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I should start by admitting I shot this picture with my phone, on the subway last night. I should also admit that I was no less absorbed in my personal rectangle than everyone else on the subway (and I do mean everyone) was with theirs.
I don't know what the other passengers were doing on their rectangles, though it's not hard to guess. In my case it was spinning through emails, texting, tweeting, checking various other apps (weather, navigation, calendar) and listening to podcasts.
One sure thing is that we are all serfs in the castles of Apple and Google, our two Lords of the Rectangle. Yes, our lieges treat us well in most ways (Apple most notably with its privacy policy); but that doesn't make the systems they trap us in any less feudal. (A metaphor we owe to Bruce Schneier.)
We shape our tools and then they shape us. That's was and remains Marshall McLuhan's main point. The us is both singular and plural. We get shaped, and so do our infrastructures, societies, governments and the rest of what we do in the civilized world. (Here's an example of all four of those happening at once: People won't stop staring at their phones, so a Dutch town put traffic lights on the ground. From Quartz.)
Two years from now, most of the phones used by people in this shot will be traded in, discarded or re-purposed as iPods, Sonos remotes or whatever. But will we remain just as tethered to Apple, Google, telcos and app providers as we are today? That's the biggest question. Dependent or independent? Subject to sovereigns or self-sovereign on our own? Probably some combination of the both, but the need is for greater independence and agency for each of us.
For sure most phones will do less old-fashioned telephony and more audio, video, VR, AR, and other cool shit. Just as surely they'll also give us whole new ways to shape and be shaped. Perhaps by then mass media will finish getting replaced by mess media.
But I have to wonder what comes after phone use spreads beyond ubiquity (when most of us have multiple rectangles). Because everything gets obsoleted. That doesn't mean it goes away. It just means something else comes along that's better for the main purpose, while the obsoleted media still hang around in a subordinated or specialized state. Radio did that to print, TV did it to radio, and the Net is doing it to damn near every other medium we can name, connected across its Giant Zero at approximately no cost.
So, while all our asses still sit on Earth in physical space, our digital selves float weightlessly in a non-space with no gravity or distance. This is new shit.
McLuhan says the effects of every new medium can be understood through four questions he calls a tetrad, illustrated this way:
Put a new medium in the middle and then sort effects into the four corners by answering a question for each:
- What does the medium enhance?
- What does the medium make obsolete?
- What does the medium retrieve that had been obsolesced earlier?
- What does the medium reverse or flip into when pushed to extremes?
These are posed as questions because they should help us understand what's going on. Not so we can come up with perfect or final answers. There can be many answers to each question, all arguable.
So let's look at smartphones. I suggest they—
- Enhance conversation
- Obsolesce mass media (print, radio, TV, cinema, whatever)
- Retrieve personal agency (the ability to act with effect in the world)
- Reverse into isolation (also into lost privacy through exposure to surveillance and exploitation)
I don't think we're all the way into any of those yet, even as every damn one of us in a subway rewires our brains in real time using rectangles that extend our presence, involvement and effects in the world. Ironies abound.
Item: New York has just begun putting up notices that claim every subway station in the city now has wi-fi and cellular service. In my own experience, this checks out. But New York is still behind London, Paris and Boston in full deployment, because there is mobile phone and data service in the tunnels under those cities and not just in the stations.
Which to me says we're still climbing toward peak phone.
My main point, however, is that there's still a slope down the other side. Count on it. Something will put smartphones in that lower right box.
Tags: data, personal data, telephony
6 comments
I am past peak p h o n e … not past peak "connected device". I use my phone as a phone so rarely these days. Most of my voice interactions are via Zoom, Skype, WebEx, and text interactions via many apps.
My iPad(WiFi+Cellular) has become my central and majority device… bigger surface, decent camera (like you, I have real cameras), can text, talk, twitter, even write, listen, and make music. iPad is my 80% device… laptops for data crunching(now they never leave the office).
When current phone dies I will NOT get a replacement. Fewer devices FTW!
I guess I'm not sure why this is a shock. Devices always change. 12 years ago there were contests for who could type "triple-tap" the fastest and phone makers were competing to get small. In 2001 people were shocked I used a Nokia Communicator because noone on the cutting edge would carry around such a big phone. Now the devices are racing for the sweet spot of being as big as possible while being carryable. Next-gen devices will certainly be as different from today's devices as today's are from 10 years ago.
But the device changing has nothing to do with the transformation in the past ten years society-wide, as the masses went from barely knowing how to type "www" to using connectivity 24×7. However the device will change, that transformation will be the legacy of the past 10 years. Whatever the next device is (and I agree it will be different) it will increase or expand the connectivity, or break it into new areas, but it will not roll it back.
Doc, you'll enjoy this one… http://ben-evans.com/benedictevans/2017/3/22/the-end-of-smartphone-innovation
Comments are now closed.


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Strapback Saturdays: NBA x MITCHELL & NESS "Sacramento Kings Python Custom" Cap
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Video: Horror of Cork party drug aftermath revealed
Footage taken at the scene of a the horror N-bomb party in Cork shows one reveller on the ground being tended to by emergency services.
In our exclusive clip you can see ambulance staff and gardai dealing with a man on the street who appears to be semi-clothed and screaming at the top of his lungs outside the house where the party took place.
Drug tests revealed that the six young people hospitalised in Cork after taking hallucinogenic substances consumed a lethal drug known as N-Bomb, not the designer drug 2CB.
Last night a popular 18-year-old became the first known victim in this country of the killer hallucinogenic drug.
Cork teen Alex Ryan, from Millstreet, snorted the powdered substance 251-NBOMe which allowed the drug to enter his bloodstream and reach his brain more quickly and lethally than fellow party-goers who had eaten it.
Alex – who completed his Leaving Certificate at Millstreet Community College last June - collapsed with five others after taking the party drug at a party at St Patrick's Terrace in Greenmount, Cork City in the early hours of Tuesday morning.
His unconscious body was discovered by local man Gerard Banks outside the house who alerted gardai and paramedics.
Five other party-goers who emerged from the property later were discovered hallucinating and covered in blood. They have since recovered.
Yesterday afternoon, medics switched off Alex's life support machine shortly after his organs were removed and donated to four transplant patients – three of whom live in Ireland and one who resides in the UK.
The incident saw one man arrested, while three more individuals were released without charge.
N-BOMe, commonly referred to as 'N-bomb' or 'Smiles', is a powerful synthetic hallucinogen.
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The drugs were tested by Forensic Science Ireland in Garda Headquarters in the Phoenix Park and it emerged that they are not the ecstasy-derived 2CB but in fact a very potent LSD derived drug which can be lethal in small doses.
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"Given the serious side-effects experienced by the young people in Cork, the HSE Addiction services are issuing a warning about possible contaminated 'party pills' and advise people not to consume any unknown substances that they are offered at this time", it said.


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Talk:Sunray, Texas
From Wikipedia, the free encyclopedia
|WikiProject United States / Texas
|(Rated Start-class, Low-importance)
What can we say about the 29 July 1956 oil refinery fire [1] in Sunray that killed 19 firefighters? [2] Upon further looking, this refinery seems to burn with great frequency! [3] Paul, in Saudi (talk) 10:58, 13 April 2010 (UTC)
OK, I have created a bit of a page on the fire McKee refinery fire Paul, in Saudi (talk) 10:41, 14 April 2010 (UTC)


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Mr. McCONNELL. Mr. President, later this morning, the President of the United States will sign a financial regulation bill that was sold to the American people as a way of reining in Wall Street. Anyone who believes that did not read beyond the cover sheet because if they did, they would discover instead a far-reaching government intrusion that was endorsed by Wall Street and opposed by Main Street. Citibank thinks it is great. Your local florist thinks it will undermine their business. When you cut through all the talking points about what financial regulation will do, the practical, real-world effect of this bill in the near term will be job loss. That is the real story.
For more than a year and a half, the President and his Democratic allies on Capitol Hill have pushed an antibusiness, antijobs agenda on the American people in the form of one massive government intrusion after another. And then they celebrate. Well, Americans are not celebrating. Three million of them have lost their jobs since the Democrats launched their stimulus. The folks who lost those jobs certainly are not celebrating. Small business owners are already being hammered by the health care bill. They are not celebrating. And the people who thought this Wall Street bill was supposed to rein in Wall Street? Well, they are not celebrating either. They are upset, and rightly so.
As I stand here this morning, millions of Americans are struggling to find jobs. Yet all they see in Washington is Democrats passing massive bills that at their core seem to have one thing in common: more job loss. It is almost as if it is a prerequisite for any Democratic legislation--if it leads to more job loss, they will pass it. Americans are tired of this kind of ``reform.'' Job-stifling taxes, regulations, government intrusion--these appear to be the three pillars of every Democratic legislative effort. They are also the three things lawmakers can do that are guaranteed to kill more jobs.
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As a result of the health care bill, small businesses, student loan centers, tanning salons, medical device manufacturers, hospitals, and major American employers have all either laid off employees or are trying to figure out how not to. Just this week, we read a report that during the process of the auto bailout, this administration decided to shut down auto dealers, without cause, effectively costing thousands of Americans their jobs.
And now a financial regulatory bill that does nothing to reform the government-sponsored enterprises that many people believe to have been at the root of the financial crisis this bill grew out of, that was meant to rein in Wall Street but now is supported by some of Wall Street's biggest banks, and that is meant to help the economy but which is expected to stifle growth and kill more jobs.
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Source: http://thomas.loc.gov


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Cardamom Shortbread Cookies
Be the first to review
READY IN: 1hr 30mins
Recipe by Joe Germuska
From a Minneapolis Star-Tribune page, http://www.startribune.com/lifestyle/taste/11402976.html I believe these were some kind of winner in some kind of contest.
See Discussion:
Ingredients Nutrition
- 1 cup butter, at room temperature
- 1⁄2 cup granulated sugar
- 1⁄2 cup light brown sugar
- 1 egg, separated
- 1 teaspoon vanilla extract
- 2 cups flour
- 2 teaspoons ground cardamom
- 1⁄4 teaspoon salt
- 1⁄3 cup chopped nuts
- 1 1⁄2 tablespoons butter, melted
- 1⁄2 teaspoon vanilla extract
- 1 cup powdered sugar
- milk, as needed
- candied fruit, if desired, for garnish
Directions See How It's Made
- Preheat oven to 275 degrees. In a large bowl using an electric mixer on medium-high speed, beat butter, granulated sugar and brown sugar until creamy.
- Add egg yolk and vanilla extract and mix until thoroughly combined. In a medium bowl, whisk together flour, cardamom and salt. Reduce speed to low and add flour mixture to butter mixture until thoroughly combined.
- Spread dough into an ungreased 9- by 13-inch baking pan. Brush egg white over dough, sprinkle evenly with chopped nuts and bake for 1 hour.
- Remove from oven and transfer to a wire rack to cool completely.
- To make icing: In a large bowl, using an electric mixer on medium speed, beat melted butter and vanilla into powdered sugar. Add milk, 1 teaspoon at a time, until icing reaches drizzling consistency. Spread icing over slightly warm bars. Allow icing to set and cut bars into cookies while bars are still slightly warm. Decorate with candied fruit, if desired.


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Values Clarification
- Patience Stone
- 2 years ago
- Views:
1 Values Clarification Rationale The object of the values clarification strategy is not to teach specific values, but to make students aware of their own personally held values and of the way in which their values compare to those of friends, adults, different groups in society, and even other societies in other times. It is hoped that, as this awareness increases, students will reconsider and perhaps modify poorly founded values while, at the same time, hold more confidently values which stand the test of review and comparison. Procedures Though values clarification activities take a variety of forms, there are certain basic procedures that should be followed when using the strategy: The teacher begins the lesson with "opening up" activities which focus on lowrisk issues. The activities require student to indicate their position on an issue in an overt and explicit manner. The teacher accepts student responses without judgement or evaluation and discourages any attempts by students to challenge or mock each other's position. The students should be asked to explain or provide reasons for holding a specific value position. This is the clarification aspect of the strategy. The activities should, whenever possible, be related to issues that have historical import or are related to current social or political concerns. Closure No assessment is really desired unless it is the observation of whether or not students share their values and possess an appropriate sense of their own values. The classic sources for both an explanation of values clarification and a description of examples are: Raths, L.E.,. Harmin, M., & Simon, S.B. Values and Teaching (2nd ed.),. Columbus, OH: Charles E. Merrill, 1978) Simon, S.B., Howe, L.W., & Kirschenbaum, H. Values Clarification: A Handbook of Practical Strategies for Teachers and Students. New York: Hart Publishing, 1972).
2 Values Clarification Sidney Simon s Approach Purpose: Help Students identify more clearly what it is they value in specific situations. Help students realize that others may hold different but equally acceptable values. Motivates (how? why?) May be used as set induction or a closure. Use Small Groups if Possible This allows everyone to share. Use Warm-Up Exercises If your students have never or rarely done a values clarification exercise, this is vital. Warm-up consists of low risk questions: "those of you who like the beach move to one side of the room; those of you who like the mountains, move to the other side." Ask Good Questions Don't ad-lib them; think of them beforehand. Give students opportunities to select from alternatives. Avoid yes-no questions because they do not lead to thought. Ask only a few questions: four to six at the most. Ask high risk questions only if you feel the kids are ready and only after they have had a bit of a warm-up. Sharing Request an overt response: pointing, choosing, writing, etc. Request that students share their values unless they do not want to do so. Involve as many of the value processes as possible choosing, prizing, etc. Remain non-judgmental: don't feel you need to straighten out kids' thinking. Offer to reveal your own values after students have chosen. Warnings Don't ask too many questions let the kids reflect. Don't ask "why" questions since they may cause students to become defensive. Better to ask: "Do you want to tell us the reasons for your choice?" Don't moralize subtly through leading questions that have implicitly right answers. Avoid lumping concensus decision exercises with values exercises. The idea is not to come up with a group value, but with individual values. Individual values must be considered "sacred." Keep it simple. Don't expect miracles from a values clarification exercise: this strategy needs to be done often, so that students will get used to the idea of identifying and sharing their own values. Sources: Sidney B. Simon, Leland W. Howe, and Howard Kirschenbaum, Values Clarification: A Handbook of Practical Strategies for Teachers and Students (New York: Hart Publishing Company, Inc., 1972)
3 Values Clarification Tactics Handling Student Responses Some tactics to consider when handling student responses. Put the responsibility on the answer to look at his ideas and think about what he wants for himself. Do not try to do big things. The purpose of a clarifying response is to set a mood. Each response is only one of many: Its effect is cumulative. Do not intend for the clarifying response to develop into an extended discussion. The idea is for the student to think, and she usually does that best alone. Allow for two or three rounds of dialogue and then offer to break off the conversation with some honest phrase such as I see what you mean now, or Your idea was very interesting. Let s talk about it again some other time. Do not respond to everything everyone says of does in the classroom. Direct clarifying responses to individuals whenever possible. A topic in which Henry needs clarification may be of no interest to Mae. Issues of general concern may warrant a general response to the entire class, but even here the individual must ultimately do the reflecting for himself. Use clarifying responses in situations where there are no right answers, such as those involving feelings, attitudes, or beliefs. They should never be used to draw a student s thinking toward a predetermined answer. Examples of Clarifying Responses. Clarifying responses are not designed to follow any mechanical formula, but must be used creatively and with insight. There are several responses, however, that experienced teachers have found useful with children. As you read through the list that follows, try to elaborate upon the items and add to the suggestions. Are you proud of that? Do you really like that idea? Does that make you feel good? How did you feel when that happened? Did you think of any other way to do it? When did you first get such an idea? have you felt this way for a long time? Did you do it yourself? What do you mean? What would happen if your ideas worked out? Would you really do that? What other choices did (do) you have? Should everyone go along with your idea? Is that important to you? Do you do that often? Would you like to tell others about your idea? Do you have a reason for doing (for saying) that? Would you do the same thing again? Hod do you know it s right (or good)? Would other people believe that? Is this what I understood you to say? Would you do that again. As you read through the list, you should have related each comment to the seven components of the Raths valuing process. Those seven criteria are valuable guides as you think of other useful clarifying responses. In one way or another, all clarifying responses should encourage children to choose, prize, or act as outlined by the value theory. Raths recommends that the teacher (1) establish a climate of psychological safety, and (2) apply a clarification procedure. Some procedures that establish a climate of psychological safety are the following: Nonjudgemental attitudes. Teachers must refrain from unnecessary comments such as That s good, or That s bad, while responding to a child s idea. Manifestations of concern. Teachers should show interest in the students ideas by listening carefully and remembering what they say. The student will feel flattered by this recognition. Opportunities for sharing ideas. Teachers should encourage children to share their ideas and feelings in many different situations during the school day.
4 Examples of Values Clarification Exercises Twenty Things You Love To Do Students are asked to write the numbers 1 20 down the middle of a sheet of paper. The teacher then instructs students to make a list of 20 things in life that they love to do. The teacher should draw up his or her own list as well. It is acceptable if students have less or more than 20 items. When the lists are done, the teacher tells the students to use the left hand side of their papers to code the lists in the following manner by placing: A dollar sign ($) besides any item that costs more than $3 each time it is done (the amounts can vary, of course) The letter "A" besides those items the student prefers to do alone. "P" next to those she prefers to do with other people and "E" next to activities she enjoys doing equally alone or with other people. "PL" next to those items that require planning. "N" besides those items which would not have been listed 5 years ago. Numbers 1 5 besides the 5 most important items. The best liked should be numbered 1, the second best 2, etc. Maybe the day and date last engaged in next to each item. The list can be expanded to include other elements. The Values Grid This strategy will illustrate that few of our beliefs or actions fit the seven described tactics of the valuing process (see previous page). the activity indicates steps to take to develop stronger and clearer values. Construct and pass out, or ask students to construct, a values grid as shown below: Issue Now, with your students, name some general issues such as Iraq, water pollution, population control, abortion, race relations, forced urinalyses, etc. The students list the issues on the lines under issue. Next to each general issue each student is to write a few key words that summarize for him or her the position on that issue. The seven numbers in the columns on the right hand side of the paper represent the following seven questions: 1. Are you proud; do you prize or cherish your position? 2. Have you publicly affirmed your position? 3. Have you chosen your position alternatives? 4. Have you chosen your position after thoughtful consideration of the pros and cons and consequences? 5. Have you chosen your position freely? 6. Have you acted on or done anything about your beliefs? 7. Have you acted with repetition or consistency on this issue? The teacher can read these seven questions to the students who can write the key words (those underlined) at the top of each column. The students then answer each of the seven questions in relation to each issue. If they have a positive response to the question on top,m they put a check in the appropriate box. If they cannot answer the question affirmatively, they leave the box blank. It should be pointed out that the students are not being called on to defend the context of their beliefs. They are evaluating how firm their convictions are and how they arrived at them. Values Voting Voting is simply a procedure that allows every student to make a public affirmation on a variety of issues. Voting helps students see that others often look at issues differently. It is an excellent way to introduce specific values issues into the classroom. Short voting list are the best. Once they are familiar with the procedure, students can make up their own voting lists. (Remember, you vote too, but keep from influencing the vote, hold yours until a split second after most students have committed themselves to a position.) Procedure: Read aloud questions that begin with the words, "How many of you...?" After each question, the students take a position by a show of hands.
5 Those in the affirmative raise their hands. Those answering negatively point their thumbs down. Those undecided fold their arms. Those who want to pass take no action at all. The following is a sample list: "How many of you Think kids should be allowed to choose their own clothes? 2. Think you should be able to watch any television program you would like. 3. Think you should be able to watch as much television as you want. 4. Would tell someone that they had bad breath. 5. Would be willing to work after school to help clean the school? 6. Would eliminate sports in favor of more academics? Rank Order This strategy serves to help students in choosing among alternatives and affirming, explaining and defending their choices. It demonstrates that many issues require more consideration than we tend to give them. Explain to the class that you are going to ask questions that will require their making value judgments. Give three or four alternative choices and ask students to rank order the choices according to their own value preferences. Read a question. Write the choices on the board and call on six or eight students to give their rankings; first, second, and third choice. Any student may "pass" if he chooses. After the students respond, give your own rankings. Follow with a class discussion, with students explaining their choices and their reasons for the choices. Sample Rank Order Questions 1. Which of these would be most difficult for you to accept? the death of a parent? the death of a sibling? the death of a spouse? your own death? 2. How would you break off a three year relationship with someone you have been dating steadily? by telephone by mail in person 3. Which would you prefer to give up if you had to? economic freedom religious freedom political freedom 4. If you needed help in your studies, who would you go to? your friend your teacher a parent? 5. During a campus protest where would you most likely be found? in the midst of it? gaping at it from across the street? in the library minding your own business. 6. Which would you least like to be: a rifleman firing point blank at the charging enemy. a bomber on a plane dropping napalm on an enemy village. a helicopter pilot directing naval bombardment of enemy troops. Public Interview This strategy gives students the opportunity to affirm and explain their stand on various value issues. It is one of the most dramatic strategies and one of the students' favorites. It is especially useful at the beginning of the year for helping students get acquainted on a personal basis. Keep the interviews brief five to ten minutes at the most. Procedure: Ask for volunteers who would like to be publicly interviewed about some of their beliefs, feelings, and actions The volunteers sit in the front of the room or at your desk. You move to the back of the room and ask your questions from there. Review the ground rules with the class. You can ask any questions about any aspect of the interviewee's life and values. If the student chooses to answer the question, he must do so honestly. The student has the option of passing if he or she does not wish to answer one or more of the questions. The student can end the interview at any time by simply saying,"thank you for the interview." At the
6 end of the interview the student can ask any of the same questions put to him or her. Sample Interview Questions. 1. Do you watch much TV? How much? 2. What is your opinion of the War with Iraq? 3. Do you believe in God? 4. How do you feel about grades in school? 5. What did you do last night? 6. What do you think you do about your parents when they get told? 7. What books have you read that you liked? 8. Would you bring up your children differently from the way you have been brought up? 9. Did you ever steal anything? When? How come? As you become adept at conducting the interview, you might suggest that the students select the topic they would want to be interviewed about. Time Journal Ask each student to keep a chart of one week's activities, a column for each day, and each day broken down into half-hour blocks. Ask students to record where time went for the week. Remind students that it is a personal record; you will not see it. Ask students to review the sheet at the end of the week with these questions in mind? How much time did you spend doing what you value? How much time did you spend doing what you didn't value? How did you waste time? What gave you the truest gratification? Were there inconsistencies between what you say you like to do and what you really do? How would you spend a 25th hour in each day? Proud Whip Proud Whip provides a simple and rapid means for students to become aware of the degree to which they are proud of their beliefs and actions. The strategy will also encourage them do do more things in which they can take pride. Emphasize that the type of pride called for is not boasting or bragging but the pride that means, "I feel really good about" or " I cherish" this aspect of my life. Be supportive of those who pass. PROCEDURE: Ask students to consider what they have to be proud of in relation to a specific area or issue. Whip around the room calling upon students in random order. Students respond with the words, "I'm proud of... " Any student may pass if he chooses. SAMPLE QUESTIONS. 1. What is something you are proud of; that you can do on your own? 2. What is something you are proud of in relation to many others? 3. What are you proud of that has to do with school? 4. What are you proud of about your gift-giving? 5. What is something you have written that you are proud of? 6. What are you proud of in relation to your family? 7. What is something you have done about the ecology issue that you are proud of? Picture Without a Caption The teacher brings in a picture which involves a story of some kind. The students are then asked to supply a caption describing what is going on. After various captions are examined in the light of the available evidence, an attempt is made to see what the students would have done in the same situation. As example, photographs of a street fight were used. A Scene from a Movie or a Play A teacher obtains the script from a play, TV show, or a movie and duplicates a small part of it. Students act it out, but it is cut off before there is any solution to the problem. The students then take over and discuss what should have been done, how this situation was like something in their own lives, etc.showing films which are cut prematurely can also lead to interesting discussion. Coat of Arms The teacher prepares an outline of a coat of arms, as is shown below. The students should draw a picture for each
7 segment in response to a topic you suggest: something they are very good at, something that they are proud of having done, their favorite food, their favorite activity, their favorite animal, etc. Students can share, in small groups, the drawings on their coats of arms, explaining the significance of the symbols. A variation of the exercise might involve construction of coats of arms of popular news figures, figures from the past or the teacher. Another variation would be to make a collage of similar topics. Editorials Letters to the Editor Other Ideas Literature passed around election time. Popular song lyrics Tape recordings of interviews students have obtained from various personalities with strong viewpoints. Excerpts from speeches. Materials from embassies or foreign countries. Advertising Cartoons, comic strips, etc. Films. Sources: Raths, L.E.,. Harmin, M., & Simon, S.B. Values and Teaching (2nd ed.),. Columbus, OH: Charles E. Merrill, 1978) Simon, S.B., Howe, L.W., & Kirschenbaum, H. Values Clarification: A Handbook of Practical Strategies for Teachers and Students. New York: Hart Publishing, 1972).
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text:
Efficient Computational Tool for RF-Induced Thermal Response
Award Information
Small Business Information
Remcom Inc.
315 S. Allen St., Suite 416, State College, PA, -
Principal Investigator
Name: Yong Wang
Title: Sr. Electromagnetic Engineer
Phone: (814) 861-1299
Email: firstname.lastname@example.com
Title: Sr. Electromagnetic Engineer
Phone: (814) 861-1299
Email: firstname.lastname@example.com
Business Contact
Name: Scott Langdon
Title: Acting President
Phone: (814) 861-1299
Email: firstname.lastname@example.com
Title: Acting President
Phone: (814) 861-1299
Email: firstname.lastname@example.com
Research Institution
Name: Stub
AbstractABSTRACT: A new thermal response module will be developed for the XFdtd electromagnetic full-wave solver, building on versions that were available in prior releases of the software to incorporate accuracy and new features from the latest approaches in the technical literature. A user-friendly graphical user interface will also be developed in XFdtd 7 for setting up and executing simulations and visualizing results. The computational method behind the software tool is based on the accurate bio-heat transfer equation. The improved computational tool will be more accurate and efficient, and will better meet the needs of military and commercial users of XFdtd. Semi-analytical models will also be investigated and prototyped using accurate simulation results from the high-fidelity thermal module and will be integrated into the software. The development of a MPI and GPU accelerated version will greatly improve the efficiency and reduce the runtime. The goal of this research will provide a fast tool to predict both whole body and localized temperatures over time across a broad range of individuals and exposures. BENEFIT: Military Application: The software tool developed by this SBIR effort can be used by engineers and health physicists to study risks of accidental RF overexposure. It can also be used by military to predict potential of overexposure during engagement of novel directed energy systems. Commercial Application: This research effort will improve the temperature rise modules that were available in prior versions of XFdtd and allow us to integrate the new capability into our current version, XFdtd Release 7. The success of the proposed project will introduce a new and improved feature to Remcom"s XFdtd product which will allow for thermal and hazard analysis of biological bodies under RF exposure. This is also something that some of Remcom"s current and prospective commercial customers have asked for. The application includes but is not limited to the risks of accidental RF overexposure, hyperthermia treatment, human thermal comfort research, and the safety issues of MRI and wireless devices such as cell phones.
* information listed above is at the time of submission.


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KENTUCKY MEDICAID PROGRAM COMMUNITY MENTAL HEALTH MANUAL POLICIES AND PROCEDURES Cabinet for Human Resources Department for Medicaid Services Frankfort, Kentucky …2013-2014 Provider Manual Kentucky Medicaid Managed Care Program CoventryCares of Kentucky is a Medicaid product of Coventry Health and Life Insurance Company.2/9/2015 · 907 KAR 1:008: Ambulatory surgical centers material incorporated by reference: The Ambulatory Surgical Centers Manual, October 2002 edition; 907 KAR …Chapter 1 Medicaid Services. 005 Nonduplication of payments; 006 Coverage of and payment for services for persons eligible for benefits under both Title XIX and Title ...©2015 Iowa Department of Human Services Web Design by Webspec Design. Site map; HIPAA; Privacy; Non-Discrimination; Accessibility; Adobe Acrobat ReaderMontana Medicaid Provider Information The Montana Medicaid Provider website has moved! The redesigned website is now available at http://medicaidprovider.mt.gov.Apple Health (Medicaid) Home; Contact Us; Programs and Services Directory; Client Services; Health Care Assistance. Health Care for Children; Maternity and InfantsHelping people. Keep private insurance, and your family doctor, when you're on Medicaid; Get health insurance for your family; Join the health insurance program ...Division of Nevada Welfare and Supportive Services is to provide quality, timely and temporary services enabling Nevada families, the disabled and elderly to achieve ...CR # Release Date Subject Article # 5417: 12/08/2006: Fee Schedule Update for 2007 for Durable Medical Equipment, Prosthetics, Orthotics and Supplies
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Feminists Want a Win Before They Die
Aging feminists are literally dying to see a woman in the White House. Any woman. Hillary Clinton is the last chance. While Bernie Sanders clearly represents the more 60's socialist dreamer wing of the party and Clinton represents the old school practical women who made... read more
Jennifer Aniston And Gloria Steinem Are Both Swell Being Fallow
When two greats in the world of feminism like Jennifer Aniston and Gloria Steinem get together, you're going to want to grab a pound of fudge and your favorite vibrator and pull up a chair. Jennifer interviewed Gloria over the weekend at the MAKERS Conference, where... read more


text:
is prednisone a narcotic? Is predisone the same thing as darvaset?
Hello, Scared Parent.
Prednisone is not a narcotic. It is a steroid that relieves inflammation and swelling. Darvocet is an analgesic pain reliever that contains acetametaphine and propoxylene. Darvocet has been removed form the market in the United States.
Prednisone is a strong medication, but is very useful to control pain and swelling when used appropriately. Hope this helps.
Welcome to our community, and please ask any questions you would like. We have a good group of people here who will try to help.
FROM OUR COMMUNITYYou should know Answers to your question are meant to provide general health information but should not replace medical advice you receive from a doctor. No answers should be viewed as a diagnosis or recommended treatment for a condition. Content posted by community members does not necessarily reflect the views of Remedy Health Media, which also reserves the right to remove material deemed inappropriate.DISPLAY TEXTLINK URL
Most PopularHelpful Tools and DevicesHow to Make Life Easier with RATravelingTips for Traveling with RA


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Quick Look
Property brokered by
Get more listing details on brokerage site
Presented By:
Rainelle Mishoe
Email Agent
Rainelle Mishoe
Email Agent
Property DetailsIt's good to share! The cost, the responsibility, the decisions-but not the upkeep or chores! Hassle-free way to own luxury, oceanfront property at the beach! Fractional ownership provides deeded ownership of 5 weeks per year to this 3 bedroom, 3.5 bath condo furnished with every need. Rentals, smoking and pets are not permitted to protect the integrity of the unit for all owners! Turn the key and enjoy the following weeks: 2016: Use Period G: 9/2, 11/11; 2017: 1/27, 4/7, 6/16, 8/25, 11/3; 2018: 1/5, 3/30, 6/8, 8/17, 10/26
Area Recent Sales
Area Detailed Information
Area Schools
Area Weather
Area Cost Index
Mortgage Calculator
Additional Property InformationThis listing located at 18a E Columbia Street , Wrightsville Beach, NC boasts three bedrooms, three bathrooms and one partial bathroom. The property is currently priced for $119,900.
This property is presented by Rainelle Mishoe of Intracoastal Realty Corporation located in North Carolina.


text:
Most interestingly, a further amendment requires judicial authorisation before retained data can be accessed. This would be a major change to UK law, where government agencies can currently self-authorise access to communications data.
The LIBE rapporteur commented:
"Surely the Council will not be happy with this. On the other hand you really have to consider how much the Parliament has already moved, how much people - including myself - have moved away from what they were initially up to, how much they have done to achieve a compromise. The Council has not moved at all for the last half a year. We are now expecting them to demonstrate that they want a compromise."


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Newport Cigarettes,Cigarettes Online: Newport 100s Cigarettes 40 Cartons ($22 per carton)
Bozell Worldwide Awarded Lycos NEW YORK--(BUSINESS WIRE)--December 19, 1996--Lycos, Inc. (NASDAQ: LCOS), one of the Internet's premier global information guides, has selected Bozell Worldwide as its new advertising agency. Bozell's New York office will handle strategic development, creative and media with estimated billings of $10 million. The account was awarded to Bozell without formal review this week. Prior agency of record Mullen Advertising of Wenham, MA will continue to handle the Lycos public relations account. Bozell president of New York Operations Gene Bartley said, "Lycos is an exciting partner for us because they are a solid, long-term player in the Internet arena with a cutting edge product and visionary management. We look forward to helping them take full advantage of the wide array of consumer and business growth opportunities on the Internet." Bozell is charged with helping further Lycos premier brand name and position as market leader in the exploding Internet marketplace. Strong consumer branding is necessary to make Lycos the destination of choice for helping people find the information they want, while also attracting advertisers to Lycos as the best place to reach their targets in the interactive environment. Lycos is off to a resounding start already: Lycos has experienced dramatic revenue growth and now counts more than 200 advertising clients representing 360 different brands. Lycos, Inc., based in Marlboro, Mass., is an Internet information guide and was founded specifically to find, index and filter information on the Internet and World Wide Web. Besides its world-renowned search and spidering technology for topic- or word-specific searching, Lycos now offers users the ability to search specifically for pictures and sounds available on the Web. In addition, the Lycos services include Top 5%, critical assessments of Web sites; the Sites by Subject directory of sites, organized in 16 popular categories and hundreds of sub-categories for easy browsing through topics of information available on the Internet; Lycos Road Maps; Lycos PeopleFind; Lycos City Guide; and more. All rights reserved. Lycos is a trademark of Carnegie Mellon University. All other product or service marks mentioned herein are those of respective owners. Sarah F.


text:
Vote for the AAU's high school Sullivan Award
The AAU, which has been presenting the Sullivan Award to the nation's outstanding amateur athlete since 1930, will honor the nation's top high school senior athlete with its inaugural High School Sullivan Award. Readers can help pick the winners with voting that begins now at sports.usatoday.com and continues until July 4 at midnight. The Committee will be awarding a total of $50,000 in Scholarship Funds to four male and four female athletes with overall winners selected. The award emphasizes leadership, character, sportsmanship, academics and accomplishment in sport.
The finalists:
PHOTOS: Meet the High School Sullivan Award finalists
MORE: Cast your vote for the High School Sullivan Award
Sarah Faye Biddle, Servant Christian Academy (Morgantown, Ind.)
A multiple world champion with 80 world, national and state records in nine weight classes — a first for any power lifter, male or female. A concert harp player. Holds the rank of major in the U.S. Air Force Civil Air Patrol and served as her unit's cadet commander. A certified EMT. Will be pursuing a degree in surgical nursing as an ROTC cadet at Maranatha Baptist (Wis.). Her current athletic goal is to participate in the Olympics in 2016 or 2020 in the hammer.
Logan Ellis, Southeast Guilford (Greensboro, N.C.)
A two-time all-conference golfer, he qualified for first-round match play in the 2010 CGA NC Junior Matchplay Championships. Started Scouting at age 7 and earned the rank of Eagle at age 16. Volunteer Firefighter at Mt. Hope Fire Department. Maintained A-B Honor Roll throughout school and member of the National Honor Society. Played in AAU golf tournaments for four years, including three National Championships.
Dan Giovacchini, Lawrence Academy (Groton, Mass.)
In his high school career, earned 12 varsity letters, led undefeated league championship teams in football (running back and linebacker), basketball and baseball. Team captain in all three sports and received all-league or higher honors in all three, as well as league MVP in football. Maintained 4.0 GPA in honors and advanced placement level classes. Also played AAU basketball for six years with the Boston Warriors, winning a state championship and attending six national tournaments. Will attend Brown, where he intends to play football and basketball.
Teddy Kelley, Libertyville, Ill.
Played football, a diver on the swimming team and ran track. An Illinois State Scholar and National Honor Society member, maintained a 3.9 GPA. Actively volunteers in the community. "While both his athletic achievement and classroom performance are impressive, what surpasses them both is Teddy's genuine interest in people and his ability to use his leadership skills to help others believe not only in him, but also in themselves," said Libertyville High principal Marina Scott.
Haley Kong, San Mateo, Calif.
Six-time AAU and USA Taekwondo national gold medalist in Olympic-style sparring. Holds a fourth-degree black belt and was a member of the national team at the Junior Pan Am and Junior World Championships. Volunteers at her local hospital and homeless shelter. For her community service, she was awarded the Congressional Gold Medal and Girl Scout Gold Award. Has studied classical piano for 10 years and plays French horn and mellophone. Has scaled Mount Kilimanjaro, has an A+ average and will attend Stanford.
Courtney Larson, Columbus (Ind.) North
Played volleyball and basketball and ran track. Will be attending Miami (Ohio) on a basketball scholarship. She was valedictorian of her class, has won several leadership awards and was selected first-team academic all-state. In basketball the 5-9 guard was selected first-team all-state by Hoosier Basketball and chosen to the state all-star team. She also coordinated a fundraising basketball game that netted more than $3,000 for cancer research.
Carissa Townsend, Homewood-Flossmoor (Flossmoor, Ill.)
Graduated in the top 3% of her class and will be attending the University of Illinois , pursuing degrees in journalism and Spanish. She has been a member of the Pink Panthers Double Dutch jump roping team for five years, and her team has won 1st place in the speed event three consecutive years. They are also the first team from Illinois to receive the gold pentathlon medal (2009). She enjoys community service and tutoring and mentoring youth.
Logan Vos, Ripon (Calif.) Christian
Basketball player and golfer. Valedictorian of his class. Played basketball for his school team and several AAU teams. The 6-4 forward currently plays for 3D Elite of Modesto, Calif. Played golf for his school team and in amateur and junior tournaments. Named all-state in basketball by MaxPreps. Volunteered in many leadership and service positions in his church and community including worship band, mission trips and the city youth commission.
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