and associated grades geological conditions: general geology, rock types, geological structures, mechanical properties of rock and ore, and groundwater condition
economics: metal prices and forecasts, corporate income taxes, royalties, equipment depreciation and mining regulations (may be deferred to Section 8).
b). Problem formulation
Study and analyze the collected data, and define the project for the mining venture. A written project outline should be prepared, which must include: the project title, background, problems to be solved, objectives, scope and methodology.
2. Selection of Mining Method, Mine Planning and Production Scheduling
tasks: to make an overall mine plan and a production schedule.
estimates of minable ore reserves
selection of mining method
location of surface plant (also consult Section 5)
production scale and rate (annual & daily tonnage)
short, medium and long term plans for removal of ores and wastes
selection of operating schedule (hours/shift, shifts/day and days/year)
3. Mine Design
Tasks: to design an underground mine or a surface mine as appropriate to your case.
a). Underground mine design
major development: shafts / slopes / adits, main levels, main ramps, etc.
minor development: raises/winzes, declines, sublevel, cross-cuts, stope
mine maps: plans and sections
design of ventilation networks
design of drainage system
In all stages, due consideration must be given to the stability of all mine openings and the working environment.
b). Surface Mine Design
major development: haulage routes, overburden removal (short and long term plan)
minor development: box cut, in-pit ramps and declines, berms pit design
and optimization (pit layout and slopes)
mine maps: plans and sections
bench design and bench slope stability
design of waste dump sites and drainage system
slope stability monitoring.
4. Selection of Mining Equipment
tasks: to select proper equipment for mining operation
development and production equipment: selection (type and number) and
acquisition of equipment based on production targets, preventive
maintenance program, inventory of spare parts
ventilation and compressed air equipment: main and auxiliary fans,
compressors and accessories
drainage equipment: pumps and pipelines, etc.
5. Surface Plant Design
tasks: to layout surface facilities and select a mineral processing technique.
a). Layout of surface plant
mine infrastructure: power and water supply, communication and
transportation systems, etc.
mine engineering: mine planning, survey, geology and ground control, etc.
mine services: mechanical and electrical workshops, warehouses, etc.
mineral processing plant mine administration
other facilities: accommodation, commuting, recreation, etc.
b). Mineral processing facilities
selection of mineral processing technique
design of a flow chart for the operation.
6. Mine Management
tasks: to set up a management system for the mining venture and provide
skilled and unskilled labour force
7. Environmental Issues
tasks: to deal with relevant environment issues.
waste management: tailings ponds and waste dumps
environment protection and remediation plans
surface reclamation plans
8. Mine Evaluation --- Economic Analysis of the Mine Venture
tasks: to conduct economic analysis of the venture and evaluate the profitability
capital and operating cost estimates including mine taxation
revenue estimates based on metal price forecasts and mine production
base case cash flow modelling and analysis of results
risk and uncertainty analyses --- random input variables and associated
probability density functions, experimental design
conclusions (profitable?) and recommendations (go or no go?).
AutoCAD, Excel, @RISK/PCDEP simulation packages
Final written report70%
This project requires several progress reports and a final report as scheduled in the following. In order to ensure that the project will be completed in time, all relevant project activities should be completed as scheduled and a progress report must be submitted by the due dates before 4:30pm. All progress reports must have sufficient technical contents to demonstrate that adequate work is done.
Late submission will be subject to a penalty after the respective due dates: 0.5% of the final grade per day for the progress reports and 1% for the final report up to the maximum percentage assigned above. This penalty also applies to the corrected final report up to the maximum
Report Format (see hard copy)
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| 0.87836 | 1,159 | 3.203125 | 3 |
Before 1700's, travel occurred by foot or by horseback. Most areas had poor roads or lacked roads. After 1750, roads improved in England. Privately owned roads known as turnpikes were started.
Travelers paid a toll for passage, and the funds were used for the upkeep of the roads: clearing of downed trees, livestock, patching ruts, etc. In 1784, the Post Office began carry the Royal Mail by coach which added additional pressure for the good upkeep and maintenance of roads.
By 1804, the continued improvements in roads and better carriage design allowed for carriages to be pulled by thoroughbreds and reach speeds of 8 to 10 miles per hour. By 1815, road construction now included raising the earth and proper drainage. The Macadamization of roads, the standardization of road construction, started at this time. This included consistent stone coverage for the last layer for even and consistent road thickness. The final layer of rock had to be made of uniform stones no wider that 2 inches in diameter. The road thickness had to average 15 inches.
With improved roads, travel to from London to the country or to varies counties could be done in style.
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A peer-to-peer (P2P) network is a communications model in which each computing device on the network can function as either a server or a client.
By submitting your email address, you agree to receive emails regarding relevant topic offers from TechTarget and its partners. You can withdraw your consent at any time. Contact TechTarget at 275 Grove Street, Newton, MA.
In a P2P network, computing devices use software to connect with each other over a private network, such as a home local area network (LAN) or a public network, such as the Internet. This direct connection allows each device to share files without requiring the assistance of a remote server. The device that supplies the file plays the role of the server and the device that requests the file plays the role of the client. The roles simply reverse when necessary.
See also: ad hoc network
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| 0.942486 | 178 | 3.09375 | 3 |
Paris, 14 septembre 2012
It was in the first half of the twentieth century that the painting, 'Flowers in a Blue Vase', which had been acquired by the Kröller-Müller Museum in Otterlo (Netherlands), was covered with a supposedly protective varnish, like many other paintings by van Gogh, who did not usually varnish his works. Conservation treatment in 2009, revealed the presence of a highly unusual opaque grey crust on the parts of the picture that had been painted with cadmium yellow.
The cadmium yellow (cadmium sulfide, CdS) used by van Gogh was a relatively new pigment, which is now known to oxidize to cadmium sulfate (CdSO4) in air, losing color and brightness. However, the pigments in this painting were covered with an unusual dark, cracked crust instead of the expected transparent oxidized layer.
To identify the degradation process, the museum took two microscopic paint samples from the original artwork, each of which was just a fraction of a millimeter. The scientists studied them with extremely powerful X-ray and infrared beams at ESRF and DESY, which enabled them to analyze their chemical composition and internal structure at the paint-varnish interface. Much to their surprise, they did not find the crystalline cadmium sulfate compounds that should have formed during the oxidation process. Instead, they found anglesite (PbSO4), an opaque compound which was found practically everywhere in the varnish, formed by the reaction of sulfate-type anions with lead ions that probably came from a dryer, or siccative, added to the varnish. At the varnish-paint interface, cadmium ions (coming from the pigment cadmium yellow) combined with degradation products from the varnish itself, forming a layer of cadmium oxalate. It is the cadmium oxalate (CdC2O4), together with the anglesite, that accounts for the opaque, orange-grey crust disfiguring certain parts of the painting at the macroscopic scale.
This work sheds light on the effect that certain varnishes applied subsequently can have on the pigments of the painting and on its current appearance. Many of van Gogh's paintings from the French period were inappropriately varnished, and removing the layers of non-original varnish is bound to have an effect on the painting's original material. This work should help curators to make choices with regard to such complex cleaning treatment. The scientists will now study the effect of conservation conditions inside the museum as well as that of air pollution on cadmium yellow and other sulfide-based pigments used by painters, which affect the life span of paintings.
Combined use of synchrotron radiation-based μ-XRF, μ-XRD, μ-XANES and μ-FTIR reveals an alternative degradation pathway of the pigment cadmium yellow (CdS) in a painting by Van Gogh. Geert Van der Snickt, Koen H. Janssens, Joris Dik, Wout De Nolf, Frederik Vanmeert, Jacub Jaroszewicz, Marine Cotte, Gerald Falkenberg, and Luuk Van der Loeff Anal. Chem., Just Accepted Manuscript • DOI: 10.1021/ac3015627 • Publication Date (Web): 30 Aug 2012. Downloaded from View web site on August 31, 2012
Latest press releases
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Two of the most stirring images of the papacy of Pope Francis center on a person with a disability. In the first, featured on the cover of America (4/29/13), the pope embraces young Dominic Gondreau, a boy with cerebral palsy. In the second Pope Francis is shown kissing a man disfigured by severe tumors. Pope Francis’ outreach to these two individuals impressed observers as both heartwarming and just. With simple gestures of compassion, he extended to them the love they deserve as human beings made in God’s image and likeness.
As is often true with Pope Francis, his actions demand a response from us. How do we minister to people with disabilities in our own lives, whether the person is a wheelchair-bound relative or a homeless veteran with a missing limb? On a societal level, how do we treat people with disabilities? Do we provide them with the tools and services they need to live a healthy and productive life? Or are they left, as they have been for so much of human history, on the margins of society, isolated at home or forced to beg for money on the street? These questions are especially important for Catholics in the United States as we recommit ourselves to the defense of life this month at the annual March for Life. They are also pressing questions for leaders in Washington, who have thus far failed to ratify the U.N. Convention on the Rights of Persons With Disabilities.
The U.N. convention is an international treaty that seeks to ensure a basic level of human rights for disabled persons throughout the world. It is part of a welcome campaign to shine a light on the plight of the disabled in countries that fail to provide them with the infrastructure and social services they need to thrive. When the United Nations set out to address global poverty through the Millennium Development Goals, persons with disabilities were not mentioned. The United Nations is now seeking to address that gap by including disability rights in all its discussions on poverty.
People with disabilities constitute a disproportionately large number of the world’s poor. The United Nations estimates that two billion people worldwide suffer from some sort of physical or mental disability. In developing countries, 90 percent of disabled children do not attend school, and as many as one of every three street children is disabled. Persons with disabilities also face high levels of unemployment. Simple innovations we have come to take for granted in the United States, like elevators, ramps and designated parking spaces, can radically improve the prospects of the disabled in the developing world.
Here is where the moral leadership of the United States can do much good. Like Britain and other countries in the West, the United States has codified protections for people with disabilities. But the campaign for the basic human rights of the disabled did not end with the adoption of the Americans With Disabilities Act in 1990. By declining to ratify the U.N. convention, Congress has declined to support the extension of disability rights to individuals worldwide. Legislators should rectify that wrong by bringing up the matter again for a vote.
The challenges facing the disabled merit special attention during the March for Life. In some industrialized countries, including the United States, prenatal screening leads to the abortion of an estimated 60 percent to 90 percent of children with Down syndrome or other genetic anomalies. Sadly, this aspect of disability rights is not mentioned in the U.N. literature. The rights of the disabled must be defended from the very first moment of existence. A natural extension of pro-life advocacy would include the promotion of services for individuals with disabilities and their families.
Church communities should also undergo a process of self-examination. Too many Catholic schools and churches do not have adequate resources for people with disabilities. Elevators, song books in Braille, better sound systems for the hearing impaired, sign language interpreters—developments like these would send a strong signal that all are welcome in our church communities. These are not inexpensive measures, to be sure, but a commitment to the flourishing of every individual will require some financial sacrifice. The National Catholic Partnership on Disability is an excellent resource for groups looking to offer these services in a sustainable way.
By reaching out to people with disabilities, Pope Francis follows in the footsteps of Jesus, who was a special friend to the blind, the lame and the deaf. The disabled, like the poor, have always been with us. The disability rights movement of the last 50 years has been a journey of liberation, one that began in the West but must continue in the developing world. For millennia individuals with disabilities lived in the shadows. As Pope Francis reminds us, it is our responsibility to welcome them into the light.
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This book is the first to bring together essential information on the application of ozone in food processing, providing an insight into the current state-of-the-art and reviewing established and emerging applications in food processing, preservation and waste management.
The chemical and physical properties of ozone are described, along with its microbial inactivation mechanisms. The various methods of ozone production are compared, including their economic and technical aspects. Several chapters are dedicated to the major food processing applications: fruit and vegetables, grains, meat, seafood and food hydrocolloids, and the effects on nutritional and quality parameters will be reviewed throughout. Further chapters examine the role of ozone in water treatment, in food waste treatment and in deactivating pesticide residues. The international regulatory and legislative picture is addressed, as are the health and safety implications of ozone processing and possible future trends.
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PHILADELPHIA, March 10 (UPI) -- The bodies of five of 57 Irish immigrant railroad workers buried in a mass grave in Philadelphia for 180 years have been given Catholic burials, officials said.
The 57 employees of railroad man Phillip Duffy stepped off the boat from Ireland in June 1832. Most of them died in a cholera epidemic in about eight weeks and researchers say some may have been killed in acts of anti-Irish violence.
Their bodies were secretly dumped in a mass grave that was excavated in an investigation called Duffy's Cut, which began in 2002.
The remains of five of those workers were laid to rest in pine coffins and given a Catholic funeral service at West Laurel Hill Cemetery, attended by more than 500 people, The Philadelphia Inquirer reported.
Only five were included in the ceremony because the rest of the remains were too close to railroad tracks to be disturbed, researchers said.
William Watson, chairman of the history department at Immaculata University, led the project with his brother, the Rev. Frank Watson.
"It's absolutely a fulfillment of a dream that we had for the duration of this project to see that justice was done for these men and women," Watson said.
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Catecholamine Blood Test
Catecholamines is a general term for several hormones that naturally occur in your body, mainly dopamine, norepinephrine, and epinephrine. Your body produces more catecholamines during times of stress. They make your heart beat faster, your blood pressure rise, and in general prepare your body to respond to stress.
What Does the Catecholamine Blood Test Do?
The catecholamine blood test determines whether the level of catecholamines in your blood is too high.
Why Has My Doctor Ordered a Catecholamine Blood Test?
Most likely, your doctor has ordered a catecholamine blood test because he or she is concerned that you might have a pheochromocytoma. This is a tumor that grows on your adrenal gland, where catecholamines are released. Most pheochromocytomas are benign, but it is important to have them removed so they do not interfere with regular adrenal function.
Your Child and the Catecholamine Blood Test
Your child’s doctor may order a catecholamine blood test for your child if he or she is concerned your child has neuroblastoma, a common childhood cancer. According to the National Cancer Institute (NCI), two-thirds of cancers in children below the age of five are neuroblastomas. (NCI). The sooner a child is diagnosed with neuroblastoma and begins treatment, the better his or her chances of beating the disease. According to the Ped-Onc Resource Center, 90 percent of children under the age of 1 who are diagnosed with neuroblastoma will survive (Ped-Onc, 2011).
What Symptoms Would Make My Doctor Order a Catecholamine Blood Test?
The symptoms of a pheochromocytoma are:
- high blood pressure (although not everyone with high blood pressure has a pheochromocytoma)
- rapid heartbeat
- unusually hard heartbeat
- heavy sweating
- weight loss
- severe headaches off and on for an extended period
- pale skin
- unexplained weight loss
You might also feel unusually frightened for no reason, or feel strong, unexplained anxiety.
The symptoms of neuroblastoma are:
- painless lumps of tissue under the skin
- abdominal pain
- chest pain
- back pain
- bone pain
- swelling in the legs
- high blood pressure
- rapid heartbeat
- bulging eyeballs
- dark areas around the eyes
- any changes to the shape or size of eyes, including changes to the size of pupils
- unexplained weight loss
What Are the Possible Outcomes?
Because catecholamines are related to stress—even small amounts of stress—the level of catecholamines in your body changes based on whether you’re standing, sitting, or lying down (supine).
The Mayo Clinic Medical Laboratories list the normal, adult levels of catecholamines as:
- Norepinephrine: supine: 70 to 750 pg/mL; standing: 200 to 1,700 pg/mL
- Epinephrine: supine: undetectable to 110 pg/mL; standing: undetectable to 140 pg/mL
- Dopamine: less than 30 pg/mL (no postural change) (Mayo Clinic)
Children’s levels of catecholamines vary dramatically and change, in some cases, by the month, because of their rapid growth. Your child’s doctor will know what the healthy level is for your child.
High levels of catecholamines in adults or children can indicate the presence of neuroblastoma or a pheochromocytoma. Further testing will be needed.
How Do I Prepare for a Catecholamine Blood Test?
Your doctor may tell you not to eat or drink anything for six to 12 hours before the test. Follow your doctor’s orders carefully. Your test results could be incorrect if you don’t.
What Might Interfere With Readable Test Results?
There are a number of common medications, foods, and beverages that can interfere with catecholamine blood test results. Coffee, tea, and chocolate are examples of things you might have recently consumed that make your catecholamine levels rise. Over-the-counter medications like allergy medicine could also interfere with the reading. Your doctor should give you a list of things to avoid before your test. Make sure to tell your doctor all the medicines you are taking, both prescription and over-the-counter.
Since catecholamine levels in blood are affected by even small amounts of stress, some people’s levels may rise because they are nervous about having a blood test.
Breastfeeding mothers also need to check with their doctor about their intake before their child’s catecholamine blood test, since catecholamines pass from mother to child through breast milk.
What Happens in the Test?
A small sample of blood is taken from your veins. You will probably be asked to remain quietly seated or to lie down for as long as half an hour before your test.
The person assisting your doctor will tie a tourniquet around your upper arm and look for a vein large enough to insert a small needle in. When they’ve located the vein, they will clean the area around it to make sure no germs are introduced into your bloodstream. Next, they will insert a needle connected to a small vial into which some of your blood will collect. This could sting a little. The collected blood is sent to a diagnostic lab for accurate reading.
Sometimes, the person taking your blood sample will access one of the veins on the back of your hand instead of inside your elbow.
What Are the Next Steps?
Your test results should be ready in a couple of days. Your doctor will read them and discuss likely next steps.
The catecholamine blood test is not a definitive test for a pheochromocytoma, neuroblastoma, or any other condition, but it does help your doctor narrow down the list of ailments that could be causing your symptoms. More testing will need to be done, including possibly a catecholamine urine test.
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| 0.920066 | 1,300 | 3.15625 | 3 |
A common lament among wildlife watchers is a lack of wild public land to observe and photograph birds and other wildlife. Back yards sustain many of us most of the time, but occasionally we long to see first-hand uncountable flocks of waterfowl, herds of bison, or prairie birds that exist on unbroken expanses of native grasslands.
Fortunately, there exists across this country a vast network of protected habitats, where wildlife and people intersect. It is the ultimate wild back yard. The National Wildlife Refuge System celebrates a century of conservation this month, and I fear the Refuge System is one of the government's' best kept secrets. It includes more than 540 refuges on 95 million acres of federal land -- "your land, my land, from California to the New York island," to paraphrase Woody Guthrie.
First one in Fla.
The first refuge, Pelican Island, was established on March 14, 1903, by then-President Theodore Roosevelt. It was a mere five acres of mangrove thickets off the east coast of Florida. Its creation symbolized the national outrage at the indiscriminate slaughter of herons, egrets, spoonbills and pelicans for the millinery trade. At the time, feathers of these birds were in demand to decorate women's hats.
Roosevelt went on to establish 51 more federal bird reserves and four national game preserves, the seeds which bloomed into the present National Wildlife Refuge System.
National Wildlife Refuges provide unparalleled outdoor activities -- including fishing, hunting, environmental education, wildlife observation and photography -- making them special places for all Americans to connect with nature. Many refuges also offer opportunities for nature hikes, birding tours and wildlife drives. According to the U.S. Fish & amp; Wildlife Service, which administers the refuge system, more than 35 million people visit National Wildlife Refuges annually.
In every state
"The U.S. Fish & amp; Wildlife Service is using the centennial of the Refuge System to put the welcome mat out to every American. There is a wildlife refuge in every state and one within an hour's drive of most cities," said Steve Williams, Director of the Fish and Wildlife Service. "Wildlife refuges are unique because we have struck a balance between the needs of wildlife and people. Wildlife refuges offer unprecedented opportunities for wildlife observation, school education programs, and fishing and hunting."
For example, traveling wildlife watchers will find the John Heinz National Wildlife Refuge adjacent to Philadelphia International Airport. It seems an unlikely home to Pennsylvania's largest remaining freshwater tidal wetland and breeding birds that include least bitterns, marsh wrens, and several species of rails.
At the other extreme are remote sites, such as the rolling grasslands on the J. Clark Salyer National Wildlife Refuge in north-central North Dakota, the only place I've ever seen Baird's and LeConte's sparrows.
My most memorable moments at National Wildlife Refuges, though, are a bit more dramatic than fleeting glimpses of two nondescript native sparrows.
In Alaska I spent two hours watching brown bears catch and filet salmon on the Kodiak National Wildlife Refuge. In Michigan, tens of thousands of ducks and geese darkened the autumn sky at the Shiawassee National Wildlife Refuge. And as a college student, on my first adventure trip far from home, I kayaked among alligators in Georgia's Okefenokee National Wildlife Refuge. Maybe someday I'll get to see the vast herds of caribou that inhabit America's last unspoiled wilderness, the Arctic National Wildlife Refuge.
Funding from stamps
The National Wildlife Refuge System is one of America's great treasures. It is funded in part by sales of "migratory bird hunting stamps," more popularly known as "duck stamps." In addition to providing funding for the refuge system (98 percent of the $15 cost of a duck stamp goes toward buying more wetland habitat), a current duck stamp also serves as a free pass to any refuge that charges an admission fee. Duck stamps are available at post offices and many outdoor stores.
If you've never visited a wildlife refuge, plan a trip this year. You won't regret it. For more information about the National Wildlife Refuge System, visit www.fws.gov.
NOVA's "Deep Sea Invasion" (April 1, 8 p.m.) investigates the consequences of unleashing an invasive exotic plant, and Scientific American Frontiers examines animal communication in "Calls of the Wild" on (April 1, 9 p.m.). Dates and times may vary locally.
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| 0.924782 | 958 | 3.0625 | 3 |
(CNSNews.com) – In her ruling yesterday that Virginia’s ban against gay marriage was unconstitutional, U.S. District Judge Arenda L. Wright Allen confused language from the Declaration of Independence and the Constitution, an error that was quoted in a New York Times story but not corrected by the “newspaper of record," and also was repeated by NBC News and not corrected.
In the first paragraph of her Feb. 13 ruling for the Eastern District of Virginia, Judge Allen wrote, “Our Constitution declares that ‘all men’ are created equal. Surely this means all of us.” (See edva-ssm-opinion.pdf)
However, the Constitution does not say that; in fact, the words “all men” do not appear as a phrase in the Constitution at all.
The second paragraph in the Declaration of Independence states, “We hold these truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.”
In his Feb. 14 story for the New York Times, reporter Erick Eckholm wrote: “A federal judge on Thursday evening declared that Virginia's ban on same-sex marriage was unconstitutional, in the strongest legal reversal yet of restrictive marriage amendments that exist throughout the South."
The Times continued, '''Our Constitution declares that 'all men' are created equal,''' wrote Judge Arenda L. Wright Allen of United States District Court for the Eastern District of Virginia, in Norfolk. ‘Surely this means all of us.’”
The New York Times article did not correct the judge’s misquotation or explain from where the phrase “all men are created equal” originated.
In a report late on Feb. 13, NBC News reporter Miranda Leitsinger also quoted Judge Allen's statement -- "Our Constitution declares that 'all men' are created equal" -- without correction.
The Declaration of Independence was adopted by the Second Continental Congress on July 4, 1776. The U.S. Constitution was adopted on Sept. 17, 1787 by the Constitutional Convention in Philadelphia, Penn. (See Declaration and Constitution.pdf)
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On the evening of Sunday, June 22, 2003, severe storms pounded southern Nebraska and northern Kansas with about a foot (30 cm) of rain, large hailstones, and at least seven tornadoes. The image above shows the tops of the thunderheads—with their characteristic “anvil clouds” extending eastward—at 7:15 p.m. central time.
The image above and accompanying animation were produced using NOAA Geostationary Operational Environmental Satellite (GOES) data. Shortly before this image was acquired, four tornadoes touched down around Deshler, Nebraska—a town of about 900 people located 75 miles (120 km) southwest of Lincoln. The twisters damaged or destroyed at least 100 homes and 25 businesses, according to local news reports.
Images courtesy NASA GOES Project Science Office. Animations by Robert Simmon.
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"The British and French guarantees to Poland were among the gravest diplomatic mistakes (and among the most dishonourable false promises) ever made by either country," writes Peter Hitchens — The History Boys. "I think Patrick Buchanan's 'Churchill, Hitler and the Unnecessary War' ... shows beyond doubt that the conventional narrative of World War Two is simply unsustainable in the light of modern knowledge," he later says. "Its poor reception arose partly out of the fact that, like all courageous history, it upset so many academic and political vested interests."
"When Roosevelt heard of the attack, he was surprised, but several witnesses reported that he actually seemed relieved at the news – at least until he learned the extent of the disaster," Bettina Bien Greaves says of Pearl Harbor, which launched "a war the president had secretly pursued while publicly promising to avoid" — Japan's Gift to FDR. "The Japanese attack on Pearl Harbor made war inevitable," she writes. "But the attack was not Roosevelt's reason for going to war. It was his excuse."
Eric Margolis visits "[w]here, in February, 1945, US President Franklin Roosevelt, Britain’s Winston Churchill, and Soviet ruler Josef Stalin met to decide postwar Europe’s future" — Yalta: The Great Betrayal. "In modern history’s greatest betrayal, the Allied war leaders handed half of Europe to Soviet rule, betraying tens of millions of its people to the gulag, dictatorship, and confiscation of all their property."
Labels: Albion, America the Beautiful, Conspiracy Analysis, Deutschland, Nippon, Polonia, The Eldest Daughter of the Church, War and Rumors of War
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Open Edition Hardcover Book
Book Size: 9 X 12 in.
32 Pages of Art and Text by Bev Doolittle and Elise Maclay
Native Americans knew how to "read" the wild and felt privileged to learn from their wilderness relatives. Plants, trees, animals, birds, reptiles and amphibians all have secrets to tell; it takes only paying attention and a little knowledge and you, too, can begin to create the story that explains the disappearing snowshoe hare tracks, or how the fawn got its spots, or why Native Americans always associated the bear with healing and medicine. Bev Doolittle's famously intricate drybrush watercolors show young viewers detailed and accurate wildlife in their habitats, including the frog's world at the edge of a pond and the sweeping vista of the mountain goat's home. Reading the Wild helps children begin a lifelong journey of wonder and respect for the wild around us. .
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| 0.923932 | 190 | 3.15625 | 3 |
This area has been inhabited since prehistoric times, and the
Nord-Pas de Calais region has always been one of the most strategic and hence one of the
most fought-over regions of France.
French President Charles de Gaulle, who was born in Lille, called the region a "fatal
avenue" through which invading armies repeatedly passed.
It was conquered in turn by the Celtic Belgae, the Romans, the barbarian Franks and the
Alamanni. It was bitterly contested by England, France and Burgundy in the Hundred
Years' War before finally becoming part of the Kingdom of France in the 15th century.
It was annexed to the Spanish Netherlands in 1598, having been offered as part of a
wedding dowry. The region was re-annexed to France in the 17th century, though not
without considerable opposition on the part of the (mostly Flemish) population. And
it was divided into its present two departements following the French Revolution of 1789.
During the 19th century the region underwent major industrialisation and became one of the
leading industrial regions of France, second
only to Alsace-Lorraine.
Nord-Pas de Calais was barely touched by the
Franco-Prussian War of 1870 and in fact, the war actually helped it to cement its leading
role in French industry due to the loss of Alsace-Lorraine to Germany.
However, it suffered catastrophic damage in the two World Wars of the 20th century.
In the First World War much of the region was occupied by Germany and many of its towns
and hundreds of square miles of land were wrecked in four years of trench warfare, with
the region suffering more damage than any other part of France.
Germany occupied it again in the Second World War and used the region as a launching base
for attacks on England by the Luftwaffe. Heavy Allied bombing and fighting on the
ground again devastated many of the region's towns.
Although most of the region was liberated in September 1944, Dunkirk was not liberated
until 9 May 1945 making it the last French town to be freed from German occupation.
The region's conflicted history is memorialised in numerous war cemeteries and memorials,
such as the Vimy Memorial.
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| 0.974266 | 484 | 3.390625 | 3 |
The main goal of this paper is to present thorough investigations for the metallic nanoshelled structures with rigorous electromagnetic analysis. Two metallic nanoshelled structures are investigated; namely, single nano-shelled cylinder, and nano-shelled photonic crystals. A rigorous Maxwell’s equations solver is used to get insights into the optical properties of the structures. Our numerical simulations show that it is difficult to shift the plasmon resonance to long wavelength (e.g. towards ten micrometers) in such a structure. Flat bands are found in the metallic nanoshelled photonic crystals when the lattice constants are much smaller than the operating wavelength. This would become interesting especially for realizing ultra-compact slow wave structures such as plasmonic devices with low group velocity. Several applications using nano-shelled particles as sensors, as substrates for surface enhanced Raman spectroscopy are also discussed in the paper.
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| 0.928549 | 190 | 2.53125 | 3 |
Socialism achieved by the moral persuasion of capitalists to surrender the means of production peacefully to the people. It was advocated by Johann Fichte and Robert Owen among others.
Oraciones de ejemplo
- He later described his ideas at the time as a ‘curious mixture ‘of Western liberalism, democratic reformism, and utopian socialism or anarchism.’
- The movement established some links with reforms such as feminism and utopian socialism.
- His utopian socialism had a lasting impact on radical politics in that colony and even beyond its borders.
For editors and proofreaders
Saltos de línea: uto|pian so¦cial|ism
Definición de utopian socialism en:
¿Qué te llama la atención de esta palabra o frase?
Los comentarios que no respeten nuestras Normas comunitarias podrían ser moderados o eliminados.
Muy popular en Reino Unido
Muy popular en Australia
= de moda
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| 0.660699 | 225 | 3.125 | 3 |
For the first time, scientists have described not only the identities and quantities of fat species in a living mammalian cell in this case, a mouse macrophage or white blood cell but they also report how these lipids react and change over time to a bacterial stimulus triggering the cell's immune response.
Writing in the December 17 issue of the Journal of Biological Chemistry, lead author Edward A. Dennis, PhD, distinguished professor of pharmacology, chemistry and biochemistry at the University of California San Diego School of Medicine, said the work culminates more than seven years of effort by scientists in LIPID MAPS, a national consortium of 12 research laboratories at nine "core" universities, medical research institutes and life sciences companies collaborating to study the structure and function of lipids. UC San Diego serves as lead institution and information clearinghouse. Dennis is principal investigator.
"This paper is the essence of what we originally proposed," said Dennis. "This is our big, initial study, though we've published many other papers and have more in the pipeline." All nine core facilities in LIPID MAPS participated in the study.
Until relatively recently, lipid research has not received the same degree of attention as, say, genes or proteins. But fats are indisputably crucial to cell operations and overall health. Lipids represent major structural and metabolic components of cells and perform essential functions, such as membrane construction, energy production and intracellular communications.
"They're also a key in virtually all diseases," said Dennis. "Any condition involving inflammation involves lipids. It's hard to think of a disease, including cancer, in which lipids don't play some role."
Likewise for the subject of the research: the mouse macrophage.
"It would have been simpler to do this with yeast or bacteria," said Dennis, "but the macrophage is found in every kind of mammalian tissue (under different names). It's a major player in the immune system."
Moreover, scientists were able to study natural macrophages obtained from a live, well-established mouse model, rather than relying upon cultured cells. The model could also be genetically modified to test various hypotheses.
Previous studies have produced increasingly expansive and detailed "parts lists" of lipids. In October, for example, Dennis and colleagues published a paper that identified and quantified almost 600 distinct fat species circulating in human blood.
The new paper goes further. It chronicles the activity of more than 400 fat species in a macrophage after exposure to an endotoxin a molecule found on the surfaces of bacteria that is recognized by macrophages and which triggers the cell's infection-fighting functions.
Each hour for 24 consecutive hours, scientists measured minuscule increases or decreases of targeted lipids, an indication of greater or lesser activity.
"The result is a temporal model of infection at the level of a single cell," said Dennis.
Similar experiments were conducted with macrophages exposed to a statin (a popular class of cholesterol-lowering drugs) and with macrophages simultaneously exposed to both an endotoxin and a statin.
"We chose to use a statin because we know it blocks production of cholesterol (a type of lipid), but statins also produce some anti-inflammatory effects. We wanted to see what else happens. And in fact, we saw some unexpected changes in certain metabolites."
Metabolites are the players and products of metabolism the set of chemical reactions in cells that produce and sustain life.
Dennis said the findings lay the foundation for on-going and future projects to eventually produce a human "lipidome," a complete inventory of all fat species in the human body and how they work together.
"We only have three more years of the LIPID MAPS project," Dennis said. "But this is really just the beginning."
|Contact: Scott LaFee|
University of California - San Diego
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| 0.949785 | 800 | 3.125 | 3 |
Students will learn the chronology of ethnic conflicts that were sparked by political disintegration of the Soviet Union. They will read texts, documents and watch documentaries on the subject. They will examine the history of migration patterns that evolved as a result of ethnic conflicts, learn the impact of social and political chaos of political and economic systems’ disintegration on public health and education in the region. The language goals of the course will be to achieve familiarity with the vocabulary of the theme as well as further develop speaking and writing related to topics of politics, migration, religion and public health.
- Language & Intercultural Study
- Transltn, Interpret & Lang Edu
- Requirements Fulfilled:
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| 0.933998 | 139 | 2.921875 | 3 |
Spoons have been used as eating utensils since Paleolithic times. It is most likely that prehistoric peoples used shells or chips of wood as spoons. In fact, both the Greek and Latin words for spoon are derived from cochlea, meaning a spiral-shaped snail shell. This suggests that shells were commonly used as spoons in Southern Europe. Additionally, the Anglo-Saxon word spon, meaning a chip or splinter of wood, points toward widespread use of this material for Northern European spoons. In addition to shell and wood, spoons have also been made from metals (such as gold, silver, and pewter), ivory, bone, horn, pottery, porcelain, and crystal. The spoons above consist of a variety of materials.
In the 1st Century CE, the Romans designed two types of spoons, similar in style to the spoons below, that ultimately had far-reaching influence. The first, a ligula, was used for soups and soft foods. It had a pointed oval bowl and a handle ending in a decorative design. The second style of spoon was called a cochleare, and it was a small spoon with a round bowl and a pointed, slender handle for eating shellfish and eggs. The earliest English spoons were likely modeled after these two types of spoons due to the Roman occupation of Britain from 43 to 410 CE.
During the Middle Ages, spoons, generally made of wood or horn were supplied by dinner hosts. Royalty often had spoons made of gold, and other wealthy families generally had silver spoons. However, beginning around the 14th Century, spoons made of tinned iron, brass, pewter, and other metals, as illustrated by the spoons below, became common. The use of pewter especially made spoons more affordable for the general populace.
CAS 0389-1531: Indian spoon of bronze (left)
CAS 0389-2036: European spoon of silver (center)
CAS 0389-1750: Persian spoon of bronze (right)
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| 0.98026 | 439 | 3.4375 | 3 |
Yesterday, I wrote about a new study that indicates that free-floating planets in the Milky Way may outnumber planets orbiting stars, and even be more numerous than stars themselves. It’s an amazing result! The most likely scenario is that these planets formed in solar systems similar to ours, but got ejected due to gravitational interactions with other planets in the system. These planets get literally tossed out into space, wandering the galaxy forever*.
This made me wonder: if these numbers are correct, how likely is it that such a rogue planet might actually be close by on a cosmic scale? And given the kind of topic I like to write about, are we in any danger from a close encounter with one of these galactic nomads?
These wandering planets are so dark and distant they are currently essentially impossible to detect using regular techniques, so we don’t know if any are in our galactic neighborhood or not. The only way to get a grip on how close one might be is to look at it in a statistical sense: on average in the galaxy, how many of these planets are there per cubic light year of space? Then we can fiddle with the number a bit to see how far away one of these planets could be.
Let me be clear up front about something. No doubt there will be people who may want to claim these rogue planets might explain Nibiru or Planet X or the Mayan apocalypse. These people are wrong (again, and as usual). As you’ll see, the math absolutely does not support such a claim at all. So if you hear someone talking doomsday, send ’em here.
And I might as well address the TL;DR crowd: the conclusions I draw here are that a) on average, a rogue planet may be closer than I would’ve initially guessed, but 2) not nearly close enough to be a concern in any way.
OK then, got it? Onward to the math!
Crank up the volume
Basically, all we need to do is take the number of rogue planets in the galaxy and divide it by the volume of the galaxy, and that gives us the density of these planets in space: how many there are in a cube a light year on a side. If the answer is, say, 1 then we expect to have one rogue planet inside a one-light-year-wide cube centered on the Sun. So let’s see what the math tells us.
First, there are a lot of rogue planets. In the study, they say there are very roughly as many of them as there are stars in the Milky Way. Let’s call it 200 billion.
Second, the volume of the galaxy isn’t hard to estimate. I’ve done it before, and the details are there if you want them. Let me cut to the chase: the Milky Way has a volume of roughly 2 x 1013 cubic light years: that’s 20 trillion cubic light years!
That’s a lot, too. Dividing them to find the density, we get:
2 x 1011 planets / 2 x 1013 cubic light years = 0.01 planets per cubic light year
In other words, We’d expect to find one of these wandering planets in a volume of space encompassing 100 cubic light years. That’s a cube about 4.6 light years on a side (or, if you prefer, a sphere about 3 light years in radius).
Hey, wow, wait a second: The nearest star, the Alpha Centauri triple star, is about 4.3 light years away. That means there’s a pretty good chance that, statistically speaking, there may be one of these rogue planets closer to us than the nearest star!
That’s actually quite shocking to me. Seriously: wow. I’ve often wondered if we’d ever find a brown dwarf — a faint, "failed" star — closer than Alpha Cen, but it never occurred to me there might be a planet closer by! That’s pretty cool.
Stranger planet danger
OK then. Are we in any danger from these puppies? Could one pass close enough to us to cause earthquakes, say?
No! And I mean categorically, no. 100 cubic light years is a vast, mind-numbing volume of space: about 1041 cubic kilometers! That’s a huge amount of real estate to tool around in. Even if a planet got as close as a light year away — ten trillion kilometers, or 6 trillion miles — the effect on us would be essentially nothing.
Remember, we’re talking about planets with about the same mass as Jupiter. Our Jupiter gets as close as about 600 million kilometers from Earth. The Moon itself has no substantial effect on earthquakes, and at most Jupiter’s effect is a tiny fraction of that. A planet ten thousand times farther away than Jupiter may as well not exist as far as gravitational effects are concerned.
Oh comets, where Oort thou?
So we’re safe from direct problems. What about indirect ones?
Out way past Neptune is a population of icy bodies that, when they fall toward the Sun, turn into comets. There may be a trillion of these guys within a light year or so from the Sun, in a region called the Oort cloud. Could a rogue planet dislodge a bunch of these and drop them toward us, triggering impacts and a mass extinction?
In a word, no. Again, the volume of space we’re talking about here is staggering. Even a trillion comets spread out over that amount of space makes things pretty thin out there; on average those objects are a billion kilometers apart. The odds of a planet getting close enough to dislodge even a single Oort cloud object is pretty small. And even if it did, it’s only one comet! The odds of it hitting the Earth are even teenier. We’re a pretty small target in a whole lot of solar system.
And let’s have a sanity check: if this were a real danger, we’d see evidence of it in the fossil record. A planet-wide bombardment of giant comets — even from a single big comet — in recent geological history would be hard to miss. We don’t see it, therefore this isn’t a danger.
I’m not saying asteroid and/or comet impacts aren’t a danger at all, just that ones triggered by a rogue planet whizzing past us is incredibly small. We need to take impacts seriously in general, no matter what the cause. But in this case, interstellar planets doing the deed specifically aren’t a worry.
You can breathe easy
These results both surprise and don’t surprise me. I’m very much surprised that one of these interstellar nomads could be closer than even the nearest star; that’s amazing. But I’m not surprised they pose no real danger. The solar system and the Earth are terribly old, and there’s been lots of time for disasters to occur. If these planets were a real and immediate threat it seems clear we’d have known about it long before now (as we know about, say, asteroid impacts). The very fact that life has been around for billions of years, and complex life for hundreds of millions, means rogue planets don’t create cosmic calamities often enough to be a worry.
In a nutshell: I’m not concerned about it.
That is, in an "Oh my FSM we’re all gonna die!" kind of concern. As a scientist, I find these objects totally fascinating. If there is one within a couple of light years, and it’s still retained enough heat from its formation to glow in the infrared (as I discussed in the post yesterday), it may be possible to detect one directly in the next few years. It would be too far away to send a space probe (let alone visit), but with sensitive telescopes it’s not crazy to think we might actually be able to actually see one.
And that would be truly cool.
* For those prone to worry, this is not going to happen here in our solar system. The planets ejected likely suffered their indignity when their systems were very young, and super-Jupiter-sized planets still migrated in toward their parent star. Our solar system should be pretty stable over the next few billion years.
– The galaxy may swarm with billions of wandering planets
– How many habitable planets are there in the galaxy?
– Is there another planet in the solar system?
– No, there’s no proof of a giant planet in the outer solar system (this may seem to contradict the link above, but it’s a different topic!)
Links to this Post
- Death by rogue planet | Os Anões de Tycho Brahe | May 19, 2011
- What If They Held an Apocalypse But Nobody Came? « Galileo's Pendulum | May 21, 2011
- The rapture tomorrow! - Page 5 - Aussie Pythons & Snakes | May 21, 2011
- ¿Son un peligro los planetas errantes? | La mentira está ahí fuera | May 23, 2011
- Viel Spass beim Weltuntergang! | May 28, 2011
- PLANETA DE FLOTACIÓN LIBRE – 2 « LA BOLSA DEL MERCADER | June 6, 2011
- SoT 10: Bee Sceptical – Science On Top | October 29, 2011
- [Ciencia] La (mala) ciencia detrás de Melancholia « Cuaderno de Ruta V.2 | November 8, 2011
- ‘Melancholia’ | cpb | November 17, 2011
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| 0.91314 | 2,061 | 2.515625 | 3 |
In Flip The Flaps: Planet Earth by Dr Mike Goldsmith, illustrated by Nicki Palin, children zoom up through protective layers of the atmosphere from the surface to outer space, following the Earth as it makes its yearly journey around the Sun. Young explorers lift the flaps to reveal answers about everything from the inner workings of our planet and why volcanoes erupt to finding animals in the forests and in the sea. Plus, a fun spot-the-difference game suddenly appears as the artwork amazingly changes.
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Rent Flip The Flaps: Planet Earth 1st edition today, or search our site for other textbooks by Mike Goldsmith. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Kingfisher.
Need help ASAP? We have you covered with 24/7 instant online tutoring. Connect with one of our Earth-Science tutors now.
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| 0.944489 | 183 | 3.234375 | 3 |
By He Bian, on 19 May 2009
Posted by He Bian
Filed under Conference Entries
A well conceived and thoughtful deconstruction of a term which most people (especially doctors!) will use with scant regard for its historical antecedents. A gentle, well-paced narrative, leads the viewer through an historical exploration of the background to the 20th century invention of ‘case history’. Creative use of text, imagery and music help build and sustain the drama as the story unfolds. A very accomplished production.
A viewer with no prior knowledge might appreciate some of the captions, particularly at the beginning, being held for a second or so longer, and perhaps being slighter larger. Some of the images would have benefited from being held on screen longer rather than mixing or cutting to black before the end of a sentence. This is a personal observation and preference rather than a criticism of the editor’s decision.
A really interesting and impressive film. It has great timing and balance between the audio and the visual: the narration is clear, well paced and fits perfectly with the images being shown. I paused the meningitis scroll down to read more, but that’s less a criticism and more because I was interested and wanted to make sure I wasn’t missing anything. It’s a really faultless production.
I agree with the other comments. The timing is certainly worthy of praise: particularly the combination of images and sound around 2:20.
Very interesting subject matter and an indication that video can be an effective method in illustrating the historical construction of words and phrases we may take for granted.
© UCL 1999–2011
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Blog with WordPress
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| 0.959684 | 350 | 2.515625 | 3 |
The Southwest Michigan Black Heritage Society
"The connection to yesterday"
The Engaging the Wisdom program, a component of the Racial Healing Initiative of the Southwest Michigan Black Heritage Society, is an interracial, intergenerational program that will explore new and creative ways for youth and elders to connect. Program goals are to (a) engage students in meaningful activities that will engender greater respect for elders in the community, (b) build bridges across generations and ethnicities, (c) involve students in oral history projects that will increase their knowledge of the history of the community.
As part of the Engaging the Wisdom project, the Southwest Michigan Black Heritage Society has collaborated in an oral history project with Dr. Bruce Mills and his English Seminar class, Building the Archive: Baldwin and His Legacy at Kalamazoo College.
History, as nearly no one seems to know, is not merely something to be read. And it does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it within us, are unconsciously controlled by it in many ways, and history is literally present in all that we do. It could scarcely be otherwise, since it is to history that we owe our frames of reference, our identities, and our aspirations. (James Baldwin)
In February of 1960, James Baldwin delivered an address, "In Search of a Majority," at Stetson Chapel at Kalamazoo College which he later included in his collection of essays, Nobody Knows My Name. The Baldwin and His Legacy seminar approached Baldwin's visit and writings as a site of analysis. As an actual event, the occasion left a record (correspondence, publicity, newspaper accounts, published essay). Through a close reading of Baldwin and his milieu, the course invited students to engage critically in what we carry within us. To deepen their understanding of Baldwin and the period, they researched in the Kalamazoo College Archives and students were trained to conduct interviews of people involved in Kalamazoo community initiatives during the Civil Rights Era by the Southwest Michigan Black Heritage Society.
The following video, based on those interviews, was produced by seminar student, Julia Smucker, who has now graduated from Kalamazoo College with an English and French double major. She plans to teach English in France this fall through the TAPIF program, and eventually hopes to pursue her passion for documentary film making.
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| 0.964144 | 493 | 2.546875 | 3 |
A square piece of cardboard is formed into a box by cutting 10-centimeter squares from each of the four corners and then folding up the sides, as shown in the figure. If the volume of the box is to be 49,000cm^3, what size square piece of cardboard is needed?
I did the first two but am not sure how to go about doing this one.
Lets call the length of the paper L (just for fun )
since we are cutting 10cm squares from each corner the length of base will be (we are cutting two corners from each side) so the volume will be
and we know that the volume is 49,000
so we need to solve the equation
taking the square root we get
Since we are talking about a length we will only use the positive solution so we get...
An 18-wheeler left a grain depot with a load of wheat and traveled 550 mi to deliver the wheat before returning to the depot. Because of the lighter load on the return trip, the average speed of the truck returning was 5 mph faster than its average speed going. Find the rate returning if the entire trip, not counting unloading time or rest stops, was 21 h.
I don't know why I'm so bad at these.
so we know that
we know that his rate was "r" on the way there and "r+5" on the return trip
and that the total travel time was 21 hours.
so the time there from the above equation is
and the time on the way back is
so if we add the above times they should equal the total time. so we get
P.S the answer should work out to be r =50.
Oh, sorry, I was just trying to save space rather than start a new thread every time I need help. We go through quite a bit in a day and the professor never seems to cover the more complicated stuff, she always does the problems that I already know how to do so I end up here and didn't want to clog up the boards.
Thankfully, others have complained about this, as well, and so she's said that she'll try to do harder examples so, hopefully, I won't have to ask for help as often.
And thank you for your patience, I can never seem to figure out what type of problem I should be setting up.
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| 0.966269 | 492 | 2.609375 | 3 |
This satellite image shows how aerosols can obscure the land and sea beneath, blocking incoming sunlight. Aerosols over northeastern India and Bangladesh partially obscure the Ganges River and then are swept out over the Bay of Bengal. Notice how the high-altitude air over the Himalayas, near the top of the image, is clearer. This true-color image was acquired on December 4, 2001, by the Moderate-resolution Imaging Spectroradiometer (MODIS) instrument, flying aboard NASA's Terra satellite.
Image courtesy of Jacques Descloitres, MODIS Land Rapid Response Team, NASA GSFC.
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Cleveland Public Schools Horticulture Program
WBOE Radio Lesson: Holland Bulbs and Onion Bulb Project
Listen to the program
Program Length: 10:31 min.
Description: In late October/early November, Dr. Edward Johnson, Tom Gaetano, both horticulture teachers in the Cleveland Public Schools Horticulture Program, join Mr. John Vandenberg, an executive of the Vandenberg Bulb Company conduct this radio lesson to teach students about "the basic fundamentals of the uses of bulbs." The interactive lesson covers Dutch bulbs planted in the fall, such as tulips, daffodils, crocus, and, hyacinth for spring bloom. The narrator, Mr. Vandenberg shares information about his native Holland with the students. Teacher Mr. Tony Gaetano picks up at the end and covers more of the biology of bulbs, including information about onion bulbs.
This recording is from the "Green Thumb Club" series of radio horticulture lessons, broadcasted by W.B.O.E., 90.3FM for students in the Cleveland Public Schools Horticulture Program in the 1960's through the 1970's. The recordings were donated to Cleveland State University Library by Dr. Peter J. Wotowiec.
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[This is an article written in Word, saved as a web page, with layout somewhat scrambled as a result; references in the text to the location of figures may therefor be wrong, and labels are not always under the figure. Sorry about that; one of these days I'll web it properly.]
To Make a Lyre
My initial source for information on how to make an Anglo-Saxon lyre was an article by Master Dofinn-Hallr Morrisson, webbed at http://www.cs.vassar.edu/~priestdo/lyre.html. I have also made some use of the chapter on the Sutton Hoo lyre in Aspects of anglo-saxon archaeology by Rupert Bruce-Mitford. My later lyres are based on the lyre excavated in Trossingen in 2002, the only complete instrument still known to exist. Several were based on the preliminary account of the excavation, but for the most recent I was able to use the much more detailed description published in Germania in December of 2006.
In this article I describe three different designs for the Sutton Hoo style lyre, two loosely based on Dof's deliberately simplified instructions, the third an attempt to get substantially closer to the original. Dof is not responsible for any errors I have introduced. I then go on to describe how to build a Trossingen lyre.
The picture above is a finished lyre constructed according to my second design. It is 30" long and 8 1/2" wide. The general pattern is common to all three designs--a rounded rectangle, with an offset rounded rectangular hole. The main body of the instrument is a hollow soundbox. Six strings run from a tailpiece at one end, over a bridge resting on the soundbox, over the hand hole through which the instrument is played, to tuning pins at the other end of the instrument. If Dof's interpretation of the evidence is correct, the instrument is played by using one hand to strum all six strings while using the other to damp the strings you do not want to sound. Readers interested in further explanation should check his web site and other sites that discuss the lyre.
All three of the Sutton Hoo style lyres whose construction I describe are made of maple with an oak soundboard, although other hardwoods should work as well. The first design, which I have not made, is intended to produce a working instrument without requiring the use of a router or equivalent. The second and third designs assume that you have either a router or sufficient skill and patience with a chisel to substitute for a router. The other tools you will require are a saw capable of making curved cuts in 3/4" hardwood, including one interior cut (so a band saw by itself is not sufficient), some way of sanding the wood, and a drill. For the third design a table saw is useful but not essential. For convenience all three designs are given for instruments about the size of the Sutton-Hoo lyre; some of the lyres shown in the illustrations are, and some historic lyres were, substantially smaller.
First Design: The body
Materials: maple plank 3/4"x30"x8", oak planks 1/4" x26"x8", 1/4" x30"x8", 1/4"x4"x8". In each case, the grain runs along the second dimension shown (see figures). If you can't get 1/8" oak (I bought it at 1/4" and had the lumber store plane it down for me--alternatively, it might be possible to use a saw to split a 3/4" thick plank into two pieces each about 1/4" thick) use 1/4", or 1/8" hardwood plywood--in which case the direction of the grain will not be an issue.
Figure 1a shows the cutting pattern for the pieces. Piece A is the maple plank that makes up most of the lyre, B the bottom of the instrument, C and D the top. Arrows show the direction of the grain. Glue piece B to the bottom of the maple, glue C and D to the top as shown on Figure 1b (ignore the six black circles for the moment). Let the glue dry. Then É (skip the next bit)
Second Design: The body
Materials: maple plank 3/4"x30"x8", oak planks 1/4" x26"x8", 1/4"x4"x8". Grain runs along the second dimension shown (see figures).
Cut oak pieces C and D as in the first design. Cut the maple as shown in Figure 2. Rout out the shaded region to a depth of 5/8"--in other words, until the remaining thickness of the bottom is only 1/8". You will probably want to initially leave a ridge unrouted along the center of what is going to be the sound box, in order to have something to support the side of the router while taking down the rest of the sound box--take the ridge down as a final step, using a piece of wood of the thickness you have routed out under the edge of the router to support it if necessary.
Cut pieces C and D as you did for the first design and glue them onto the maple as in Figure 1b. You don't need an oak bottom because you still have a maple bottom. Let the glue dry.
First and Second Designs
Sand the body to round any sharp edges, make joints more precisely flush, and bring the wood to your desired level of smoothness. Get six zither pins plus one or two extra. Drill holes in a piece of scrap wood until you have determined what size drill gives you a hole a pin will fit tightly into. Drill six holes in the pin end of the lyre, corresponding to the black circles on Figure 2b. Tap the threaded ends of the zither pins into the holes, then screw them in.
The body of the actual Sutton Hoo lyre was made in two pieces, not counting the sound board. One possible reason was to get the grain running crosswise in the peg end, so as to minimize the risk that a peg, pulled by the tension of the string, would act as a wedge to split the wood. Another possibility is that doing it that way made it easier to cut out the interior hole. My guess is that the maker was simply showing off his skill.
The pictures below show the unassembled pieces of the body, the assembled lyre, and two views of the peg end. After assembly, the two pieces of the body are held together by rivets--brass rods that run through a hole from a brass plate on the top of the lyre to a brass washer on the bottom and fasten by peening over the washer.
Drill a 3/8" one inch deep hole in the center of the end of the lyre opposite to the pin end. Glue into it a 1 1/2" long 3/8" dowel, with at least 1/2" protruding, as shown in the picture below. Make a tail piece of 1/4" thick hardwood (you should have some suitable oak left over) roughly similar to Figure 3. The 12 small holes are 1/16Ó in diameter, the 2 large holes somewhat larger and slanted (see side view); their exact size depends on what is going through them to hold the tail piece onto the peg at the end of the lyre; I've used both rawhide and silver wire. Make a bridge roughly similar to the ones shown in the pictures from 1/4" hardwood (or bone or amber if you happen to have them). The bridge of the Trossingen lyre, shown below, was made of willow.
Wipe boiled linseed oil onto all of the wood, leave it five or ten minutes, wipe off, let dry. Wait at least four hours and repeat. Or use some other finish if you prefer.
Purchase the following nylon guitar strings (gut strings if you can get them): Two each G, b and e. Attach the strings to the tail piece running each in one hole, out the hole behind it, and tying, arranging the strings as shown in the tailpiece figure. Attach the tailpiece to the peg at the end of the lyre, using a short length of rawhide, a loop of silver wire, or whatever else you have that will work. Attach the far end of each string to the corresponding peg at the peg end of the lyre, cutting the strings to length if necessary. Tighten the strings by turning the pegs (you will need to buy or make a key--a device that fits over the peg to turn it) until they are just barely taut. Insert the bridge (see Figure 1), locating it at about the middle of the soundbox. Continue to tighten the pegs, tuning them (low to high, left to right if the lyre is viewed from the string side with the peg end up) to b-flat-c-d-e-flat-f-g. This assumes a distance from bridge to tuning pin of 20"--for each 6% longer (shorter) you should lower (raise) the scale by one half step. Make sure the bridge is still vertical--tightening the strings tends to pull its top edge towards the pegs. Leave it a while. Retune (the strings will stretch). Repeat until it holds its tuning.
You now have a lyre.
The Trossingen Lyre
In 2002 an excavation of a Merovingian grave at Trossingen yielded the skeleton of a warrior holding a complete lyre--the only complete period lyre currently known to exist, two others having been destroyed during WWII. See below for pictures of the original instrument and my copy.
The Trossingen lyre is less square than the Sutton Hoo, with a slight waist. The body is a single piece. The soundboard is glued on instead of nailed, although there are several nails that appear to be later repairs. I prefer the design, in part on aesthetic grounds and in part because it is easier to make than an accurate copy of the rivetted Sutton Hoo design.
Several other details differ from the lyres described above. Instead of a peg at the bottom end there is a protrusion of the body, as shown in the figures. There are two beechwood pegs running vertically through body and soundboard; the figures show their position. The soundboard is of varying thickness, about 1/4" under the bridge, an eighth inch or less above and below that. The body is also of varying thickness, about 3/4" at the peg end tapering to 1/2" at the yoke. The soundboard fits into the body at the upper end rather than lying on top of it.
There are also three more striking differences:
The tuning pegs are upside down--the heads are under the lyre, the strings attached to the end protruding above the lyre. Four of the pegs are made of ash and appear designed to be turned with the fingers, two are hazel and appear designed for a tuning key. My guess is that one group or other are replacements; since I can get ash but not hazel and wanted to try the finger turned version, I used that for all my pegs.
The Trossingen, unlike any other lyre I have seen described, has sound holes--eight small holes in two horizontal rows of four, placed so that the bridge might fit between the two rows, as in my pictures below, plus two more holes located near the tips of the arms.
The entire surface of the instrument is elaborately carved (see picture below bottom left). This feature I have made no attempt to reproduce.
Aside from those differences, the basic construction is the same. You start with a ¾Ó thick plank, 32Ó long by 8Ó wide; if you want to stick closely to the design of the original you taper the plank towards the yoke end, using a saw, a router, a sander, a chisel, or whatever else you think will work. Using a router you hollow it out as usual, leaving 1/8Ó thickness. Cut out the body–I find it easier to do the router work first, since the extra wood helps support the edge of the router–and cut a depression to fit the end of the soundboard into (see pictures). Sand the surface the soundboard will fit into flat.
To make the soundboard, you start with a 1/4" plank about 26" long by 7 1/2" wide. Working from one side--I used a router, then smoothed with a belt sander--you take most of it down to 1/8", leaving a band about 4" wide at 1/4" and tapering between that and the rest. You cut the sound board to shape, drill the sound holes, glue it to the body with the flat side down for a better fit, the surface you have shaped up (I did this wrong the first time, which made a good glue join much harder to achieve). Sand everything smooth, finish the instrument with linseed oil, add tuning pegs, tailpiece, and strings. For the pictured instrument I used a piece of thick rawhide as the tailpiece, with a hole in one end fitting around the protrusion at the bottom of the instrument.
The Trossingen lyre is in several ways mildly assymetric; I do not know how much of that is due to warping, how much to the constraints of the available material, how much to working around the pattern of the carving, and how much to functional reasons. Since only the last is relevant to how other lyres ought to be made, I first built as exact a copy as I could (shown on the right), then redid the design to make it more symmetrical and built a second and smaller instrument based on that (pieces shown on the left). The cutting pattern below is the symmetrical version; the size corresponds to the original instrument. If you want to make a closer copy you should probably work from the Germania article, since it has more detailed information than I give here.
The Trossingen lyre was held together with bone glue. Modern bone glue comes as lots of tiny amber spheres. Put some in a small jar, fill it with water to a little above the top of the spheres, leave overnight. Then heat it--the easiest way is to boil water in a small saucepan, take the pan off the burner and set the glue jar in it. As it heats it liquifies; if you think it is too thick you can add a little more water. You spread it on the lyre body where it needs to be glued to the soundboard and clamp. In my experience, you have to be careful to clamp it everywhere, in order to avoid having places where there is no glue join.
One feature of bone glue is that it softens when it gets hot. That could be a disadvantage if you leave your lyre in a very hot car, although I havenŐt so far had that problem. ItŐs an advantage if you do something wrong and want to separate the glued pieces and try again. Obviously, you can also glue the instrument with modern glues--but when the kind of glue actually used is still readily available, I prefer to use it.
Pegs Some of My Pegs
On the finished lyre, the strings will run from a tailpiece (described below) at one end to pegs at the other. You can, as descrbied earlier, use metal zither tuning pegs. The real instruments used tapered wooden tuning pegs fitting into tapered holes. After some unsuccessful attempts to taper the pegs by hand and the holes with a plumberŐs reamer, I went up on the web and located a peg shaver designed for tapering tuning pegs and a matching taper reamer designed for tapering the holes they fitted into. After experimenting with making my own tuning key I went to using square socket keys apparently intended for cabinet doors. As you will see from the pictures, I tried a variety of peg designs; the following description is what I used until the long article on the Trossingen lyre, complete with details of its pegs, became available.
To make squared headed pegs, I start by cutting a piece of wood with a square cross section to fit the socket key (10 mm or 8 mm) and the length I want the peg to be--about 2Ó. I then clamp a piece of scrap 2x4 to the table of my drill press, put a drill bit--the kind that has a sharp point to center it precisely--in the chuck, and drill a hole in the 2x4. I then take the drill bit out of the chuck, turn it over, and put it in the hole, point up. I then clamp my piece of wood in the chuck, centering it as well as I can, and lower it onto the point of the drill bit, centering that at the bottom of the piece of wood.
The drill bit is now functioning as an improvised vertical lathe. Use a round file to turn a groove just below what will be the head of the tuning pin for the string to wrap around. Below that, press a flat file on one side of the wood and a piece of scrap wood balancing the pressure from the other, or a file on either side, and turn the wood round; if you get bored using a file try coarse sandpaper. You now have a tuning pin with a square head, a groove for the string, and the rest round, as shown in the figure. Take the peg out of the drill press and use the peg shaver to taper the round part. Drill a small hole crosswise in the groove for the string to go through.Finally drill holes in the lyre where you want the pegs to be and taper them with the reamer.
Alternatively, you could start with a piece of dowel and cut one end square to fit the key. One advantage of the way I do it is that I can use varieties of wood not readily available as dowels, such as the ash that some of the pins of the Trossingen lyre were made of or ebony My Ebony Bridges
if I want to make a particularly classy instrument.
When you finally assemble the instrument, check that none of the pegs protrude beyond the bottom; if they do, saw off the tip. Otherwise, when you are pressing down on the peg end of the lyre in the process of tightening a string, you may pop out a peg.
The Trossingen pegs: To make pegs for the Trossingen lyre I cut a piece of ash into pieces about 5/8"x5/8Óx2 3/4Ó with the grain running the long way. I then use a saw to reduce 1 3/4Ó of the length to a cross section of about 5/16Ó and a sander to round that a little (see pictures). I then insert the end of the piece in the chuck of my drill press and use it as a vertical lathe to turn the reduced part, not counting whatŐs in the chuck, down to about a 5/16Ó diameter dowel, as described above. I then cut off the part of the wood that was in the chuck, use a saw and sander to shape the head of the peg, use the peg shaver to taper the rest, cut a narrow slit in the end for the string, flatten the end a little (because thatŐs how the real ones were done--I donŐt know why), and fit the peg to the hole it goes in. The sequence of steps is shown below.
Wood for sound boards: 1/8" hardwood is hard to find. I managed to locate two sources online, one of which was willing to produce it inexpensively in sizes up to that required for a full sized lyre. If you are unable to locate such a source, there are several other possibilities.
Using a wide blade on my band saw, I can cut an 1/8" slice off a board with a width of up to about 6", which works for small lyres but not big ones. You should be able do the same thing with a hand saw and a wider board if you have a sufficiently steady hand with the saw, but I haven't tried. Or you might be able to find a lumberyard that was willing to split a board for you and had a big enough saw for the purpose. Alternatively, you can buy 1/4" hardwood and use a plane, router, and/or sander to take it down; this gives you the option of varying the thickness as in the Trossingen lyre.
A simpler and less expensive solution is to use 1/8" hardwood plywood, available at Home Depot (and I presume other places) in 4'x8' sheets for ten dollars or so. One sheet should make a lot of lyres. One problem is that the plywood tends to splinter when being sawed or drilled.
Metal Zither Tuning pins: www.elderly.com
Square Keys: http://www.samstagsales.com/amf.htm http://www.jwwinco.com/products/section16/din7417/index.html
Peg making tools: http://www.internationalluthiers.com/tools.php
Bone glue: http://www.kremer-pigmente.de/englisch/chemic02.htm #glues&watercolorbinders Replica Lyre Bridges in the British Museum
This article will be among those webbed at: http://www.daviddfriedman.com/Medieval/Articles/ More_Articles.html real soon now.
David/Cariadoc Bridge of the Trossigen Lyre
Barbara Theune-Gro§kopf, "Die Vollstndig erhaltene Leier des 6. Jahrhunderts aus Grab 58 von Tossingen, Ladkr. Tuttlingen, Baden-Wrttemberg," Germania 84, 2006.
The tailpiece is conjectural. So far as I know, none have survived and there are no contemporary illustrations showing the instrument clearly enough to tell if there is a tailpiece, let alone what it looks like.
More period peg designs are discussed below and shown on some of the pictures.
Silver wire, as shown in one picture, looks very classy, but there are two problems. It has some tendency to cut into the wood and if it were used in historic lyres it would probably have been found in the excavations--and wasn't.
This is the only period lyre for which I have been able to locate a detailed description. I do not know which of the details are specific to this instrument and which apply more generally.
For purposes of exposition I am imagining the instrument vertical, tuning peg end ("yoke") up.
It is unclear from the Germania article whether they
The image is trimmed from one on the web which is under a creative commons license: Creative Commons http://commons.wikimedia.org/wiki/Image:ALM_02_Leier.jpg
I am simplifyng the profilet--the sound board actually gets thicker again at the peg end, coming to about 3/16." I do not know how much of the variation was deliberate.
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Donated by Marchese Giacomo Spinola in 1838, it is indicated as no. 24 in the 1844 inventory of the picture gallery of the Accademia, under the title Un convitato macchietta di B. Strozzi. In another, undated, 19th-century inventory, it is given as Parabola del Vangelo di B. Strozzi (AAL, filza 518/1).
It was painted by Strozzi in 1636 as a preparatory study for the large canvas, later destroyed, in the church of the Incurabili in Venice. Another study of the same work is in the Galleria degli Uffizi in Florence. Critics have pointed out significant differences between these two contemporary paintings, revealing how the artist was able to “feel the same subject in different ways”. As well as a very diverse palette used for the two studies — sharp and brilliant in the Uffizi canvas, restrained and delicate in the Ligustica — the layout of the composition is also different: in the Florence painting, the figures are almost pushed forward in their dynamic poses, and almost intertwined with the surrounding Veronese-like architecture, while in the Genoa work they appear calmly settled against the broad expanse of sky veiled by clouds. It is clear that Strozzi was able to learn about other cultures in Venice and scholars have indeed stressed the importance of Lys for the Uffizi study, and of Feti, Elsheimer and Saraceni for the Ligustica oval, without neglecting Paolo Veronese, for Strozzi was able to learn even more about his work once he reached Venice.
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BANGKOK, April 12 (UPI) -- Catastrophic flood-drought cycles could threaten Asia's rice production and pose a significant threat to millions of people across the region, researchers say.
Rapid climate change and its potential to intensify Southeast Asia's droughts and floods could affect Asia's "Rice Bowl" and lead to millions in crop damages, climate specialists and agricultural scientists warned.
"Climate change endangers crop and livestock yields and the health of fisheries and forests at the very same time that surging populations worldwide are placing new demands on food production," said Bruce Campbell of the CGIAR Research Program on Climate Change, Agriculture and Food Security (originally the Consultative Group on International Agricultural Research).
"These clashing trends challenge us to transform our agriculture systems so they can sustainably deliver the food required to meet our nutritional needs and support economic development, despite rapidly shifting growing conditions."
With agriculture being the backbone of most economies in the region, decreasing crop yields would shake countries to the core, researchers said.
"In the fields, there is no debate whether climate change is happening or not," said Raj Paroda of the Asia-Pacific Association of Agricultural Research Institutions. "Now, we must think about what the research community can provide governments to guide effective action.
"Given the region's current state of food insecurity, climate-smart agriculture has to become the central part of Asia's adaptation strategy."
Agriculture must become more productive, more resilient and more climate-friendly, participants at a conference on climate smart agriculture in Asia taking place this week in Bangkok were told.
"These clashing trends challenge us to transform our agriculture systems so they can sustainably deliver the food required to meet our nutritional needs and support economic development, despite rapidly shifting growing conditions," Campbell said.
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Teach us almighty father, to consider this solemn truth, as we should do, that we may feel the importance of every day, and every hour as it passes, and earnestly strive to make a better use of what thy goodness may yet bestow on us, than we have done of the time past. — from Jane Austen’s Prayers
Northanger Abbey is quite often the most difficult book for the Austen reader to enjoy, as it appears to lack the gravitas that underlies her other novels. Apart from a satirical reflection on the value of the Gothic genre, the novel seems to lack consideration of any serious issue. The language of the novel is replete with playful banter, pointing to the author’s youthful age when she penned the work, and the heroine is extremely naïve. Finally, there is the seeming mismatch of hero and heroine; Catherine Morland is a young and rather silly girl whose only purported source of attraction for the more mature Henry Tilney was “a persuasion of her partiality for him,” suggesting a certain shallowness in the hero. Given such a match, how could the narration of their history be gratifying for the demanding expectations of the avid Jane Austen reader?
In light of the theme of virtue and the stark contrast that Northanger Abbey presents with regard to her other novels, I suspect that the key to getting over many of these concerns lies in a careful consideration of the importance Austen gives to moral education as a source for plot development. From the beginning, the narrator informs the reader that Catherine Morland is a heroine in training and that the course of the novel will follow her education as a heroine. Though playfully framed as the adventures of a Gothic novel, these chronicled episodes of Catherine’s life outline a genuine and sober education in prudence, or practical wisdom. Ironically, by the end of the novel, when Catherine is thrown into truly dire and dramatic circumstances, she acts with such discretion and presence of mind that it hardly even occurs to her, or the reader, that she has finally been thrown into the midst of circumstances that properly befit the stuff of a Gothic novel.
In the four novels (Sense and Sensibility, Pride and Prejudice, Emma, and Northanger Abbey) in which her heroines lack in virtue in some significant way, Austen uses shame as the impetus for the moral reform that in large part leads to the resolution of the novel. Marianne is ashamed of her carefree openness to Willoughby; Elizabeth regrets her prideful disdain for Mr. Darcy and imprudent trust in Mr. Wickham; Emma rues her callous treatment of Miss Bates and meaningless flirtation with Frank Churchill; and, of course, Catherine cries and laments over her naïve and unfounded suspicion of General Tilney’s character and her bold liberty in snooping about a house in which she is a guest. Each of these heroines experiences proper shame in seriously reflecting on her behavior, and each subsequently resolves to amend her character by acquiring the habits that would counteract the foolhardy inclinations that had previously led her into such folly. In contrast, the absence of shame tints the behavior of many of Austen’s antagonists; it is her shameless that shocks and disgusts Lydia Bennet’s sisters, who observe that “Lydia was Lydia still; untamed, unabashed, wild, noisy, and fearless.”
Such a role for shame in the moral education of a young person can be found in Aristotle, as well. Shame holds an interesting position within Aristotle’s theory of human action. As he describes it, it is more like a pseudo-virtue because it is not fitting for the virtuous person to experience fear of disgrace due to incorrect actions, since the virtuous person would have behaved in a proper fashion. He observes that shame “is not becoming to persons of every age but only to the young…because, living according to their emotions, many of them would fall into sin but are restrained by shame.” In other words, Aristotle maintains that it is ultimately a matter of practice and repeated experience of shame due to failure that a young person manages to grow in virtue. Thus, shame and activity are indispensable features of a moral education.
On this last point, it is interesting that in each of Austen’s novels, the critical moments of each heroine’s development occur in the midst of activity, particularly travel. Even Emma Woodhouse, who has rarely ever left her father’s side, receives Mr. Knightley’s chiding remarks during an outing to Box Hill. It seems that at least implicitly, Austen agrees that an active life is conducive to the development of virtue. So there is more than just a semblance of truth to the narrator’s ironic claim in Northanger Abbey that adventure is a necessary component in the education of a young woman. Through her adventures in Bath and at Northanger Abbey, Catherine learns how to apply the good principles she has already learned and how to properly esteem the variety of characters and behaviors in the world.
Normally in Austen’s novels the heroines are not the only students of virtue, but each of their heroes is, as well. For example, Mr. Darcy must learn to temper his pride with amiability before he can gain the respect and love of Elizabeth as he ought. On the other hand, Henry Tilney appears to be rewarded for merely feeling a sense of gratification at receiving the attentions of a pretty young woman. Nevertheless, Henry does not get the satisfaction of marrying Catherine directly after he expresses his intention. Catherine’s parents insist upon waiting for his father’s approval, which he did not receive until the end of a rather anxious series of months. Moreover, the narrator intimates that such a period did a great deal of good for Henry, as well as Catherine, by “adding strength to their attachment,” hence the rather enigmatic closing of the novel: “I leave it to be settled by whomsoever it may concern, whether the tendency of this work be altogether to recommend parental tyranny, or reward filial disobedience.” Catherine is not the only one who must grow more mature in order to ensure her happiness, but Henry must also establish firmer foundations in his regard for Catherine, which can only be done through a more thorough knowledge of her character. With this prolonged period of engagement, Catherine gains more time to grow in virtue and Henry receives the opportunity to become better acquainted with Catherine’s character. In this way, they become more suited for the type of virtuous friendship that will enrich and sustain their marriage.
Books on the topic of this essay may be found in The Imaginative Conservative Bookstore. Republished with gracious permission from Dominicana (April 2014). This is the third essay in a series considering Jane Austen in light of Aristotle and Thomas Aquinas.
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British scientists have discovered a flu “super antibody” that reportedly has the potential to fight all types of the influenza A virus and could be a turning point in developing a universal flu vaccine.
According to the study published in the Science journal, researchers discovered an antibody, called F16, which was able to attack all 16 subtypes of the influenza A virus – a feat that vaccine makers, who are constantly changing their flu treatments in order to keep up with the different strains of flu viruses, had previously never been able to accomplish.
“As the first and only antibody which targets all known subtypes of the influenza A virus, FI6 represents an important new treatment option and we look forward to taking it through to the next stage of development,” Swiss researcher Professor Antonio Lanzavecchia explained.
While existing vaccines target proteins inside the virus, a process that eventually causes it to mutate, the goal of this new treatment is to attack the parts of the viral coat that don’t change. If possible, it could essentially eliminate the need for new vaccines every year.
Although the landmark discovery could bode well for future flu research it doesn’t necessarily mean that there will be universal vaccine any time soon.
While Francis Collins, chief of the National Institutes of Health, feels there could be a universal flu treatment in as little as five years, other researchers, such the University of Michigan’s Arnold Monto, are a little more understated in their predictions.
“A universal flu vaccine is not a question of whether, but when. [However] I think five years is a bit ambitious, given where we are now.”
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|Values are valid only on day of printing.|
Several noninvasive tests are available to detect gastrointestinal (GI) bleeding. However, guaiac type and immunochemical tests for occult bleeding are affected by the presence of reducing or oxidizing substances and are insensitive for the detection of proximal gut bleeding, where most clinically significant occult GI bleeding occurs.
The HemoQuant test is the most reliable, noninvasive test currently available for detecting bleeding of the esophago-GI tract. Unlike other tests for blood in feces, this test detects both intact heme and porphyrins from partly degraded heme. Additionally, test results are not complicated by either the water content of the specimen or the presence of reducing or oxidizing substances. Furthermore, HemoQuant testing is sensitive to both proximal and distal sources of occult GI bleeding.
Detection of blood in feces
HemoQuant is the most appropriate fecal occult blood test to use in the evaluation of iron deficiency
Other useful applications include the detection of bleeding as a complication of anticoagulant therapy and other medication regimens
Elevated levels are an indicator of the presence of blood in the feces, either from benign or malignant causes.
This test is not specific for bowel cancer.
Heme from ingested red meat will increase HemoQuant test values. Patients should be advised to avoid eating red meat for 3 days before collecting specimens. Fish and poultry may be substituted.
The elevated porphyrins of intoxication porphyria, erythrocytic protoporphyria, and variegate porphyria may raise HemoQuant values in the absence of gut bleeding.
Recent studies have indicated that cancerous lesions in their early stages often do not bleed or bleed only intermittently.
< or =2.0 mg total hemoglobin/g feces
2.0-3.0 mg total hemoglobin/g feces
2.0-4.0 mg total hemoglobin/g feces*
>3.0 mg total hemoglobin/g feces
>4.0 mg total hemoglobin/g feces*
*Alternative reference values for persons who have ingested red meat or aspirin during any of the 3 days preceding specimen collection.
1. Ahlquist DA, McGill DB, Schwartz S, et al: HemoQuant, a new quantitative assay for fecal hemoglobin: comparison with Hemoccult. Ann Intern Med 1984;101:297-302
2. Ahlquist DA, Wieand HS, Moertel CG, et al: Accuracy of fecal occult blood screening for colorectal neoplasia: a prospective study using Hemoccult and HemoQuant tests. JAMA 1993;269:1262-1267
3. Harewood GC, McConnell JP, Harrington JJ, et al: Detection of occult upper gastrointestinal bleeding: performance differences in fecal blood tests. Mayo Clin Proc 2002;77(1):23-28
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Martin Luther's protest against the sale of indulgences in Wittenberg, Germany, changed the course of European history. The story of how a simple monk came to cause such an uproar among the powerful of 16th century Europe is a fascinating one. It's quite an experience to visit the places where these events occurred.
Martin Luther at the Diet of Worms
- Wittenberg. See Luther's house, the church doors where the 95 theses were (allegedly) nailed, the oak tree where he burned the papal bull, the churches he preached in, Luther's grave, and related museums.
- Wartburg Castle. The beautiful medieval fortress where Luther hid from the Inquisition and translated the Bible into German.
- Eisenach. The town where Luther lived as a schoolboy and where he preached on the way to the Diet of Worms. Birthplace of Johann Sebastian Bach.
- Martin Luther biography. The story of his life. How he came to take the actions he did, what he believed and why, what his family life was like.
- Read the 95 Theses. When he nailed his 95 theses to the church door in Wittenberg in 1517, he set off shock waves across Christendom for daring to challenge the authority of the pope. (See summary of the 95 Theses.)
- Martin Luther's sayings. Quotes on the subjects of life, love, work, women and war.
- How did his view of Christian theology differ from the Church's?
Read a summary of the doctrinal differences between Lutheranism and Catholicism of the 16th century.
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Hebrew School Curriculum
The curriculum of the Hebrew School is driven by three goals all weighted equally:
- That each student graduates from our program able to read (decode) and write Hebrew. While full reading comprehension is not a goal, an understanding of basic Hebrew grammar and vocabulary is also a part of our teaching mission.
- That each student graduates from our program able to participate, and be comfortable, in religious services. That includes an ability to read and chant prayers, largely associated with Shabbat morning services. It also includes an ability to learn new prayers, learn new tunes to prayers, and walk into any service and know what is going on. For some students, this will extend to an ability to lead prayers as well.
- That each student graduates from our program with an understanding of how tfilah and the siddur connect to his or her life. This goal is met through discussion of the meaning of each prayer that is learned. Teachers will guide discussions that help the students carefully examine the elements of a prayer that carry meaning.
The material covered at each Hebrew school grade level is listed on the Study Guide.
Alef grade 3: Shalom Uvrachah, Behrman House
Bet grade 4: Hineni (Here I Am), The New Hebrew through Prayer, Volume 1 with Interactive CD, Behrman House
Gimmel grade 5: Hineni (Here I Am), The New Hebrew through Prayer, Volume 2 with Interactive CD,
Dalet grade 6: Hineni (Here I Am), The New Hebrew Through Prayer, Volume 3, Behrman House.
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World Bank/ICCT report provides guidance to reducing black carbon emissions from diesels in developing countries
14 April 2014
|Historical Trends in Black Carbon Emissions from Surface Transportation (teragrams of black carbon per year). Source: Minjares et al. Click to enlarge.|
The World Bank has published a report, undertaken by a team from the International Council on Clean Transportation (ICCT), intended to inform efforts to control black carbon emissions from diesel-based transportation in developing countries. The report proposes approaches for integrating black carbon emission reduction considerations in cost-benefit assessment and applies an analytic framework to four simulated projects to illustrate the associated opportunities and challenges at a project level.
The transportation sector accounted for approximately 19% of global black carbon emissions in the year 2000, according to the report. Road transportation accounted for 9% of global black carbon, with diesel engines responsible for nearly 99% of those emissions. In the near term, black carbon emissions from mobile engines are projected to decline as a consequence of policies implemented in the US, Canada, Europe, and Japan. However, black carbon emissions are projected to increase in the next decade as vehicle activity increases, particularly in East and South Asia.
|Global black carbon emissions from transportation by region among top 10 motorized regions, 2000-2050. Source: Minjares et al., data from Facanha et al. (2012). Click to enlarge.|
Black carbon has been found to be second to carbon dioxide in terms of its climate forcing. (Earlier post.) Black carbon is 3,200 times more effective on a mass-equivalent basis than carbon dioxide in causing climate impacts within 20 years, and 900 times more effective within 100 years.
Black carbon increases global and regional temperatures when emitted into the atmosphere, where individual particles directly absorb energy from the sun and radiate it back as heat. Black carbon also reduces the strong cooling effect of large, highly reflective surfaces such as glaciers and Arctic ice. High concentrations of black carbon in the atmosphere can change precipitation patterns and reduce the amount of radiation that reaches the Earth’s surface, which affects local agriculture.
In addition to the climate effects, exposure to particulate matter is associated with a range of diseases, including chronic bronchitis and asthma, as well as premature deaths from cardiopulmonary disease, lung cancer, and acute lower respiratory infections.
In 2012 the International Agency for Research on Cancer re-categorized diesel engine exhaust as carcinogenic to humans based on evidence that sufficient exposure is associated with an increased risk of lung cancer. (Earlier post.)
Controlling diesel black carbon emissions in developed countries has successfully relied on fuel quality improvements and vehicle emissions standards. Such standards require new vehicles to be equipped with filters and to use ultra-low-sulfur diesel (ULSD). This enables the use of diesel particulate filters and the adoption of strict emissions standards (e.g., Euro 6/VI). However, the report notes, refinery investment in upgrades or importation are key to the availability of ULSD in developing countries.
Furthermore, the report notes, no developing country has adopted fuel and vehicle standards equivalent to Euro 6/VI. Among non-OECD countries, Brazil has adopted the most stringent fuel and vehicle standards, followed closely by Russia. Brazil may adopt more stringent fuel quality standards by 2015; similarly tough vehicle standards are less certain, according to the authors.
China and India have made significant progress in moving to Euro 4/IV standards for light- and heavy-duty vehicles; some major cities, including Delhi and Beijing, have taken steps to advance beyond the national requirements.
Implementation of improved fuel and vehicle standards, which requires both government regulation and enforcement, may be difficult however in regions where governance is weak and technical capacity is limited. Emissions control strategies should be both sensitive to local needs and aim for maximum feasible reductions guided by best practices. Policy roadmaps can be a useful tool in providing greater predictability of interventions.—“Reducing Black Carbon Emissions from Diesel Vehicles”
Other programs can provide significant benefits, such as vehicle scrappage and replacement, inspection and maintenance, and vehicle retrofitting, the report suggested. Complementary policies to limit growth in travel demand and long-term growth in emissions include fuel taxation, congestion charging, and logistics management, among other strategies.
Cost benefit. This study applied a new cost-benefit analysis methodology to four simulated diesel black carbon emissions control projects—diesel retrofit in Istanbul; green freight (plus retrofit) in São Paulo; fuel and vehicle standards in Jakarta; and Compressed Natural Gas (CNG) buses in Cebu—taking into account the additional climate benefits of black carbon reductions.
The study found that for some projects, the net benefits were positive only when assuming a large benefit from black carbon control on the climate in the near term (using 20 years Global Warming Potential or GWP) and a low social cost-of-carbon discount rate.
The analysis demonstrates that consideration of black carbon may make some projects viable that otherwise would not be considered worthwhile. While investments in many diesel emissions control projects can be justified without the consideration of black carbon, the inclusion of black carbon into a cost-benefit modeling framework was found to provide a more comprehensive assessment. In two of the four cases the health benefits of diesel emissions control alone were substantial enough to justify the interventions; the other two projects became viable only with the inclusion of climate benefits.
Further work is needed to fully test this methodological framework with real-world projects and to establish clearer guidelines for the incorporation of black carbon into cost-benefit analysis. Additional work is also needed to narrow the range of assumptions for the discount rate tied to the social cost of carbon as well as the Global Warming Potential. Importantly, a social cost of black carbon needs to be developed and alternative methodologies need to be explored whereby temperature response and damage functions (for climate impacts) are applied.—“Reducing Black Carbon Emissions from Diesel Vehicles”
Minjares, Ray et al. (2014)“Reducing Black Carbon Emissions from Diesel Vehicles: Impacts, Control Strategies, and Cost-Benefit Analysis” (Nº 86485)
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|Yale-New Haven Teachers Institute||Home|
Richard A. Silocka
Colonial imperialism has historically meant the actual occupation and rule of a territory or colony by a foreign nation. Political imperialism means the use of either diplomacy or military force to influence the internal affairs of a weaker nation. Economic imperialism means controlling key aspects of a less powerful nation’s economy. Social-cultural imperialism includes the impact one culture has on another, especially if that impact is uninvited. In the social-cultural sense of the word, for example, the Coca-Cola signs around the world have been labeled as a form of American imperialism.
In the colonial sense of the term, the United States acted as an imperialist power in 1898, when it won a war against Spain and acquired several colonies. The events of 1898 are worth studying because of their long-term effect on the American dream. When the United States acquired colonies, many people saw a basic contradiction. Less than 125 years earlier, Americans had fought and won a war for independence from foreign rule. How could Americans now justify their rule over other peoples? This unit looks at some of the reasons why the United States acquired an overseas empire.
One spectacular illustration of the American sense of destiny was occasioned by a border dispute which arose between Venezuela and the colony of British Guiana. The dispute was a long-standing one, but it came to a head when gold was discovered in the area. Britain repeatedly refused to submit the dispute to arbitration. In 1895 Secretary of State Olney wrote a note to the British Prime Minister in which he reasserted the Monroe Doctrine and claimed that no European power had the right to interfere in “American” affairs. Olney denounced European imperialism and proclaimed that the Americas lay within the United States “sphere of influence.” “Today,” he wrote, “the United States is practically sovereign on this continent, and its fiat law upon the subjects to which it confines its interposition.”
To support Olney’s position, President Cleveland obtained funds from Congress for a commission to determine the boundary between Venezuela and British Guiana. He declared that it was the duty of the United States to enforce the findings of this commission “by every means in its power,” which meant war if Britain remained adamant. At this time, however, various alliances were being formed on the continent of Europe, all of which excluded Britain. As a result, Britain was most anxious to have the friendship of the United States and she therefore refrained from forcing the issue and using her vastly superior naval power. The boundary question was resolved when Britain agreed to accept the decision of an arbitration tribunal which in the end upheld the British case.
Another aspect of the “sphere of influences” interpretation of the Monroe Doctrine was revealed in 1889, when delegates from the Latin American republics met with representatives of the United States in the first of what was to be a regular series of conferences. The delegates established the International Bureau of American Republics which later became the Pan-American Union, with its headquarters in Washington. Although the Union set up many useful committees for the purpose of exchanging information, the Latin American nations regarded it as an instrument of American influence, or even domination. Their conviction that they were not equals with the United States in the Union was strengthened when the American government directly interfered with a revolution in Chile in 1891 and a trade dispute in Brazil in 1893. More and more, it became apparent that the main concern of the United States in Latin America was to exclude European influence and to support politicians who were favorable to the expansion of American trade and investment.
In Chile, Peru, Costa Rica, and other Latin countries, Americans invested heavily in railways and copper, silver, and tin mines and grew increasingly influential in the politics of these countries. In 1899 the owners of American banana plantations formed the United Fruit Company, an American corporation which soon dominated the economic life of small states like Costa Rica, Nicaragua, Santo Domingo and Guatemala. The company, which also had large interests in Cuba and Colombia, came to exert great influence upon the policies of the American government towards the so-called “banana republics” in Latin America.
The expansion of the United States into the Pacific was also vigorous, if less firmly supported by public opinion. Ever since Commodore Matthew C. Perry opened Japan to American trade in 1853, American businessmen had taken an increasing interest in the commerce of the Pacific. Supported by farm-state representatives, Congress in 1856 passed a law enabling the President to annex any island which was rich in guano, a natural fertilizer. As a result, the United States acquired a considerable number of tiny islands in the Pacific. Other islands such as Samoa, with its fine harbor of Pago Pago, were desired as coaling stations for the United States Pacific trading ships. In 1878 a treaty with the ruling Samoan monarch gave the United States the harbor rights sought by American businessmen. But in 1889 the Germans, who also had economic interests in the islands, sought to undo this agreement by overthrowing the Samoan government. The matter was temporarily settled in that same year when Britain, Germany, and the United States established a joint “protectorate” over Samoa. Ten years later a new agreement gave Pago Pago to the United States and the rest of Samoa to Germany.
Far more important to the United States in its expansionist mood was the acquisition of the Hawaiian Islands, first visited by American missionaries in the 1820’s. Economic ties soon strengthened the religious connection. American immigrants produced sugar and pineapples there for the home market, and sailed their whalers into Hawaiian ports. Increasingly concerned about the dangers presented by imperialist rivalries in the Pacific, the Americans strengthened their naval power by securing from the Hawaiian government in 1887 the exclusive right to use Pearl Harbor. In the same year, seeking still greater control, American businessmen engineered the overthrow of the corrupt government of King Kalakaua of Hawaii and forced him to accept a new form of government—called the “Bayonet Constitution” by the Hawaiians—which gave white foreigners the vote and disfranchised the bulk of the native population. Six years later, when the Hawaiians under Queen Liliuokalani tried to regain power, the American community rose against them and set up a republic. Although the American minister in Hawaii supported the rising and authorized the use of American troops, the Cleveland administration in Washington was not enthusiastic about the means adopted and refused to annex the islands at that time.
Imperialism in the United States had roots similar to European imperialism. American capitalists sought new areas in which to invest their surplus money, new sources of raw materials to feed American industry, and new markets for industrial products. Since the achievement of these goals was felt to require the cooperation of government through appropriate foreign diplomatic policies and the use of armed forces, there developed an intimate relationship between business policy and American foreign policy. At the same time, as the economic depression lifted after 1896, a more confident national spirit began to assert itself in the United States. Americans wished to turn away from the painful years of civil war, industrial strife, and political bitterness, and to immerse themselves in some kind of unifying national achievement. Given these strong motives, other arguments for entry into the world of imperial competition fell quickly into place. The application of Social Darwinism to international relations led easily to the conclusion that the United States should use its new economic and military power to protect what the British poet Rudyard Kipling called “the lesser breeds without the law” and show them the road to republican democracy. Finally, it was confidently asserted that the United States must seize and safeguard the approaches to the New World or else its national security would be precarious in a world of grasping imperial powers and military alliances.
In the 1880’s and 1890’s many powerful advocates of imperialism appeared. The most literate imperialist was Captain A. T. Mahan of the United States Navy. In his book The Influence of Sea Power Upon History and in many other articles and books, Mahan argued that British power had always depended upon the naval superiority which enabled her not only to act decisively in war, but to build the sinews of economic and military strength by controlling colonies, naval stations, and even world commerce. As the proper inheritor of this British power, Mahan continued, the United States must act quickly to build a large navy and emulate earlier British imperial policies. It was therefore imperative that the United States control the Caribbean and construct a canal through the Central American isthmus. Mahan also expanded the current doctrine of Social Darwinism. The white Anglo-Saxons, he declared, had proved their exceptional power to survive in the evolutionary race and should face up to the challenge of the future, the principal feature of which would be an epic struggle between Eastern and Western civilizations.
A powerful group of young Republicans supported Mahan’s arguments for a great navy and an imperialist foreign policy. Among the most prominent of these were Senators Henry Cabot Lodge of Massachusetts, Albert Beveridge of Indiana, and William McKinley of Ohio. Theodore Roosevelt, who became Assistant Secretary of the Navy in 1897, and John Hay, who became Ambassador to London in 1897 and Secretary of State in 1898, were other prominent Republican imperialists. Their ranks were strengthened by the support of a number of Democrats outside Congress and several influential editors, clergymen, and businessmen. One of the most voluble spokesmen of American imperialism was Josiah Strong, a minister who crusaded for reform in the cities but who also believed firmly in the superiority and “Manifest Destiny” of the American branch of the Anglo-Saxon people. In a widely read book, Our Country, he proclaimed that the “peculiarly aggressive traits” developed by Americans were calculated to spread reform, social justice, and “spiritual Christianity” across the face of the earth.
Bowing to this imperialist persuasion, Congress passed a Naval Act in 1890, which appropriated money to construct ships of every class. By 1900 the United States Navy, with an official policy of being “second to none,” had become the world’s third-largest sea force. The Navy was more than ready for the crisis that developed in 1898 in the affairs of Spanish Cuba.
Other factors combined to tempt American imperialists to think of intervening in the Cuban revolt. Cubans purposely damaged American property on the island, in the hope that the United States would intervene to protect its interests and ultimately help overthrow Spanish rule. Some American businessmen thought it would be well worthwhile to impress the Latin American countries with the new power of the United States. The idea of acquiring Cuba, or a naval station there, also fitted admirably into the ideas of Mahan’s followers. Finally, in attempting to put down the revolt the Spanish government resorted to a ruthless policy of repression. General “Butcher” Weyler and his 200,000 troops showed no mercy as they herded thousands of Cuban rebels into concentration camps. The sensational press in the United States covered the Cuban revolt in lurid detail, printing highly colored stories and drawings of Spanish atrocities. The Spanish press replied in kind: “Scoundrels by nature, the American jingoes believe that all men are made like themselves ... they are not even worth our contempt, or the saliva with which we might honor them in spitting at their faces.” As newspaper circulation soared, an increasing number of Americans demanded that their government take action to liberate the Cuban people.
For a time there seemed some chance of a peaceful solution to Cuba’s problems: the Spanish government in Madrid recalled Weyler and abandoned the “concentration camp” policy. Then, in February 1898, came a new crisis which made war with the United States almost inevitable. The great battleship, the U.S.S. Maine, had been blown up by “enemy” action. The big navy men in the government and the popular press clamored for war with Spain. A flood of letters and personal appeals urged President McKinley to send a war message to Congress.
The President was reluctant to yield to this pressure, for the American ambassador in Madrid had just informed him that the Spanish government had agreed to meet every American demand, including an immediate armistice with the rebels. Spain was willing to accept independence, autonomy, or American annexation as a future for Cuba. But the weak McKinley could not resist the popular clamor for war and finally accepted the arguments of close advisers like “Teddy” Roosevelt: the United States, he argued, needed a war to keep it from getting “flabby” and to advance its world mission. Other Republican leaders believed that a war would unite the nation and reduce the mounting demand for political reform as well as the demand for government regulation of business that had been stimulated by the economic depression of the 1890’s. On April 11, 1898, McKinley sent a message to Congress in which he said nothing of the latest reports of Spanish concessions and urged Congress to declare war against Spain.
The “splendid little war,” as Secretary of State John Hay described the Spanish-American War, found the United States generally ill-prepared. The Navy, however, was ready. Roosevelt, the Assistant Secretary of the Navy, had anticipated the war and had ordered Commodore George Dewey, in charge of the Pacific fleet, to stand ready to seize Manila, the capital of the Spanish colony of the Philippines. Aided by the benevolent neutrality of the British naval force in the area, Dewey succeeded in his mission. In Cuba American military success owed more to Spanish incompetence than to United States skill. The Secretary of War was a Michigan politician who had been more interested in patronage than in proper maintenance of the Army. Thus American troops fought in heavy winter uniforms in the Cuban heat and far more died of disease than from enemy action. Nevertheless, several reputations were made in the Spanish-American War. The outstanding hero to emerge from the war was Teddy Roosevelt, who organized a troop of cavalry known as the Rough Riders, and who was present at the principal battle of the war, the capture of San Juan Hill. In reality, the dangerous positions on the hill had been taken by American Negro troops before Roosevelt’s famous charge was executed; but the charge caught the fancy of the people of the United States and did much to aid Roosevelt’s later political career.
The treaty with Spain, which ended the war in 1898, reflected the expansionist enthusiasm stimulated by the war itself. The United States took from Spain Puerto Rico in the Caribbean, and Guam and the Philippines in the Pacific. Cuba was given “independence” as an American protectorate. The United States paid twenty million dollars compensation to Spain for these acquisitions, and spent many more millions as well as hundreds of lives subduing a fierce three-year rebellion against American rule in the Philippines. An amendment to the Congressional declaration of war had specified that Cuba should not be annexed, and it was not; but a measure passed in 1901 seriously limited Cuban sovereignty by leaving control of Cuban foreign and financial policy in United States hands.
The Spanish-American War had achieved much of the program advocated by the imperialists, who immediately began to consolidate and expand their gains. One of the peace negotiators remarked that the acquisition of the Philippines made the Pacific an American lake, into which much commerce and investment was expected to flow. The success of the war, and general business prosperity, helped to bring about another Republican victory in 1900, in which McKinley was reelected, with Theodore Roosevelt, the hero of the Rough Rider charge at San Juan Hill, as his vice-president. Despite the founding of an Anti-Imperialist League, which gained the adherence of men in both parties, popular opinion supported the new aggressiveness of United States policy and, for good or ill, the United States was launched on an imperial course which would sweep her ever more surely into world politics.
In 1901 President McKinley was assassinated. Theodore Roosevelt became President and under him the imperial movement quickened. In 1904-05, Japan and Russia fought a war in which Japan was speedily victorious. Afraid that Japan might move to exclude the United States from the China Sea trade, Roosevelt accepted a Japanese request to mediate between the belligerents. Thus the treaty ending the Russo-Japanese War was concluded by negotiators meeting in Portsmouth, New Hampshire. The Treaty of Portsmouth also heralded the expansion of Japanese power in the Pacific. This ominous development induced Roosevelt to send the American navy on a “training cruise” around the world, as an exhibition of power. Nevertheless, the President arranged an agreement in 1908 in which Japan and the United States agreed to uphold the Open Door principle in China and to recognize the integrity of China and each other’s interests in the Pacific .
At home, Roosevelt moved quickly to consolidate United States control of the Caribbean and to construct a canal through the Isthmus of Panama. In 1901 Secretary of State John Hay turned to good use the growing willingness of Britain to cooperate with the United States by concluding a treaty by which Britain accepted the American plan to build a canal under United States authority. The route selected by the United States lay through the province of Panama, part of the Republic of Columbia.
Hay negotiated a treaty with Columbia by which that country granted to the United States a strip of land across the isthmus in return for ten million dollars and an annual payment of two hundred and fifty thousand dollars. The Colombian Senate, however, refused to ratify the treaty. Rather than be held up by this obstruction, Roosevelt gave clandestine support to several groups who wished to foment a rebellion in Panama and to detach that province from Colombia. On November 3, 1903, the U.S.S. Nashville anchored off Panama and on the following day a “spontaneous” rebellion began. Other American ships joined the Nashville and prevented Colombia from suppressing the revolt. On November 6 the State Department recognized the rebel government and within a week Roosevelt received the chief organizer of the revolt as Ambassador of the new Republic of Panama. At once a treaty was arranged by which Panama granted the United States a permanent zone across the isthmus in return for the ten million dollars and two hundred and fifty thousand dollars annuity proposed to Colombia. In later years Roosevelt reminisced, “If I had followed traditional conservative methods, I should have submitted a dignified state paper of probably two hundred pages to the Congress and the debate would be going on yet, but I took the Canal Zone and then left Congress—not to debate the canal, but to debate me, and while the debate goes on, the canal does also.”
The Panama Canal, completed in 1914 after heroic engineering efforts, added greatly to the naval capability of the United States, and stimulated the economy of the entire West Coast. But the method of its acquisition strained relations between the United States and Latin America for a long period of time. Although the United States made a compensation payment of twenty-five million dollars to Colombia in 1921, the payment did little to soothe outraged Latin American opinion. Roosevelt’s motto was that in diplomacy one should “speak softly and carry a big stick.”
In 1905, asserting the right of the United States to intervene in the affairs of the Dominican Republic, Roosevelt proclaimed a corollary to the Monroe Doctrine. When the Latin republic defaulted in its foreign debt payments Roosevelt intervened in order to prevent a European creditor nation from employing forcible means of collecting. In cases of “chronic wrong-doing” by an American nation, said Roosevelt, the United States must itself act as policeman, since by the Monroe Doctrine it denied to European nations the right of intervention in the Americas. Following this doctrine under Roosevelt and the next two Presidents, Taft and Wilson, the United States intervened with her armed forces in the Dominican Republic, Haiti, Honduras, Nicaragua and other nations. Indeed, between 1900 and 1930, most of the Caribbean republics were little more than American protectorates. The period from 1909 to 1913 saw a particularly emphatic phase of imperialism, sometimes described by the term “dollar diplomacy.” Philander Knox, President Taft’s Secretary of State, induced American banking houses to extend their investments in Latin America and then to act as virtual government agencies. President Wilson professed aversion to “big stick” methods, but such procedures continued to be used after he became President in 1913. In Mexico, where American investment in railways, oil wells, mines, and cattle had reached the impressive figure of over a billion dollars by 1913, Wilson intervened both indirectly and directly in support of the opponents of the “strong man” Huerta, who was a threat to the stability required by United States investors. While Wilson insisted that his motives were liberal, the argument failed to impress Latin Americans.
By the time World War I broke out in Europe, the United States had become a major world power. Its imperial interests reached across the Americas and to the Orient. Americans had participated in the important European conferences at the Hague (1899) and Algeciras (1906). While many Americans were increasingly critical of imperialism and of any diplomatic connection with European powers, the involvement of the United States in world trade and politics was to make it more and more difficult for America to remain aloof from world affairs.
1. In the 1890’s the United States departed from its previous foreign policy of isolationism. 2. American territorial expansion of the early nineteenth century was dictated by the economic interests of her farmers; her expansion at the end of the century was dictated by the economic interests of her industries. 3. American expansion during the 1890’s was largely directed toward Latin America and the Pacific region. 4. The Spanish-American War was a major shift in American foreign policy away from isolationalism. 5. Probably the chief reason the United States went to war with Spain in 1898 was to carry forward a popular crusade to relieve the intolerable conditions in Cuba. The war, nonetheless, fitted into the imperialistic spirit of this period. 6. United States military success during the war with Spain was largely due to an augmented naval program, launched in 1883. The American Army, by contrast, was the victim of outdated methods and inept management. 7. The peace treaty that followed American victory in the war with Spain moved the United States into the ranks of the world’s colonizing powers. It was a situation about which the American people had mixed feelings. 8. In the 1880’s and 1890’s many powerful arguments in favor of imperialism appeared. Among these ideas were Social Darwinism (the writings of Captain A. T. Mahan), aggressive protestant missionary zeal, and racism as expressed in the writings of Rudyard Kipling.
I. Imperialism as a force in world affairs in the last quarter of the nineteenth century A. A stronger force in Europe than U.S. because of major European powers’ scramble for territory B. Economic causes C. Patriotic and idealistic causes D. Meaning of “the white man’s burden” and resentment of other races E. Men and causes leading to American imperialism II. The Spanish-American War, 1898 A. The Cuban rebellion of 1895Ð1898 1. American sympathy with revolutionists stirred by “yellow press” 2. Difficulties of remaining neutral 3. Spanish refusal to compromise 4. Sinking of the Maine B. The declaration of war 1. Explanation for popularity of war measures with most Americans 2. McKinley’s reluctance to go to war 3. Final action by McKinley and Congress bringing us to war a. Teller Amendment b. Significance 4. Extent to which U.S. was justified in going to war C. Our military record 1. On land a. Evidences of inefficiency b. San Juan and the “Rough Riders” c. Capture of Santiago d. Occupation of Puerto Rico e. Reasons for success 2. On the sea a. Sampson’s defeat of Cervera’s fleet off Santiago b. Dewey’s victory at Manila Bay and resulting capture of Manila by American troops c. Reasons for American success D. The peace treaty 1. Debate on whether U.S. should acquire the Philippines a. Arguments for, including McKinley’s justification b. Arguments and important leaders against 2. Final terms of the Treaty of Paris (1898) E. Results of the War 1. Domination of Caribbean 2. Annexation of Hawaii 3. Colonial possessions, responsibilities, and interests in Far East III. American policy towards China A. Helplessness of China before 1900 1. Beginning of process of parceling out Chinese territory a. European spheres of influence and relation to American opportunities for trade 2. Reasons for American opposition 3. Effect of ownership of Philippines on our concern about what happened in China B. John Hay and the Open Door Policy C. The Boxer Rebellion 1. American help in preventing partition 2. American help in scaling down indemnities D. American gestures of good will IV. Our overseas empire A. Main problems in governing an overseas empire 1. Form of government 2. Granting American citizenship to all 3. Allowing foreign goods to enter U.S. without duty B. Reasons Hawaii constituted no real problem C. Puerto Rico 1. Benefits of American rule 2. Difficulties under American rule 3. Degree of self-government given Puerto Rico a. Explanation of right of any Puerto Rican to enter U.S. at present time b. Extent to which we control Puerto Rico at present time D. Difficulties in ruling the Philippines 1. Reasons for doubting ability of Filipinos to rule themselves 2. The Philippine insurrection and American military action a. Reasons American military action against Filipinos violated American traditions b. American policy as announced by McKinley 3. Ways in which American imperialism in Philippines differed from most European imperialism a. Achievements of American rule in the Philippines b. Extent to which we have reason to be proud or ashamed of our record E. Problem of Constitution following the flag 1. Decision of Supreme Court in “insular cases” 2. Later Congressional legislation F. American relations with Cuba 1. Reasons U.S. felt it should not withdraw immediately 2. American achievements in Cuba 3. Cuban progress toward self-government a. Meaning of Cuba as American protectorate b. Restrictions of Platt Amendment and extent, if any, to which it violated Teller Amendment c. Circumstances under which U.S. secured Guantanamo d. Evaluation of record of U.S. in Cuba in early nineteenth century V. Imperialism as a political issue A. Meaning of imperialism B. Role in the election of 1900 C. McKinley’s awareness of America’s new position in the world and its relation to needed tariff changes VI. Theodore Roosevelt, President A. Circumstances under which he became Vice-President B. Circumstances under which McKinley was assassinated VII. Roosevelt’s foreign policy in the Caribbean A. Defense of Venezuela from possible European aggression in 1902 1. Nature of German action 2. Nature of American action 3. Most recent challenge to Monroe Doctrine B. The Roosevelt Corollary to the Monroe Doctrine 1. Problems posed by Drago Doctrine 2. Explanation of Roosevelt Corollary a. Implications for U.S. and Latin America b. Extent to which it enlarged Monroe Doctrine 3. Circumstances under which Roosevelt Corollary first used a. Collection of Dominican custom duties by U.S. in 1905 VIII. Roosevelt’s diplomacy in the Far East. A. Reason policy of the “Big Stick” not applicable B. Difficulties in maintaining Open Door in China and defending Philippines in event of attack 1. Value in keeping balance of power between nations with territorial ambitions in Far East. 2. Meaning of Roosevelt’s reference to the Philippines as the “Achilles heel” of American defense. a. Did World War I prove T. R. right or wrong? b. Did World War II prove T. R. right or wrong? C. Japanese and Russian policies of expansion lead to Russo-Japanese War 1. Reason American public opinion at first favorable to Japan 2. Effect of ease of Japanese victories 3. Roosevelt as peacemaker a. Final provisions of Treaty of Portsmouth b. Effect on balance of power in Far East c. Effect on Japanese public opinion toward U.S. because of failure to secure money indemnity from Russia d. Nobel Peace Prize to Roosevelt IX. Later difficulties with Japan A. T. R.’s attempt to solve them 1. Playing up of “yellow peril” by “yellow press” 2. Discrimination against Japanese children in California public schools as a result of rising opposition to Japanese immigration a. Japan’s part in compromise effected by the Gentlemen’s Agreement b. U.S. part in compromise B. Settlement regarding the balance of power in the Far East 1. Root-Takahira Agreement of 1908 2. Roosevelt’s demonstration of American naval power C. Failure under President Taft to prevent discrimination against American businessmen in Manchuria X. Other Rooseveltian diplomacy A. Roosevelt’s involvement in European politics with respect to Morocco 1. Success and significance of intervention 2. Attitude of U.S. Senate and its significance B. Support of use of arbitration for settling international disputes 1. Meaning of arbitration 2. American participation in Hague Conferences of 1899 and 1907 and establishment of Hague Tribunal 3. U.S. record of use of arbitration in previous administrations and in the Roosevelt period 4. Significance of restrictions placed in arbitration treaties made with individual countries at this time 5. Role arbitration plays or should play in our present foreign policy C. Improvement of the Army and Navy 1. Manner in which this was effected 2. Elihu Root as Secretary of War 3. Relation of such improvement to effective American diplomacy D. Improvement of the diplomatic corps 1. Manner in which this was effected 2. Elihu Root as Secretary of State XI. Evaluation of foreign policy of Theodore Roosevelt A. Desirable elements B. Undesirable elements C. Extent to which this period and the McKinley period indicate a willingness to take on world-wide responsibility
Two highly readable general accounts of America’s expansion overseas are Foster Rhea Dulles, The Imperial Years (New York: Crowell, 1956), and Walter Millis, The Martial Spirit: A Study of Our War with Spain* (New York: Viking, 1965), which is especially good on McKinley. A general reinterpretation of American growth overseas is provided by Walter LaFeber in The New Empire: An Interpretation of American Expansion, 1860Ð1898* (Ithaca, N.Y.: Cornell University Press, 1963), whereas H. Wayne Morgan, in America’s Road to Empire: The War with Spain and Overseas Expansion* (New York: Wiley, 1965), presents a contrary view. The best history of the war itself is Frank Freidel, The Splendid Little War* (Boston: Little, Brown, 1958), which is light reading and heavily illustrated. One may also find a variety of opinions on the causes of the war and the desirability of American expansion assembled in four books of readings: Milton Plesur, Creating an American Empire, 1865-1914* (New York: Jerome S. Ozer, 1971); Theodore P. Greene, American Imperialism in 1898* (Boston: Heath, 1955); J. Rogerts Hollingsworth, American Expansion in the Late Nineteenth Century: Colonist or Anticolonialist?* (New York: Holt, 1968); and Richard E. Welch, Jr., Imperialists vs Anti-Imperialists: The Debate over Expansion in the 1890’s* (Itasca, Ill. Peacock, 1972).
The best books on specific issues are, on the Far West, Norman A. Graebner, Empire on the Pacific: A Study in American Continental Expansion* (New York: Ronald, 1955); on the Open Door, Marilyn Blatt Young, The Rhetoric of Empire: American China Policy, 1895-1901 (Cambridge, Mass.: Harvard University Press, 1968), and Thomas J. McCormick, China Market: America’s Quest for Informal Empire, 1893Ð1901 (New York: Quadrangle, 1967); on Cuba, David F. Healy, The United States in Cuba, 1898Ð1902: Generals, Politicians, and the Search for Policy of the United States: A Brief History* (New York: Wiley, 1968), and on the anti-imperialists, Robert L. Beisner, Twelve Against Empire: The Anti-Imperialists, 1898-1900* (New York: McGraw-Hill, 1965), which is a lively book, and E. Berkeley Tompkins, Anti-Imperialism in the United States: The Great Debate, 1890-1920 (Philadelphia: University of Pennsylvania Press, 1970). The best overall treatment is Ernest R. May, Imperial Democracy* (New York: Harcourt, 1961).
On the Pacific Islands and Hawaii, useful books include Merze Tate, The United States and the Hawaiian Kingdom: A Political History (New Haven: Yale University Press, 1965), which is highly detailed, and Earl Pomeroy, Pacific Outpost: American Strategy in Guam and Micronesia (Stanford, Cal.: Stanford University Press, 1951), which is not. A journalist for the New Yorker, E. J. Kahn, Jr., has written a vivid and moving book, Reporter in Micronesia (New York: Norton, 1966). An excellent chapter on the war in the Pacific against Aguinaldo may be found in Leslie E. Decker and Robert Seager II (eds.), America’s Major Wars: Crusaders, Critics, and Scholars, 1775Ð1972, vol. 2:1866-1972, from The Study of American History, Vol. II, pp. 647-648 (Reading, Mass.: Addison Wesley, 1973).
The general theory of imperialism presents major problems for the reader not well versed in economics, and there are only a few books by which one may begin to stalk the problem. A clear and short survey is Raymond F. Betts, Europe Overseas: Phases of Imperialism (New York: Basic, 1963). Robert Huttenback’s The British Imperial Experience* (New York: Harper & Row, 1966), although it is limited to a single nation, is very lively. Broader in scope is Robin W. Winks (ed.), The Age of Imperialism* (Englewood Cliffs, N.J.: Prentice-Hall, 1969).
Mr. Dooley—Finley Peter Donne
Let Freedom Ring, Chapter 21, Silver Burdett Co., 1977.
The American Dream, Unit B., Scott Foresmen, 1977.
These United States, Chapter 18, Houghton Mifflin Co., 1978.
The Study of American History, Vol. II, Chapter 31, Dushkin Publishing Group, 1974.
* Paperback Eds.
1. Imperialism: Building an Empire. Critical Thinking Aides. 2. Internal Reform and International Responsibility. A367-13 SVE 3. The Rise of America as a World Power. Unit 30. Yale University Press Film Service. 4. Emergence of the United States as a World Power. 3 Filmstrips, 3 Cassettes Guidance Associates. 5. Theodore Roosevelt. Electronic History, Inc.
“U.S. Expansion Overseas—1893-1917.” Coronet Films. 20 minute color.
“History of the U.S. Navy—War with Spain 1865-1898.” 20 minute color. Produced by the Department of the Navy.
A set of forty slides produced by R. A. Silocka. Illustrating the Rise of America to World Power 1890’sÐ1900’s.
This activity should both personalize the study of foreign affairs for the class and should start students thinking about the ways in which nations become involved with each other and about the roles governments play in these involvements.
1. On an outline map of the Caribbean area locate the following: Cuba, Puerto Rico, Santo Domingo, Venezuela, Nicaragua, Colombia, Panama, the Canal Zone, and the Panama Canal. With the completed map before you, discuss in class the strategic relation of countries listed above to the Panama Canal.
2. On an outline map of the Eastern part of Asia and the Pacific locate the following: the Philippine Islands, China, Korea, Manchuria, Port Arthur, Japan, Wake Island, Guam, Samoa, Hawaiian Islands. 3. Prepare a map talk show about the economic and strategic importance of the Panama Canal to the United States. 4. On an outline map of the world show the areas acquired by the United States between 1865 and 1900, with the date when each was acquired. 5. On an outline map of the world, show places connected with The Spanish-American War, including Cuba, Santiago, Guantanamo Bay, Puerto Rico, the Philippines, Manila Bay, Guam; The Open Door Policy: Peking, Port Arthur, Formosa, Shantung Peninsula, Hong Kong, Manchuria. 6. Prepare an outline map of the world to show A) European colonial possessions acquired by 1815; B) those acquired between 1815 and 1914; C) American colonial holdings in 1914. How many of these are still colonies?
Individuals and Groups:
|Commodore Matthew Perry||General Valeriano Weyler|
|William H. Seward||Joseph Pulitzer|
|Rough Riders||William Randolph Hearst|
|Walter Reed||Theodore Roosevelt|
|George W. Goethals||Commodore George Dewey|
|Josiah Strong||William Jennings Bryan|
|Alfred Thayer Mahan||General Leonard Wood|
|James G. Blaine||Emilio Aguinaldo|
|Pan-American Union||John Hay|
|commercial imperialism||customs union|
|Foreign markets||“White Man’s burden”|
|debtor nation||unincorporated territories|
|jingoism||sphere of influence|
|Roosevelt Corollary||Open Door|
|Dollar Diplomacy||Yellow Press|
|annexation of Midway||Maine|
|first Pan-American Congress||joint resolution declaring|
|Russo-Japanese War||Cuba free|
|Battle of Santiago Bay||Teller Amendment|
|McKinley Tariff||The Treaty of Paris, 1898|
|“republic” of Hawaii||Insular Cases|
|Santo Domingo||San Juan Hill|
|Samoan Islands||Puerto Rico|
1. Have some students do a research project on the role of the press before and during the various wars in which the United States has been involved. Their research may be limited to a particular time period, or may range all the way from the American Revolution up to the present. Have them consider the following as they do their research. A. Does the role of the press right before or during a war seem to have changed over the years, or has it remained constant? B. In which war or wars did the press seem to be most active? Least active? C. What criticisms have been leveled at the press for its activities before or during a war? Do you think these criticisms were/are justified? D. What problems does the role of the press before and during a war raise with respect to the First Amendment guarantees? 2. Analyze one of the causes of imperialism. 3. Why did naval expansionists want colonies? 4. What arguments support the idea that business interests caused war with Spain? 5. What arguments deny that business interests caused war Spain? 6. How did religious leaders contribute to imperialism? 7. Can you reconcile the Teller Amendment with the Platt Amendment? 8. Using historical examples clarify the distinctions between A) colony, B) protectorate, C) sphere of influence, D) mandate, and E) trusteeship. 9. Research the Northwest Ordinance to see how America provided for governing land and people beyond the original thirteen states. Why was the precedent set up in 1787 not applied overseas? 10. The medical research on yellow fever makes a dramatic story. Read DeKruif, Men Against Death. And report to your class your findings.
The names above are hidden in the diagram. Find the name in the diagram and draw a circle around it. Then write the names in the space beside the identification and tell how each one helped or held back imperialism. Some names are spelled down, some up; some are from left to right, and some are backward; a few are spelled diagonally.
1. A promoter of sea power. 2. The first President of Hawaii. 3. A Republican President who wanted to expand the U.S. but couldn’t. 4. A Democratic President who didn’t want to expand the U.S. and didn’t. 5. The President who got into a war with Spain. 6. Secretary of State during the Venezuela crisis with Britain. 7. Secretary of State who bought Alaska. 8. Owner of a New York paper that helped to get us into war. 9. Spanish commander at Santiago. 10. United States commander at Manila. 11. United States commander at Santiago. 12. Philippine guerrilla leader. 13. Builder of the Panama Canal. 14. The President who used a big stick. 15. The President who practiced dollar diplomacy. 16. Mexican dictator. 17. The Mexican dictator’s successor. 18. President Wilson did not approve of him. 19. Mexican guerrilla leader. 20. United States general who failed to catch the guerrilla leader. 21. A President whose Mexican policy failed. 22. The man who called the struggle with Spain “a splendid little war.”
Contents of 1978 Volume III | Directory of Volumes | Index | Yale-New Haven Teachers Institute
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Obtaining a high-quality 3D digital model of a physical object can be a fiddly process, that often requires considerable user input. German research and development company NEK, however, is attempting to make things easier, with its OrcaM Orbital Camera System. Users just place an object inside of its "reconstruction sphere," then the system goes to work, automatically creating a near-perfect three-dimensional recreation of the object.
Presently, OrcaM is limited to objects with a diameter no larger than 80 centimeters (31.5 in), and weighing no more than 100 kilograms (220.5 lbs).
The process begins with the user sliding back the camera head, opening up the sphere, and placing their object inside. Once the sphere has been closed and the head slid back into place, the acquisition stage can begin. This involves the head slowly moving around the sphere, systematically snapping high-definition images of the object from every angle, via its seven cameras. A matrix of lights on the inside surface of the sphere illuminate the object differently for every shot, to best capture all of the intricate details of its geometry. Users don't need to calibrate the cameras or lighting system, as the system performs that function automatically.
Once the scanning is completed, a linked computer creates a 3D model of the object, using the captured images.
According to NEK (webpage is in German), features that are still in development for the system include the abilities to scan through plate glass and to recreate semi-transparent objects, along with simplified one-button use, and portability.
OrcaM can be seen in use, in the video below.
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Posted on Jan 05, 2012 | Comments 0
Aggressive behavior in children is a stressful thing for many parents. They struggle on how to help keep their children under control without giving into everything that they want. There are many reasons why a child will develop an aggressive behavior and sometimes, that is something that parents need to look into first.
The reasons for aggressive behavior in children
There are times when children become tired and start to get worked up. This is something that any human, child or adult, will suffer from and often leads to emotions that are not usually noticed. However, that does not mean that lashing out at others, through hitting or biting, is acceptable.
Children often have trouble showing their emotions and will start to act out and lash out at others. This is something that parents have to curb at an early stage if they don’t want aggressive behavior in children.
If children believe that this is acceptable behavior, they will continue to do it and it will spiral out of control.
Children will also lash out due to not getting the attention that they want. Naughty behavior means that parents have to stop what they are doing to discipline. It is important to curb this from happening, which is something that the following tips will be able to help with.
How to curb aggressive behavior in kids
The first step to take is to know what is going to cause aggressive behavior in children. You will need to know when your child is most likely to hit out, whether this is to do with you spending some adult time with your partner or whether it is because your child does not get his or her own way.
There are chances that your child is acting out to get your attention and you will need to make some changes to battle that. First of all, you need to start praising your child for the good behavior. Remain positive so the negative behavior in children does not get the emphasis. If your child realizes that he or she can get the attention for being good – and that it is better attention – there are more chances that he or she will act good.
Just because your child is being good or bad does not mean that you cannot show affection or give attention at other times. In fact, regularly paying attention to what your child has to say will help to prevent the bad behavior from happening. Take some time to spend time with each child separately and then spend your time to ask how school was and ask for opinions on dinner. This is often more important as a child gets older because your child will want some independence.
How others will affect children’s aggressive behavior
Unfortunately, it is not just you who will affect the behavior in your child. There are outside influences, including friends from school. Friends will have a lot of influence due to peer pressure and you will need to consider those who your child hangs around with. If your child sees their friends acting out and being violent, they will pick up that behavior and start it with you.
Other family members may also have an effect on aggressive behavior in children. Arguing parents, siblings and other family members will lead to your child believing that this is acceptable behavior. You will need to avoid any family disputes when your child is around or in earshot and will also need to talk to your family too.
Posted in: Behavior Problems
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Sunday, March 02, 2008
Canine Achondroplastic Dwarves
A "puddin'" Jack Russell is a dog that is an achondroplastic dwarf. The clear visual signs of this genetic condition are a large chest on short, benched or "Queen Anne" legs. These dogs are also referred to as "shorties" by some people, and as "Irish Jacks" by others.
An achondroplastic dwarf is an animal that cannot run as fast as a well built dog, and it's chest will often be too large for it to go to ground, no matter how much they have "the fire called desire."
Achondroplastic dwarfs are not smaller dogs -- they are almost always larger in the only way that really counts when hunting, which is chest size.
Though an achondroplastic dwarf terrier may be only 10 inches tall, it may be anywhere from 15 to 20 pounds in weight due to the huge chest, big bones, and large head.
Breeds commonly associated with achondroplastic dwarfism are basset hounds, dachshunds, shih-tzus, pekingese, sharpeis and English and French bulldogs. These dog always have limbs that are shorter than their body and often have over-large heads as well.
Achondroplastic dwarfism is a genetic defect and should not be perpetuated. This is not "just another type of small dog" -- this is a dog with non-proportional limbs and very clear symptoms caused by a genetic defect.. "Achondroplasia" literally means "an absence of good shape" and refers to a distortion of the legs (as in the Dachshund and Jack Russell) or head (as in the English Bulldog). Achonodroplasia is associated with back problems, weight problems, and patella problems, as the short legs make it more difficult for the dogs to run, while any added weight further compromises an already unsound skeletal system.
Some ill-informed breeders are intentionally breeding achondroplastic dwarf dogs because they think they are "cute." This is a very bad turn of events, as it simply increases the genetic load on all dogs. The UKC dogs being bred as "Russell Terriers" are often (though not always) achondroplastic dwarves.
A "puddin" Jack Russell terrier does NOT have a different nature or temperament than a regular Jack Russell terrier; they are just as likely to be a cat chaser, hamster killer, and back-yard garden digger, and will do just as poorly in a home where training, exercises, and physical activity is not provided. The defective gene that causes achondroplastic dwarfism is not tied to temperament or personality in any way, shape or form.
Puddin Jack Russell terriers are generally happy and active dogs that seem to enjoy life and they, in turn, should be enjoyed and loved. Please do not breed more achondroplastic dwarfs, however. There are more than enough Jack Russell Terriers in the world looking for pet homes right now. The world does not need more "cute" dogs and it does not need more dogs with genetic problems. Every day perfectly wonderful and cute dogs are being put down in shelters across the U.S., and their only crime is that they are not a puppies.
If you are looking for a pet Jack Russell terrier, the place to start is with Russell Rescue.
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Cycling to School: Increasing Secondary School Enrollment for Girls in India
We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls' age-appropriate enrollment in secondary school by 30% and also reduced the gender gap in age-appropriate secondary school enrollment by 40%. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages where the nearest secondary school was further away, suggesting that the mechanism for program impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We find that the Cycle program was much more cost effective at increasing girls' enrolment than comparable conditional cash transfer programs in South Asia, suggesting that the coordinated provision of bicycles to girls may have generated externalities beyond the cash value of the program, including improved safety from girls cycling to school in groups, and changes in patriarchal social norms that proscribed female mobility outside the village, which inhibited female secondary school participation.
You may purchase this paper on-line in .pdf format from SSRN.com ($5) for electronic delivery.
Document Object Identifier (DOI): 10.3386/w19305
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Today's Google doodle commemorates computer pioneer Grace Hopper, who invented key software technologies that paved the way for modern day computer languages.
She managed to get government agencies and industry to agree on a common business programming language, named Cobol.
Her work remains part of everyday life, when you withdraw money from a cash machine a Cobol program is used.
But what do we know about her?
Here are the top 10 facts about Grace Hopper and her work.
10. She has dozens of various places, objects and organisations named after her.
These include the U.S. Navy destroyer USS Hopper, the Cray XE6 "Hopper" supercomputer at NERSC and the Department of Energy's flagship computer system "Hopper".
9. She was curious about mechanics from an early age.
At the age of seven she decided to determine how an alarm clock worked, and dismantled seven alarm clocks before her mother realised what she was doing.
8. She retired from the navy at the standard age of 60, but was repeatedly recalled until her eighties.
She was recalled to active duty in August 1967 for a six-month period that turned into an indefinite assignment.
She again retired in 1971, but was asked to return to active duty again in 1972.
7. Owing to the breadth of her accomplishments and her naval rank, she is sometimes referred to as Amazing Grace.
6. At a celebration held in Boston on the USS Constitution to celebrate her final retirement, Hopper was awarded the Defense Distinguished Service Medal, the highest non-combat decoration awarded by the Department of Defense.
5. At the time of her retirement, she was the oldest active-duty commissioned officer in the United States Navy (79 years, eight months and five days).
Coincidently, she was aboard the oldest commissioned ship in the United States Navy (188 years, nine months and 23 days).
4. Women at the world's largest software company, Microsoft, formed an employee group called Hoppers and established a scholarship in her honor.
Hoppers now has over 3000 members worldwide.
3. Hopper is credited with popularizing the term "debugging" for fixing computer glitches.
While she was working on a computer in 1947, her associates discovered a moth stuck in a relay and thereby impeding operation, whereupon she remarked that they were "debugging" the system.
The remains of the moth can be found in the Smithsonian Museum, in Washington DC.
2. Grace Murray Hopper Park, located on South Joyce Street in Virginia, is a small memorial park in front of her former home.
In front of the River House Apartments, the park was originally funded by private sources, but in later years, it became an official park of Arlington County.
1. One of Hopper's most famous quotes, which is often attributed to others, is: "It's easier to ask forgiveness than it is to get permission."
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Penicillium infects and damages live bulb of Tulipa
Evolution and Systematics
Penicillium mold inhibits bacterial biofilm formation in part by producing penicillic acid and patulin.
"More recently, these workers showed that penicillic acid and patulin (extracted from cultures of Penicillium moulds) also exhibited quorum sensing inhibitory activity, although subsequent transcriptomic analyses showed that their effect(s) were not specific to quorum sensing. 44 " (Welch et al. 2005:200)
Learn more about this functional adaptation.
- Welch, M.; Mikkelsen, H.; Swatton, J. E.; Smith, D.; Thomas, G. L.; Glansdorp, F. G.; Spring, D. R. 2005. Cell-cell communication in Gram-negative bacteria. Mol Biosyst. 1(3): 196-202.
Molecular Biology and Genetics
Statistics of barcoding coverage
Specimens with Sequences:2505
Specimens with Barcodes:2428
Species With Barcodes:627
Some members of the genus produce penicillin, a molecule that is used as an antibiotic, which kills or stops the growth of certain kinds of bacteria inside the body. Other species are used in cheesemaking. According to the Dictionary of the Fungi (10th edition, 2008), the widespread genus contains over 300 species.
The genus was first described in the scientific literature by Johann Heinrich Friedrich Link in his 1809 work Observationes in ordines plantarum naturales. Link included three species—P. candidum, P. expansum, and P. glaucum—all of which produced a brush-like conidiophore (asexual fruiting structure). The common apple rot fungus P. expansum was selected as the type species.
Selected species include;
- Penicillium albocoremium
- Penicillium aurantiogriseum
- Penicillium bilaiae, which is an agricultural inoculant
- Penicillium camemberti, which is used in the production of Camembert and Brie cheeses
- Penicillium candidum, which is used in making Brie and Camembert. It has been reduced to synonymy with Penicillium camemberti
- Penicillium chrysogenum (previously known as Penicillium notatum), which produces the antibiotic penicillin
- Penicillium claviforme
- Penicillium commune
- Penicillium crustosum
- Penicillium digitatum a plant pathogen
- Penicillium echinulatum produces Mycophenolic acid
- Penicillium expansum, a plant pathogen
- Penicillium funiculosum, a plant pathogen
- Penicillium glabrum
- Penicillium glaucum, which is used in making Gorgonzola cheese
- Penicillium italicum
- Penicillium lacussarmientei
- Penicillium marneffei, a thermally dimorphic species endemic in Southeast Asia, which presents a threat of systemic infection to AIDS patients
- Penicillium purpurogenum
- Penicillium roqueforti, which is used in making Roquefort, Danish Blue cheese, and also recently Gorgonzola
- Penicillium stoloniferum
- Penicillium ulaiense
- Penicillium verrucosum produces ochratoxin A
- Penicillium viridicatum produces ochratoxin
The thallus (mycelium) typically consists of a highly branched network of multinucleate, septate, usually colorless hyphae. Many-branched conidiophores sprout on the mycelia, bearing individually constricted conidiospores. The conidiospores are the main dispersal route of the fungi, and often are green in color.
Sexual reproduction involves the production of ascospores, commencing with the fusion of an archegonium and an antheridium, with sharing of nuclei. The irregularly distributed asci contain eight unicellular ascospores each.
Species of Penicillium are ubiquitous soil fungi preferring cool and moderate climates, commonly present wherever organic material is available. Saprophytic species of Penicillium and Aspergillus are among the best-known representatives of the Eurotiales and live mainly on organic biodegradable substances. Commonly known as molds, they are among the main causes of food spoilage, especially species of subgenus Penicillium. Many species produce highly toxic mycotoxins. The ability of these Penicillium species to grow on seeds and other stored foods depends on their propensity to thrive in low humidity and to colonize rapidly by aerial dispersion while the seeds are sufficiently moist. Some species have a blue color, commonly growing on old bread and giving it a blue fuzzy texture.
Some Penicillium species affect the fruits and bulbs of plants, including P. expansum, apples and pears; P. digitatum, citrus fruits; and P. allii, garlic. Some species are known to be pathogenic to animals; P. corylophilum, P. fellutanum, P. implicatum, P. janthinellum, P. viridicatum, and P. waksmanii are potential pathogens of mosquitoes. P. marneffei, which causes mortality in the Vietnamese bamboo rats, has become a common opportunistic infection of HIV-infected individuals in southeast Asia.
Penicillium species are present in the air and dust of indoor environments, such as homes and public buildings. The fungus can be readily transported from the outdoors, and grow indoors using building material or accumulated soil to obtain nutrients for growth. Penicillium growth can still occur indoors even if the relative humidity is low, as long as there is sufficient moisture available on a given surface. A British study determined that Aspergillus- and Penicillium-type spores were the most prevalent in the indoor air of residential properties, and exceeded outdoor levels. Even ceiling tiles can support the growth of Penicillium—as one study demonstrated—if the relative humidity is 85% and the moisture content of the tiles is greater than 2.2%.
Some Penicillium species cause damage to machinery and the combustible materials and lubricants used to run and maintain them. For example, P. chrysogenum, P. steckii, P. notatum, P. cyclopium, and P. nalgiovensis affect fuels; P. chrysogenum, P. rubrum, and P. verrucosum cause damage to oils and lubricants; P. regulosum damages optical and protective glass.
Several species of the genus Penicillium play a central role in the production of cheese and of various meat products. To be specific, Penicillium molds are found in Blue cheese. Penicillium camemberti and Penicillium roqueforti are the molds on Camembert, Brie, Roquefort, and many other cheeses. Penicillium nalgiovense is used to improve the taste of sausages and hams, and to prevent colonization by other molds and bacteria.
In addition to their importance in the food industry, species of Penicillium and Aspergillus serve in the production of a number of biotechnologically produced enzymes and other macromolecules, such as gluconic, citric, and tartaric acids, as well as several pectinases, lipase, amylases, cellulases, and proteases. Some Penicillium species have shown potential for use in bioremediation because of their ability to break down a variety of xenobiotic compounds.
The genus includes a wide variety of species molds that are the source molds of major antibiotics. Penicillin, a drug produced by P. chrysogenum (formerly P. notatum), was accidentally discovered by Alexander Fleming in 1929, and found to inhibit the growth of Gram-positive bacteria (see beta-lactams). Its potential as an antibiotic was realized in the late 1930s, and Howard Florey and Ernst Boris Chain purified and concentrated the compound. The drug's success in saving soldiers in World War II who had been dying from infected wounds resulted in Fleming, Florey and Chain jointly winning the Nobel Prize in Medicine in 1945.
Griseofulvin is an antifungal drug and a potential chemotherapeutic agent that was discovered in P. griseofulvum. Additional species that produce compounds capable of inhibiting the growth of tumor cells in vitro include: P. pinophilum, P. canescens, and P. glabrum.
Although many eukaryotes are able to reproduce sexually, as much as 20% of fungal species had been thought to reproduce exclusively by asexual means. However recent studies have revealed that sex occurs even in some of the supposedly asexual species. For example, sexual capability was recently shown for the fungus Penicillium roqueforti, used as a starter for blue cheese production. This finding was based, in part, on evidence for functional mating type (MAT) genes that are involved in fungal sexual compatibility, and the presence in the sequenced genome of most of the important genes known to be involved in meiosis. Penicillium chrysogenum is of major medical and historical importance as the original and present-day industrial source of the antibiotic penicillin. The species was considered asexual for more than 100 years despite concerted efforts to induce sexual reproduction. However, in 2013, Bohm et al. finally demonstrated sexual reproduction in P. chrysogenum.
Penicillium marneffei, an AIDS-associated pathogen, was also previously assumed to reproduce exclusively by asexual means. This assumption was largely based on the highly clonal population structure of this species. However, recent work has revealed that the genes required for meiosis are present in P. marneffei. This and other evidence indicated that mating and genetic recombination does occur in this species. It was concluded that P. marneffei is sexually reproducing, but recombination is most likely to occur across spatially and genetically limited distances in natural populations resulting in a highly clonal population structure.
These findings with Penicillium species are consistent with accumulating evidence from studies of other eukaryotic species that sex was likely present in the common ancestor of all eukaryotes. Furthermore, these recent results suggest that sex can be maintained even when very little genetic variability is produced.
- "Penicillium Link 1809". MycoBank. International Mycological Association. Retrieved 2011-07-14.
- Kirk, PM; Cannon, PF; Minter, DW; Stalpers, JA (2008). Dictionary of the Fungi (10th ed.). Wallingford, UK: CABI. p. 505. ISBN 978-0-85199-826-8.
- Link, JHF (1809). "Observationes in ordines plantarum naturales. Dissertatio I". Magazin der Gesellschaft Naturforschenden Freunde Berlin (in Latin) 3: 3–42.
- Samson, R.A.; Pitt, J.I. (1985). Advances in Penicillium and Aspergillus Systematics. Springer. ISBN 978-0-306-42222-5.
- Pitt, J.I. (1979). The genus Penicillium and its teleomorphic states Eupenicillium and Talaromyces. Academic Press. ISBN 978-0-12-557750-2.
- "Names record: Penicillium Link". Index Fungorum. CAB International. Retrieved 2011-07-14.
- Haubrich, W.S. (2003). Medical Meanings: A Glossary of Word Origins (2nd ed.). Philadelphia, Pennsylvania: American College of Physicians. p. 175. ISBN 978-1-930513-49-5. Retrieved 2013-02-03.
- Samson RA, Seifert KA, Kuijpers AF, Houbraken JA, Frisvad JC. (2004). "Phylogenetic analysis of Penicillium subgenus Pencillium using partial beta-tubulin sequences" (PDF). Studies in Mycology 49: 175–200.
- Pitt JI, Basílico JC, Abarca ML, López C.; Basílico; Abarca; López (2000). "Mycotoxins and toxigenic fungi". Medical Mycology 38 (Suppl 1): 41–46. doi:10.1080/714030911. PMID 11204163.
- Balgrie, B. (2003). "Taints and Off-flavours in Food". CRC Press. p. 134. ISBN 978-1-85573-449-4. Retrieved 2013-02-03.
- Valdez JG, Makuch MA, Ordovini AF, Masuelli RW, Overy DP, Piccolo RJ.; Makuch; Ordovini; Masuelli; Overy; Piccolo (2006). "First report of Penicillium allii as a field pathogen of garlic (Allium sativum)". Plant Pathology 55 (4): 583. doi:10.1111/j.1365-3059.2006.01411.x.
- da Costa, GL; de Moraes, AM; de Oliveira, PC (1998). "Pathogenic action of Penicillium species on mosquito vectors of human tropical diseases". Journal of Basic Microbiology 38 (5–6): 337–41. doi:10.1002/(SICI)1521-4028(199811)38:5/6<337::AID-JOBM337>3.0.CO;2-N. PMID 9871331.
- Ustianowski AP, Sieu TP, Day JN.; Sieu; Day (2008). "Penicillium marneffei infection in HIV". Current Opinion in Infectious Diseases 21 (1): 31–36. doi:10.1097/QCO.0b013e3282f406ae. PMID 18192783.
- Fairs, A.; Wardlaw, AJ; Pashley, CH (2010). "Guidelines on ambient intramural airborne fungal spores". Journal of Investigational Allergology and Clinical Immunology 20 (6): 490–98. PMID 21243933. Missing
|last3=in Authors list (help)
- Chang, JCS; Foarde, KK; Vanosdell, DW. (1995). "Growth evaluation of fungi (Penicillium and Aspergillus spp.) on ceiling tiles". Atmospheric Environment 29 (17): 2331 37. doi:10.1016/1352-2310(95)00062-4.
- Semenov SA, Gumargalieva KZ, Zaikov GE. (2003-08-01). Biodegradation and Durability of Materials Under the Effect of Microorganisms (New Concepts in Polymer Science). V.S.P. Intl Science. pp. 34–35. ISBN 978-90-6764-388-7.
- Marianski, S.; Marianski, A. (2009). The Art of Making Fermented Sausages. Seminole, Florida: Bookmagic. p. 47. ISBN 978-0-9824267-1-5. Retrieved 2013-02-03.
- Leitão, A.L. (2009). "Potential of Penicillium species in the bioremediation field" (PDF). International Journal of Environmental Research and Public Health 6 (4): 1393–417. doi:10.3390/ijerph6041393. PMC 2681198. PMID 19440525.
- Rifkind, D.; Freeman, G. (2005). The Nobel Prize Winning Discoveries in Infectious Diseases. London, UK: Academic Press. pp. 43–46. ISBN 978-0-12-369353-2. Retrieved 2013-02-03.
- Singh P, Rathinasamy K, Mohan R, Panda D.; Rathinasamy; Mohan; Panda (2008). "Microtubule assembly dynamics: an attractive target for anticancer drugs". IUBMB Life 60 (6): 368–75. doi:10.1002/iub.42. PMID 18384115.
- De Carli, L.; Larizza, L. (1988). "Griseofulvin". Mutation Research 195 (2): 91–126. doi:10.1016/0165-1110(88)90020-6. PMID 3277037.
- Nicoletti R, Manzo E, Ciavatta ML.; Manzo; Ciavatta (2009). "Occurrence and bioactivities of funicone-related compounds". International Journal of Molecular Sciences 10 (4): 1430–44. doi:10.3390/ijms10041430. PMC 2680625. PMID 19468317.
- Nicoletti, R.; Buommino, E.; De Filippis, A.; Lopez-Gresa, M.; Manzo, E.; Carella, A; Petrazzuolo, M; Tufano, M.A. (2009). "Bioprospecting for antagonistic Penicillium strains as a resource of new antitumor compounds". World Journal of Microbiology 24 (2): 185–95. doi:10.1007/s11274-007-9455-y.
- Ropars J, Dupont J, Fontanillas E, Rodríguez de la Vega RC, Malagnac F, Coton M, Giraud T, López-Villavicencio M; Dupont; Fontanillas; Rodríguez de la Vega RC; Malagnac; Coton; Giraud; López-Villavicencio (2012). "Sex in cheese: evidence for sexuality in the fungus Penicillium roqueforti". PLoS ONE 7 (11): e49665. doi:10.1371/journal.pone.0049665. PMC 3504111. PMID 23185400.
- Böhm J, Hoff B, O'Gorman CM, Wolfers S, Klix V, Binger D, Zadra I, Kürnsteiner H, Pöggeler S, Dyer PS, Kück U; Hoff; O'Gorman; Wolfers; Klix; Binger; Zadra; Kürnsteiner; Pöggeler; Dyer; Kück (January 2013). "Sexual reproduction and mating-type-mediated strain development in the penicillin-producing fungus Penicillium chrysogenum". Proc. Natl. Acad. Sci. U.S.A. 110 (4): 1476–81. doi:10.1073/pnas.1217943110. PMC 3557024. PMID 23307807.
- Henk DA, Shahar-Golan R, Devi KR, Boyce KJ, Zhan N, Fedorova ND, Nierman WC, Hsueh PR, Yuen KY, Sieu TP, Kinh NV, Wertheim H, Baker SG, Day JN, Vanittanakom N, Bignell EM, Andrianopoulos A, Fisher MC; Shahar-Golan; Devi; Boyce; Zhan; Fedorova; Nierman; Hsueh; Yuen; Sieu; Kinh; Wertheim; Baker; Day; Vanittanakom; Bignell; Andrianopoulos; Fisher (2012). "Clonality despite sex: the evolution of host-associated sexual neighborhoods in the pathogenic fungus Penicillium marneffei". PLoS Pathog. 8 (10): e1002851. doi:10.1371/journal.ppat.1002851. PMC 3464222. PMID 23055919.
- Malik SB, Pightling AW, Stefaniak LM, Schurko AM, Logsdon JM; Pightling; Stefaniak; Schurko; Logsdon Jr (2008). "An expanded inventory of conserved meiotic genes provides evidence for sex in Trichomonas vaginalis". PLoS ONE 3 (8): e2879. doi:10.1371/journal.pone.0002879. PMC 2488364. PMID 18663385.
- Bernstein H and Bernstein C (2013). Evolutionary Origin and Adaptive Function of Meiosis. In Meiosis: Bernstein C and Bernstein H, editors. ISBN 978-953-51-1197-9, InTech, http://www.intechopen.com/books/meiosis/evolutionary-origin-and-adaptive-function-of-meiosis
- Harshberger, J.W. (1917). A Text-Book of Mycology and Plant Pathology. Churchill Livinstone.
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Sat-nav devices face big errors as solar activity rises
By Jason Palmer
Science and technology reporter, BBC News
An X-ray image shows activity at the Sun's surface
Researchers say the Sun is awakening after a period of low activity, which does not bode well for a world ever more dependent on satellite navigation.
The Sun's irregular activity can wreak havoc with the weak sat-nav signals we use.
The last time the Sun reached a peak in activity, satellite navigation was barely a consumer product.
But the Sun is on its way to another solar maximum, which could generate large and unpredictable sat-nav errors.
It is not just car sat-nav devices that make use of the satellite signals; accurate and dependable sat-nav signals have, since the last solar maximum, quietly become a necessity for modern infrastructure.
Military operations worldwide depend on them, although they use far more sophisticated equipment.
Sat-nav devices now form a key part of emergency vehicles' arsenals. They are used for high-precision surveying, docking ships and they may soon be used to automatically land commercial aircraft.
Closer to home, more and more trains depend on a firm location fix before their doors will open.
The satellite navigation concept is embodied currently by the US GPS system and Russia's Glonass network, with contenders to come in the form of Europe's Galileo constellation and China's Compass system.
It depends on what is - at its root - a simple triangulation calculation.
A fleet of satellites circling the Earth are constantly beaming a radio signal with two bits of exceptionally precise information: where exactly they are, and at exactly what time.
A sat-nav receiver on Earth - or on a ship or plane - collects the time and position signals from the satellites that happen to be in its line of sight.
It then works out, based on how long it took those signals to arrive, how far it is from each of those satellites. Some simple geometry yields its position.
1. Satellites advertise their exact position, and the precise time at which they are sending it
2. The signal travels through the outer atmosphere, the ionosphere; its speed depends on how much the Sun's radiation and particle winds are affecting the ionosphere's composition
3. A receiver on Earth determines how long the signals took to arrive from a number of satellites, calculating the position from the time differences
But those signals are incredibly weak and, as researchers have only recently begun to learn, sensitive to the activity on the Sun.
Solar flares - vast exhalations of magnetic energy from the Sun's surface - spray out radiation across the electromagnetic spectrum, from low-energy radio waves through to high-energy gamma-rays, along with bursts of high-energy particles toward the Earth.
The radiation or waves that come from the Sun can make sat-nav receivers unable to pick out the weak signal from satellites from the solar flare's aftermath.
There is little that current technology can do to mitigate this problem, with the exception of complex directional antennas used in military applications.
Sat-nav receivers will be blinded for tens of minutes, probably a few times a year at the solar maximum.
A further complication comes from the nature of the outermost layer of the Earth's atmosphere, the ionosphere.
That is composed in part of particles that have ionised, or been ripped apart by radiation from the Sun, with the composition dependent on how much radiation is coming from the Sun at a given time.
The problem comes about because sat-nav technology assumes that signals pass through at a constant speed - which in the ionosphere isn't necessarily the case.
"The key point is how fast the signals actually travelled," said Cathryn Mitchell of the University of Bath.
"When they come through the ionosphere, they slow down by an amount that is actually quite variable, and that adds an error into the system when you do the calculations for your position," Professor Mitchell told BBC News.
The amount of solar activity runs on many cycles; the ionisation will be different on the sun-lit side of the Earth from the night side, and different between summer and winter; each of these cycles imparts a small error to a sat-nav's position.
Professor Louise Hara from University College London explains how the SDO will look at the Sun's magentic field(Solar images: Hinode/Jaxa/Nasa)
But the disruption caused by solar flares is significantly higher.
The increased radiation will ionise more molecules, and the bursts of particles can become trapped in the ionosphere as the Earth's magnetic field drags them in.
The effects that sat-nav users will face, however, are difficult to predict.
"We can look at the measurements from the last solar maximum," Professor Mitchell said.
"If we project those forward, it varies quite a lot across the Earth; looking at the UK it will be about 10-metre errors in the positioning."
The errors would be much more long-lasting than the "blindness" problem, lasting hours or even days.
"Ten metres out is probably going to be OK for a sat-nav system in a car, but if you're using the system for something safety-critical like ships coming into harbour for navigation or possibly in the future landing aircraft, you're looking for much greater accuracy and more importantly, much greater reliability."
Bob Cockshott, a director of the government-funded Digital Systems Knowledge Transfer Network, said that for most consumer applications such as sat-nav for cars, the problem will be more troublesome than dangerous.
"You might find for a number of hours or even a day or two you couldn't go out surveying or be able to dock your oil tanker at the deep-ocean oil well," he told BBC News.
"It's more at the annoyance level than something that's going to bankrupt your business."
A number of schemes have been proposed to do real-time corrections to the signals as the atmosphere changes, allowing for local adjustments that are broadcast to receivers by other means such as the mobile phone network.
However, Mr Cockshott said that it remains unclear whether such a correction makes sense economically for manufacturers of sat-nav-enabled technology.
So as the Sun builds up to its peak in a few years' time, be aware that your sat-nav may for a time give some strange results - or for a short while none at all.
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The killer new weapon in China’s so-far ineffectual “war on smog” is the same one the U.S. has relied on in its similarly problematic war on terror: the drone.
Earlier this month, state media reported that China is testing a new domestically produced unmanned aerial vehicle with a glide parachute, also known as a parafoil drone, to help clear the country’s notoriously smoky skies. Now thanks to CNC, the television arm of China’s official Xinhua news agency, we have footage of the little pollution fighting machine:
The drone, fittingly, was developed by a subsidiary of Aviation Industry Corp. of China, which manufactures the country’s J-10 fighter jet. According to the state-run China Daily newspaper, it comes armed with chemicals that freeze pollutants, causing them to fall out of the air:
The new drone is 90 percent cheaper to operate than the fixed-wing aircraft that have been used to disperse smog for several years.
The drone can carry 80 [kilograms] of smog-dispersing chemicals and can remain airborne for three hours, AVIC Aerospace says. A future model will be able to carry 700 [kilograms] of chemicals.
It can also be used for agricultural seeding, disaster relief and aerial mapping.
AVIC engineer Guo Haijun told Xinhua the drone is capable of is capable of “long, smooth and safe flights” and the parachute will help it land in the event something goes wrong. He did not comment on the potential for collateral damage from falling frozen pollution particles.
– Josh Chin. Follow him on Twitter @joshchin
Follow @ChinaRealTime on Twitter for the latest updates.
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en
| 0.941929 | 360 | 2.53125 | 3 |
Medical devices are products which are used for the diagnosis, prevention, relief or treatment of a disease, disability, injury etc. Medical devices cover a wide range of products, including wheelchairs, glasses, pacemakers, dental crowns and hip implants.
Medical devices are not authorised by the Danish Medicines Agency. They must be CE marked, before they are placed on the market. The Danish Medicines Agency is surveying the safety of medical devices. For example, by receiving incident reports concerning medical devices.
Incident reporting form for healthcare professionals and users (in Danish only)
Safety and marketing
The manufacturer is responsible for CE marking the product and product safety.
Medical devices are divided into four classes: I, IIa, IIb and III. Class I is associated with the lowest risk, while class III is associated with the highest risk. For example, walking frames are classified as class I, whereas breast implants are class III devices.
For products classified higher than class I, the manufacturer must choose a notified body to review the product documentation. The notified body issues a certificate if the product documentation meets the requirements. The certificate is part of the manufacturer's documentation for the product's safety and CE mark.
Danish companies that market medical devices must register with the Danish Medicines Agency.
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en
| 0.94013 | 264 | 2.859375 | 3 |
Sunday, March 27, 2011
Will spring ever arrive? We had a sneak peek last week. I think we all need the warm weather to stay. This month Room 14 has been very busy with the presentation of our Native American Projects, beginning a new Science Unit on Weighing and Balancing and preparing for the distribution of report cards. We survived and we are looking forward to our final term together. It is hard to believe there are only 55 days left of school. WOW! Where did the year go? Your children are more experienced readers, writers, scientist, mathematicians, historians and so much more. This year has been awesome! Please see the other posts on the projects, our science lesson on mobiles and our talented stars of the stage in Space Pets.
In Math, we just finished unit 8 on fractions. The children will be assessed on Monday. Fractions and arrays are preparing students for multiplication and division. The children are very motivated to learn to multiply and divide. Please have them continue practicing FACT POWER as they need to have those facts down. Many have not practiced Fact Fever in awhile. It would be very beneficial!
In writing, the children continue to practice the writing of a paragraph. Paragraphs need to indent, have a topic sentence, three or more detailed sentences and a clincher or closing sentence. Some of the children have a good handle on this already at this point in the year and they are moving on to capably handling the writing of two bridged paragraphs. In the details they should be using transitional words to change up each sentence or detail. This was practiced when they brought home the writing paper on respect for people and the environment. Some kids still need reminders to use capitals and periods but fifth grade teachers tell us that is happening in fifth grade too!
In Fundations, we continue with double vowel teams. This week the focus is on ou and ow in words like; cloud, proud, down, frown and plow. In grammar we are learning the rule for using commas when writing a list of items in a sentence. Again, some students are using this rule at this point and for others it will be new to them. Thank you for your support when discussing and reviewing these rules with your kids at home.
Finally, this week in social studies we will be discussing different important people in history. Students will learn that famous people can be in history, science, math, music, art and sports. The children will be given the opportunity to explore many biographies and pick a famous person they would like to learn more about. If your child has mentioned to you that they will be doing another very special project, it will be a biogrpahy. More information will be sent home this week. As before, there will be two weeks to work on the project at home and the kids will be expected to balance their time on the project. The children will present their information to the class in costume and during the Learning Fair.
I hope you have a wonderful week and enjoy these lastest posts! Don't forget that the second grade Pillars assembly will be on Wednesday, April 6. It is on respect and the students are encouraged to wear their pillar color of yellow!
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en
| 0.966207 | 660 | 3.15625 | 3 |
The Preventive Conservation Aides are responsible for maintenance of collections in the period rooms and galleries. Working with conservators, they collectively care for nearly 90,000 objects and are a critical part of the preventive conservation program.
Their careful, routine vacuuming and dusting of the collection removes acidic, abrasive dust and prevents it from becoming embedded in collection objects. Preventive Conservation Aides wear gloves when handling collection objects to prevent leaving fingerprints. Acids that occur naturally on skin can corrode metals and damage furniture and other painted and gilt finishes. They use museum quality HEPA vacuums that collect and trap fine dust particles and three kinds of dust cloths. For more details see How Winterthur Cleans. Preventive Conservation Aides also monitor the environment and alert Conservators and Facilites staff to any significant changes that might damage the collection.
Because this team is so familiar with every nuance of the collection, they notice anything unusual such as object damage, an environmental problem, insect activity or a missing or misplaced object. Their vigilance alerts conservators to problems before they cause collection damage. They are also key memebers of the Collection Emergency Team and are often the first to respond in the event of a water leak or other collection problem.
Preventive Conservation Aides manage Block Maintenance when a block of several rooms is closed to tours on a rotating schedule for thorough cleaning, paint touch up, window air handler maintenance and thorough inspection. Conservators use this opportunity to examine objects in the closed rooms and undertake minor treatments.
During Block Maintenance in the Newport Room, an intimate dark wood paneled room from 18th century Rhode Island, a Preventive Aide noticed unfamiliar debris prior to carefully vacuuming the rug. Asking for assistance from his supervisor, the debris was identified as frass (or insect droppings) from a varied carpet beetle larva. Further inspection revealed more frass as well as casings shed from carpet beetle larva near the rug’s fringed edge. A textile conservator examined the rug and advised that it be removed as soon as possible and placed in either a freezer or fumigation chamber to eliminate the threat of active carpet beetle larva. An observant eye and quick action saved this colorful carpet from Kurdistan from the severe damage carpet beetles can inflict while protecting the rest of the collection from infestation.
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en
| 0.928898 | 477 | 2.921875 | 3 |
ANCHORAGE, Alaska, Aug. 3 (UPI) -- A baby boom of gray whales is apparently under way along Alaska's coast and off Southern California, marine researchers say.
Scientists tracking marine mammals in the Chukchi Sea between Alaska and Russia have recorded an unprecedented number of sightings of gray whale calves in July, the Anchorage Daily News reported Friday.
Fifty-seven cow-calf pairs were recorded between July 1 and July 26, the federal Alaska Fisheries Science Center said.
The biggest number previously counted was 18, reported in 1982 and 2011 for those years' full season, which runs from late June/early July until October.
"There's the potential that some of those are repeat sightings," said Megan Ferguson, project coordinator for the Aerial Surveys of Arctic Marine Mammals Project. "But the fact that we're seeing a five-fold increase makes me think that it is a real increase."
Meanwhile, a researcher at the federal Southwestern Fisheries Science Center in La Jolla, Calif., said California numbers for young gray whales are also high.
"This was a big calf count year," Wayne Perryman told the Daily News in an email, "(with an) estimate of about 1,000 calves, so there should be a lot of them everywhere."
Gary whales make seasonal trips from the Chukchi Sea south to Mexico and are a popular attraction for whale spotters who go out on tour boats from Baja to Alaska when migrations take place.
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| 0.965277 | 303 | 2.5625 | 3 |
Why do jeans shrink?
Jeans are typically trousers or clothing that is made from denim. Coming from the French phrase bleu de Gênes, which means blue of Genoa, the word jeans emerged. The jean fabric originally came from the French town of Nîmes, from which ‘denim’ or de Nîmes gets its name and From Dongari Killa in India, from which the word ‘dungarees’ came. It was in 1873 that the earliest American jeans were made by the names of Jacob Davis, Calvin Rogers and Levi Strauss. Although the use of jeans was purposely for working people, the teenagers have learned to use it as well. Today, jeans come in various fits, styles and cuts. There are skinny, tapered, straight, boot cut, Mommy-cut, maternity, and flare, which has now become a popular form of exuding the state of being casual in the world of fashion and clothing.
As the garment evolved through the changing times, the wearing of jeans is one fact that will never be outdated. As a matter of fact, people from all walks of life and in various age groups opt to wear jeans because of the comfort it brings. But there remains to be one problem that concerns the use of jeans. Many have already attested that their jeans have shrunk. It was discovered that molecular structures are the one responsible for this. The shrinkage of jeans is considered a bonding process. The cotton fibers of your jeans are made of lots of small molecules, linked together to form huge chains of molecules called polymers. Weak links called hydrogen bonds connect the polymer chains end-to-end. When the bonds break, the polymers crinkle up and therefore results into shrinkage.
However, today, many manufacturers have added chemicals called shrink-resistant or durable press finishes to prevent jean shrinkage from happening.
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en
| 0.97438 | 399 | 2.828125 | 3 |
"Form a More Perfect Union"
According to the Articles of Confederation, the United States was a liberated
alliance of independent, controversy states. Most states acted like they weren't even a part of the same nation.
One of the main goals of this Constitution was to get the states to agree, and work together. They wanted the states
to become a united nation. In order to make this goal possible,
the Constitution gives a vast range of power to the national government. In example, only Congress (the national
legislature) has the right to tax all of the people. Another example, the President is responsible to make sure that
all of the nation's laws are carried out. And federal courts dictate one system
of laws for the nation.
second goal of the Constitution is to establish justice. It means that every law is to be exactly the same to every American.
To create an equal, fair nation, all of the rights to the people must be the same. No matter the person's race, religion, gender,
country or origin, political views, or financial situation. The Constitution gives this task to a federal system of
The federal court has to deal with a huge range of issues. The federal court has to hear the cases involving the Constitution,
national laws, treaties, foreign ambassadors, and ships at sea. They also have to settle different disputes between
individuals, between individuals and the national government, and between the states.
the federal courts decide their cases, they usually have to interpret the law to others. The Supreme Court, which is
the highest of all the rest, can rule a law passed by Congress, or a state legislature is not permitted by the Constitution.Without a national system of courts, state or local courts would interpret national
laws. Some judges in states might even refuse to enforce the national laws that they didn't care for. This would
mean that we would definitely not have a structured system of laws. There would be many disputes about
the meaning of the laws, and certain disputes of some laws, may remain unsettled. Confusion and unjust laws would probably
result of the unsettlement.
"Ensure Domestic Tranquility"
Way back in the mid 1780's, Daniel Shay marched onto a Massachusetts courthouse with hundreds and hundreds of protestors.
Hearing of Shay's Rebellion, George Washington had said, "We are fast verging to [absence of government] and confusion!"
It made it clear that the national government needed to ensure the power of domestic tranquility. The Constitution has given the government certain powers, so that they will be able to keep the peace.
Local governments, along with state governments, are allowed to use their own police to enforce national laws within their
own borders. However, when the crime has crossed state borders, the national police agencies, like the FBI, can step
in to help protect life and property.
"Provide for the Common Defense"
When the American Revolution had ended, the
United States had no armed forces to defend itself. Without an army, there as no way to force British troops to
leave the western frontier. Without a navy, there wasn't any way to prevent Spain from clasing part of the
Mississippi River to the American Trade.
Farmers of the Constitution realized that the armed forces we definetly
vital to a nation's survival. Military power would help to prevent attack but other nations, but it would also protect
economic and political interests.
The Constitution gives congerss enough power to"raise
and support Armies" and to "provide and mantain a Navy". Today, the armed forces consist of the army, air force, navy,
marine corps, and coast guard. The Constitution also establishes the principle that the military is under civilian,
or nonmilitry, control. Article 2 of the Constitution states thatthe President is Commander in Cheif of the armed forces.
Even the highest-ranking military officer must answer to an elected official.
"Promote the General Welfare"
Constitution states that the national government can promote the general
welfare. The national government has to power to collect taxes
from the people. The national government also has the power to set aside money that may benefit people of the United
The workplace provides tons of examples on how the national government has promoted the general welfare. Factory owners
have to meet certain safety standards for their work areas. People that are disabled or are unemployed, receive financial
support. The Social Security system has made sure that all workers will receive income upon their retirement.
General welfare has also been promoted by supporting education. Education helps prepare people for the real world.
It helps people learn to become responsible, working citizens. It provides training and tools for employment as
Supporting education come in many different ways. The national government has to pay for school nutrition programs in
local school areas. Many students also receive money to help pay for the costs of their college education.
This is also called getting a scholarship.
Scientific research is also supported by general welfare. General welfare also promotes the development of improving
the quality of life. Researches at the National Institutes of Health lead and have lead the fight against many different
diseases. Without general welfare, hardly any of this would have been possible. Scientists that
work at the Department of Agriculture help and have helped farmers improve on their crops and to develop better livestock.
"Secure the Blessings of Liberty"
of the main reasons colonists fought the American Revolution was for the protection of liberty. For this reason, it
makes complete sense why the framers of the constitution would have made a huge deal about securing liberty as one of its
major goals. Liberty
is the freedom to live as you would like, as long as you follow and obey the laws of the country, and respect the rights of
One was that the constitution has a job of ensuring liberty, is by limiting power to the government. One example is
that in the Bill of Rights, the first 10 amendments are very basic rights to our freedom. These basic rights are not allowed
to be taken away by our government.
Another way the constitution has kept liberty safe is by giving the people the right to vote. We, the people, have the
right to select our leaders to help make our laws. And, we are also able to take the power away from our leaders, if
we feel it is necessary. The "blessings of liberty" have been extended
to more Americans since the Constitution was written. The times when the constitution has been changed, is only to make
sure that we still have fair rights. No matter what our race, religion or gender is. We are still able to have the same
rights going towards voting, education, housing, employment and other opportunities in life.
Federal - national
Justice - fairness
- peace at home
General Welfare - well-being
of all people
Liberty - freedom to
live as you please provideded you obey the laws and respect the rights of others
"We the people of the United States, in order to form a more perfect union, establish
justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings
of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America."
-The Preamble, the U.S. Constitution
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en
| 0.962295 | 1,539 | 4.1875 | 4 |
The Dispossessed People:
The Kenites were descendents of Kain/Cain. They inhabited the desert from southern Canaan to the mountains of Sinai. The name means "smiths". The Kenites are thought to be the same as (or related to) the Midianites since Moses' father-in-law, Jethro, was called both a Kenite (Jg 1:16) and a Midianite (Nm 10:29). The Kenites were shown favor by Israel because of the kindness they extended to the people of Israel when they came out of Egypt. In David's time the Kenites lived among the tribe of Judah.
18 In that day Yahweh made a covenant with Abram, saying, “To your seed I have given this land, from the river of Egypt to the great river, the river Euphrates:
19 the Kenites, the Kenizzites, the Kadmonites,
20 the Hittites, the Perizzites, the Rephaim,
21 the Amorites, the Canaanites, the Girgashites, and the Jebusites.”
21 He looked at the Kenite, and took up his parable, and said,
“Your dwelling place is strong.
Your nest is set in the rock.
The children of the Kenite, Moses’ brother-in-law, went up out of the city of palm trees with the children of Judah into the wilderness of Judah, which is in the south of Arad; and they went and lived with the people.
11 Now Heber the Kenite had separated himself from the Kenites, even from the children of Hobab the brother-in-law of Moses, and had pitched his tent as far as the oak in Zaanannim, which is by Kedesh.
17 However Sisera fled away on his feet to the tent of Jael the wife of Heber the Kenite; for there was peace between Jabin the king of Hazor and the house of Heber the Kenite.
“Jael shall be blessed above women,
the wife of Heber the Kenite;
blessed shall she be above women in the tent.
Saul said to the Kenites, “Go, depart, go down from among the Amalekites, lest I destroy you with them; for you showed kindness to all the children of Israel, when they came up out of Egypt.” So the Kenites departed from among the Amalekites.
Achish said, “Against whom have you made a raid today?” David said, “Against the South of Judah, against the South of the Jerahmeelites, and against the South of the Kenites.”
and to those who were in Racal, and to those who were in the cities of the Jerahmeelites, and to those who were in the cities of the Kenites,
The families of scribes who lived at Jabez: the Tirathites, the Shimeathites, the Sucathites. These are the Kenites who came of Hammath, the father of the house of Rechab.
Home Dispossessed People Next Topic
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| 0.973465 | 680 | 2.90625 | 3 |
In the 1660s, Englishman Robert Hooke built the compound microscope he used to observe and then draw 58 of the 60 pictures in his Micrographia. (His other two drawings feature the moon and the stars.) In his youth, Hooke had apprenticed with an artist, and his art skills allowed him to draw the microscopic world in great detail.
The details, like those in this flea drawing, stirred up theological arguments over whether these tiny creatures had been designed. The debate inspired a young Charles Darwin to study that idea.
Barrow calls Andres Cellarius' 1660 collection of hand-colored engravings "the Sistine Chapel of the map-maker's art." The Dutch-German scientist created this depiction of the constellations of the Northern Hemisphere, with full-color depictions of their Zodiac symbols.
Until Andrea Vesalius came along in the 1500s, knowledge of anatomy came mostly from Galen, who wrote in the 2nd century A.D. But where Galen passed down only words--and often grossly inaccurate ones--Vesalius produced a volume of more than 200 woodcuts of human skeletal structure, brain tissue, and more.
The concept is simple: Each number is the sum of the number above it and the number to its left. But Blaise Pascal's 1665 drawing became one of the most influential images in scientific history because it contains more than first meets the eye.
Pascal's triangle is full of mathematical patterns. Each diagonal row represents an important number set. And highlighting only the odd numbers on this chart creates some other fascinating images. Though his name is now attached to the picture, Pascal wasn't the first to notice all this--Chinese mathematicians mapped out the chart 600 years earlier.
Using iron filings to help visualize a magnetic field seems ordinary now; you may have even done a similar experiment when you were in school. But in the mid-1800s, Michael Faraday's simple drawings helped jump-start a revolution in physicists' understanding of magnetism.
Faraday was no mathematician--it took the British physicist James Clerk Maxwell to outline the working of electricity and magnetism in the abstract. But Faraday's drawings and talks helped laymen achieve a better understanding of these powerful but unseen forces.
Art and science often came together in the works of Dutch artist M.C. Escher, known for his prints and woodcuts of "impossible constructions," such as the famous stairway illusion in "Relativity."
The ants in this drawing march around a Mobius strip, the one-sided surface discovered in 1858. More than just an illusion, the shape has practical uses, too: a Mobius strip-shaped conveyor belt lasts longer than a normal one because each part of it gets equal wear.
French mathematician Benoit Mandelbrot lends his name to this image, a geometric space with an infinitely complicated boundary. That is, if you zoom in, it gets more complicated, and if you zoom in again, it gets even more complicated than that, ad infinitum. You can this process here.
Mandelbrot himself had worked at IBM for two decades before setting computer technology to work on the fractal problems that intrigued him. In 1980 he announced the discovery of his "set" to the world.
The supernova that created the Crab Nebula was witnessed with the naked eye and recorded by the Chinese in 1054. Europeans discovered the nebula in the 1700s, and it earned its distinctive name from a drawing made around 1844 by the Earl of Rosse.
This famous image is a composite of 26 individual pictures taken by the Hubble Space Telescope between 1999 and 2000. The blue represents oxygen atoms, the red ions of oxygen, the green sulfur, and the orange stray remnants of the star, mostly hydrogen.
From drawings and woodcuts to photographs and abstract digital images, the most important images in the history of science have been gathered together in Cosmic Imagery by John D. Barrow.
On Christmas Eve, 1968, astronaut William A. Anders snapped this picture, the first picture of the Earth taken from space, from Apollo 8,. It would be another seven months before Neil Armstrong and Buzz Aldrin landed on the moon's surface.
In the 2000s, cosmic imagery went back to the beginning.
The existence of microwave radiation leftover from the Big Bang had been theorized prior to 1950, and Arno Penzias and Robert Wilson accidentally discovered it in 1965, a discovery that won them a Nobel Prize. In March 2008, the Wilkinson Microwave Anisotropy Probe team released this image, its five-year results from studying the radiation. Red indicates that the area is slightly hotter than the normal temperature of space, while dark blue is slightly cooler.
This oval itself may seem difficult to interpret, but its importance is clear: The cosmic microwave background supports the Big Bang as the model for our universe's creation.
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en
| 0.951597 | 1,012 | 4.03125 | 4 |
USING CARTOGRAPHY TO ILLUSTRATE WHERE SPECIES LIVE
By Michael Davenport, Marine Species & GIS Programs Manager
Conserve Wildlife Foundation of NJ (CWF) staff have been busy updating the CWF website’s on-line field guide with additional species’ profiles in order to add descriptions for New Jersey’s Species of Special Concern. One important component of the on-line field guide, like almost any other field guide, is the inclusion of a range map.
Our Online Field Guide
The CWF on-line field guide is specific to New Jersey, so the only portion of each species’ range illustrated is that portion within the boundary of the state. For a species’ full range, there are numerous additional sources of information. CWF, being focused on New Jersey wildlife, is uniquely able to provide more specific range information based upon the data available to our staff as well as our first-hand knowledge.
The range maps within the on-line field guide are created using Geographic Information Systems (GIS) software and multiple sources of data. First, we begin with the raw species observation data which is maintained within the NJ Endangered and Nongame Species Program’s (ENSP) Biotics database, a database which CWF staff maintains in partnership with ENSP. Then, like any range map, some generalization needs to be made to account for the fact that animals cannot be observed 24 hours a day, 365 days a year. In order to do so, data such as land cover types, hydrology, and/or topology is considered in order to fill-in the areas between observation points or omit other areas.
Because range maps may depict an entire state or larger geographic area, it is not necessary to display actual habitat utilized for a particular species. A range map is simply a guide which displays the extent where a species may be found – it is a tool, not a rule. The range map does not take into account those finer-scale features of the landscape which may be unable to be depicted in an easily read manner at the state level. For instance, freshwater mussel range maps have been created by depicting those watersheds where the species are known to occur, rather than the actual stream segments.
Depicting ranges for non-breeding species
Besides mapping the extent of a species range, range maps depict what that range represents for a particular species’ life cycle. Some species only occur in New Jersey during one season (breeding/summer, non-breeding/winter, migration) while others may be here year-round. This is especially important for mapping the ranges of bird species.
If you happen to notice any range maps which depict a species as not occurring at a location where you are sure that you’ve observed them, then you can assist the ENSP in possibly filling a data gap. Even for a state as small as New Jersey, wildlife biologists are unable to survey every corner of the state. Therefore, we rely on “citizen scientists” to assist by reporting their observations. Please visit our webpage for more information regarding this process and visit CWF’s on-line field guide to view the range maps.
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The Foundling Hospital in London England was founded in 1741 by the Thomas Coram for the education and care of deserted children.
The first children were admitted to the Foundling Hospital on 25 March 1741. Often mothers or fathers placed a
distinguishing token on their child in hopes of reuniting with their child one day. These were
often marked coins, trinkets, pieces of cotton or ribbon, verses written
on scraps of paper. The child's clothes were carefully recorded in notebooks by hospital staff and many of the swatches of cloth were carefully pinned to the page for that child.
Foundling Swatches has published photos of some of the poignant cloth tokens and scraps of paper attached to different children. Please take a look. The photos include:
An embroidered sampler left with a boy
named William Porter, admitted 1759 and died 1760.
Patchwork embroidered with a heart and cut in half. Left
with a boy admitted in 1767. He was named Benjamin Twirl by the
Foundling Hospital. His mother Sara Bender reclaimed him
Threadbare linen ‘flowered
all over with playing cards’ left with a boy in 1759. He was named
Joseph Floyd by the Foundling Hospital. He was apprenticed in 1769.
A boy admitted
1759 wearing ‘checkt stuff’ named Mentor Lesange by the
Foundling Hospital. In 1770, he was apprenticed to a farmer named
A girl 14 days old wearing ‘yellow
satten flowered’ admitted in 1759 and given the name Lucy
A girl admitted in 1758 with heart cut from red woolen cloth pinned to her
cap. She was named Isabel
A flowered silver ribbon with a paper note sewn into it attached to a boy admitted in 1756
You can search for records of Orphanages and Almshouses on Olive Tree Genealogy. They are a treasure trove of information for genealogists.
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Home | News | Books | Speeches | Places | Resources | Education | Timelines | Index | Search
The festivities started with the traditional procession down Pennsylvania Avenue from the White House area to the Capitol. When the rain let up an exhuberant crowd enjoyed the parade. "The sidewalks are jammed with people, and every window and house-top was filled with ladies and gentlemen, who are waving handkerchiefs and hats with great enthusiasm," a reporter wrote. They saw the usual bands, floats and marchers, and for the first time, "companies of colored troops, a lodge of colored Odd-Fellows in regalia." The crowd cheered the President's carriage, but he was not in it. As a reporter wryly remarked, "it was a play of Hamlet with Hamlet left out. The President was already at the Capitol, busily engaged in signing bills." Mrs. Lincoln was a passenger, however.
Lincoln Reads the Second Inaugural Address
Library of Congress
Abraham Lincoln's Second InaugurationSaturday, March 4, 1865, started out dark, damp, and disagreeable. Most streets in Washington remained unpaved, and two days of incessant rain created a record amount of mud. "The streets and sidewalks were encrusted with from two to ten inches of muddy paste, through which men and horses plodded wearily," wrote a local reporter.
Tens of thousands of visitors streamed into town for the reinauguration of President Abraham Lincoln, filling "every available room, bed, nook, and corner," only to reckon with the mud and one another. But the intrepid crowd would be rewarded with a ceremony of historic proportions and the finest speech this president ever produced.
The famous ex-slave Frederick Douglass also was misled by the carriage, but unlike most others, he correctly sensed potential danger. "I felt then that there was murder in the air, and I kept close to his carriage on the way to the Capitol, for I felt that I might see him fall that day. It was a vague presentiment." As later events revealed, Lincoln's assassin was in the inaugural throng and boasted of being within shooting range; six weeks later he killed Lincoln.
Before the inaugural address, Lincoln attended traditional Senate ceremonies when senators were sworn in, the outgoing vice president offered a farewell, and the new one took the oath of office. While the main crowd waited outside in the mud, an invitation-only group packed into the chamber: senators and representatives, military and naval officers, cabinet members, Supreme Court justices, the diplomatic corps in full court costume, and Mrs. Lincoln, resplendent in black velvet trimmed with ermine.
This year a painful episode took place before the horrified audience. After Vice President Hannibal Hamlin's "solemn and well-chosen words," his successor Andrew Johnson "launched into a detestable discourse pronounced in a still more detestable manner," according to a Frenchman. Johnson, ill and nervous, was clearly drunk. The secretary of the Senate said, "I can never forget President Lincoln's face as he came into the Senate Chamber while Johnson was delivering his incoherent harangue ... he took his seat facing the brilliant and surprised audience, and heard all that took place with unutterable sorrow." Finally Johnson took the oath of office, the senators were sworn in, and Lincoln headed outside to deliver his speech.
The traffic flow inside was so poor that not everyone could reach the Capitol east front to hear Lincoln's message. Ironically, that included Mrs. Lincoln and her cousin. They were escorted to the Senate by James Harlan of Iowa and Henry Anthony of Rhode Island. A New York reporter noticed, "Senator Anthony was called to take the oath of office and left the ladies in charge of Senator Harlan, who, with great difficulty, escorted them through the crowded passage ways to the reserved seats on the platform, but where they arrived too late to witness the Inaugural ceremonies."
Northern reporters on the scene could not help contrast Lincoln's two inaugurations. One noted that four years earlier "the weather was dry, and tornadoes of dust swept through the streets," and the atmosphere was foreboding and warlike. "The city was filled with rebels who proclaimed their sentiments boldly in the streets, and hinted violence to the Executive." Another commented, "To-day the scene was totally changed. The city was joyous and confidant....The fears of the olden times were forgotten. Happy faces and cheerful greetings were everywhere observed....The solemnity of 1861 had given place to the joyousness of 1865."
Immense changes swept through the country during the intervening four years. The nightmare of civil war was nearly over, the federal union had been maintained, the Thirteenth Amendment abolishing slavery had passed Congress, and the Capitol dome was complete, topped by a statue of Freedom. With peace a distinct prospect, the future looked bright. Few expected to witness the public assassination of President Lincoln the next month, or pass his coffin in the great Capitol Rotunda.
When President Lincoln and invited dignitaries walked onto the huge platform they saw a crowd of between 30,000 and 40,000 people. A witness said, "The grandeur of the spectacle before me was indescribable." He marvelled, "Thousands of colored folk, heretofore excluded from such reunions, were mingled for the first time with the white spectators."
Reporter Noah Brooks, a friend of the Lincolns, saw what many others remarked about: "just as Lincoln stepped forward to take the oath of office, the sun, which had been obscured by rain-clouds, burst forth in splendor." The next day Lincoln asked him, "Did you notice that sunburst? It made my heart jump." On Sunday, in a sermon at the Capitol attended by the Lincolns, Methodist Bishop Matthew Simpson alluded to the sunburst and said in the same sudden manner, peace would "burst upon the nation and dispel the clouds of war." Other inaugural observers noticed the remarkable appearance of a star/planet in the mid-day sky.
A mounted member of Lincoln's bodyguard watched nearby as the president read his speech in a strong, clear voice to the vast, expectant crowd. "They seemed to hang on his words as though they were meat and drink," he recalled. "And when he concluded the last paragraph, beginning, 'With malice toward none, with charity for all,' which fell like a benediction from heaven, the shout of the people seemed to rise to the very sky."
Thoughout the Northern states and Europe, Lincoln's speech was widely praised, although the New York Herald dismissed it as a "little speech of 'glittering generalities'." However, another writer from the same newspaper said Lincoln looked "unusually handsome" and while speaking "his face glowed with enthusiasm, and he evidently felt every word that he uttered." A New York Times writer praised the speech for "its calmness, its modesty, its reserve" and declared, "We have a President who will be faithful to the end."
Lincoln Takes Oath of Office, March 4, 1865
Library of Congress
Lincoln then took the oath of office from Supreme Court Justice Salmon P. Chase, his former secretary of the Treasury and ongoing presidential rival. Lincoln nominated him after Roger Taney's death the previous year, adding yet another twist to the inaugural drama, for Taney wrote the pro-slavery opinion in the Dred Scott case, only to be replaced by Chase, the abolitionist. Chase marked the place in the Bible that Lincoln kissed, which was Isaiah 5:27-28.
The thunder of cannon announced the ceremony's end and the procession returned to the White House, with Lincoln and his youngest son in the lead carriage. Mr. and Mrs. Shelby Cullom, old friends from Lincoln's hometown in Illinois, watched from a nearby window. Mrs. Cullom saw "the exalted look which Mr. Lincoln wore." She recalled, "It was the look of a man inspired," which surprised her because it was the "first time that anything about Lincoln impressed me as remarkable." To her, his face appeared to have "the most peaceful, sublime and prophetic look which a human countenance could assume."
At a White House reception on inauguration day Lincoln told Frederick Douglass he had seen him in the Capitol crowd and pressed him for his opinion of the speech. His response aptly summarized the theologically rich speech: "Mr. Lincoln, it was a sacred effort." As for Lincoln, later in March he wrote that he expected the speech "to wear as well as -- perhaps better than -- any thing I have produced."
Lincoln's First Inauguration
Lincoln's First Inaugural Address
Lincoln's Second Inaugural Address
Brooks, Noah. "Personal Reminiscences of Lincoln." Scribner's Monthly, March 1878
Brooks, Noah. "Lincoln's Reelection." The Century Magazine, April 1895.
de Chambrun, Marquis Adolphe. Impressions of Lincoln and the Civil War. New York: Random House, 1952.
Forney, John. Anecdotes of Public Men. New York: Harper & Bros, 1873.
Gobright, Lawrence Augustus. Recollections of Men and Things at Washington. Philadelphia: Claxton, Remsen & Haffelfinger, 1869.
Iowa State Register, March 15, 1865.
New York Herald, March 5, 6, 1865.
New York Times, March 5, 6, 1865.
New York Tribune, March 4, 6, 1865.
Schurz, Carl. The Reminiscences of Carl Schurz. New York: Doubleday, Page & Co., 1909.
Stimmel, Smith. Personal Reminiscences of Abraham Lincoln. Minneapolis: William H.M. Adams, 1928.
Washington Star, March 4, 1865.
White, Ronald C. Jr. The Eloquent President: A Portrait of Lincoln Through His Words. Random House, 2005.
Wilson, Douglas L. Lincoln's Sword: The Presidency and the Power of Words. Alfred A. Knopf, 2006.
Home | News | Education | Timelines | Places | Resources | Books | Speeches | Search
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Though technology has definitely changed the way we do research; libraries are still regarded as reliable and useful sources for many students and researchers everywhere. Aside from the handy computers available, various books, encyclopedias, documents, reports, and archives have their home in the library as well. These, along with electronic databases, are where students and researchers go to obtain the information they need.
If new to academic research
, the whole process of finding information in the library may seem a bit intimidating. Because the biggest hurdle is not so much reading and reviewing the materials but going about the task of collecting and gathering them. When developing an action plan for library research the first (and sometimes not the most obvious) step would be to conduct a bit of preliminary research. Doing this initially will help you to further refine your topic as well as gain some much needed background information on what exactly you will be spending so much time studying.
Step 1: Refine your topic
When you first settle on a research topic
you may feel that all your topic work is done. This is generally not the case. Unless you are extremely well versed in the subject area and familiar with the literature and research previously conducted, it may be difficult for you to know whether or not your topic is a good one. This is where preliminary research comes in. After obtaining a suitable topic you should then start by doing some basic information searching to (a) make yourself more comfortable with the topic, (b) find out whether or not the topic you chose makes sense for the subject as well as fits well into the information that is currently available and (c) guide you to making the appropriate corrections and revisions if necessary.
To begin refining your topic at the local library you'll want to get a hold of some general books that will assist you in this process.
Preliminary reference materials
- General dictionaries - You may want to look up the meaning of a word that you selected to gain a better understanding of it in the context of a sentence or any issues connected to it
- General encyclopedias - These can definitely assist you in obtaining some basic information on your topic. It may help to read or skim through a general article first before moving on to more in-depth titles
- Subject-specific encyclopedias and dictionaries - In addition to the first two mentioned, these will do an even better job of informing you about your topic and helping you decide on how best to revise and refine your topic
Step 2: Develop a research strategy
Once you have undertaken the task of refining your topic with the libraries' resources its important to then map out how you will obtain the more in-depth sources needed to accomplish your goal. The library is a vast places with thousands of titles, online and offline; so its necessary to prepare yourself with a research strategy before embarking on this journey.
So what exactly is a research strategy? Though the definition may differ from person to person essentially its a map or a plan for obtaining the resources you need. And the first step involves creating a handy list of keywords for your topic.
List appropriate keywords
Since most libraries today have an online catalog for locating items it's important to know how to it works. Similar to a search engine the libraries' catalog uses a keyword search system. To retrieve the most relevant and useful sources with this system, you'll want to think of different ways to explain your topic. For instance, one topic may have twenty or more keywords that can be generated from it.
Identify primary and secondary sources of information
Primary sources of information are first-hand accounts of events or happenings including interviews and diary entries. Secondary resources include things such as books and articles, and are based off of primary sources or other secondary sources. Identifying which sources will be most helpful to you in your research endeavor will help you when it comes time to search and collect information.
Step 3: Obtain materials/gather resources
Now that you've narrowed down your plan as best as possible its time to gather all of your data. This step is simple enough. There are a few places that you can look to, to search for the information you need.
You can use the library catalog to search for potential resources using the keyword list you created. Generally when searching for items the results that are produced will be based on relevancy. So even though hundreds of results may pop up on the screen it should be safe to assume that the most relevant results will be the first ones you see. Once you locate the best options for you, record the call number on a sheet of paper and go book hunting.
*Tip: When locating a book in the library simply browse the neighboring books surrounding it to see if any of them meet your needs. Like books are shelved together so you may easily find additional resources without traveling too far.
Library research guides
Some, but not all libraries, have very helpful student resources developed by staff librarians on their websites. Some of these helpful materials include research guides. These guides are useful because they are divided by subject and outline specific catalogs, databases, and other areas to search for when working on a particular topic.
Some universities and colleges are affiliated with certain online databases such as Jstor and Ebscohost; which provide thousands of scholarly articles on various topics.*These databases are also accessible without a university or college affiliation.
Step 4: Decide which materials to keep
Its very important to use a critical eye when determining which information is relevant for your topic and which is not. This is because you can literally come across dozens of titles that may be marginally connected to your topic but not necessarily useful in answering your research question. Keeping in mind that you will be reading through the materials you select, you want to be careful to ensure that they are relevant and suitable for your topic as well as reliable and credible.
Step 5: Record your sources
Many students and researchers alike are aware of the importance of source cards. Not only does proper recording help you to better organize all of your information but it also helps to safeguard you against plagiarism and improper referencing. Most research papers
will require a styling guide such as MLA, APA, or Chicago, and such guides require proper referencing of sources as well as in-text citations. Therefore its important to record all of the necessary information for each source (such as author, title, publisher, publication date etc.) each and every time.
Step 6: Take concentrated notes
The last and final step of library research is to excel in your note taking. Great notes lead to great writing. Important concepts, points, or clarifications should be noted and explained in your own words to prepare yourself for constructing your first draft. Also practicing paraphrasing and summarizing of material will hopefully better equip you to take all of the information you've obtained and properly synthesize it into your own unique and original research writing
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We are all now interconnected and tangled in a web of interrelated and identifying information. Our thoughts, actions and words are public domain and follow us everywhere we go. The World Wide Web and its related software and systems have drastically changed the way we interact with the world. Have we thought about the consequences?
Myspace, an online social community, has more than 20 million subscribers with an estimated 100,000 users added daily. Myspace should not be a new term or concept to anyone who reads. A glance at a Google news search with the keyword "Myspace" shows that Myspace has been published in news articles every day for more than a month, ranging in topics from sexual predators to recent business. With the increased use and popularity of Myspace and its related technology, such as Web logs or blogs, we need to consider the unintended consequences of making our lives public and the practices we can put in place to protect ourselves.
Myspace's primary demographic includes individuals ranging in age from 16 to 24. Aside from at-risk teenagers that infiltrate the news, this demographic also includes students graduating from college and entering their first professional. This population, as with the employees' organizations, is at risk.
Employers are just starting to realize the risks associated with employees posting information to their Myspace profile and blogs. In response, organizations such as IBM have adopted formal policies and communicate blogging rules to their employees to diminish the risks.
An employee speaking slanderously about colleagues, disseminating trade secrets or speaking against the policies of an organization can clearly influence an organization's brand name and public image. Conversely, an employee is at risk of losing his or her job for posting thoughts that may or may not be damaging to an organization. While an employee may have been "venting" about a bad day at work, that same employee may not be welcome back after a boss finds the blog posting or Myspace account.
Are these organizations infringing on your right to freedom of expression? Do you have the right to make your thoughts accessible on the Web if it is libelous to your organization? These are important questions, and unfortunately, they do not always have clear-cut answers. Technology continues to outpace litigation, and a set of best practices for employees can protect jobs and organizations.
To help individuals make prudent decisions, I have compiled a list of best practices for Myspace use targeting individuals in the workforce.
A first consideration is whether you should post the names of your present or past companies. I suggest that you not associate your Myspace account with your company at all. Therefore, you are never officially speaking as a representative of that company to the public or your friends.
Second, you should consider your profile content and whether it is visible to individuals who are not currently on your friend list. I think that you should block your profile content from all unidentified users, so only friends can fully view your profile. This does not mean that you are no longer "searchable" on Myspace. You can still be found by old high school friends. However, only your name, current location, gender, primary picture, age and quotation are visible.
Be careful about the groups you join and the comments you post to other people's pages. If you are posting malicious or inflammatory content, although it may be a personal bond between you and your friend, it can be easily misunderstood by a stranger or your boss. Both of these mechanisms can link you and your organization. Both are dangerous because others can see the comments you post, even if you have your profile content-protected.
Another consideration that is often outside your control is who is on your friend list and the comments posted to your page. Don't just add anyone to your friend list. Further, I suggest that you configure your privacy settings so that all posts must be approved by you prior to release on your page. Without this configuration, a friend's comment could serve as a catalyst outside of your control. Make sure you are in control at all times.
Finally, you must consider the way you present information on your blogs and Myspace page. If you post things that use specific names or events related to your organization, this may be directly tied to you. You don't always have to be specific. You can be vague and use stories that are unrelated to your work to post your vents for the day. Use codenames or contexts that only you and your friends will understand. Sometimes you can have more fun doing this than being specific -- a much better stress reliever.
These are precautionary measures and in no way protect you or provide the right to your employer to take disciplinary action. Though I am a supporter of freedom of speech and personal liberties, I do believe we should exercise tact and protect ourselves and our organizations. The freedom the Web provides us is a beautiful thing, but remember, it can have unintended consequences in our lives. When using Myspace and similar Web technologies, think before you act and take precautionary measures.
© 2016. All Rights Reserved. Contact Us
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More than a million Georgians drink water from private wells. Only 3 percent of those wells are tested for harmful bacteria each year.
As many as 700,000 Georgians drink water contaminated with bacteria, according to the University of Georgia Agricultural and Environmental Services Laboratories.
“If you are connected to a public water system, you are likely getting clean water. However, if you drink from your own well, it is your responsibility to test, treat and ensure safe drinking water,” said Uttam Saha, a program coordinator with the AESL.
Coliform is a common name of several types of bacteria from the same family. E. coli is a member of the coliform group.
“The presence of coliform or E. coli in well water indicates the water may contain potential disease-causing microorganisms, including bacteria, protozoa, viruses and helminths,” said Saha.
Bacteria can infect people with cholera and other serious diseases. Protozoa can cause diarrhea. Viruses that cause polio and hepatitis can be spread through contaminated water, and helminthes such as round worms, hookworm and tapeworm can develop.
“On average, 40 percent of the private drinking water wells in Georgia are contaminated with coliform bacteria, failing to meet Environmental Protection Agency municipal drinking water standards,” Saha said.
According to the UGA lab, one out of three wells have bacteria levels high enough to cause illness. About 30 percent of drilled wells deeper than 100 feet are contaminated. The soil layer above the water table isn’t thick enough to filter bacteria from shallow groundwater. This explains why 60 percent of bored wells shallower than 100 feet are contaminated.
The average contamination in wells constructed within the last 5 years is lower than the older wells, but still around 28 percent.
A septic system not working properly or too close to a well can be a bacteria source, he said.
“Contamination can occur if the well was improperly constructed, if the well is located in a depression that collects surface runoff, if the well casing is old and has developed cracks and holes, and/or if the wellhead is not properly protected,” he said.
Wells should be tested once a year for total coliform and E. coli contaminants, he said. Well testing for bacteria can be done through local UGA Cooperative Extension offices for $40, which includes a $30 test fee plus $10 for overnight mailing.
If the sample is submitted to the Athens, Ga., laboratory in person, the cost is $30.
Once a water sample is tested, the well owner will get a report showing results along with an unbiased interpretation. If a water sample tests positive for bacteria, corrective actions are provided. All consultations with the laboratory’s water specialists are free.
Testing requires a special way of collecting a water sample. Call 1-800-ASK-UGA1 to obtain a sampling kit or to request more information. County Extension agents have the skills, tools and support to deal with unique water problems. Well owners can also contact AELS directly at (706) 542-7690 or (706) 542-5350 or at the website http://aesl.ces.uga.edu.
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North-western suburb which was a Government Farm at the turn of the nineteenth century, and later the location of many orchards and market gardens, which have since given way to residential development.
Castle Hillby Joan Rowland, 2008
Originally Dharug country, the area that became Castle Hill was granted to settlers in the 1790s and some set aside for the Government Farm in the 1800s. Sydney's only convict rebellion started there in 1804. Farming gave way to orchards and later market gardens. By the 1960s Sydney was encroaching, and Castle Hill has since turned into a residential suburb.
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Chemical Clothes: The Toxic Truth About What's in the Textiles We Wear - The Epoch Times
Last modified: 2012-06-17 20:45:23
Fungicides, chemical dyes, fixers, stain resistors and fire retardants make up the toxic cocktail present in the clothes we buy. These unnatural additives to the textiles are poisonous to both us and to the environment; there is little information on the label to warn us about the effects of exposure.
Once cotton is harvested, it begins its first incarnation in the textile factory, where it may or may not be blended with synthetics, nylon or polyester. In the process of its manufacture it is often treated with chemicals, which make the item more appealing to the buyer, such as an anti-wrinkle treatment or deodorising agents. These additives allow the piece of clothing to look and hang better on the rack in order to catch the eye of the consumer. Synthetic plasticisers offer ease of wear, making the item feel softer and wrinkle free. However, these man-made chemicals could be affecting our health in ways we are not yet aware of.
Chemicals in Our Clothes, and All Around
Since the industrial revolution, dangerous chemicals have been part of our life. We begin to be exposed to them from the time we are in the womb, so isolating the source of the chemical causing us harm can be a difficult task. This is one of the reasons why there is not strict legislation in place to ban the use of such chemicals in the clothing industry. We are thus hard pressed proving that the poison which is causing us damage is found only in our clothes.
Author of Chemical Free Kids, Dr Lantz brings light to the sheer amount of new chemicals created each year for our ever-expanding industrial needs that we are either directly or indirectly exposed to. In her blog, Dr Lantz writes: "Over 80,000 chemicals are now registered for use in Australia (40,000 industrial chemicals) and accessed via everyday consumer products ranging from foods and food packaging, clothing, building materials, water, cleaning products, personal care products. Yet 75 per cent of these have never been tested for their toxicity on the human body or the environment."
In the textile industry, formaldehyde is used as a pre-shrinking treatment and to fix dyes and pigments. Some other poisons commonly used are Phthalates, which are also toxic and widely used for softening textiles. Lead interferes with the developing nervous systems of children and lowers IQ, yet it is used to stabilise colour pigments in PVC. Cadmium also stabilises pigments and it has been classified as carcinogenic or cancer forming by the US department of Health and Human Services (USDHHS 2000 and IARC 1994).
Babies and Children's Wear
We would never knowingly allow our young ones to be exposed to poisonous chemicals found in our laundry cupboard and around the home, yet children's clothing is a culprit for hidden dangerous chemicals. Another worrying factor involved is that children are more susceptible than adults to toxic exposure because of thinner, more permeable skin, as well as having a less developed detoxification system.
When a pyjama tag states that the garment is "fire resistant", we may feel more at ease as we think we are making a safer choice. Fire-resistant however, means it has been treated with fire-retardant chemicals such as chlorine, bromine and phosphate based compounds. Fire retardants, like all fabric finishes, are absorbed into the body either through the skin or breathed in through the gas they give off.
A good alternative to buying "fire-resistant" chemical treated pyjamas is buying snug fitting body suits for children under nine months old. The tighter fitting clothing will not pose as much as a threat when a fire is present, as looser fitting garments are more likely to catch fire. This is a recommendation made by the US consumer product safety commission in 1997.
Another solution is to look for natural fibre clothes made from organic cotton, wool, bamboo, nettle and hemp. Ecological clothing such as these, are not chemically treated during the growing of the crop or in the manufacture of the fabric. Having the ‘Organic' label does make them more expensive because they are niche market and are up against a perilously tough market of super-cheap clothing, made by cheap labour. However, they will have a long life if treated well and washed according to the makers' recommendations. Hemp and bamboo are especially tough and hard wearing, yet are surprisingly soft to the touch.
Another tip is to wash new clothes a few times before wearing to reduce any chemical and pesticide residue still imbedded in the cotton. The "wash before wear" appearing on the tag is a warning that the item contains chemicals which could irritate the skin, so it's best to heed this warning, especially for children.
Clotheslines Are Back, and So Are Their Problems
Buying second hand clothes from the local opp shop is another way of reducing the amount of chemicals in the clothes as they are well worn and have been washed many times, making them a safer, cheaper option and decreasing our carbon footprint on our earth at the same time.
Source The Epoch Times February 8, 2012
Keywords: Chemical, clothing, childrens clothing, babies clothing, chemicals in clothing, fungicides, chemical dyes
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CC-MAIN-2016-26
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http://www.indonesiaorganic.com/detail.php?id=429&cat=13
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s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397562.76/warc/CC-MAIN-20160624154957-00077-ip-10-164-35-72.ec2.internal.warc.gz
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en
| 0.962097 | 1,110 | 2.796875 | 3 |
Using Data to Keep Clients on Path to Health
At a health clinic in Rabuor in Kisumu County in Kenya, what began as an effort to analyze data and measure the facility’s performance in the fight to eliminate mother-to-child transmission of HIV and other infectious diseases has resulted in an effective system that can trace clients to their homes.
By following patients who miss appointments through a community-based strategy, Rabuor Health Center can now account for all patients who visit the facility and determine which clients have sought treatment elsewhere, which have died, and which clients are being lost to follow up care.
Using the new system – which uses telephone and home location details captured by health care workers during the patient’s first visit to the facility– the health center successfully traced 82 percent of clients who missed follow-up appointments in 2012, 93 percent of whom returned to the facility for treatment. Only 18 clients could not be traced.
The system keeps track of patient visits to child welfare clinics, antenatal care clinics, and other health facilities, including HIV-exposed infants, people living with HIV, and those enrolled in HIV care and treatment. The system can also help the health center find clients who have failed to collect their HIV test results.
“We first call the clients to re-schedule their appointment (if they do not collect their test results),” Eric Openda, Rabuor Health Center Community Assistant, explained. “If the clients fail to come within three days, we send the community health worker (CHW) attached to their village (to the client) with the details they provided during registration.”
Initially, tracing “defaulters,” or people who have failed to continue follow-up care, used to happen only when new cases of HIV were reported in the area.
Monthly data review meetings incorporating the facility’s health workers and other supporting partners were initiated to share and analyze data in a way that would help measure performance and low retention rates. The facility decided to focus their efforts on people who had failed to return for follow-up care.
“Through this system, we are seeing more pregnant women coming early for antenatal care (ANC) and completing all four ANC visits before delivery,” said Edna Okombo, Rabuor Health Center Nursing Officer.
All of the Maisha-supported health care facilities have adopted the monthly district-based data review meetings, which health workers who record data in the maternal and child health (MCH) department attend on a rotating basis. At the meeting, each facility presents their data, using the elimination of mother-to-child HIV transmission (eMTCT) tracking tool as a guide.
This has helped to improve the accuracy and completeness of facility records, with fewer errors. All facilities submitted their data on time by the end of 2012, with a 95 percent improvement in accuracy– a 69 percent improvement since 2010.
“Now we come regularly to the clinic to check (on) the clients who are defaulting from our villages,” said Frida Olweny, a CHW attached to Kaloya and Kacholla villages.
The initiative began in 2012, when authorities realized that they were unable to determine the facility’s HIV retention rates, which are critical to evaluating the facility’s progress in the fight against HIV.
Using these and other tools, health care facilities have documented improved retention of HIV-exposed infants, with the Ministry of Health taking the lead in data management. Efforts like these are key to the fight to eliminate HIV.
Eric Kilongi is Senior Communications Officer for the Foundation, based in Kenya.
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<urn:uuid:f4a2088c-1eac-4b73-813d-27404254b5c7>
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CC-MAIN-2016-26
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http://www.pedaids.org/blog/entry/using-data-to-keep-clients-on-path-to-health
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en
| 0.96621 | 760 | 2.703125 | 3 |
There's no specific test for Reye's syndrome. Instead, screening for Reye's syndrome usually begins with blood and urine tests as well as testing for fatty acid oxidation disorders and other metabolic disorders.
Sometimes more-invasive diagnostic tests are needed to evaluate other possible causes of liver problems and investigate any neurological abnormalities. For example:
Aug. 12, 2014
Spinal tap (lumbar puncture). A spinal tap can help the doctor identify or rule out other diseases with similar signs and symptoms, such as infection of the lining that surrounds the brain and spinal cord (meningitis) or inflammation or infection of the brain (encephalitis).
During a spinal tap, a needle is inserted through the lower back into a space below the end of the spinal cord. A small sample of cerebrospinal fluid is removed and sent to a lab for analysis.
Liver biopsy. A liver biopsy can help the doctor identify or rule out other conditions that may be affecting the liver.
During a liver biopsy, a needle is inserted through the skin on the upper right side of the abdomen and into the liver. A small sample of liver tissue is removed and sent to a lab for analysis.
Computerized tomography (CT) scan or magnetic resonance imaging (MRI). A head CT or MRI scan can help the doctor identify or rule out other causes of behavior changes or decreased alertness.
A CT scan uses a sophisticated imaging machine linked to a computer to produce detailed, 2-D images of the brain. An MRI scan uses a strong magnetic field and radio waves rather than X-rays to generate images of the brain.
Skin biopsy. Testing for fatty acid oxidation disorders or metabolic disorders may require a skin biopsy.
During a skin biopsy, a doctor takes a small skin sample (biopsy) for analysis in a lab. A biopsy can usually be done in a doctor's office using a local anesthetic.
- Ferri FF. Ferri's Clinical Advisor 2014: 5 Books in 1. Philadelphia, Pa.: Mosby Elsevier; 2014. https://www.clinicalkey.com. Accessed May 25, 2014.
- Cherry JD, et al. Feigin and Cherry's Textbook of Pediatric Infectious Diseases. 7th ed. Philadelphia, Pa.: Saunders Elsevier; 2014. https://www.clinicalkey.com. Accessed May 25, 2014.
- NINDS Reye's syndrome information page. National Institute of Neurological Disorders and Stroke. http://www.ninds.nih.gov/disorders/reyes_syndrome/reyes_syndrome.htm. Accessed May 25, 2014.
- What is Reye's syndrome? National Reye's Syndrome Foundation. http://www.reyessyndrome.org/what.html. Accessed May 25, 2014.
- Chiriboga CA. Acute toxic-metabolic encephalopathy in children. http://www.uptodate.com/home. Accessed May 25, 2014.
- Reye's syndrome. The Merck Manual for Health Care Professionals. http://www.merckmanuals.com/professional/pediatrics/miscellaneous_disorders_in_infants_and_children/reyes_syndrome.html. Accessed May 26, 2014.
- Medications containing aspirin (acetylsalicylate) and aspirin-like products. National Reye's Syndrome Foundation. http://www.reyessyndrome.org/. Accessed May 28, 2014.
- Renaud DL (expert opinion). Mayo Clinic, Rochester, Minn. June 2, 2014.
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<urn:uuid:45f348bc-1854-4d3e-8dc7-2086c5995b11>
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CC-MAIN-2016-26
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http://www.mayoclinic.org/diseases-conditions/reyes-syndrome/basics/tests-diagnosis/con-20020083
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| 0.845093 | 761 | 2.984375 | 3 |
Eichholtz, Jacob (Īkhˈhôlts) [key], 1776–1842, American portrait painter, b. Lancaster, Pa.; pupil of Gilbert Stuart in Boston but mainly self-taught. He painted portraits of some of the most prominent men of the day, and he also painted family groups. He was especially successful in handling textures. Among his portraits are those of Chief Justices John Marshall (Historical Society of Penn., Philadelphia) and John Bannister Gibson (Philadelphia Law Association); James Buchanan (Smithsonian Institution); Col. James Gibson (capitol, Dover, Del.); and Nicholas Biddle.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
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http://www.factmonster.com/encyclopedia/people/eichholtz-jacob.html
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| 0.9159 | 155 | 2.59375 | 3 |
In terms of international law, Taiwan has not been a part of China since 1895. Taiwan has become a country through a continuous process of evolution. In the process of democratization and Taiwanization -- and thanks to the effective self-determination of its people -- Taiwan has evolved from a territory under military occupation following World War II to a country with the sovereignty and independence of a nation-state. This theory of Taiwan's evolution into a state conforms to historical developments, changing political conditions and the dynamic character and principles of international law. I support this theory of evolved nationhood, which I described previously on this page ("The evolution of Taiwan's statehood," Aug. 9, page 8).
There are other theories regarding Taiwan's international legal status in addition to the evolutionary theory of statehood.
One theory is that Taiwan is part of China. This is what the People's Republic of China (PRC) argues, citing history, the Cairo Declaration, the Potsdam Declaration, succession to the Republic of China (ROC), UN General Assembly Resolution 2758, and that "Taiwan is an internal affair of China," to support its position.
Yet Beijing's argument fails the tests of both reality and international law, for the following reasons.
One, Taiwan has been fought over by foreigners for hundreds of years, while the Taiwanese have battled for their existence and self-governance. There have been the indigenous peoples and the Han Chinese, the Dutch and Spanish colonial empires competing over Taiwan, Cheng Cheng-kung's (鄭成功) family dynasty, the nominal rule of the Qing dynasty (which ceded Taiwan to Japan shortly after making it a province), the brief establishment of the Republic of Formosa, 50 years of Japanese colonial rule and the military occupation following World War II.
Taiwan has evolved into a sovereign and independent nation. Clearly, Taiwan has not been "an inseparable part of China since ancient times."
Two, as for ownership of Taiwan's territory, the Cairo and Potsdam declarations were overridden by the 1951 Treaty of San Francisco with Japan. The Taiwan that Japan gave up in the treaty, including the Penghu Islands, belonged to neither the PRC nor the ROC. No wonder Beijing has avoided bringing up the treaty, which carries the most weight in international law.
Three, when the PRC was established on Oct. 1, 1949, the ROC had "militarily occupied" Taiwan on behalf of the Allied forces but not acquired sovereignty over or ownership of Taiwan. It is impossible for the PRC -- nor does it have the right -- to inherit powers that the ROC never had.
Four, UN Resolution 2758 does not accede that Taiwan is a part of the PRC.
Five, since its founding the PRC has never effectively controlled, ruled or exercised jurisdiction over Taiwan. By international law, Taiwan is not an "internal affair of China" but a question of international concern.
Taiwan and the PRC are two different countries, therefore the dispute over Taiwan's legal status involves interpretations of international agreements and international law; the PRC's threats toward Taiwan jeopardize peace in the Asia-Pacific region and the world; China's "Anti-Secession" Law violates international law; and Taiwan's future involves the effective implementation of the principles of self-determination enshrined in international law, and will affect the fundamental human rights and wellbeing of 23 million Taiwanese.
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CC-MAIN-2016-26
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http://www.taipeitimes.com/News/editorials/archives/2007/08/17/2003374626/1
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en
| 0.942372 | 701 | 3.203125 | 3 |
EXAMPLE: Criteria for Judging the Quality of Content Standards
The Council of Chief State School Officers is working with a number of organizations to consolidate criteria for evaluating content standards. The current draft of the document, Criteria for High Quality Standards: A Consensus and Consolidation, contains a discussion of six criteria and questions to guide users in analyzing their content standards. The following excerpt from the document lists the criteria and guiding questions.
Criterion 1. Standards should expect and support all students achieving to high levels.
Are all students given the opportunity to reach high standards?
Do the standards reflect high levels of achievement/knowledge in the disciplines?
Can students demonstrate achievement in a variety of ways?
Criterion 2. Content standards should reflect the strengths of the relevant academic disciplines.
Is each discipline covered adequately/completely/appropriately?
Are the standards linked across the disciplines (common language, common framework, cross references)?
Do the standards reflect knowledge of teaching and learning in the discipline?
Criterion 3. Content standards should be specific enough to clearly convey the important academic knowledge and skills that all students should learn, but broad enough to allow for multiple approaches to curriculum, instruction, course design, and assessment.
Do the standards allow districts to elaborate their own curriculum, teaching strategies, etc.?
Are the standards rich enough to create clear understandings of expected teaching and learning?
Can the standards be used for reporting, assessment, and accountability purposes?
Do the standards reflect a balance between knowledge and skills?
Criterion 4. In addition to content standards themselves, there should be a plan to implement the content standards, which would involve the development of performance standards, assessments, and accountability measures. In the interim, content standards should be illustrated by examples of student work that meet the content standards.
Does the State have a plan for involving its districts?
Does the State have a plan for moving from standards to their implementation in instructions practice?
Does the State have interim performance indicators?
Does the State have a process for insuring alignment?
EXAMPLE (Cont.): Criteria for Judging the Quality of Content Standard
Criterion 5. Content standards should be world class standards.
Have the standards been compared to the standards in other countries, other States, other districts, and to national standards?
Criterion 6. Content standards must be understandable and convincing to the lay public.
Are the standards clear, concise, and jargon-free?
Does the State provide for public discussion and opportunity for comment?
[Return to Standards]
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<urn:uuid:f3cf49b3-4d2b-4309-9a8e-44340413cbd2>
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CC-MAIN-2016-26
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http://www2.ed.gov/policy/elsec/guid/standardsassessment/crjudge.html
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en
| 0.899648 | 519 | 3.265625 | 3 |
Science involves the use of a lot of technology. Much of what we know about the world today would still be a mystery if not for a few simple inventions, like the microscope. One of the most famous pioneers in microscopy is Anton Van Leewenhoek, who was developing lenses capable of observing single celled organisms in the 1600s.
Flash forward to today, and microscopes have come a long way. Here at Teq, we got our hands on a few ProScope Micro Mobile devices from Bodelin, and put them to work. These devices fit right over the camera of a tablet or phone, and are great for getting students to think of science as more than something done in a classroom. These mobile microscopes provide the fantastic ability to capture both stills and video. No additional app is necessary!
To help demonstrate the capabilities of these tools, we’ve created a beginner’s level CSI-type lesson, geared towards fifth through eighth grades. Have your students take on the role of an amateur forensic scientist in “The Case of the Stray Hair.”
Below are examples of photos and a video captured using ProScope.
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<urn:uuid:2b3c6747-8b8b-420c-865f-271d7e6c5940>
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CC-MAIN-2016-26
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http://www.teq.com/blog/2014/04/proscope-micro-mobile-science-classroom/
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en
| 0.947588 | 238 | 3.765625 | 4 |
WHOIS is a DNS (and IP address) tool that identifies who has registered a particular domain name. WHOIS works by querying the WHOIS database with a domain name, and receiving back detailed information including contact information for the registrant, contact information for the host, technical information such as relevant IP number addresses, and expiration dates of the domain name. WHOIS is a tremendously useful tool, however WHOIS data is openly available to everyone everywhere - a privacy issue, and a significant portion of WHOIS data is either falsified or is incomplete. [GAO]
WHOIS has become a policy issue because:
The Intellectual Property community wants access to accurate WHOIS records in order to pursue violations of intellectual property; The law enforcement community also wants access to accurate WHOIS records in order to investigation criminal activity (but then the problem is, internationally, who constitutes legitimate law enforcement); Consumers can use WHOIS information in order to thwart Phishing and ID Theft; The privacy community wants to protect privacy and prevent domain name registrant's home address and phone number from being exposed to the world Note that the inclusion and disclosure of personal information in the WHOIS database has the potential to conflict with national privacy laws (for example, European Privacy Law)- placing ICANN in the predicament of how to administer a global address system which conforms with all of the different national privacy laws; Reports indicate that this personal information is scraped out of the WHOIS database (even though this is against policy) Different reports have concluded that WHOIS is or is not a source of spam Competitive (legitimate and illegitimate) use the WHOIS information to solicit domain name renewal business Likewise with IP number WHOIS, ISPs express concern that they are publishing their customer list The free speech community who wishes to protect anonymous speech; and The DNS operational community does not want to be caught in the cross fire. Administrative cost re updating and maintaining records depending on specific requirements International law: compliance with laws of multiple and potentially conflicting law, such as privacy law.
This simple issue has become highly charged and entrenched with years of deliberation without resolution. In the post-9/11 era, law enforcement demands on WHOIS have increased significantly.
WHOIS has been examined by the US Congress, ICANN, and many other legal or policy bodies. ICANN initiated in November 2007 a study of WHOIS data accuracy; the first report from the study is expected February 2008.
Derived from Internet Domain Names: Background and Policy Issues, CRS Report to Congress July 14, 2006:On April 12, 2006, the GNSO approved an official "working definition" for the purpose of the public display of WHOIS information. The GNSO supported a narrow technical definition favored by privacy advocates, registries, registrars, and non-commercial user constituencies, rather then a more expansive definition favored by intellectual property interests, business constituencies, Internet service providers, law enforcement agencies, and the Department of Commerce (through its participation in ICANN's Governmental Advisory Committee). At ICANN's June 2006 meeting, opponents of limiting access to WHOIS data continued urging ICANN to reconsider the working definition. The GNSO will next decide what data should be available for public access in the context of the working definition.
Meanwhile, over the past several years, with the WHOIS database continuing to be publicly accessible, registrants who wish to maintain their privacy have been able to register anonymously using a proxy service offered by some registrars. In February 2005, the National Telecommunications and Information Administration (NTIA) - which has authority over the .us domain name - notified Neustar (the company that administers .us) that proxy or private domain registrations will no longer be allowed for .us domain name registrations, and that registrars must provide correct WHOIS information for all existing customers by January 26, 2006. According to NTIA, this action will provide an assurance of accuracy to the public and to law enforcement officials. The NTIA policy is opposed by privacy groups and registrars who argue that the privacy, anonymity, and safety of people registering .us domain names will be needlessly compromised. A lawsuit is pending in U.S. District Court that challenges the NTIA policy.
Derived From: Derived From: Lennard Kruger, Internet Domain Names: Background and Policy Issues, Congressional Research Service p 10 (Oct. 28, 2009)
On April 12, 2006, the GNSO approved an official "working definition" for the purpose of the public display of WHOIS information. The GNSO supported a narrow technical definition favored by privacy advocates, registries, registrars, and non-commercial user constituencies, rather then a more expansive definition favored by intellectual property interests, business constituencies, Internet service providers, law enforcement agencies, and the Department of Commerce (through its participation in ICANN's Governmental Advisory Committee). At ICANN's June 2006 meeting, opponents of limiting access to WHOIS data continued urging ICANN to reconsider the working definition. On October 31, 2007, the GNSO voted to defer a decision on WHOIS database privacy and recommended more studies. The GNSO also rejected a proposal to allow Internet users the option of listing third party contact information rather than their own private data. Currently, the GNSO is exploring several extensive studies of WHOIS.
Solutions: A current proposed solution is know as the Operational Point of Contact (oPOC) solution. This would attempt to solve both problems: giving law enforcement access to WHOIS data while otherwise ensuring privacy of registrants. This is achieved by placing a proxy in the WHOIS database in place of the WHOIS registrant's information. If law enforcement needs access to the actual information, law enforcement would contact the proxy; otherwise the personal information of the registrant is not publicly visible within the WHOIS database. A claimed advantage of the OPOC solution is that it is an administrative solution which requires no technical change to WHOIS or the DNS. Some proxy registrars already exist.
This solution is controversial (for example, how do you determine who is a legitimate law enforcement agency; how do you comport with multiple national privacy laws).
First created April 2005 by independent working group Mar del Plata, Argentina Presented to GNSO WHOIS Task Force Jan. 18, 2006 GNSO WHOIS Task Force Final Report August 2007
Prevalence of False Contact Information for Registered Domain Names , GAO-06-165 (Nov. 2005) PDF GAO releases report Quantifying Prevalence of False Contact Information for Registered Domain Names"
GAO estimates that 2.31 million domain names (5.14 percent) have been registered with patently false data-data that appeared obviously and intentionally false without verification against any reference data-in one or more of the required contact information fields. GAO also found that 1.64 million (3.65 percent) have been registered with incomplete data in one or more of the required fields. In total, GAO estimates that 3.89 million domain names (8.65 percent) had at least one instance of patently false or incomplete data in the required Whois contact information fields.
: ADA : Broadband : Crime : Copyright : DNS : ECommerce : EGovt : First Amendment : Digital Divide :
: Network Neutrality : Intl : Privacy : Security : SPAM : Statistics : VoIP : Vote : And Much More! :
:: Feedback : Disclaimer ::
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<urn:uuid:a9a38ce4-1523-499b-ae2e-3c9e5b1f14a8>
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CC-MAIN-2016-26
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http://cybertelecom.org/dns/whois.htm
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| 0.913373 | 1,524 | 3 | 3 |
The Weidner School of Inquiry will be partnering with the Humane Society to make Dichotomous Keys to help Humane workers identify the possible breed of a dog as they come into the shelter based on their physical traits and behaviors.
WSOI Biology students will also be developing Kennel Cards to place on the dogs cages that will identify the Dog’s possible breed(s) (as determined by the Key), their likes and dislikes, type of owner and home they would fit well into.
The students will also be constructing an informational brochure to explain how the powers of evolution have been manipulated by humans to create all the dog breeds we see today. The brochure will tell what each group of breeds is used for, what homes they would be happy and healthy in, and potential problems with purebreds. It will also explain why you should adopt a mixed breed dog.
Picture 2: The second picture is of Mr. Phil Koops, Nancy, Eugene Chipman and Kelsey Flynn. Mrs. Flynn performed a “doggy DNA test” on her parent’s dog Benji who is a MCHS rescued dog. The students will send in his swabs to a lab that will identify his breed.
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http://am1050.com/2014/wsoi-biology-students-partner-with-m-c-humane-society/
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| 0.964481 | 253 | 2.828125 | 3 |
Read The Documents That Shaped America
In 1825, James Madison and Thomas Jefferson discussed by letter the kinds of texts that should be required reading at the recently founded university in Virginia. It is certainly very material that the true doctrines of liberty, as exemplified in our Political System, should be inculcated on those who are to sustain and may administer it, Madison wrote. It is, at the same time, he continued, not easy to find standard books that will be both guides & guards for the purpose. Madison proceeded to recommend certain fundamental documents as essential reading for future citizens and statesmen, including the Declaration of Independence, The Federalist, and George Washington's Farewell Address.
The Ashbrook Center's list of 50 Core Documents is meant to fulfill those same purposes. This list is meant to affirm the value and usefulness of reading original documents (as opposed to textbook summaries of major issues), and to introduce readers to America's story as it has unfolded from the American Founding into the 20th Century. We chose these documents not necessarily because they have some official status (some are considered official, but many are private letters), or because they are the most widely read. Rather, each document tells us something important about the American mind, to borrow a term from Thomas Jefferson's 1825 letter to Henry Lee; in other words, they reveal a certain turn of each author's thought about the basic principles of economic, religious, or political liberty.
This list is by no means definitive or comprehensive, but is a starting point. It serves as an introduction to aspects of American thought and history that are deeply interesting, even surprising, and that will, we hope, entice readers to want to read and learn more. Many of the documents emphasize America's uniqueness and contributions to the world, which is one way to view the American narrative. But the documents were also selected to present different views on some of the major issues and disputes in American history and government especially on the meaning of the Constitution, the injustice of slavery, and the demands of progress. Taken as such, the documents reveal a kind of political dialogue to readers, an ongoing and profoundly consequential conversation about how Americans have agreed and often disagreed on the meaning of freedom and self-government. Our list of 50 Core Documents invites teachers and citizens alike to join in this American political dialogue. And because these documents can help citizens better understand the true principles of liberty and acquire the prudence needed to apply them in the varying circumstances of American politics, we consider them to be essential reading for high school students, who will have the responsibility of sustaining and administering our republic in the future.
- Declaration of Independence July 4, 1776
- Memorial and Remonstrance Against Religious Assessments by James Madison, June 20, 1785
- Virginia Statute for Religious Freedom by Thomas Jefferson, January 16, 1786
- Notes of Debates in the Federal Convention of 1787 by James Madison, 1787
- Constitution of the United States September 17, 1787
- Brutus I by Brutus, October 18, 1787
Federalist No. 1
by Publius (Alexander Hamilton)
October 27, 1787
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http://ashbrook.org/form/50coredocs/
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en
| 0.947798 | 646 | 3.609375 | 4 |
|Source: US CDC Reports widespread flu activity|
For the first time in more than a decade, the seasonal flu is becoming a pandemic that is causing major business disruptions, and illness and death in the workplace. Despite urgent calls from public health officials and declarations of states of emergency, the flu continues to aversely effect businesses and employees throughout the country.
The laxity amongst employers and employees in getting flu vaccinations, a lack of paid sick days, a shortage of medicine to treat the flu and consequences occurring because of poorly designed vaccination programs, may stretch the nations workers' compensation system to new limits.
- CDC recommends a yearly flu vaccine as the first and most important step in protecting against flu viruses.
- While there are many different flu viruses, a flu vaccine protects against the three viruses that research suggests will be most common. (See upcoming season’s Vaccine Virus Selection for this season’s vaccine composition.)
- Everyone 6 months of age and older should get a flu vaccine as soon as thecurrent season's vaccines are available.
- Vaccination of high risk persons is especially important to decrease their risk of severe flu illness.
- People at high risk of serious flu complications include young children,pregnant women, people with chronic health conditions like asthma, diabetes or heart and lung disease and people 65 years and older.
- Vaccination also is important for health care workers, and other people who live with or care for high risk people to keep from spreading flu to high risk people.
- Children younger than 6 months are at high risk of serious flu illness, but are too young to be vaccinated. People who care for them should be vaccinated instead.
- Try to avoid close contact with sick people.
- If you are sick with flu-like illness, CDC recommends that you stay home for at least 24 hours after your fever is gone except to get medical care or for other necessities. (Your fever should be gone without the use of a fever-reducing medicine.)
- While sick, limit contact with others as much as possible to keep from infecting them.
- Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it.
- Wash your hands often with soap and water. If soap and water are not available, use an alcohol-based hand rub.
- Avoid touching your eyes, nose and mouth. Germs spread this way.
- Clean and disinfect surfaces and objects that may be contaminated with germs like the flu.
- See Everyday Preventive Actions [257 KB, 2 pages] andNonpharmaceutical Interventions (NPIs) for more information about actions – apart from getting vaccinated and taking medicine – that people and communities can take to help slow the spread of illnesses like influenza (flu).
- If you get the flu, antiviral drugs can treat your illness.
- Antiviral drugs are different from antibiotics. They are prescription medicines (pills, liquid or an inhaled powder) and are not available over-the-counter.
- Antiviral drugs can make illness milder and shorten the time you are sick. They may also prevent serious flu complications. For people with high risk factors [702 KB, 2 pages], treatment with an antiviral drug can mean the difference between having a milder illness versus a very serious illness that could result in a hospital stay.
- Studies show that flu antiviral drugs work best for treatment when they are started within 2 days of getting sick, but starting them later can still be helpful, especially if the sick person has a high-risk health or is very sick from the flu. Follow your doctor’s instructions for taking this drug.
- Flu-like symptoms include fever, cough, sore throat, runny or stuffy nose, body aches, headache, chills and fatigue. Some people also may have vomiting and diarrhea. People may be infected with the flu, and have respiratory symptoms without a fever.
Read more sbout the "flu" and workers' compensation:
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Thomas Levi Mvabaza, had a short but impactful life. He made his mark in journalism, business and politics. At a young age he designed the ANC flag that became a worldwide symbol of the struggle for freedom.
The African National Congress’ entrenched visibility as a brand is in part owing to the genius of the visionary architecture of its flag.
The flag with its prominent colour configuration – black (for the African people), green (for the land) and gold (for the mineral riches) – was conceptualised and suggested by a highly politicised and young Thomas Levi Mvabaza during the organisation’s 1925 annual conference held in Johannesburg. His proposal was unanimously adopted.
The New Dictionary of South African Biography, in an excerpt by Verwey (1995) described Mvabaza as an uncompromisingly radical leader whose life was dedicated to the inclusion of African people in political systems and the education of African children. He was born in 1910, in Grahamstown.
His political conscience and activism did not start in 1925, and was not confined to his birth place of Peddie near Grahamstown. He travelled the country to receive his education at St Matthew’s College (Assamoah Kwame St Matthew’s High School) at Keiskammahoek and then proceeded to Zonnebloem College in Cape Town, before moving to Port Elizabeth and then Johannesburg in the Transvaal to work as a journalist and a political activist.
While in Johannesburg, Mvabaza and his friend Saul Msane got together in 1910 to form and edit an English-Xhosa weekly Umlomo wa Bantu (Mouthpiece of the Nation). The policy of Umlomo, according to Skota, was “the unifying of all African tribes into one people, and to improve and expedite the education of the African children.”
In 1911 Mvabaza attended executive committee meetings of the South African Native Congress (SANC – precursor of SANNC) where the constitution of the SANC as well as the formation of what would become the organisation’s official mouthpiece national newspaper would happen simultaneously. Out of that meeting he was nominated to a committee whose focus was to bring solutions to conflict between politically conscious Africans in the Transvaal. This led to the spirit of reconciliation as a solution and the subsequent birth of the Transvaal Native Congress (TNC).
Mvabaza would become a prominent figure in the founding of the South African Native National Congress (SANNC, African National Congress (ANC) after 1923) which succeeded the SANC. In 1912 he attended the inaugural meeting of the SANNC in Bloemfontein, and delivered one of the speeches on the programme.
In 1912 he attended an inaugural meeting of the SANNC in Bloemfontein and was one of the speakers. After the meeting Umlomo wa Bantu and some of the other newspapers amalgamated to form Abantu Batho, which became the official mouthpiece of the SANNC. Mvabaza became co-editor alongside Saul Masane and was later appointed managing director of the company which was formed to publish the newspaper. He worked at Abantu-Batho until 1931.
In March 1913, at the first annual SANNC conference, he was elected as part of a delegation that departed from the Transvaal for Cape Town to plead with the government to disband the Draft Bill of the Natives Land Act of 1913. But nothing came of it as General Louis Botha, the then Prime Minister and Native Affairs Minister, rejected their proposal.
Following the criminal prospection of the Johannesburg sanitary workers who participated in the so-called Bucket Strike, in June 1918, Mvabaza was at it again leading a campaign for their release. He and four other congress members were arrested for inciting the workers. However, the court found that they had exerted a moderating influence on the strikers, thus the case against them was dropped. Mvabaza continued to take the lead in organising Africans in the Witwatersrand, working tirelessly to prepare for a general strike of African workers. He came to the fore as one of the more radical leaders of the TNC. Unfortunately the strike would be thwarted by the Great Influenza Epidemic in 1918, on which the police capitalised and forced the fragmented workers to return to work. The epidemic led to the hospitalisation and death of many South Africans.
Again in 1919 Mvabaza was a member of the SANNC delegation to the Versailles Peace Conference and the British government. Their bottom line was relaxation of the imperial Union rules for Africans in South Africa. Again, they came back empty-handed.
Two years later, in 1921, he was elected assistant treasurer of the TNC. ZR Mahabane admitted Mvabaza to his ‘cabinet’ as Minister of Land and Locations. Mahabane at that time, was President-General of the ANC between 1924 and 1927.
When Pixley ka Seme stepped in as the ANC President-General in 1930 he also took Mvabaza in. In 1932 Mvabaza was selected a member of the ANC’s ‘revival committee’ appointed to save the ANC from its apathetic state at that time.
Under President-General DDT Jabavu of the All African Convention (AAC), Mvabaza was again elected to the executive committee of the ANC in December 1936. In 1943 he became part of the working committee when ANC Transvaal was reorganised.
He became a member of the National Anti-Pass Council during the anti-pass campaign of 1944-1945. During the 1930s Mvabaza participated in the protests against the so-called JBM Hertzog Draft Bills, viz. The Natives’ Trust and Land Bill which played a role in taking land away from the Africans and the Representation of Natives Bill which ensured the removal of the Cape black voters from the common voters roll. Frustration mounted in the AAC in Bloemfontein in December 1935, with Mvabaza acting as one of the organisers.
Mvabaza and his wife Sina had two sons and a daughter. He died in Pimville in 1955.
Mvabaza owned a small shop in Klipspruit, before parts of it became Pimville.
Additional Research: Phindile Xaba
Limb, P. 2012. ‘Only the Bolder Spirits’. In: Limb, P. A Centenary of Abantu-Batho: The People’s Paper. Johannesburg: Wits University Press, pp.49-80.
Lowe, C. 2012. The Swazi Royalty and the Founding of Abantu-Batho in a Regional Context. In: Limb, P.A Centenary of Abantu-Batho: The People’s Paper. Johannesburg: Wits University Press, pp.174-200.
Vervey, E.J. 1995. New Dictionary of South African Biography, Volume 1. Pretoria: HSRC Publishers, pp.193-195.
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A brief history of Cuba and the 1958 Revolution which examines the alleged "socialist" nature of the governing regime.
"..the major event of the twentieth century has been the abandonment of the values of liberty on the part of the revolutionary movement, the weakening of Libertarian Socialism, vis-a-vis Caesarist and militaristic Socialism. Since then, a great hope has disappeared from the world to be replaced by a deep sense of emptiness in the hearts of all who yearn for Freedom...."
- Albert Camus, 'Neither Victims nor Executioners'
As Camus says, a deep sense of emptiness is felt by all those who wish for a revolution leading to the creation of a society which is classless and truly socialist. As the history of the 20th century has unfolded we have witnessed the repeated failure of vanguards and leaders to create the society for which the true-hearted revolutionaries have fought and died. Not so long ago most of the left held up the Soviet Union as an example of Socialism or something with some socialist features.
As the Eastern Bloc crumbled and the true horrors of sick states like Ceaucescu's Romania were exposed Cuba became the new Mecca for the left. What we find there is unfortunate and there is little to inspire us in the country which has had Fidel Castro at the wheel of power for over 30 years.
Cuba, about 90 miles off the coast of North America, is the largest of the Caribbean islands. The social services are in a far better condition than they are in other Latin American countries. Virtually every Cuban under the age of 30 can read and write. But the cost of these benefits is high for the working class who have never been in the saddle of power in Cuba. This is not their role as the doting Father looks after their interests. While the figures about literacy and health are good there are a number of statistics which aren't so impressive.
One Cuban in every 340 is in prison. There are 400 political prisoners. Around 50% of the Cuban male population are known to the police or have criminal records. The Cuban police force regularly carry revolvers, tear gas and electric truncheons. The crime rate itself is very low, so the equipment of the police and the jail population would seem to indicate a state that is repressive in it's dealings with the people.
To understand how Cuba functions now, why it developed the way it did and why socialism was never on Castro's menu, we must look at the origins and path of the revolution. Fulgencio Batista y Zaldivar had taken control of Cuba in a military coup called the 'sergeants revolt' on September 4th 1933. He promoted himself to the position of Commander in Chief of the armed forces and comfortably ruled through a host of puppet presidents.
Batista contested and lost the presidency 1944, after which he exited to Florida with millions from the small country's coffers. He returned to power in a coup d'état in 1952, three months prior to the presidential elections.
An interesting point to note is the cordial relationship between Batista and the Cuban Communist Party. They were allowed to function openly and supported Batista's candidates in the 1940 elections. As their reward they got control of the state controlled trade union, the Cuban Confederation of Labour (CTC-Confederacion de Trabajadores de Cuba). The First Secretary General was Lazaro Pena, a post he would later hold under Fidel Castro.
The 26th of July Movement [Fidel Castro and [URL=http://libcom.org/history/guevara-ernesto-che-1928-1967] Che Guevara's [/URL] guerrilla organisation] was born out of an attack on the Moncada military barracks in 1953. The attack, though brave, was bungled and failed. The movement really grew during the subsequent trial where Castro successfully gave the impression of the July Movement as being nationalists who would no longer be restrained.
The political aspirations of the movement extended no further than "total and definitive social justice" and "absolute and reverent respect" for the 1940 constitution. Incidentally the attack on the barracks was condemned by the Cuban Communist Party who defined their role as being to "unmask the putschists and adventurous activists as being against the interests of the people". Daily Worker (Paper of the U.S. Communist Party), August 10th 1953
Sierra Maestra years
The July 26th Movement grew in prestige from the trial of the Moncada attackers. Two years later, after the movement had been in exile in Mexico where Castro met the young Che Guevara, they returned on the "Granma" pleasure cruiser in December 1956. The 80 strong insurrection failed in the Oriente region and they retreated to the Sierra Maestra mountains. It is here according to the folklore historians, whom Castro had later appointed, that the discussions of Marx and Lenin took place into the long hours amongst the revolutionaries around the camp fires.
Castro had been a follower of the Partido Ortodoxo which was a nationalist organisation who put their faith in the 1940 constitution. Now, according to re-written history he became a Marxist-Leninist. Che Guevara's story of this time is more enlightening, they "...had neither ideological awareness nor 'esprit de corp'.... ". Castro's Revolution (New York 1964) p.35. Castro goes on to contradict this history of his own making by saying that "the proclamation of socialism during the period of instructional struggle would not have been understood". Granma (Cuban paper) 28th December 1975.
In 1958, a year prior to the revolution, Castro said "true, the extension of government ownership to certain power companies - US owned - was a point of our earliest programmes; but we have currently suspended all planning on this matter."Cuba, an American Tragedy (R. Sheer & M. Zeitlin) Penguin 1964. p. 61 What the 26th July Movement was seeking was "industrialisation at the fastest possible rate. For this purpose, foreign investment will always be welcome and secure here." Cuba, an American Tragedy (R. Sheer & M. Zeitlin) Penguin 1964. p. 63.
By 1958 the Batista troops had retreated to their barracks. The rebels stepped up their attacks. There was broad popular support for the 26th July Movement, and mass strikes and demonstrations followed. (Che Guevara said that the Batista regime collapsed under the weight of it's own corruption.) Many who weren't in the July movement lost their lives, yet they seem to be forgotten in the process of deification which has taken place around Castro.
There was the raid on the Mantanzans garrison in which all the young members of the radical nationalist Autentico Party lost their lives in 1956. Then there was the attempted assassination of Batista in 1957 by the Revolutionary Student Directorate. All of them were massacred.
It is important to remember that the Cuban revolution was the work of a few armed insurgents. It was the work of a few hundred armed guerrillas in the Sierra Maestra mountains and various other rebels. The working class supported the rebels but it was a passive support that did not extend beyond strikes and demonstrations when the dictatorship was close to crumbling. "The emancipation of the working class is the task of the workers" and unfortunately in Cuba true emancipation was not to follow the revolution.
Yesterday's Nationalism - Today's Socialism
Following the toppling of Batista the first cabinet contained a judge, a lawyer, the head of the Havana Bar Association, a member of the Orthodox Party, and the ex-president of the national bank. (Within 14 months all of these disappeared to the USA and became 'contras'.) The 1940 constitution was reinstalled. The first office set up was the National Tourist Board. All this would not seem to indicate a very socialist revolution had taken place.
In April 1959 Castro went to America to visit and talk with vice president Richard Nixon about securing a development loan. Castro made assurances to the White House about protection of American interests but he stood firm on Cuban sovereignty. However, even the demands for very limited economic control were against US interests and therefore Cuba was portrayed as part of the "world communist conspiracy". The imperialist USA set out to smash small independent Cuba.
The Americans had wanted Batista to capitulate to a caretaker government before Castro could come to power. They were never really prepared to do business with the man. The further down a road one travels the less options one is faced with. Castro had reached a 'T' junction. The first road would have been to concede sovereignty to the Americans and keep a section of the old ruling class on his side. The second road was to industrialise the country, using the confiscated wealth of the ruling class.
Cuba was going "Socialista". In October 1959 Che Guevara becomes head of the National Bank. In February 1960 a new agreement is reached to supply sugar to the USSR. In July of the same year Castro nationalises American owned sugar companies and oil refineries. By the end of the year few foreign industries are not nationalised. Castro had made a decision, America had refused to budge an inch and now it was time to side with the other major power. So began the myth of the July Movement always being Marxist. As the plaque reads at Havana's main cemetery "What the imperialists cannot forgive is us having made a socialist revolution under the very noses of the United States."
Cuba : Castro's Playground
It comes as no surprise to learn that Castro chose to call himself a Marxist-Leninist. "I am a Marxist-Leninist and will remain one until the last day of my life" said Castro in 1961. This is a good political philosophy to adhere to if one intends to remain in power for 30 years and never release the reins of control to the working class.
How does Cuba function? On this Caribbean island you have a ruling class composed of the bureaucracy which came from the July 26th Movement. You have the remnants of the Stalinist Partido Socialista (Cuban Communist Party) who saw the Revolution and the nationalisation that followed as a means to strengthen their positions.
To the Cuban Communists their own survival is paramount, principles were abandoned as unhealthy a long time ago. Then you have the professionals such as academics, scientists and management. They have fewer privileges than their counterparts in the 'West' but are rewarded with praise and prizes as long as they remain uncritical. The ruling class is bonded together by a fear of the working class.
Castro is the cement which holds Cuban society together. As Che Guevara wrote "It is true that the mass follows it's leaders, especially Fidel Castro, without hesitation but the degree to which he has earned such confidence is due precisely to the consummate interpretation of the peoples' desires and aspirations." Venceremos, the speeches and writings of Che Guevara, London 1968 p.388.
This is the cult of Castro's personality which cannot be underestimated, he is the consummate master of telling the people what they wish to hear. As rumblings of discontent come from the working class about the bureaucrats, they still look to the father figure of Fidel to deal with the nasty bureaucrats.
The 'internationalist' policy of armed support for nationalist regimes in Africa and the scientific work all gives credence to the popular story of one little island standing strong against the wicked winds of imperialism. The economy of Cuba has been distorted for years so that it is like looking at something at the bottom of a pond. The funds from Russia are drying up. The Cuban cigars are partly filled from Bulgarian tobacco. There is little to be said when you find out that there have been sugar shortages in a country where about 50% of the economy is based on this crop.
The embargo is blamed for everything covering vast areas of inefficiency. Trading has been going on with the USA for years through a series of front companies. When the squeeze had to be put on in the 1980's Castro, "El Lider Maximo", came up with the process of 'rectification'. This ingenious plan involved going back to the past and digging up the immortal legend of Che Guevara and returning to a 'high moral socialism'.
Castro came up with such perils of wisdom as "Perhaps one of the most difficult aspects of rectification has been to persuade the workers to give up the excessively high wages stemming from implementation of outdated norms, or erroneous criteria". When one distils the true meaning from such pedantic language, we get the old maxim, work harder and ask for less. The words of a leader who is prepared to squeeze the working class more rather than attack the inequalities of the society which he helped create.
The Cuban regime is called many things as people try and categorise it, and excuse it for its policies and glaring faults. The working class did not create the revolution and they have been crippled since Castro and his cohorts installed a new bureaucracy. The aspirations of the workers are low and so is their confidence. However, as you can ascertain from the steps preceding and following the revolution Castro did not set out to even create 'socialism on one island'.
Recognising that Cuba is not 'socialist' does not mean, however, that anarchists and socialists ignore the U.S. blockade of the island. This attempt to starve the island of even medical supplies is yet one more attack on the working class. The Washington government are happy to squeeze the ordinary people of Cuba in the hope that the resultant discontent will lead to Castro's overthrow.
The American ruling class hate his regime, not because it is some sort of 'socialist' paradise but because its very existence challenges Washington's political monopoly in Central and South America. Their hope is to replace Castro with a government obedient to their wishes, like those of Guatemala or El Salvador.
The revolution was nationalist inspired and Castro adopted the political ideology of Leninism to suit his needs after his courtship of American investment had failed. The working class in Cuba need to unite and fight the ruling class who reap the rewards from their island. Those who see something inspirational in the way Cuba functions today are those blinkered to the possibility of the only true socialist society, one where freedom and equality are central.
[i] Dermot Sreenan
From Workers Solidarity No40, 1993 [/i]
*. All statistics quoted in the remainder of this paragraph are taken from Analysis, Winter 1991-1992.
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Legal Insurrection has been following the fate of Detroit, where progressive policies and divisive rhetoric have combined to destroy a one vibrant city.
Hillsdale College student Walker Mulley offers this perspective on the situation, based on DePaul University associate professor Colleen Doody’s book, “Detroit’s Cold War”:
Postwar conservatives were united by anti-communism, but their anti-communism was directed more at the New Deal than the Communist Party.
….In the decades after World War II, unions agitated for larger government and for union shops—policies whereby workers are required to join unions in order to remain employed at a specific firm. Conservative opposition to these causes developed into a general suspicion of organized labor; suspicion was especially high, because Communists were historically at the forefront of labor agitation.
Racial prejudice also played a role in the development of conservatism. When the city of Detroit announced plans to build public housing projects outside the historically black neighborhood of Paradise Valley, it met fierce opposition. Some opponents were blatantly racist, others more concerned about their property values. Regardless of their feelings toward blacks, those opposed thought the government was overstepping its bounds. They argued the city should protect white homeowners’ property values, not advance black homeownership. They saw the plan as doubly injurious to themselves—the government would take white taxpayers’ money and use it to lower their property values by moving blacks into previously segregated neighborhoods.
The opposition further justified their position through anti-communism. Because Communists were heavily involved in the civil rights movement, whites wrote off the movement off as communist agitation. However, many black groups— particularly the NAACP—viewed the Communist Party primarily as opportunists who would happily work against black advancement if it served the their cause.
Catholics brought a religious and communitarian streak to the burgeoning conservative movement. Their primary concern was increasing secularization, a concern given urgency by the New Deal government’s growing involvement in needs traditionally provided for by Christian charity. Catholics opposed communism primarily for its atheism and for the USSR’s persecution of Christians. Catholics organized public devotions to pray for the conversion of Russia. In doing so they fought both communism and secularism, injecting religion back into the public square.
Businessmen contributed a libertarian and anti-statist streak to the conservative movement. Their primary concern was that the growth of the welfare state and the high taxes necessary to support it increasingly interfered with their ability to run their businesses. Businessmen opposed communism primarily as another form of statism; their main concern was the New Deal, not the USSR, though they saw little difference between the welfare state and Communist states.
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Category: Art and Entertainment
| September 12, 2011
A new exhibit in New York City this month highlights the work of women behind the scenes in theater—artists whose work you may not even know existed.
In life, clothes may or not may not make the man or woman. But in theater and film, dance and opera, circus and spectacle, costumes can establish context; locate time, place, and social status; advance plot and action; express character; enhance personality. More than one performer has been quoted as conceding that putting on the costume is like stepping into the skin of the character; it gives a needed jolt to the acting psyche.
That costumes are designed is well known; Oscars and Tonys and Emmys are awarded for it. But what happens after the designer has presented the sketch? Certainly drapers and finishers and seamstresses will turn cloth into clothes, but just as certainly, the material for a costume like Spiderman’s, to take just one example, is not going to be available at the local fabric store. How does it get to look like that?
Costume painting is a highly specialized art practiced by only a few people in a few places. It was virtually invented back in the 1970s by two legendary women of the theater. Costume designer Willa Kim needed something extra to realize her designs for the Joffrey Ballet; Sally Ann Parsons, then a draper, worked with Kim on ways to precisely apply dyes suspended in gum so that the fabric could be steamed for colorfastness.
By 1980, Parsons had her own costume shop, the renowned Parsons-Meares, Ltd., and the contract to build the costumes for Cats. She assembled a team of costume painters who pushed the envelope of what was possible. They created new tools and new ways to apply them—wax resist, shibori, stencils, sponges, airbrushing, silkscreen, rollers, and more—perhaps to make a costume look old and threadbare, or to turn a character into a cat, or a railroad train, or a flying super-hero. All in the service of realizing the designer’s vision, whether for Broadway, ballet, ice shows, parades, even Radio City Music Hall spectacles.
Yet except in the circumscribed world of theater production, costume painting is little known and has been long overlooked—until now. An exhibit entitled On Stages/In Stages, The Art of Costume Painting, features hand painting on fabric by five premier Parsons-Meares costume painters—samples they created for a range of productions. The samples are framed in 14 shadow boxes, each representing a different show. The exhibit runs through September at the Cornelia Street Café in New York’s Greenwich Village.
Mary Macy is one of the painters represented. A veteran who has taught at NYU’s Tisch School of the Arts, Macy explains how the process “starts with white fabric.” The first step is to “get the colors right,” she says, mixing them to match the designer’s sketch and incorporating what the painter may have learned in researching the period or style. The heart of the matter is the sample the painter then makes, “trying to mind-read the designer, to figure out how to interpret the image the designer wants.” It takes “a series of meetings and conversations and changes” to do that, says Macy—the “stages” of the exhibit’s title. For one thing, “designers sometimes don’t know what they want.” Or, seeing the sample prompts fresh thinking. “Our job,” says Macy, “is to pull out of them a sense of what the costume as a whole should look like—and make it a physical reality.”
She is not sure it is art, but visitors to the Cornelia Street Café—as well as all those audience members—are likely to disagree.
On Stages/In Stages, The Art of Costume Painting—Parsons-Meares, Ltd. Featuring hand painting on fabric by: Virginia Clow, Claudia Dzundza, Mary Macy, Margaret Peot, Parmelee Welles-Tolkan. Through September 30: The Cornelia Street Café (29 Cornelia Street, New York, NY, 212 989-9319)
The views expressed in this commentary are those of the author alone and do not represent WMC. WMC is a 501(c)(3) organization and does not endorse candidates.
To receive WMC Features by email, click here.
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CRYSTAL LAKE – The Animal Control division of the McHenry County Department of Health urges residents to adopt a “hands-off” approach to local wildlife.
In separate incidents, Animal Control has taken reports of two residents who recently were bit by raccoons after individuals left out food. One individual is undergoing rabies prophylaxis treatment, according to a health department news release.
Wild animals are attracted to homes by food and shelter. Residents can cut their risks of structural damage, home invasion and other problems by removing these temptations.
The Illinois Department of Natural Resources offers these tips:
• Do not encourage wildlife (squirrels, raccoons) by feeding or leaving food for them.
• Don’t allow bird food to accumulate on the ground.
• Don’t place food scraps in gardens or compost bins.
• Keep pet food and water containers indoors, especially at night.
• If residents have fruit trees, harvest or dispose of fruit when it is ripe.
• Use metal or durable plastic trash containers.
According to the national Centers for Disease Control and Prevention, wild animals account for nine of 10 rabies cases in the United States, and raccoons make up almost half of those.
Most raccoons are healthy and harmless, but people should never touch or approach a wild raccoon, and residents should definitely not feed them, experts say.
To learn more, visit the University of Illinois Extension’s “Living with Wildlife in Illinois” website at web.extension.illinois.edu/wildlife.
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Harlem: The Early Years
by Garth Tate
Harlem was "the" Black Metropolis and during the 1920's, the home of the "New Negro". The "new" Black man and woman exploded on the scene stressing the importance of ethnic identity, heralding a new day when Blacks would have and wield power. This emerging generation of African Americans became the first to repudiate the accommodationist philosophy of Booker T. Washington, and the "heaven in the here-after" ideologues. The New Negro period of history, or the Harlem Renaissance, spanned the decade between 1919 and 1929.
The movement was given its name in 1925 when Rhodes Scholar and Howard University professor Alain Locke published an anthology of poems, essays, stories and illustrations with the title. Contributors to this historic volume included some of the most prominent and renown Black literary and visual arts figures of the period, such as Langston Hughes, Zora Neale Hurston, Sterling Brown, Eric Walrond and Aaron Douglas. An impressive array of writers, poets and artists contributed to the artistic abundance of the period, and Harlem was home to most of them: Claude McKay, Countee Cullen, Laura Wheeler Waring, Jesse Fauset, Jean Toomer, Edward A. Harleston, Richmond Barthé and Bruce Nugent are among them. These artists and writers looked inward and found strength in African American culture. Representatives of the new spirit of Black American, they reflected the folk culture of Blacks in strong, realistic terms.
Jazz and the Blues also sprang from the Black experience and dazzled the high-lifers in Harlem and beyond. Albertal Hunter, Bessie Smith, Ethel Waters, Josephine Baker, Fletcher Henderson, Duke Ellington, Edith Wilson and the legendary Louis Armstrong molded Black music into a powerful artistic weapon which shattered the mediocrity of American folk music. Philosophers, scholars, socialites, actors and dancers all contributed to Harlem's throbbing expressions and to the persona of the New Negro.
Under any analysis, Harlem was a complex community in a complex and hostile nation. The most important activity in the community was individual spiritual and economic survival techniques conceived under the pressure of the adverse socio-economic conditions were born with a generous amount of creativity. America had never really come to terms with its schizophrenia regarding Blacks. As a result, the nation developed a sort of loathing dependence upon its Black citizens for much of the art and music that gave the nation its identity. Negative stereotyping of Blacks, economic oppression and brutality reached a high-point in the years immediately preceding the Harlem Renaissance. It was the imposition of these conditions on Blacks that compelled them to reassess and redefine themselves outside the scope of Euro-America perceptions.
"All Coons Look Alike to Me." recognize it? That was the title of one of America's favorite songs in the years just prior to 1919. White America had dragged the "coon" or "darkie" image of Blacks from the wreckage of ante-bellum slavery, and they exploited it to maximum advantage. The coon stereotype, also known as the "Sambo syndrome," characterized Blacks as harmless, asexual, lazy, good-natured, faithful, slow, trifling, stupid, inept and eternally hungry.
New York was a national and international center for arts and, as a result, had an overabundance of typically racist music, visual art, literature, and theater. Blacks in New York, many of whom still lived in the "Tenderloin" district of mid-Manhattan, were faced with the promotion of popular tunes like "Coon, Coon Coon." Although the lyrics to some of these songs were even less imaginative than the titles, America loved them.
On the stage, fare such as "The Coon at the Door", "The Coon and the Chink", and "The Coon Musketeers" were available for public consumption. Blacks were segregated in the theaters at this time and there were many White minstrels who performed in "blackface". Here was a situation where White America got its laughs for the exaggerated portrayal of Black people, yet Blacks were not permitted to act in those productions nor to see them. In Harlem, of course, few people found this Black buffoonery amusing. But it was the events which followed America's entry into World War I that forced Blacks to challenge White assumptions and even become nationalistic in their approach to life in America.
In 1917, President Woodrow Wilson issued a call for all Americans to enter World War I in order to "make the world safe for democracy". Over two hundred thousand Americans went to Europe in support of this cause. Because of the strict segregationist policies of the U.S. Army at the time, many Blacks went to France and joined the French forces. Among them were the men of the 369th Infantry, nicknamed the Harlem Hellfighters, who served with distinction and heroism. Despite much discussion of whether they should participate in a war abroad when they could not exercise their rights at home, many Blacks went to war out of the conviction (and hope) that when the war ended, justice would prevail.
At the end of the war Black soldiers returned home victorious, but they were ill-prepared for the welcome that awaited them. Black soldiers were set upon and beaten by angry, rampaging White mobs. Race riots erupted across the country as armed Whites invaded Black neighborhoods in New York, Washington, D.C., St. Louis and other cities to beat, kill, burn and loot. The postwar betrayal of Black soldiers, the continued lynching and beating of Blacks across the country, the economic oppression based on race, and the hostility of the American government represented by President Wilson combined to elicit a response from the Black community. That response took the form of the New Negro.
The New Negro that emerged in 1919 in Harlem, the intellectual and artistic center of the Black world, no longer was going to take abuse or exploitation. The idea that justice would ultimately be the Black man's in the end was no longer enough. Blacks began to make clear that they were prepared to fight to live and to obtain freedom and self-determination at any cost. Claude McKay, considered the first poet of the New Negro period, spoke to this new defiance and determination in a poem entitled "If We Must Die", published in 1919. McKay eloquently asserts that Blacks, when faced with vicious aggression or exploitation, will "face the murderous cowardly pack/ Pressed to the wall, dying, but fighting back."
As an indication of the new mood of Blacks in the U.S., the poem was very disconcerting to conservative Whites. Senator Henry Cabot Lodge had it read into the Congressional Record in 1922 as evidence of "unsettling currents" running through the Black population. In Harlem, and across the country, Blacks began arming themselves. Publications such as "The Crisis", "Opportunity", "The Messenger" and "Negro World" increased their circulations significantly during this period. These publications became vehicles of information dissemination for Blacks, and they were read in the Blacks communities in the U.S., the Caribbean, Latin America and in Africa. Published in Harlem, these journals helped to define Black Americans in their own language.
In the late 19th and early twentieth centuries, Harlem was an exclusively White, well-to-do suburb of a growing New York City. By 1914, a few middle-class Blacks had been able to move into the area from the Tenderloin district. As the unemployed flocked to New York and other industrial and commercial centers seeking work, shantytowns sprouted along the fringes of these bustling urban areas, and Harlem was no exception.
In an incredible display of business acumen, astute and aggressive Black businessmen managed to snatch Harlem's newly developed real estate from the hands of White middle-class and, by 1920, Harlem had become the biggest, most elegant Black community the world had ever seen. Blacks owned modern apartments, beautiful houses and there were many churches and fine restaurants. Doctors, lawyers, people of every conceivable profession, business and trade flocked to Harlem. Exclusive communities such as Sugar Hill and Strivers Row were established. Harlem became a diverse,dynamic community with a class strata that stretched from the very wealthy to the very poor. There were church-going citizens and there were bootleggers and drug dealers. The one thing they had in common was an African heritage.
Intellectuals and artists from around the world came to Harlem. The community offered these men and women an opportunity to speak in their own voices, to discover and pursue their interests without racial barriers or fear. They came from Latin America, the Caribbean, Central America and colonial Africa. Harlem meant Black freedom - it was a strong and vibrant symbol of the twentieth century Black American. As the second decade of the century progressed, Harlem became even more diverse and complex as it continued to react to the dynamics of the larger socio-economic environment.
"There are two types of business that employ Blacks in New York," wrote Black scholar E. Franklin Frazier, "those that employ Negroes in menial positions and those that employ no Negroes at all." In the northern cities, where Blacks had flocked during the war for greater job opportunities, they were suddenly unwelcome as employees in the sweatshops, stores, and other businesses. There was no unemployment compensation, social security, or government assistance of any kind at the time, and unemployed Blacks had to depend on their wits to live.
White merchants in Harlem continued to sell to Blacks all of the staples needed for their existence. But when it came to employment, however, Blacks were not permitted to even work where they shopped. As the economic situation of Blacks generally worsened, more and more apartment lessees and house owners began to take in roomers to offset the costs of upkeep of the residences. Low income and unemployed people jumped at the opportunity for low cost shelter, and an increasing number of the destitute and near destitute moved into Harlem. Between 1920 and 1930, 118,792 Whites fled the neighborhood attempting to escape the influx of Blacks. By 1930, approximately 72% of Manhattan's Black population lived in Harlem.
Although Whites left the community, they retained their property there and extracted high rents from apartment and tenement dwellers. The result was severe overcrowding as Harlem residents struggled to maintain themselves in the face of adverse economic conditions and social neglect. The over-crowded condition precipitated environments that were unsafe and unsanitary, and many landlords began to neglect the maintenance of the buildings while continuing to collect rent.
The crowded tenements of Harlem became a breeding ground for crime, aggression and disease. By 1927, the year Charles Lindbergh made his historic flight across the Atlantic, the chairman of a New York City housing reform committee would report, "The State would not allow cows to live in some of these apartments used by colored people. . . in Harlem."
Blacks in Harlem took to creating techniques that helped them survive economically and spiritually. Numbers running, bootlegging, rent parties, church bazaars, church missionary events, prostitution, cocaine, and more created an underground economy which sustained the community. Reports of such illicit activities gave Harlem the reputation of a "wide-open city" where everything that was generally considered taboo was easily available. Consequently, downtown Whites began to perceive the community as a "playground," where they could experience the fantastic, sensual, and sensational.
Some of the more popular cabarets and clubs in Harlem frequented by Whites were the Cotton Club, Connie's Inn, and Smalls Paradise. Although these clubs features the best in Black entertainment and music, they did not allow Black patrons. Entertainment ran the gamut but generally revolved around jazz bands, dancing girls, and singers. Bessie Smith, Ethel Waters and Lena Horne sang in the Harlem cabarets. At the Clamhouse, openly Lesbian Gladys Bentley, accompanying herself on piano, sang some of the most risqué and provocative songs of the decade. Bentley performed in men's attire and was very popular with White voyeurs from downtown. There was also a male performer named "Gloria Swanson". To many of the cosmopolites, Harlem was similar to Berlin, only Blacker and far more exotic.
In political and other forms of intellectual life, Harlem was the most militant and radical community in the Black world. Black nationalists, Black socialists, and Black radicals regularly climbed the soapbox at Lenox Avenue and 135th Streets to pronounce their ideologies. Marcus Garvey, A. Philip Randolph and other inspired African Americans to seek alternatives to the oppressive conditions under which they existed.
The ripple effect spread from Harlem to Blacks around the world. Kwame N'krumah, Leopold Senghor, Leon Damas, Miguel Covarrubias, and a host of political and philosophical leaders were influenced by the activities that occurred in Harlem. And jazz, without a doubt, conquered the world. This was the Harlem of the Renaissance period. A complex, cosmopolitan, strong and vibrant community weathering the storms of economic and racist adversity. This is the Harlem where, in 1926, an investigator found 140 churches in a 150 block area; where speakeasies and after-hours clubs abounded; and where an unprecedented number of poems, stories and works of art by Black Americans were produced.
America was a nation with a fundamentally unsound economy, unhealthy corporate and banking structures, unsound foreign trade policies, a poor distribution of income, and social and occupational violence against its people. Blacks were being lynched, denied employment, segregated, ridiculed and exploited while the rest of the country was on a spending spree. But it was Harlem that took these conditions and synthesized them into what was to become the beginning of a true American culture and identity. The writers, artists, intellectuals and people of the Black community initiated a revolt which embodied the rejection of White values, definitions and culture. Although this movement was to essentially become coopted and commercialized by White America, it initially posed a very disturbing challenge to traditional American assumptions.
It was the age of the New Negro and African Americans moved collectively beyond mere survival under hostile conditions to intellectual and creative genius. The final analysis is quite clear, the early years of Harlem still lives in today's society. Gimme a pigfoot and a bottle of beer.
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Essay Topic 1
Discuss the world and setting created for this novel. How did Panem come to be? How is it divided, and for what reasons? How is Panem similar and different from our own world?
Essay Topic 2
Discuss the process and role of the Reaping in this novel. What is it, why does it take place, and how does it affect the different districts? Be sure to include an explanation and examination of tessarae in your essay.
Essay Topic 3
Examine the purpose and role of The Hunger Games. First, what are the Hunger Games? Why did it start and what is the purpose of its continuation? Are there any negatives to the Hunger Games? Are there any benefits?
Essay Topic 4
Discuss one of the following in an essay using details from the book to support your conclusions:
2) Character relationships
Essay Topic 5
Determine who you believe is...
This section contains 723 words
(approx. 3 pages at 300 words per page)
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animation - Giving movement to a thing. Also, making animated cartoons — films that are also called animations. Types of animation include cel animation, clay animation (also called claymation), and computer animation.
Walt Disney (American, 1901-1966), maker, Steamboat Willie, 1928, 35mm film, black and white, sound, 8 minutes, Museum of Modern Art, NY. See cinema.
George Pal (Hungarian, 1908-1981) created puppet animations. This type of animation is sometimes called replacement animation, although George Pal called them puppetoons.
Osamu Tezuka (Japanese, 1928-1989) is generally given credit for devising Japanese anime style. A great admirer of the work of Americans Walt Disney and Max Fleisher, Tezuka created his first widely popular character, Astro Boy, in a 1951 comic book. Astro Boy was a space-age Pinocchio-like creation. Tezuka turned Astro Boy into an animated TV series in 1963. (Astro Boy © Tezuka Productions.)
Also see anime, art careers, cinema, four-dimensional, gestalt, kinetic, measure, mobile, music, new media, periodicity, puppet, rhythm, sequence, space-time, theater, time, tradigital, and video.
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Washington DC (SPX) May 10, 2011
Researchers have mapped out the diversity of bat ears in a hope to inspire the design of new intuitive methods of manipulating waves with physical shapes, such as SONAR and RADAR.
Published in IOP Publishing's journal Bioinspiration and Biomimetics, the study provides key insights into the variability of the shapes of bat ears that exists between different species, and shows how this variability may affect the functionality of one of the most impressive navigational systems in nature.
Bats are one of a few animal groups that demonstrate biosonar-the ability to generate and emit ultrasonic pulses and gauge the reflections to obtain detailed information on their surroundings.
Bats use biosonar as a way of navigating and hunting for food, however researchers have seen its potential to inspire new ways of engineering where manipulating outgoing or incoming waves with structures is a principal component.
Lead author Professor Rolf Muller, of Virginia Tech, said: "Using physical shapes to manipulate an outgoing or a received wave has application in many areas of engineering. Besides the obvious analogues of SONAR and RADAR, such principles could also find application in biomedical ultrasound, non-destructive testing, wireless communications, and sensory systems for autonomous robots and nodes in sensor networks."
The ear of a bat plays a crucial role in the overall sensing system by acting as a baffle to diffract the incoming waves therefore determining the ear's pattern of sensitivity to direction and frequency.
The researchers, working in a joint research laboratory of Shandong University and Virginia Tech, created 3D computer models of 100 bat pinnae-the visible part of the ear that resides outside of the head-from 59 different species, and transformed the models into cylindrical representations.
The representations were statistically analysed using principal component analysis-a method that has previously been applied to analyse human faces, palms, and ears -and were shown to vary in the opening angle of the pinna, breaks of symmetry between the right and left sides, and changes in width at both the top and bottom.
The researchers also demonstrated how this variability can affect the properties of beamforming-the process by which the incoming signal is diffracted by the shape of the pinna to create a "beampattern" through which the bat sees it environment.
The variability occurs as a result of the evolution of bats whose habitats range from environments with virtually no structures, to those with simple structures (calm water surfaces), to habitats with very complicated structures (dense forests).
The researchers found, for example, that a group of bats that hunts for prey in dense vegetation with trains of long, closely-spaced objects are separated from other bats by the widths of their pinna openings, demonstrating how biodiversity can provide a useful insight into how a general principal can be customised to fit different needs.
Professor Muller continued, "In order for this to happen, the ears of bats must be studied further. An example would be to expand the sample to include more diversity and find more specific relationships between pinna shape and beamforming across different species. Small local shape features that are hard to capture by the present analysis can also have a big impact on the function."
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| Ilse Koch
During World War 2 the infamous Ilse Koch was known as the Bitch of Buchenwald for her bestial cruelty and sadistic behavior. She was the wife of Karl Koch, the Kommandant of Buchenwald, and struck fear into the inmates daily. She was especially fond of riding her horse through the camp, whipping any prisoner who attracted her attention.
Her hobby was collecting lampshades, book covers, and gloves made from the skins of specially murdered concentration camp inmates, and shrunken human skulls.
Her taste for collecting lampshades made from the tattooed skins was described by a witness at The Nuremberg Trials after the war:
"The finished products (i.e. tattooed skin detached from corpses) were turned over to Koch's wife, who had them fashioned into lampshades and other ornamental household articles .."
In the book Sidelights on the Koch Affair by Stefan Heymann the author pointed out that the fact, that the Kochs had lamps made of human skin did not distinguish them from the other SS officers. They had the same artworks made for their family homes:
"It is more interesting that Frau Koch had a lady's handbag made out of the same material. She was just as proud of it as a South Sea island woman would have been about her cannibal trophies .. "
Ilse Koch was tried by an American military tribunal in 1947, found guilty of murder and sentenced to life imprisonment. But her sentence was reduced to four years and she was soon released.
Rearrested in 1949, Ilse Koch was tried before a West German court for the killing of German nationals, and on January 15, 1951, she was sentenced to life imprisonment for murder.
She committed suicide in a Bavarian prison on September 1, 1967.
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Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.
2004 August 15
Explanation: Is this one galaxy or two? This question came to light in 1950 when astronomer Art Hoag chanced upon this unusual extragalactic object. On the outside is a ring dominated by bright blue stars, while near the center lies a ball of much redder stars that are likely much older. Between the two is a gap that appears almost completely dark. How Hoag's Object formed remains unknown, although similar objects have now been identified and collectively labeled as a form of ring galaxy. Genesis hypotheses include a galaxy collision billions of years ago and perturbative gravitational interactions involving an unusually shaped core. The above photo taken by the Hubble Space Telescope in July 2001 reveals unprecedented details of Hoag's Object and may yield a better understanding. Hoag's Object spans about 100,000 light years and lies about 600 million light years away toward the constellation of Serpens. Coincidentally, visible in the gap (at about one o'clock) is yet another ring galaxy that likely lies far in the distance.
Authors & editors:
NASA Web Site Statements, Warnings, and Disclaimers
NASA Official: Jay Norris. Specific rights apply.
A service of: LHEA at NASA / GSFC
& Michigan Tech. U.
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Stomach cancer (also called gastric cancer) is an abnormal and unregulated growth of the cells that make up the stomach. The stomach is a pouch that holds and stores food after eating, and helps in the process of digestion.
When you chew and swallow food, it travels from your mouth down a muscular tube called the esophagus. The esophagus delivers food to your stomach. The stomach is made up of a variety of cells, including some that produce substances that aid in digestion, such as acid and enzymes. Food from the stomach enters the duodenum, the first part of the small intestine, where digestion continues.
Under certain conditions, stomach cells undergo changes that result in uncontrolled growth, and these cancer cells grow more rapidly than normal stomach cells. Cancer cells also lack the ability to organize themselves in a normal way and have the capability to invade other normal tissue.
If stomach cancer is caught very early, it may have only affected the lining of the stomach, called the mucosa. The longer cancer is allowed to grow, the more likely it is that cancer cells will invade other layers of the stomach. The tumor may then extend directly beyond the stomach, invading other surrounding organs and tissues, or travel through the bloodstream to invade distant organs and tissues (such as the liver, lungs, and/or bones). Tumor cells may also invade the vessels that carry lymph fluid or shed into the abdominal cavity, causing accumulation of abdominal fluid (called ascites).
Who Is Affected
It is estimated that 21,130 men and women (12,820 men and 8,310 women) will be diagnosed with cancer of the stomach in 2009. About 10,620 men and women will die of cancer of the stomach in 2009.
Stomach cancer is the 11th most common type of cancer diagnosed, and the 14th most likely to cause death. It is much more common among minority populations within the United States, ranking between the fourth and sixth most common cause of cancer death among minorities. Worldwide, it’s even more common. Deaths due to gastric cancer has decreased to 20% of that seen in 1930s in the United States, although it remains the number 2 cause of cancer death (second only to lung cancer) worldwide.
Stomach cancer can cause serious, life-threatening bleeding. Heavy bleeding can cause anemia, which is a lack of red blood cells and a decrease in the blood's ability to carry oxygen to your body's cells. Anemia can make you feel very weak and tired. Heavy bleeding can also cause heart complications, such as shortness of breath or palpitations (rapid heart rate), and brain complications, such as fatigue or lethargy.
Stomach cancer can interfere with your body’s ability to digest and therefore utilize nutrition from the food you eat, resulting in weight loss.
Over time, untreated stomach cancer will invade surrounding tissues or travel to neighboring lymph nodes, the lining of the abdominal wall (the peritoneum), the lungs, or the liver. When cancer spreads to the peritoneum, you may develop ascites, a collection of fluid in your abdomen. When cancer spreads to your liver, you may become jaundiced (develop yellowish discoloration of your eyes and skin) or experience pain in the right upper abdomen. When cancer spreads to your lungs, you may become short of breath and develop a cough and wheezing.
- Reviewer: Igor Puzanov, MD
- Review Date: 09/2014 -
- Update Date: 09/17/2014 -
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learn only 3 things about them ...
conch is a lively snail that hops instead of creeping
along the surface.
of its features are adaptations to this hopping lifestyle:
flared shell, large eyes.
Many are edible.
Sadly, conch snails
are better known to many Singaporeans as seafood. But once you've
seen a living Conch, you would hardly bear to eat it. With its large
eyes and lively habits (for a snail), it seems cruel to snack on it.
Where seen? These snails are encountered
on both our Northern and Southern shores. Some, however, are no longer
as commonly seen as in the past. Conch snails, even the larger ones,
are hard to spot as they are usually half buried and their shells
are well camouflaged.
Jumping Snails! A conch does not
just slowly creep along. Instead, it can move in jerks. While most
other snails have a broad operculum to seal the shell opening, members
of the Conch family have a narrow operculum. Instead of a broad flat
foot, a conch has a narrow foot that is strong and muscular. The conch
digs its claw-like operculum into the sand and pushes against it to
'hop' forwards like a pole-vaulter.
snail: Like the spoiler on a sports car, the flared shell
keeps the conch down as it hops around and helps it from being rolled
about in the currents. If it does get overturned, it uses its operculum
to right itself. The inner surface of the flared shell is usually
highly glossy and pearly, and in the Spider conch, in shades of pink
and orange. The upper side of the shell may have different patterns
but in living snails these are usually obscured by mud and camouflaging
algae and encrusting animals.
While most snails have eyes at the base of their tentacles, a conch
has large eyes on stalks. While most snail eyes generally only detect
light, it is believed that the eyes of the conch snail may actually
produce an image! So the Conch is truly a sports version of a snail.
There is a U-shaped notch (called the stromboid notch) at the tip
of the shell through which one of the two eye stalks usually sticks
out. The other eye sticks out beneath the lip of the shell.
do they eat? Many conch snails are scavengers, eating decaying
plants and animals. Others eat tiny algae. The flared shell also protects
the proboscis as the animal sweeps the bottom for titbits.
feats by Conch feet: One species of the Conch family, Strombus
maculatus, can leap more than 1m! Another, Terebellum terebellum,
is shaped like a bullet can can move rapidly for up to 3m by flapping
its fleshy foot.
Human uses: Conch snails are edible
and eaten everywhere they are found. In Singapore, Gong-gong
were once plentiful. The Gong-gong is the most popularly eaten conch,
fried with chilli or as fritters. You can sometimes still see them
served at hawker centres. The Black-lipped conch
and Spider conch were also eaten. The larger
Spider conch is also collected and killed for its beautifully shaped
and coloured shell.
Status and threats: The Black-lipped
conch and Spider conch are listed as
'Vulnerable' on the Red List of threatened animals of Singapore, while
the Dark Diana conch (Strombus atratum)
is listed as 'Critically endangered'.
The Spider conch and Black-lipped conch are no longer as common as
in the past. They are threatened by habitat degradation, over-collection
for food and as souvenirs. Hopefully, our Conch snails don't suffer
the same fate as the Queen Conch (Strombus gigas) of the Americas
which is now listed on CITES II due to over-harvesting.
Tanah Merah, Dec 11
young Spider conch that hasn't developed
spines on its shell yet.
Pulau Jong, Jul 07
The shell is a coiled beneath the flared lip.
Laying fine beige egg string.
Tanah Merah, Jul
Laying bright orange egg string.
Terumbu Hantu, Apr 12
snails on Singapore shores
Strombidae recorded for Singapore
Tan Siong Kiat and Henrietta P. M. Woo, 2010 Preliminary Checklist
of The Molluscs of Singapore.
in red are those listed among the threatened
animals of Singapore from Davison, G.W. H. and P. K. L. Ng
and Ho Hua Chew, 2008. The Singapore Red Data Book: Threatened
plants and animals of Singapore. Nature Society (Singapore). 285
urceus=Strombus urceus (Black-lipped conch)
^Dolomena dilatata=Strombus dilatatus
^Dolomena variabilis=Strombus variabilis
aratrum (Dark Diana conch) (CR:
^Labiostrombus epidromis=Strombus epidromis
Lambis chiragra=^Harpago chiragra
(Spider conch) (VU: Vulnerable)
Strombus marginatus robustus
Strombus turturella (Gong gong)=Strombus
Strombus vittatus apicatus
Tibia fusus (^now in Family Rostellariidae)
- Tan Siong
Kiat and Henrietta P. M. Woo, 2010 Preliminary
Checklist of The Molluscs of Singapore (pdf), Raffles
Museum of Biodiversity Research, National University of Singapore.
- Chim, C.
K., M. L. Neo & K. S. Loh, 2009. The status in Singapore of
Strombus (Dolomena) marginatus sowerbyorum Visser & Man In’t Veld,
2005 (Mollusca: Gastropoda: Strombidae). Nature in Singapore,
2: 379–384. [PDF,
- Tan, K. S.
& L. M. Chou, 2000. A
Guide to the Common Seashells of Singapore. Singapore
Science Centre. 160 pp.
- Wee Y.C.
and Peter K. L. Ng. 1994. A First Look at Biodiversity in Singapore.
National Council on the Environment. 163pp.
G.W. H. and P. K. L. Ng and Ho Hua Chew, 2008. The Singapore
Red Data Book: Threatened plants and animals of Singapore.
Nature Society (Singapore). 285 pp.
- Abbott, R.
Tucker, 1991. Seashells
of South East Asia.
Graham Brash, Singapore. 145 pp.
- Edward E.
Ruppert, Richard S. Fox, Robert D. Barnes. 2004.Invertebrate
Brooks/Cole of Thomson Learning Inc., 7th Edition. pp. 963 (About
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| 0.863827 | 1,571 | 3.140625 | 3 |
Because of this public dimension to schooling and education, it is appropriate that the state be seen to have a compelling interest in ensuring the viability and effectiveness of its educational system.
School SystemsA present-day feature of all developed countries is a system of schooling which is governed and supervised, at least to some extent, by the state. These systems were established and expanded to facilitate universal and compulsory education for young people between certain ages. In order to increase the likelihood of attendance, this schooling is generally provided free of charge. While education can be seen as a major benefit to the individual who receives it, it must also be seen as a public good.
Because of this public dimension to schooling and education, it is appropriate that the state be seen to have a compelling interest in ensuring the viability and effectiveness of its educational system. In most countries today we also find a system of private or independent schools which are still subject to some government control but in which a considerable portion of the costs are paid for by fees.
Constitutional and Political Context
Within the Canadian constitutional framework, section 93 of the Constitution Act of 1867 (formerly known as the British North America Act) granted virtually exclusive responsibility for education to the provinces. This section states that "in and for each province, the Legislature may exclusively make laws in relation to education." This total provincial control is tempered only in relation to denominational schools. Provincial governments may not take away rights that have been granted, and enshrined in law, to specific classes of persons in relation to denominational schools prior to the particular province becoming a part of the federation.
This means that in 5 of the provinces there is a system of education in place in which specific denominational rights in relation to education are protected. In 4 of these, Alberta, Saskatchewan, Ontario and Québec, the rights are safeguarded only for Protestants and Roman Catholics. In the fifth province, Newfoundland, the entire educational system is interdenominationally based, where 8 different religious denominations enjoy constitutional privileges in relation to schooling.
The Expansion of Educational Systems in Canada
As Canada's population expanded, the demands on the educational system of the country also grew, although in more recent times the relationship is not directly linear. The highest enrolment in Canada's schools was in 1970-71, when the public and independent schools had a combined enrolment of 5.8 million students. Although the country's population continued to grow, school enrolment declined considerably from 1971 on, as the children of post-war BABY BOOM parents graduated. This decline continued until the mid 1980s and reached a low of 4.9 million in 1985-86.
Since the 1980s there has been a steady and gradual increase in those attending school, and the number now stands at 5.44 million, of whom 277 000 (5.1%) attended an independent or PRIVATE SCHOOL. Enrolment in these nonpublic schools has increased steadily from 1971 when it represented only 2.5% of total enrolment.
From the end of the last century there was also a steady increase in the number of school jurisdictions in all provinces. Consistently all provinces have responded to this increase by amalgamating the smaller districts into larger units and thus reducing the number of trustees and the amount of governance required. This process began in earnest in the 1930s but gained considerable momentum in the postwar years and has continued to the present.
Organization and Structure of Systems
The Canadian constitution has stipulated that control over education rests with the individual provinces. This has resulted in a situation where we find 12 autonomous educational systems, one in each of the provinces and 2 territories. Individual systems have developed their own distinctive ways of regulating particular facets of their operation. While there are similarities in many areas of operation, each province has developed its own legislation dealing with a variety of operational areas, among them religious schools and schooling, compulsory attendance, school and school system organization and francophone education.
The difference in school jurisdiction organization is most notable in the manner in which religious schools and religion in schools is structured. Each province has developed its own solution to the issue of state-supported sectarian schools. While some provinces have a dual system within the public education structure whereby the Catholic or Protestant minorities are entitled to operate their own schools, 5 provinces have legislation in place which only permits the operation of religious schools as private or independent schools. Funding of religious schools is also problematic as 5 of the provinces provide no direct financial assistance to private schools.
Some provinces provide funding for the public denominational schools. Others also provide public funding for private and independent schools. In a number of provinces, however, there is no funding at all for religious schools, although all provinces permit their operation provided they meet certain government requirements for buildings and program delivery. Differences can be seen also in the manner in which levels of schooling are organized in the provinces. All provinces currently provide financial support for kindergartens.
There are also differences between provinces in the manner in which grade levels are grouped and labelled. Five of the provinces and the 2 territories have the first 6 grades as elementary, while one province concludes elementary at grade 5 and another continues to grade 7. The remaining 3 provinces include grades 1 to 8 in elementary and then move to secondary schools. In BC secondary schools begin in grade 8, while in the remaining provinces and the territories, the final 6 (7 in Saskatchewan) grades of school are divided between junior and senior high school.
Grade 12 is the highest grade in most provinces; however, in Québec it is grade 11. For years Ontario has offered a fifth year of high school, but this is being eliminated and students will now obtain all credits needed to enter university in a 4-year period. In Québec high school ends at grade 11, but any student wishing to enter a provincial university must take a 2-year general stream program at a COLLÉGE D'ENSEIGNMENT GÉNÉRAL ET PROFESSIONEL (CEGEP).
While all provinces subscribe to the idea that schooling, in one form or another, should be compulsory between the ages of 6 and 16, there are also variations between provinces in the manner in which these ages are defined.
The Financing of Education
Constitutionally, only the federal and provincial governments enjoy the authority to levy taxes for the support of public services, but provincial governments have delegated certain taxing powers to local authorities, the most important of which is the power to levy taxes on property. In some provinces the government has also delegated this authority to school boards, permitting them to raise a portion of their revenue through this means of taxation. In 4 of the provinces, however, school boards are no longer involved in, nor do they have any authority to raise money by, means of taxation. In Newfoundland, PEI, New Brunswick and BC school boards receive all of their funding from the provincial government.
In 1994 the Alberta government passed amendments to its school legislation to change to a centralized funding arrangement. However this legislation is currently before the courts. In Nova Scotia, where school boards are permitted to levy a supplementary local tax for special programs, most boards have never exercised this right and in fact receive all of their operating grants directly from the province. The arrangement in the remaining provinces has the province providing each school jurisdiction with a portion of its funding. The amount varies from over 80% in Québec to, on average, 40% in Ontario.
In each of the provinces where school boards are involved in raising money by means of taxation, the local jurisdiction sets its own mill rate based on the shortfall between its anticipated expenditures and its anticipated revenue from grants. The requisition, however, is collected by the municipality at the same time as it collects its own municipal taxes. The municipality remits the requisitioned funds to the appropriate school jurisdiction and does this regardless of whether taxes are in arrears or delinquent. In this way, the school systems are assured of the required operating funds and taxpayers receive only one tax bill. If a taxpayer is in default, the municipality is responsible for collecting and, should it become necessary, seizing assets.
A colonial statistician estimated in 1882 that it cost parents about $10 annually in fees to keep a child in school and that this was more than most parents could afford. It is estimated that in the 1995-96 school year approximately $6400 will be spent in Canada per full-time student. This average national cost includes figures from the 2 territories, amounts which were well above $15 000 per student. However, this calculation can be tempered somewhat by the comparatively small enrolments in these jurisdictions compared to the provinces. In 1995-96 it is estimated that Québec will spend approximately $7500 per student and Ontario about $100 less, while PEI will spend the least of all provinces at about $5000. Although citizens in the ATLANTIC PROVINCES spend fewer dollars on education than do those in the rest of Canada, they spend a larger portion of their GDP in this area compared to those from any of the other provinces.
The Future of Educational Systems in Canada
While it is unlikely that provincial governments will relinquish any authority in the area of education, it is extremely likely that interprovincial collaboration and cooperation will increase. Within the last 5 years all provinces and both territories have established either a major review or a commission to examine the educational operation within its borders. The results of these investigations have led to fewer local school jurisdictions and greater centralization in terms of programming. There have been increased demands for accountability and for higher student performance and for greater parental choice and involvement. Provincial decision makers appear to have welcomed this situation and have responded by beginning to restructure the Canadian educational system in unprecedented ways.
It is expected that interprovincial collaboration in curriculum and test development will reduce costs at the same time as it increases consistency of outcomes across the country. The reduction in the number of local school boards will also reduce costs and will probably increase the extent of centralized control over school operations. The reduction in school boards is being accompanied by a move to emphasize school councils, whose role can best be described at this time as "evolving." While there is talk of these councils being involved in policy matters relating to school operations, and possibly being part of the process of hiring and dismissing staff, it appears that the great majority of parents would be more satisfied with some meaningful advisory role rather than a policy or governance one. Nor is there any clear understanding yet as to whether the terms school council and parent council should be seen as synonymous.
One outcome of this increased emphasis on the school, however, will be the reduced role for the traditional school board. Given the increased financial constraints under which they will operate, as well as the larger areas over which they will govern, it is inevitable that the roles of these boards will change. This change will be accentuated by any moves in power and control to either the provincial or the school levels. It may be that within the next few years school boards will see whatever powers they currently have substantially reduced so that they become little more than funding channels for programs decided upon and governed either at the provincial or the school level.
Educational Rights and Practices
The adoption of the Charter of Rights and Freedoms in 1982, and specifically the inclusion of section 23, elevated the educational rights of the francophone or anglophone minority, depending on which province one is speaking of, to a stature previously enjoyed only by those receiving constitutional protection on denominational grounds. New Brunswick is Canada's sole officially bilingual province and has had a dual language educational system in place for some time. In all other provinces except Québec, the francophone community is the minority and as such has been granted the right to manage and control its own schools.
While these rights are subject to a "where numbers warrant" proviso, the courts have suggested a pattern of developing rights whereby the community moves from being in possession of comparatively few governance rights, where there are only a few students, to being entitled to assume complete control in the presence of sufficiently large numbers of students. Québec has received permission to establish a dual-language educational structure in which both the linguistic and denominational rights can be protected. All other provinces have established governance systems designed to ensure that the constitutional rights enshrined in section 23 of the Charter can be exercised, but no 2 provinces have established the same type of framework.
Obligations of the Provinces
In exercising their obligations with respect to education, all provinces have developed systems in which specific powers have been decentralized while others have been retained by the central government. In all provinces an educational structure has been established in which SCHOOL BOARDS, made up of SCHOOL TRUSTEES elected at the local level, act as the intermediate decentralizing instruments between the provincial ministries of education and the schools. Historically, these local boards were set up to organize, administer and monitor the local school and generally represent the taxpayers living within reasonable distance of the school.
Originally each of these school jurisdictions was, by law, quite small, as it had to serve students who lived within walking distance. Each province developed a distinctive system of working through these local boards and the jurisdiction which these boards acquired is set out in the provincial statutes. These boards are legal corporations and consequently board members or school trustees are protected from personal liability provided that they act in good faith. These corporations are also legally able to enter into contracts with individuals and with other corporations in order to best fulfil their educational purposes. In 1996 New Brunswick abolished the school board system of governance and replaced it with a system of parent councils. Each school in the province will have a parent council and these will elect representatives to 12 district parent advisory councils. These will in turn send representatives to be members of the provincial Boards of education (one English and one French). While these boards are broadly charged with advising the Minister of Education, they have been granted extensive responsibilities which were formerly assigned to school boards, and clearly represent levels of involvement by parents in the education system. These councils and boards also suggest a diminishing role in the governance of public education for those members of society who do not have children in the schools.
The systems of education established by the provinces are public school systems. In some provinces this public system has 2 dimensions. These dimensions consist of public schools which are generally nondenominational, and SEPARATE SCHOOLS, which, by definition, must be denominational. The term "public" when used in "public schooling" is often taken to imply public accessibility, equal opportunity for all the public, public funding and accountability to the public. However, in that separate schools are specifically denominational, they may be constitutionally entitled to limit access to those who are members of the same denomination.
Most, but by no means all, separate schools in Canada are Catholic. Publicly supported separate schools exist in Ontario, Saskatchewan, Alberta and the 2 territories. Québec has a dual confessional system divided between Protestants and Catholics, and Newfoundland has an exclusively denominational system that recognizes several religious groups for the purpose of organizing school systems. In the remaining 5 provinces, BC, Manitoba, New Brunswick, PEI and Nova Scotia, the public school system is nonsectarian and nondenominational. In Newfoundland the 27 denominational school districts were reduced to 10 interdenominational districts in 1996.
Although the Constitution states that the provinces may exclusively make laws in regard to education, the federal government also has a number of responsibilities in this area. It is responsible for the education of native and INUIT children, and for the education of children of members of the ARMED FORCES. In both of these areas however, it is divesting itself of direct responsibility and involvement and is increasingly acting as a funding agency either to local FIRST NATIONS bands or to provincial school jurisdictions which contract to provide the educational services in their schools. The federal government also provides considerable subventions to the provinces to support post-secondary education, adult labour training, official SECOND-LANGUAGE INSTRUCTION and cultural development activities, and is drawn into education through its jurisdiction over external affairs.
In addition to decreasing costs, consolidation has been seen as a means of increasing the access for all students to a quality education. By way of illustration, in the mid-1930s there were almost 4000 distinct school districts in Alberta, most of them operating one-room schools. These schools were unable to offer the breadth of programs which were available in the multi-room schools generally found in the more populated areas. By consolidating large numbers of these uneconomical districts, it became possible to operate regional schools which had larger enrolments and enriched programs of study.
At the same time these amalgamated boards were able to obtain their funding from a broader, more diverse and stable source of revenue. Following consolidations in Alberta the number of operating school jurisdictions was reduced to fewer than 150 by 1994 and in the past 2 years has been dropped to between 60 and 70 by 1999. A 1996 report by the Ontario government suggested reducing the number of Ontario school boards by 50%, from 166 to about 87. The precise number has not yet been finalized, as a court case is pending in relation to a number of amalgamations which were imposed unilaterally by the provincial government.
Similar legislative enactments have reduced the number of school boards in every province although some did not begin the consolidating until the 1960s. Many provinces have indicated that they intend to further reduce these numbers, most notably Ontario, Manitoba, BC, PEI, and Nova Scotia. While we now have over 5.4 million students in Canada's elementary and secondary schools, a number exceeded only in the late 1960s and early 1970s, there are fewer school systems involved today in delivering education to these students than at any time since the turn of the century.
While the number of school jurisdictions has declined, the number of educators involved with education has increased slowly but steadily, except through the period 1980 to 1984. In 1984-85, when enrolment had almost reached its lowest level in 20 years, the teaching force numbered just over 252 000, down from over 260 000 in 1980 but up significantly from the 240 000 in 1970. Since 1985 this number has further increased to 296 000 in 1996. A large portion of this increase can be accounted for by the change in funding practices in Ontario whereby Catholic high schools became fully funded and some 10 000 educators became part of the public school system without even having to change schools.
One should also remember that there are approximately 18 200 full-time teachers employed in private schools and a further 43 600 full-time equivalent teachers employed on a part-time basis. The overall increase in the number of educators can also be attributed to the lowering of the pupil-educator ratio, which has dropped from 17.2:1 in 1980-81 to 16.3:1 in 1996. These figures take into account teachers, counsellors, consultants and administrators and do not necessarily reflect any change in the pupil-teacher ratio in the classrooms.
Women in Education
At present approximately 60% of the educators in the Canadian school system are women. This figure has fluctuated somewhat in the last 30 years. In 1960 women made up more than 70% of the teaching force but the figure dropped to about 60% by 1970 and declined further to about 55% in 1980. In the 1980s the figure rose somewhat and it has been fairly constant around 60% for a number of years. In spite of this only about 29% of administrative positions in school systems are held by women, a figure which is notably higher than the 16% which was found in 1972-73. However, most of the gains appear to be a the vice-principal level. Another feature of this demographic picture is that in the Atlantic provinces the representation of women in administration has declined in the last 20 years, a fact that may be attributed to the closing of many smaller schools as a result of consolidation.
The past 20 years has also seen a steady aging of the Canadian teaching force. In this time the average age has risen from about 35 to just over 43 years. While the patterns vary considerably between provinces, the oldest teachers are to be found in Québec and the youngest in the Yukon and Northwest Territories. Educators also appear to be leaving the profession at an earlier age. In 1990 only 4.5% were over 55 years of age, while 7.8% of the country's educators were over 55 in 1973.
At present one must have completed a minimum of 4 years of post-secondary education in order to receive a teaching certificate anywhere in Canada and in some provinces the minimum requirement is a degree in education. This is an indication of the considerable resources which have been expended on improving the standards of the teaching force in all provinces. Only 45 years ago, in 1951, Statistics Canada reported that 15% of the elementary teachers did not meet the minimum requirement of one full year of professional preparation following high school graduation, and that 40% of high school teachers did not have university degrees.
As a result of the expansion of the educational systems in Canada, practically all elementary-school-age children attend elementary schools, while almost 90% of secondary-school-age children attend secondary schools. All across the country an increasing number of students below and above the compulsory school age are also in attendance in schools.
Increasing Cost of Education
The expansion and increased access has been accompanied by a diversification and enrichment of the programs offered and, not surprisingly, by a considerable increase in expenditures on education. The total cost of education exceeded $1 billion for the first time in 1947. By 1997 the total bill was estimated at $58.6 billion, of which 60% was spent on elementary and secondary education. This was a considerable increase from 1989, when it was estimated that $28 billion was spent on elementary and secondary education.
Statistics also indicate that since the mid-1970s the costs associated with elementary and secondary schools have increased at about the same rate as the increase in the CONSUMER PRICE INDEX (CPI), which is a measure of the change in price a typical Canadian household pays for a fictitious basket of goods . The Education Price Index measures changes in costs of fixed goods and services which school boards must purchase. While the EPI has increased considerably in the past 2 decades, it has generally increased at a rate which parallels the rise in the CPI.
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February 27, 2012
Emerging Standards of Care, page 2 Emerging standards regarding culturally competent care is very important in the health care field. Nurses need to understand and care for individuals with varying cultural beliefs and behaviors about health and well being which is shaped by race, ethnicity, nationality, language, gender, socioeconomic status, sexual orientation, and occupation. Cultural competent health care is a type of care which is provided to the patient by the health care worker being responsive to varying attitudes or different attitudes and values, verbal cues, and non verbal cues of the patient (Goldsmith, 2012). Cultural competence includes understanding the individual’s needs specific to their cultural environment which can also include individuals with mental health issues. Patients with mental health issues require the nurse to be capable of providing understanding of their unique characteristics and needs. The key to cultural competence in health care includes the care provider to be aware of their own beliefs in regards to culture and to understand and appreciate the differences that we all have as members of different ethnic, cultural and socioeconomic groups. This awareness can be achieved by being in tune with your own beliefs and attitudes. This can prevent a care giver from providing different care because of assumptions, biases, and stereotypes (unknown, 2012). Although there have been many changes in the care of mental health patients the stigma of mental illness still exists and many individuals do not understand the issues which patients with mental health problems may encounter. There are five essential elements that can help an agency or institution become more culturally competent, these may include:
Emerging Standards of Care, page 3 1. The value of diversity.
2. Having the capacity for cultural self assessment.
3. The agency or care giver should be aware of the dynamics that are inherent when cultures interact. 4. Having cultural knowledge.
5. Develop and adaptation of service delivery that is capable of reflecting the understanding of cultural diversity (Hiles, 2010). Providing the individual with care that is sensitive to the individual needs of each patient and their needs according to their cultural background and environment will provide a better opportunity for the health care provided to be meaningful and successful. Home health care requires a special understanding of the patient’s culture and environment and to be accepting and understanding of the differences which may exist among the patients which are cared for by a home health agency. The home health agency which I work for serves patients with mental health issues which live in the community and other individuals that need home health care in the community. The majority of individuals which are cared for by our home health agency tend to have mental health issues as well as medical issues. The patients we care for are much more at risk due to their mental health illness and by providing them with home health services we are able to prevent them from having so many emergency room visits or hospitalizations. The agency which I work for does not currently provide cultural competency training but they do try to hire nurses with some background or understanding of mental health. Emerging Standards of Care, page 4 The company is considerate of the fact that the majority of individuals which we care for in the home health agency have mental health issues. The home health agency works with another agency which provides...
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| 0.962072 | 642 | 3.421875 | 3 |
Many plants look awful after winter, but don’t assume they’re dead, says Stephen Anderton
Is it dead?” — that’s the common cry from gardeners wanting to know the worst. “Has the cold got it? Is it a disease?” Well, never mind so much what did for it, let’s look at how to tell if the plant is done for.
Foliage When temperatures are below freezing, the foliage of many evergreens will become dull and shrivelled, but afterwards it should brighten and relax. If it stays dull then the leaves are dead, although not necessarily the twigs: new foliage may appear later. The dead foliage may remain with the new — not attractive, but by the end
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| 0.944799 | 163 | 2.546875 | 3 |
Four Goals of Successful Childhood
Parents, teachers, grandparents, and child-care givers all want to help children thrive. They can do this job best if they keep in mind what the most important challenges of childhood are all about. Therefore, successful childhood is supported by emphasizing the following four goals:
Relationships: From early on, parents and caregivers need to be affectionate with the kids under their charge. Kids need to bond with adults and then venture out and make friends. Anything adults can do to foster this goal is a good idea!
Healthy self-views: The worst thing you could do is constantly pump kids up and give them the exclusive message that they are wonderful, special, and that they stand at the center of the universe. Nor do kids need to hear criticisms, put-downs, and harsh words.
Children will develop healthy views of themselves when caregivers show them unconditional support and love, tempered with realistic disapproval for inappropriate behaviors. Children need to appreciate their positive qualities while accepting their weaknesses.
Control over impulses and emotions: When kids enter this world they have very little control over their emotions and demand immediate gratification. If they don’t get what they want, they scream and cry. That may be understandable if they’re under the age of 1 or so.
As they grow, kids need to learn how to self-soothe and delay the immediate demand for all needs to be met. So, it’s important to teach kids to wait, have patience, and control the expression of their emotions.
Achieving their potential: The final goal of childhood is to acquire knowledge and skills necessary for independent living. This goal depends somewhat on the genetic and biological potential that kids inherit, but also can be fostered by those who teach and care about them. In order to get there, kids need incentives, motivation, and reasonable expectations set by the adults in their world.
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| 0.956426 | 390 | 3.015625 | 3 |
[T]he Avogadro constant to be 6.02214084 times 10^23, with an uncertainty of only 30 parts per billion . . . The . . . [standard kilogram of used as the definition of the metric system kilogram] in Paris, for all its faults, is still a little more reliable than that. Its mass is uncertain to 20 parts per billion.
Avogadro's number is the number of atoms in a quantity of an element or molecule with a weight in grams equal to the its atomic number (a periodic table quantity).
For example, a mole of silicon would weigh 28.0855 grams and have an Avogadro's number of silicon atoms in it.
We are close to being able to define the kilogram in the metric system more accurately via Avogardo's number than we can via the cylinder of platinum adopted as a standard in 1889, which in turn is supposed to have the mass of 1000 cubic centimeters of water at room temperature at sea level.
The meter is defined to be very close to, but not quite exactly, 1/300,000,000th of one light-second. The American inch is defined to be exactly 25.4 millimeters.
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<urn:uuid:c68cc104-290c-4c2f-9d10-5b16f4846981>
|
CC-MAIN-2016-26
|
http://washparkprophet.blogspot.com/2010/10/how-many-atoms-are-there-in-mole.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783394605.61/warc/CC-MAIN-20160624154954-00010-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.925352 | 253 | 3.328125 | 3 |
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