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"...appreciating the small and hidden..." - Exodus
Windows into the Soul 24 x36 Acrylic by Docia Reed
BUY NOW! HOT OFF THE EASEL...2011 Summer Expressionist Series by Docia Reed
BUY NOW! HOT OFF THE EASEL "CHAMPIONSHIP" BY DOCIA REED BUY OR COMMISSION DIRECT firstname.lastname@example.com
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, we have created this section for Inspirational Abstract fine artwork expressions - paintings, murals, textiles, sculpture and pottery from Oceanview Gallery local artists and artisan's from the South Orange County Coast -- San Clemente, San Juan Capistrano, Dana Point, and the Laguna's.
Some times while out painting, an Artist will go out to paint with something in mind but as the artist surveys the situation, sizes up the location of the sun and wind, availability of a good subject ... the spiritual pscyche of the Artist will invariabily change modes and proceed with a spontaneous impulse and ... alas, our tendancy to just paint grabs us ... and we can't let go of the passion going through our mind. So, the Artist will just paint -alla prima- either by exaggerating the moment - the wind, trees, imagining lighter or darker color using thicker paint.. doing anything uncoventional or structured or academic and just go with the flow of expression coming from within the soul ...
The use of the illusion of light and color to express spontaneous expression
can be spectacular!
Sometimes it's just so inspiring to pull out a blank canvas and just squeeze out the paint and then using your own style and favorite colors ... going for it ... and praying to discover and have the courage to share your true self
Express Yourself! Give a Gift that Lasts a Lifetime....
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Fall Expressionist Impression Original Painting by Docia Reed..Buy Now or Commission a Painting! Contact firstname.lastname@example.com
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text: I've been keeping my head down the past couple weeks as we move several magazines through the production cycle. The happiest moments of my life are when I get to erase a magazine off my giant whiteboard. On Friday, we turned in the Northern Wasatch Parade of Homes magazine AND the next issue of Prosper Magazine featuring Xocai. Erase! We are oh-so-close to wiping off Utah Realtor Magazine and BYU Comms Department Magazine. But we need to dot many "i's" and cross many "t's" before the July/August issue of Utah Valley Magazine is ready for public consumption. Right now it would be a meager meal. My boss (aka myself) is telling me to GET TO WORK! My other bosses (Nathan, Hailey, Carson and Lindsey) are asking …How do you spell "cotton candy machine"? How much are you paying me to sweep the garage? Did we eat lunch? How many days till my birthday? Do you know where my other cleat is?…. I'm surrounded by adorable slave drivers. I better get to work so I can afford a cotton candy machine and pay for my clean garage. Head down, head down.

subset: commoncrawl


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Africa's lakes are a vital source of livelihoods for millions of Africans, from past to current and future generations.
Africa's lakes are beautiful, serene and inspirational, but they can also be deadly as they are home to dangerous animals such as crocodiles, snakes, lethal fishes and other unknown species.
Africa's wise men often say that the continent's lakes are home to many invisible supernatural spirits and gods – good and bad – that either 'protect' surrounding communities or curse them if they abuse its waters.
This is why many fishermen say a little prayer to these spirits at dawn before starting their work, and go through the same process at daybreak, especially if the catch was good.
Lakes are the source of many great rivers in Africa, provide enormous amounts of freshwater fish and water to many of the continent's inhabitants, Wetlands International Africa says, adding that they are home to unique aquatic and terrestrial species.
Wetlands International explains: "Lakes are important resources of water for agriculture, household use, but of course of fish. Lakes in Africa support 16-17% of inland fisheries, making Uganda one of the largest freshwater fish producers in the world.
"Across much of the continent, lake freshwater fisheries provide an important source of food and livelihood for millions of people."
Africa is the place where one finds some of the largest lakes in the world. They are plenty of lakes in Africa, but the largest, deepest and strategic are undoubtedly the Great Lakes:
- Lake Albert: one of the largest of Africa's Great Lakes and the world's 27th largest lake by volume. Rich in freshwater fish.
- Lake Chad: located mainly in the far west of Chad, bordering northeastern Nigeria. Half of it comprises many small islands (including the Bogomerom archipelago).
- Lake Edward: located in the Great Rift Valley, along the border of DR Congo and Uganda.
- Lake Victoria: Africa's largest lake, it is the size of Ireland and second largest freshwater lake in the world in terms of surface area. Shared between Kenya, Uganda and Tanzania.
- Lake Tanganyika, located between the Democratic Republic of Congo, Burundi, Tanzania and Zambia. It is the second largest freshwater lake in the world by volume, and the second deepest after Lake Baikal in Russia. Rich in fish.
Other lakes include:
- Lake Malawi, which has over 500 endemic fish species
- Lake Natron (Kenya)
- Lake Ichkeul in Tunisia
- Lake Kivu (DRC)
- Lake Fianga (in Chad and Cameroon)
- Lake Turkana, formerly Lake Rudolf in the Kenyan Rift Valley, with its far northern end crossing into Ethiopia. It is the world's largest permanent desert lake and the world's largest alkaline lake).
- Lake Nasser or Lake Nubia (border Egypt-Sudan)
- Lake Mweru (border DRC-Zambia, some 150km from Lake Tanganyika).
- Lake Kariba: (Zambia and Zimbabwe, the world's largest artificial lake).
Wetlands International Africa says deforestation, agricultural and industrial pollution, urban waste water and overfishing severely affect the health of many of the lakes and their water basins,
Rivers and streams that impact Africa's lakes are also under threat.
Huge hydropower dams with extensive reservoirs decrease the critical water flow, but also block the routes of many migratory species, such as fish and manatees, the Dakar-based environmental organisation says.
"These dams are found throughout the continent: Kariba on the Zambezi River, Asuan in Egypt on the Nile River, and Akosombo, the biggest dam of the continent on the Volta River in Ghana.
"Furthermore, extensive irrigation for cash crop cultivation and other agriculture put severe limits on water availability, causing lake water levels to drop and turning permanent rivers into seasonal streams."
Photo: Lake Ichkeul in Tunisia. Credit: Wetlands International Africa
(With the support of Wetlands International Africa and Wikipedia)


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How to become a member of Amazon Prime is an Amazon loyalty program that charges you a membership fee, but then offers you offers like free shipping, next-day free delivery (on some orders), early access to certain Amazon sales offers, lightning offers, Exclusive discounts and also, access to Amazon Prime Video. It is a good business in general, for only Rs. 499 for a year, particularly if you consider this to include Prime Video. If you want to become a member of Amazon Prime, the process is quite simple, and you do not need to pay anything right now.
Amazon allows you to sign up for Prime and try it out for a month before deciding whether or not you want to pay for it, and if after a month you are not interested, do not renew the subscription and you will not be charged at all.
How to become a member of Amazon Prime
- Open the Amazon website or the Amazon application (Android | iOS).
- Access the application or website if you have not already done so with your registered Amazon account.
- In the application, tap the menu icon in the upper left, and then tap Try Prime. On the website, move your mouse over Try Prime and then click Try Prime Free.
- Click or tap Start your free 30-day trial of Amazon Prime.
That's! You are now a member of Amazon Prime. You'll get unlimited free delivery, instant access to unlimited video streaming and special offers just for Prime members.
This is completely free for the first month, so you do not even need to enter your payment information at this time. After a month of using Amazon Prime, it will be added to your shopping cart automatically and you can choose to pay Prime from that time. The first month is completely free so you can check it out and decide if it's worth it for you, and if you decide not to subscribe you do not have to pay anything.
That's all about it. For more useful guides, check out our useful how to section.


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At Baine Termite and Pest Control, we are committed to making your home termite free. If your home currently has evidence of termites, you are not alone. Termites are wood-destroying insects capable of damaging a home's structural timbers, including posts, floor supports, ceiling supports subfloors and wall studs. Termites also can damage non-structural components, including drywall paperboard, paneling, carpet and furniture.
We offer comprehensive termite inspections, protection, and treatment services to our customers in Columbia, Irmo, Ballentine, Chapin, Lexington and surrounding areas.
Baiting System
Providing the advantages of long-term protection, we offer a revolutionary Termite Baiting System that requires either quarterly or annual inspections. Based on the natural behavior of termites, our baiting systems are designed to reduce or eliminate the termite's colony. The baiting system will be installed in the soil around your home and checked regularly for termite activity. When termites are found in a baiting station, the inspection cartridge is replaced with a bait cartridge so termites can begin feeding. As termites feed and travel back to the colony, they share the termite bait and recruit other termites back to feed. This process will ultimately eliminate the termite's colony and prevent the potential damages they may cause to your home.
Liquid Termite Treatment
A revolutionary chemical technology treatment. That means termites cannot see, smell, taste, or avoid the liquid. Instead they contact, ingest, and share it with their nestmates. Termites who contact the liquid transfer it to every other termite they in turn contact, in a unique process called the "Transfer Effect." And because the liquid is engineered to be slow-acting, termites have ample time to spread it throughout their entire termite population.To protect your home from future termite infestations, the liquid must be mixed and poured in deep trench that is dug around the foundation of the home - Drilling is may be required to treat the interior foundation wall,drilling vary based on the home's construction type.


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Rails Tutorial book upgraded to Rails 3.0.3 and RSpec 2.1.0
Nov 24, 2010 • posted by Michael Hartl
I've updated the Ruby on Rails Tutorial book to use the latest versions of Rails and RSpec—3.0.3 and 2.1.0, respectively. These are minor updates,* so there's no rush to upgrade if you don't want to, but I love keeping the book fully up-to-date. (If you do upgrade your system, make sure all your application test suites are still green. In particular, the book's sample application test suite should still pass.) Because of the minor nature of the changes, all the material in the Ruby on Rails Tutorial screencast series is still current as well.
*Actually, Rails 3.0.3 contains some important performance improvements via a major refactoring of the ARel SQL relational algebra library. The public API, on the other hand, is essentially unchanged, so most Rails developers will hardly notice any difference.


text: Tim Worstall November 22, 2009 Politics & Government Immigration makes us richer Tim Worstall November 22, 2009 Politics & Government 4481 immigration-makes-us-richer Much nonsense is talked about the effects of immigration: and few of the truths are well known. The greatest truth of which is that it makes us, the natives, the indigenes, richer. And no, not just because it means there is a plumber about who doesn't require a second mortgage to fix the toilet. We've all seen the various figures bandied about: immigrants bring in new skills in short supply: ah, say Migrationwatch, but immigration only raises native incomes by £4 a year (or was it week?) each. And then the response that yes, but the incomes of the immigrants have risen tremendously, making immigration as a whole hugely an increase in general human happiness. Then someone mentions that the immigrants steal "our jobs" and then but immigrants have needs and thus create jobs....and around the whole circle we go once again. However, there's a very Adam Smithian attempt to look at this all here. The argument is obvious (as are all good ones once they've been explained to you): average incomes depend upon average productivity in an economy. The division and specialisation of labour increases productivity thus the more people there are around the more division and specialisation there will be and the higher productivity will be.....and so average incomes. Immigrants are more people and thus..... Combining these effects, an increase in employment in a US state of 1% due to immigrants produced an increase in income per worker of 0.5% in that state. What is further worth noting is that this was true of low skilled immigrants: for having more low skilled labour around means that we can indeed have that greater division and specialisation of labour, between the high skilled and the low. So it isn't just that we're doing people a favour by allowing them in to share what our forebears built: immigration really does make us richer.


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- Promote Your EventanemptytextllineMaximize visibility for your event! Leverage Squamish's most comprehensive and visible event calendar. In addition to being the most visible local calendar we promote your event through our digital magazine, newsletters, social media, and paid promotional posts to get more visibility for your event.$49.00
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Search Squamish's most comprehensive local event calendar. Find food & dining, music & nightlife, health & wellness & of course: Squamish Adventure Events.
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Ladies Night w/ DJ @ Norman Rudys
April 27, 2018 @ 8:00 pm - 1:00 am
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An event every week that begins at 8:00pm on Friday, repeating until January 25, 2019
Join us every Friday night for Ladies Night @ Norman Rudys Pub, with a weekly DJ spinning great tunes to enjoy with friends, and even get a dance floor started. DJ starts from 8pm so come in and enjoy or weekly drink and food features, and enjoy a night out on the town!
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When most people think of sleep apnea, they think of obstructive sleep apnea or specifically sleep apnea in adults, but did you know that it can also occur in infants? Sleep apnea is typically associated with obesity and sometimes genetic issues. Complications with newborns can also cause the child to quit breathing while sleeping and [Read More….]
How to Treat Jaundice in Newborns
Jaundice in newborn babies is a fairly common condition that many times is resolved naturally within a few days of birth. Sometimes, however, a condition known as Hyperbilirubinemia occurs and preventative measures must be taken to reduce the level of jaundice prevalent which also known as the bilirubin level. Traditionally this was remedied by sunlight, [Read More….]
Aeroflow Raises Money for Mission Children's Hospital
Aeroflow Healthcare has raised over $6,100.00 for Mission Foundation in support of Mission Children's Hospital, and continues to raise more every week. In order to further their support of local businesses and the Western North Carolina community, Aeroflow Healthcare has implemented fundraising initiatives to assist Mission Children's Hospital and their goal of providing care to [Read More….]
Tips For Keeping Your Child Healthy This Winter
As autumn winds its way down, the biting cold of the winter is lurking in the corners to pounce and claim its victims with the flu, colds, and other winter ailments. We know that this can be a very stressful time of year to deal with missing school or work due to illness. This is why we [Read More….]


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|Latitude 34 North
Historic Markers
Historic Markers Across Georgia
Birthplace of Coca-Cola
The first glass of Coca-Cola was sold for five cents on May 8, 1886, at Jacobs' Pharmacy, a popular Atlanta soda fountain that was located on this corner. Coca-Cola was created by Atlanta pharmacist John Pemberton in his laboratory just a short walk from this location. Atlanta businessman Asa Candler began to purchase the rights to the formula for Coca-Cola in 1888 and founded The Coca-Cola Company in 1892 as a Georgia corporation to manufacture and advertise Coca-Cola across the country. Candler sold the company in 1919 for $25 million to a group of investors that included Ernest Woodruff. His son, Robert Woodruff, led Coca-Cola for more than half of the twentieth century, expanding Coca-Cola into a global business. Today Coca-Cola is the most widely recognized consumer product in the world.
Dedicated: May 16, 2016


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Delicious Decomposition
Aging edibles in order to draw out more complex flavors is not a foreign concept to most people; wine, cheese, and many spirits are well-known to improve with time, especially when they are aged under certain conditions. However, meat is not generally one of the things we think of aging. After all, when you buy meat from the grocery store, the sell-by date usually only gives you a few days of leeway; if you wait too long after that, the meat goes bad, easily identifiable by smelling "off." So when you see "dry-aged beef" on fine dining menus, what does that mean?
What is Dry Aging?
In the simplest of terms, aging beef is achieved by controlling its decomposition. All beef is aged to some degree, but in most cases it's what is called "wet aging" – simply meat that's vacuum-packed with its own liquids. This makes the meat more tender, which is why meat is almost never eaten directly after slaughter. The meat you buy at the store has usually already been aged for a few days, meaning that when you get it home, it is palatable and much more tender than it would have been right off the cow.
As the name suggests, dry aging is when the meat is aged in a dry environment instead of being enclosed with its own juices. In addition to becoming more tender with time, dry aged meat also goes through a change in flavor. The longer a piece of beef is aged, the more intense the flavor. The industry standard is to age beef for 28 days, but some stretch out to 45, 90, or even an incredible 420 days, though by that point the flavor is often too intense for customers to enjoy it.
To encourage aging while keeping the meat safe to eat, beef is aged in very specific environments with carefully controlled humidity and temperature. This environment helps ensure bacterial growth is limited (but not halted, as some bacteria is needed to help release enzymes and encourage oxidation to break down the meat) and that beneficial mold is encouraged to grow.
The Expense of Age
Aging beef is not a cheap venture. First, the meat itself must be purchased in bulk, as beef should always be aged in sub-primal cuts. The reason for this is that the exterior has to be trimmed to get rid of the crust of too-dry meat and white mold before it can be cooked and served, and if the meat is dried in a single steak, you'd be left with just a sliver of edible meat at the end.
As the beef ages, the meat loses moisture, which allows the flavors to concentrate more into the meat. Because all of the moisture evaporates from the meat instead of the fat, the final dried steak has more marbling than the original piece; this results in a texture that many find preferable to fresh steak. However, because of the lost moisture and the dried crust that has to be cut off, dry aged steaks cost more than fresher cuts for the same amount of meat, sometimes costing as much as $54 per pound of dry-aged meat – and that's just the meat, without any restaurant markup.
How to Start Aging Beef
If you'd like to start offering dry-aged beef in your restaurant, it may take a little trial and error to find the right setup. Texas A&M University research about dry aging beef compared different mixtures of temperature, humidity, air flow, cut of meat, and length of time, which can help you narrow down what your restaurant may want to offer. However, because of variations in meat and equipment, you will still need to narrow down exactly how to age your meat.
Aging meat is an expensive prospect, due to not only the expensive cuts of meat and time invested in the process, but also the equipment needed to age meat properly. Beef must be aged in a walk-in cooler, with wire shelving that allows ample air circulation. Because of this, some chefs choose to purchase their aged beef from a butcher or meat purveyor instead of aging it in-house.


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Downtown Half Moon Bay & Half Moon Bay State Beach
A Quaint Coastal Town
Located about 5 miles south of Inn at Mavericks off of Highway 1 is the lovely little town of Half Moon Bay. Half Moon Bay has always been a popular weekend respite from the hectic pace of the city. The town offers visitors a peaceful seaside location with all of the best dining, shopping, and recreational activities the Bay Area has to offer.
Visitors will enjoy shopping at the many different local boutiques, wine and cheese tasting at Half Moon Bay Wine and Cheese Company, and grabbing a cup of freshly brewed coffee at HMB Coffee Co. If you're looking for a great meal in downtown Half Moon Bay, try Pasta Moon or Sushi Main Street, both located on Main Street.
Half Moon Bay is also famous for its Pumpkin Festival which is held every October. The festival boasts the world's biggest pumpkin sculpture, a haunted house, pie eating contests, four music stages, harvest-inspired crafts, a costume contest, pumpkin themed cuisine, and more.
If you're looking for family recreational activities, the California Coastal Trail is a popular local favorite. This trail is a wonderful bike and pedestrian pathway along the coast with stunning ocean views. There are also many opportunities for bird and wildlife watching along the trail.
Visiting Half Moon Bay State Beach
No trip to Half Moon Bay would be complete without visiting Half Moon Bay State Beach. Located a mere 5.4 miles away from the Inn at Mavericks this central coast gem is the perfect beach to enjoy rugged cliffs, dramatic dunes, fine golden sand, and a stunning view of the Pacific Ocean. According to Coastal Living Magazine, Half Moon Bay is rated #1 on the list of the most beautiful beaches in America.


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FREMONT — Fremont Police will collect unwanted prescription drugs Sept. 29 to help prevent pill abuse and theft.
The event, from 10 a.m. to 2 p.m., will help residents rid their homes of expired, unused and unwanted prescription drugs.
Residents are asked to bring medications for disposal to the police department's property unit at 1980 Stevenson Boulevard (between the police building and the animal shelter).
The service is free and anonymous, no questions asked.
For more information call Fremont Police at 510-790-6800.


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J ohn Kerry's given up on the White House. But his filmmaker daughter Alexandra's Tinseltown dreams are coming true. Beacon Pictures (Thirteen Days, Firewall) has attached Kerry to direct her first feature, an adaptation of Jessica Shattuck's novel The Hazards of Good Breeding, about a blue-blood Massachusetts family. Kerry says she was looking for a Wasp story to direct and fell hard for Hazards. I related to a lot of the characters in it, although they tend to be a little bit more dysfunctional than the ones I know. The novel follows a young woman whose family is in turmoil: Her mother has a nervous breakdown, and her father impregnates the babysitter. I wouldn't say that it's a portrait of my family, she adds. Beacon's Peter Almond says he'll begin shopping the project to studios next week, noting, Some very fine actors and their representatives have expressed interest."
Kerry Kid Goes Hollywood
Waspy pic not about her dad.
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Plans for wind farm submitted
Credit: The Inverness Courier, www.inverness-courier.co.uk 11 January 2012 ~~
Plans for a 13-turbine wind farm south of Inverness have been submitted to Highland Council.
West Coast Energy has already pledged to donate up to £130,000 a year to Inverness College UHI if the project at Craggie Farm near Daviot goes ahead. Opponents, however, have branded the offer as "corporate bribery".
The application, which has been submitted along with an environmental statement, also seeks permission for associated access tracks, a construction compound, a sub-station, two 100 metre high lattice towers and a monitoring mast. It also contains proposals for additional public access.
The turbines at the tip of the blade would be 115 metres high while the wind farm would be able to generate 32.5 megawatts.
This article is the work of the source indicated. Any opinions expressed in it are not necessarily those of National Wind Watch.
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text:
This week I started a new online MOOC through MITx called Minds and Machines. This course is an introduction to philosophy of the mind. Some of the questions we will be thinking about in this course are: Are you an "immaterial soul" , distinct from your brain and body? Alternatively, are you simply a material … Continue reading Minds & Machines: Week 1 – Minds and Computers
Category: Uncategorized
Who was Leonardo of Pisa?
Leonardo of Pisa is probably not a name you will instantly recognise, but, you are sure to know him by his nickname - Fibonacci, the 13th century mathematician from Italy. Fibonacci roughly translates to 'Son of Bonacci' and this name was given to Leonardo by the French mathematician Édouard Lucas in the 1870s. A recent Sydney … Continue reading Who was Leonardo of Pisa?
AI, robots and lawn bowls
Topic: Robotics, Artificial Intelligence Year group: Year 6 Task: Build and code a robot that learns from past experiences Artificial Intelligence (AI) is the most important technology of our era. In particular, machine learning (ML) is going to play a vital role in how the human race makes progress in the decades to come in … Continue reading AI, robots and lawn bowls
Philosophy of Technology: Humans vs Machines – Final Week
In this final session we discussed some of the best sci-fi films that explore issues of technology, artificial intelligence, robotics and more. In particular we discussed the film Ex Machina and watched some scenes from the movie. Kerry has recommended Ex Machina from week 1 of the course and says it was one of the best … Continue reading Philosophy of Technology: Humans vs Machines – Final Week
Philosophy of Technology: Human vs Machine – Week 9
The penultimate week of the course. This week we focused on self-driving cars and drone technology. We started by talking about how the motor vehicle has shaped our urban environments. Cities are designed around cars, street layout, bridges, intersections, tunnels, road signs, traffic lights and more, it is all because of the car. When something … Continue reading Philosophy of Technology: Human vs Machine – Week 9
Philosophy of Technology: Human vs Machine – Week 8
This session featured two main topics: medicine and crime. We started by reading an article titled 'Human Enhancement and Personal Identity' by Philip Brey. The article talks about the implications of human enhancement for personal identity and assesses the social and ethical consequences of these changes. Human enhancement is an emerging field with medicine with the … Continue reading Philosophy of Technology: Human vs Machine – Week 8
Philosophy of Technology: Human vs Machine – Week 7
In our session this week we finished our discussion of Machine Ethics and began discussing Medical issues and technology. We started the session by talking about intelligent machines that could be capable of thinking of their own rules. We asked who would be to blame when something goes wrong? The programmer did not code in … Continue reading Philosophy of Technology: Human vs Machine – Week 7


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By Suzy Jacobs | September 29, 2016 |
The latest from Capitol File's Publisher, Suzy Jacobs.
With Kirk Cousins at the Washington Redskins Charitable Foundation's Welcome Home Luncheon.
It's October of an election year, and all I want to do is get up on my soapbox and scream to the top of the Capitol about how sick and tired I am of the crazy. I think everyone probably agrees with me regardless of their political affiliation. But we restrain ourselves on a daily basis because we are Washingtonians. We are strong and smart and know better. And we also know that, while screaming won't change things, our actions can make all the difference.
Not only is it election season, but it is also the beginning of the fall social season, and there are plenty of galas and events where we can put our heads down, get to work, and do the right thing. We can take that negative energy and vent our frustrations through doing good and giving back. That is the true meaning of service and sacrifice. It is the real grassroots campaigning. I have to admit that fall has some of my favorite fundraising events. I get to share in the work of many organizations whose teams of people are real community organizers who create awareness and raise funds for causes all over DC.
Catching up at the Mandarin Oriental with Philipp Knuepfer, Laura Gerchik, Dr. Philippe Allouche, Pierre-Louis Delapalme, and Jeremy McCarthy.
I recently enjoyed the Washington Redskins Welcome Home Luncheon and the Washington Redskins Runway Show. Talk about a cause that inspires the players, their wives, and the fan base. It is amazing what Jane Rodgers is doing for young people in DC! And of course, since fall fashion is top of mind, St. Jude's hosted their Heart of Fashion runway show and silent auction at Neiman Marcus Mazza Gallerie, which was a fabulous yet moving afternoon. As we move into October, the Children's National Board of Visitors celebrates its Care for Kids Fundraiser, which kicks off on October 19 at Tysons Galleria.
Everyone buy a card and go shopping… it benefits the Children's National Health System! Two of my favorite galas coming up are Capital Caring's A Night in Havana at The Ritz-Carlton, Tysons Corner, a not-to-be-missed event, and Rock Creek Conservancy's annual gala Urban Wild, which will feature tastings from some of DC's hottest chefs! The next time I write to you, we will be heading into the holidays and we will have elected our next president. Maybe he/she will get off their soapbox, roll up their sleeves, and behave like real grassroots Washingtonians and give back!
February 11, 2019
February 7, 2019
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Susan Martin
Susan brings diverse sales experience to inside sales. Her ability to foster a collaborative environment with outside sales is aligned with growth initiatives. Susan's focus on providing excellent customer service both internally and externally is the foundation of her coaching and mentoring skills.
A native of Port Arthur, Texas Susan enjoys international travel and volunteering for non-profit organizations.


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A man has been stabbed multiple times at a property in Rosebud West, in the Mornington Peninsula, this afternoon.
He was taken by helicopter to the Alfred Hospital in a critical condition with stab wounds and head injuries.
A woman in her fifties is assisting police with their enquiries.
© Nine Digital Pty Ltd 2019


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Our Crest Monogram is cut out metal and is very sturdy. The geometric edging adds a nice framing for your bold monogram. Looks good as a wall hanging and fantastic on a front door!


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A4 Folder with Shaped Pocket
This A4 folder has a capacity pocket that is die-cut to add to the design. Folders can be produced in a wide variety of materials and are a cost effective way to distribute marketing literature. As with all our products this folder is custom made to your design and size specifications
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Click on images to enlarge
habit (Photo: Sheldon Navie)
stems and leaves (Photo: Sheldon Navie)
young seed-head (Photo: Sheldon Navie)
close-up of flower spikelets during flowering (Photo: Sheldon Navie)
mature seed-head (Photo: Sheldon Navie)
close-up of seeds (Photo: Steve Hurst at USDA PLANTS Database)
Scientific Name
Lolium rigidum Gaud.
Lolium multiflorum Lam. var. rigidum (Gaud.) Trab.Lolium perenne L. subsp. rigidum (Gaudich.) A. Love & D. LoveLolium rigidum Gaud. var. rottboellioides Heldr. ex Boiss.Lolium subulatum Vis. (misapplied)
Gramineae (South Australia)Poaceae (Queensland, New South Wales, the ACT, Victoria, Tasmania, Western Australia and the Northern Territory)
Common Names
annual rye grass, annual ryegrass, rigid ryegrass, rigid rye grass, ryegrass, stiff darnel, Swiss ryegrass, Wimmera rye, Wimmera rye grass, Wimmera rye-grass, Wimmera ryegrass
Native to northern Africa (i.e. Algeria, Egypt, Libya, Morocco and Tunisia), southern Europe (i.e. Switzerland, France, Portugal, Spain, Albania, Bulgaria, Greece, Italy, Yugoslavia and southern Ukraine), western Asia and the Indian sub-continent (i.e. India and Pakistan).
Naturalised Distribution
This species is widely naturalised in southern, central and eastern Australia. It most widespread and common in New South Wales, the ACT, Victoria, Tasmania, South Australia, and south-western Western Australia. Occasionally also naturalised in southern and central Queensland, the southern parts of the Northern Territory, and other parts of Western Australia. Also naturalised on Lord Howe Island and Norfolk Island.
Annual ryegrass (Lolium rigidum) is grown as a pasture grass and is also known a widespread weed of crops in the temperate regions of Australia. However, this species also invades natural vegetation and is regarded as an environmental weed in Victoria and Western Australia.
Fact sheets are available from Department of Employment, Economic Development and Innovation (DEEDI) service centres and our Customer Service Centre (telephone 13 25 23). Check our website at www.biosecurity.qld.gov.au to ensure you have the latest version of this fact sheet. The control methods referred to in this fact sheet should be used in accordance with the restrictions (federal and state legislation, and local government laws) directly or indirectly related to each control method. These restrictions may prevent the use of one or more of the methods referred to, depending on individual circumstances. While every care is taken to ensure the accuracy of this information, DEEDI does not invite reliance upon it, nor accept responsibility for any loss or damage caused by actions based on it.
Copyright © 2016. All rights reserved. Identic Pty Ltd. Special edition of Environmental Weeds of Australia for Biosecurity Queensland.
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Quantitative Policy Analysis to Evaluate Air Quality Impacts of Unconventional Oil and Gas Development (Uogd) Regulations
Date of Award
Spring 1-1-2017
Document Type
Degree Name
Master of Science (MS)
First Advisor
Joseph R. Kasprzyk
Second Advisor
Jana B. Milford
Third Advisor
Joseph N. Ryan
Fourth Advisor
Sherri M. Cook
Unconventional oil and gas development (UOGD) using hydraulic fracturing and horizontal drilling has recently fostered an unprecedented acceleration in energy development. Regulations seek to protect the public health of communities in proximity to UOGD and the environmental quality of these regions, while maintaining economic benefits. One such regulation is setback distance, which dictates the minimum distance between an oil and gas well and an occupied structure, such as a residential or commercial building, or an area of special concern. This study discusses a new policy analysis framework for UOGD regulations. We use this framework to generate plausible configurations of well pads based on setback distance policy alternatives and model potential air quality outcomes based on these configurations and policy alternatives. In this analysis, air quality impacts are characterized by concentrations of BTEX compounds, a group of hazardous air pollutants that has been linked to cancer and other detrimental health effects through simulation of short-term and long-term concentration averages using meteorological data from Denver, CO. Our framework also compares these concentrations to regulatory guidelines. Results indicate potential issues with acute benzene and to a lesser extent toluene concentrations based on current regulations. Comparison between setback distances suggest that the effectiveness of alternatives depends on the location of the well pad with respect to the home as well as the volume of emissions from the pad.
Recommended Citation
Alongi, Matthew, "Quantitative Policy Analysis to Evaluate Air Quality Impacts of Unconventional Oil and Gas Development (Uogd) Regulations" (2017). Civil Engineering Graduate Theses & Dissertations. 101.
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Environmental Policy Commons, Management and Operations Commons, Systems Engineering and Multidisciplinary Design Optimization Commons


text: Evaluating the Effects That Existing Instruction on Responsible Conduct of Research Has on Ethical Decision MakingAntes, Alison L. MS; Wang, Xiaoqian MA; Mumford, Michael D. PhD; Brown, Ryan P. PhD; Connelly, Shane PhD; Devenport, Lynn D. PhDAcademic Medicine: March 2010 - Volume 85 - Issue 3 - p 519-526 doi: 10.1097/ACM.0b013e3181cd1cc5 Responsible Conduct of Research Abstract Author InformationAuthors Article OutlineOutline Article MetricsMetrics Purpose To examine the effects that existing courses on the responsible conduct of research (RCR) have on ethical decision making by assessing the ethicality of decisions made in response to ethical problems and the underlying processes involved in ethical decision making. These processes included how an individual thinks through ethical problems (i.e., meta-cognitive reasoning strategies) and the emphasis placed on social dimensions of ethical problems (i.e., social–behavioral responses). Method In 2005–2007, recruitment announcements were made, stating that a nationwide, online study was being conducted to examine the impact of RCR instruction on the ethical decision making of scientists. Recruitment yielded contacts with over 200 RCR faculty at 21 research universities and medical schools; 40 (20%) RCR instructors enrolled their courses in the current study. From those courses, 173 participants completed an ethical decision-making measure. Results A mixed pattern of effects emerged. The ethicality of decisions did not improve as a result of RCR instruction and even decreased for decisions pertaining to business aspects of research, such as contract bidding. Course participants improved on some meta-cognitive reasoning strategies, such as awareness of the situation and consideration of personal motivations, but declined for seeking help and considering others' perspectives. Participants also increased their endorsement of detrimental social–behavioral responses, such as deception, retaliation, and avoidance of personal responsibility. Conclusions These findings indicated that RCR instruction may not be as effective as intended and, in fact, may even be harmful. Harmful effects might result if instruction leads students to overstress avoidance of ethical problems, be overconfident in their ability to handle ethical problems, or overemphasize their ethical nature. Future research must examine these and other possible obstacles to effective RCR instruction. Ms. Antes is a PhD candidate, Department of Psychology, and research assistant, Center for Applied Social Research, University of Oklahoma, Norman, Oklahoma. Ms. Wang is a PhD candidate, Department of Psychology, and research assistant, Center for Applied Social Research, University of Oklahoma, Norman, Oklahoma. Dr. Mumford is director, Center for Applied Social Research, and professor of psychology, University of Oklahoma, Norman, Oklahoma. Dr. Brown is associate professor of psychology, University of Oklahoma, Norman, Oklahoma. Dr. Connelly is associate director, Center for Applied Social Research, and associate professor of psychology, University of Oklahoma, Norman, Oklahoma. Dr. Devenport is professor of psychology, University of Oklahoma, Norman, Oklahoma. Correspondence should be addressed to Ms. Antes, University of Oklahoma, Center for Applied Social Research, 3100 Monitor Ave, Suite 100, Norman, OK 73072; telephone: (405) 325-0770; fax: (405) 325-9066; e-mail: firstname.lastname@example.com. Abstract Method Courses and participants Procedure Measures Data analysis Results Discussion Conclusion Acknowledgments: Funding/Support: Other disclosures: Ethical disclosures: Previous presentations: References Responsible conduct of research (RCR) education, the label commonly applied to research ethics instruction for scientists, is receiving increasing attention by the scientific community as a potential remedy for research misconduct. This attention is evident in the growing number of resources available from organizations such as the Responsible Conduct of Research Education Committee (RCREC)1 and the Office of Research Integrity (ORI),2 as well as in mandates for RCR instruction from funding agencies, including the National Institutes of Health and National Science Foundation.3,4 Another sign of the increasing focus on RCR instruction is the convening of university administrators and RCR instructors and researchers at the first Biennial ORI Conference on RCR Education, Instruction, and Training held in April 2008 and sponsored by the ORI and Washington University.5 One of the most common concerns expressed at this conference was the reality that although RCR instruction is being adopted to manage the integrity of scientific work, little evidence is available to demonstrate the effectiveness of such instruction. Needless to say, evaluation evidence is critical for determining whether these training efforts are indeed fruitful and for guiding future directions in instructional development. Therefore, the purpose of this study was to provide some initial evidence bearing on the effectiveness of existing RCR courses. Not only is evaluation evidence limited, but when evaluation studies are conducted, outcome measures vary by study, making it difficult to compare conclusions about effectiveness across studies.6 Recent meta-analyses of scientific and business ethics courses concluded that ethics instruction as currently conducted is minimally effective.6,7 These meta-analyses, however, suffer from the limitation that instructional effects were aggregated across a wide variety of outcome measures. The present study examines the effects of existing RCR instruction using a single index across courses. Evaluation efforts must first specify the intended outcomes of instruction. Without clear delineation of the desired outcomes, measurement and interpretations of the outcomes regarding course effectiveness are not possible.8 A number of outcomes might be suggested: (1) knowledge, particularly of RCR principles and guidelines, (2) skills, such as solving problems and making ethical decisions, and (3) attitudes, such as believing that research ethics are important and that researchers have a responsibility to behave ethically.9 Ultimately, however, the goal of ethics instruction is to change the behavior of those trained. Because of the distal nature of behavioral outcomes and the difficulty of measuring real-world behaviors, behavioral outcomes are rarely assessed as training outcomes.10 In fact, one commonly applied assessment approach is to ask participants to rate their liking of, or satisfaction with, the course. Although this assessment approach is relatively easy and provides useful information about trainee reactions, it does not directly access actual learning. Thus, we proposed measuring ethical decision making, because this is a proximal outcome that will likely influence real-world behavior. This assessment approach captures whether and how trainees apply the learned knowledge and skills needed to make decisions in response to ethical problems.11 Hence, the current study examined several components of ethical decision making, including the ethicality of decisions made in four domains of research and two types of underlying social–cognitive processes driving ethical decision making, specifically meta-cognitive reasoning strategies and social–behavioral responses. Prior research has identified four key behavioral domains of research ethics: data management, study conduct, professional practices, and business practices.12 Data management pertains to handling, storing, sharing, and reporting data. Study conduct relates to the treatment of human and animal subjects, adherence to institutional review board guidelines, and maintenance of confidentiality and anonymity. Professional practices concern adherence to professional commitments, mentoring, and treatment of collaborators. Finally, business practices pertain to contract and grant bidding, the use of physical resources, conflicts of interest, and laboratory management. Because the effectiveness of RCR instruction might vary across these domains, it is important to consider the multidimensionality of ethical decision making in research and to assess the effectiveness of instruction across these domains. In addition, examining social–cognitive process variables underlying ethical decision making can provide additional insights into the effectiveness of RCR instruction and, ultimately, provide more specific feedback regarding the impact of instruction. In the present study, we assessed seven meta-cognitive reasoning strategies known to be critical to ethical decision making (see Table 1).11,13–15 Meta-cognitive reasoning strategies are the mental processes engaged in by an individual to actively think about the situation and work through the ethical problem.13,14 Use of these strategies involves focused analysis of the problem, reflection on and consideration of individuals involved, and anticipation of possible immediate and long-term consequences. Specifically, one might question one's own perceptions and motivations in a situation or anticipate the likely impact of one's decisions on oneself and others involved. It is particularly important to consider the impact of instruction on these meta-cognitive reasoning strategies because they are transferable training outcomes that can be applied across situations and ethical problems. Table 1 In addition to influencing how people think through ethical problems, RCR instruction might affect how individuals approach the social dimensions of ethical problems, such as whether an individual accepts personal responsibility for his or her actions or whether an individual is honest with others. Thus, we examined seven social–behavioral responses that are common to ethical problems (see Table 1). The importance of considering social dimensions becomes particularly clear when one considers the social nature of scientific research, which requires interaction with many other people, from collaborators to research participants.14 In fact, many ethical guidelines emphasize the social dimensions of scientific work. Overall, the intent of this study was to use a reliable and valid measure across existing RCR courses to assess the effectiveness of RCR instruction in terms of critical learning outcomes, including the ability to reason through ethical problems, navigate the social dimensions of ethical problems, and ultimately make ethical decisions. Back to Top | Article Outline Method Courses and participants The University of Oklahoma's institutional review board reviewed and approved this study. Participation in this study was open to any RCR course being conducted at any institution in the United States. Participant recruitment began in the fall of 2005 and continued concurrently with data collection throughout the spring of 2007. Recruitment announcements stated that a nationwide, online study was being conducted to examine the impact of RCR instruction on the ethical decision making of scientists. Instructors of RCR courses at all levels (e.g., graduate student and faculty) in the biological, health, or social sciences were encouraged to contact the research team via a specified e-mail address to acquire additional information and enroll in the study. The study recruitment effort yielded over 200 contacts with faculty at 21 institutions across the nation. About 40 (20%) instructors agreed to enroll in the study, and ultimately 21 of these courses yielded data from course participants, for a total of 173 RCR students. With the exception of four courses at private universities, the RCR courses took place at public universities. According to the Carnegie Foundation classifications,16 with the exception of one small medical school and one medium four-year research university, the universities were large four-year research universities. Additionally, these research universities were designated as institutions with high or very high research activity. In terms of location, the 21 responding institutions were distributed across regions of the United States, including four on the West Coast, six on the East Coast, and several from the Midwest (n = 3), South (n = 4), and Southwest (n = 4). Twelve instructors from the 21 courses returned the background data questionnaire. On average, the instructors were 57 (SD = 7.1) years of age, and the majority of instructors reported having PhD degrees, with the remaining having MD, DVM, or EdD degrees. Most instructors reported that their current field of study was biology or medicine, and all instructors, with the exception of two, reported teaching between 2 and 15 research ethics courses in the past. All instructors but one reported being awarded at least one contract or grant during their career and attending at least one conference within the last two years. With the exception of one instructor, all reported authoring at least one publication, with the majority authoring between 14 and 21 publications. Thus, the instructors were active mid- to senior-level faculty. Instructors from all courses completed a 68-item course content questionnaire, surveying the key characteristics of their courses (e.g., the target audience and instructional approach). This survey revealed that the courses were typically semester-long, required courses aimed primarily at graduate students in biomedical fields. Instructors reported that their courses were moderately time-intensive, and all reported covering the nine RCR topics (e.g., human subjects and publication practices) recommended by the ORI.2 Instructors reported using moderately complex cases and both individual and group activities. They also reported discussing, to a moderate extent, approaches for solving ethical problems or making ethical decisions. Any differences in scores on these scales were not statistically significant (P > .05). Thus, the courses were quite similar in their content and delivery. The course participants consisted of 173 individuals, with 131 participants identifying themselves as graduate students pursuing PhD or MD degrees. The remaining participants identifying themselves as junior-level (n = 10), midlevel (n = 1), or senior-level professionals (n = 6), and the remaining 25 participants, did not report. This composition of course participants is typical for RCR courses because they generally focus on PhD-level graduate students. The course participant background information also suggested that the average course participant was reasonably representative of a typical RCR course participant at U.S. research universities. Specifically, the average course participant was 27 years old (SD = 4.7), and the majority were female (58%), with 35% being male (7% were unreported). Sixty percent of participants identified themselves as Caucasian, 14% as Asian, 5% as Hispanic, 4% as African American, and 8% as Middle Eastern, Native American, or other (9% did not report). The majority of students reported studying biological science (84%), and the remaining reported studying health (11%) and social science (5%). Thus, our sample represented biomedical course participants fairly well, but it was limited in terms of social scientists. This participant composition reflects the emphasis on RCR instruction in the biomedical sciences and the more limited emphasis in the social sciences. Seventy-one percent of participants reported being required to complete the course as a degree requirement, and 15% reported that it was an elective (the remaining were unreported). Back to Top | Article Outline Procedure We distributed the recruitment message via four primary outlets. These outlets included (1) posting the announcement on the ORI's Web site, (2) contacting groups involved in ethics or RCR education (e.g., the Poynter Center and the RCREC) and asking them to post the message online and/or to provide the message to their list of e-mail contacts, (3) contacting coordinators of major conferences, workshops, or other events focusing on RCR instruction and asking them to provide the announcement as a flyer to conference participants, and (4) contacting the compliance officers and/or the vice presidents for research at institutions classified by the Carnegie Foundation16 as doctoral research universities-extensive and medical schools (n = 205) and asking them to forward the announcement to individuals involved in RCR instruction at the institution, or to provide instructor contact information directly to the research team. Upon contacting the research team, instructors were asked to complete and return electronically an informed consent form, a background form, and a survey about the content of their course. Next, we provided instructors with a unique instructor identification code that would allow their students access to the online measures. We also provided instructors with a series of messages that they could either e-mail their students or pass out in class to introduce the purpose of the study and note that they volunteered to make the study available to their students. This information emphasized that student participation was voluntary, that responses would be anonymous, and that the instructor would not be aware of who had or had not participated. Students who chose to participate were then able to read the procedures for accessing the online Web site. Upon accessing the online Web site, students created a unique username and password, which allowed linkage of pre- and postcourse measures but did not allow identification of specific students by the researcher or the instructor of the course. Upon accessing the online Web site, participants indicated their field (social, health, or biological), so that the measure applicable to their scientific field would be provided to them. The participant instructions indicated that participants should log on to the Web site within the first two weeks of the course to complete the precourse materials. These materials were (1) an informed consent form, (2) a background form, and (3) the precourse ethical decision-making measure. After the conclusion of their course, the participant instructions indicated that they should log on to the Web site within two weeks to complete the postcourse materials, which included the postcourse ethical decision-making measure and a debriefing document. Several short e-mails were sent to course instructors at the start and conclusion of their course asking them to provide a reminder message to course participants. Back to Top | Article Outline Measures The outcome measure (Chart 1) used to evaluate the effectiveness of RCR courses was the ethical decision-making measure developed and validated by Mumford and colleagues.11,15,17 The measure assesses ethical decision making in relation to four major dimensions of ethical behavior—specifically, data management, study conduct, professional practices, and business practices.12 Chart 1 Example Item From Ethical Decision-Making Measure (Biological Science) This ethical decision-making measure consists of 12 research scenarios for each of the social, health, and biological sciences, so that participants receive scenarios relevant to their respective fields. Each of these scenarios provides the context for three ethical problems that follow from the original scenario and map to the four domains of ethical conduct. Thus, the measure consists of 36 ethical problems, with 18 constituting the premeasure and 18 constituting the postmeasure. For each ethical problem, participants are provided with eight potential responses that reflect low (1), moderate (2), or high (3) levels of ethicality, as determined by field experts using field-relevant norms and guidelines. Participants were instructed to choose two out of the eight options that they thought were most appropriate for addressing the ethical problem. Decision ethicality scores were obtained by averaging point values associated with participants' two chosen response options and then aggregating the responses selected for each of the questions subsumed under the four dimensions of ethical behavior. In addition to assessing the ethicality of decisions made in response to ethical problems, the measure provides scores for the seven meta-cognitive reasoning strategies and seven social–behavioral responses underlying the choices endorsed by each participant. This scoring of the measure was developed by three expert judges who evaluated the response options according to the extent to which each response option reflected the application of the meta-cognitive reasoning strategies and the endorsement of the social–behavioral responses using a seven-point scale (0 = to no extent, 6 = to a great extent). Participants' scores on the meta-cognitive reasoning strategies and social–behavioral dimensions were obtained by averaging the scores from the two responses endorsed per problem and then aggregating across all problems. Back to Top | Article Outline Data analysis The course content data were analyzed by conducting analyses of variance in which course was treated as the independent variable and course characteristic scores obtained in the course content survey were treated as dependent variables. The course content analysis revealed no significant differences in course characteristics across courses. Thus, for the subsequent analyses, the data from all course participants were treated as one group. Next, to examine the effects of RCR instruction, we tested for pre–post changes in decision ethicality scores for the four types of decisions, the seven meta-cognitive reasoning strategies, and the seven social–behavioral responses using dependent-sample t tests comparing pretest means with posttest means on all dependent variables. For this analysis, data were used from those participants who completed both the pre and the post measure (n = 53). Before doing so, however, participants who only completed the pretest (n = 86) or the posttest (n = 34) were compared with those who completed both, to determine whether any systematic differences might exist between these groups. This analysis revealed no systematic differences between the groups in terms of the participants, instructors, course characteristics, or main dependent variables of interest. Therefore, the pre–post group is a reasonable representation of the larger group of participants. Finally, to examine the magnitude of the effects of instruction, the Cohen d statistic for repeated measures was computed. This effect size estimate takes into account the standardized difference between the pre–post means. Cohen d values up to 0.20 are considered small, values up to 0.50 are considered moderate, and values up 0.80 are considered large.18 Back to Top | Article Outline Results First, the analysis revealed no significant changes in the ethicality of data management, t(51) = −1.26, P = .21, study conduct, t(51) = 0.31, P = .76, or professional practices decisions, t(52) = 0.84, P = .41. The ethicality of business practices decisions, however, decreased significantly after RCR instruction, t(52) = −2.04, P < .05. Table 2 provides the means, standard deviations, and effect sizes for the ethicality of decisions. Table 2 Next, we examined changes in meta-cognitive reasoning strategies (see Table 3). The analysis revealed significant increases in four strategies, including recognizing circumstances, t(52) = 4.61, P < .01, questioning one's judgment, t(52) = 5.90, P < .01, managing emotions, t(52) = 2.14, P < .05, and analyzing personal motivation, t(52) = 3.54, P < .01. In contrast, the findings with respect to seeking help, t(52) = −9.33, P < .01, revealed statistically significant decreases after instruction, and anticipating consequences, t(52) = −1.53, P = .13, and considering others, t(52) = −1.66, P = .10, decreased as well but did not reach statistical significance at the P < .05 level. Thus, mixed findings emerged with respect to meta-cognitive strategies. Table 3 Finally, Table 4 presents the results for changes in the social–behavioral responses. After training, participants endorsed responses to ethical problems that involved retaliation, t(52) = 7.79, P < .01, deception, t(52) = 8.20, P < .01, avoiding responsibility, t(52) = 4.45, P < .01, and closing off the possibility for future decisions or actions, t(52) = 3.73, P < .01. In terms of responses characterized by active engagement, participants' scores decreased after instruction, t(52) = −1.88, P = .07, but this change did not reach statistical significance at the P < .05 level. Changes for involving others in the decision-making process, t(52) = 1.09, P = .28, and selfishness, t(52) = 0.61, P = .55, were minimal and not statistically significant. Table 4 Back to Top | Article Outline Discussion This study revealed mixed effects of RCR instruction on ethical decision making. The ethicality of decisions made with respect to data management, study conduct, and professional practices did not improve or decline after instruction. However, the ethicality of decisions pertaining to business practices decreased. Changes in meta-cognitive reasoning strategies indicated that instruction encouraged the use of certain helpful strategies, such as recognizing the elements of the situation and analyzing personal motivations, as individuals think through ethical problems. However, the use of other critical strategies, such as seeking help, diminished after RCR instruction. Moreover, the negative effects observed for the social–behavioral responses, which indicated that course participants were more deceptive, retaliatory, closed, and neglectful of personal responsibility in their responses after instruction, countered the positive effects on the meta-cognitive reasoning strategies. Overall, the pattern of effects indicated that, although course participants considered and analyzed situational elements more skillfully, with regard to the social elements of ethical problems, they were more internally focused and closed off when making decisions. Given these countervailing effects for underlying ethical decision-making processes, the lack of improvement, and even decrement, in the ethicality of decisions is not surprising. Overall, these findings point toward an unexpected conclusion—that a real need exists to reassess a common assumption about RCR instruction. Specifically, we typically take for granted the benefit of RCR instruction. That is, we assume that training in ethics leads to increases in ethical decision making or other integrity-related outcomes. Even those who question its efficacy would probably assume at the very least that such training produced no effects (that is to say, it "does no harm"). However, the present data lead to an important question: Is it possible that ethics training could have detrimental effects? The present findings suggest that not only might RCR instruction not be beneficial, but it might actually be a harmful endeavor. Thus, we must consider why RCR instruction may not work and how it could produce negative effects. First and foremost, RCR instruction might encourage self-protective behavior.19 After RCR instruction, participants' responses reflected inappropriate closure, less consideration of others, and defensive response patterns, including failure to take personal responsibility, deception, and retaliation. Ethics instruction may induce this internally focused, socially closed-off response to ethical problems if course participants internalize one or both of two messages. First, ethical situations cause serious trouble and ruin people's careers, and second, other researchers are unethical and, thus, untrustworthy.14 Instruction emphasizing the nature of severe forms of misconduct (i.e., fabrication, falsification, and plagiarism) and the serious consequences associated with such misconduct is especially likely to exacerbate this focus on protecting oneself from ethical situations and others who might engage in misconduct. In addition to inducing self-protection, RCR instruction might be ineffective, or even detrimental, if it plays into people's biases about themselves. People believe that they are better than the average person both cognitively and socially, and such a self-enhancement bias about oneself, especially with respect to ethical behavior, could make it difficult for course participants to view ethics instruction as relevant to them.20 Indeed, instructional effectiveness hinges on student receptiveness and engagement, which is tied to how self-relevant students perceive the training.21 Of note here are research findings showing high-performing scientists to be highly self-confident, dominant, and even arrogant, suggesting that they may be especially susceptible to self-enhancement biases and thus likely to view ethics training as irrelevant to them.22 Not only might natural self-enhancement tendencies render instruction ineffective, but ethics instruction might actually encourage self-enhancement. First, overconfidence could result from completing an ethics course if an individual subsequently believes that he or she knows how to handle all ethical issues and is thus invulnerable to unethical behavior. Such a mindset could promote disengagement in ethical problems and careless decision making. This explanation seems particularly plausible because self-enhancement biases operate especially when people make predictions about their likely future behavior.23 Thus, when thinking about how one might behave in dealing with a future ethical problem, people assume they will behave ethically. In fact, participation in an RCR course may encourage people to affirm their ethical virtues, which may actually allow for misbehavior later because this affirmation promotes unconscious rationalization of one's questionable behavior.24 This phenomenon is particularly likely if instruction overemphasizes extreme case examples where, by comparison, an RCR participant could only view him- or herself as highly ethical, thus enhancing the perception that he or she would never engage in such extremely unethical behavior. Finally, students' attitudes toward their RCR courses present another plausible explanation for detrimental effects of RCR instruction.25 For instance, an attitude regarding ethics instruction as just another "pesky requirement" needed to obtain a degree or to engage in research might block the effectiveness of instruction. In fact, students might view just sitting through the course week-after-week as a hindrance to their careers, as they could otherwise spend that time on research endeavors. Clearly, future research must seek to examine the explanations for ineffective or harmful instruction proposed here, in addition to other potential risks of RCR instruction and how these obstacles might be overcome. In future research examining where ethics instruction might go wrong, it is critical to consider that ethics instruction is fundamentally different from instruction in traditional academic courses. First, ethics instruction is not as fact based as standard courses. Instead, in addition to basic knowledge of rules and principles, it is important to learn strategy and process.15,26 Thus, ethics courses must teach participants how to think through ethical problems. Research examining how instruction might accomplish this objective is in high demand. The social nature of ethics instruction proves another unique characteristic in that the ethical behavior of scientists has direct implications for their field and even for society. Moreover, RCR instruction itself is a highly social endeavor, and this social dimension to instruction can produce powerful dynamics (e.g., social comparison processes, conformity) that can either enhance or undermine the goals of ethics instruction. Thus, research examining the unique social elements of ethics instruction is an area ripe for future investigation. Future research should also focus on developing models for evaluating the effectiveness of RCR instruction. The unique nature of RCR instruction raises important questions about how to best assess its effectiveness. Commonly, assessment of RCR course effectiveness centers on knowledge of ethical principles and rules and/or student reactions to the course, typically liking of the course or subjective ratings of its effectiveness. Although knowledge and perceptions of the course are important, they do not address whether people can apply knowledge in a context. Thus, ethical decision-making measures which require people to make decisions about complex, realistic ethical problems offer one way to require course participants to apply knowledge in a more realistic, performance-oriented manner.11 Other assessment tools requiring realistic performance, such as problem solving or handling social conflict, and capturing the complex, ambiguous nature of real-world ethical problems, might be developed, and research along these lines is greatly needed to further the field of RCR instruction. These assessment tools should take into account the multidimensional nature of research ethics and consider the importance of social–cognitive processes in ethical decision making and behavior. Before concluding, we should note the limitations of the current study. One primary limitation was the lack of control over the test-taking environment, given the nature of online studies. In addition, missing data led to a limited sample size for the pre–post comparison. Moreover, the voluntary nature of the study (at both the instructor and student levels) allows for the possibility that those who chose to participate differ from those who did not choose to participate. Fortunately, courses included in the study came from universities across the United States, and the available course participant information suggested that they were reasonably representative of RCR course participants in the United States. Nevertheless, the voluntary nature of the study leaves open the possibility that this sample was not representative of the broader population of RCR courses or course participants. As a result, the generalizability of these findings to more senior-level trainees and to trainees in fields beyond biomedical is limited by the nature of the present sample. Furthermore, we did not assess individual difference and situational variables likely to impact responding on the ethical decision-making measure. A common issue in studies of educational interventions is the lack of control over external factors that might impact performance on the outcome measures. For instance, poor mentoring or observation of misconduct could influence outcomes associated with training. Finally, this study examined instructional effectiveness using only one measure. Although the measure is valid, and consistent dependent variables are desirable for comparing different RCR courses in the same effort, other outcomes could be examined, and additional ethics measures should be developed and included in future examinations of RCR course effectiveness. Back to Top | Article Outline Conclusion In conclusion, our exchanges with RCR instructors revealed a great desire for information about what constitutes effective ethics instruction and considerable concern that RCR instruction may not be working. This study suggests that not only might RCR instruction be ineffective as currently conducted, but it could be harmful. Thus, the findings presented here ultimately raise more questions than they address, but overall it should be noted that the social–cognitive mechanisms underlying ethical decision making and ethics instruction are critical areas needing further investigation. Although we typically seek to understand what promotes effective instruction, it may be just as important to ask what might hinder effective instruction. Ultimately, the current study offers us a line of research that may facilitate our understanding of research ethics and ethical decision making and how we might construct effective RCR instruction. Back to Top | Article Outline Acknowledgments: The authors would like to thank Drs. Stephen Murphy and Ethan Waples for their contributions during the early stages of this project. Caleb Murphy is also thanked for his technical assistance in designing the online data collection Web site. Back to Top | Article Outline Funding/Support: This research was supported by grant #5R01-NS049535-02 from the National Institutes of Health, Michael D. Mumford, Principal Investigator. Back to Top | Article Outline Other disclosures: None. Back to Top | Article Outline Ethical disclosures: This research was approved by the University of Oklahoma Institutional Review Board. Back to Top | Article Outline Previous presentations: An early version of this paper was presented at the 2008 First Biennial ORI Conference on Responsible Conduct of Research (RCR) Education, Instruction, and Training, St. Louis, Missouri.Back to Top | Article Outline References 1Kalichman MW. Responding to challenges in educating for the responsible conduct of research. Acad Med. 2007;82:870–875. Cited Here... 2Office of Research Integrity. Responsible conduct of research. Available at: http://ori.dhhs.gov/education. Accessed November 20, 2009. Cited Here... 3Dalton R. NIH cash tied to compulsory training in good behaviour. Nature. 2000;408:629. Cited Here... 4NSF funding requires RCR and ethics training. Office of Research Integrity Newsletter. September 2007;15:1. Cited Here... 5Washington University School of Medicine. First biennial ORI conference on responsible conduct of research education, instruction, and training. Available at: http://epi.wustl.edu/epi/rcr2008.htm. Accessed November 20, 2009. Cited Here... 6Antes AL, Murphy ST, Waples EP, et al. A meta-analysis of ethics instruction effectiveness in the sciences. Ethics Behav. 2009;19:28–52. Cited Here... 7Waples EP, Antes AL, Murphy ST, et al. A meta-analytic investigation of business ethics instruction. J Bus Ethics. 2009;87:133–151. Cited Here... 8Goldstein IL, Ford JK. Training in Organizations: Needs Assessment, Development, and Evaluation. 4th ed. Belmont, Calif: Wadsworth; 2002. Cited Here... 9Kalichman MW, Plemmons DK. Reported goals for responsible conduct of research courses. Acad Med. 2007;82:846–852. Cited Here... 10Kirkpatrick DL. Evaluating Training Programs: The Four Levels. 2nd ed. San Francisco, Calif: Berrett-Koehler; 1998. Cited Here... 11Mumford MD, Devenport LD, Brown RP, et al. Validation of ethical decision-making measures: Evidence for a new set of measures. Ethics Behav. 2006;16:319–345. Cited Here... 12Helton-Fauth WB, Gaddis B, Scott G, et al. A new approach to assessing ethical conduct in scientific work. Account Res. 2003;10:205–228. Cited Here... 13Kligyte V, Marcy RT, Sevier ST, et al. A qualitative approach to responsible conduct of research (RCR) training development: Identification of metacognitive strategies. Sci Eng Ethics. 2008;14:3–31. Cited Here... 14Antes AL, Brown RP, Murphy ST, et al. Personality and ethical decision-making in research: The role of perceptions of self and others. J Empir Res Hum Res Ethics. 2007;2:15–34. Cited Here... 15Mumford MD, Connelly S, Brown RP, et al. Sensemaking approach to ethics training for scientists: Preliminary evidence of training effectiveness. Ethics Behav. 2008;18:315–339. Cited Here... 16Carnegie Foundation. Carnegie Foundation's Classification of 3,941 Institutions of Higher Education. Facts and Figures. Available at: http://chronicle.com/stats/carnegie. Accessed November 20, 2009. Cited Here... 17Mumford MD, Murphy ST, Connelly S, et al. Environmental influences on ethical decision-making: Climate and environmental predictors of research integrity. Ethics Behav. 2007;17:337–366. Cited Here... 18Cohen J. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Hillsdale, NJ: Lawrence Erlbaum; 1988. Cited Here... 19Coulehan J, Williams PC. Vanquishing virtue: The impact of medical education. Acad Med. 2001;76:598–605. Cited Here... 20Robins RW, Beer JS. Positive illusions about the self: Short-term benefits and long-term costs. J Pers Soc Psychol. 2001;80:340–352. Cited Here... 21Brophy J. Motivating students to learn. 2nd ed. Mahwah, NJ: Lawrence Erlbaum; 2004. Cited Here... 22Feist GJ. The influence of personality on artistic and scientific creativity. In: Sternberg RJ, ed. Handbook of Creativity. New York, NY: Cambridge University Press; 1999;273–296. Cited Here... 23Epley N, Dunning D. The mixed blessing of self-knowledge in behavioral prediction: Enhanced discrimination but exacerbated bias. J Pers Soc Psychol. 2006;32:641–655. Cited Here... 24Monin B, Miller DT. Moral credentials and the expression of prejudice. J Pers Soc Psychol. 2001;81:33–43. Cited Here... 25Baldwin TT, Magjuka RJ, Loher BT. The perils of participation: Effects of choice of training on trainee motivation and learning. Personnel Psychol. 1991;44:51–65. Cited Here... 26Kligyte V, Marcy RT, Waples EP, et al. Application of a sensemaking approach to ethics training for physical sciences and engineering. Sci Eng Ethics. 2008;14:251–278. Cited Here... © 2010 Association of American Medical Colleges


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Capitalism ought to reward success not excess; the gap between the mega – rich and the absolute destitute is widening and the middle – class has all but disappeared. Indeed, thanks to both the Giuliani and Bloomberg administrations 42ND street now looks like Disneyland which is good, but what happened to the homeless people ??? We have a very serious homelessness problem on our hands in New York City and unbelievably enough, most New Yorkers think we actually have fewer homeless people than before.
4 Responses to "New York is Teeming With Not Just Homeless People but Homeless Families"
magdalena Says:
December 8th, 2013 at 10:22 pm
On NYC's W. 31st St, home of St Francis of Assisi Church, you can find a line of homeless people waiting for a sandwich and a cup of coffee in the wee hours of the morning, before any of the working class sees them. By the time I make it into work, the residual effects are there, those still lingering with no apparent place to go. The stench of the street where many of the homeless spent the night is a grim reminder of life alien to most of us.I see them on my way home, huddled against the building on cardboard mats, some who probably consider themselves lucky enough to have a blanket. They choose this street because they'll be among the first on line for the early morning handout the church provides. I said it before, and I'll say it again….you never get used to seeing them. I whisper a silent prayer that someone helps them. And at night, in the warmth and comfort of my own bed I am lucky enough to have, I wonder I could want for anything more.
Michael Tabor Says:
December 9th, 2013 at 5:13 pm
From Kevin:
..thanks for this, Mike; i am frightened by what i've seen here. Chicago is also terrible this way; and, though each and every one is precious, there are WAY TOO MANY 'regular folks' falling through these days. Its truly awful.
I have always tried to help but its getting very hard to do that. The whole is depressing and dehumanizing.
Meanwhile, a tiny few make unconscionable amounts.
Michael Tabor Says:
December 9th, 2013 at 5:58 pm
From Susan:
What's truly scary is how most people don't realize how they are quite literally one paycheck away from being amongst those statistics!
Rick Says:
December 16th, 2013 at 6:37 pm
As a wise man (Bill Clinton)once said>>>>Its the economy stupid! There will always be homeless people. People make bad choices and decisions. Throw a crap economy on top of it. You get more homeless people. The problem now is we are pushing food stamps, welfare, longer unemployment, obamacare, stimulas and every social fix to cure it. Guess what? Government is making it worse. This isn't getting better I'm affraid until we actaully have a leader in the white house. I know Hillary would have done better than this!!!!!!!!!!!!!!!!!!!!!!!!!


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