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And lo, it is the time of the Gathering...
Once again, the origin of the Transformers is related, this time by Primus through his possessed body of Emirate Xaaron. He has gathered the combined Autobots and Decepticons of Earth and Cybertron to their home planet in order to battle Unicron in his name. As Primus names Optimus Prime leader of the combined Cybertronian forces, a lone Autobot slinks away from the rear of the gathering.
Aboard the Ark, Grimlock and the Dinobots are surprised to return to the ship and not only find it completely empty of life, but the planet Earth totally devoid of Transformers as well. As they set course for Cybertron, Grimlock commands Sludge to begin pumping Nucleon into the stasis pods to revive the fallen warriors. As the process begins, the panels gently remind us of Megatron's presence among those in inactivity.
Back on Cybertron, Circuit Breaker's fragile little mind is about to pop, as she is surrounded by her worst nightmare. G.B. Blackrock asks Prime to get Primus to return him and the Neo-Knights to Earth, but the god teleports away instead of listening to Optimus' plea.
Nearby, the mind-controlled hordes of Unicron have gathered, and are preparing to carry out his will and bring death to Optimus Prime.
As Scorponok makes an excuse to speak to Prime alone, he confesses to his opposite number a growing fear of dying. Optimus expresses a similar sentiment, and also confides in Scorponok his growing distaste for being manipulated by their "god", against their will. Still, he is bound and determined to face his death with nobility and resolve, if his time has truly come. As the two leaders grow closer, they are suddenly besieged by Unicron's cultists.
Scorponok quickly realizes that the cultists are completely uninterested in him, and seek only Optimus Prime's death. After briefly toying with the idea of leaving Prime to his doom, Scorponok vigorously returns to the battle and saves Prime from oncoming death. One cultist prepares to drop a grenade down on the fighters, but is caught by Galvatron, who forces the Cybertronian to eat his own grenade before sending up a signal flare to summon reinforcements for Prime and Scorponok.
Meanwhile... the Creation Matrix has finished repairing its vessel, the deranged Thunderwing. It hungers for a new sensation... revenge!
As the various Autobots and Decepticons rush to their leaders' aid, the battle quickly turns in their favor. Scorponok is slowly torturing the last of the cultists, when Prime steps in and stops him. He suspects the Cybertronians aren't acting of their own accord, and therefore are innocent victims of Unicron.
Primus confirms Optimus Prime's suspicions, explaining that Unicron managed to place a "sleeper program" in several of Primus's creations eons ago, creating hidden wolves in the fold. Primus deliberately named Optimus Prime leader in order to draw out these cultists, and test the strength of the Cybertronian Alliance.
Just as Optimus is about to give Primus a piece of his mind for all these manipulations, Kup delivers one of the best lines in history, as Unicron has arrived.
Script: Simon Furman
Pencils: Andrew Wildman
Inks: Stephen Baskerville
Colors: Nelson Yomtov
Lettering: Rick Parker
- Originally published: January, 1991
Major characters
(Numbers indicate order of appearance.)
- Slag "head" the boss, when he should have "heard" the boss.
- Ratchet is misspelled "Rachet" on his stasis pod door.
Items of note
- This issue is the first U.S. appearance for Battletrap and Quake. The U.K. storyline introduced Battletrap in "City of Fear" and Quake in "The Rise and Fall of the Decepticon Empire".
- Snarl finds only one Transformer life-sign on Earth, seemingly split into two parts. This may seem to be a reference to Spike Witwicky and Fortress Maximus, but Fort Max is stored aboard the Ark. Another option might be Spike and his control helmet. A third option is that it might be Raindance and Grand Slam. The description could apply to the mentally linked Megatron and Ratchet, except they are clearly in life pods aboard the Ark.
- Transformers Universe profiles for Darkwing and Dreadwind are found after the main story.
- Little character moments and jokes can be seen in the page 4-5 splash. Bludgeon is grimly cleaning his sword; Nightbeat has noticed the Neo-Knights helicopter that he brought with him; Dreadwing is ignoring the speech to tell Darkwing a funny joke, which confuses Sureshot and annoys Highbrow and two other Autobots (one who's being held back by the other); an Autobot in the back is pretending to shoot Soundwave; Starscream is looking at his woozy "ally" Shockwave with contempt; Apeface is peeling himself a yummy banana, much to Horri-Bull's amusement; and Triggerhappy is looking the other way entirely for no reason.
- The history of Unicron and Primus was previously related, in slightly different forms, by Unicron in UK #150 and the Keeper in U.S. #61.
- U.S. cover: Scorponok and Prime vs the hordes of Unicron by Andrew Wildman
- UK issue 317 cover: Xaaron as servant of Primus by Andrew Wildman
- UK issue 318 cover: recolored version of U.S. cover by Robin Bouttell
- None yet identified.


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Lots of fun. I can't wait for the next one. Where are the band announcements?!
Right. There will be no "onboard" onbroad.ShoreSlayer wrote: ↑Fri Nov 22, 2019 1:57 pmWhat's with all this on 'BOARD' shit?
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subset: commoncrawl


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For nearly 100 years Orchard Healthcare (through its original trading name the `WHCA` (the Worcester Hospitals Contributors Association)
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I am a second year nurse student and I'm completing two mandatory internships in Salzburg. The internships are clinical nursing and homecare, and the first one I had at the University Hospital of Salzburg on gynecological ward.
Working with the nurses was more challenging than I expected: I was hoping to get guidance in English, like I was told back in Finland. Soon I realized that this was not the case. Nurses on the ward spoke very little English, and few of them only used German while speaking with me. There was an opportunity to improve my German skills (even though the local dialect is very different from the common German we were taught at school), but regardless of this opportunity I really feel like I did not receive enough guidance to improve my nursing skills.
My working experience in Finland is not very vast, so it is hard to compare the working cultures between Austria and Finland, at least not in detail. What I can say is: working days here are longer, most of the time twelve hours, and on my ward nurses only had one break a day. I had a belief that the laws concerning the breaks during the working hours were very similar to Finnish ones, but once I got here I was told nurses on the ward didn't have time to have any more breaks.
All in all, the first internship was not the most enjoyable of experiences, but I have high hopes of the second one. I'm enjoying my time a lot more in the homecare. The work is more relaxed in here than at the ward, and my colleague speaks excellent English and gives me consistent guidance that I need to become better at my work.
On my spare time I've tried to travel as much as I can. Austria is a very beautiful country, and there's so much to see. Salzburg itself has a rich and long history, which I am interested to explore and learn about. The city lies between two small mountains and Festung Hohensalzburg, an iconic castle on one of them. Salzburg is a small city, it doesn't take too many days to see more than one side of it, thus I have to use every free weekend traveling in other Austrian cities and near regions.


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Medically reviewed and approved by a board-certified member
Login to get unlimited free access
Physiology (/ˌfɪziˈɒlədʒi/; from Ancient Greek φύσις (physis), meaning 'nature, origin', and -λογία (-logia), meaning 'study of') is the scientific study of normal mechanisms, and their interactions, which works within a living system. A sub-discipline of biology, its focus is in how organisms, organ systems, organs, cells, and biomolecules carry out the chemical or physical functions that exist in a living system. Given the size of the field, it is divided into, among others, animal physiology (including that of humans), plant physiology, cellular physiology, microbial physiology (microbial metabolism), bacterial physiology, and viral physiology.
Central to an understanding of physiological functioning is its integrated nature with other disciplines such as chemistry and physics, coordinated homeostatic control mechanisms, and continuous communication between cells.
The Nobel Prize in Physiology or Medicine is awarded to those who make significant achievements in this discipline by the Royal Swedish Academy of Sciences. In medicine, a physiologic state is one occurring from normal body function, rather than pathologically, which is centered on the abnormalities that occur in animal diseases, including humans.
- Posted by Dayyal Dg.
End of the article


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An article in the_ Journal of the American Medical Association_ has questioned whether the prevailing belief that the current pandemic flu will return in a more dangerous second wave is justified. The authors also suggest that the second wave of the 1918 pandemic flu was less serious than first thought.
They say that unproven assumptions about the course of the 1918 Spanish flu pandemic may be leading to misconceptions of what the swine flu virus may do. They say that if summer weather in the northern hemisphere slows the spread of the virus, then when a second increase in cases (the wave) arrives in the autumn/winter, it is by no means certain that any increases in transmissibility or complication rates will occur.
The key points of the article are:
- Based on the pattern of spread for 14 different influenza pandemics over the past 500 years, there is little evidence to support the likelihood of a second or third more lethal wave of H1N1 influenza.
- The term "wave" entered into common use after the influenza pandemic that spread from Asia in 1889. Between 1890 and 1894 there were as many as four annual, seasonal peaks in mortality from flu reported after the main pandemic had passed.
- The 1918 influenza pandemic was thought to have killed 50 million people worldwide. However, there is little evidence that the outbreak started with a first wave of milder illness followed by a second, more deadly wave when the virus mutated into a more transmissible and virulent form.
- There is also little convincing evidence from the 1957 and 1968 pandemics to support the idea that viruses start out relatively mild before turning into more lethal mutations.
Where was the article published?
Dr David M Morens and Dr Jeffery K Taubenberger from the US National Institute of Allergy and Infectious Diseases published this commentary in the Journal of the American Medical Association.
What does it say?
The authors say that the circulation of the swine flu virus in the northern hemisphere during the spring of 2009 has led to inevitable comparisons with the 1918 flu pandemic. In this commentary, they question this and say that changes in virulence or transmissibility of the current pandemic virus are not inevitable.
The authors state that there is a long-standing theory that as new viruses start to circulate in human populations, they mutate into versions with increased transmissibility and virulence. The prevailing scientific view is that the 1918 spring outbreaks of flu were mainly mild disease and represented a so-called "herald wave". Scientists believe the virus then mutated over the summer, making the disease it caused more severe when it returned. This pattern of herald waves followed by seasonal waves was demonstrated in influenza and dengue fever in the early part of last century, around 1918. The authors say this theory is behind much of the aggressive public response to pandemics, and explains some of the planning assumptions behind many countries' preparedness plans.
However, there are no virus samples from the spring wave of 1918 flu pandemic, the authors state, so there is no way to confirm that later outbreaks were caused by the same virus or that the virus changed to become more virulent. They say that it is speculation to assume what happened and that research to determine the true course of events has not been carried out or is confusing.
For example, they say the first documented wave of 1918 is often confusingly referred to as the "spring wave", when it was actually a summer surge of influenza deaths concentrated in some, but not all, northern European countries between late June and August 1918. Additionally, they say that it is curious that, despite enormous wartime traffic, many English cities had a summer wave but France did not.
What they find most puzzling is that, during the 1918 pandemic, different countries had anything up to three waves and the course or timing of these in different countries in the same hemisphere varied greatly.
What do the researchers say?
Dr Taubenberger said, "I think every pandemic is completely different, it emerges in a different way. Its genetics are going to be different and the population immunity by age is going to be different depending on what the virus is. So I think it's very difficult to assume that a new pandemic is going to behave in a way like 1918."
The authors also say that there is a general tendency for pandemics quickly to assume annual seasonality in temperate zones. This means that the difference between a seasonal post-pandemic recurrence and a seasonal endemic recurrence seems to blur over time. This occurs as the immunity to the virus in the population increases and as the antigen composition (the surface molecules) of the viruses gradually change (drift) over time.
What is the implication and importance of this?
The authors acknowledge the difficulty of predicting the future course of this pandemic. They admit there is always a chance, however small, that the swine flu virus could mutate, with serious consequences for public health. This is the reason behind the prudent approach taken by international public health bodies.
They conclude by advising readers to remember that, as Kierkegaard said about life, influenza epidemics are lived forwards and understood backwards.
Analysis by Bazian
Edited by NHS Website
Links to the science
Morens DM. and Taubenberger JK.
Understanding Influenza Backward


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Dr Gordon Stewart, international concert organist, plays our Father Willis in a arrangement of the Allegro from G F Handel's Organ Concerto in F major "Cuckoo & the Nightingale" (No.13), HWV 295
This year is the 31st series of organ concerts, every Monday through July and August. We hope you can join us for some or all of these wonderful musical events! All 2019 concerts begin at 7.30pm Tickets available at the door, £10
Season ticket available, £60. Further information available from Malcolm Lock – Mobile: 07801068156
Please leave your email address in the form on the left to receive updates about the 2019 Series.
This very fine organ still sounds wonderful but its action is getting to the point that it will need a total rebuild. Are you interested in helping to raise funds for this project? Then please get in touch.


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Roasted Asparagus with Green Peppercorn Vinaigrette
April 8, 2014
Thanksgiving, Spring, Healthy, Vegetables
Serves: 4
Green Peppercorn Vinaigrette
1 pound fresh asparagus, trimmed
¼ cup plus 2 tablespoons extra virgin olive oil
Salt and freshly ground black pepper
3 tablespoons white wine vinegar
1 tablespoon Dijon mustard
2 teaspoons honey
2 tablespoons green peppercorns in brine, drained
1. Preheat oven to 375 degrees F. Place the asparagus on a baking sheet, toss with 2 tablespoons of the oil and season with salt and pepper. Roast in the oven until just cooked through, about 8 minutes.
2. Whisk together the vinegar, mustard, honey, salt and pepper in a small bowl until combined. Slowly whisk in the olive oil until emulsified and stir in the peppercorns. Let the vinaigrette sit at room temperature for 15 minutes before serving. Vinaigrette can be made up to 8 hours in advance and refrigerated.
3. Place the asparagus on a platter and drizzle the vinaigrette over the top.


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Who will say – "We shall not be removed" from Europe!
There is no political mandate to change the status of Northern Ireland by taking it out of the EU. So where are the calls for peaceful democratic resistance to defeat this 'monstrous conspiracy?' Exiting will take with it rights and standards, and cause economic and social upheaval. So why is no one shouting stop? Where is the outrage? The political parties are hopelessly divided on this issue, but where are the leaders of business and civic society as we steam slowly, steadily towards the iceberg?
A century ago Ulstermen resisted Home Rule with force because they were convinced in their consciences that it would be "disastrous to the material well-being of Ulster as well as of the whole of Ireland, subversive of our … freedom, destructive of our citizenship." Brexit will be all that and a lot worse.
Half a century ago men and women across Northern Ireland came together in great numbers to demand fundamental rights and respect for the free votes of citizens. Despite all that has happened since, we must recognise that their peaceful democratic resistance worked and they put an end to a great wrong. Where is that peaceful resistance now?
Every effort to construct a UK economic case for Brexit has been roundly rubbished, but no one ever attempted to make such a case for Ireland and especially not for Northern Ireland. In our Reports & Analysis section we list all the significant research and analysis touching upon Ireland north or south and by any measure, all we can see ahead is devastation of businesses and communities. The prospect is well summed up in "Potential impact of WTO tariffs on cross-border trade", published by Intertrade Ireland in June last year. [link – http://www.intertradeireland.com/researchandpublications/]
The value of the 'Border Deal' agreement of 8th December is extremely doubtful given its inherent contradictions, and indeed there are now strong signs that these could lead to collapse of the UK-EU negotiations [link – Irish Times https://www.irishtimes.com/opinion/irish-border-issue-is-a-legitimate-threat-to-the-brexit-talks-1.3396521]
However, we all need to be very clear that the core issue is not the precise degree of damage Brexit will do, or whether it can be mitigated by some clever fudge formula. The simple, harsh reality is that Brexit is being imposed upon us against our will. Every single thing and aspect of this issue is contentious and divisive. Indeed it is has all the potential to shatter our hard won political progress and worse. Don't take our word for it – the PSNI has warned of the danger of renewed violence https://www.theguardian.com/uk-news/2017/jan/15/brexit-border-would-make-sitting-ducks-of-northern-ireland-police
Brexit may very well cost a lot more than money.
The position of Northern Ireland within the United Kingdom is itself both contentious and contested and has cost much blood, so the settlement of 1998 is precious. The principle of consent set out in the Good Friday Agreement prescribes that its status can only be changed by a majority vote. That principle was reinforced by a double-lock approval vote of 71% in Northern Ireland and 94% in the Republic. However, it is now proposed that this status should be changed by a vote of the Northern Ireland minority which voted for Brexit. The narrow UK majority vote cannot be binding upon us if the principle of consent is to have any meaning in the future.
Who will say before it is too late – the status of Northern Ireland must not be changed without our democratic consent? If it is, the principle of consent will be abandoned and all constitutional bets will be off, including putting a question mark over consent to remain within the UK. Like all such arrangements, terms and conditions apply. And Brexit will change them.
So where is the campaign that will say we will not leave the EU, and not be robbed of our democratic European inheritance.
Who will say NO! we shall not be removed from Europe?


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Vitaly Klichko in a special roller to Euro-2012 has told to English fans about Ukraine
The world champion in a super heavyweight under version WBC Vitaly Klichko has told about Ukraine to English fans who intend to visit Euro-2012 matches.
The roller with the reference of the Ukrainian champion has been placed on the official channel of Football association of England.
"We are very glad to possibility to accept Euro-2012, and all with impatience wait for this event which should become the most significant in the history our country", – Friend Evro-2012 hasn'ted.
Klichko has given brief information to Englishmen about the Ukrainian cities accepting matches of the European superiority.
"Donetsk – an industrial city with one of the advanced stadiums. The miner – very much a strong team which is known by all who is fond of football. It is very green, pure and modern city. Kiev has been based more one and a half thousand years ago. It is an ancient city with the big history. Here there are many historical sights. You should visit the Monastery, also the museum of the Second World War with a huge metal statue in height more than 120 meters" is interesting enough, – the Ukrainian boxer has told.
Klichko has invited fans to Ukraine, having noticed that they won't regret about it.
"I more than am assured, all who will arrive to Ukraine, will be amazed by beauty of the country and hospitality of people. And, of course, all should like football matches. Who becomes the champion of Europe? Let's look. Welcome to Ukraine for Euro-2012″, – Vitaly Klichko has declared.


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Sea Education Association
The first half of the program (the shore component) is spent at the SEA campus in Woods Hole, Massachusetts. Studying oceanography, maritime history and literature, and ship navigation, students learn about the human experience and the sea, use scientific methods to study it, and design research projects that will be the focus of their work at sea. The sea component takes students to the open sea on a traditional sailing vessel that is campus, classroom, and home. Applying knowledge acquired ashore, students learn new skills, complete their research projects, and meet the age-old challenges the sea poses to mariners., http://www.sea.edu/academics/program_undergraduateprogr.asp
SEA is an educational institution dedicated to the study of the ocean environment and its relationship to the Earth and to human affairs. Our mission is to challenge students intellectually and physically within a rigorous, interactive, interdisciplinary curriculum, while providing opportunities for significant personal growth. Our goal is to fulfill this mission through intensive coursework and practical experience acquired both ashore on a residential campus and at sea aboard deep-ocean sailing research vessels.
- Ocean Climate
- The Arctic
- Biodiversity
- CO2 Emissions
- Climate Video Series
- Coastal Resources
- Disease
- Economic Effects
- Extreme Weather
- Fresh Water
- Fresh Water to Ocean
- Ocean Acidification
- Ocean Currents
- Small Island Nations
- Adaptation
- Invention
- Mitigation
- Participation
- Reports
- Ocean Literacy
- The Physical Ocean
- The Cultural Ocean
- Citizens of the Ocean
- The Ocean As A Classroom
- Ocean Directory
- Ocean Governance
- Ocean Policy
- Ocean Research
With a game capable of reaching a global audience, WORLD OCEAN EXPLORER can expand interest in ocean issues and habitats, and excite students about the infinite possibilities associated with ocean exploration. LEARN MORE.


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Avoiding Cyber Crime: Don't Get Scammed This Holiday Season
Shopping online can be a wonderful thing. The convenience of avoiding the malls – and the potential savings that go along with it – have more Americans choosing to shop online than ever before. Unfortunately, cyber-criminals are well aware of this fact, and they're on the lookout for their next victim. Will that victim be you?
In order to protect yourself when shopping online, the FBI has created a handy list of tips that might help keep your personal information safe:
1. Do not respond to unsolicited (spam) e-mail.
2. Do not click on links contained within an unsolicited e-mail.
3. Be cautious of e-mails claiming to contain pictures in attached files, as the files may contain viruses. Only open attachments from known senders. Always run a virus scan on attachment before opening.
4. Avoid filling out forms contained in e-mail messages that ask for personal information.
5. Always compare the link in the e-mail to the web address link you are directed to and determine if they match
6. Log on directly to the official website for the business identified in the e-mail, instead of "linking" to it from an unsolicited e-mail. If the e-mail appears to be from your bank, credit card issuer, or other company you deal with frequently, your statements or official correspondence from the business will provide the proper contact information
7. Contact the actual business that supposedly sent the e-mail to verify that the e-mail is genuine.
8. If you are requested to act quickly or there is an emergency, it may be a scam. Fraudsters create a sense of urgency to get you to act impulsively.
9. If you receive a request for personal information from a business or financial institution, always look up the main contact information for the requesting company on an independent source (phone book, trusted Internet directory, legitimate billing statement, etc.) and use that contact information to verify the legitimacy of the request.
10. Remember if it looks too good to be true, it probably is
Cyber safety starts with you. Make sure you keep these tips in mind so that you continue to have a happy holiday season!


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I started doing this a while ago and I think I only did Kristy and Mary Anne. I did it, though, by pretending to take the test as them, and I thought it'd be better to just read the types and pick one from the description.
This BuzzFeed article has a pretty good overview, and cute animal pictures.
Kristy: When I took the test, I got ESTJ, but I feel like I can also make a case for ENTJ, especially later in the series when she goes off the rails a bit–sometimes she gets a little more Fieldmarshal than Supervisor.
Claudia: Claudia is difficult, because I have a hard time telling if she is an introvert or an extravert. Finally, I decided that she is an introvert, because even though she is not shy and has excellent social skills, she really needs time alone to work on her art and didn't seem to care much about having a best friend until Stacey came along. I think she is an ISFP, which, coincidentally, is sometimes called The Artist. They are live-and-let-live types who care deeply about aesthetics.
Mary Anne: I still think ISFJ, although I can't quite locate the passive aggression in the ISFJ description. What Mary Anne is SUPPOSED to be is definitely ISFJ, though.
Stacey: Stacey was a difficult one. I finally came up with ESTP, but what do you guys think?
Dawn: INFP; she loves those ideals of hers.
Abby: ESFP; she is fun and not that info classroom learning.
Mallory: I thought maybe INTP, but I feel like early Mallory especially is ISTJ, as she is practical and level-headed.
Jessi: I am thinking ESFJ, but I'm not sure. This is definitely one I'd have to think about a lot.
Logan: ENFJ, but I still hate Logan.
Shannon: Shannon is another one that I couldn't tell if she is an extravert or an introvert. If she is an extravert, then ENTP.
What do you think? I know that these types are basically as accurate as horoscopes, but whatever, they're fun.


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Meeting the Education Challenge
Bruce M. Alberts
President, National Academy of Sciences
Improving K-12 education in order to advance science, technology, and our economy over the long-term is a crucial challenge. Suppose we try to look out 100 years, and ask whether America is going to be a leading country of the world at that time? No one knows, of course, but I believe that it is going to depend more heavily on our ability to support and sustain a high quality of education for most Americans than on anything else we can do.
It is very clear that on the education front we are not doing well. In fact, many of us are convinced that we urgently need a revolution in our schools. Let me give you a few indicators.
The problem is not that the schools have gotten worse. It's that the bar has been raised enormously, as we all know. The kind of education that used to be adequate for adults to function in society—for work on an assembly line, for instance—is no longer adequate for the workplace of today. We are told over and over that only 10 percent of the high school graduates who apply are qualified to be hired by companies like Motorola, even for an entry-level job. This is because they do not have the kind of thinking skills, problem-solving skills, or quantitative skills needed in today's factory. The assembly line, in fact, is a very sophisticated, highly complex place to work these days. Our school systems are not educating people in a way that meets today's societal needs.
Secondly, let's look at the attitude that kids have about school. Lawrence Steinberg and a group of other researchers have carried out a 10-year study of middle-class kids from sixth to tenth grade, examining their feelings about school. If you want to be depressed, read the book Beyond the Classroom, which Steinberg published in 1996 to summarize their study of 20,000 students in
Last but not least, we have seen the discouraging results of the Third International Math and Science Study, the TIMSS report. This is an international comparison of our kids' performance relative to those in other countries. U.S. twelfth graders outperformed only 2 of the 21 participating countries in math and science. The eighth-grade results showed that we were average in science and below average in math among the 41 countries that were tested.
Your first reaction may be that we do poorly because of all of those kids in urban school systems. What about our suburban schools? Don't we have good school systems there? Let's look at the results for the top 10 percent of the kids in the world. For the 300,000 students tested, what fraction of them from various countries were in the top 30,000 in the eighth-grade TIMSS? What you see is that Asian countries, as well as others, are doing much better than we are, even at the top 10 percent level. In math, only 5 percent of our kids were in the world's top 10 percent and in science only 13 percent. So even if we continue our attention to the students whom we think are getting the best education, we are not doing at all well.
All of this is a very poor omen for our future. In fact, I view it as a wakeup call for America. But if we are going to do something serious about education, we must start by recognizing that improving it is a very complex problem. Figure A-1 shows a grid of some of the interacting systems in education. The textbooks support the tests and the tests support the textbooks, while the teachers rely on the textbooks for their curricula. As a chemist, I would say that this is a system in a stable equilibrium, with many components that are self-reinforcing. So we will need a very large input of energy to change it.
I was a working biologist for 30 years, and so, I am used to dealing with very messy problems. What scientists try to do with a messy problem is to find a few focus areas. Likewise, we need to concentrate on several ways to attack the education problem; pursue those consistently over 10 years or so; and show that we can make a difference. Only in this way can we give people the confidence that education is something that intelligent effort can improve.
Let me present, briefly, the five focus areas that I would choose for emphasis. The first focus area is something the Academies are just beginning to try to do something about: the nation's school systems. If you look around America for good schools, you can find lots of them. But if you look around America for good school systems, you will find very few. School systems must become learning organizations that empower teachers, otherwise we will never increase the number
of good schools. We will only have a smattering of truly outstanding schools scattered here and there that are likely to be performing well in spite of the school system in which they function.
The second focus area is the teacher. Teachers must be given continuous professional development throughout their careers. And the professional development that they receive, of course, must constantly improve their teaching. This must become a central, if not the central, focus of school systems. We are very far from achieving such a goal today.
The third focus area is student assessment; the tests that we give to measure performance. Many of them are completely inappropriate. High-stakes exams, by which schools and students are measured and compared, directly drive the kind of teaching that teachers engage in. The kinds of tests that we have today, by and large, drive the wrong kind of teaching, and they do not measure the kind of performance or the thinking skills that society at large wants or needs. Instead, today's tests tend to emphasize rote learning and the regurgitation of facts and vocabulary, which will not drive the economy of tomorrow.
The fourth focus area addresses the central issue of curriculum. Most teachers cannot teach well unless they have excellent teaching tools to work with. The idea that teachers should invent their own curriculum is as nonsensical as the idea that a scientist should invent his or her own science. Instead, we need to take the
best tools and continuously improve them, and then make them available to all teachers.
Finally, who are the people in our school systems? Our nation requires a new generation of talented teachers and administrators. We need to make this possible by creating new pathways for people to break into education careers. In addition, all of us, wherever we are, must support excellent teachers through local partnerships—so that they prosper and stick with it.
I think the connectivity we have through the Internet is wonderful. But we have yet to exploit it adequately as a new tool to make major differences in our schools. The situation that we face in education, with all the gridlock, requires something really new in order to shake up the stable equilibrium we are in.
So let me talk about one use that the Academy is making of the Internet to encourage scientists to be effective in their local schools. Last year, our RISE program, Resources for Involving Scientists in Education, launched a Web site that contains a huge amount of advice from scientists who have been effective in their local schools. It tells other scientists and engineers who want to help how to engage a school district and teachers effectively and, equally importantly, what not to do in the schools. It also offers them resources so that they can become effective partners. The Internet has many more potential functions in education, so many, in fact, that we don't yet know all of the ways that we can use this marvelous communication and information device.
We need to define what we want students to know and do in each subject area before we can think about what the curricula should look like. In science, this is a particularly serious problem. Anybody who has ever looked at the textbooks for middle school or high school will see how tough it is. The scientific community has let the textbook industry and the market drive textbooks to the point where they offer little more than lists of science words. The books are quite uninteresting. So you don't need to wonder why kids don't like science. In fact, most elementary school students love science. But as students move on to middle school, "science" becomes a memorization chore. This system turns most young people off of science, and it completely misrepresents science to them.
This issue is addressed in the National Science Education Standards that the National Research Council (NRC) produced in 1996. In 1989 the state governors met in Charlottesville, Virginia, and called for the first-ever national standards in major academic subjects. In 1991, NRC was assigned the task of producing the science standards. It took us four years; its writing involved hundreds of people, including more than 40 Academy members; and the last draft was sent out for review to 40,000 people. It then took us another year to revise and produce the final document. So this almost certainly is by far the hardest report that we ever prepared. It is 240 pages in length, all available for free on-line at our Web site, which is www.nas.edu.
The Standards are not curricula; they are guidelines for what we want kids to know and understand at the end of fourth grade, eighth grade, and twelfth grade.
Whatever the curriculum, it should have the following features according to the Standards:
- Science should become a core subject in every year of school starting at kindergarten.
- Science should be for all students, not just for those who might seek to be engineers or scientists.
- Most important, science should not be treated as the memorization of science words. It should focus instead on inquiry-based learning—and on the concepts that excite kids about science and allow them to understand the scientific process and use it in their everyday lives.
These are very ambitious, revolutionary goals. I am not sure that most people recognize how revolutionary the Standards are. It will take time to enact this grassroots vision from all across America—from teachers, teacher educators, and scientists. Classrooms should look different. Instead of a teacher sitting in front of the class lecturing or having kids memorize words, the students should be actively involved. Classrooms should be noisy places, where students are involved in problem solving, struggling with a problem before they are told the answer. That is the basic nature of inquiry.
This kind of learning builds both cooperation skills and communication skills, which are both badly needed in the modern world of work. If you want to see what it really looks like, take a look at some curricula that have been developed in accord with the Standards. The best that I know of so far have been developed for elementary school. One set has been produced in a joint project between the National Academy of Sciences and the Smithsonian Institution through the National Science Resources Center. They have produced 24 modules for elementary school—each an eight-week set of materials, not a textbook. Each module is grade appropriate, has been field tested in the schools, and then revised based on teacher input.
Other organizations, such as the Lawrence Hall of Science, have produced similar kinds of teaching materials. The students don't get a textbook; instead, the teacher receives a box of materials for 30 kids. The materials do not cost more than textbooks. i worked in San Francisco for many years before I came to Washington. One of my major successes was helping San Francisco to adopt this kind of curriculum material for all of their elementary schools rather than the typical textbooks. A compilation describing all of the best elementary school science curricula has been put together by the National Science Resources Center. Again, it is available on our World Wide Web site.
When we turn from elementary school to middle school and high school, the textbooks only get worse. A few years ago, the state of California wrote new specifications for textbooks. Despite an elaborate adoption process, San Francisco's sixth graders now have to endure textbooks on the human body that are incredibly dull, confusing, and probably not even scientifically accurate. We
have millions of students across America being subjected to this kind of junk. Something is badly broken.
What can we do about it? We need to give teachers many more options through a thorough exploitation of the Internet. First, we must get all teachers connected—both at school and at home. Then we must provide the necessary resources so that they can use the Internet as their major source of teaching materials. The NRC has had a great deal of experience in providing our reports on-line. As many of you know, our 200 reports a year are uploaded to the Web and can be printed out, or read on-line for free. In our experience, this increases the sale of books rather than decreases it. I would like to see textbook publishers upload their books on the Web, so that we would have a resource that children and teachers could get access to no matter where they are across the world.
Putting materials on-line also allows teachers to choose the best things from many different places and combine the best units on the subject that they want to teach, rather than being confined to the one-size-fits-all textbook, which cannot be the best at everything and doesn't have the space to treat any one topic in depth. The Academy is trying to contribute to this by producing some teaching materials for teachers. Our first experiment was produced by our Center for Science, Mathematics, and Engineering Education, and is called Teaching Evolution and the Nature of Science. This is a 150-page book that has been written specifically for teachers to help them teach evolution. It has been mailed out for free as well as posted on the Web, so that anybody in the world can use it. If this is successful, we will produce others in this series. We really need to let a thousand flowers bloom. I'm very excited to see many other contributions to education on the Web along these lines. It is a wonderful experience to watch.
For example, there is a group that I discovered called Optimizing National Education (ONE). In California, several expert teachers got together in 1991 and started developing curricula for kindergarten through sixth grade. They have placed thousands of pages on the Web, beautifully drawn and illustrated, and all of it can be printed out for free. Similar efforts are emerging all over the country. There are also experiments in developing asynchronous learning networks, through which high school teachers are teaching courses on the Internet to students all around the country. There is an organization called the Concord Consortium, led by Bob Tinker in Concord, Massachusetts, that is teaching the teachers how to use the Web in this way. As a nation, we are struggling to break out of the old mold—like a butterfly coming out of a cocoon—and we are starting to see the liberation of curriculum from the tyranny of the single textbook.
The role of the Academy is to try to encourage these efforts as much as we can, to convene networks, and to get people to work together. As a nation, too often those working on important education activities compete with each other. Our job is to do what we can to enable them to work together much more effectively.
We also need a strong focus on improving our universities, most which are
pretty hopeless with regard to the science education they provide. If you go to a first-year science course, you generally find lectures. And in my field, you generally find all of biology covered in one year—with little teaching for understanding, and no inquiry-based learning in the lab. Universities must change because they set the example for all of us. Their Biology I courses are supposed to teach teachers what science is all about, but they ignore the scientific process. This is an area where the Academies can play a major role and where we have been working actively. Many universities also require that students take the SAT II exams for science achievement in assessing them for admission. The SAT II exam in biology has been an enormous embarrassment. It has covered the vocabulary of all of biology, and it drives high school teachers to teach not according to our Science Education Standards, but in the very way that we don't want them to teach. The universities must wake up and change the way that they look at performance—they are suffocating the whole system! This is a major part of the educational gridlock that I talked about earlier.
Finally, the Academies must use their position to support and advertise the teaching profession. We need an enormous number of new teachers. We need new pathways to get them in. We need to get large numbers of scientifically trained and talented people prepared to teach in our schools. Right now, we have incredible inertia in this respect. Our schools of education and our credentialing systems prevent gifted and enthusiastic people from going into the teaching field.
Today we have a great opportunity. We have an excess of scientifically trained energetic young people who can't do research—there aren't enough research careers for them. Many are willing to do new things. What the Academies have been doing is distributing career booklets through the Web and by mail. Our Careers in Science and Engineering emphasizes all of the different careers that are possible with a background in science, including precollege teaching. We have a career site on the Web for beginning scientists and engineers that connects them to real people in case they want to exchange information with someone who is a teacher, for example, or an engineer working on solar energy—whatever career they might be interested in.
We discovered from talking to students that the real problem is not the students but their advisors. Professors in science departments strongly discourage students from anything but becoming a researcher or, in many cases, a professor. We can't continue to have a system where students are made to feel that they are failing if they don't become professors. It is counterproductive to the students and counterproductive to science, and it doesn't meet our urgent national needs. One of our latest booklets is Advisor, Teacher, Role Model, Friend, which is aimed at advisors, providing them with resources to help them to think differently.
We need new pathways into teaching, and I am very pleased that Eric Ryan is here, because he has participated in a bold experiment to prove that we can do better. Eric is a 1990 graduate of Berkeley. He taught for six years at Teach for America and is going to be, I hope and expect, a future leader in education in our
country. The program that he is involved with is called Teach for America. It was developed out of a senior thesis written by a Princeton University student named Wendy Kopp. She shopped her ideas for a new teacher training program around and was unable to get government support for it. So, with private funding, she started Teach for America. Each year the young teachers participating in the program reach 100,000 American children.
This program has been met with strong opposition from many in the education establishment. They say it demeans teaching because these teacher trainees get only five weeks of boot camp in the summer to prepare them to go into some of the most difficult schools in America. Admittedly, five weeks is not enough preparation, but it's better to have these people in our schools than to not have them. In fact, 80 percent of principals say that Teach for America teachers are better than their average new teacher despite their abbreviated preparation. Two-thirds of students said that they learned more from their Teach for America teacher than they did from their average teachers. Although the program as originally set up assumed that participants would teach for two years, 50 percent stay in teaching for a longer period. Many of them have become dynamic leaders in school systems and elsewhere. We need to think about the implications of this experience for getting new kinds of people in our schools and infusing our education system with new energy and inventiveness.
With that I'll introduce Eric Ryan, who is a 1990 graduate of Berkeley. He taught for six years at Teach for America and is going to be, I hope and expect, a future leader in education in our country.


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That wierdly posed troll/ogre thingie that I could never find is now available for sale!!!!
When I have money, someday, I shall buy several of these and do glorious things to them!
The people over at Iron Wind Metals are doing a lot of good work. Sooo many great miniatures being re-released.ReplyDelete
I just pray to the dark goddesses that they scrap their website, sort the figures properly and catalogue things correctly.Delete
Absolutely agree. Then again - Horrid websites with bad pictures is a surprisingly general affliction in this hobby, for some reason.Delete
If I have to see another "Powered By Zencart!" shop, I might tear my eyes out...Delete
Troll mother and childReplyDelete
the RalPartha dragons..............they're back.........no my poor wallet...........ReplyDelete
What is the listed name of the oddly posed Troll? Gotta have it.ReplyDelete


text: I saw this on my daily look through the student area and I had to blog this painting. It is from a student who is studying the beginners painting course and I think this student is thoroughly enjoying working with colour. The bold strokes, the rich tones and colours, really make this a stunning piece.


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Hôtel du Clos, le Rouret
Country Inn Hotel
Ideally located in the heart of the Rouret village, only several kilometers from the International airport of Nice, in between Cannes, St Paul de Vence and Grasse the perfume capital of the world, The Hôtel du Clos in association with the Restaurants Le Clos Saint Pierre and the Bistro du Clos, creates the unique possibility to immerse yourself in the Spirit of Provence.Discover the hotel
Rooms & Suites
The 12 rooms of the hotel are divided between the two buildings; the Bastide and the Bergerie. These two buildings reflect the Provençal character of the area. Each room is therefore unique, personalised to the smallest detail, some with a shower and some with a bathtub. All the rooms have a view onto the garden.
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Constant high quality, research into new and interesting culinary associations, a faithful clientele and tenacious suppliers. All these elements have made the Clos Saint Pierre and the Bistro du Clos, inescapable addresses for the region.Read more
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Since 1998, the Festival of Pyrotechnic Art of Cannes receives the greatest artificers of the world each year July 14,21,29and the 7, 15, 24 August. The show, given on a 400-meter waterfront, is acclaimed by 200,000 spectators every night,massed all along the Croisette. The alchemist masters illuminate are devoting themselves to this thousand-year-old art withRead More


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Our Services and Fees
Philip J Milton & Company Plc is authorised and regulated by the Financial Conduct Authority (FCA) to provide independent financial advice. You can check this on the FCA Register by visiting the FCA's website www.fca.org.uk/consumers or by contacting the FCA. The Company can advise upon and offer products from the whole market. It offers a comprehensive financial planning service and provides guidance concerning a wide range of sometimes complex advice areas.
All of the Company's advisers are salaried without sales targets which can apply elsewhere. The Company's charges are transparent and are all agreed with clients prior to any costs being incurred.
The Company's advice process can normally be divided into five distinct stages, as follows:
1) Initial Meeting – During the initial meeting/telephone conversation one of the Company's advisers will gather information and discuss the client's overall situation to determine any areas where further advice and input would be beneficial. The Company is happy to absorb the costs associated with an initial discussion.
2) Client Proposal – Where appropriate, the client will then receive a letter which confirms the Company's understanding of their situation, the details of any work that needs to be undertaken and also the likely time-costed advice charges involved.
3) Our Report – Where the client is in agreement, the Company will then research the client's options and then present personalised recommendations within a report. This may include recommendations to arrange retail investment products to meet the client's needs. Where applicable, separate costs associated with implementing these proposals will also be disclosed.
4) Implementation – Where the client is in agreement, the Company will then implement some or all of the recommendations proposed. Where applicable this will involve acting between product providers and the client.
5) Ongoing Review -An ongoing review will be agreed where clients require ongoing guidance, which aims to ensure the continuing suitability of the client's initial strategy, through regular contact and/or meetings.
Clients will pay a fee for our services, which will be discussed and agreed before work begins. You may ask us for an estimate of how much in total we might charge and also ask us not to exceed a given amount without checking with you first. Our initial advice fees are charged hourly (subject to a minimum charge of 3 minutes and in 3 minute increments thereafter for any time-costed work undertaken) and implementation fees (if any) are a percentage of any amount invested. Ongoing advice charges may be either charged hourly or as a percentage of the plan value being reviewed. We shall confirm if VAT applies. See below for our rates (which are subject to review over time and which may be subject to a monetary minimum). There are no implementation charges for subscriptions to all of our discretionary managed investment strategies, ISAs, Pension strategies, etc.
Advice Hourly Fees
• Managing Director – £300 per hour
• Director – £195 per hour
• Qualified Financial Adviser – £150 per hour
• Paraplanner – £100 per hour
• Administration – £75 per hour
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• 0.5% (of the sum assured) – Life Insurance
• 1.5% (of consideration) – Annuities (subject to a minimum charge too)
• 2% (of consideration) – New (non-Managed) Investments & Pensions
• 2% (of consideration) – Salary Related Pension / Deferred Annuity Transfers (subject to a minimum 2% charge for time costed advice)
Eg If a client invests £30,000 into a (non-Discretionary Managed) investment, this will involve an implementation fee of £450. A minimum implementation fee of £375 may apply on smaller transactions if no other advice charges have been applied.
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If there is an ongoing advice requirement, an ongoing fee may apply. Depending upon the work involved, this may be subject to hourly fees (as above) or a percentage of the plan value being reviewed. This will be confirmed in advance of the work being undertaken. There are no additional charges applicable for the annual review of your discretionarily managed investment strategies beyond the annual fund management charges detailed in the Discretionary Client Agreement. However, if, for example, we are reviewing a £30,000 (non- Discretionarily Managed) investment, we may charge 1% per review, equivalent to £300 plus VAT.
What to do if you have a complaint
If you wish to register a complaint, please contact us:
in writing: Write to Philip J Milton & Company Plc, Choweree House, 21 Boutport Street, Barnstaple, Devon EX31 1RP
by telephone: Telephone 01271 344300
If you cannot settle your complaint with us, you may be entitled to refer it to the Financial Ombudsman Service.
Are we covered by the Financial Services Compensation Scheme (FSCS)?
We are covered by the FSCS. You may be entitled to compensation from the scheme if we cannot meet our obligations. This depends on the type of business and the circumstances of the claim. Most types of investment are covered for 100% of £85,000. Further information about compensation scheme arrangements is available from the FSCS.


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Tom Stone Carlson
Tom Stone Carlson (Ph.D., Iowa State University)
Office Phone: 701-231-8279
Email: email@example.com
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Core Area: Couple and Family Therapy and Family Science
Dr. Tom Stone Carlson is the developer of a new approach to couples therapy called "Relational Accountability." This unique approach to therapy seeks to help couples intimately apply the ethics of narrative therapy ideas in their personal lives and relationships. This intimate application of narrative ideas is focused on helping partners gain an appreciation for the shaping effects of their actions on one another's stories of self and to engage in intentional relationship practices that nurture and positively shape their partners' stories of self. During the past year, Dr. Stone Carlson was invited to present his work internationally in Australia, Canada, Singapore, and Turkey.
Research Interests Include: Trainee experiences and effectiveness of narrative pedagogy, Client experiences and outcomes of relational accountability approach to couples therapy, Evaluation of LGBT affirmative therapy competence among therapists, and Influence of spirituality of clinical practice and training.
Selected Publications on Narrative Therapy
Toward a Theory of Relational Accountability: An Invitational Approach to Living Narrative Ethics in Couple Relationships (2014)
Deconstructing Heterosexism: Becoming an LGB Affirmative Heterosexual Couple and Family Therapist (2011)
The Spiritualities of Therapists' Lives (2008)
Honoring and Privileging Personal Experience and knowledge: Ideas for a Narrative Approach to the Training and Supervision of New Therapists (2001)
Re-Authoring Spiritual Narratives: God in Persons' Relational Identity Stories (2000)
Recapturing the Person in the Therapist: An Exploration of Personal Values, Commitments, and Beliefs (1999)


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Sometimes, fat can hang around certain areas of the body, no matter what you do. You can exercise and eat a healthy diet but still have a double chin, for example. That's because some fat deposits are related to your genes rather than your overall size and health. People who are otherwise trim might have a double chin and feel frustrated by it.
There have long been surgical options for getting rid of unwanted fat, such as liposuction, as well as newer methods of fat removal, such as cryotherapy, or freezing the fat away. More recently, yet another option has been introduced for getting rid of fat for good. Right now, it's approved specifically for treating a double chin.
The treatment is called Kybella. Unlike other fat removal options, it's completely non-surgical. Kybella involves injecting the area underneath the chin with a substance that dissolves the fat, leaving you with a more shapely chin area.
What's in Kybella?
The active ingredient in Kybella is deoxycholic acid. Your body naturally produces deoxycholic acid. In fact, it's a salt that is produced by the stomach to break down fat cells. The acid works by dissolving the cell membranes.
Injecting deoxycholic acid into specific areas, such as the under-chin area, allows it to break down fat in those areas. Once the fat is broken down, your body metabolizes it, eventually flushing it out completely through the lymphatic system.
Are You a Candidate for Kybella?
Not everyone is a good candidate for Kybella. For example, if you have a considerable amount of skin laxity in the chin and neck area, a neck lift is likely to be a better option for you than Kybella. In some cases, liposuction of the neck might be a better choice than Kybella, as well. It all depends on the amount of fat you have and the degree of skin laxity you're experiencing.
The cause of your double chin can also influence whether or not you're a good candidate for the procedure. If you have submental fullness or fat (aka a double chin) because it runs in your family, that might make Kybella a better choice for you than for someone who has a double chin because he or she is overweight.
Your age and the quality of your skin also plays a role. Usually, the younger you are and the more elastic your skin, the better you will respond to Kybella. If your skin is lax due to aging, you might end up with a bit of sagging and looseness after the fat has dissolved.
How It Works and What to Expect
Although Kybella is a non-surgical option, it's important to understand that it's not necessarily a quick option. Each treatment session only takes a few minutes, but usually as many as six separate sessions are needed before people see results. The sessions are usually spaced about one month apart.
During a treatment, a surgeon will inject Kybella into the area under the chin. Where the injections are depends on the location of the fat and how much fat a patient has. As many as 50 injections might be given during a single treatment session.
To help reduce any discomfort during treatment, your surgeon might apply a numbing cream to the area before the injections. You can also apply an ice pack beneath the chin between injections to help improve comfort.
Swelling is common after Kybella, particularly after the first series of injections. The swelling usually peaks a day after the treatment, before diminishing. It's also usually the worst after the first treatment session, but tends to be less noticeable with each session.
When you start seeing results from the injections depends on how quickly your body processes the destroyed fat cells. Some people see results after the first two or three sessions, others might not notice much of a change until all six treatment sessions have happened. The good news is that once the fat is destroyed by Kybella, it's gone for good.
If you're tired of living with a double chin and don't think surgery is the right option for you, Kybella might be perfect. To learn more about the injections and to see if it's the right choice for you, schedule a consultation with Dr. Michael Schwartz, a board certified facial plastic surgeon today. To make your appointment in West Palm Beach, Florida, call 561-655-5562.