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Music In Uncertain Times, Playback Magazine
30 Nov 2001
'The world has changed, but not U2's mission.' Bono talks to Erik Philbrook of Playback Magazine.
'It's wild, man," says U2 singer/songwriter Bono when asked about the photograph on the cover of the band's latest album, All That You Can't Leave Behind. It shows the band members, four dark figures, standing in an airport waiting to board a plane. In the wake of the terrorist attacks of September 11, the image holds chilling connotations. But if in art context is everything, then the symbolism of one of the world's greatest, most beloved rock bands preparing for flight is a welcome sight. Upon closer inspection of the album artwork, however, you can find an even more symbolic image: in one photo, behind the band on the flight announcement board, shines an icon of a heart in a suitcase.
U2 are Irish, but they are really citizens of the world. And for two decades, several albums, and umpteen world tours, they have given the world their all, both musically and spiritually. From creating soul-searching, inspirational rock best represented on their 1980's masterpiece, The Joshua Tree, to actively supporting a host of causes from Greenpeace, War Child and Jubilee 2000, the world debt reduction campaign, they have expanded the notion of what a rock band can be...and do.
After a decade of experimentation in which they purposefully and playfully messed with their image and their sound, last year they released All That You Can't Leave Behind, produced by the band's longtime producers Daniel Lanois and Brian Eno. A return of sorts to their classic "live" sound, featuring Bono, guitarist The Edge, drummer Larry Mullen, and bassist Adam Clayton playing passionately together, the album was released into a fickle marketplace, where teen pop and angry rock predominated. However, their first single, "Beautiful Day," got a foot in the door, rising up the charts and winning a Grammy. Unsure of the band's relevance in his new era, Bono jokingly announced at the 2000 Grammy Awards that U2 was applying for the job of Best Rock and Roll Band in the World.
After their highly successful Elevation 2000 tour, U2 got the job. But ticket and record sales, Grammys, and chart position aside, what was more important was that U2's well-crafted rock songs with a message mattered. Now, they matter more than ever. The album is the perfect collection of songs for this dark moment in our history. In songs of yearning, reflection, remorse and hope, U2 has unwittingly provided a musical salve for a world stricken by fear and uncertainty. From "Walk On," "Stuck in a Moment You Can't Get Out Of" and "In a Little While" to "Kite," "When I Look At the World," and "Grace," the titles alone speak to our time. A Las Vegas radio station began playing another song from the album, "Peace on Earth," immediately after the attack on the World Trade Center, splicing in disaster news commentary. It quickly became one of the most requested songs on the station and on stations in other cities as well.
As U2 prepared to take to the skies again for another round of concert dates, Bono spoke to Playback's Erik Philbrook about music and the world now.
Playback: Often in times of crisis, people turn to the arts for different reasons. What do you think music is providing for people in the wake of these horrific acts?
Bono: The musical climate has immediately changed. Sugar-coated pop doesn't seem to matter much right now. Likewise the metallic fugue and breast-beating of the hormonal kind. That too has paled. Sex and violence, as an entertainment, is the first thing that suffers when lives are lost. After something like this, we see everything out of the moment. And pop music usually lives in the moment. So the music that we stray to tends to be more eternal.
For pop music, that is a contradiction a lot of the time. But great pop music is eternal. I like to hear the Supremes in church (laughs). I actually do turn to pop music. It is hard to define what is ephemeral, as we all know now, and what is not.
In the 70's and the 80's, the music that we were told was important and progressive, turned out to be the great lurgy. However, some of the stuff that we couldn't own up to in our record collections has turned out to be timeless. One of the things I love about music is that it is still magic. And part of that magic is its ability to turn into something else in a given moment.
- Like so many other people, I watched the performances on the Tribute to Heroes telethon on television and was tremendously moved by it. It was a very powerful two-hours. So many artists, like yourself, Bruce Springsteen, Billy Joel and Stevie Wonder played songs with real depth and meaning. And it really showed the importance that songs have in our culture.
I wasn't around for it, but I have studied the pop charts around the time of the Vietnam War. And you see this incredible array of music, across all different genres. It does seem that in a time of a bull market, when people have their eyes on the pink pages, the pop music seems to suffer. It just reflects, in a prophetic way, the state of the culture. It's like the idea that, in a democracy, you get the government that you deserve. It might be true with pop music too. It is not there by accident. It is what people want to hear.
I know that people in New York and in the United States are asking themselves very hard questions. That is going to be reflected in the music. And they are hard questions. They are important questions.
The President of the World Bank, Jim Wolfensohn, is somebody that I've had a lot of dealings with on Jubilee 2000, concerning debt cancellation. I like him, even if I've been across the table from him in the debate. A few days after September 11, he said the roots of this problem are in abject poverty. Of course, it isn't what people want to hear. It isn't what people want to hear in London, or in New York, or Madrid, or Berlin. Because globalization doesn't work for most of the people whose lives it impacts, and poverty fuels fanaticism. So those thinking people are left with nagging questions. And I hope that that will be reflected in the pop music of the day.
- Of course, this was a wake-up call, not just politically but culturally as well. Do you think there is an opportunity now, with the world so sharply focused on one thing, that some good can come out of this?
Yeah. America has always worked because of the notion of an expanding middle-class. More and more people have access to its prosperity. And it is the same in Europe. If only 4 percent of Americans had 40 percent of the wealth, there would be trouble. It is the same in Europe. We are sitting here asking ourselves, how can people loathe us so? But they see greed. They don't see that the United States had intervened in Kosovo on behalf of Muslim people. They don't see that. They see trade barriers, not a level playing field, a sort of bullish attitude to the environment, and to the world's resources. That's what they feel when they see us. My prayer is that, after the desire for justice, comes the desire to sort out our own house, because it needs some sorting.
- You support a lot of causes, and you travel so much in support of them. Do you feel that your own music is also a cause? By that I mean do you feel a sense of mission in spreading your music around the world, because it does carry a message, and it does mean something to so many people?
You have to avoid polemics. People have asked me why aren't I writing songs about the work that I'm doing for Africa regarding debt cancellation. I rather tritely reply, "statistics just don't rhyme." This is really dull and boring subject matter. When you are younger, man, you throw stones at the obvious targets. As I've gotten older, I've turned more on myself, and the hypocricy that I've found in my own heart. There is plenty of subject matter there. The artists that inspire me the most have all done the same thing: the Marvin Gayes, the Bob Marleys, the Bob Dylans, the Leonard Cohens; there's always enough to write about there. Your politics are forged by the way you see the world, and at a deeper level, the way you see yourself. That is what has inspired us over the while.
- How do you achieve writing lyrics that are personal and yet are also universal?
At times, it has been humbling for me as a lyricist. In the 80's, often there were no re-writes. The very first lines that were written to accompany the melody were the ones that went on record. And looking back, I see a lot of unfinished songs. It annoys me sometimes that I look back and see a sort of inane couplet. I have to live with it. But they can also be very deep and powerful. Like the opening of "Where the Streets Have No Name." It is an extraordinary throwdown to an audience. If you see us in front of 100,000 people, and you ask, do you want to go on a journey to somewhere that none of us have ever been before, to that place where you forget yourself, and who you are, and where you can imagine something better? It's a spine-chilling moment for you as a singer, and for anyone in the audience. It is a real challenge. But it comes out on The Joshua Tree, as "I want to run, I want to hide, I want to tear down these walls that hold me inside." That is so sophomoric (laughs). But that is the way it came out.
The lesson for me from the 80's was that sometimes the first words communicate the best. You realize, especially after the events of September 11, how unimportant it is to be smart. Or worse, smart-ass. To be true is all in pop music. Some of my favorite writers are clever with words. But the ones I go back to are the ones that are clever with ideas.
- In the past, your lyrics have reached for the sky in a grandiose way. On the new record, I find that your lyrics are much more organic and earthbound, and yet still hold that sense of spirituality that has always characterized your songs.
I just wanted them to be quite basic. It is interesting. I try to put into words what I felt from the music. We spend most of our time working on the arrangements and the melodies, and then at the last minute, I try to articulate the feeling we found while we were improvising.
With U2, it's songwriting by accident. That is really how we work. We find a mood. We find a moment. And then I've got to put it into words. If I'm singing, if I'm using my full vocal range, all I'm left with are vowel sounds to play with. And with vowel sounds, you don't get much information. That's where the airborne aspect of U2 comes in. The words that come to you are just the words in all the vowel sounds, like "love."
Then, in the Nineties, when I wanted to expand my vocabulary, I brought my voice down. I treated it. I sort of distorted it, and I got a whole new vocabulary. The natural distortion box of Bob Dylan's voice gives him access to a vocabulary that most people can't get to. In the 80's, corn flakes vox was never going to make it when you're singing up there with the B Flats, and all the other hot air balloons.
But in the Nineties, I went after more bass. At that time, I was lifting stones. I was exploring the creepy crawlies, psychologically speaking, and it was all about what I was discovering in the dark recesses of my mind as someone who has high ideals. And I knew I wanted a bottom to match the top.
So going into this record, I asked myself, can we have both on the same album? Can we have both in the same song? In fact, can we have both in the same line? Can we reach that high and admit to being that low in the same bar?
- When you say that you write by accident, where does it start? Does it start with a chord progression that the Edge has provided?
Usually myself or Edge provides the chord progression. But it can be Adam. And it can also start from a rhythm, or a groove. And we start improvising as a band. Our producers will tell you that's where we do our most magic work.
- Are [U2 producers] Brian Eno and Daniel Lanois usually there at that early stage in the process?
That's right. One of their great gifts, actually, as producers, is their ability to be a catalyst for these things. Brian will sometimes come up with an atmosphere for us to jump off of. Because, as a three-piece, you can run out of colors. So having someone like Daniel Lanois and Brian Eno to provide you with something to jump off of, is really valuable.
Brian or Dan would say that the best work comes from improvisation. I think also some of the best work comes from preparing in the old-fashioned way, where Edge and myself work in a traditional fashion. Edge will come up with a chord sequence and I'll come up with a vocal melody for it. And then I'll get to a lyric. Now, Edge has become a great contributor on that front, and is more than an editor. In the way that I would always be on the lookout for the hook and the melodic opportunities, he's also there for me with a backup lyric or a title.
- You have collaborated for so long as a band, do you instinctively know when you've stumbled across something interesting, inspired, or have discovered a new color?
The new color is a good analogy, because if you think of painters, there are painters who you think own certain colors. Like, Van Gogh owns the color yellow, that kind of suicide yellow, and those flowers. You are very lucky if you get to own a couple of colors. I think that in U2, there are moods or feelings that no one else has done before. And I think that finally, that is the most important thing, which is to find something that's your own color, and unique.
A criticism of our recent work is that, in a way, we have learned the craft, and it nearly ruined us. Because, in the end it is magic. The magician pulls a rabbit from the hat, and he is as surprised as the audience (laughs). And God has to walk through the room, as I think Quincy Jones describes it. All your best work you can't claim, but all the average work you can.
No one is as smart as the best pop song. To go to back to the Supremes, "Baby, I Love You," is the best song you could have heard on September 11th. And the pop versus rock debate just disappears. You look for a moment of truth. That would be a strong point of ours. It is our ability to find those moments.
I remember as a child, growing up in Ireland. We were taught the poetry of William Butler Yeats. I must have been ten years old. The teacher said, "and then Yeats went through his dry period. He had a writing block and he couldn't write about anything." I remember putting up my hand, and saying "Well, why didn't he write about that?" And the teacher just looked at me and said, "Oh, be quiet." But that is exactly the answer to the writing block. You write about your own emptiness, and we've done that for years now.
- In a way, the success of this record is due to the fact that it is a return to the "classic" U2 sound and themes. A lot of passion, a lot of Edge's guitar. People really love those familiar elements. Do you still get a charge out of it yourself?
Well, you've got to keep it fresh for yourself. As it happens, returning to the sound of a three-piece and a singer was very fresh for us, because we hadn't done it for so long. We also returned to a more live arrangement of the songs. It was a thrill, actually. Suddenly, the drummer goes from the high hat to the ride cymbal and it sounds like an orchestra. Now, you hear a sound of a band playing on the radio, and it sounds futuristic. It is an odd thing. Suddenly, the machines sound old-fashioned.
We will always work with technology, and technology has driven rock and roll from the start, from overloading the circuits in a fuzz-box through to the drum machine. You should never be purist about what you use. But, right now, in a digital age, hearing musicians thinking for each other, sounds radical.
- I remember in an interview once, someone asked you what you thought the music of the future would sound like. And you said it would be the sound of a guy sitting by himself singing and playing a guitar, which I thought was a great response.
In our densely populated airwaves, space is the most valuable real-estate. The final mark of greatness, I think, is emptiness. The least you need. That is true of music, painting, of anything. The less you can do it with, the more powerful you are. It is true of combat.
Complete interview and photos from www.ascap.com
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August 27 2008
Allison Kasic
Allison Kasic joined The Steve Largent Show for a discussion on single-sex education.
TRACEY GARCIA and AMANDA MORAN
With an entrepreneurial spirit and hard work, Garcia and Moran are taking risks to launch Style Me Bar, an on-demand styling that comes directly to you. READ MORE >>>
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If you like the itinerary below please quote REF SOUTH AMERICA 217 when enquiring for further details.
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Welcome to Brazil and the start of your holiday with On the Go Tours! Upon your arrival into Rio de Janeiro's international airport you will be met and transferred to your hotel for check in. Remainder of the day at leisure. Overnight at the Windsor Palace Hotel.
The next four days are completely at leisure for you to independently explore this vibrant city. Overnight at the Windsor Palace Hotel.
This morning we will transfer you to the airport for your flight to Foz du Iguaçu where upon your arrival a shuttle bus will be waiting to transfer you to your hotel.
Straddling the border between Argentina and Brazil, the Iguazu Falls are composed of over 250 separate cascades. Today enjoy a scheduled tour of the Brazilian side of the falls, walking along catwalks that allow you to see the torrents of water at their most impressive.
Today enjoy a scheduled full day excursion to the Argentinean side of the falls. A number of walking trails are available bringing you in front of or above the rapids. You'll also see the dramatic Garganta del Diablo or Devil's Throat, an awe-inspiring display of natural power.
This morning we will transfer you to the airport for your flight to Manaus, sitting on the edge of the Amazon Jungle. Upon your arrival you will be transferred to your hotel. Overnight at the Go Inn Manaus.
Transfer to the "Amazon Ecopark Jungle Lodge". Reception with local juice after which guests will be shown to their rooms. Next enjoy a visit to the Monkey Jungle. Lunch will be served back at the lodge. After a short rest, take a trip to the home of local Amazonian residents. Dinner and evening tour by canoe with opportunity for Alligator Spotting. Overnight at the Amazon Ecopark Jungle Lodge.
After breakfast this morning enjoy a nature hike. During the hike you will see a variety of flora and fauna with the naturalist guide on hand to tell you more about life in the jungle. Lunch is taken back at the lodge. After a short rest take a fishing tour this afternoon. Dinner and overnight at the lodge.
Today enjoy a full day tour to the Meeting of the Waters with lunch. Following there will be an optional canoe ride with an opportunity for Piranha Fishing. Arrival at the lodge by 17h30. Dinner and overnight at the lodge.
The day is free to enjoy the natural pools.
Today marks the end of your adventure with On the Go Tours. After breakfast and hotel check out we will transfer you to the airport in Manaus for your onward departure flight.


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I thought this was Pelfry, I was just guessing that's what is sounded like when my mother mentioned the surname.
I have nothing to connect here, just remembered the name.
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Submitted by Old Poor Richard on Sun, 03/03/2013 - 11:58. Permalink
I feel like America isn't yet in a hopeless death spiral because he was tried in a civilian court ostensibly under rule of law instead of in a one-sided tribunal and has been given a modest sentence, rather than being held for 30 months in a dungeon before being assassinated or sent indefinitely to Gitmo or a deeper gulag.
Looking towards the outcome of the Manning trial to see where we're going.
Take back the GOP and Restore America Now.
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33 year old woman | Danville, CA, USA | Seeking men 30-38 within 45 miles
Active within 3 days
Be you.
I about what I do, love making others smile and wear my heart on my sleeve. I grew up in the Bay Area and moved to Los Angeles when I was 18. I studied Political Science at UCLA, played college soccer and lived in Southern California for almost 10 years. Nothing beats the amazing weather, warm beaches and great friends. I decided to move back to the Bay Area almost 2 years ago - and I couldn't be happier. I have an amazing career, successful business and I love being close to my family. Whether it's a baseball game, spontaneous road trip, wine tasting, soccer game, day at the horse races, hike up Las Trampas or exploring San Francisco - I'm always up for an adventure and staying active. I'm very close with my family and I can't wait to start a family of my own one day. I like to surround myself with good, positive people, travel as often as possible and make the most out of each and every day. My ideal match? Someone who can enjoy life. Laugh often. Appreciate the little things. Has a touch of sarcasm. Driven and passionate about what they do. Loves to travel. Athletic. Enjoys spending time with family and doesn't take life too seriously.
Coffee and conversation , Cooking , Dining out , Fishing/Hunting , Movies/Videos , Museums and art , Music and concerts , Exploring new areas , Nightclubs/Dancing , Performing arts , Playing sports , Shopping/Antiques , Travel/Sightseeing , Watching sports , Wine tasting
Baseball, Basketball, Billiards / Pool, Dancing, Football, Hockey, Running, Soccer, Tennis / Racquet sports, Walking / Hiking, Yoga
I exercise 3-4 times per week.
I have Dogs
French Bulldog
Middle of the Road
San Francisco, Los Angeles, Dodgers Stadium, San Diego, Murphys, Europe, Vegas, Buenos Aires, Barcelona, Any Beach with an Umbrella Drink, Napa Valley,Tahoe.
University of California, Los Angeles, Los Angeles, CA
MOVIES: Goodfellas, The Jackal, The Game, Dumb and Dumber, Reality Bites, Princess Bride. TV SHOWS: Dexter, The Following, Modern Family, Breaking Bad, Family Guy, Law and Order
Roadtrips, Baseball Games, Car Shows, Trail Runs, Soccer, Wine Tasting, Craft Breweries, Movie Nights, Concerts, Fishing, Jazz Clubs, Coffee Shops, Traveling the World, Bike Rides...
Z{{Cta}} {{#if HasMoreInfo}} ?{{CtaSecondary}} {{/if}}
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|5'10" (177cms) to 8'11" (271cms)
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|No preference
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|No Way, Occasionally, Cigar aficionado
|Social Drinker
|Social Drinker, Moderately
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Hair Stylist
|I'll tell you later
|$50,001 to $75,000, $75,001 to $100,000, $100,001 to $150,000, $150,001+
|Never Married
|Never Married
|Have kids:
|Wants kids:
|Definitely, Someday
|Background / Values
|White / Caucasian
|No preference
Irish and English
|I'll tell you later
|No preference
|No preference
|Bachelors degree
|Associates degree, Bachelors degree, Graduate degree, PhD / Post Doctoral
Bachelors Degree in Political Science, International Relations; Graduate Studies at Golden Gate University School of Law - San Francisco


text:
Episcopal Church to Jim McGreevey: You Can't Be a Priest, But It's Not Because You're Gay
It's for another reason.
Skip to content, or skip to search.
Skip to content, or skip to search.
It's for another reason.
Some trouble from Milwaukee is following our guy.
God, priests are always secretly cancer-free, aren't they?
Plus: the greatest day of Patrick Duffy's life.
Who ever said going to confession can't be fun?
Plus: Ice Cube plays a cop.


text:
Redline brushes were developed and handcrafted by Germany's most experienced brush makers to perform large tasks. Each brush provides control and consistency when painting large surfaces. The multiple synthetic filaments and hair lengths hold more paint, making large jobs faster and more efficient. Redline Brush handles are mult-coated with lacquer and are made from European beech wood for enhanced durability. Available in four different brush shapes to expand your creative versatility.
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But it doesn't have to be.
Continue Shopping.
Categories Health Topics Women's Health Varicose, Vein Care
Categories Herbs Herbal Formulas
Nature's Way, Leg Veins with Tru-OPCs, 435 mg, 120 Vcaps
- Shipping Weight: 0.26 lbs (0.12kg)
- Product Code: NWY-15335
- UPC Code: 033674153352
- Package Quantity: 120 Vcaps
- Dimensions: 2.4 x 2.4 x 4.5 in, 0.2 lbs (0.09kg)
- Expiration Date: Apr 2017
Rainbow Light, Gummy Vitamin C Slices, Tangy Orange Flavor, 90 Gummies
Priced together: $19.86 Priced separately: $21.86
Product Overview
- Premium Formula
- Vegetarian VCaps
- Healthy Circulation
- Certified 435 mg
- Dietary Supplement
Health & longevity through the healing power of nature—that's what it means to Trust the Leaf.
Leg Veins formula supports circulation and strengthens collagen for healthy vascular walls.
Suggested Use
Take 2 capsules once daily, preferably with food.
Other Ingredients
Plant-derived capsule, cellulose, magnesium stearate
Caution: Consult a healthcare professional before using this product if you are pregnant or nursing a baby. Persons taking medications that affect platelet aggregation (such as aspirin, warfarin, NSAIDS) or persons with bleeding disorders such as peptic ulcers should consult a healthcare professional before using grape seed extract.
Freshness & safety sealed with printed outer shrinkwrap and printed inner seal. Do not use if either seal is broken or missing. Keep out of reach of children.
|Supplement Facts
|Serving Size: 2 Capsules
|Servings Per Container: 60
|Amount Per Serving
|% Daily Value
|Total Carbohydrate
|<1 g
|Vitamin C (ascorbic acid)
|30 mg
|Horse Chestnut extract (seed), 20% Aescin
|300 mg
|Butcher's Broom (root)
|150 mg
|Cayenne Pepper (fruit)
|150 mg
|Dandelion (leaf)
|150 mg
|Prickly Ash (bark)
|50 mg
|Tru-OPCs Grape Seed extract (seed)
|37 mg
|†Percent Daily Values are based on a 2,000 calorie diet.
**Daily Value not established.


text:
When to move on
Find a Conversation
|Tue, 05-27-2003 - 10:22pm
We have talked and it seem like when I bring up the topic it is just adding time. My parents are starting to get very upset. They fear he is leading me on and will never ask me to marry him. He says he wanted to marry me and I have not reason not to trust him.
Help! At what point should I say either we get engaged or I leave.
|Tue, 05-27-2003 - 10:43pm
|Tue, 05-27-2003 - 11:55pm
I can understand feeling hurt a year later being kept hanging after he promised you would be engaged soon. You love *him* enough to be willing to make the commitment (why won't *he*??) You've sacrificed by moving to another city (are you living with him too?) on top of experiencing outside pressure from your family & friends.
I would not force the issue with him. Who wants to marry someone that is pressured into a proposal?! However, after 3 years I would be prepared to walk away from this man. As much as I loved him, who would want to be with someone who doesn't fully reciprocate? I probably would have one last loving heart to heart about *my* needs, goals. (certainly NOT as an ultimatum though)
However after that, I would *not* continue to casually date him, have sex with him or live with him (if you even are) ie continue to give him all the benefits of a wife ;-), if he wasn't willing to make me his. (ie get down on one knee with a ring & a wedding date!)
Best wishes, Barbara


text:
Readers' Choice Awards 2010
In the Best Audio Tool category, the program Audacity becomes more dominant every year, winning the 2010 award with a resounding 81% of your preferences, up 8% from last year. The popular cross-platform sound recorder and editor has little competition—only 8% of you consider Ardour your favorite audio tool.
Honorable Mention: Rhythmbox
Your preferences for Best Audio Player this year are consolidating around two favorites, namely the winner, Amarok, and the sole honorable mention, Rhythmbox. Previously, this category was more crowded with contenders. However, Amarok is one of those apps that is riding the wave of resurgence we're seeing in KDE and its related applications. It doesn't hurt that Amarok is one kick-butt music app too.
Honorable Mention: MPlayer
After winning the Best Media Player award for 2009 by a single percentage point, there's no looking back for VLC, which won again in 2010, this time with more than triple the votes of its nearest rival, MPlayer. VLC's attraction could be the fact that it plays nearly any audio (or video) format you send its way, as well as its cross-platform capabilities. If you happen to find yourself in front of a Mac or Windows (or BeOS!) box, you're never far from "the cone".
Honorable Mention: Delicious
Nobody works on more machines than a Linux geek, so we're perfect guinea pigs for rating the product in this new category, Best Bookmark Syncing Tool. Your two favorites are Mitch Kapor's Xmarks (formerly Foxmarks) and Yahoo!'s Delicious (er, deli.icio.us). Firefox's own Weave tool fared well, but its Firefox-centricity may keep it from jousting at a higher level with its multibrowser-capable rivals.
Google Docs
Honorable Mention: Wikis
On the surface, it's somewhat counterintuitive how you love Google Docs as an on-line collaboration tool but merely like it as an office suite. (See the results for Best Office Suite above.) Perhaps it's because you use OpenOffice.org more for your day-to-day work tasks but use Google Docs when the task specifically calls for collaboration? Despite your penchant for Google's tools, a solid number of you turn to wikis to share information with your dispersed colleagues.
Honorable Mention: Ubuntu One
For creating a redundant off-site backup copy of your important files, your tendency is to choose the popular Dropbox and Ubuntu One services. Knowing how we Linux geek cheapskates work, I bet you're signed up for the free 2GB accounts—40 separate ones to back up your 80GB drive.
Tux Paint
Honorable Mention: GCompris
The winner of the new category Best Kid-Friendly Application is Tux Paint, a gleefully fun drawing program for kids. Reading your comments, we also know good number of you have managed to get Linux into your local school, so you've probably installed Tux Paint free of charge for the students to use as a tool for art instruction. On that same install, a sensible companion would be GCompris, a somewhat more diverse set of educational applications for children.
Frozen Bubble
Honorable Mention: Doom and Battle for Wesnoth (tie)
It is beginning to seem that no game will ever knock Frozen Bubble from its lofty perch as Best Game. Bubble has won the title every time. Not only does Frozen Bubble lure you in with its pure simplicity, but those penguins are just too darn cute! Take note though that the Battle for Wesnoth has won honorable mention for the first time ever.
James Gray is Products Editor for Linux Journal
As Linux continues to play an ever increasing role in corporate data centers and institutions, ensuring the integrity and protection of these systems must be a priority. With 60% of the world's websites and an increasing share of organization's mission-critical workloads running on Linux, failing to stop malware and other advanced threats on Linux can increasingly impact an organization's reputation and bottom line.
Sponsored by Bit9
Most companies incorporate backup procedures for critical data, which can be restored quickly if a loss occurs. However, fewer companies are prepared for catastrophic system failures, in which they lose all data, the entire operating system, applications, settings, patches and more, reducing their system(s) to "bare metal." After all, before data can be restored to a system, there must be a system to restore it to.
In this one hour webinar, learn how to enhance your existing backup strategies for better disaster recovery preparedness using Storix System Backup Administrator (SBAdmin), a highly flexible bare-metal recovery solution for UNIX and Linux systems.
Sponsored by Storix
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Editorial Advisory Panel
Thank you to our 2014 Editorial Advisors!
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text:
Team Brute Force is a professional big game and scenario paintball team based in Massachusetts, Rhode Island, and Connecticut.
In this episode, Brute Force traveled to Xtreme Paintball in East Windsor CT on January 21st, 2012. Brute Force Member Nolan Aldridge was honored by leading the Chinese side as the General.
The long fought and hard day had back and forth battles, the Chinese side went into the final battle down by over 60 points. But after a huge rush in the start of the final battle the Chinese kept the USA back in their respond point for the entire half hour thus winning the game.
For more information about the team visit - teambruteforce.net
This post has been edited by Team Brute Force: 10 March 2012 - 07:16 PM


text:
14 July, 2012@6:28 am
5 comments
Slaughterhouse tap El-P for this complete reworking of the first single from welcome to: OUR HOUSE, hitting august 28th.
Not EL-P's best work but at least he made it listenable, I hear the original and all I can do is think of the horrid Korn Sample that Arab Used on the first beat. I would rather go Deaf then listen to a Korn or any beat made from their mediocre music, lol. This is an improvement but I still dont really care for the song
This is much better than the original. That araabMUZIK beat was weak. I don't have very high hopes for the new Slaughterhouse record.
I guess the all mighty dollar has gotten the best of Eminem cause Yealwolf and Slaughterhouse are definitely in the Hip Pop lane… Had higher hopes for his label… To the subject El-P definitely made an interesting remix here but it highlighted how much I didn't care for the lyrics even more.
^^^ The almighty dollar got the best of Eminem long ago when he decided the best way to sell his albums was to re-create "My Name Is" over and over for the lead single Ad nauseam on every album, lol
This beat sounds like it was made with an MPC meeting a baseball bat.
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text: U N I T 7 SALMON FRY Salmon Fry Overview This unit gives students an opportunity to: • discuss ways of distinguishing one animal from another; • investigate the classification of animals as fish; • read and discuss information on salmon fry; • test ways in which air gives objects buoyancy in water; • examine microscopic life in a sample of pond water; • examine microscopic life in a sample of runoff water; • review the concepts they learned in the unit. Key Concept Fry swim and search in their stream or lake habitat for aquatic organisms they can eat for food. Fry exhibit characteristics that classify them as fish. Vocabulary swim bladder, insect, nymph, larva (plural: larvae), plankton, Parr marks, predator, imprinting, classification, species, aquatic organism, cold-blooded, chum, chinook, sockeye, pink, coho, rainbow trout, steelhead trout, cutthroat trout, buoyant, buoyancy Background Information The information which follows can be used to rainbow trout is, in fact, a Pacific salmon and supplement "Handout 7.1: Fish Classification", scientists now count six species of Pacific salmon. "Handout 7.2: Salmon Fry" and "Handout 7.4: Steelhead trout are rainbow trout that migrate to Aquatic Life". sea and return to their home streams. Most older references do not yet reflect this classification Classification in biology is the arrangement of – and some references classify cutthroat trout as organisms into a coherent scheme. Classification salmon if they spend part of their life in the sea. helps to organize the vast number of known plants and animals into categories that scientists All salmonids (members of the Salmonidae family) can name, compare and contrast. Today, have a well-developed adipose fin, a dorsal fin classification includes studying the relationships with 10 to 12 rays, an anal fin with more than 13 between organisms and attempting to show their rays, strong teeth lining the mouth and tongue, evolutionary paths. and more than 100 small scales lining the body. Identifying characteristics of specific species are as The naming of organisms and the categories in follows (refer to "Handout 9.3: Species of Pacific which they are classified follow predefined rules Salmonids" for illustrations): adopted by international science conventions. Pacific salmon are classified as: • Sockeye (Illustration A): small pupils, "glassy" eyes, no clear spots on the tail Kingdom = Animal • Chum (Illustration B): large pupils (1/2 of the Phylum = Chordata (animals with backbones) eye), a slender tail, bars on either side of the Subphylum = Vertebrata (backbones are formed body of linked segments) • Chinook (Illustration C): black mouth and Class = Osteichthyes (bony fishes) gums, spots on both halves of the tail, small spots on the body Subclass = Octonopteryglic (fins have a ray-like structure) • Coho (Illustration D): black mouth but white gums; spots only on the top half of the tail, Superorder = Telespondyli spots half the size of the eye Order = Isospondyli • Pink (Illustration E): mouth is not black, large Family = Salmonidae (salmon and its spots on body relatives, the trout, char and • Rainbow/Steelhead trout (Illustration F): Dolly Varden) small head, mouth not past the eye, toothless Genus = Oncorhynchus (Pacific salmon) tongue, anal fin has 13 rays Species = keta (chum), tshawytacha Cutthroat trout are salmonids, but not true salmon. (chinook), nerka (sockeye), • Cutthroat trout (Illustration G): a large mouth, gorbusha (pink), coho (kisutch), red slashes under the jaw, anal fin has 13 rays mykiss (rainbow or steelhead trout) For a comparison of the life history of Pacific Until recently, scientists classified rainbow trout salmon species, refer to Unit Ten: Review: The and cutthroat trout separately from the Pacific Salmon Life Cycle, "Background Information". salmon. New studies, however, have shown that UNIT 7: Salmon Fry 145 Suggested Activities From these suggestions, choose activities that are appropriate for your class. < Ask the class how they can tell one plant or animal from another. Introduction For example, body shape, colours and markings, features such as arms, legs, fins or tails. < Explain that, when salmon become fry, they look more like other fish. They develop the streamlined fish shape, fins, tail, etc. that show they are fish. They also develop the features that allow people to identify different species, such as the location and shape of their fins, the markings on their skin. Materials: < Explain that this unit focuses on how salmon live as fry None and the features they share with other fish. Time required: 10 minutes Illustration: Karen Uldall-Ekman 146 SALMONIDS IN THE CLASSROOM: INTERMEDIATE Preparation < Have students collect at least 20 pictures of various organisms, including at least 10 different aquatic organisms and 10 different land organisms. If necessary, Fish suggest they download photos from Internet sites or photocopy photos from nature magazines, textbooks, etc. Classification Investigation [discussion] < Have students, in groups, sort through the pictures of various organisms and divide them into two categories based on the anatomy and other characteristics the organisms share. For example, body shape, body covering, type of limbs, environment. < Have the students subdivide the categories into further Preparation: pairs until there are only a few organisms in each Have students collect the photos they category, each sharing characteristics with the others in will need before the class. You may wish the category. to have additional photos available for students who need them. < Have each student group present its categories to the class and explain what the members of the category had in Materials For each student: common. 4 Pictures of various organisms, including at least 10 different aquatic Discussion organisms and 10 different land < Ask the class to suggest reasons scientists would use a organisms classification system to analyze species of life. Explain 4 Copies of "Handout 7.1: Fish Classification" that scientists use the classification system to understand 4 Writing supplies and describe the relationships between different organisms (and to their environment), to name them and organize Time required: data about them and their evolution. Approximately 60 minutes Research/Discussion Level of conceptual difficulty: Moderate to advanced < Have the class discuss and agree on a common definition for fish. Have them review "Handout 7.1: Fish Suggegstions for assessment: Classification" in groups and compare their definition with Monitor the class discussion and review the formal classification of fish as a cold-blooded animal the diagrams and explanations the with gills, fins and a flexible backbone. students make to ensure that the students Option: Ask the class if humans or other animals they know can state and apply the elements of the would fit into any of the categories they made and, if not, definition of a fish. to suggest a category that should be created for them. Summation < Have students use their knowledge of salmon to make a diagram or chart to prove that salmon are fish. List any additional information they would need if they do not currently have enough. UNIT 7: Salmon Fry 147 Discussion < Draw a chart (two columns by five rows) on a chalkboard or flip chart paper. List the human life cycle stages (birth, infancy, childhood, adolescence, adulthood) in the first column. Ask students to brainstorm qualities for each Salmon Fry stage and add these to the second column of the chart, as in the example below. [discussion] Infancy • Dependent on parents (for food, changing, bathing, movement from place to place) • Learning about survival < If necessary, prompt students with questions, such as: Materials: • What happens at the _______ stage of the human life 4 One copy of "Handout 7.2: Salmon cycle? Fry" for each student 4 Writing supplies • How long does each stage last? • What changes did you go through in your life as you Time required: changed from a _______ into a _______? Approximately 60 minutes • What do you think a human should know and be able Level of conceptual difficulty: to do by the end of _______ stage? Simple • What qualities and traits does a human in the _______ Suggestions for assessment: stage have that a human in a _______ stage does not? Monitor class discussion and review the information the students add to the life Research/Discussion cycle chart to ensure that the students can describe the features of a fry's life. < Ask students to lay aside all pens, pencils, books, etc. Instruct them to assume a comfortable position and close their eyes. Explain that you are about to read a passage and that you would like them to listen very carefully while trying to imagine the scene. Wait until you see a general state of relaxation before you read the passage. (Remember to speak slowly and steadily, allowing students enough time to create rich mental images). Now that all of the nutrients in the yolk sac are used up, fry must search for their own food. As they drift downstream they find calm pools where they can feed on nymphs and the larvae of insects, such as, stonefly, mayfly, caddisfly and black fly. As other fry come near, they try to defend their feeding territory. 148 SALMONIDS IN THE CLASSROOM: INTERMEDIATE As fry travel through the stream, they remember the smell of the water. They smell the rocks and soil, plant life and other aquatic organisms in the streambed. These scents will help them find their way home when they return as adult spawners. At this point in their life cycle, the fry must learn to hide from predators. Dark bars, called Parr marks, develop across their bodies. The bars help to camouflage the fry by allowing them to blend in with their surroundings. The fry must move very quickly in order to survive. < Have students, in small groups, read "Handout 7.2: Salmon Fry" . < As a class, list ways in which salmon fry are similar to human children, teenagers and adults. Discuss whether salmon fry are more like children, teenagers or adults. If necessary, prompt them with questions, such as: • How are fry similar to or different from human children? They are very small compared to adults; they begin to swim freely, but do not have the strength to swim against the current; they have little ability to protect themselves. • How are fry similar to or different from teenagers? They grow rapidly and start to move away from their birthplace; they must find their own food; they are more vulnerable to predators. • How are fry similar to or different from human adults? They defend a territory and hunt for their own food. Option: If students have not already done the simulation activity described in Unit Four: The Salmon Spawners, "The Salmon Spawner", have students carry out the simulation acting as salmon fry instead of spawners. Summation < Have students add information on salmon fry to the chart of the salmon's life cycle that they began in Unit Five: Salmon Eggs. UNIT 7: Salmon Fry 149 Introduction < Ask the class to predict what will happen if a container filled with water is placed in another container of water. It will sink. Ask the students to suggest ways to make the container Buoyancy < float. [experiment] Option: Have students use "Appendix 1: Science Experiment Sheet". Experiment < Have students, in groups, use "Handout 7.3: Buoyancy" to conduct a test for buoyancy. Materials: Option: Have students invent and test other ways in which For each group of students: a heavier-than-water object can achieve neutral buoyancy 4 Plastic drinking straw in water. 4 A small container 4 4 A balloon Waterproof tape Discussion 4 A basin of water < Have students discuss ways in which a submarine, a scuba 4 Scissors diver, a fish and an amphibian could use the balloon 4 One copy of "Handout 7.3: Buoyancy" method or another method to move in water. If necessary, for each student prompt them with questions, such as: 4 Writing supplies 4 Option: One copy of "Appendix 1: • Does the balloon help or prevent easy movement? Science Experiment Sheet" for each • Does the balloon take up a practical amount of space? student • Can the balloon be inflated, as needed, or must it Time required: remain inflated? Approximately 60 minutes • Where would the balloon fit? Level of conceptual difficulty: Simple Suggestions for assessment: straw Review the students' written observations balloon taped and class discussion to ensure that the students can describe how a balloon can securely to straw help fish achieve buoyancy in water. Illustration: Donald Gunn deep basin filled submerged with water glass jar 150 SALMONIDS IN THE CLASSROOM: INTERMEDIATE Preparation < Obtain a water sample from a nearby pond or stream, preferably on the day of the lesson. Scoop a bucket through the water and along the bottom of the pond to collect both water and sediment. Fill the bucket and seal Aquatic Life the lid. Keep the bucket cool. [demonstration] If feasible, you can do this activity as part of a field trip to a nearby stream or pond, < Prepare a large frame by attaching 2x4's to the edge of a or as a classroom activity. sheet of plywood. Lay the frame flat on the floor of the Materials: classroom and drape it with a sheet of white plastic film. 4 A large container (e.g., an ice cream With a large frame, the class can work together to identify bucket with a lid) organisms in the water sample. 4 4 litres of stream or pond water, including bottom sediments and gravel 4 A large frame (described under "Preparation") 4 A fine screen (optional) 4 A large basin (optional) 4 A ladle or small container 4 Egg cartons 4 Plastic pipettes Illustrations: Donald Gunn 4 Turkey baster 4 Several magnifying glasses 4 One copy of "Handout 7.4: Aquatic < Alternatively, for a small-scale demonstration, prepare Life" for each student a screen by attaching nylon netting (e.g., screen door 4 Writing supplies netting or pantyhose) to a wooden frame (approximately 30 x 30 cm). Time required: Approximately 60 minutes in two periods Level of conceptual difficulty: Moderate Suggestions for assessment: Review the students' charts to ensure that the students can classify and identify various aquatic organisms and produce written descriptions of them. UNIT 7: Salmon Fry 151 Introduction < Ask students to name or describe any kind of wild animals that live in streams and ponds. Ask which make good food for salmon fry. If necessary, prompt them with questions, such as: • What animals have you seen in ponds and streams or heard about in stories or on TV? Fish, frogs, salamanders, bugs, etc. • What animals live in water or on the surface of the water? Fish, insects, etc. • What kinds of animals live under the water in the mud? Insects, worms, etc. Demonstration/Investigation < Pour the water sample into the plastic-lined frame. Alternatively, arrange the screen over the empty basin, then have a student gently stir the pond water and pour a scoopful of water over the screen. < Have students examine the screen or frame to find any organisms. Have them use the pipette or turkey baster to rinse any organisms, sort and transfer them to the egg cartons and cover them with a small amount of water. Warn students to handle specimens carefully to avoid injuring them. < Have students repeat the process to isolate any organisms in the water sample. < Have students, in groups, use "Handout 7.4: Aquatic Life" or another guide to aquatic organisms to identify as many organisms as they can. Have students count and record the number of each type of organism they find. < Have students describe any organisms they find, noting colours, shape, size and features (e.g., legs, antennae, wings). Have students draw examples of each type of organism they find and label the ones they can identify. < When student observations are complete, have students return the organisms to the water and, if possible, replace the water back in the location from which it came. 152 SALMONIDS IN THE CLASSROOM: INTERMEDIATE Option: Collect water samples from several different loca- tions and have students compare the organisms from each. Discussion < Discuss with the class the observations they made. If necessary, prompt them with questions, such as: • How many organisms were you able to identify? How many were you unable to identify? • What types of features did the organisms have in common? Colour, shape, body form, etc. • Which features help the organisms live in a stream or pond? Protective colouration, tails for swimming, antennae or eyes, etc. • Which organisms do you think salmon fry might rely on as a source of food? Fry often eat stonefly nymphs, mayfly nymphs, caddisfly larvae, black fly larvae and land insects. • What factors would make salmon fry like or dislike the environment from which this water came? Presence of food sources, gravel, absence of silt, etc. UNIT 7: Salmon Fry 153 Experiment < Have students use turkey basters or small scoops to gather samples of stream or pond water at a point where runoff water from a street, parking lot or playground has directly entered the waterway. Then have the students Runoff Life carry out the procedure described under Demonstration/ Investigation in the activity, "Aquatic Life" on page 152, [demonstration] to compare the number and type of organisms in this runoff sample with the number and type found in the stream sample from the previous activity. Discussion < Have students read "Handout 7.5: Runoff Pollution" and discuss the differences between the runoff sample and the Materials: other samples. If necessary, prompt them with questions, 4 One copy of "Handout 7.4: Aquatic such as: Life" for each student 4 One copy of "Handout 7.5: Runoff • How did the runoff water sample differ from the pond Pollution" for each student water? 4 Writing supplies More or less silt, smell of water, oil on the surface, etc. • Which sample had a greater number of organisms? Time required: Which had a greater variety? Approximately 60 minutes in two periods • In which sample would salmon fry or other aquatic Level of conceptual difficulty: organisms prefer to live? Why? Moderate Ponds and streams have greater numbers and varieties of plant and animal life that fry can use for food and Suggestions for assessment: Review the students' charts to ensure that shelter. In addition, the supply and quality of water is the students can classify and identify more reliable and less polluted. various aquatic organisms and produce • Where does the runoff water go? written descriptions of them. It soaks into nearby soil and flows into creeks, streams and drains, which sometimes flow into rivers, streams or seas. • What problems might be caused by runoff water from paved land? Instead of percolating into the ground, it tends to flow quickly, often flooding ditches and creeks with contaminated rainwater. • How does human development, especially in cities, affect aquatic life and the aquatic environment? It reduces the space for natural water, creates floods of polluted runoff, and reduces the variety and number of organisms. 154 SALMONIDS IN THE CLASSROOM: INTERMEDIATE • What steps might people take to reduce the impact of urban runoff? Reduce the need for roads, reduce car pollution, reduce runoff floods by building porous pavement that allows water to percolate into the soil, surround pavement with natural vegetation to absorb runoff, divert polluted water into ponds or wetlands where it can be treated, etc. Option: Have students build small-scale models demonstrating how urban runoff water can be diverted or treated to reduce its impact on aquatic organisms. UNIT 7: Salmon Fry 155 Review < Give students five minutes to review their notes and list at least six important ideas or facts about salmon fry. Review < Give students five minutes to share their lists, in groups and Build of four, and write on chart paper the four most important ideas agreed on by the group. on What < Have the groups post their charts on the classroom wall, You Know then lead a class discussion on the common ideas and differences recorded on the charts. Summation < Have students add their lists and any additional comments to a salmon science notebook or portfolio. Materials: None < Have students add information about salmon fry to their salmon life cycle chart. Time required: < Have students add information about salmon fry to their 20 minutes plus more salmon habitat mural. < Have students inspect and record the condition of materials in the landfill models. 156 SALMONIDS IN THE CLASSROOM: INTERMEDIATE S A L M O N F R Y Wrap-Up Extension Activities < Monitor student discussions of the class' habitat mural and life cycle chart to ensure that the < Arrange a field trip to conduct a systematic students can identify the needs of salmon stream survey and identify plants, animals fry, as well as their habitat and threats to and environmental factors that make the site it. a good (or poor) habitat for salmon (e.g., < Have students write quiz questions about running water, gravel, shade, food sources). See salmon fry on one side of an index card and Unit Three: Salmon Habitat – On-Site Studies answers on the other. Have them quiz each for a suggested procedure. other by asking the questions or by using a < Have students conduct a stream mapping or Jeopardy-style format (giving the answers and clean-up activity on a local stream. (Contact a asking for a question). local naturalist or Streamkeepers organization < Have students add their notes, experiment to find out about local projects and procedures observations and other materials to a salmon to use.) science notebook or portfolio. < Have students conduct a biodiversity survey < Have students use "Appendix 2: Student of their home or school neighbourhood, Assessment Sheet" to review their group work or conduct a soil biodiversity survey. (See and their own learning. Backyard Biodiversity, pages 27 and 28.) < Have students use a dichotomous key of salmon fry species to identify different types of salmon Home and Community fry. Connections < Have students paint a picture of an underwater < Have students visit a nearby stream or lake stream environment, then paint fry in different with an adult, identify a variety of aquatic colours and patterns to identify the camouflage organisms, and explain how the organisms patterns that best allow fry to avoid detection contribute to salmon habitat. by predators. < Suggest that the class begin a project to identify and remove any obstructions that make Suggestions for Assessment it difficult for migrating smolt to travel to the estuary, or suggest the class identify damaged < Have students draw a Venn diagram comparing estuary habitat and investigate how to restore fish with other species, then explain what it. (For directions, refer to the activity, distinguishes fish from other species. "Creating Positive Human Impacts" in Unit Ten: < Monitor the discussion as students make Review: The Salmon Life Cycle.) and present their lists in the review activity to ensure that the students can use factual information from the activities to support an opinion about the life of salmon fry. UNIT 7: Salmon Fry 157 HANDOUT 7.1 Fish Classification Animals that live in water are called aquatic • Fins. Fish use fins to control their movement organisms (i.e., water animals). There are also through the water. Most fish have single fins aquatic plants, such as seaweeds and bullrushes. along their top and/or bottom, and pairs of fins that work together on their sides. A Only some of the animals that live in water are fish's tail is its largest and most important fin fish. All fish have four things in common: because it acts as a rudder. • A flexible backbone. This allows them to • Gills. Fish, like many other aquatic animals, move and twist their body. Most fish have bony use gills to breathe. Clusters of tiny blood skeletons. Some, like sharks, have a stiff, but vessels in an opening at the back of the mouth flexible, material called cartilage instead of absorb oxygen from the water and give off bones. carbon dioxide. Most fish die in the open air • Cold blood. Fish cannot keep their body because they cannot remove oxygen from the air. temperature steady, as people do. Their body Other animals that live in water have only some is usually the same temperature as the water of these characteristics. For example, whales have in which they live. If the water freezes or flexible backbones, but their blood is warm and becomes too warm, the fish die. A rapid change they use lungs to breathe. Alligators have flexible of only a few degrees can kill fish. backbones and cold blood, but they breathe with lungs. Eels are fish with modified fins. Dorsal fin Lateral line Caudal fin Adipose fin Illustration: Donald Gunn Gill cover Pectoral fin Pelvic fin Anal fin Vent 158 SALMONIDS IN THE CLASSROOM: INTERMEDIATE HANDOUT 7.1 Fish Classification Orca (mammal) Sea Horse (fish) Alligator Lizard (reptile) Snail (mollusk) Turtle (reptile) Diving Beetle (insect) Newt (amphibian) Garter Snake (reptile) Trout (fish) Crab (crustacean) Earthworm (invertebrate) Tree Frog (amphibian) Duck (bird) Octopus (mollusk) Slug (mollusk) Ant (insect) Jellyfish (invertebrate) Eel (fish) Hawk (bird) Shrew (mammal) Illustrations: Donald Gunn UNIT 7: Salmon Fry 159 HANDOUT 7.1 Fish Classification Scientists have identified about 22,000 different One group of fish is the family of salmonids, species or types of fish. About 1,150 species live which includes the true salmon species and several in Canada. The differences between each species related species, such as cutthroat trout and Dolly allow them to live in different environments. For Varden. Six different species of true salmon live in example, some can tolerate warm water, while the Pacific Ocean and the North American rivers others prefer cold; some catch and eat smaller that drain into it: chum, chinook, sockeye, pink fish, while others eat plankton or water plants. and coho salmon, and rainbow trout. Each looks and acts a little different from the others. Illustration: Karen Uldall-Ekman 160 SALMONIDS IN THE CLASSROOM: INTERMEDIATE HANDOUT 7.2 Salmon Fry Alevin emerge from the gravel to begin the next flowing, cold water, with plenty of oxygen stage of their life as "swim-up" fry, and then and shade to keep the water from getting too "free-swimming" fry. warm. People can help increase their survival by protecting their environment from pollution, Rapidly vibrating their tail, they push themselves flooding or blockages. up to the surface of the water and swallow a mouthful of air. The air is not for breathing, but A crucial part of the salmon life cycle begins at to balance the weight of their body and allow the fry stage— imprinting. Salmon fry remember them to float in water. It goes into a swim the smell of the water they grew up in. When they bladder, an organ like a balloon in their abdomen. return as adults, they try to find the same spot. They may have to take several gulps until they The rocks and soil in the stream bed, plant life have enough air. and other aquatic organisms all create the scent that salmon return to. Changes in the environment Fry are not strong enough to swim upstream, so of the stream can confuse the returning salmon, they drift downstream until they find calm pools and prevent them from spawning. where they can feed. There, they defend a small feeding territory from other fry. Salmon fry eat Some salmon species spend just a few days in the nymphs and larvae of insects such as stonefly, their home stream, but most spend one to three mayfly, caddisfly and black fly. They also eat years. plankton and some land insects that fall into the • Pink and chum spend one to three months in water. They grow from about 2.5 cm to between fresh water. 4.5 and 5.5 cm during the summer. • Chinook, coho and sockeye spend about one Many salmon fry are eaten by predators, including year. birds and larger fish. To hide, salmon fry change • Rainbow trout spend two to three years. their skin colour. They develop camouflage markings known as Parr marks, dark bars across Then, they begin to migrate downstream to their bodies. The mixture of light and dark helps the estuary where the river meets the ocean. them blend into the shadows on the stream bed Sometimes, dams or other blockages prevent so they are harder to see. They also dart very salmon from travelling to the sea. They remain in quickly from spot to spot. lakes and rivers through their entire life cycle, but can continue to produce land-locked offspring. Almost 90 per cent of all fry die from predators, disease or lack of food. They still need fresh UNIT 7: Salmon Fry 161 HANDOUT 7.3 Buoyancy Name _______________________________________________________________________________ Heavy objects sink when you put them in water. Materials To float, they need buoyancy (pronounced BOY- • Plastic drinking straw an-cy). Buoyancy is the ability to float. The • A small bottle with a narrow mouth bodies of fish (and other animals) do not sink • A balloon to the bottom of the water. They are buoyant. • Waterproof tape This experiment shows how heavy objects can be • A basin of water buoyant. Hypothesis A balloon can help an object float in water. 1. Tape balloon Make hole in 2. Insert straw/ onto a seal to allow balloon drinking water to escape through seal straw. on small water-filled bottle. 3. Immerse 4. Blow gently bottle in through straw a basin of to inflate water. balloon. Illustration: Donald Gunn 162 SALMONIDS IN THE CLASSROOM: INTERMEDIATE HANDOUT 7.3 Buoyancy Procedure 1. Tightly tie a balloon around the end of a drinking straw (but do not crush the straw). 2. Tape the straw to the mouth of the bottle so the balloon is inside. 3. Submerge the container in the basin of water. Observations: Describe what happens to the container. ____________________________________________________________________________________ ____________________________________________________________________________________ 4. Blow through the long straw into the container. Observations: Describe what happens to the container.____________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 5. Suck the air out of the balloon. Observations: Describe what happens to the container. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 6. See if you can keep enough air in the balloon so that it floats just below the surface of the water. Observations: Describe what happens when you try to float the balloon just below the surface. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Conclusion How do your observations support or question the hypothesis? _________________________________ ____________________________________________________________________________________ What conclusion can you make from your observations?_______________________________________ ____________________________________________________________________________________ How could salmon and other fish make use of buoyancy? _____________________________________ ____________________________________________________________________________________ UNIT 7: Salmon Fry 163 HANDOUT 7.4 Aquatic Life Caddisfly Larva Adult Caddisfly Cranefly Larva Adult Cranefly Dragonfly Nymph Adult Dragonfly Mayfly Nymph Adult Mayfly Midge Larva Adult Midge Mosquito Larva Adult Mosquito Stonefly Nymph Adult Stonefly Damselfly Larva Blackfly Larva Leech Riffle Beetle Right-handed Snail Scud 164 SALMONIDS IN THE CLASSROOM: INTERMEDIATE HANDOUT 7.5 Runoff Pollution Water pollution in British Columbia comes from When rain carries these pollutants into a drain, many sources. Factories, farms, forest activities it often flows to nearby streams. The pollutants and boating activities can leave wastes in the then flood into a water body, where they can water that is used by salmon. harm salmon and other organisms. The dirt can harm their delicate gills. The chemicals can be People have changed their activities to reduce poisonous. Chemicals also kill insects and micro- pollution, but some kinds of pollution are hard to organisms that salmon need for food. stop. Runoff is an example. However, people can make a difference. Many In nature, when rain falls, most trickles into the schools mark road drains to remind people that soil and gradually moves toward lakes and streams. wastes in the drain can harm nearby streams. However, cities and buildings change that flow. Some people are planting vegetation to support Roads, sidewalks and parking lots do not absorb loose soil that will absorb rainwater. New types of rainwater, nor can rain soak easily into hard- pavement allow water to drain through the surface packed soil. Instead, rainwater flows across the into the soil below. surface to drains or puddles. As rain flows across the surface, it can pick up dirt, chemicals and micro-organisms that are harmful to salmon. Harmful pollutants include: • oil that drips from cars onto the street; • air pollutants that settle on the ground; • fertilizers and herbicides sprayed near the street; • dirt kicked from a playground; • paints and cleaners used on a parking lot; • wastes that people dump onto the street. UNIT 7: Salmon Fry 165 HANDOUT 7.5 Runoff Pollution Illustration: Donald Gunn 166 SALMONIDS IN THE CLASSROOM: INTERMEDIATE


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These are the ORIGINAL NASA photos, in sequence, for those of you who would think that I would EVER stoop so low as to fake ANYTHING.......
How many times can a person keep looking at the same photo and logging in with different INANE comments each time?
This is ADULT TIME.
Thank You.
This has NOTHING, really, to do with ALIENS....
I believe that the spacesuit MALFUNCTIONED.
Now, if the astronaut was actually on the Moon, then he is DEAD, and they just have not informed the public.....
Otherwise, this is a STUDIO shot, and all the Apollo Missions after ELEVEN, the LANDINGS themselves and subsequent photos FAKES.
I think Man was warned AWAY from the Moon during the Apollo Eleven mission....
Just think about it. If that is the SUN in the sky, then the temperature is close to 400 degrees F.
Paper burns at 451 degrees....
Why would these fragile MEN be out is such extreme temperatures?
Why not conduct these site explorations after sundown or before dawn?
No way the suits kept them any cooler than 70-80 degrees, too hot and STUFFY to play around.....
Yet, there are HUNDREDS of photos, likely THOUSANDS of photos, showing just that.
And this guy's suit malfunctions and he waves to the camera...
There is something WRONG with the Apollo Missions.
ESPECIALLY in light of the FACT that ALIENS do indeed live upon the Moon.


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'Jersey Shore' Stars Congratulate New Mom Snooki on Twitter
Nicole "Snooki" Polizzi's son is only a day old, and he's already all the talk on Twitter.
The Jersey Shore star and her fiancé Jionni LaValle welcomed baby boy Lorenzo Dominic LaValle early Sunday morning at Saint Barnabas Medical Center in Livingston, N.J.
"I am SO IN LOVE with my son Lorenzo Dominic ! I had my little man last night, healthy at 6lbs! HE'S MY WORLD! ❤" Snooki tweeted about her first child.
And LaValle is just as overjoyed. "Idk what I enjoy more, watching my fiancé sleep or watching my son sleep?...Both are amazing! #Lafamiglia," he tweeted on Monday.
But the new parents aren't the only ones raving about their newborn.
The pint-sized party girl is getting showered with well wishes from her Jersey Shore costars on Twitter:
Jenni 'JWOWW' Farley: "So proud of @snooki and @JLaValle! Lorenzo is the cutest baby I ever seen. Love him already."
Ronnie Magro: "Congratulations to @snooki !!! Luv ya baby sis! Remember breathe and push!!"
DJ Pauly D: "I Love It This Time A Yearrr When Baby Lorenzo's Here !!!!! Congrats @snooki And @JLaValle !!! #BabyBlowout"
Samantha "Sammi" Giancola: "Congrats @snooki !!!!! So happy for you."
Vinny Guadagnino: "I'm finally an uncle!!! Congrats @snooki and @JLaValle! Can't wait to meet #babylorenzo!"
Mike "The Situation" Sorrentino: "Congrats to Nicole and jionni on their healthy baby boy! All the best! @snooki"
The only Jersey Shore housemate who didn't send a congratulatory tweet was Deena Nicole Cortese. But she did give a statement to MTV News, saying,
I'm so happy for my meatball. Lorenzo is going to be one of the most loved and spoiled babies around :) Snooki is going to be a fantastic mother and Jionni is going to be a great dad. I can't wait to meet little Enzo and give him a zillion kisses!What do you think of Snooki as a mom? Sound off in comments.


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Pentagon Denied Gay Rep's Request to Travel with Partner
Pentagon Denied Gay Rep's Request to Travel with Partner
The Pentagon initially denied Representative Tammy Baldwin's request to bring her domestic partner with her on a fact-finding trip to Europe over the Easter recess. As usual, the delegation traveled on a military flight. House Speaker Nancy Pelosi petitioned Secretary of Defense Robert Gates, before the trip was approved.
At the center of the story is the definition of "spouse." According to the House guidelines, members of Congress can travel with spouses so long as there is room, and protocol requires it. The same goes for an adult child; however, Congress must be reimbursed for the second guest. Baldwin and her partner have exchanged vows, but her home state of Wisconsin does not recognize same-sex marriage.
Apparently Secretary Gates told Speaker Pelosi that it was up to her to make an exception. To see what happened, read more.
Once Gates received a formal request for an exception, he approved the flight. Pelosi insisted that she was simply following the precedent set by her predecessor Dennis Hassert. But, Hassert's former aides said he was unaware that Baldwin's domestic partner flew with her, until the trips already were underway.
While we can all argue about tax money being used to transport guests, it does seem unfair to make a gay congresswoman jump through extra hoops, involving the Speaker of the House and the Secretary of Defense, for a routine trip. Perhaps spouses shouldn't be allowed on these vacations, uh, I mean fact-finding trips. But since they are, should unrecognized spouses be allowed, too?
- You won't know whether to laugh, cry, or both — HuffPost Weddings
- How to save on monogrammed bridesmaid gifts — The Knot
- 9 signs you're a perfectionist bride and not ashamed of it — Brides
- This tropical paradise is the most tranquil honeymoon spot — Equally Wed
- Brides who love floral crowns will want to consider this alternative — Glamour
- Nature meets romance in this dreamy bridal photo shoot — Wedding Chicks
- All that glitters is gold (at least in this wedding) — Style Me Pretty
- Keep your guests entertained by renting this photo booth — Green Wedding Shoes
- Relive the roaring '20s in this romantic French wedding — 100 Layer Cake


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Wednesday, November 11, 2009
Dow Coating Materials Wins Annual Euroclip Award at Eurocoat 2009
Dow Coating Materials, a division of The Dow Chemical Company, announced today that it has been awarded the Euroclip Award for best presentation at Eurocoat 2009 Trade Fair and Congress. Held this year in Barcelona, 29 September through 1 October, the Euroclip competition is an annual Eurocoat forum in which participating companies present key innovations or new technologies.
Dr. Houshang Kheradmand, European Product Stewardship & Sustainable Development Manager for Dow Coating Materials and Technical Committee Chairman for the European Resin Manufacturers Association (ERMA) presented "Chemical Industries: Trends & Sustainability" - focused on how the globalization of markets, economic conditions, population growth, and ecological-environmental issues will impact all facets of the international coatings industry. Noting that existing, ongoing and future regulations would create both challenges and opportunities, Dr. Kheradmand emphasised the importance of anticipating future regulations through sustainable design to help companies within the coatings industry create a "safe zone" for maintaining sustainable markets and earnings.
"The future safe zone could be quite different from our current market, and we should anticipate and prepare ourselves in order to maintain our industry and technology leadership positions," Dr. Kheradmand said during his talk. "Companies need to seize opportunities, focus on long-term sustainability, and create a culture of innovation to answer the needs of tomorrow's society. A revolution in mind-set, conception and operations are needed to ensure that our use of resources and the environment today does not restrict their use by future generations."
This was the debut appearance at Eurocoat for Dow Coating Materials, the newly formed business group that combines the extensive resources of Dow with the recently acquired Rohm and Haas Company to create the premier global supplier of raw materials and innovative solutions for the architectural paints and industrial coatings industry.
Several other Dow Coating Materials representatives gave presentations during Eurocoat 2009. During the Plenary Session, Hugo de Notta, retired A&DF Leader for Dow Coating Materials, Latin America, and President of SATER (Sociedad Argentina de Tecnologos en Recubrimientos) delivered the keynote speech entitled, "Global Tendencies that will define the Coatings World for the Next 10 Years". At the AIQS session, "Coatings: Its Future & Challenges," Dr. Andrew Trapani discussed "Enabling Technologies for the Coatings Industry: Sustainability is Profitability"; and during the session on "New Features in Raw Materials, Binders and Additives for Coatings," Dr. Anne Koller spoke in depth about the company's new low VOC gloss open time technology - "Low VOC gloss coatings: Advances in Performance and Sustainability."
For more information, visit go.rohmhaas.com/dowcoatings_eu.
Organised jointly by France's E.T.A.I. (http://www.groupe-etai.com) and AETEPA (The Spanish Coatings Technical Association, http://www.aetepa.com), the annual Eurocoat show is a key industrial event, particularly for Southern European coatings providers, attracting over 20,000 international visitors. It provides an ideal opportunity for companies to showcase their innovations in the coatings industry.
About Dow Coating Materials
Dow Coating Materials is the premier supplier of products and technologies to architectural and industrial coatings manufacturers worldwide. Combining the extensive resources of Dow and recently-acquired Rohm and Haas Company, the new business provides formulators a wide range of chemistries and support across many different product lines, including core binder technologies, additives and solvents. Additionally, Dow Coating Materials operates 13 dedicated R&D labs across all major geographies where Dow does business. For more information, visit http://www.dow.com/coating
About Dow
Dow is a diversified chemical company that combines the power of science and technology with the "Human Element" to constantly improve what is essential to human progress. The Company delivers a broad range of products and services to customers in approximately 160 countries, connecting chemistry and innovation with the principles of sustainability to help provide everything from fresh water, food and pharmaceuticals to paints, packaging and personal care products. In 2008, Dow had annual sales of $57.4 billion and employed approximately 46,000 people worldwide. The Company has 150 manufacturing sites in 35 countries and produces approximately 3,300 products. On April 1, 2009, Dow acquired Rohm and Haas Company, a global specialty materials company with sales of $10 billion in 2008, 98 manufacturing sites in 30 countries and approximately 15,000 employees worldwide. References to "Dow" or the "Company" mean The Dow Chemical Company and its consolidated subsidiaries unless otherwise expressly noted. More infomation about Dow can be found at www.dow.com.
Copyright Business Wire 2009
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Deathly Hallows – Part 2 did not win any of the Academy Awards it was nominated for. And with that, the Harry Potter franchise never won an Oscar.
Harry Potter and the Deathly Hallows – Part 2 had been nominated in the Art Direction, Make Up, and Visual Effects categories.
Art Direction went to Hugo, Make Up went to The Iron Lady, and Visual Effects went to Hugo.
Here on Hypable there's been quite a bit of discussion over the past few months about Potter's Oscar chances by our own visitors:
– 5 reasons why Deathly Hallows – Part 2 won't win at the Oscars.
– Deathly Hallows – Part 2 deserves every Oscar it can win.
– Why Deathly Hallows DOES deserve to be recognized at the Oscars.
– Why Deathly Hallows deserves just one Oscar.
As we told you the other day, the average Oscar voter is a 62 year old white male. Not exactly Harry's audience.
Hypable encourages the community to use our Comments feature to hold thoughtful, polite, and critical discussions. We do NOT tolerate inappropriate, rude, or downright mean discussion towards the news story's subject matter or towards other Hypable users. We reserve the right to delete or ban comments and users who violate these guidelines.


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A multipolymeric fabrication process using polymethlymethacrylate (PMMA) as a membrane layer was demonstrated for a robust dermal patch, called the bio-fluidic integrable transdermal (B–FIT) microsystem. B–FIT is a noninvasive microdevice, in the form of an adhesive patch, which samples biomolecules from interstitial fluids using controlled thermal ablation and encapsulated fluid that is released during biomolecule collection. Thus, a membrane material was needed that could encapsulate the fluid and easily liberate it, on demand, with minimal energy and compatibility with the fabrication process. PMMA was selected as the most promising membrane material for the B–FIT as against SU-8 since it had the required properties of low melting temperature (120–150 °C), good adhesion to pre-existing B–FIT materials (gold and SU-8), and could be easily spin-cast into thin uniform films. However, PMMA is not inert towards various solvents like acetone, photoresist developers, hence, a process was developed to protect PMMA from being attacked by the solvents used during the fabrication of the device. In this process, several strategies were employed such as crosslinking and application of thin protection layers on the PMMA. By exploring these fabrication strategies, PMMA was successfully patterned and the desired encapsulation and rupturing of the membrane was obtained. © 2004 American Vacuum Society.


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I have a trip planned with my family for the last week in March it is all set accommodations, trails picked out, other activities etc. Now my 10 year old has broken his arm and the doctor says 6 weeks no bikes. Is there anything to do in Moab for a 10 year old with a broken arm? My wife wants to cancel unless we can come up with some activities. She doesnt ride anyway and can hang with him while I am out riding with my older son. Any suggestions would be GREATLY appreciated preferably something in town they can walk to. Thanks.
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Tyler, tx (Fox 51) — Police have released surveillance video of Tuesday night's robbery at the Dollar General store on the 2700 block of West Gentry in Tyler.
The robbery happened around 10:00pm.
The store clerk told officers that a man in his 50s, wearing a mesh type material over his face entered the store with a handgun and demanded money.
The robber was wearing a black hoodie, blue jeans, and white shoes.
There were no injuries reported, but the man got away with an undisclosed amount of money.
Anyone with information about this about this robbery is urged to contact the Tyler Police Department, at 903-531-1000, or Crimestoppers at 903-597-CUFF (903-597-2833). Crimestoppers will pay up to $1,000 for information that leads to the arrest and charges filed against the suspects in this case or any felony case.


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Bleached Enriched Flour (Wheat Flour, Malted Barley Flour, Niacin, Reduced Iron, Thiamine Mononitrate, Riboflavin, Folate), Water, Soybean Oil, High Fructose Corn Syrup, Yeast, Wheat Gluten, Salt, Poppy Seed, Dough Improver: (Wheat Flour, Calcium Stearoyl Lactylate, Salt, Calcium Sulfate,
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Chef Pierre Chocolate Mint Layer Cream Pie product id: OTF433101 Baked Goods
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Find Rotellas Solid Poppy Seed Hot Dog Bun 5.5 inch Length at FoodServiceDirect.com. Call our friendly customer service representatives at 757-644-4465 if you have any questions. At FoodServiceDirect.com we take our delivery commitments very seriously. Our shipping staff will work hard to insure that this item will ship within 3 weeks. We aren't perfect, but we aren't beginners either, with our partner UPS, we have shipped over a million packages. After you place an order for Rotellas Solid Poppy Seed Hot Dog Bun 5.5 inch Length, you will be able to login to your account anytime for live tracking information. FoodServiceDirect.com is proud to represent Rotellas. We never sell unproven off-brand products. Why do other foodservice distributors do this? Simple, to increase their profits. We only offer products from manufacturers like Rotellas who stand behind their product without question. At FoodServiceDirect.com, your satisfaction is our number 1 concern! We've been at it for over 15 years and we have satisfied thousands of customers like you with Frozen Hot Dog Buns and our large selection of other restaurant supply items.


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3/4" volume control
This KOHLER® 3/4" volume control valve allows individualized control of showerheads, handshowers and bodysprays. Choose any combination or experience all of the components at the same time.
- 3/4" inlet
- 1/4-turn ceramic disc valve
- Volume control enables precise control of amount and intensity of water flow
Additional Kohler Links
- View Manufacturer Warranty
- Shop All Kohler Products
- Shop All Kohler MasterShower Collection Products
Our SKU: Kohler K-671-K
This product is listed under the following manufacturer number(s):
- Kohler K-671-K-NA*
- Kohler K-671-K*
*Denotes a finish or option that has been discontinued
Manufacturer Resources
Installation Resource Center
Whether you are installing the product yourself or hiring a professional, our installation Resource Center has everything you need to get your project done. Visit the Installation Resource Center to get started.


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