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Hillcross Primary School
Welcome to the Early Years Foundation Stage (EYFS), which is how the Government and
early years professionals describe the school time in your child’s life between birth and age 5.
Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.
Children should mostly develop the 3 prime areas first. These are:
* Communication and language;
* Physical development;
* Personal, social and emotional development.
These prime areas are those most essential for your child’s healthy development and future learning, which takes place both indoors and outside. As children grow, the prime areas will help them to develop skills in 4 specific areas;
* Understanding the world;
* Expressive arts and design.
* Expressive Arts and Design
These 7 areas are used to plan your child’s learning and activities. Independent Play based learning activities are planned and developed to suit your child’s unique needs and interests. Children in the EYFS learn by playing and exploring, being active and through creative and critical thinking . The staff within the unit are highly skilled in interacting with the children during their play to assess and observe their levels of development. Observations are taken to inform ongoing planning inorder that the unit is both supportive and challenging.
Communication and positive relationships between home and school is crucial to aiding development. To help in this, every child will be assigned a “Key Worker”. This is the person who Is your main point of contact within the setting, will be able to discuss your child's progress and attianment and will be collecting and collating evidence across the year. This will be the adult who you will meet with on parents' evenings to discuss your child's development. | <urn:uuid:02b2e4fe-ca64-48f9-90c4-71a8dfd266a7> | CC-MAIN-2018-05 | https://www.hillcross.merton.sch.uk/page/?title=Curriculum+Information&pid=187 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890514.66/warc/CC-MAIN-20180121100252-20180121120252-00412.warc.gz | en | 0.948675 | 365 | 3.359375 | 3 |
The Joint Research Centre (JRC) of the European Commission (EC) set up in 1998 a research group to work specifically on the development and implementation of advanced methods for the evaluation of forest fire danger and mapping of burnt areas at the European scale. Also in 1998, a first meeting of the "Forest Fire Experts Group" of the Member States took place. This group was established by DG ENV and JRC to advice on the development of the foreseen methods for fire assessment.
These activities led to the development of the European Forest Fire Information System (EFFIS) which became operational in 2000.
EFFIS has been continuously expanding, sustained by the research work done at the JRC and supported by other European Commission services (DG ENV, DG ECHO, DG GROW) and the European Countries. Since the year 2015, EFFIS is part of the EU Copernicus Program, under the Emergency Management Service (EMS).
EFFIS was created through cooperative effort of the countries and the EC Services, and is open to all European countries. Further, an agreement with FAO Silva-Mediterranea was reached to extend the system to all non-EU Mediterranean countries. Along the time the original modules of fire danger forecast and damage assessment have been enhanced, and additional modules have been developed.
Here is a summary of key technical facts on EFFIS during last years.
- In 2003 the rapid damage assessment was introduced to provide quasi-real time maps of burned areas in southern Europe.
- In 2004 the EFFIS fire database was established and since then the number of participating countries has been continuously increasing.
- In 2005 the web map viewer has been thoroughly renewed, introducing new functionalities and the query tools.
- An interface called "current situation" was set-up in 2007 to complement the standard mapping interface during the fire season with additional real-time information such as hot spots maps or news from the internet press. Also in 2007 a unified fire danger assessment method was adopted in EFFIS and fire danger forecasts were extended to 6 days and later on to 10 days, in 2014.
- In 2008 new products providing maps of fire danger anomalies and absolute ranking based on the fire danger index adopted have been introduced. | <urn:uuid:d93f9af0-8d75-424b-8fa4-7c43770c6c91> | CC-MAIN-2021-10 | https://effis.jrc.ec.europa.eu/about-effis/brief-history | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178375439.77/warc/CC-MAIN-20210308112849-20210308142849-00036.warc.gz | en | 0.954533 | 453 | 2.90625 | 3 |
From Wikipedia, the free encyclopedia - View original article
The International System of Units (abbreviated SI from French: Le Système international d'unités) is the modern form of the metric system and is the world's most widely used system of measurement, used in both everyday commerce and science. It comprises a coherent system of units of measurement built around seven base units, 22 named and an indeterminate number of unnamed coherent derived units, and a set of prefixes that act as decimal-based multipliers. It is part of the International System of Quantities.
The standards, published in 1960 as the result of an initiative started in 1948, are based on the metre–kilogram–second (MKS) system, rather than the centimetre–gram–second (CGS) system, which, in turn, had several variants. The SI has been declared to be an evolving system; thus prefixes and units are created and unit definitions are modified through international agreement as the technology of measurement progresses and the precision of measurements improves. The 25th CGPM meeting in the fall of 2014 will change the definitions of some base units, particularly the kilogram.
The driving force behind the development of the Système international was the diversity of units that had sprung up within the CGS system of units and the lack of coordination between the various disciplines that made extensive use of units of measurement. In addition to defining a new realisation of the metric system, the General Conference on Weights and Measures, an organisation set up by the Convention of the Metre in 1875, succeeded in bringing together many international organizations to agree not only the definitions of the SI, but also rules on writing and presenting measurements in a standardised manner around the globe.
The system has been adopted by most countries in the developed world, though within English-speaking countries, the adoption has not been universal. In the United States metric units are not commonly used outside of science, medicine and the government; however, United States customary units are officially defined in terms of SI units. The United Kingdom has officially adopted a partial metrication policy, with no intention of replacing imperial units entirely. Canada has adopted it for most governmental and scientific purposes, but imperial units are still legally permitted and remain in common use throughout many sectors of Canadian society, particularly in the building trade and railway sectors.
The metric system was first implemented during the French Revolution (1790s) with just the metre and kilogram as standards of length and mass[Note 1] respectively. In the 1830s Carl Friedrich Gauss laid the foundations for a coherent system based on length, mass and time. In the 1860s a group working under the auspices of the British Association for the Advancement of Science formulated the requirement for a coherent system of units with base units and derived units. The inclusion of electrical units into the system was hampered by the customary use of more than one set of units, until 1900 when Giovanni Giorgi identified the need to define one single electrical quantity as a fourth base quantity alongside the original three base quantities.
Meanwhile, in 1875, the Treaty of the Metre passed responsibility for verification of the kilogram and metre against agreed prototypes from French to international control. In 1921 the Treaty was extended to include all physical quantities including electrical units originally defined in 1893.
In 1948 an overhaul of the metric system was set in motion which resulted in the development of the "Practical system of units" which, on its publication in 1960, was given the name "The International System of Units". In 1954 the 10th General Conference on Weights and Measures (CGPM) identified electric current as the fourth base quantity in the practical system of units and added two more base quantities—temperature and luminous intensity—making six base quantities in all. The units associated with these quantities were the metre, kilogram, second, ampere, degree Kelvin and candela. In 1971 a seventh base quantity, amount of substance represented by the mole, was added to the definition of SI.
The metric system was developed from 1791 onwards by a committee of the Académie des sciences commissioned by the Assemblée nationale and Louis XVI of France to create a unified and rational system of measures. The group, which included Antoine-Laurent Lavoisier (the "father of modern chemistry") and the mathematicians Pierre-Simon Laplace and Adrien-Marie Legendre,:89 used the principles for relating length, volume and mass that had been proposed by the English cleric John Wilkins in 1668 and the concept of using the earth's meridian as the basis of the definition of length, originally proposed in 1670 by the French cleric Gabriel Mouton.
On 30 March 1791, the Assemblée adopted the principles proposed by the committee for the new decimal system of measure and authorized a survey between Dunkirk and Barcelona to establish the length of the meridian. On 11 July 1792, the committee proposed the names "metre", "are", "litre" and "grave" for the units of length, area, capacity and mass respectively. The committee also proposed that multiples and submultiples of these units were to be denoted by decimal-based prefixes such as "centi-" to denote "one hundredth" and "kilo-" to denote "one thousand".:82
The law of 7 April 1795 (loi du 18 germinal) defined the terms gramme and kilogramme, which replaced the former terms gravet (correctly milligrave) and grave, and on 22 June 1799, after Pierre Méchain and Jean-Baptiste Delambre completed the meridian survey, the definitive standards, the mètre des Archives and the kilogramme des Archives were deposited in the Archives nationales. On 10 December 1799 (a month after Napoleon's coup d'état), the law by which the metric system was to be definitively adopted in France (loi du 19 frimaire) was passed.
During the first half of the nineteenth century there was little consistency in the choice of preferred multiples of the base units – typically the myriametre (10000 metres) was in widespread use in both France and parts of Germany, while the kilogram (1000 grams) rather than the myriagram was used for mass.
In 1832 Carl Friedrich Gauss, assisted by Wilhelm Weber, implicitly defined the second as a base unit when he quoted the earth's magnetic field in terms of millimetres, grams, and seconds. Prior to this, the strength of the earth’s magnetic field had only been described in relative terms. The technique used by Gauss was to equate the torque induced on a suspended magnet of known mass by the earth’s magnetic field with the torque induced on an equivalent system under gravity. The resultant calculations enabled him to assign dimensions based on mass, length and time to the magnetic field.
In the 1860s James Clerk Maxwell, William Thomson (later Lord Kelvin) and others working under the auspices of the British Association for the Advancement of Science, built on Gauss' work and formalised the concept of a coherent system of units with base units and derived units. The principle of coherence was successfully used to define a number of units of measure based on the centimetre–gram–second (CGS) system of units (CGS), including the erg for energy, the dyne for force, the barye for pressure, the poise for dynamic viscosity and the stokes for kinematic viscosity.
A French-inspired initiative for international cooperation in metrology led to the signing in 1875 of the Metre Convention.:353–354 Initially the convention only covered standards for the metre and the kilogram. A set of 30 prototypes of the metre and 40 prototypes of the kilogram,[Note 3] in each case made of a 90% platinum-10% iridium alloy, were manufactured by the British firm Johnson, Matthey & Co and accepted by the CGPM in 1889. One of each was selected at random to become the International prototype metre and International prototype kilogram that replaced the mètre des Archives and kilogramme des Archives respectively. Each member state was entitled to one of each of the remaining prototypes to serve as the national prototype for that country.
The treaty established three international organisations to oversee the keeping of international standards of measurement:
In 1921 the Metre Convention was extended to include all physical units, including the ampere and others defined by the Fourth International Conference of Electricians in Chicago in 1893, thereby enabling the CGPM to address inconsistencies in the way that the metric system had been used.:96
At the close of the 19th century three different systems of units of measure existed for electrical measurements: a CGS-based system for electrostatic units (also known as the Gaussian or ESU system), a CGS-based system for electromechanical units (EMU) and an MKS-based system (the "International system") for electrical distribution systems. Attempts to resolve the electrical units in terms of length, mass and time using dimensional analysis was beset with difficulties—the dimensions depended on whether one used the ESU or EMU systems. This anomaly was resolved in 1900 when Giovanni Giorgi published a paper in which he advocated using a fourth base unit alongside the existing three base units. The fourth unit could be chosen to be either electric current or voltage or electrical resistance.
In the late 19th and early 20th centuries a number of non-coherent units of measure based on the gram/kilogram, the centimetre/metre and the second, such as the Pferdestärke (metric horsepower) for power,[Note 4] the darcy for permeability and the use of "millimetres of mercury" for the measurement of both barometric and blood pressure were developed or propagated. All these units incorporate standard gravity in their definitions.
At the end of the Second World War, a number of different systems of measurement were in use throughout the world. Some of these systems were metric system variations, whereas others were based on customary systems of measure. After representations by the International Union of Pure and Applied Physics (IUPAP) and by the French Government, the 9th General Conference on Weights and Measures (CGPM), in 1948, asked the International Committee for Weights and Measures (CIPM) to conduct an international study of the measurement needs of the scientific, technical, and educational communities and "to make recommendations for a single practical system of units of measurement, suitable for adoption by all countries adhering to the Metre Convention".
On the basis of the findings of this study, the 10th CGPM in 1954 decided that an international system should be derived from six base units to provide for the measurement of temperature and optical radiation in addition to mechanical and electromagnetic quantities. Six base units were recommended: the metre, kilogram, second, ampere, degree Kelvin (later renamed kelvin), and candela. In 1960, the 11th CGPM named the system the International System of Units, abbreviated SI from the French name, Le Système international d'unités.:110 The BIPM has also described SI as "the modern metric system".:95 The seventh base unit, the mole, was added in 1971 by the 14th CGPM.
In 2009, the International System of Quantities (ISQ) was completed with the publication of ISO Standard ISO 80000-1:2009. The SI forms an integral part of the ISQ.
The CGPM have published a brochure, the 8th edition of which appeared in 2006, in which the various recommendations that make up SI have been codified. The official version of the brochure, in line with the provisions of the Metre Convention, is the French version.:102 This brochure leaves some scope for local interpretation, particularly in respect of language. The United States National Institute of Standards and Technology has produced a version of the CGPM document (NIST SP 330) which clarifies local interpretation for English-language publications that use American English and another document (NIST SP 811) that gives general guidance for the use of SI in the United States.
The writing and maintenance of the CGPM brochure is carried out by one of the consultative committees of the International Committee for Weights and Measures (CIPM): the Consultative Committee for Units (CCU). The CIPM nominates the chairman of this committee, and the committee includes representatives of various other international bodies rather than CIPM or CGPM nominees.[Note 5] This committee also provides a forum for the bodies concerned to provide input to the CIPM in respect of ongoing enhancements to SI. In 2010 the CCU proposed a number of changes to the definitions of the base units used in SI. The CIPM meeting of October 2010 found that the proposal was not complete, and it is expected that the CGPM will consider the full proposal in 2014.
The definitions of the terms "quantity", "unit", "dimension" etc. that are used in the SI Brochure are those given in the International Vocabulary of Metrology, a publication produced by the Joint Committee for Guides in Metrology (JCGM), a working group consisting of eight international standards organisations under the chairmanship of the director of the BIPM. The quantities and equations that define the SI units are now referred to as the International System of Quantities (ISQ), and are set out in the ISO/IEC 80000 Quantities and Units.
The International System of Units consists of a set of base units, a set of derived units with special names, and a set of decimal-based multipliers that are used as prefixes. The term "SI Units" includes all three categories, but the term "coherent SI units" includes only base units and coherent derived units.:103–106
Base units are the building blocks of SI – all other units of measure can be derived from the base units. When Maxwell first introduced the concept of a coherent system, he identified three quantities that could be used as base units – mass, length and time. Giorgi later identified the need for an electrical base unit – theoretically electrical current, potential difference, electrical resistance, electrical charge or any one of a number of other units could have been used as the base unit, with the remaining units being then defined by the laws of physics – the unit of electric current was chosen for SI. The remaining three base units were added later.
|Definition (Incomplete)[n 1]||Dimension|
|mole||mol||amount of substance||N|
The original definitions of the various base units in the above table were made by the following authorities:
All other definitions result from resolutions by either CGPM or the CIPM and are catalogued in the SI Brochure.
Derived units are formed by powers, products or quotients of the base units and are unlimited in number;:103:3 Derived units are associated with derived quantities, for example velocity is a quantity that is derived from the base quantities of time and distance which, in SI, has the dimensions metres per second (symbol m/s). The dimensions of derived units can be expressed in terms of the dimensions of the base units.
Coherent units are derived units that contain no numerical factor other than 1—quantities such as standard gravity and density of water are absent from their definitions. In the example above, one newton is the force required to accelerate a mass of one kilogram by one metre per second squared. Since the SI units of mass and acceleration are kg and m⋅s−2 respectively and F ∝ m × a, the units of force (and hence of newtons) is formed by multiplication to give kg⋅m⋅s−2. Since the newton is part of a coherent set of units, the constant of proportionality is 1.
For the sake of convenience, some derived units have special names and symbols. Such units may themselves be used in combination with the names and symbols for base units and for other derived units to express the units of other derived quantities. For example, the SI unit of force is the newton (N), the SI unit of pressure is the pascal (Pa)—and the pascal can be defined as "newtons per square metre" (N/m2).
other SI units
SI base units
|joule||J||energy, work, heat||N⋅m||kg⋅m2⋅s−2|
|watt||W||power, radiant flux||J/s||kg⋅m2⋅s−3|
|coulomb||C||electric charge or quantity of electricity||s⋅A|
|volt||V||voltage (electrical potential difference), electromotive force||W/A||kg⋅m2⋅s−3⋅A−1|
|ohm||Ω||electric resistance, impedance, reactance||V/A||kg⋅m2⋅s−3⋅A−2|
|tesla||T||magnetic field strength||Wb/m2||kg⋅s−2⋅A−1|
|degree Celsius||°C||temperature relative to 273.15 K||K|
|becquerel||Bq||radioactivity (decays per unit time)||s−1|
|gray||Gy||absorbed dose (of ionizing radiation)||J/kg||m2⋅s−2|
|sievert||Sv||equivalent dose (of ionizing radiation)||J/kg||m2⋅s−2|
1. The radian and steradian, once given special status, are now considered dimensionless derived units.:3
2. The ordering of this table is such that any derived unit is based only on base units or derived units that precede it in the table.
Prefixes are added to unit names to produce multiple and sub-multiples of the original unit. All multiples are integer powers of ten, and above a hundred or below a hundredth all are integer powers of a thousand. For example, kilo- denotes a multiple of a thousand and milli- denotes a multiple of a thousandth; hence there are one thousand millimetres to the metre and one thousand metres to the kilometre. The prefixes are never combined, and multiples of the kilogram are named as if the gram were the base unit. Thus a millionth of a metre is a micrometre, not a millimillimetre, and a millionth of a kilogram is a milligram, not a microkilogram.:122:14
Although, in theory, SI can be used for any physical measurement, the CIPM has recognised that some non-SI units still appear in the scientific, technical and commercial literature, and will continue to be used for many years to come. In addition, certain other units are so deeply embedded in the history and culture of the human race that they will continue to be used for the foreseeable future. They have catalogued a number of such non-SI units accepted for use with SI and published them in the SI Brochure, thereby ensuring that their use is consistent across the globe. These units have been grouped as follows::123–129:7–11 [Note 6]
Before 1948, the writing of metric quantities was haphazard. In 1879, the CIPM published recommendations for writing the symbols for length, area, volume and mass, but it was outside its domain to publish recommendations for other quantities. Beginning in about 1900, physicists who had been using the symbol "μ" for "micrometre" (or "micron"), "λ" for "microlitre", and "γ" for "microgram" started to use the symbols "μm", "μL" and "μg", but it was only in 1935, a decade after the revision of the Metre Convention that the CIPM formally adopted this proposal and recommended that the symbol "μ" be used universally as a prefix for 10−6.
In 1948, the ninth CGPM approved the first formal recommendation for the writing of symbols in the metric system when the basis of the rules as they are now known was laid down. These rules were subsequently extended by International Organization for Standardization (ISO) and the International Electrotechnical Commission (IEC) and now cover unit symbols and names, prefix symbols and names, how quantity symbols should be written and used and how the values of quantities should be expressed.:104,130 Both ISO and the IEC have published rules for the presentation of SI units that are generally compatible with those published in the SI Brochure. As of August 2013[update] ISO and IEC were in the process of merging their standards for quantities and units into a single set of compatible documents identified as the ISO/IEC 80000 Standard. The rules covering printing of quantities and units are part of ISO 80000-1:2009.
Names of units follow the grammatical rules associated with common nouns: in English and in French they start with a lowercase letter (e.g., newton, hertz, pascal), even when the symbol for the unit begins with a capital letter. This also applies to "degrees Celsius", since "degree" is the unit. In German, however, the names of units, as with all German nouns, start with capital letters. The spelling of unit names is a matter for the guardians[Note 8] of the language concerned – the official British and American spellings for certain SI units differ – British English uses the spelling deca-, metre, and litre whereas American English uses the spelling deka-, meter, and liter, respectively.
Likewise, the plural forms of units follow the grammar of the language concerned: in English, the normal rules of English grammar are used, e.g. "henries" is the plural of "henry".:31 However, the units lux, hertz, and siemens have irregular plurals in that they remain the same in both their singular and plural form.
In English, when unit names are combined to denote multiplication of the units concerned, they are separated with a hyphen or a space (e.g. newton-metre or newton metre). The plural is formed by converting the last unit name to the plural form (e.g. ten newton-metres).
In English, a space is recommended between the number and the unit symbol when used as an adjective, e.g. "a 25 kg sphere".
The normal rules of English apply to unit names, where a hyphen is incorporated into the adjectival sense, e.g. "a 25-kilogram sphere".
Chinese uses traditional logograms for writing the unit names, while in Japanese unit names are written in the phonetic katakana script; in both cases symbols are written using the internationally recognised Latin and Greek characters.
A set of characters representing various metric units was created in Japan in the late 19th century. Characters exist for three base units: the metre (米), litre (升) and gram (克). These were combined with a set of six prefix characters – kilo- (千), hecto- (百), deca- (十), deci- (分), centi- (厘) and milli- (毛) – to form an additional 18 single-character units. The seven length units (kilometre to millimetre), for example, are 粁, 粨, 籵, 米, 粉, 糎 and 粍. These characters, however, are not in common use today; instead, units are written out in katakana, the Japanese syllabary used for foreign borrowings, such as キロメートル kiromētoru for "kilometer". A few Sino-Japanese words for these units remain in use in Japanese, most significantly 平米 heibei "square meter", but otherwise borrowed pronunciations are used.
These characters are examples of the rare phenomenon of single-character loan words – a foreign word represented by a single Japanese character – and form the plurality of such words. Similar characters were also coined for other units, such as British units, though these also have fallen out of use; see Single character gairaigo: Metric units and Single character gairaigo: Other units for a full list.
The basic units are metre (米 mǐ), litre (升 shēng), gram (克 kè), and second (秒 miǎo), while others include watt (瓦 wǎ). Prefixes include deci- (分 fēn), centi- (厘 lí), milli- (毫 háo), micro- (微 wēi), and kilo- (千 qiān). These are combined to form disyllabic characters, such as 厘米 límǐ 'centimeter' or 千瓦 qiānwǎ 'kilowatt'. In the 19th century various compound characters were also used, similar to Japanese, either imported or formed on the same principles, such as 瓩 for 千瓦 qiānwǎ (kilowatt) or 糎 for 厘米. These are generally not used today – for example centimetres is usually written 厘米 límǐ – but are occasionally found in older or technical writing.
Although the writing of unit names is language-specific, the writing of unit symbols and the values of quantities is consistent across all languages and therefore the SI Brochure has specific rules in respect of writing them.:130–135 The guideline produced by the National Institute of Standards and Technology (NIST) clarifies language-specific areas in respect of American English that were left open by the SI Brochure, but is otherwise identical to the SI Brochure.
General rules[Note 9] for writing SI units and quantities apply to text that is either handwritten or produced using an automated process:
Metrologists carefully distinguish between the definition of a unit and its realisation. The definition of each base unit of the SI is drawn up so that it is unique and provides a sound theoretical basis on which the most accurate and reproducible measurements can be made. The realisation of the definition of a unit is the procedure by which the definition may be used to establish the value and associated uncertainty of a quantity of the same kind as the unit. A description of the mise en pratique[Note 10] of the base units is given in an electronic appendix to the SI Brochure.:168–169
The published mise en pratique is not the only way in which a base unit can be determined: the SI Brochure states that "any method consistent with the laws of physics could be used to realise any SI unit.":111 In the current (2012) exercise to overhaul the definitions of the base units, various consultative committees of the CIPM have required that more than one mise en pratique shall be developed for determining the value of each unit. In particular:
The preamble to the Metre Convention read "Desiring the international uniformity and precision in standards of weight and measure, have resolved to conclude a convention ...". Changing technology has led to an evolution of the definitions and standards that has followed two principal strands – changes to SI itself and clarification of how to use units of measure that are not part of SI, but are still nevertheless used on a worldwide basis.
Since 1960 the CGPM has made a number of changes to SI. These include:
In addition, advantage was taken of developments in technology to redefine many of the base units enabling the use of higher precision techniques.
Although, in theory, SI can be used for any physical measurement, it is recognised that some non-SI units still appear in the scientific, technical and commercial literature, and will continue to be used for many years to come. In addition, certain other units are so deeply embedded in the history and culture of the human race that they will continue to be used for the foreseeable future. The CIPM has catalogued such units and included them in the SI Brochure so that they can be used consistently.
The first such group comprises the units of time and of angles and certain legacy non-SI metric units. Most of mankind has used the day and its subdivisions as a basis of time with the result that the second, minute, hour and day, unlike the foot or the pound, were the same regardless of where it was being measured. The second has been catalogued as an SI unit, its multiples as units of measure that may be used alongside the SI. The measurement of angles has likewise had a long history of consistent use – the radian, being 1/ of a revolution, has mathematical niceties, but it is cumbersome for navigation, hence the retention of the degree, minute and second of arc. The tonne, litre and hectare were adopted by the CGPM in 1879 and have been retained as units that may be used alongside SI units, having been given unique symbols.
Physicists often use units of measure that are based on natural phenomena such as the speed of light, the mass of a proton (approximately one dalton), the charge of an electron and the like. These too have been catalogued in the SI Brochure with consistent symbols, but with the caveat that their physical values need to be measured.[Note 11]
In the interests of standardising health-related units of measure used in the nuclear industry, the 12th CGPM (1964) accepted the continued use of the curie (symbol Ci) as a non-SI unit of activity for radionuclides;: 152 the becquerel, sievert and gray were adopted in later years. Similarly, the millimetre of mercury (symbol mmHg) was retained for measuring blood pressure.: 127
SI has become the world's most widely used system of measurement, used in both everyday commerce and science. The change to SI had little effect on everyday life in countries that used the metric system – the metre, kilogram, litre and second remained unchanged as did the way in which they were used – most of the changes only affected measurements in the workplace. The CGPM has a role of recommending changes, but no formal role in the enforcement of such changes—another inter-governmental organisation, the International Organization of Legal Metrology (OIML) provides a forum for harmonisation of national standards and legislation in respect of metrology.
Both the degree and rate of adoption of SI varied from country to country—countries that had not adopted the metric system by 1960 and subsequently adopted SI did so directly as part of their metrication programs while others migrated from the CGS system of units to SI. In 1960, the world's largest economy was that of the United States, followed by the United Kingdom, West Germany, France, Japan, China and India. The United States and the United Kingdom were non-metric, France and Germany had been using the metric system for about a century, and China had been using the metric system for 35 years, while India and Japan had adopted the metric system within the preceding five years. Other non-metric countries were those where the United Kingdom or the United States had considerable influence.[Note 12] These differences are brought out in the examples below:
Even though the use of metric units was legalised for trade in the UK in 1864, the UK had signed the Metre Convention in 1884 and the UK Parliament had defined the yard and the pound in terms of the metre and the kilogram in 1897, the UK continued to use the imperial system of measure and to export the imperial system of units to the Empire.[Note 13] In 1932, the system of Imperial Preference was set up at the Ottawa Conference. Although Ireland left the Commonwealth in 1948 and South Africa in 1961, both continued their close economic ties with the Commonwealth.
When the SI standard was published in 1960, the only major Commonwealth country to have adopted the metric system was India. In 1863, the first reading of a bill that would have made the metric system compulsory passed its first reading in the House of Commons by 110 votes to 75. The bill, however, failed to make the statute book because of lack of parliamentary time.:136 In 1965, after this and similar false starts the then Federation of British Industry informed the British Government that its members favoured the adoption of the metric system. The rationale behind the request was that 80% of British exports were to countries that used the metric system or that were considering changing to the metric system. The Board of Trade, on behalf of the Government, agreed to support a ten-year metrication programme. The government agreed to a voluntary policy requiring minimal legislation and costs to be borne where they fell. SI would be used from the outset. The rest of the Commonwealth, South Africa and Ireland followed within a few years; in some countries such as South Africa and Australia metrication was mandatory rather than voluntary.
By 1980 all apart from the United Kingdom, Canada and Ireland had effectively completed their programs. In the United Kingdom the breakdown of voluntary metrication in the mid-1970s:§1.8 coincided with the United Kingdom's obligations as part of the EEC to adopt the metric system, resulting in legislation to force metrication in certain areas and the Eurosceptic movement adopting an anti-metrication stance and the United Kingdom seeking a number of derogations from the relevant EEC directives. Once the metrication of most consumer goods was completed in 2000, aspects of British life, especially in government, commerce and industry used SI.:§1.6 & §1.10 Although SI or units approved for use alongside SI are used in most areas where units of measure are regulated[Note 14] imperial units are widely encountered in unregulated areas such as the press and everyday speech. Canada has adopted it for most purposes, but imperial units are still legally permitted and remain in common use throughout a few sectors of Canadian society, particularly in the buildings, trades and railways sectors. The situation in Ireland, apart from road signs which were metricated in the early 2000s, is similar to that in the United Kingdom.
Even though Congress set up a framework for the use of the metric system in the nineteenth century,[Note 15] the United States continues to use customary units for most purposes apart from science and medicine, though as a result of their Spanish heritage, metric units are used widely in Puerto Rico.
On 10 February 1964, the National Bureau of Standards (now the National Institute of Standards and Technology) issued a statement that it was to use SI except where this would have an obvious detrimental effect. In 1968 Congress authorised the U.S. Metric Study the emphasis of which was to examine the feasibility of adopting SI. The first volume was delivered in 1970. The study recommended that the United States adopt the International System of units, and in 1975 Congress passed the Metric Conversion Act of 1975 which established a national policy of coordinating and planning for the increased use of the metric measurement system in the United States. Metrication was voluntary and to be coordinated by the United States Metric Board (USMB).
Efforts during the Ford and Carter administrations to force metrication were seized on by many newspaper editorialists as being dictatorial.:365 Public response included resistance, apathy, and sometimes ridicule. The underlying reasons for this response include a relative uniformity of weights and measures inherited from the United Kingdom in 1776, a homogeneous economy and the influence of business groups and populists in Congress caused the country to look at the short-term costs associated with the change-over, particularly those that would be borne by the consumer rather than long-term benefits of efficiency and international trade. The Metrication Board was disbanded in 1982.:362–365
The 1988 Omnibus Foreign Trade and Competitiveness Act removed international trade barriers and amended the Metric Conversion Act of 1975, designating the metric system as "the Preferred system of weights and measures for United States trade and commerce". The legislation stated that the federal government has a responsibility to assist industry, especially small business, as it voluntarily converts to the metric system of measurement. Exceptions were made for the highway and construction industries; the Department of Transportation planned to require metric units by 2000, but this plan was cancelled by the 1998 highway bill TEA21. However, the U.S. military uses the metric system widely, partly because of the need to work with armed services from other nations.
Although overall responsibility for labelling requirements of consumer goods lies with Congress and is therefore covered by federal law, details of labelling requirements for certain commodities are controlled by state law or by other authorities such as the Food and Drug Administration, Environmental Protection Agency and Alcohol and Tobacco Tax and Trade Bureau. The federal Fair Packaging and Labeling Act (FPLA), originally passed in 1964, was amended in 1992 to require consumer goods directly under its jurisdiction to be labelled in both customary and metric units. Some industries are engaged in efforts to amend this law to allow manufacturers to use only metric labelling. The National Conference on Weights and Measures has developed the Uniform Packaging and Labeling Regulations (UPLR) which provides a standard approach to those sections of packaging law that are under state control. Acceptance of the UPLR varies from state to state – fourteen states accept it by merely citing it in their legislation.
During the first decade of the 21st century, the EU directive 80/181/EEC had required that dual unit labelling of goods sold within the EU cease by the end of 2009. This was backed up by requests from other nations including Japan and New Zealand to permit metric-only labelling as an aid to trade with those countries. Opinion in the United States was split – a bill to permit metric-only labelling at the federal level was to have been introduced in 2005 but significant opposition from the Food Marketing Institute, representing U.S. grocers, has delayed the introduction of the bill. During a routine decennial review of the directive in 2008, the EU postponed the sunset clause for dual units indefinitely.
Meanwhile, in 1999 the UPLR was amended to permit metric-only labelling and automatically became law in those states that accept UPLR "as is". By 1 January 2009, 48 out of 50 states permit metric-only labelling, either through UPLR or through their own legislation. As of February 2013[update] the use of metric (and therefore SI) units in the United States does not follow any pattern. Dual-unit labelling on consumer goods is mandatory. Some consumer goods such as soft drinks are sold in metric quantities, others such as milk are sold in customary units. The engineering industry is equally split. The automotive industry is largely metric, but aircraft such as the Boeing 787 Dreamliner were designed using customary units.
In 1960, all the largest industrialised nations that had an established history of using the metric system were members of the European Economic Community (EEC).
In 1972, in order to harmonise units of measure as part of a programme to facilitate trade between member states, the EEC issued directive 71/354/EEC. This directive catalogued units of measure that could be used for "economic, public health, public safety and administrative purposes" and also provided instructions for a transition from the existing units of measure that were in use. The directive replicated the CGPM SI recommendations and in addition pre-empted some of the additions whose use had been recommended by the CIPM in 1969, but had not been ratified by the CGPM.[Note 16] The directive also catalogued units of measure whose status would be reviewed by the end of 1977 (mainly coherent CGS units of measure) and also catalogued units of measure that were to be phased out by the end of 1977, including the use of obsolete names for the sale of timber such as the stere, the use of units of force and pressure that made use of the acceleration due to gravity,[Note 17] the use of non-coherent units of power such as the Pferdestärke (PS), the use of the calorie as a measure of energy and the stilb as a measure of luminance. The directive was silent in respect of units that were specific to one or two countries including the pond, pfund, livre (Dutch, German and French synonyms for 500 g), thereby effectively prohibiting their use as well.
When the directive was revisited during 1977, some of the older units that were being reviewed (such as millimetre of mercury for blood pressure)[Note 18] were retained but others were phased out, thereby broadly aligning the allowable units with SI. The directive was however overhauled to accommodate British and Irish interests in retaining the imperial system in certain circumstances. It was reissued as directive 80/181/EEC. During subsequent revisions, the directive has reflected changes in the definition of SI. The directive also formalised the use of supplementary units, which in 1979 were permitted for a period of ten years. The cut-off date for the use of supplementary units was extended a number of times and in 2009 was extended indefinitely.
India was one of the last countries to start a metrication programme before the advent of SI. When it became independent in 1947, both imperial and native units of measure were in use. Its metrication programme started in 1956 with the passing of the Standards of Weights and Measures Act. Part of the act fixed the value of the seer (a legacy unit of mass) to 0.9331 kg exactly; elsewhere the Act declared that from 1960 all non-metric units of measure were to be illegal.
Four years after the Indian Government announced its metrication programme, SI was published. The result was that the initial metrication programme was a conversion to the CGS system of units and the subsequent adoption of SI has been haphazard. Fifty years later, many of the country's schoolbooks still use CGS or imperial units. Originally the Indian Government had planned to replace all units of measure with metric units by 1960. In 1976 a new Weights and Measures Act replaced the 1956 Act which, amongst other things, required that all weighing devices be approved before being released onto the market place. However, in 2012, it was reported that traditional units were still encountered in small manufacturing establishments and in the marketplace alongside CGS, SI and imperial measures, particularly in the poorer areas.
The use of the Indian numbering system of crores (10,000,000) and lakhs (100,000), which do not map onto the SI system of prefixes, is widespread and is often found alongside or in place of the western numbering system.
When the metre was redefined in 1960, the kilogram was the only SI base unit that relied on a specific artifact and thus the only unit that was subject to "periodic comparisons of national standards with the international prototypes". After the 1996–1998 recalibration, a clear divergence between the various prototype kilograms was observed.
At its 23rd meeting (2007), the CGPM mandated the CIPM to investigate the use of natural constants of nature as the basis for all units of measure rather than the artefacts that were then in use, thus involving a change from explicit unit definitions to explicit constant definitions. At a meeting of the CCU held in Reading, United Kingdom, in September 2010, a resolution and draft changes to the SI Brochure that were to be presented to the next meeting of the CIPM in October 2010 were agreed to in principle. The proposals that the CCU put forward were:
The CIPM meeting of October 2010 found that "the conditions set by the General Conference at its 23rd meeting have not yet been fully met. For this reason the CIPM does not propose a revision of the SI at the present time". The CIPM did however sponsor a resolution at the 24th CGPM in which the changes were agreed to in principle and which were expected to be finalised at the CGPM's next meeting in 2014.
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This is an excerpt from Winning Football by Bill Ramseyer.
Leading up to summer camp, the quarterback must pass the ball at least 250 times each day. Every pass has a purpose. Just as an archer aims precisely for the bulls-eye and not just the target, each time the quarterback passes the ball, he has a bulls-eye in mind, such as the receiver’s left ear, belt buckle, or right elbow. The smaller the bulls-eye, the better. As the quarterback warms up for practice, the coach tells him the location of the desired bulls-eye.
A quarterback and receiver stand 10 yards from another quarterback and receiver. Both quarterbacks kneel next to their receivers. The ball is passed to a receiver, who hands the ball to the quarterback kneeling beside him. The quarterback passes to the receiver 10 yards away, who hands the ball to the quarterback kneeling beside him. Continue for 5 minutes.
For the second part of the warm-up, the receivers and quarterbacks remain in the same spacing, but now both quarterbacks stand with their feet parallel. They run through the same sequence: the receiver hands the ball to the quarterback next to him, and the quarterback throws to the receiver 10 yards away. The quarterback does not move his feet. Instead he throws with his upper body. Continue for 5 minutes.
In part three, the receivers move back 5 yards so they are 15 yards from the opposite quarterback. The quarterbacks step into the pass. Continue for 5 minutes.
Conclude the warm-up by bringing in a center to execute the snap. The quarterback passes from a three-step and five-step drop, sprint out, and play action. Move the receiver deeper for these passes. Continue for 5 minutes.
To help the quarterback get accustomed to staying in the pocket, a coach rushes from the outside. After taking a five-step drop, the quarterback steps up into the pocket and delivers the pass.
Sometimes it’s impossible to take a pass drop by the book. For example, if a linebacker blitz is not picked up, the pass must be executed off-balance. This can still lead to a successful play if the quarter-back rehearses it often so that when it happens in a game he reacts on instinct.
A coach rushes, and the quarterback makes the pass from an off-balance position, with something on the ball. The quarterback must consciously at-tempt to throw hard because this pass does not have his body behind it, only his arm. The receiver should be only a short distance away at first. Gradually increase the distance.
Sometimes the only way to make a play is to scramble. Here again, there must be a plan, and the plan must be rehearsed regularly. Have a coach rush and force the quarterback to break the pocket. The receivers know to level off at whatever depth they are when the scramble begins. They then go in the same direction as the scramble, waving their arms so the quarterback finds them, and the pass is delivered. When the receiver is within 5 yards of the sideline, he turns and runs upfield.
This read drill involves reading whoever is responsible for the curl area. The quarterback is on the near hash with a receiver 7 yards from the sideline and 7 yards deep. This represents a player who has run a 10-yard curl and come back tight to 7 yards. Another receiver is 15 yards from the sideline and 8 to 10 yards deep, representing a receiver who has run a 10-yard curl, read the linebacker drop as being more wide than deep, and so rounded his curl behind the linebacker’s drop. The read of the linebacker’s drop affects where the quarterback will pass the ball. If the linebacker’s drop is more deep than wide, the quarterback passes to the outside receiver. If the drop is more wide than deep, the quarterback passes to the inside receiver.
An extension of this drill is to have a receiver actually run a complete curl route and read the linebacker’s drop. Run the drill daily so that the quarterback and wide receiver are consistently on the same page, reading the drop and arriving at the same point. This way the quarterback always knows what path the receiver will take, and the wide receiver always knows where the ball will be thrown.
Individual Routes Against Air
With the receivers, run all individual routes against air. Receivers run through all the routes that they use in the offense without any defensive players involved.
Learn more about Winning Football. | <urn:uuid:16dcddca-c911-4404-8375-fcc662a54ef3> | CC-MAIN-2019-43 | https://canada.humankinetics.com/blogs/excerpt/passing-with-a-purpose-sample-quarterback-drills | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987833766.94/warc/CC-MAIN-20191023122219-20191023145719-00416.warc.gz | en | 0.966497 | 921 | 2.8125 | 3 |
Some leukemia patients at Norton Healthcare in the US whose immune systems are weakened by chemotherapy now have access to a new stem cell-based treatment that researchers hope will prevent potentially deadly infections.
If successful, the treatment will not just help leukemia patients who are undergoing chemotherapy — but also the large share of acute myeloid leukemia patients who because of infection risk cannot even receive chemotherapy to treat their illness.
AML is a blood cancer that produces abnormal platelets, as well as white and red blood cells. Platelets enable blood clotting, while red blood cells deliver oxygen, and white blood cells fight infections.
AML patients typically are treated with chemotherapy, which kills the abnormal cells — but also the healthy ones, which compromises the immune system and increases the risk of infection.
Nearly 20,000 people in the U.S. are expected to be diagnosed with the disease this year. About nearly 11,000 die from the disease annually. The five-year survival rate in adults is about 24 percent, according to Cancer.net.
Dr. Joseph J. Maly, a hematologist/oncologist with Norton, told Insider that AML patients who receive chemotherapy treatments most commonly suffer from pneumonia, which, because of the patients’ weakened immune system, can escalate to sepsis, a potentially lethal blood stream infection.
About three-quarters of all AML patients encounter at least one infection during treatment, and about 40 percent experience a life-threatening infection, Maly said.
Norton this summer began providing patients with dilanubicel, a drug developed by Seattle-based cell therapy startup Nohla Therapeutics, which extracts, from umbilical cord blood, stems cells that are destined to become infection-fighting cells.
Maly said that stem cells can be used because they have not yet reached the point of development where they would be rejected once introduced into a foreign body — nor would they reject the new circulatory system. That allows doctors to maximize their benefit without having to worry about possible downsides.
Maly said that most cell-based therapies require cells to be extracted from the patient, but the process to remove the cells, send them to a lab for genetic engineering, and to ship them back, takes two to four weeks, and most AML patients need help urgently.
“They often do not have that kind of timeline to wait,” Maly said.
Dilanubicel essentially acts as a short-term immune system boost to prevent infections while the body’s immune system recovers.
Maly said that researchers hope the treatment will allow all AML patients undergoing chemotherapy to avoid potentially deadly infections.
Nohla said on its website that its drug reduces the patient’s risk of death from infection, while at the same time improving the patient’s chances for recovery from the underlying disease.
“Patients who experience serious infections are often required to delay the start of additional chemotherapy cycles or have their chemotherapy dose reduced to avoid ongoing complications,” the company said. “These delays or reductions in treatment may lessen chemotherapy’s effectiveness and its ability to induce long-term disease response.”
Maly said the treatment also could make chemotherapy an option for the roughly 40 percent of AML patients who cannot receive such a treatment now because the infection risk is too high.
Doctors generally discourage any AML patients older than 60 from chemotherapy because of infection risk, Maly said. Given that AML mostly occurs in older people, dilanubicel could make treatment available precisely for the population that most frequently suffers from the disease.
Norton can offer the treatment because the nonprofit health system applied for and was accepted to participate in Phase 2 trials, which began this summer. Without that participation, the drug would not be available to Norton patients.
About 220 patients across the globe are expected to be treated with dilanubicel by the end of next year to allow researchers to collect data on the drug’s efficacy and to figure out the lowest effective dose.
Only about a third of drugs move From Phase 2 to Phase 3, which lasts one to four years and involves up to 3,000 volunteers to test efficacy and monitor adverse reactions, according to the Food and Drug Administration.
To see the article in full click here. | <urn:uuid:eec25ad4-2162-428c-b6d7-44bfa9736923> | CC-MAIN-2019-26 | https://lmruk.org/2018/10/07/a-stem-cell-treatment-to-help-leukaemia-patients-avoid-potentially-deadly-infections/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00127.warc.gz | en | 0.954746 | 888 | 2.828125 | 3 |
Eating is a natural process but what is complex during pregnancy is eating foods that are healthy and nutritious because that’s what your baby will have for its growth. This is the reason why doctors help you with a chart termed as a pregnancy diet chart explaining to you what to eat and in what quantity.
Owing to complexities during pregnancy, a pregnant woman is advised and suggested in a countless number of ways and about the countless number of thing, one of which is related to her diet.
- There is this one thing that most of the pregnant woman experience that is Food cravings, which according to them is about a particular food which they should consume, well medically it occurs when your body craves for nutrients, proteins or any liquid, so one should avoid food items that are not so healthy.
- Another misconception among pregnant woman is the age-old principle that once you are pregnant, it means you have to consume food for two persons at a time, which is wrong. Instead, you will eat as much as required for yourself to feel content, considering your calorie intake.
- Pregnant women who feel morning sickness, think they should stop consuming food, but the reason behind morning sickness can be anything from hormonal changes to blood sugar levels.
Food items or nutrients to be taken during pregnancy
No doubt that water is a necessity and should be taken by every individual in maximum quantity but what makes it super important to be counted in a pregnant woman’s diet is the importance of staying hydrated at all cost during pregnancy. Headache, Short term memory loss, tiredness, fatigue are prime reasons behind shortage of hydration taking place in a pregnant woman’s body. It also helps in increasing the volume of blood flow and reduces the chances of urinal infections, two major things very much prevalent during pregnancy.
Fruits and vegetables
The second and third month of pregnancy are considered the most vital phase and a pregnant woman should be very cautious during that stage. She should have more of vegetables and fruits that are rich in fiber and vitamins. Vegetables that are leafy and dark just like Broccoli contain enough nutrients that a pregnant woman’s body requires which are Vitamin A, C and K, iron, potassium. Fruits that have plant compound content in them like Berries help the body in absorbing iron present in the body.
Whole Grains are a source of fiber and iron such as in oatmeal, breads and rice, etc. A pregnant woman’s half of the diet should contain food items that are made of whole grains as they hold a vital importance in the diet of a pregnant woman.
Dairy Products are a great source of calcium, vitamin D and protein, all of which are very essential for the baby’s growth even after the birth. So food items like milk, yogurt, and Greek yogurt should be consumed 3 to 4 times every day. It helps in the functioning of the nerve, blood clotting and strengthens the bones as well. Dairy Products also aid in proper functioning of the digestive system because they contain probiotic bacteria.
Protein rich food
Food items like Meat, Poultry and eggs are rich in iron and protein, both of which are required during pregnancy, as iron carries the oxygen to the baby and protein helps in development of the baby. Deficiency of iron can cause a premature delivery or your baby can be under weight, so never forget to have at least a little of the meat in your diet, similarly eggs are recommended too, for a good development of the baby’s health and brain.
Fruits have that moisture in them which also keeps your body hydrated but no wonder that dried fruits are also best for a pregnant woman to include in her diet, because of the amount of fiber, vitamins and minerals present in them. Out of so many dry fruits available which are most beneficial are, Prunes for better constipation; Dates to benefit in cervical dilation and minimize the need to induce labor. But what needs to be taken care is the amount in which you are consuming them as they contain too much of sugar, so keep the quantity in check, 1-2 in a day is more than enough.
This group includes Soybeans, Peas, Peanuts, Beans, Chickpeas, all of which include fiber, potassium, magnesium, iron, folate. They are important for a pregnant woman to take during the first few weeks of pregnancy as that’s when the fetus is developing into becoming a baby.
All of the above-mentioned food items not only maintain the healthy growth of the baby, but it helps the pregnant woman stay strong during pregnancy because during that time, symptoms such as weakness, fatigue and mood swings are very common.
Food items whose consumption needs to be limited
Pregnant Women who are either addicted to tea or coffee, should limit its consumption to some extent, lower than the usual. As heavy intake of caffeine products can initially be the cause behind miscarriage or premature birth of the baby.
Though a pregnant woman should consume fish as it is rich in protein which again is essential for the baby’s growth but as we all know anything consumed in huge quantity can cause serious health complication, so does fish. According to medical science, a maximum of 12 ounces of fish is more than enough for a pregnant woman in a day. It can cause hindrance to the development of baby’s brain.
Food items that should be avoided
Raw meat and unpasteurized food
A pregnant woman should not consume raw meat or raw fish or raw egg and unpasteurized food during pregnancy as not only they account for causing food poising, they can have other serious issues such as mental disorders or blindness for the baby.
Alcohol and smoking habits
A pregnant should avoid drinking and if she has smoking habits, she should completely avoid it as it can have serious health complications for your baby. As alcohol gets into the blood which during pregnancy can pass to your baby as well, this causes problems such as mental disability, behavioral disabilities of your baby. It can also cause miscarriage. | <urn:uuid:7c93db02-47fe-4526-a961-994eabff1073> | CC-MAIN-2018-13 | https://beautyhealthtips.in/healthy-foods-to-be-consumed-during-pregnancy/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257648000.93/warc/CC-MAIN-20180322190333-20180322210333-00005.warc.gz | en | 0.968238 | 1,243 | 2.578125 | 3 |
[an-ser-uh-buh l, ahn-]
- liable to be asked to give account; responsible: He is answerable to a committee for all his decisions.
- capable of being answered: a question answerable by mail.
- proportionate; correlative (usually followed by to).
- corresponding; suitable (usually followed by to): The amount is not answerable to my needs.
Origin of answerable
Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2018
Related Words for answerabilityduty, power, importance, restraint, authority, liability, guilt, burden, obligation, trust, culpability, onus, fault, accountability, charge, loyalty, omission, negligence, defect, misconduct
- (postpositive; foll by for or to) responsible or accountableanswerable for someone's safety; answerable to one's boss
- able to be answered
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
Online Etymology Dictionary, © 2010 Douglas Harper | <urn:uuid:754b5f9d-5866-4dc5-a392-4817db7ecbc3> | CC-MAIN-2018-51 | https://www.dictionary.com/browse/answerability | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829115.83/warc/CC-MAIN-20181217183905-20181217205905-00230.warc.gz | en | 0.870739 | 255 | 2.515625 | 3 |
It is unlikely that an eruption will occur without warning. Volcanic eruptions in the Eastern Caribbean are usually preceded by recognizable symptoms, such as small earthquakes, changes in gas chemistry, and/or ground deformation (swelling of the mountain) long before an eruption occurs. The Seismic Research Centre operates a monitoring system which should enable scientists to provide sufficient warning to the authorities prior to an eruption so that appropriate action can be taken.
Volcanoes are caused by processes beneath the surface of the Earth and the factors which may trigger eruptions are totally unconnected to the atmospheric processes which cause changes in weather. Heat waves, overcast conditions at the summit or any other weather phenomena do not indicate anything about the state of the volcano. However, heavy rains during an eruption may trigger mudflows (lahars) and lightening can occur from eruption columns.
The term “soufriere” comes from the French “soufre”, which means sulphur. In many volcanic areas, sulphur is naturally deposited at the surface by the volcanic gases and has traditionally been extracted and used by people. A “soufriere” is by definition such a place where sulphur is naturally deposited and is often associated with a volcano (e.g., Soufriere Hills Volcano, in Montserrat or the town Soufriere in Dominica).
A volcano is considered active (i.e., “live”) when signs of activity can still be detected. These signs can be occasional volcanic seismic activity, gas emitted on an around the volcano, ground deformation. Apart from the occurrence of gas vents, most of these signs are generally only detectable with specialized monitoring equipment (e.g., seismometers, GPS). | <urn:uuid:28a3b4fb-ed90-442f-b9d9-89bef3315666> | CC-MAIN-2023-50 | https://uwiseismic.com/faq_cat/volcanoes-monitoring/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100568.68/warc/CC-MAIN-20231205204654-20231205234654-00560.warc.gz | en | 0.942113 | 361 | 4.34375 | 4 |
Penny Ur characterizes the process of teaching a foreign language as “a complex one, which has to be broken down into components for purpose of study. There are the teaching acts of presenting and explaining new material, providing practice and testing. In the classroom, it is the teacher’s job to promote these three learning processes by the use of appropriate teaching acts.
Thus, the teacher presents and explains new material in order to make it clear, comprehensible and available for learning; gives practice to consolidate knowledge; and tests, in order to check what has been mastered and what still needs to be learned or reviewed.
But this isn’t the only way people learn a language in the classroom because they may absorb new material unconsciously, or semi – consciously, through exposure to comprehensible and personally meaningful speech or writing, without any purposeful teacher mediation.” The word “meaning” is defined in The Oxford Dictionary for Advanced Learners as “the ideas that a writer, artist, etc. wishes to communicate through a book, painting, etc.; sense or significance”.
On the contrary, some scholars make difference between “message” and “meaning”, describing message as what the writer wants the reader to think and feel, and describing meaning as the entire meaning of a text, comprising all denotative and connotative meanings however, it is evident the fact that words don’t have meanings in isolation and that their meaning depends on the meanings of other words. As we all know, each language depends on words and sentences having meaning: each word and each sentence is associated with at least one meaning. The sentences: “Mice chase cats.” and “Cats chase mice.” don’t have the same meaning even if the words in every sentence are similar.
Undoubtedly, word-order can change meaning, but not always. E.g. “ I had hardly gone out when the phone rang.” and “Hardly had I gone out when the phone rang.” Even if this pair of sentences has identical words which are written in a different order, the sentences do not differ in meaning; in other words, we are dealing with a two-way relation, the interpretation a sentence is given relies on the interpretation of the words in that sentence. Stylistics is considered a method of analyzing works of literature offering an “objective” or “scientific” analysis of literary excerpts. Stylistic analysis uses the objective analysis to find and explain the meanings of the text because there isn’t only one interpretation of the text as there are three key aspects when analyzing a text: the language itself, the context and what you bring to a text (your own experience). Stylistics refers to the study of style and one of the essential aims within stylistic analysis is to attempt to understand the relationship between the literary excerpt, on the one hand, and how we understand it , and have an effect upon us, on the other hand. As we go through a literary text we have to analyse linguistic structure at different levels (e. g.: grammar, vocabulary, sounds) in order to understand the text and the relations between the sentences.
Clearly, to understand the sentence entirely we must see it in its contexts because the meaning comes from the text. Even if we differ from one another yet we, as readers, often agree over what a certain text means although this may not be the only possible interpretation of the text but there may be more meanings. Thus, stylistic analysis should help the reader to become more aware of the processes of interpretation. Linguistics is the scientific study of languages whereas stylistic is “a method of applied language study which uses textual analysis to make discoveries about the structure and function of language.”
Indeed, it is not possible to name and find any linguistic characteristics that will give a literary feature on a text because it is very hard to make a difference between literature and language.” “Literary” is a feature given to a text which does not take into account what they are but what they do. If you want to understand what a word means, you must have in view at least four aspects.
Firstly, the fact that meanings change with time and it isn’t easy to keep up with the meanings of a word nowadays. Secondly, the meaning of a word should be seen in connection with the context in which it is used. What is more, the cultural differences can influence the meaning of a word. Also, a pair of words in English may seem to have identical meanings. For example, “child” and “kid” mean the same thing but there are different degrees of formality which each word expresses so, they are not quite identical. Semantics is the study of meanings and the study of meaning comprises units of language from words up to clauses and sentences. An idiom is generally made up of many words but it has only one meaning. For example, in the expression “it is raining cats and dogs”, the words “cats” and “dogs” have different meanings in most contexts but their individual meanings are completely changed within this idiom. In short, it is not the individual meaning of words but the whole expression “it is raining cats and dogs” which gives the meaning “to rain heavily”.
It is also worth noting that “texts always exist in a context, generally a context in which they are presented by the author or performer to an audience. That is, the text is always contextualized as part of verbal behavior in a particular situation with particular participants.” Cohesion is realized when the sentences cohere to make a meaningful text. “Coherence” is based on the semantic unity by which the reader or listener notice that sentences fit together. In other words, cohesion is the grammatical and lexical connection within a given text, the links that put a text together and convey its meanings.
Students should be taught to recognize the linking words which create textual cohesion because a text is not made up of independent sentences or words, but it is a web of connected words and, from the very beginning, students should be able to recognize these markers which can unveil the real meaning of the literary texts. In order to recognize these connectors, which will make students better understand the development of the plot in a literary text, teachers can propose some exercises such as: identifying the function of the connectors and finding equivalents; use appropriate linking words/ phrases from the theory box above to complete the sentences; underline the correct linking word/ phrase; replace the linking words with alternatives; use linking words/phrases to complete the main body paragraphs below with the arguments and justifications; complete the text with the missing connectors; change a list of statements and propositions into a coherent text by connecting sentences and adding linking words.
According to Bakhtin’s theories the forms and meanings of language are continuously shaped by history and culture and all languages offer a different point of view on the world, defined by its own meanings and values. Denotation: ”The meaning of a word is primarily what it refers to in the real world, its denotation.” For example, the denotation of the word mouse is a small animal that is covered in fur and has a long thin tail. Polysemy: Words can have many different meanings: in fact, one word in English often has more than one denotation. This phenomenon is called polysemy. The word issue, for instance, refers to a subject that people discuss or argue about, but it also refers to a magazine that is published at a particular time. To solve this problem of polysemy, students need to see and practise words in context, since it is the context that allows them to understand the meaning of a word, finding one word to fit all the gaps in a set of sentences which illustrate a range of meanings of a polysemous word.
Connotation, on the other hand, refers to “the associations, or positive or negative feelings it evokes, which may or may not be indicated in a dictionary definition.” This means that words can suggest different things depending on the context they occur in. A learner who fails to understand the connotation of a word will probably fail to get the message of the text.
Another important aspect to consider is sociocultural context which refers to the fact that the language used by a sociocultural group is closely connected with its values, attitudes and beliefs. Consequently, learning a language involves understanding and interpreting the culture of which it is part. It is important, therefore, for students to develop the ability to interpret texts from perspectives other than their own.
Ur, Penny, (2003), A Course in Language Teaching, Cambridge University Press, p. 202.
Simpson Paul, (1997), Language through literature, Routledge London and New York, p. 33.
Fabb Nigel, (1997), Linguistics and Literature, Blackwell Publishers Inc. , p. 15. | <urn:uuid:e4c9491d-ccfc-4685-bba5-6e9fe6a0840f> | CC-MAIN-2020-16 | https://edict.ro/teaching-a-foreign-language/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370508367.57/warc/CC-MAIN-20200402204908-20200402234908-00369.warc.gz | en | 0.95539 | 1,874 | 3.8125 | 4 |
New parents are aware that a baby will cry[crying baby] from time to time. This doesn’t mean that it doesn’t make you angry.
In fact a steady and seemingly unending wail emerging from an inconsolable child could cause not only worry but extreme anger as well. Some tips to help you cope:
- Understand that it is normal to feel frustrated and angry and being unable to do anything to silence a bawling baby. You are not a monster to feel that angry.
- Also understand that sometime babies just need to cry; it is not a reflection on your parenting capabilities.
- Pause and take a step back from the situation, telling yourself to relax and take it easy. Count to ten or twenty or repeat a soothing phrase, whatever helps.
- Put the baby somewhere safe and take a break, perhaps in another room and try and regroup. When you come back, the baby may be diverted enough to stop crying on their own.
- Take a walk. Put baby in a stroller and walk to dispel your own tension and to give baby a change of scene.
- Verbalize your emotions, whether to yourself, or your friend, it may make you feel better just to have expressed aloud your frustrations.
- If things get to be too much for you to handle, ask for help. Recognize that you also have your limits, don’t push yourself beyond them. | <urn:uuid:5c3ecf93-56be-40b9-a543-7ab934987c51> | CC-MAIN-2020-24 | http://www.newbornbabyzone.com/baby-care/tips-to-cope-with-a-crying-baby-and-keeping-your-cool/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347399830.24/warc/CC-MAIN-20200528170840-20200528200840-00368.warc.gz | en | 0.947665 | 299 | 2.546875 | 3 |
Starting your day in a good way lays the foundation for the rest of your day. In fact, recent studies has shown that one of the things that most successful people have in common is a good morning routine. This article will help you to start waking up early and getting shit done!
Morning is the interval between sunrise and noon. Morning precedes afternoon, evening, and night in the sequence of a day. Originally, the term referred to sunrise.
“Nothing is less productive than to make more efficient what should not be done at all.”
Morning typically encompasses the (mostly menial) prerequisites for full productivity and life in public, such as bathing, eating a meal such as breakfast, dressing, and so on. It may also include information activities, such as planning the day’s schedule or reading a morning newspaper. The boundaries of such morning periods are by necessity idiosyncratic, but they are typically considered to have ended on reaching a state of full readiness for the day’s productive activity.
For some, the word morning may refer to the period immediately following waking up, irrespective of the current time of day. This modern sense of morning is due largely to the worldwide spread of electricity, and the concomitant independence from natural light sources.
Leave a reply | <urn:uuid:f0cb1323-18f8-44b6-b97d-c9e0626b5b74> | CC-MAIN-2023-23 | https://artliv.shop/a-productive-day-starts-with-a-good-morning-routine/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653631.71/warc/CC-MAIN-20230607074914-20230607104914-00021.warc.gz | en | 0.961562 | 267 | 2.859375 | 3 |
This is the Biblical character Joshua. For the canonical book of the Old Testament, see Book of Joshua
Joshua (Hebrew Yehoshúa) was the first leader of the tribes of Israel after
Moses. Moses personally granted this right to Joshua in the presence of all Israel before his death on Mount Nebo with God's blessing.
"Then Moses summoned Joshua and said to him in the presence of all Israel, "Be strong and courageous, for you must go with this people into the land that the LORD swore to their forefathers to give them, and you must divide it among them as
their inheritance. (8) The LORD himself goes before you and will be with you; he will never leave you nor forsake you. Do not be afraid; do not be discouraged." (Deu. 31:7-8, NIV).
Early years and apprenticeship under Moses
Joshua was born during Israel's period of slavery in
Egypt as the son of
Nun, a descendant of
Ephraim. His original name was Hoshea, but was later changed by Moses to Joshua.
Joshua as military commander
Joshua led Israel's campaign to conquer the land of Canaan, having already established his military credentials by his leadership of Israel's victory over the Amalekites in the Sinai peninsula (Ex. 17:8-13). Joshua's military leadership
and tactics were direct from God, and the book of Joshua is very clear on this point. "(2) Then the LORD said to Joshua, "See, I have delivered Jericho into your hands, along with its king and its fighting men. (3) March around the city once
with all the armed men. Do this for six days. (4) Have seven priests carry trumpets of rams' horns in front of the ark. On the seventh day, march around the city seven times, with the priests blowing the trumpets. (5) When you hear them sound a
long blast on the trumpets, have all the people give a loud shout; then the wall of the city will collapse and the people will go up, every man straight in." (Jos. 6:2-5, NIV)
After the military campaign was complete and he had granted land to the tribes of Judah, Ephraim, and half of Manasseh "Joshua removed the Tabernacle and the Ark from Gilgal to Shiloh, and took up his residence there. Here he continued the work of
apportioning the rest of the land by lot according to the families".
Joshua as Israel's leader
Joshua played a significant role in the history of Israel by bringing about the partial fulfilment of the
Mosaic covenant by establishing the nation of Israel in Canaan. He also presided over the division of the lands into the hands of the tribes of Israel. Under Joshua's leadership Israel established itself as the dominant
power in the region, Egypt and Babylon could not maintain a standing presence in the region and the Assyrian invasion was centuries away (Zondervan, 2002). Some scholars attribute the success of the nation of Israel during Joshua's time leading
them to his leadership ability and God's blessing upon him. Joshua's approach in leading Israel was different from Moses, and this is especially evident in the campaign to conquer Canaan.
Joshua lived to be "old and well advanced in years" (Jos. 23:1, NIV) and was buried at Timnath Serah (which he apportioned to himself) in the hill country of Ephraim (Jos. 24:30).
- Zondervan, "Introduction: Joshua", NIV Study Bible, Grand Rapids, MI: Zondervan, 2002 | <urn:uuid:550f130e-c354-4988-9d57-fa19aeb30e0c> | CC-MAIN-2016-36 | http://www.theopedia.com/joshua | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982295424.4/warc/CC-MAIN-20160823195815-00043-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.966116 | 771 | 3.125 | 3 |
Although Crûg Quarry has been known to
geologists for nearly 150 years recent research is proving that the
site still has a great deal of new data to offer. Detailed study
has revealed the presence of a rich and diverse assemblage of
conodont microfossils which is considered unique in Britain for
rocks of this age. On the basis of over thirty forms of conodont
described from Crûg Farm, comparisons of this sequence have been
made with strata of a similar age from various locations in Central
America. Study has also been made of the other fossils recorded
from Crûg Quarry and the site is now considered to be of key
importance as a reference site for a number of species of
Managing this site
The site is under private ownership. The special features of
this SSSI and CCW’s views about site management have been
summarised in a Site Management Statement, addressed to the owners
and managers of the land. The statement can be found in the
resource section below.
A public footpath runs along the southern edge of the site. For
detailed maps and information regarding access visit our access map
via the resource section below.
Crug means ‘mound’. | <urn:uuid:4b96b532-461d-4fcf-a5b9-14bb2237fc68> | CC-MAIN-2014-42 | http://www.ccw.gov.uk/landscape--wildlife/protecting-our-landscape/special-landscapes--sites/protected-landscapes-and-sites/sssis/sssi-sites/cr%C3%BBg-farm-quarry.aspx?lang=en | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414119658026.51/warc/CC-MAIN-20141024030058-00045-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.93621 | 269 | 3.046875 | 3 |
Argumentative Essay Outline
The argumentative essay is one of the important school requirements from high school to college to higher education. Ergo, we can not avoid it in spite of how much we want to. Fortunately, you can find tricks and tips to simpler make your essay yet an expert one.
What exactly is an argumentative essay, anyway?
An argumentative essay includes a couple of completely developed arguments for supporting a thesis declaration which takes a strong standpoint on an issue that is particular. It really is commonly arranged based on the essay that is 5-paragraph an introduction, human body paragraphs, also a summary.
When composing an argumentative essay, the individual should make sure right facts. It is rather essential to have provable and solid sources from which the journalist can draw their information because having none would only result in the essay «weak» that is whole.
Outline for the essay that is argumentative
The essay that is argumentative basically consists of four parts:
- Presentation associated with the argument
- Disproving the arguments associated with the opponents; and
Don’t just underestimate this part, because introduction may either allow you to gain visitors or lose some. Therefore, you will need to captivate the attention of one’s readers by simply making a sentence that is uniquealso called ‘hook’). You might think about something similar to an interesting concept, a funny quote or expression, or perhaps a question that is rhetorical. Remember, your purpose is always to lure more viewers and acquire them thinking about your topic.
Your introduction can certainly be comprised of background information regarding your topic or a thesis statement where you plainly inform your position for a topic that is specific provide reasons for your stand.
Presentation of this Argument
During this period, your goal that is key is maintain and expand the viewers’s interest along with induce and make them help your stance. One of the more ways that are effective putting yourself in their footwear.
You possibly can make more than one claims sustained by numerous points of proofs. The crucial thing the following is to produce and provide your argument in a manner that is thorough.
Disproving the Arguments of this Opponents
Now, state the views of the opponents and then provide a refutation. You will need to know what can perform struggle with towards the selected place and always prepare to support your stance paper writer service and prove the attest to the reliability of this information you’ve got fond of the audience.
All of the counterarguments that may arise and prepare yourself to give a good rebuttal as possible, double check.
In an argumentative essay, the final outcome must certanly be produced by achieving two important tasks – reaffirming the significance of your topic/issue and making your visitors think about the link between your argument.
Pretty certain, you need to end your essay with one thing your market will really remember all throughout – so that your smartest choice is to provide a notable concluding statement. You’ll be able to get back through and review your points that are main.
Select Your Topic!
You are advised to choose one that you are confident in arguing when it comes to selecting a topic. No matter what the topic, you additionally have to provide information through the contrasting side. | <urn:uuid:6fded920-1756-4a4c-a051-189e954609fe> | CC-MAIN-2019-30 | http://themida.eu/2018/09/13/argumentative-essay-outline-19/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195529007.88/warc/CC-MAIN-20190723064353-20190723090353-00256.warc.gz | en | 0.886723 | 678 | 2.734375 | 3 |
Boxing became a legal sport in? A. 1900 B. 1901 C. 1902 D. 1903 Right Answer: B. 1901 Share : December 12, 2017 Hassan Ali General Knowledge Total 0 Votes: 0 0 Tell us how can we improve this Mcqs? Captcha: + = Verify Human or Spambot ? Related Mcqs Check Below -King Bhumibol, world’s longest-reigning monarch has died at age 88 in October-2016 belong to?The name of Taiwan parliament is?The Picture on the back of 10 Rupee Pakistani Note? | <urn:uuid:792f3463-94ce-464b-9ac0-c6b47acdcf51> | CC-MAIN-2021-25 | https://pakgk.com/mcqs/general-knowledge/boxing-became-a-legal-sport-in/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487610196.46/warc/CC-MAIN-20210613161945-20210613191945-00340.warc.gz | en | 0.874449 | 116 | 2.671875 | 3 |
When two specific lines intersect at 90°, they are known as perpendicular lines. In other words, two lines are perpendicular to each other when a right angle is formed at their point of connection.
A right-angle symbol shows the perpendicular lines in this right-angled triangle
In geometric shapes, the right angle symbol denotes perpendicular or orthogonal lines as shown:
1. The arms of an analog clock at 3 o’clock and 9 o’clock
The hour hand and minute hand of analog clocks can be perpendicular to each other at various points in time throughout the day. But the most notable points are at three o’clock and nine o’clock.
A clear 90° angle is formed when the minute hand is at 12 and the hour hand is either at 3 or 9.
In this illustration, we have not considered the second hand which is the longest arm of analog clocks with three hands.
However, the second hand can form right angles with the other analog clock hands at different points.
2. A Football or Soccer Field
You don’t have to be a soccer fan to notice the shape of the standard playing field.
Soccer fields are rectangular. The longest side is the touchline while the shortest side is known as the goal line.
The touchlines are perpendicular to the goal lines. Additionally, the halfway line which divides the field into two halves is perpendicular to the touchlines.
3. Floor and Walls in a Room
Most rooms have walls that are perpendicular to the floor.
Though there are large commercial buildings that have sloping walls, many smaller buildings are constructed with orthogonal floors and walls.
4. The Edges of Your Television
When it comes to digital displays, a rectangular shape is more convenient because it allows data to be mapped efficiently onto the screen. This explains why most modern television sets are rectangular.
The edges of many TVs form right angles at their points of connection. Therefore, the longer edges are perpendicular to the shorter edges.
5. Rectangular and Square Window Panes
Most windows have a rectangular or square shape because these shapes simplify the window manufacturing process.
It is easier to cut and join glass in rectangular shapes. Therefore, you are likely to see orthogonal lines in most of the windows around you.
6. Square Floor Tiles
Floor tiles that are square or rectangular are easier to cut and lay along straight walls.
Rectangular and square tiles provide a clear visual of perpendicular lines. These tiles can fill a floor space without leaving gaps.
Plus, you can install the tiles any way you want unlike if you were laying pentagon-shaped tiles.
One quick way to spot orthogonal lines is to check the doors around you.
Many doors and door frames are rectangular to march the right angles formed by walls and floors.
At the very least, an upright door will form a right angle with the ground or floor beneath it.
If you frequent the library, you must have noticed the bookshelves’ design.
Traditional bookshelves consist of rectangular or square spaces and drawers.
Rectangular-shaped spaces enhance neatness because they match the rectangular shapes of books.
9. Railway Tracks
The proper geometric design of a railway track is important because it affects the speed, safety, and smooth running of trains.
The horizontal bars, also known as concrete sleepers, intersect at right angles with the vertical planes of the metallic rails. This enhances the stability of train movement.
10.The Red Cross Emblem
We are all familiar with the humanitarian work of the Red Cross organization.
Its symbol, which is an inversion of the Swiss flag, is a red cross on a white background.
You can spot perpendicular lines on the red cross of the emblem.
11. A Crisp Dollar Bill
Banknotes are rectangular for several reasons. Their shape makes it easy to print and box for transportation.
Plus, a rectangular bill easily fits in a reader machine. The shape also provides enough space for the content required on a banknote.
If you check a crisp dollar bill, you’ll notice that its long and short edges are perpendicular to each other.
12. A Postcard
Postcards are cards with illustrated images and space for written messages and postage.
For a mail piece to be considered a postcard, it must be rectangular and have neatly finished corners.
Any message written on a postcard can be read by anyone as it transits from a sender to the receiver.
Still, they are a great way to send greetings to loved ones, especially from a scenic vacation spot.
Postcards can also be sent out by companies and campaigns. The opposite edges of a postcard form perpendicular lines.
There you have it; cool examples of perpendicular lines in real life.
As you can see, you cannot fail to spot perpendicular lines in many of the items around you.
For simplicity, many items are designed with straight lines that often form right angles.
Whenever you spot a right angle, check the perpendicular lines or planes that converge at that point.
Remember that perpendicular lines always intersect but not all intersecting lines are perpendicular. | <urn:uuid:31f449c9-c47f-4374-abf1-795ed4e0f339> | CC-MAIN-2024-10 | https://boffinsportal.com/12-examples-of-perpendicular-lines-in-real-life/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00220.warc.gz | en | 0.922723 | 1,067 | 4 | 4 |
Japan quake: With two natural disasters and a nuclear emergency, recovery begins
Sunday, March 13, 2011; 11:00 PM
TOKYO - Rescue teams searched Saturday for thousands of missing people along hundreds of miles of Japan's northeastern coast a day after a powerful earthquake and massive tsunami wiped entire towns off the map.
With much of its northeastern coastline already under water and reduced to matchstick wreckage, Japan also faced the nightmare of potential nuclear disaster after an explosion at a nuclear power plant in Fukushima Prefecture prompted evacuations within a 12-mile radius.
As powerful aftershocks continued to rock Japan's main island of Honshu on Saturday - including temblors of 6.4 and 6.0 magnitude - teams of rescue workers scoured the Pacific coastline for survivors. Thousands of hungry people were huddling in emergency shelters without water or electricity, and large parts of the countryside were unreachable because of flooding and damage, news agencies reported.
While the rescue teams broadened their search along the devastated coast, in many places they found only remnants.
Officials said late Saturday that 686 people were confirmed dead in the 8.9 magnitude earthquake and huge tsunami waves. But thousands of others were missing, and the death toll was certain to rise.
Roughly 9,500 people in Minamisanriku - a town of 17,000 in Miyagi Prefecture - remain unaccounted for, the Kyodo news agency reported, citing local government officials.
In the areas north of Tokyo, closest to the epicenter of Friday's earthquake, eyewitnesses described entire neighborhoods that have disappeared after being swallowed and chewed up by a massive tsunami wave. Attempts to reach those stranded, trapped or short on supplies were complicated by damage to the roads and rail lines.
The U.S. Geological Survey reported dozens of additional aftershocks off the coast of Honshu Island. Just after 10 p.m. local time, a 6.4 magnitude aftershock hit 50 miles away from Fukushima Prefecture, shaking buildings as far away as Tokyo.
The power of Friday's 8.9 earthquake, the strongest ever recorded in quake-prone Japan, prompted evacuations as far away as the U.S. West Coast and South America for fear of a devastating tsunami. Damage to some harbors and boats in California was reported, and at least one person was swept out to sea and feared drowned. But the impact was relatively minor.
In Chile, where scientists said the thrust of the tsunami crossing the Pacific was headed, authorities canceled tsunami warnings Saturday after closing ports and evacuating 700,000 people from coastal communities. As on the U.S. West Coast, the damage was far lighter than feared.
In Japan, given the continued communication problems with towns in the north and scant initial information about the implications of the nuclear plant explosion, people were trying at once to piece together what had happened and what was happening still.
Japanese government officials said Saturday evening that the explosion did not damage the nuclear containment vessel at the Fukushima Daiichi plant's Unit 1 reactor, and they conveyed an initial sense that a widespread radioactive leak could be avoided. | <urn:uuid:1516c9e7-aa57-486e-b98a-7d00e921454d> | CC-MAIN-2017-30 | http://www.washingtonpost.com/wp-dyn/content/article/2011/03/12/AR2011031201452.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424549.12/warc/CC-MAIN-20170723102716-20170723122716-00250.warc.gz | en | 0.962362 | 640 | 2.84375 | 3 |
I was reading Todd Knowles’ The Knowles Collection blog, where he discusses the recently introduced Brazil, Immigration Cards, 1900-1965 collection on the FamilySearch.org web site. He uses as an example the record of Esther Abraham Precher, who immigrated to Brazil in 1957:
|1957 Brazil Immigration Card for Esther Abraham Precher|
My grandmother’s brother spent some time in Brazil during WWII, and although he probably didn’t immigrate officially, I figured I would take a look. I didn’t find a record (although looking at the collection it looks like only half of the images are indexed so far), but looking at the record Todd Knowles had used as an example, I saw something very interesting. Her record shows she was born in Jerusalem. Why was a woman born in Jerusalem moving to Brazil in 1957?
Of course, I can’t be certain as to why she moved, but I can make an educated guess. If you look closer at the immigration card, you can see that she was born in 1898 in Jerusalem, but that her passport had recently been issued in Cairo. It would seem that while she was born in Jerusalem during the Ottoman period, she at some point (perhaps when she got married) moved to Egypt. Her immigration occurred just a few months after the 1956 Sinai War, where Egypt fought a war against Israel (along with Great Britain and France). While being Jewish in most Arab countries was difficult after Israel was founded, it was probably particularly dangerous to be in Egypt after they had just fought another war with Israel. Over half the Jewish population of Egypt were forced out of the country in this period, and were forced to leave all their asset behind. Even if she had wanted to go back to Israel where she was born, it probably was not possible given the political situation, so she probably went wherever she could get a visa for, which in this case was Brazil. Interestingly enough coming after my last article on Food as Genealogy – Iraqi Kubbe, this was much the same motivation for the many Iraqi Jews and Jews from all Arab countries that were forced to flee their homes for Israel, the United States or elsewhere. This was not a good time to be Jewish in any Arab country (and unfortunately the situation has not improved since – Egypt and Iraq both had flourishing Jewish communities dating back to the 2nd Temple period, and both have less than 100 Jews each today).
If you search for records in the Brazil collection, you would find there are actually 243 records that list a birthplace for the person as Israel. You could widen your search to all mentions of Israel in all databases on FamilySearch, and you’d find that there are 8728 records (as I write this article) which list Israel as a location in the record. Of course, if you were trying to find someone in a record that was created before the State of Israel came into being, it would not list Israel. You could therefore search for Palestine which was used as a place name by some (although people would also say Ottoman Empire, Ottoman Turkey or Turkish Empire), where you would find 13,892 records (as I write this). You could also search for specific cities, such as Jerusalem (5650 records), Tel Aviv (434 records) or Haifa (337 records). Some of the Jerusalem results will probably be records from other towns called Jerusalem (did you know there was a Jerusalem, Ohio?). Jaffa, for example, came back with over a million records, which doesn’t make much sense. If you search for Jaffa, Palestine, however, you get 9489 results which at first glance seem mostly Jewish.
Anyways, the Brazil Immigration Cards database is a very interesting collection for those with connection to Brazil, but for anyone who knows they had family in Israel at some point in the past but may have moved elsewhere, this is an interesting way to search for records that may help you in your research. | <urn:uuid:a1ccc9ef-b9aa-4fc9-9d1f-d173047efeec> | CC-MAIN-2016-44 | https://bloodandfrogs.com/2012/02/researching-people-born-in-israel-but.html?showComment=1329259750969 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720972.46/warc/CC-MAIN-20161020183840-00439-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.987455 | 809 | 2.578125 | 3 |
The glass industry is deeply rooted in the history of Bilad al-Sham. This industry continued in progress and refinement throughout the Arab conquest and the Islamic ages. Dr. Adel Zaitoun mentions in his book, The Economical Relations between the East and the West during the Middle Ages, that the most important products exchanged between the Italian republics and the Crusader kingdoms founded in Bilad al-Sham in the 13th century is none other than objects of glass. He explains that the purity and finesse of Syrian glass exceeded any other city at the time, and that the Italian demand for it caused an upsurge in the quantity and style of local production, with Syrian glass makers having Italian merchants in mind. Dr. Zaitoun also mentions: “Many researchers have expressed the belief that the glass industries in Venice have their origins in the glass industries in Bilad al-Sham.”
The fact is, however, that while Syria was a main exporter of fine glass in the 13th century, by the 15th century, glass was being imported.
This object is one such example of Italian-made glass imported to Syria. It has a conic body which flares upwards with strings of white glass fluting upwards from the base and horizontal bands decorating the upper portion of the cup. The cup narrows downwards into a tight embossed ring before flaring back out again to form a stable circular base with a short stem.
This honey colored cup was made in Venice in the 15th century AD. | <urn:uuid:5e7cc08a-d36e-4d37-b165-2fac422d1cc8> | CC-MAIN-2017-39 | http://www.unesco.org/culture/museum-for-dialogue/item/en/140/glass-cup | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687281.63/warc/CC-MAIN-20170920123428-20170920143428-00506.warc.gz | en | 0.961009 | 310 | 3.421875 | 3 |
EH&S Issues - Spiritual Safety
"Schools are diligent in identifying risky situations...However, identifying the risk is not enough. Schools must demonstrate that they have implemented measures to control the risk and minimise the possibility of harm to any student. Are we as diligent and intentional in identifying spiritual hazards, assessing spiritual risk and implementing strategies to ensure our students' eternal health and safety?" A spiritual risk assessment activity for use with the Gen Y students of today.
Teach Journal of Christian Education, Volume 3, Issue 2, Article 3
Papers & Plans; Serial Publications
Assessment & Evaluation; Professional Development / Training
Administrator / Leader, Teacher / Faculty, Researcher | <urn:uuid:77998510-5324-454c-a05d-961b210ee9ad> | CC-MAIN-2017-17 | http://circle.adventist.org/browse/resource.phtml?leaf=21222 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123270.78/warc/CC-MAIN-20170423031203-00035-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.861531 | 138 | 2.6875 | 3 |
Interested in students as virtual reality content creators? Check out this podcast from the VR School Study lead researcher A/Prof Erica Southgate. In the podcast, Erica discusses: selecting ‘sandbox’ applications that allow students to create virtual worlds without needing to code; pedagogical facilitation and curriculum development using this new media; and the evidence base for learning.
This update is from Pembroke School in Adelaide. Ella Camporeale, Assistant Head of Design and Technology and teacher on the VR study, explains how she has developed a unit of work which integrates student 360° VR content creation for her Year 9 Digital Design class:
“I have developed a Semester-long course for my Year 9 Digital Design class using VR as a form of new media for students to demonstrate knowledge about sustainability and to educate others in the school community about this. The learning outcomes from the Australian Curriculum are aligned with the Technologies Learning Area, Year 9 and 10 band. Specifically, the outcomes relate to developing mastery of digital technology, design thinking and digital solutions.
I am dividing the units of work into three topics. We are looking at sustainability more broadly, data on sustainability in the Middle School and the VR project which will allow students to work in groups to create a virtual reality environment on a topic related to sustainability. The data on sustainability we collect will be integrated into the VR component.
We have been looking at the strengths, weaknesses, and opportunities of sustainable practice in the Middle School. This is all leading into the pitch the students will be giving for their VR project. We will narrow this down so groups of students work on a specific topic on sustainability in which they will develop their VR environment. Topics will be green space, water, waste, recycling, energy and materials. We hope to amalgamate the VR scenes each group creates to make a single educational resource on sustainability at school.
Students will undertake a brainstorming activity on how they would like their VR project to look. It may be that they produce a story and develop a more gamified interface with characters designed as markers in the VR scene, it may be an education tool, or produced as a systems pitch. After brainstorming, students will start data collection, setting up interviews and surveys for key school stakeholders. This will allow them to gather and visualise data which will eventually be integrated into their VR project. Finally, students will storyboard and plan the VR component of the project, using a similar process as would be undertaken if using other digital media such as video or animation.
Processes of reflection and iteration will be important as students’ progress through each unit in the project, both in groups and individually.”
Stay tuned for more updates from Pembroke School on their VR journey in 2022. | <urn:uuid:bb32367c-d23b-4b1d-a37a-8b272f18c17b> | CC-MAIN-2023-06 | https://vrschoolresearch.com/2022/04/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499934.48/warc/CC-MAIN-20230201112816-20230201142816-00059.warc.gz | en | 0.940993 | 565 | 3.234375 | 3 |
Do You Have A Cold…Or The Flu? | Prevention
Your throat is scratchy, and your head is pounding these are very common things we experience. These are the symptoms for flu or cold. Now, as we experience such symptoms, how to understand if that is flu or cold?
What Is The Difference Between A Cold And The Flu?
The common cold and flu both are respiratory illnesses but they are caused by different viruses. Well, these two types of illnesses have similar symptoms; it is at times difficult to say the difference considering the symptoms alone. In general, the flu is worse than the common cold. Anas Barbariae The symptoms, however, are more ordinary and severe. Colds are habitually milder than the flu. People affected with colds generally have a runny or stuffy nose; which generally do not result in serious health problems. Flu can have very severe associated complications.
Since flu is common; people generally prefer to depend on Homeopathic Medicine For Flu. Once you feel feverish, cough, muscle or body aches, sore throat, runny or stuffy nose, headaches and fatigue start taking Anas Barbariae For Flu. Bhargava Anas Barbariae is a dependable and safe Homeopathic Medicine For Flu. Anas Barbariae is a name that relieves and shortens the duration of flu symptoms.
How Bhargava’s Anas Barbariae Helps You?
· It supports the body’s self-healing power and increases its resistance
· Prevents the cold from getting worse and spreading to the bronchi or sinuses
· Relief from runny nose, sneezing, sore throat, fever and body aches
· You donot feel drowsiness
· Adults and children above 2 Years
· Symptomatic:3 vial per day at an interval of 6 hours each
· Prophylactic:1 vial per week during the flu season
· Children below two years: Half the adult dose | <urn:uuid:992fd52d-3986-4d32-906f-5f999837277a> | CC-MAIN-2018-09 | https://medium.com/@anasbarbariae/do-you-have-a-cold-or-the-flu-prevention-7b3ce53b3e9c | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812584.40/warc/CC-MAIN-20180219111908-20180219131908-00365.warc.gz | en | 0.918503 | 411 | 2.671875 | 3 |
Over the past decade, the first wave of nano-science had been surging by. In the meantime, the international and domestic scholars have confirmed to the world that the “build-up” or “build-down” approach to manufacturing of large numbers of nanotubes, as well as the Nanowires, nanoclusters is possible. These efforts have shown that if the nano-structure can be created at low-cost, then the future of the world will soon change for the better. The nano scale is less than 20 nanometer. In the semiconductor industry, manufacturing is less than 70 nanometers at this time which is almost the nano scale. It is believed the structure of the device’s will continue to shrink. In the next 10 years, nano science and technology will be possible within the semiconductor industry and possibly other industries as well. In this article we will discuss nano-science and technology in the new period of development.
Key words: nano-science and nanotechnology nanotubes nanowire semiconductor nanoclusters
Nanoscience and Nanotechnology – the Second Revolution
Research in the area of nano-science has attracted worldwide attention. For example, the U.S. saw in the fiscal year 2001a 83 percent growth in the nano field of research, reaching 500,000,000 U.S. dollars in research spending. There are two main reasons that have led to the nano-science. The first reason is that the nano-structure is small enough so that quantum mechanical effects dominate, for example, quantum effects and the separation of the energy state, as well as single-electron Coulomb blockade deep Wear, and so on. In addition to the cause of these phenomena on the basis of physical interest, it also gives us new devices and features prepared by the realization of the ideas and concepts, for example, single-electron transport devices such as lasers and quantum dots. The second reason is that in the semiconductor industry has continued miniaturization of devices. According to the “road to the international semiconductor technology (2001)” magazine in 2005, before the dynamic random access memory (DRAM) and microprocessors (MPU) of the expected feature size down to 80 nanometer, and MPU devices in the gate length is expected to drop To 45 nanometer. However, at this time the semi-conductor business does not know the solution of the problems being faced in progress. Similar problems are expected to appear in the DRAM manufacturing process. Semiconductor device feature size is not only to reduce the depth of the new requirements to ensure that lithography can cut the smaller-scale. Therefore, the solution will be based on quantum effects to create a new mechanism to operate these devices, so that the small size of the physical features of the device is useful and necessary and not harmful.
If we can create nanoscale devices, we will certainly have learned a lot. For example, in electronics, single-electron transport devices such as single-electron transistors, tubes and electronic turnstile pump have brought us many of the benefits of micro-scale. These operations that led to the ultra-low power consumption, power dissipation is also significantly reduced, as well as bringing much faster switching speed. In the opto-electronics, quantum dot lasers show a low threshold current density, low threshold current temperature dependence, as well as the large differential gain advantages, which can produce large differential gain modulation bandwidth. In the sensor applications, nanotechnology and nano-detector sensors to measure extremely small amount of chemical and biological elements, but also opens the possibility of detecting cells, which will result in Biomedicine in the mini-invasive diagnostic techniques. Nano-scale quantum dot devices and other applications, such as ferro-magnetic memory devices quantum dots, quantum dot spin filter and spin memory, etc., have been suggested, we are certain that these applications will give us many potential benefits.
Dukhin, A.S. and Goetz, P.J. “Ultrasound for characterizing colloids”, Elsevier, 2002
Kahn, Jennifer (2006). “Nanotechnology”. National Geographic 2006 (June): 98-119.
Lubick, N. (2008). Silver socks have cloudy lining. Environ Sci Technol. 42(11):3910 | <urn:uuid:41464645-66e0-4328-938e-b0abcce99fec> | CC-MAIN-2020-05 | https://yuptab.com/the-future-of-nano-science-the-future-of-the-world/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00176.warc.gz | en | 0.936681 | 904 | 2.703125 | 3 |
History at St James’ Junior School
History is about learning about our human past from the earliest time to the present day, with a specific understanding of how people’s lives have shaped this nation and how Britain has both influenced and been influenced by the wider world.
It gives children the knowledge and skills to understand continuity and change in history, identify similarities and differences between societies, to make connections between local, national and international history and to form narratives about key events in our history. Crucially, historical enquiry gives children the critical thinking skills required to analyse how evidence is used to construct contrasting arguments and interpretations of the past.
Without it they would not develop a chronological understanding of the development of our nation and others nor develop the critical understanding to challenge narratives about the past and present.
It feeds into our school’s vision by enabling our children to build a shared understanding of the past by participating in a variety of inspirational and aspirational historical experiences and talk rich learning activities. Our History curriculum encourages children to think critically about the past whilst supporting them to develop the knowledge and skills to create their own narratives.
History is taught across the whole school from our youngest children in Year 3 to our eldest in Year 6. Our curriculum ensures that children progressively learn new knowledge and skills so that they can critically engage with the past and present.
Our curriculum ensures that our children:
In addition, our children participate in a wide range of historical activities, such as simulated excavations, artefact handling and studying archive sources in order to develop their historical enquiry skills. Some of the places that children visit are Derby Museum, the local area, Pickford House and Eyam, whilst a range of visitors also work with our children at school.
As children progress through our school, they develop a secure chronological knowledge of British and World History, making connections and discussing the similarities and differences between different human societies. History is closely linked with other subject areas, in particular the other humanities, and we hope that, through understanding the past, our children are better able to critically evaluate our present.
Please click on the link below to view our curriculum progression grid for History, detailing how our children progress through knowledge and skills from Year 3 to Year 6:
https://www.natgeokids.com/uk/teacher-category/history/ - National Geographic Kids History
https://www.history.org.uk/primary/resource/3620/primary-topic-websites - Historical Association Primary Topic Websites
https://www.historyforkids.net/ - History for Kids | <urn:uuid:201c29d0-c410-4ddd-be28-c852d03f243f> | CC-MAIN-2020-40 | https://www.stjamesfederation.co.uk/history-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400249545.55/warc/CC-MAIN-20200926231818-20200927021818-00477.warc.gz | en | 0.925834 | 526 | 3.703125 | 4 |
What's the connection between soda and the failure of programming languages? I would have thought "zero" had I not recently stumbled across a wikipedia article about a little-known predecessor of Coca-Cola. As it turns out, in 1879, a scrappy Norwegian immigrant named Jan Kjarti (who, incidentally, also coined the term "artificial sweetener") started a soda company. His company, Slug Cola (the motto was "you'll love to Slug it down!"), produced a soda that cost a little more than Coke but which actually tasted much better (note that it didn't actually use artificial sweetener, either). It's hard to even find out what it tasted like anymore, as none of the small but loyal customer base of Slug Cola are still alive. Fortunately, a noted Boston historian and Slug researcher has found a few scattered journal entries and newspaper clippings from the era. By all accounts drinking Slug, relative to drinking Coke, was something akin to a transcendent experience. Of course, since you've heard of Coke and haven't heard of Slug, you can probably guess what happened: Coke kicked their ass. One of Jan's protégés (one Richard Angel) later wrote a newspaper editorial entitled "Coke is Better", about the failure of their company. It was both heartfelt and poignant, and included a frank assessment of why Slug Cola failed. He pointed to the fact that, just as Slug was making a few gains in the marketplace, the US entered what became known as the "Soda Winter", a period of about 10 years where the public became irrationally convinced that carbonated water was bad for your stomach. Coke survived this period relatively unscathed, in part aided by the fact that people felt that some of Coke's ingredients actually offset the purported stomach-damaging properties of carbonation. Aside from that, and perhaps more importantly, Coke was cheaper to produce, allowing Coke to expand more rapidly into new markets. Try as they might, the proprietors of Slug Cola just couldn't convince members of the public (who had invariably tasted Coke already) of Slug's merits.
Well, that's most of the story, at least. At the very end of the wikipedia article, the author points out a fact that, once I read it, I could have kicked myself for not having figured out myself. I mean, it was a long article and went into all this detail about how the company failed. And not once did it dawn on me, and this is the part the author pointed out, that the name of the product might be the most significant factor in its downfall. Slug! Duh! Of course nobody wants to drink something called Slug! I mean, you can try to tell them that Slug refers to the concept of eagerly drinking (i.e., "SLUGging down") a transcendent carbonated beverage. But I just don't think you can overcome first impressions. And, let's face it, the first impression of Slug is of, well, a slimy, oozing insect. Of course, I'm guessing all of you reading this were way ahead of me this whole time, so I bet you think I'm pretty dumb. All I can say is, go read the article and you might get a sense for how I could have failed to notice the obvious. The story just got so poignant, convoluted, and interesting, that I experienced a momentary lapse of common sense.
Naturally I couldn't help, at this point, thinking about other poignant and convoluted stories that I've read about, and, like a flash, something that has probably been in my mind for years now hit me like a ton of proverbial bricks! The reason why my 3 favorite programming languages failed is that their names sucked ass! Just like Slug! I don't know why this didn't hit me before, but it just seems glaringly obvious now. What's more, I did a bit of research, and determined that there seems to be an almost inverse correlation between the coolness of a language's name and the coolness of the language itself. This might explain why we're still writing code using the equivalent of blunt, hollowed-out turtle bones, bits of twigs and leaves and stuff, just like our primitive Neanderthal ancestors.
If you don't believe me already, let's look at the all-time coolest programming language names:
C. Yup. C. C is cool. It's mysterious. It's cryptic. It's one syllable. It could even stand for Cool. In my mind, there is no better name for a programming language, and never will be (any attempts to replicate its coolness by picking other, single letters of the alphabet, such as D, will come off as mere me-too-ism). I remember in college, everyone wanted to know C. People would ask questions in CS211 that they already knew the answer to, just so they could mention some feature of C that they'd learned. I think the name has a lot to do with it. The language itself was my favorite programming language for many years, until I finally started learning more about real programming languages.
C++. You can't improve upon the name C, but C++ was about as good as you can get. I think C++ kicked the ass of its nearest competitor due to its name. What would you rather use (if you didn't know anything about either language's technical merits): "C++" or "Objective-C". Obj-jeck-tive-See. Talk about clunky. I write code in Ob-jeck-tive-See. By the time you get to the third syllable you've just lost people's attention completely. They'll be staring off in another direction asking questions like, "is there a breeze in here?"
FORTRAN. Yup. You may hate it, but it sure is popular, even to this day. FORTRAN always sounded cool to me, before I learned anything about it. It sounds like "fortress", but with a cool sci-fi twist to it.
Java. Gotta hand it to Sun for picking a kick-ass name. It's short, it's cryptic, it's friendly; it implies a connection with a caffeinated beverage, something near and dear to many programmers' hearts. Its success tracked the explosive growth of upscale coffee shops, such as Starbucks. Yep, Java's stratospheric success has much to do with its name.
Now let's look at the all-time loser names.
Coming in with the 3rd worst name for a computer language, of all time, is Erlang. I write code in Ur-lang. I am caveman. I grunt and say Ur a lot. After laughing at you for a while, anyone you're trying to convince of Erlang's merits next question is, "Why is it called ERlang? Does it stand for Ericsson Language?" You're pretty much sunk at this point. It would be like if you were trying to get people to use MicrosoftLanguage instead of C#. Wouldn't happen. They'd just feel too silly.
Coming in with the 2nd worst name of all time is... Smalltalk. This list just gets sadder as we get towards number one, doesn't it folks? Because the languages just keep getting better. Let me ask you this, folks: Smalltalk was designed by some of the best and brightest computer scientists of all time. Numerous of them have won Turing awards and other accolades. Why wasn't someone amongst them smart enough to point out this dead obvious fact: something called SMALLtalk is never going to be successful? I remember when I took Intro to Programming Languages and we were supposed to use SMALLtalk at one point. I just couldn't believe it. This is America, folks. Bigger is better. I wasn't about to use a puny, wimpy language that went so far as to point out its diminutive nature in its own name! I remember I just suffered through the SMALLtalk portion of the course and didn't pay the slightest attention to any of the language's merits. I mean, even if you ignore the SMALL aspect, what does "small talk" actually mean? It refers to trivial, banal conversation. Who wants to engage in banal conversation? Does that mean the messages you send between objects are trivial and banal? Sigh. It only gets worse. Smalltalk's latest incarnation is called Squeak. That's right, it's named after the sound a small rodent/pest makes. Might as well call it Slug.
Last but certainly not least, here is the worst programming language name of all time: Lisp. OMFG this is a bad name. Bad bad bad. What does "lisp" mean? Lisp means "speech impediment"!! Do you want a speech impediment!? I don't think so! Back in college I had even less patience for Lisp than I did for Smalltalk. I mean, when it came down to it, I'd rather at least be able to make small talk, at a party, without having a lisp. Hint to John McCarthy: next time you come up with something brilliant, name it after something POSITIVE. Geez. And, as with Erlang, it just doesn't get any better when you try to explain why Lisp is called Lisp. It's short for LISt Processing... Get it? Isn't that funny? I don't hear you laughing. Yeah, 'cuz it's one of the worst puns ever. And not only is it not funny, guess what, most programmers don't actually think they're going to do much "list processing", so they're like, "maybe it IS good at List Processing, but I could give a flying monkey's posterior because that's just not what I want to be working on" (these programmers would much rather be working on their ORM layer, ironically).
Phew. So there it is folks. One of the great tragedies of modern computer science turns out to have such a simple, prosaic explanation. I would be more surprised that nobody else has ever mentioned this before, except that it took me 16 years and an obscure wikipedia article to see the light, so I guess I shouldn't expect anyone else to have done so, either.
AWS Week in Review – September 19, 2016
2 hours ago | <urn:uuid:478d5bf1-a7a5-4f7d-adb8-5057c6818b84> | CC-MAIN-2016-40 | https://a-nickels-worth.blogspot.com/2007/02/losing-big-is-easy.html?showComment=1182350820000 | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661296.34/warc/CC-MAIN-20160924173741-00057-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.980799 | 2,148 | 2.5625 | 3 |
Seen from the Monnow, the town seems perched on the height of a huge cliff; whilst from all adjacent places, the church steeple - the Church of St. Mary - towers high above surrounding houses.
Passing subsequently through various hands - especially those of the Herberts, Earls of Pembroke - it became the property of the Dukes of Beaufort: and the present duke is now its lord. We cannot believe him to be responsible for the shameful condition in which these remnants, left by old Time, are suffered to exist. The walls are crumbling away; "Harry's window" is breaking up; while the interior has been literally converted into a pigsty, where it is hazardous for a foot to tread. The state of this ruin forms so marked a contrast with that of Raglan, and also that of Chepstow - both of which are the property of the Duke, and remarkable for neatness and order, and due care to preservation - that we must suppose Monmouth to be, in some way or other, out of his jurisdiction. At all events, Monmouth Castle is discreditable to the local authorities; and argues very short-sighted policy, no less than shameful indifference to the source whence the town derives its glory and its fame.
The "county magistrates" erected a statue to "Harry of Monmouth" in front of the Town Hall, the only authority they could find for "a likeness" being a whole length portrait in the cabinet at Strawberry Hill; this they copied ... an undoubted proof that his fellow-townsmen recollected him some four centuries after his death.
The Pavilion was built in 1794, and "a Naval Temple" was added to it in 1801, the purpose being to accommodate the numerous parties who visited the hill to enjoy the view: from its windows and neighbouring seats the whole country, near and distant, is commanded. It is impossible for language to render justice to the delights supplied from this spot to all lovers of the grand and beautiful in nature.
Which the gentlest touch at once set moving,
But all earth's power couldn't cast from its base!
Such is the poet's reading; and the stone was usually so constructed, or rather so placed, as certainly to "rock" when but lightly touched: hence the popular name of "rocking-stone."
(The form of the stone ls an irregular square inverted pyramid; the point where it touches the pedestal is not above 2 feet square. lts height is about 10 feet: S. E. side, 16 feet 5 inches; N. side, 17 feet; S. W., 9 feet; and its south side, 12 feet. The rock pedestal is an irregular square; S. E. side, 12 feet; N., 14 feet 9 inches; W., 21 feet 5 inches; S., 14 feet. - Fosbroke.)
The town of Monmouth as seen from the banks of the river Wye, 1861
Monmouth is a borough, both corporate and parliamentary, a market town, poor-law union and parish, having separate jurisdiction, locally in the lower division of the hundred of Skenfreth; 127 miles W.N.W.from London, 16 E. by S. from Abergavenny, 15 N. from Chepstow, 26 W. by S. from Gloucester, and 19 S. from Hereford. It is situated at the junction of the Wye and the Monnow, each of which rivers is crossed by a stone bridge, while a third bestrides the Trothy. From its locality - at the mouth of the Monnow, the name of the town is derived. The Coleford, Monmouth, Usk, and Pont-y-Pool section of the Great Western railway has a station here, which at present is its terminus; a further extension is shortly to be carried out in the direction of Coleford.
By some antiquaries Monmouth is supposed to have been the Blentium of Antonius; but no Roman antiquities have been discovered to confirm that opinion. ... The town hall, situate in Agincourt-square, is a neat and commodious edifice; in the front is the statue of Henry V, named "Henry of Monmouth", on account of its being the place of his nativity. ... It also appears that Charles I was in the habit of visiting this town, and staying at the King's Arms Hotel, as over the fire place in the bar, is a a large figure of the head of his Majesty worked in plaster of paris as a compliment to him, the figure being in good preservation at the present time. ... The county gaol, situated on the side of a hill, is alike remarkable for its strength and its excellent internal arrangements and discipline.
The principal street of the town is spacious, with others diverging, and all are well paved and gas-lighted. The houses are in general well built, and many have gardens and orchards attached to them. The inhabitants are abundantly supplied with water by means of pipes communicating with an extensive reservoir; there are also a number of reserved pipes in every street to furnish a ready supply of water in case of fire.
Monmouth enjoys a trade with Bristol and other places by means of the Wye, and imports groceries and various goods necessary for the consumption of a large tract of inland country; and by the same means of transit a considerable exportation of timber and bark is carried on. Coals are brought from the forest of Dean, six miles distant, by means of a tramway, and also by a road made from Monmouth to the village of Staunton, in Gloucestershire. The road forms a route to the city of Gloucester, through the forest of Dean, so much admired for its scenery. Bricks and draining tiles are made to some extent, malting is a trade in which several persons are engaged, and there are flour mills in the vicinity.
The inhabitants were first incorporated by Edward VI, but the charter by which the town was governed, previous to the operation of the municipal Reform Act, passed in 1835, was granted by Charles II. Under the new act, the corporation consists of a mayor, two bailiffs, four aldermen, and twelve councillors, with the usual assistant officers, styled "the Mayor, Bailiffs, and Commonalty, of the town and borough of Monmouth;" the same act provided the borough with a commission of the peace. The burgesses of this borough are exempt, by an ancient charter, from paying "all or any toll, tonnage, pickage, and pontage whatever, throughout England." The corporation hold quarterly courts of session, for the trial of misdemeanors within the borough: the assizes for the county, and the petty sessions for the upper division of the hundred of Usk, are also held here. The town is included in the duchy of Lancaster, and subject to the jurisdiction, of the duchy courts; and it belongs to the twenty-sixth circuit of county court towns under the act for the recovery of debts to any amount not exceeding £50;. The borough first exercised the elective franchise in the 27th year of Henry VIII: it returns, conjointly with Newport and Usk, one member to parliament; the mayor and bailiffs are the returning officers .... The Boundary Act defines the limits of the borough to comprise the parish of Monmouth, and all such parts of the old borough of Monmouth (which includes Newport and Usk, contributory boroughs), as lie without the parish of Monmouth.
The places for divine worship are two churches under the establishment, and a chapel each for Baptists, Independents, Wesleyan Methodists, and Roman Catholics. Saint Mary's, the parish church, is a neat and handsome structure, containing many monumental tablets, and a fine organ; it has eight musical bells, which, according to tradition, were brought from France by Henry V. ... Saint Thomas' church (or chapel of ease), an ancient structure, was repaired several years since and new windows inserted, by public subscription, aided by a grant from the church commissioners, and under whose authority a separate district was assigned to it. ...
The charities comprise an excellent grammar school, founded in the reign of James I, by William Jones, Esq., for 100 boys: it is now conducted in a new building, in the Tudor style of architecture; there is also a chapel to accomodate about 160 persons in connection with it: other schools upon the National plan and for infants, a well supported dispensary, some minor charities, and almshouses - the last mentioned were established by the benevolent founder of the grammar school, who bequeathed the munificent sum of £9,000 for the support of ten indigent men and the like number of women. ...
The market house is a handsome, modern and convenient building. The market is held on Saturdays, and the fairs on the first Wednesday after February 10th, Tuesday in Whitsun-week, June 18th [for wool], September 4th, and November 22nd, the last mentioned a very large one. The borough and parish of Monmouth contained in 1841, 5,446 inhabitants; in 1851, 5,189; and in 1861, 5,789.
The town is paved and lighted, and well supplied with excellent water from the reservoir on May-hill.
The church of St. Mary, a stone building in the early English style, has nave, chancel, tower and spire, 200 feet high, with 8 bells, south porch, and organ. The living is a vicarage, yearly value £200, with house ... The church of St. Thomas is an ancient stone building, in the Norman style: it has nave, chancel, tower and porch. The living is a vicarage, yearly value £80 ... There are chapels for Roman Catholics, Baptists, Independents, Primitive Methodists, and Wesleyans.
There are some National and Roman Catholic schools. Jones's Free Grammar school, in the Tudor style founded 1614, in the time of King James I., by William Jones, esq.; two divisions, classical and commercial, 85 boys in former, 125 in latter: capitation fee in former £6, in latter £2 per annum. Exhibitions in the school of £15 and £10; and at the universities, hospital, or any recognised school for the professions, of £50 and £60 per annum. New scheme for the school, dated June, 1868. Head master ... lower master, ... and seven assistant masters ... A chapel is attached and there are houses for the masters: the income is about £2,000.
The Town Hall is in Agincourt-square: it stands on pillars, is a handsome stone structure in the Ionic style ... The quarter sessions and petty sessions and the spring and summer assizes for the county are all held at the Town Hall.
Monmouth County Gaol, a massive castle-like looking structure on the hill side, is now disused: the prisoners are all sent to the prison at Usk, that being a more central place. The town gaol is also shut up, and used now as a warehouse. ...
There are Barracks for the Royal Monmouthshire Militia on Castle-hill. The Monmouth Hospital and Dispensary is in Whitecross-square. ...
Monmouth Union Workhouse is now being erected on the old Hereford road, immediately above the gaol: it is arranged for the accommodation of 200 inmates, and consists of four blocks of buildings; viz., the lodge, receiving building, principal building, and infirmary. The receiving building contains wards for the probationers, and the vagrants of each sex, with bath rooms, lavatories, and airing courts. The principal building contains, on the ground floor, in the centre, an entrance, with apartments for the master and matron, stores, and general administrative rooms, and extending right and left of this centre portion are wings containing wards with centre corridor between; in the front are day rooms and dormitories, with separate bath rooms, lavatories, staircases, and airing courts; and in the rear are day rooms, with bath rooms, lavatories, staircases, and airing courts; in the centre of the rear of building are a dining hall and chapel, with serving rooms combined, a lift, communicating with kitchen, and other culinary apartments and stores in the basement, which contains also cellars, larders and dairies; and on the same level are covered play-grounds for the children, as well as workrooms on the able-bodied men's side, and washhouse, laundry and drying closet on the able-bodied women's side. The infirmary building contains in the centre the nurses' apartments, and in the wings, right and left, are convalescent and sick wards for each sex, as well as bath rooms, and spacious airing grounds. In the rear of this building is a detached fabric, containing nurses' apartments and wards for the infectious cases of each sex. The whole of the buildings are of stone, and enclosed with a low wall and palisading, the contract for the whole of the works complete being about £10,000, which are being executed by Messrs. H. P. Bolt & Co., Newport, Monmouth, under the direction of Mr. G. C. Haddon, architect, of Hereford and Great Malvern; the clerk of the works being Mr. Thomas Davies, of Monmouth.
The Working Men's Institute in Monk-street ... "This Free Institute for Working Men was Founded and Endowed by Mrs. Matilda Jones, of Ancre Hill, A.D. 1868" ....
The manufactures are few ... a foundry, chemical works, corn mills, a saw mill, and paper mills in the neighbourhood. There is some trade with Bristol carried on by means of the river Wye.
There is a newspaper, "The Monmouthshire Beacon," published every Saturday ....
Monmouth Castle, once a formidable fortress and the birthplace of Henry V. of Monmouth, is now represented by few insignificant ruins on Castle-hill.
Conveyance: Coach (Royal Mail) to Lydney, Coleford & Ross, daily, from the King's Head; Coach to Ross twice a day, from the Beaufort Arms hotel; Omnibuses from Beaufort Arms, King's Head, White Swan & Angel hotels, to meet every train.
Emily Waterman married retired Staff Serjeant Alexander Fisher McQuarrie
Previously of the Black Watch, the Royal Monmouthshire Militia, & the Irish Rifles
|' Tilberia '||Guestbook| | <urn:uuid:b5b11e53-12a2-4b47-8afd-73bd2bfb8320> | CC-MAIN-2015-06 | http://freepages.genealogy.rootsweb.ancestry.com/~cmtilbury/taylor_family/macquarrie_alexf_monmouth.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115862432.8/warc/CC-MAIN-20150124161102-00010-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.969211 | 3,081 | 2.5625 | 3 |
Write a 750- to 1,050-word paper that addresses the following points about your 3-day food intake:
• Recorded intake of protein, carbohydrates, and lipids
o Which foods in your recorded daily intake provide protein? Which provide carbohydrates? Which provide lipids?
o Review how your recorded protein, carbohydrate, and lipid intake compares with the recommendations of the dietary reference intake. If your recorded protein-carbohydrate-fat intake was too high or too low, which foods might you add or remove to achieve your goal and keep other nutrients in balance?
o Is the protein in each food you ate complete or incomplete, combining to become complementary? Why is this important?
o How much of your daily recommended protein, carbohydrates, and lipid intake did you achieve? If your macronutrient intake is insufficient or excessive, what might you do to bring it into the recommended range? Provide specific recommendations.
• Macronutrient intake ranges
o Is macronutrient ...view middle of the document...
• Dietary modifications
o What changes might you make to increase the fiber in your diet?
o How might insufficient or excessive amounts of proteins, carbohydrates, fats, or fiber contribute to health or illness? Provide examples.
o What have you learned about your diet?
• The purpose of this assignment is to track and display the food choices we make and the way we eat affects our lifestyle and health. This paper address’ my personal food intake for 1 day. Next I will compare my food choices with my WileyPlus profile and determine whether I am maintaining healthy eating habits. I already know I will need to modify my eating habits along with exercising to complete a lifestyle change. One-day food intake
My one day food intake is a typical daily intake on any given or an average day for me. Before taking this class I had thought about changing my health and food habits but never followed through on any plan. At first iProfile was frightening but once the facts started to flow and information was displayed, I began to welcome the results. The biggest eye opener was that so many foods have so many types of nutrients in them and after looking at my results for one-day it is very apparent for an individual to have a variety of food in their diet. Listed below are the results of my one day food intake: Saturday, October 15
Breakfast 1.0 items QUAKER Instant Grits Original, Dry
2.0 items Eggs, Scrambled, No Added Fat
2.0 oz. Sausage, Pork, Patty, Cooked
2.0 slices Bread, White, Toasted
8.0 fl.oz MINUTE MAID Orange Juice Blend
Lunch 2.0 slices PAPA JOHN'S Original Crust All the Meats Pizza 24.0 fl.oz COCA-COLA Coke Soda
Dinner 2.0 items KFC EXTRA CRISPY Chicken, Thigh
0.8 cups Coleslaw, Fast Food
0.5 cups Corn, Yellow, Sweet, Whole Kernel, Canned, Drained
2.0 items Roll, Dinner, Crescent
24.0 fl.oz BUD LIGHT Beer
Snacks 0.5 cups Ice Cream, Chocolate
2.0 svgs LITTLE DEBBIE Oatmeal Crème Pies
1.0 cups Grapes, Red or Green
4.0 oz. DEL MONTE FRUIT CUP SNACKS, Mixed Fruit in Light Syrup
After reviewing my iProfile/intake compared to DRI/complete view entry for the one-day, I am headed for all types of health problems. My cholesterol, proteins based on body weight, riboflavin,... | <urn:uuid:9aed03f9-72ec-44f3-9d7b-9b2e6d34b18a> | CC-MAIN-2020-05 | https://www.avroarrow.org/essay/food-intake-30 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00186.warc.gz | en | 0.91767 | 771 | 3.203125 | 3 |
To What Extent Do Global Competency Trainings Predict Teaching Methods in a Globalized Classroom Environment?
Keywords:diversity in education, diversified instruction, global competency, higher education, international classroom, instructional strategies, international student mobility
This article addresses the cultural and educational needs of global learners by shedding light on existing literature focused on issues related to globalization and the internationalization of higher education in the United States. International student mobility promotes cultural and economic changes, which are recognized within this article due to intercultural differences and interpersonal interactions within these social spheres. A survey questionnaire was used to gather data concerning the global competencies of faculty (i.e., knowledge of global cultures, entities, organizations, etc.). Forty eight of the 102 faculty members (47%) at a four-year private institution who responded to the survey indicated that they have attended one or more global competency training. Results showed individuals who completed global competency training were consistently more likely to understand world organizations, their own culture, world history, current events, and were more likely to implement globalized classroom strategies than those with limited training. A correlation between global competency training and instructional strategies was conducted at a p level of 0.01. Based on the findings within this study, recommendations for future research concerning the potential relationship between global competency and methods of instruction are discussed. Applicable strategies for promoting inclusion of students of different nationalities, and teaching strategies that promote an inclusive classroom environment are discussed. | <urn:uuid:401a2f7e-c0e9-406c-8941-f630a94baabe> | CC-MAIN-2023-06 | https://ojed.org/index.php/jimphe/article/view/4002 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500151.93/warc/CC-MAIN-20230204173912-20230204203912-00801.warc.gz | en | 0.941465 | 325 | 2.875 | 3 |
Introduction to Basic Information and Communication Technology (ICT)
Information and Communication Technology (ICT) is changing the lives of everyone.
Through the teaching of ICT, people are equipped to participate in a rapidly changing world where learning, work and leisure activities are increasingly transformed by technology.
This book is an introduction to the basics of ICT for students and everybody.
It will help you learn basic topics like Information Processing, Parts of a Personal Computer, Health and Safety in Using ICT Tools, Introduction to the Desktop, Creating Word Processing Document, the Internet, Spreadsheet Application and other interesting topics.
The author is a Lecturer in Medical Informatics at the School of Medical Sciences, University of Cape Coast, Ghana.
He is the ICT Coordinator at the Medical School.
Prior to that he worked with the Department of Computer Science, Tamale Polytechnic as a Lecturer.
He was educated at the University of Cape Coast and University of Ghana. | <urn:uuid:2dd24e47-e4f2-4409-b76a-233ed984877e> | CC-MAIN-2021-43 | https://www.laboutiqueafricavivre.com/livres-specialises/176498-introduction-to-basic-information-and-communication-technology-ict-9783659236594.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587799.46/warc/CC-MAIN-20211026042101-20211026072101-00655.warc.gz | en | 0.919615 | 197 | 3.171875 | 3 |
As an astronomer, he made important discoveries about Venus and Mars, and played an important role with NASA for several decades, helping design the missions of unmanned spacecraft that explored the solar system, and even briefing the Apollo astronauts before their flights to the Moon. As a professor at Harvard and Cornell, he was a respected educator who inspired generations of future space scientists—among them, astrophysicist Neil deGrasse Tyson—to follow in his footsteps. As a writer, Sagan was prolific, producing more than 600 scientific articles and pieces for mainstream newspapers and magazines, and won the Pulitzer Prize in 1978 for The Dragons of Eden: Speculations on the Evolution of Human Intelligence, one of his more than a dozen books. As a TV personality, Sagan— whom one critic described as “a scientific Robert Redford”—hosted the Emmy Award-winning 1980 series Cosmos: A Personal Voyage, which became the most-watched science program of all time, attracting a worldwide audience of 500 million viewers in 60 countries.
If that wasn’t enough, Sagan was one of the first public voices to call attention to the threat of climate change, and he also campaigned for nuclear disarmament, swaying the public with his warnings of a “nuclear winter” that might ensue after an all-out war.
But if Sagan’s life and multiple careers had a single, overriding theme, it was getting ordinary people to understand the importance and value of science, and to share his own wide-ranging, irrepressible curiosity about the universe. As his former department head at Cornell, Yervant Terzian, once said of Sagan, “Carl was the best teacher of science in the world.” In the introduction to his companion book to the Cosmos series, Sagan noted that in ancient times, people had felt an intimate connection to the stars, to the extent that they recited incantations in an effort to summon the cosmos’ power to cure their toothaches. But he worried that science’s discovery of the immense scale and mind-boggling age of the universe had left modern humans feeling unimportant and alienated. He argued, instead, that grasping for an understanding of that “ecstatic grandeur” was a way to reaffirm that “we are, in a very real and profound sense, a part of the Cosmos, born from it, our fate deeply connected to it.”
Sagan felt that connection to the universe going back to his childhood in Bensonhurst, a working-class neighborhood in Brooklyn, where he was an avid reader of science fiction and decided by the age of eight that there must be life on planets orbiting other stars, even though they had not yet been discovered. ''I didn't make a decision to pursue astronomy,'' he once explained. ''Rather, it just grabbed me, and I had no thought of escaping.”
His curiosity eventually led him to the University of Chicago, where he enrolled at age 16 and eventually earned a doctorate in astrophysics at age 26 in 1960. After a fellowship at the University of California-Berkeley, he became an assistant professor at Harvard University, and moved to Cornell University in 1968, where he became a full professor in 1971.
Early in his career, Sagan made a discovery that made his name in the world of astronomy, by ingeniously using data from tables designed for steam boiler engineering to prove that Venus was heated by the greenhouse effect, in which its atmosphere trapped heat and elevated the planet’s surface temperature. Sagan did make one mistake, by inferring that in addition to carbon dioxide, water vapor played a role; later researchers determined that there was little water in Venus’ atmosphere, and that sulfur actually was the culprit. Nevertheless, Sagan’s work provided another piece to the puzzle that eventually enabled climate scientists to develop a model explaining how and why the Earth was warming. Sagan also contributed an important explanation of color variations on the surface of Mars, arguing that they were caused by shifts in dust from wind storms, rather than by vegetation, as some scientists speculated. Observations by NASA’s Mariner spacecraft in the 1970s eventually confirmed that Sagan and his colleague James Pollack had been right.
Sagan’s expertise led him to become a key participant in NASA’s 1970s missions to explore Mars and other planets with robotic probes. He was a member of the team that managed the imaging by Mariner 9, which became the first satellite to orbit another planet and transmitted more than 7,000 photos of the Martian surface. He also helped to select the landing sites for Viking 1 and 2, which were the first space probes to land successfully on Mars, and worked with NASA on the Pioneer 10 and 11 missions, which were the first Earth spacecraft to reach the outer planets such as Jupiter and Saturn.
Sagan, who had a lifelong fascination with the possibility of extraterrestrial life, also conceived one of NASA’s most attention-getting gambits. When he worked on the effort to send the Voyager 1 and 2 probes on a tour of the solar system and beyond, he convinced NASA to put a message inside the spacecraft—a 12 inch copper disc encoded with greetings in various Earth languages, natural sounds, music and photographs. Sagan hoped that if extraterrestrials someday found the spacecraft, it would help alert them to the existence of our civilization. He called it “a bottle cast into the cosmic ocean.”
But thanks to his best-selling books and TV appearances, most people probably remember Sagan as a lucid, witty explainer of scientific concepts. Though he sometimes turned down lecture requests, he appeared on the “Tonight” show with Johnny Carson 26 times, and was unfazed by the challenge of being interviewed by a comedian who sometimes impersonated him. “The show has an audience of 10 million people,” he told a New York Times interviewer in 1977. “Those aren’t people who subscribe to Scientific American.”
All the same, Sagan generally wasn’t thrilled with the portrayal of science on TV—a discontent that he got to remedy when he signed on in 1979 to develop and host Cosmos for PBS. Instead of a dull science lecture, Sagan envisioned a program that would make the fullest use of television’s visual possibilities, including special effects and computer animation, and send viewers hurtling on a spaceship between cosmic destinations, when they weren’t contemplating a “cosmic calendar” that compressed the history of the universe into the equivalent of a single Earth year. As he said at the time, his goal was to make it so that “people could turn the sound off and still enjoy the series.” The production cost a then-hefty $8 million, making it the most expensive program ever created for public television.
But in the end, Sagan’s flamboyance and willingness to take risks paid off handsomely, as Cosmos became both a critical success a massive international hit. That success demonstrated that audiences would watch science, if it was presented in an entertaining fashion, and helped pave the way for generations of other science programming.
Sagan’s passion for science and desire for knowledge continued to burn brightly, even when he was ill with the cancer that ultimately would cut his life short in 1996. Just two weeks before his death, he went to Washington one afternoon to see then-NASA administrator Daniel S. Goldin, to describe his visions for the future of space exploration.
As Goldin later recalled in a New York Times interview, the conversation grew so animated and intense that the two men continued it over dinner at a Georgetown restaurant. Despite Sagan’s physical frailty, Goldin recalled, “He was talking with intensity,” like a man with worlds still left to explore. “This is the Carl Sagan I love, a man so full of hope and optimism that he never gave up.” | <urn:uuid:b83ae0f0-922b-4438-99df-6951938beb08> | CC-MAIN-2015-18 | http://channel.nationalgeographic.com/cosmos-a-spacetime-odyssey/articles/carl-sagan-and-the-cosmos-legacy/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246653426.7/warc/CC-MAIN-20150417045733-00088-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.975236 | 1,632 | 2.859375 | 3 |
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Abdominal bloating is a condition where the abdomen feels uncomfortably full and gaseous, and may also be visibly swollen (distended). Bloating is a common complaint among both adults and children.
Nausea is a symptom that occurs when your stomach feels queasy. You may feel as if you could vomit. Many factors contribute to feelings of nausea, including a medical condition or something you ate.
Abdominal bloating and nausea commonly occur together. One symptom often triggers the other. Fortunately, they both usually resolve with time.
Examples of conditions that can cause abdominal bloating and nausea include:
- gastroesophageal reflux disease (GERD)
- gastrointestinal blockage
- giardiasis (an infection from an intestinal parasite)
- irritable bowel syndrome
- lactose intolerance
- pregnancy (especially in the first trimester)
- taking certain medications (such as antibiotics)
- ileus, impairment of normal bowel motility
- celiac disease
- inflammatory bowel disease like ulcerative colitis or Crohn’s disease
- bacterial overgrowth syndrome
- viral or bacterial gastroenteritis
- bacterial or ischemic colitis
- symptomatic gallstones or infection of the gallbladder
- eating excessive starches
- food poisoning
- gastric outlet obstruction
- gastrointestinal bleeding
Less common causes include:
- congestive heart failure
- dumping syndrome (a condition that can occur after you’ve had abdominal surgery)
- intestinal tumors
- liver cirrhosis
- pancreatic insufficiency
Seek emergency medical attention if you have chest pain, blood in your feces, a severe headache, neck stiffness, or you’re vomiting blood. These are all symptoms of conditions that require emergency care, including a heart attack, stroke, meningitis, and gastrointestinal bleeding.
Symptoms that may warrant a trip to your physician’s office include:
- dehydration (because nausea has prevented you from eating or drinking)
- dizziness or lightheadedness when standing
- symptoms that do not subside in one to two days
- unexplained weight loss
- worsening symptoms
Contact your doctor if you experience any other symptoms that are out of the ordinary for you or that make it hard to perform daily tasks.
Abdominal bloating and nausea related to foods you eat will typically resolve after your body has had time to digest whatever has upset your stomach. Common food intolerances include lactose and gluten. Avoid eating any foods that you determine are causing abdominal bloating and nausea.
Your doctor may prescribe medication if you have underlying conditions such as acid reflux or constipation. More serious disorders, such as congestive heart failure or dumping syndrome, may require prolonged treatments.
Resting in an upright position can reduce abdominal bloating and nausea related to acid reflux. This position reduces the acid’s flow up your esophagus. Physical activity can worsen symptoms when you feel nauseated.
Drinking clear fluids that contain natural sugar, such as sports drinks or Pedialyte, may help settle your stomach. However, drinking artificially flavored beverages and those made with sugar alcohols may contribute to abdominal bloating.
Anti-gas medications to reduce abdominal bloating, such as simethicone drops, are available at pharmacies. They’re not always effective, so take in moderation.
If you’re able to target the foods causing your abdominal bloating and nausea, avoiding them can prevent your symptoms. There are other steps you can take to maintain a stomach-friendly lifestyle as well. They include:
- eating a bland diet of toast, broth-based soups, baked chicken, rice, pudding, gelatin, and cooked fruits and vegetables
- exercising regularly, which helps reduce gas in the intestinal tract while also preventing constipation
- refraining from smoking
- avoiding carbonated beverages and chewing gum
- continuing to drink plenty of clear liquids, which can prevent constipation that leads to nausea and abdominal bloating | <urn:uuid:a59e1948-6ca9-42ef-a379-50b6222a53bd> | CC-MAIN-2021-04 | https://www.healthline.com/health/abdominal-bloating-and-nausea | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703557462.87/warc/CC-MAIN-20210124204052-20210124234052-00572.warc.gz | en | 0.921934 | 868 | 3.140625 | 3 |
The Achankovil Aar is a river in Kerala, India, formed towards the southern tip of the peninsula from the streams of the Rishimala River, Pasukidamettu River, and the Ramakkalteri River. This river enriches the Pathanamthitta district of Kerala state. It joins with the Pamba River at Veeyapuram, in the Alappuzha district of Kerala in South India. Achankovil is also the name of the forest area, which is the catchment area for this river, and of a small town situated in the Achenkovil forest area. The Achankovil village is not easily accessible; however, it can be reached through forest routes.
Townships on the banks of River Achankovil
The River Achankovil nurtures numerous townships on its fertile banks. Among them is Pathanamthitta Town, which is the capital of the Pathanamthitta district. It derives its name from its association with the river; Pathanamthitta, from the Malayalam words Pathanam and thitta, means "houses by the riverside".
Other townships/ places include:
The river is unique in that along its route is a large number of ancient temples, indicating that the richness of the river basin has been identified by humans since ancient times and they preferred to settle down there so that they could grow their crops on the fertile lands. Edappon, a place famous for its flora and fauna, is on the banks of the Achankovil river.
The very old Shiva temple - Kandiyoor Mahadeva temple at Mavelikkara is situated on the banks of the river. The 2200 years old temple is fully built by blackrocks. The world famous Chettikulangara temple is near to this temple.
It is also popular as a natural picnic spot among the locals. The forest route to the town presents lot of biodiversity including wild animals and birds such as elephants, forest fowls, boars, deer, etc.
Thazhoor Bhagavathy Kshetram Temple on the banks of River Achankovil - View from Thazhoor bridge
|Wikimedia Commons has media related to Achankovil River.|
|This article does not cite any references or sources. (July 2010)| | <urn:uuid:0804a100-593d-4160-9ba5-25ebbb70e8a6> | CC-MAIN-2013-48 | http://en.wikipedia.org/wiki/Achankovil | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163990831/warc/CC-MAIN-20131204133310-00031-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.9324 | 497 | 2.78125 | 3 |
CDC recognized the impact of developmental disabilities and invested in a campaign to help parents measure their children's progress by monitoring how they play, learn, speak, and act.
. Created: 9/22/2008 by National Center on Birth Defects and Developmental Disabilities, Division of Human Development and Disability, Child Development Studies Team.
Date Released: 9/23/2008. Series Name: CDC Featured Podcasts.
[Announcer] This podcast is presented by the Centers for Disease Control and Prevention. CDC – safer, healthier people.
[Announcer] CDC-TV presents Health Matters.
[Announcer]In the U.S., nearly seventeen percent of all children experience some form of developmental or behavioral disability. Recognizing a problem early for disabilities such as autism is key for parents and healthcare providers across the nation.
To help children with potential problems reach a healthier future, CDC realized the impact of developmental disabilities and invested in a campaign known as 'Learn the Signs. Act Early.' The program aims to help parents measure their child's progress in terms of milestones that monitor more than just the physical. Parents can gauge how their child develops by how they play, learn, speak, and act.
[Dr. Georgina Peacock] When a parent is worried that a child may have a developmental problem, there are a number of things they can do. They should talk to their child's doctor; contact the early intervention agency, if their child is under the age of three; or contact their local school district, if their child is over the age of three.
[Announcer] The good news is that the earlier parents and providers recognize children that are delayed in reaching a milestone, the more intervention may help them to reach their full potential. All children develop at their own pace, and many reach particular milestones slightly late or early.
[Dr. Georgina Peacock] A parent may notice that a child is not acting like the other children in their playgroup.
[Dr. Georgina Peacock] What’s the kitty say?
[24 Month-Old Female Child] M-e-e-e-o-o-w-w . . .
[Dr. Georgina Peacock] M-e-e-o-o-w-w . . .
[Dr. Georgina Peacock] The child is speaking later than their brother spoke. This is a time when a parent should go to their child's doctor.
[Announcer] The age that a child takes a first step, smiles for the first time, and waves 'bye-bye' offers important clues. A delay occurs when a child reaches a milestone at an age later than the average developmental rate.
[Dr. Georgina Peacock] Now, show me with your finger . . .
[Announcer] By eight months old, a majority of children turn their heads upon hearing their name, smile back when someone smiles, and enjoy playing games like peek-a-boo. Eighteen month-olds can engage in simple pretend play, point to an interesting object, or speak in single words without prompting.
[18 Month-Old Male Child] Hello . . .
[Announcer] By their second birthday, many children speak in two- to four-word phrases…
[Announcer] …follow simple instructions, and point to objects or pictures when named.
[Dr. Georgina Peacock] Keeping track of how she plays, learns, speaks, and acts is really important. Those are the things that you can do as a mom to learn those early signs of child development. Follow your gut. You’re the expert in your baby and you can make a difference by letting her doctor know if you're worried about something that's going on.
[Announcer] Cindy Gray noticed her daughter, Cathryn, reached some milestones late.
[Cindy Gray] Even though other people were telling me that Cathryn was fine -- it was just that she was premature and very small -- I had a feeling it was something more than that.
[Announcer] Cindy Gray acted early.
[Cindy Gray] Acting early and seeing the signs that something wasn't right with her and then taking those steps to find out what it was -- even though that's really hard to do -- made all the difference for her.
[Announcer] To detect a problem early, connect early with your child and observe how they play, learn, speak, and act.
[Cindy Gray] We were so grateful that Cathryn was diagnosed when she was, because it allowed us to immediately get her the help that she needed.
[Announcer] If you suspect a problem, act early. If your child's development seems to slow down, or your child loses skills, seek a doctor's advice immediately. Most of the time, a developmental problem is not something children grow out of' on their own. But with help, these children can reach their full potential.
[Announcer]For the most accurate health information, visit www.cdc.gov or call 1-800-CDC-INFO, 24/7. | <urn:uuid:795e4447-f6b2-4897-8bff-ba8b2d8ac5f5> | CC-MAIN-2014-41 | http://www2c.cdc.gov/podcasts/player.asp?f=10044 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657127285.44/warc/CC-MAIN-20140914011207-00316-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | en | 0.963827 | 1,083 | 3.484375 | 3 |
All living humans can trace their ancestry to Africans, who began settling the rest of the world sometime in the past 100,000 years. But precisely when the exodus took place has been a matter of sharp debate. Now, a study that provides a new date for an old skull offers fresh clues to when modern humans left Africa and where they went.
Geneticists and paleoanthropologists disagree about whether the ancestors of modern humans began to leave Africa as early as 100,000 years ago or as recently as 50,000 years ago. Although several recent genetic studies have supported a late exodus, fossil evidence has furnished few clues to the timing. Paleontologists have not found any fossils from the crucial period from the most likely source--sub-Saharan Africa.
It seems that they just had to take a closer look at a stunning skull that's been sitting on a South African museum shelf for more than 50 years. A team of international researchers led by paleoanthropologist Frederick Grine, of Stony Brook University in New York re-analyzed this skull, discovered in 1952 in a dry river bed near Hofmeyr, South Africa. Its age and identity had remained mysterious, because initial attempts to date it failed. Some researchers thought it could be less than 10,000 years old.
In this week's Science, the team reports that it used state-of-the-art optically stimulated luminescence and uranium series to pinpoint the skull's age to about 36,000 years. Although they could not use radiocarbon dating on the bone itself, the researchers dated the cementlike carbonate that coated the inside of the skull vault. Two different tests confirmed that the soil was deposited at one time, shortly after the fossil was buried.
Further analysis showed that this skull looks more like fossils of modern humans who lived in Europe and Asia about 36,000 years ago than fossils of Africans or Europeans from the past 10,000 years. That result suggests that the Hofmeyr skull is closely related to the modern humans who first swept into Europe and Asia, and that they all were the offspring of a source population in sub-Saharan Africa. The study also provides the first fossil evidence that the ancestral stock of modern humans left Africa recently. "If there was a very late migration out of Africa, you would expect Europeans at that time to look like Africans at that time," says Grine.
Two independent dating experts say the results look solid. "I do not see how the skull could possibly be older than the age of the carbonate," says Ann Wintle, an expert in luminescence dating methods at the University of Wales in Aberystwyth, U.K. Grine will soon compare the Hofmeyr skull with a soon-to-be-published contemporary skull from Romania to see if they are long-lost cousins. | <urn:uuid:7c46ef67-6310-499b-817b-c6a24a09f525> | CC-MAIN-2014-23 | http://news.sciencemag.org/print/paleontology/2007/01/new-clues-old-skull | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510271654.40/warc/CC-MAIN-20140728011751-00370-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.970345 | 578 | 4.09375 | 4 |
What’s Herbal Medicine
Herbal medicine is really a branch of traditional medicine that draws on pharmacognosy, or the study of medicinal plants. Though this ancient practice includes a long history, it still lacks scientific proof and normal dosages. Because of this, herbal medicine isn’t extensively used in the United states. Herbalists believe in using only organic goods, like plants, to treat ailments. The rewards of natural remedies are effectively documented in herbal books and in traditional medicine, and many practitioners use herbalism to supplement their diets. >>> Herbal Medicine Ncbi – Pick-Up Qualified Professional Guidance Or Please Read On >>>
However, modern day medicine comes using a price tag. Several people can no longer afford to pay high expenses for prescription drugs and are turning to herbal medicine as an alternative. The cost-effectiveness of herbal medicines has been evaluated within a systematic assessment, with final results displaying that numerous natural wellness items are much more successful than pharmaceuticals in some circumstances. Herbal medicines are also a lot more affordable than several pharmaceutical drugs. Should you are thinking about using herbal medicine, verify along with your doctor to discover which herbal products are proper for you personally.
Herbal medicines come in many forms, including teas and tinctures. Herbal medicines are concentrated types of plant-based medicine, ranging from 1:5 to 1:10. A more concentrated kind is recognized as a dry extract, which can be sold in capsule, tablet, or lozenge. Herbal medicines can help you reduce discomfort, regulate blood sugar levels, and improve your health. For this reason, it really is important to seek an expert herbalist for any consultation.
Herbal Medicine For Obesity – Herbal Medicine Ncbi
Even though you will find some reported risks of making use of herbal medicine for obesity, the safety profile of those remedies is usually acceptable. Some research have shown that specific herbs, which includes ephedra, have the ability to minimize the threat of obesity. These herbal supplements happen to be used for centuries and include ginger, ginseng, guarana, coconut oil, and dandelion root. >>> Herbal Medicine Ncbi – Take Qualified Service Or Otherwise Continue Reading >>> There’s also no proof that any of those substances are addictive, and you will find no recognized damaging negative effects.
Herbal remedies may be either raw or refined items which are produced from plant parts. They are generally employed for healthcare situations and diseases. Several herbal remedies for weight reduction are effective for any selection of ailments, including fat loss as well as the related healthcare circumstances. Dandelions and alfalfa have traditionally been employed to control weight, but other herbs, such as ginger, may have exactly the same helpful effects. Utilizing herbal medicines for obesity can be a useful option for those who have attempted conventional treatment options for weight loss, but need extra support.
The treatment system for obesity might include altering consuming habits and drinking purified water every day. Furthermore to herbal remedies, an individual might be prescribed nutritional supplements, like zinc, B vitamins, and chromium. In addition, eating habits could be impacted by your emotional state and anxiety levels. Consequently, it is crucial to identify and treat any mood-related influences on your consuming habits. Should you have excessive stress, it might be a sign of obesity.
Study continues to find ways to improve the health of obese individuals. Presently, no drugs or supplements can cure obesity, so the only way to shed weight and enhance your health is to minimize calories and increase your activity levels. By altering your diet plan, lowering calories and growing activity, you are going to start to see final results. >>> Herbal Medicine Ncbi – Receive Specialised Support Or Otherwise Please Read On >>> Utilizing herbal remedies to combat obesity is a all-natural, protected and cost-effective approach to improve your wellness and minimize the threat of significant well being problems.
Herbal Medicine For Cough
Coughing is a frequent ailment. Frequently, it’s a sign of several other illnesses, so you may wish to consider using herbal medicine for cough. Ginger is definitely an herb employed to treat coughs for centuries. The leaves are wealthy in compounds that relieve coughs by relaxing the muscle tissues within the throat and decreasing inflammation. You can drink this tea by sprinkling it into warm water, or you’ll be able to add honey to it and gargle. >>> Herbal Medicine Ncbi – Benefit From Experienced Assist Or Please Read On >>>
Honey includes antibacterial and antiviral properties that may relieve coughing. It is usually taken inside a teaspoon daily or added to warm water. It is crucial to note that honey isn’t advised for kids beneath 1 year of age simply because it may cause botulism. Turmeric contains curcumin, a compound that may have antiviral, anti-inflammatory, and antibacterial properties. It is best absorbed when combined with black pepper. Add turmeric and black pepper to orange juice or make a warm tea with it.
Though several over-the-counter medicines will help relieve coughing, they hardly ever generate consistent advantages. Cough suppressants and cough syrups are examples of over-the-counter cough medicines. Herbal medicines, nonetheless, are often element of hydrotherapy, Traditional Chinese Medicine, and numerous other types of option medicine. Although they are fairly new to the modern day planet, their use in different cultures dates back a large number of years. Some circumstances, like acid reflux, can cause coughing to become chronic.
Herbal Medicine For Fever – Herbal Medicine Ncbi
If you are feeling under the climate, you could want to contemplate herbal medicine for fever. You will find numerous various choices available, and picking the correct medicine will rely on the cause of your fever and what you need to treat it with. If you are struggling with a viral illness, think about utilizing an antiviral herbal medicine, although in case your physique is overly reactive to particular foods, you may need to consider an anti-allergic herb.
Herbs that have anti-inflammatory properties are great choices for people with fever. These herbs contain anti-inflammatory and pain-relieving properties and might be utilized in place of medicines. You might also wish to consider taking a kudzu root capsule, tablet, or liquid extract. Kudzu is widely available in capsule, tablet, or liquid kind on the internet. >>> Herbal Medicine Ncbi – Pick-Up Qualified Help Or Please Read On >>> To utilize it, merely mix the kudzu root with lukewarm water or perhaps a glass of milk.
Another herb that can decrease the symptoms of a viral fever is moringa. This plant is rich in antioxidants and antibacterial properties, as well as a 2014 study showed that its bark lowered fever in rabbits. Although the bark includes high amounts of compounds that can impact the liver, it ought to be consumed in moderation to decrease the likelihood of causing Stevens-Johnson syndrome. A dose of sage tea or decoction per day may also be beneficial.
Additionally to herbal medicine for fever, over-the-counter pain relievers might help decrease the fever and discomfort. These medicines could be taken as directed, but you need to make sure to read the label carefully and consult a doctor in the event you have concerns or issues. Although over-the-counter fever reducers are effective for decreasing a fever, they’ve several negative effects. >>> Herbal Medicine Ncbi – Have Professional Service Or Continue Reading >>> If taken too often, aspirin can bring about liver damage, kidney difficulties, and stomach bleeding.
Herbal Medicine For High Blood Pressure
1 in 3 folks in the United states suffers from high blood pressure. Often, the symptoms of high blood pressure usually are not noticeable, but if left untreated, hypertension can result in significant healthcare complications. Although traditional anti-hypertensive medicines have numerous unwanted side effects, herbs might have much more advantageous effects. Hawthorn, as an example, has been used as a heart illness remedy for centuries. It consists of anti-inflammatory compounds and has been known to lower blood pressure naturally.
Garlic is yet another herb that may reduce your blood pressure. Its high content material of allicin, a compound that relaxes blood vessels, may help with high blood pressure. However, it should not be taken by pregnant females or these on blood thinners or sedatives. An additional herbal medicine for high blood pressure is olive leaf. Olive leaves contain polyphenols, which help regulate blood pressure and can help prevent the symptoms of hypotension. Moreover, garlic contains anti-inflammatory properties and is actually a great herb for any number of physical ailments. Garlic is definitely an outstanding all-natural medicine for high blood pressure and is also helpful in relieving anxiety symptoms. A cup of olive leaf tea 3 to 4 times per day may be beneficial for all those with high blood pressure.
Cardamom is an additional herb with advantageous effects for the heart. It acts as a all-natural calcium channel blocker, which relaxes blood vessels. Likewise, cardamom is really a spice that includes antioxidants that can reduced blood pressure, boost the flow of urine and decrease heat. Parsley, a preferred herb in several cultures, includes carotenoids and vitamin C, which could aid lower blood pressure. >>> Herbal Medicine Ncbi – Find Guru Assist. | <urn:uuid:e86f4fee-4172-4514-9b2f-de627c5a7569> | CC-MAIN-2022-33 | https://www.naturallyhealthymind.com/hm01/herbal-medicine-ncbi-herbal-medicine-f-a-qs/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572212.96/warc/CC-MAIN-20220815205848-20220815235848-00502.warc.gz | en | 0.931977 | 1,936 | 2.578125 | 3 |
Introduction: Michel de Certeau - in the plural
Pluralism, before becoming at Vatican II a doctrine or a program. was a fact. - Michel de Certcau, "Is There a Language of Unity?"
Every so often it becomes necessary to try to find the means of rescuing perception from the blind fatalisms of orthodoxy. In 1974 , for instance, Jean-Francois Lyotard , having grown tired of the incessant debates over the proper way to read Marx, announced that it was high time for a whole new way of reading him, one that owed nothing to previous attempts. Somehow, Marx had to be read differently, from the perspective of consumption, not production. As such, it wasn't just a correction of existing interpretations that Lyotard sought but an end to an entire mode of interpreting Marx and the creation of a fresh means of engaging with his texts. "We must come to take Marx as if he were a writer, an author full of affects," and so "take his text as a madness and not as a theory." This would mean treating him as "a work of art" infused with "the desire named Marx."
Please refer to publisher version or contact your library. | <urn:uuid:1a0a12fc-d122-44bd-b5e6-221cbd0f5604> | CC-MAIN-2014-10 | http://ro.uow.edu.au/artspapers/1416/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999677441/warc/CC-MAIN-20140305060757-00085-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.971753 | 248 | 2.671875 | 3 |
Among all of the dinosaurs known to man, the Tyrannosaurus Rex (often shortened simply to T-Rex) is undoubtedly the most well-known prehistoric predator on the planet. Travel anywhere in the world and show the locals a line-up of dinosaur faces, and the T-Rex will likely be the most recognizable of the bunch.
A lot of its fame can be attributed to its many pop culture appearances that have popularized the T-Rex and given it the moniker of being “King of the Dinosaurs”.
Despite all of the glory and fame, however, the “King” has always been ridiculed over one noticeable physical characteristic that sticks out like a sore thumb: it’s hilariously scrawny little arms.
For years its tiny arms and two stubby finger-like claw appendages have been the subject of countless jokes, usually for how short and useless they appear to be. Cartoon T-Rexes can often be seen struggling to put on pants or reach their wallets.
It doesn’t help that the arms also slightly resemble chicken wings. Heck, the resemblance is so fitting that people are even starting to put little plastic T-Rex arms on actual chickens just for laughs.
But have we gotten it all wrong? Were T-Rex arms really that laughable in real life?
In reality, those wimpy little arms you’ve spent years ridiculing could kill even the strongest bodybuilder or athlete alive in seconds.
At their peak physical strength, humans can curl around 260 pounds. Meanwhile, just the bicep of even the weakest adult T-Rex could effortlessly curl 430 pounds. Although its arms look useless, that perceived weakness is merely an illusion. An illusion that is probably a result of the arms only appearing to look so small and fragile since they appear to just be drooping off such a massively giant body.
Meanwhile a single T-Rex arm alone measured 3 feet in length.
In an interview with Popsci, the late Dr. Jack Conrad, a paleontologist who worked at the American Museum of Natural History in New York, said that a T-Rex’s arm “had the strength to rip a human’s arm right out of its socket.”
Consider that as food for thought the next time you think about making a playful pun about how pitiful those T-Rex arms were. They’d put you to shame any day of the week. | <urn:uuid:a9183423-51e2-4a3b-95d7-435346b3cd5f> | CC-MAIN-2021-43 | https://unitedsquid.com/stop-laughing-science-proves-that-t-rex-arms-were-no-joke-in-real-life/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323583423.96/warc/CC-MAIN-20211016043926-20211016073926-00380.warc.gz | en | 0.944068 | 505 | 2.5625 | 3 |
The concept of Bahujan literature is very simple. It is the literature of the majority, in contrast to the literature of the elites. As Buddha had said more than 2500 years ago, “Bahujan hitay, bahujan sukhay”. Bahujan literature is the literature of the majority but not of majoritarianism. Its strength does not lie in numbers. “It is the representative voice of different sections of society as a resistance to the communal consciousness created by Manuvad. It is the literature of the last man, who is facing any kind of deprivation.” These words of Pramod Ranjan in the preface to the book Bahujan Sahitya Ki Prastavna (The Case for Bahujan Literature) truly exemplify the identity of the Bahujan literature. There is a long tradition of writing in Hindi and other languages with a focus on the oppressed and the deprived sections; for example, the Dalit literature of Maharashtra, which has brought to light the life of the oppressed sections with admirable authenticity. One reason for this was that the writers came from the same background and had personally experienced the pain that they went on to depict in their works. That is why this literature drew the attention of not only India but of the entire world.
Just look at the Bhaktikaal and you will discover that all the key poets came from the deprived castes. Besides Kabir and Raidas, many other leading poets were from the Dalitbahjuan castes. This literature can be classified as Bahujan literature because it awakens the people against feudal exploitation and oppression. The anti-feudal writings of the Bhaktikaal poets from Dalit and oppressed castes, in a way, formed the historical background of Bahujan literature. The struggle of the Dalit castes during the Independence movement formed its social foundations. Pramod Ranjan writes: “Bahujan literature is a big umbrella genre, under which fall Dalit literature (for convenience, we can describe it as Atishudra literature), Shudra literature, Tribal literature and Women’s literature. Terminologies, thoughts and points of view like Ambedkarite literature and OBC literature are a part of its internal discourse.” He adds: “In Hindi, the concept of Dalit literature has gained acceptance only over the past two decades. But there are two contradictions inherent in it. First, it has only been accepted as a marginal literary genre, which means that ‘some other’ literature constitutes the mainstream. Communist writers call this other literature Progressive or People’s literature whereas Rajendra Yadav and all writers and supporters of Dalit literature insist that ‘What is not Dalit literature is Savarna literature’. Thus, according to them, the mainstream Hindi literature is Savarna literature. On the other hand, many Dwij writers’ works, a major part of the contents of which is dominated by their ‘‘Dwij’ consciousness, are also counted among progressive literature.” These two quotations of Pramod Ranjan can help us understand the concept of Bahujan literature.
Dwij literature has been dominating the world of Hindi literature in the name of “Progressive literature”. The Progressive literary movement launched by the Community Party of India was also influenced by it. This literature remained cut off from the exploited and oppressed ordinary people and was confined to the drawing rooms and the libraries of Hindi departments of universities. A vacuum was created in the literary world in the sense that the common man drifted away from it. That made the rise of Bahujan literature – representing the new political consciousness among the Dalit, Tribal and OBCs and born out of sociopolitical stirrings – inevitable. Bahujan literature has been written for a long time but a discussion on its concept has begun only recently. The Bahujan literary movement is aimed at raising consciousness of the exploited, oppressed, backward and Dalit castes. Its relevance lies in the fact that the progressives’ literary movement, led by the communist parties, has become elitist and has lost touch with the people. The Bahujan literature has emerged to fulfil a historical need.
Bahujan Sahitya ki Avdharna discusses the historical, ideological, philosophical, aesthetical and other aspects of this literature. The discussions are crisp and to the point. Pramod Ranjan and Ivan Kostka of Forward Press have edited the book. Both are associated with the literary-cultural movement of the Bahujans and their commitment to the movement is beyond doubt. Apart from articles by leading litterateurs, critics, editors and journalists, the book also includes interviews with Rajendra Yadav and some other prominent writers.
The book is divided into three sections. The first section is on OBC literature and discusses the concept of OBC literature and the development of Dalit consciousness in all its aspects. Among the contributors to this section are Abhay Kumar Dubey, Rajendra Yadav, Sharan Kumar Limbale, Rajendra Prasad Singh, Premkumar Mani, Bajrang Bihari Tiwari, Virendra Yadav, Hare Ram Singh, Chauthiram Yadav, Harinarayan Thakur, Jaiprakash Kardam and Sudhish Pachauri. All of them are well-known names in the literary world and generations of readers are aware of their writings and their thoughts. Leading journalist and thinker Abhay Kumar Dubey has written on the renaissance of the Backwards while Rajendra Prasad Singh has dwelt on the concept, origin and relevance of Bahujan literature. Rajendra Prasad tries to look for the roots of this literature in the writings of the Bhakti era. This exemplifies his understanding of the historical processes and his deep thinking. This section also contains an interview of famous Marathi writer Sharan Kumar Limbale with Prema Negi. This interview is a must-read for understanding Dalit literature and consciousness. Limbale has made many revealing comments about literary concepts. This section includes two articles by Rajendra Yadav – “OBC literature doesn’t exist. But it must be discussed” and “This is your time, not mine”. Both the articles raise some fundamental issues and reading them will enhance one’s understanding of the concept of Bahujan literature. Premkumar Mani makes a very sharp analysis in his “Caste discourse in literature” and in “The decline of Hindi criticism”. These articles have long-term value. Critic Virendra Yadav has written on the relevance of the concept of OBC literature. Prof Chauthiram Yadav’s well-thought-out and thought-provoking piece is about OBC heroes and development of Dalit consciousness. Harinarayan Thakur argues as to why OBC literature has the widest range. Jaiprakash Kardam’s piece is also important. Sudhish Pachauri’s satire “A snake in the grass wreaks havoc” is also eminently readable.
The second section is dedicated to Tribal Literature. In his article, “Tribal literary discourse: Challenges and possibilities”, Dr Ganga Sahay Meena has raised very pertinent and important questions. Writing about Tribal literary discourse, he says, “It is a discourse which relates the tales of injustice, humiliation and exploitation faced by this community and its traditions and culture.” He writes, “Tribal literature is marching ahead, imbued with the rebellious sentiment of Birsa Munda, Sidho Kano and other revolutionary Tribal leaders and their movements.” Dalit thinker Kanwal Bharti’s article, “Bahujan literature and Adivasis” is also important. Dalit writer and poet Musafir Baitha, in his article “Bahujan identity and scientific consciousness”, exposes the pro-Savarna thinking and sentiments of writers wearing the mask of progressiveness. He makes brief but pithy comments on the Dalit literary movement and its consciousness. Ashwini Kumar Pankaj links the concept of Bahujan literature with oppressed nationalities.
In the third section of the book, which is on the Bahujan literary course, Premkumar Mani’s reminiscences titled “Remembering Renu” are important. We must not forget that Renu was one of the most prominent litterateurs with a Bahujan consciousness. Kanwal Bharti in his “Bahujans should become mainstream” underlines the key challenges confronting OBC literature. Arvind Kumar comments on the proletariat identity of the Bahujans. Here, it might be pertinent to mention that the real nature of caste consciousness in India cannot be understood unless we break free from the stereotyped concept of the proletariat as peddled by the leftists and associate it with the Dalit and the OBC castes. Devendra Choubey’s piece, “Will only caste be the basis of Bahujan?” is also thought-provoking. Journalist and social activist Sanjeev Chandan clarifies important concepts in his article on the aesthetics of Bahujan literature. Sandeep Meel attacks brahmanical or savarnavadi literature while dwelling on the revolutionary tradition of Dalit literature in his article titled “Everything else is pulp fiction”. This section also contains a speech titled “I believe in the idea of Bahujan literature” delivered by Arundhati Roy. Arundhati rightly goes hammer and tongs against communal forces. She tries to show how the RSS is a staunch opponent of the Dalits and the lower castes and how destroying the RSS is a big challenge before the Bahujans. Besides, the articles of Anita Bharti and Waman Meshram also force one to reflect. The books ends with a list titled “Do only the twice-born have literary merit?” It makes for interesting reading. It shows that all the winners of Jnanpith and Sahitya Academy awards were savarnas. None of them was a Dalit or an OBC. The list includes Sahitya Academy award winners from 1955 to 2015 and Jnanpith award winners from 1968 to 2013. To sum up, this is a thought-provoking book that everyone must read.
Title: The Case for Bahujan Literature
Editor: Pramod Ranjan and Ivan Kostka
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4 Score and 4 Trivia Questions about the Gettysburg Address
President Abraham Lincoln gave the Gettysburg Address on November 19th, 1863. It’s widely regarded as one of the famous speeches in history, but how much do you know about it? Try your hand at these four trivia questions about 272 words that proved a speech doesn’t have to be long to be memorable…
Who Wrote the Speech for Lincoln?
Rather than vilify the Confederacy after the battle of Gettysburg, Lincoln chose a more inclusionary tone for his speech. Photo credit: Greg Goebel/Flickr.
Today, whenever a president gives a speech, you know that it has been written by a professional speechwriter – someone who actually studied the art of public speaking and knows the mechanics of delivering a great speech. But in 1863, things were done a little differently. It was, in fact, Abraham Lincoln himself who wrote the Gettysburg Address – every word of it. He finished the speech the night before he gave it and spoke from the heart. That’s why it is still so powerful today.
Why Is This Speech So Famous?
Lincoln came out the night before his speech and told a few jokes to a crowd of several hundred people.
Lincoln could have made the speech all about defeating the South and winning the war, but he did not. Instead, he geared the speech toward keeping the country together, working together, healing rifts, and honoring the democratic intent of the country’s Founding Fathers. This was not a bitter speech, nor did it try to stir up anger or fear. It would have been very easy for Lincoln to go the emotional button-pressing route, but he took a more inclusionary path, reminding people that the war was not being fought to vanquish an enemy, but to hold together a country that was started with such promise.
What Was the Original Purpose of the Speech?
Lincoln’s speech was really supposed to be a short address that was more of an afterthought than anything else. The ceremony’s star guest was famed speaker Edward Everett, who spoke for two hours. Lincoln did plan out what he would say (the legend that he wrote it on the fly was just that, a legend), but his invitation was a last-minute decision, and he was supposed to be there more for moral support than anything else. Lincoln’s intent in the speech was to remind people of how important this war was to the country and to try to keep morale up after such a devastating battle. Instead, the short speech gradually gained a reputation for being one of the most eloquent examples of patriotism and devotion to the ideals of democracy.
What Newspaper Retracted the Poor Review it originally gave the Gettysburg Address 150 Years Later?
NPR did a tongue-in-cheek story about the paper’s retraction, including an interview with the Opinion Page editor.
At the time, newspapers made no bones about which side they supported. The Patriot-Union, a Pennsylvania newspaper, dismissed the president’s remarks as “silly” and wrote, “For the credit of the nation, we are willing that the veil of oblivion shall be dropped over them and that there shall be no more repeated or thought of.” At the 150 year anniversary of the Gettysburg Address, in 2013, the same newspaper, now known as the Patriot-News of Harrisburg, issued a retraction which read, “Seven score and ten years ago, the forefathers of this media institution brought forth to his audience a judgment so flawed, so tainted by hubris, so lacking in the perspective history would bring that it cannot remain unaddressed in our archives.” | <urn:uuid:c23c0789-c4df-45ea-8e3f-b8f0a5e324d9> | CC-MAIN-2018-39 | https://loveofwords.net/2017/11/19/today-in-history-november-19th/?shared=email&msg=fail | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267158958.72/warc/CC-MAIN-20180923020407-20180923040807-00487.warc.gz | en | 0.979481 | 769 | 3.3125 | 3 |
Word of the Day
|Definition:||(noun) A disposition or tendency to yield to the will of others.|
|Synonyms:||deference, compliancy, obligingness, compliance|
|Usage:||He complied with her request, and answered her challenge in a large wine-cup; she then proceeded with her story, as if appeased by his complaisance.|
Idiom of the Day
— A sudden idea or moment of inspiration; a brainstorm
Esther Hobart Morris (1814)
Morris was the first female justice of the peace in the US. A mother of three, she began her tenure as justice in 1870, after the previous justice resigned in protest of Wyoming's passage of the women's suffrage amendment. She attracted national attention and tried some 70 cases, becoming a legendary figure in the suffrage movement. The state of Wyoming officially commemorated her role as a leading suffragist in 1890.
Victory Day (Rhode Island)
V-J Day (Victory over Japan Day) commemorates the anniversary of Japan's surrender to the Allies in 1945, ending World War II. The atomic bombs dropped on Hiroshima on Aug. 6 and Nagasaki on Aug. 9, and the Soviet Union's invasion of Manchuria in the previous week made the surrender inevitable. V-J Day is a legal holiday only in the state of Rhode Island, where it is called Victory Day. It is celebrated on the second Monday of August.
Dinosaur Arthritis Joins Baseball, Boardwalks as Another New Jersey FirstA dinosaur that roamed what's now New Jersey about 70 million years ago is believed to have suffered from a crippling form of arthritis. Likely a duck-billed dinosaur, or hadrosaur, it's the first-known dinosaur to suffer from septic arthritis.
1576 - The cornerstone of Danish astronomer Tycho Brahe's observatory Uraniborg was laid on the island of Hven.
1786 - Michel-Gabriel Paccard and Jacques Balmat completed the first recorded ascent of Mont Blanc in the Alps, an act considered to be the birth of modern mountaineering.
1876 - Thomas Edison received a patent for the mimeograph. The mimeograph was a "method of preparing autographic stencils for printing." i taught grades 5-8 for a year in 1998. i used the mimeograph every day .. hard to believe!
1899 - The refrigerator was patented by A.T. Marshall.
1966 - Michael DeBakey became the first surgeon to install an artificial heart pump in a patient.
1970 - Janis Joplin bought a headstone for the grave of blues singer Bessie Smith. Smith was one of Joplin's idols.
A male and female mandarin duck (Aix galericulata) atMartin Mere, Lancashire, United Kingdom, showing thesexual dimorphism of the species. The adult male has a red bill, large white crescent above the eye and reddish face and "whiskers", as well as a purple breast with two vertical white bars, and ruddy flanks. The female is similar to female wood duck, with a white eye-ring and stripe running back from the eye, but is paler below, has a small white flank stripe, and a pale tip to its bill.
This species was once widespread in East Asia, but large-scale exports and the destruction of its foresthabitat have reduced populations. A large feral population has been established in Great Britain.
Photograph by Nora Feddal, National Geographic
Framing an expansive blue sky, desert buttes, and a pair of majestic horses, Nora Feddal captures the essence of the American West in this image made while visiting Monument Valley Navajo Tribal Park, which extends into both Arizona and Utah.
CHILDREN'S CORNER ... game
Create a quiet, safe game of Jenga by using cut-up sponges.
perhaps you know that i have always considered this MY bridge as it was built during my childhood, in front of my eyes. until this day, i had not realized the misspelling. now, i wont ever forget it!
Prevent seeds from falling into your juice by wrapping citrus fruits in cheesecloth (or a clean knee-high) before squeezing.
Clever Ways to Use an Orphan Sock
Turns out, the single life really works on socks.
Don't fret when laundry day leaves you with a couple of lonely socks. You might just get more use out of them than ever before:
1. Separate your clothes from your shoes in your suitcase.
Slip footwear (especially kids' grubby sneakers) inside a large sock before you pack them for vacation. Our cleaning guru, Heloise, says this barrier will protect your shoes from nicks and scuffs that can occur in transit, and block dirty soles from rubbing against your clothes.
2. Remove stinky smells from your closet.
Turn a clean sock into a sachet filled with dry coffee grounds and hang it in your wardrobe (or place one in your fridge). The grounds will help absorb any musty odors.
3. Clean or wax your car.
Instead of grabbing a sponge or a rag the next time you wax or scrub down your vehicle, Heloise recommends using — you guessed it — an old sock.
4. Clear away cobwebs.
Pop a sock on the end of a yardstick or broomstick to make quick work out of banishing hard-to-reach spider webs.
5. Make a cute coffee sleeve.
For a heat-blocking band that's a little more crafty than cardboard, snip off the top off a fuzzy sock. You can even add extra pizzazz with a fun snowflake detail.
6. Protect your hardwood floors from furniture damage.
It'd be silly for your dining room chairs to don argyle all the time, but you can slip socks over a chair's feet when you're rearranging furniture, or as a stand-in for felt protector pads until you buy them for a new piece.
7. Protect your cell phone in a pinch.
If you're worried about scratching your screen while working in the garden, hiking in a park, or doing some repairs around the house, slip your phone in a sock for an extra layer of protection.
8. Dust houseplants.
When your indoor greenery starts looking a bit dull, the safest way to freshen them is a with a gentle wipe of a damp sock placed over your hand.
9. Pad breakable items when you move.
Slide your heirloom candlesticks or favorite bud vase inside a sock to keep them nick-free when you pack and prevent breakage, says Heloise.
10. Dust blinds.
Your handiest tool for tackling this household problem area, is actually, well, your hand. Don a dampened sock to quickly whisk away dirt and dust. Heloise also recommends putting a sock on your feet to clean baseboards. | <urn:uuid:82e8e960-fe1e-4485-8f55-949f279f5d3f> | CC-MAIN-2017-34 | http://dianesdailycorner.blogspot.com/2016/08/international-cat-day-august-8-2016.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104681.22/warc/CC-MAIN-20170818140908-20170818160908-00000.warc.gz | en | 0.91961 | 1,476 | 2.734375 | 3 |
Humor is a vital part of our day-to-day life. It serves not only to brighten our day, but as an important coping mechanism in hard times and a vital part of our social interactions. It also allows us to better communicate, exchange ideas and even share alternate points of view in easier-to-digest ways. It helps us to connect and can make children smarter, better able to cope with difficulties, and even improve their overall health and well-being both mental and physical. Here is an overview of why you should nurture your child’s sense of humor and suggestions on how to accomplish this task.
Benefits of a Child’s Sense of Humor
Children who have a well-developed sense of humor tend overall to be more optimistic, idealistic and are happier. They have a better self-image, higher self-esteem and are better able to process and handle differences of opinion, other points of view and cultural diversity. Even in difficult situations like moving to a new community or facing teasing and bullying in school, a sense of humor functions as a vital coping mechanism.
.There are practical health benefits to understanding what it means to be funny as well. People who laugh frequently are less likely to suffer depression or other emotional problems, and they tend to have an increased immune system and resistance to disease. Humor also acts as a vital factor in reducing stress. Those who laugh have stronger pulses, lower heart rates and great blood pressure, as well as improved digestion.
Humor through the Ages
When we say “through the ages,” we don’t mean history. We mean from childhood to adulthood. In babies, a sense of humor is generally relegated to, “Are the people around me happy?” and gradually evolves into, “Have I done something to make them happy?” Toddlers, on the other hand, begin to understand the fun in physical humor like tickling, peek-a-boo or pratfalls. Rhymes and nonsensical words come into their worldview at this time as well, and can be a great source of keeping your child amused and happy.
As kids get into their school years, they develop sensory and cognitive humor in the sense of strange pictures and bizarre occurrences like a dog that meows. Toilet humor also starts to be funny at this time, related to body noises. This develops into a love for wit, sarcasm and wordplay and eventually into a more refined sense of humor.
It is vital to encourage children to laugh and recognize what is funny. Identify your child’s sense of humor and nuture it. Be a role model by displaying your own sense of humor. Appreciate your child’s laughter. Show them that everyone from adults down to babies can be funny, and keep an environment around that encourages joking, laughter and fun.
Of course, a great way to encourage a love of life is to start with a fun interactive eBook. Try one of ours like Cock-a-Doodle-Moo, and explore our other great early literacy resources today! | <urn:uuid:b40847c3-9160-46d5-8c95-49fdcd78ed87> | CC-MAIN-2017-51 | https://www.istorybooks.co/blog/general/why-you-should-nurture-your-childs-sense-of-humor/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948595858.79/warc/CC-MAIN-20171217113308-20171217135308-00026.warc.gz | en | 0.958319 | 636 | 3.234375 | 3 |
- New Item
The RS2 Level C Lessons continues to build on known addition and subtraction facts, works with 4-digit addition and subtraction and 2-digit mental calculations and introduces multiplication and fractions. Other topics include area and perimeter, measurement, money, time, and basic fractions. They also work with drawing tools to explore geometric designs. Problem solving is emphasized. Card games are included in the lessons. Review lessons are included for children new to the RightStart™ program.
RS2 Level C Book Bundle includes
- RS2 Level C Lessons
- RS2 Level C Worksheets
You will also need the RightStart Math Set kit (needed if new to RightStart Math and do not currently own any of the manipulatives).
WARNING: CHOKING HAZARD! Small parts. Not for children under 3 years. | <urn:uuid:6ecf47b1-ed33-43ca-ba06-0e44ed99bf24> | CC-MAIN-2018-47 | https://www.sonlight.com/2M17.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00455.warc.gz | en | 0.92616 | 172 | 2.859375 | 3 |
The mass killings in Bangladesh (then East Pakistan) in 1971 is still remembered to be one of the most gruesome genocides in the twentieth century. The West Pakistan (now Pakistan) military unleashed a barbaric campaign of brutality, including murder and rape of millions of Bengalis to crush the forces seeking independence of East Pakistan.
East vs West
During the 1970 election in Pakistan, Awami League led by Sheikh Mujibur Rahman was elected and this party supported the separation and independence of East Pakistan from the rule of West Pakistan. West Pakistan was against the break-up and hence in 1971, they launched Operation Searchlight, a military crackdown on East Pakistan to suppress Bengali calls for self-determination. Between March 25 and December 16, 1971, three million Bengalis were murdered by the Pakistani army.
Demography behind the destruction
During the partition in 1947, Pakistan was geographically and ethnically split into two territories — West Pakistan, which had the larger section of new country with 46% of the country’s population. East Pakistan was a smaller Muslim country, however, it had a population of 54% of Pakistan.
The Muslim military elites who ruled West Pakistan viewed the Bengali Muslim residents of East Pakistan as insufficiently militaristic and insufficiently Muslim.
The gruesome genocide
The killings began on March 25th, 1971. The West Pakistan army, along with reinforcements, set out on a cleansing campaign targeting East Pakistanis. The military campaign against cities and towns not only led to large-scale civilian casualties but also displaced 30 million people from the cities into the countryside, while another 10 million East Pakistanis (Bengalis) fled to India. The action provoked widespread resistance among the Bengali officers and soldiers and rendered the entire population hostile. Nevertheless, the massacre continued. Soldiers raped over two million Bengalis. Indian forces came to support the East Bengali underground. Both Hindus and Muslims were murdered brutally causing a bloodbath in Bengal. | <urn:uuid:9b8c93e4-c0b3-4c94-9304-e6bdb62ee1c8> | CC-MAIN-2017-43 | https://thelogicalindian.com/rewind/gruesome-genocide-when-bangladeshis-had-to-pay-the-price-for-their-language-culture-and-ethnicity/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822625.57/warc/CC-MAIN-20171017234801-20171018014801-00535.warc.gz | en | 0.951835 | 393 | 3.671875 | 4 |
Did you know that tamales are not simply a delicious Mexican creation, but actually an ancient food staple? Created by the Aztecs using maize, their most important food, tamales were often filled with beans that were second only to maize in dietary importance. Other popular fillings included chilies, amaranth seeds, maize flowers, honey, beeswax, turkey, eggs and cherries.
Tamales played a significant role in the culture of the Aztecs. Tamales were central to the survival of the military who needed a portable but filling and healthy food. The tamale and its main ingredient maize were celebrated during the feast of Atamalcualiztli (Eating of Water Tamales), a seven-day event that took place every eight years. During the feast plain, steamed tamales with no “lime, ash, flavoring, chilies, and peppers” were eaten by the people. “This pure method of cooking the tamales ritually allowed the maize a moment of freedom from the tortures of being worked and seasoned.”
The following tamale recipe includes another link to the ancient past with the inclusion of the ingredient epazote. Also known as Mexican tea, the name comes from the Aztec (Nahuatl) epazotl. The Aztecs used it as both a culinary and a medicinal agent. It has a strong, distinctive flavor and is believed to reduce the digestive distress that sometimes accompanies the ingesting of beans.
So as you mix the dough, add the epazote to the beans and assemble and steam your tamales, keep in mind you are following an ancient tradition. Cook up some Mayan hot chocolate for dessert and you’ll have a true pre-Columbian feast!
Tamales With Black Beans
*Recipe courtesy of Cathy Kaufman, Chairperson of the Culinary Historians of New York.
Makes 15 tamales
Black bean filling:
- 2 cups black beans, soaked overnight
- 6 cloves garlic, peeled
- 1/2 teaspoon dried chili powder
- 2 guajillo chilies
- 2 chipotle chilies
- 1/3 cup dried epazote
- 1 tablespoon salt, plus more to taste
- 1 (to 2) tomatillos, husk removed
- 4 cups masa harina
- 1 teaspoon salt
- 2 cups warm water
- 15 corn husks, soaked in hot water to render pliable, or parchment paper
- Make the filling: Place the black beans, garlic, chili powder, dried chilies and epazote in a large pot and cover with fresh water by 2 inches. Bring to the boil and cook for one half hour. Add the 1 tablespoon salt and continue cooking until very tender. Drain. Transfer the solids to the work bowl of a food processor, add the tomatillos and coarsely chop.
- Make the tamale dough: Mix together the salt and masa harina in the bowl of a mixer. Slowly add the hot liquid, stirring to obtain a soft, moist dough. Beat the dough with the paddle attachment for five minutes to aerate the dough as much as possible. Sprinkle in the baking powder and beat 1 minute more. (Contemporary recipes contain lard, which results in a lighter product.)
- Assemble the tamales: Place a husk flat on the counter horizontally in front of you. Spread about 2 tablespoons of tamale dough in a thin layer over the husk, leaving a border around the edges. Top with about 1 tablespoon bean filling. Pull up the husks on the right and left edges and nudge the dough so that it folds over the filling. Then do the same with the top and bottom edges of the husk, so that the dough encases the filling and forms a rectangular packet. Fold the right and left sides of the husk over the dough packet, then fold the bottom of the husk up and the top of the husk down. Keep folding to make a neat package. Repeat with remaining husks.
- Place the tamales in a covered steamer and steam for 45 minutes, making sure that the steamer does not dry out. Serve immediately, or reheat by steaming.
1. Aguilar-Moreno, Manuel (2007). Handbook to Life in the Aztec World. Oxford and New York: Oxford University Press. pg. 372.
2. Warner, Katie. The History Behind Tamales. http://www.examiner.com/article/the-history-behind-tamales | <urn:uuid:6e5177ab-45d4-4496-9474-2f9aeca9eacc> | CC-MAIN-2017-22 | https://antiquitynow.org/2014/01/08/bon-appetit-wednesday-savory-pre-columbian-tamales-with-black-beans/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463609598.5/warc/CC-MAIN-20170528043426-20170528063426-00292.warc.gz | en | 0.919041 | 945 | 3.53125 | 4 |
- Suprematism: Suprematism began in Russia in 1913 with the help of artist Kasimir Malevich. He introduced it to the public in 1915 with his manifesto and exhibition titled. — “Suprematism Art - Artists, Artworks and Biographies”,
- Suprematism, Russian Abstract Art Movement, Geometric Forms, 1913-1918: History, Painters, Kasimir Malevich: Paintings, White on White, Black Square on White Ground. — “Suprematism, Russian Abstract Art Movement, Geometric Forms”, visual-arts-
- Suprematism in Art :: Cubo-Futurism : The Art of Flying Objects. Suprematism represents a logical continuation of Cubism in its striving to give substance to the new non-objective cosmic concept of a spatially integrated world and its structural unity. — “Suprematism(e): Malevich Squares”,
- Suprematism definition, a nonrepresentational style of art developed in Russia in the early 20th century, characterized by severely simple geometric shapes or forms See more. — “Suprematism | Define Suprematism at ”,
- Suprematism (painting), first movement of pure geometrical abstraction in painting, originated by Kazimir S. Malevich in Russia in about 1913. In his first Suprematist work, a pencil drawing of a black square on a white field, all the elements of. — “Suprematism (painting) -- Britannica Online Encyclopedia”,
- suprematism, Russian art movement founded (1913) by Casimir Malevich in Moscow, parallel to constructivism. In Malevich's words, suprematism sought "to liberate art from the ballast of the representational world. — “suprematism — ”,
- Definition of suprematism in the Online Dictionary. Meaning of suprematism. Pronunciation of suprematism. Translations of suprematism. suprematism synonyms, suprematism antonyms. Information about suprematism in the free online English. — “suprematism - definition of suprematism by the Free Online”,
- Suprematism: Malevich's White on White. To view the Malevich video, you need the Adobe the constructivist movement and there were hints of suprematism in it, what was it about Malevich's art that. — “Smarthistory, a multimedia web-book about art: discussing”,
- They fell into two main camps, Suprematism and Constructivism. "Suprematism No. 55 (Spherical Evolution of a Plane)" is a lovely and very strong Malevich work involving curved forms. — “Art/Museums: Kazimir Malevich Suprematism at the Solomon R”,
- Media in category "Suprematism" This category contains only the following file. Retrieved from "http:///wiki/Category:Suprematism". — “Category:Suprematism - Wikimedia Commons”,
- "Suprematism is the rediscovery of pure art that, in the course of time, Kasimir Malevich, The Non-Objective World. Ad in Dec. '05 Issue of ARTnews Magazine. — “Suprematism - In the Desert of the Real - Non-Objective Art”,
- Most of his paintings are limited to geometric shapes and a narrow range of colors, but the pinnacle of his Suprematism was his White on White series. He claimed to have reached the summit of abstract art by denying objective representation. Russian suprematism. — “WebMuseum: Malevich, Kasimir: Suprematist Compositions”,
- Under Suprematism I understand the supremacy of pure feeling in creative art. Suprematism did not bring into being a new world of feeling but, rather, an altogether new and direct form of representation of. — “Kasimir Malevich”,
- Encyclopedia article about Suprematism. Information about Suprematism in the Columbia Encyclopedia, Computer Desktop Encyclopedia, computing dictionary. — “Suprematism definition of Suprematism in the Free Online”, encyclopedia2
- Suprematism. Suprematism is an art movement focused on fundamental geometric forms (squares and circles) which formed in Russia in 1913. 'I felt only night within me and it was then that I conceived the new art, which I called Suprematism'. — “Suprematism Article - Anatoly Krynsky Fine Art”,
- The name given by Malevitch to the geometrical abstractionism he derived from Cubism in 1913. The elements of Suprematism were the rectangle, the circle, the triangle and the cross. — “Suprematism”, serdar-hizli-
- Suprematism ( Супрематизм ) was an art movement focused on fundamental geometric forms (in particular the Suprematism ( Супрематизм ) was an art movement focused on fundamental geometric forms (in particular the square and circle) which formed in. — “Suprematism - Kosmix : Reference, Videos, Images, News”,
- This site was designed to present the developments in Russian painting from its beginnings to the twentieth century. It includes background information and biographies of selected painters, as well as descriptions of important paintings, schools. — “SUPREMATISM”, tars.rollins.edu
- suprematism n. A school and theory of geometric abstract art that originated in Russia in the early 20th century and influenced constructivism. — “suprematism: Definition from ”,
- Suprematism Posters at . Choose from over 500,000 Posters and Art Prints. Value Framing, Fast Delivery, 100% Satisfaction Guarantee. — “Suprematism Posters at ”,
- The Museum of Modern Art (MoMA) is a place that fuels creativity and provides inspiration. Its extraordinary art collection includes modern and contemporary art. Suprematism was well represented, and Lissitzky himself designed the catalogue cover. — “MoMA | The Collection | Suprematism”,
- Suprematism (Russian: Супрематизм) was an art movement focused on fundamental geometric forms (in particular the square and circle) which formed in Russia in 1915-1916. Kasimir Malevich originated Suprematism in 1915 when he was an established painter having. — “Suprematism - Wikipedia, the free encyclopedia”,
related videos for suprematism
- Malévich 0,10 remake by Michel Goday & Jim Loomis /?lang=en Let us imagine that Malevich is today in Barcelona, 36 years old, and he finds himself at the threshold of Suprematism. How would he do an interpretation? Where would he situate his action, his interventions? Which spaces should he choose facing the usual reluctance of the official places for exhibitions, overruled every day more and more? He would probably choose the streets in order to be coherent with his discourse, to provoque the pedestrians and, therefore, the means of communications, and to show his work. To be able to impose his "art", would he follow the steps of Keith Harring, Basquiat, and others? May we speak in this case of a "guerrilla art" or a "communications art"?
- VICTORY OVER THE SUN A brief clip from a contemporary reconstruction of one of either two productions: Victory Over the Sun, or Mystery Bouffe. Russian Painter Kazimir Malevich created the costumes and sets for both stage-shows, and both premiered in Saint Petersburg, the former in 1913 and the latter five years later. Vladimir Mayakovsky wrote the script for Bouffe.
- How to Appreciate Abstract Art: Suprematism People constantly ask me how to better appreciate abstract art. Learn about some things you can look for in the context of Kazimir Malevhich's "White on White" suprematist composition.
- Francois Morellet & Kasimir Malevich @ Annely Juda Fine Art François Morellet - Kasimir Malevich 27 October -- 22 December 2011 Annely Juda Fine Art is pleased to present this exhibition of works by François Morellet and Kasimir Malevich. François Morellet's first solo-exhibition at Annely Juda Fine Art was in 1977 and Kasimir Malevich's work has been included in our first Non-Objective World exhibition in 1970 and in many since then. The exhibition includes recent works by Morellet, which reflect his interest in Kasimir Malevich's Suprematist works. The three Sous-Prématisme works in this exhibition use the three Suprematis motifs of circle, square and cross. These works are made of white neon tubes and are essentially white on white. The Negatif series plays on Malevich in a different way. The works all include a black spare and white neon tubes with the neon tubes positioned in different angles and juxtaposed to the black square. We are delighted to include a major painting by Kasimir Malevich Black Square, which has been kindly lent to us by the State Museum of Contemporary Art - Costakis Collection, Thessaloniki in Greece. Also in this exhibition is a selection of 13 drawings by Malevich. Born in 1879 to Polish parents and died in 1935 in Leningrad, Kasimir Malevich is one of the first abstract artists of the twentieth century. Painter, draftsman, sculptor and theorist, he was the creator of an artistic movement which he named "Suprematism." His works are present in the collections of many major museums worldwide. Born in ...
- Confusion (remix) / New Order Relax and enjoy (in full screen) till the end. have a nice journey! Live-visuals, imagine it on big screen. Let it infect the architecture of the space! Pop-Suprematism. My dedication to this song and a chapter in my virtual opera. animation visuals inspired by New Order song confusion (Pump panel reconstruction mix by Dan Zamani & Tim Taylor) made in 2004
- Chopin: Suprematist Etude op.25 n.12 "The ninth wave" Chopin-Malevic-Aivezovsky(with its "The ninth wave", 1850. Apart of this, all the paintings are of Malevic)-Sarrasani (me). Piano "Bohemia", mics. Rode K2. The audio is the same of the already here video, only with another equalization.
- Suprematism No. 58 Pavilion Assignment. I composed four songs to convey what I hear as the four layers of Malevich's painting, No. 58. As you move from each segregated area, a different song is played, inviting the user to create an idea of the painting with the music. The user ultimately views the piece in silence, however the muffled sounds of each of the four songs is melded together in one's head, altering one's perception of the painting to one's own unique interpretation.
- Suprematism, Video Art video art, video installation Study of Suprematism Andy Ender studioandydna Swiss Contemporary and Visual Artist
- Kazimir Malevich Kazimir Malevich (Russian: Казимир Малевич, Polish: Kazimierz Malewicz, Ukrainian: Казимир Малевич [kazɪˈmɪr mɑˈlɛʋɪtʃ], German: Kasimir Malewitsch, Belarusian: Казіме́р Мале́віч), (February 23, 1879, previously 1878: see below May 15, 1935) was a painter and art theoretician, pioneer of geometric abstract art and the originator of the Avant-garde Suprematist movement. 1. On the Boulevard (1903) 2. Spring. Garden in Blossom (1904) 3. Summer Landscape (1905) 4. Spring (1906) 5. Sketch for fresco. Triumph of the Skies (1907) 6. Rest. Society in Top Hats (1908) 7. Carpenter (1908 1910) 8. Reapers (1910) 9. Still-Life (1911) 10. Province (1912) 11. Lady on a Tram Station (1913) 12. Lady at the Poster Column (1914) 13. Suprematism (1915) 14. Suprematism (Yellow and Black) (1916) 15. Suprematism (1917) 16. Sketch for the back Cover for the Portfolio of the Congress fo the Committees on Rural Poverty (1918) 17. Speakers on Tribune (1919) 18. Black Square (1920) 19. Suprematism (1921) 20. Peasant Woman (1927) 21. Peasant in the Fields (1928-1932) 22. Landscape with White House (1930) 23. Red House (1932) 24. Self-Portrait (1933) 25. Portrait of Artist's Wife NA Malevich (1934) Музыка П.И.Чайковский. Симфония № 4 (III часть). Берлинский филармонический оркестр, дирижер - Герберт фон Караян.
- Malevich Suprematism Malevich Suprematism a short film made by Lutz Becker
- I am painting ---www.hallstromfineart.se--- Video of me making one of my paintings i named "Paus 3". Check out my website for upcoming exhibitions and other projects.Email me at [email protected] to purchase canvas. And dont forget to subscribe here on youtube! More vids to come...
- be yourself audioslave Suprematist art by iconoclast, Malevich: someone who knew how to be himself...
- THE DIGITAL SUPREMATISM video and music by (b)ananartista® orgasmo sbuff 2011 all rights reserved. for watching the original "black square on white canvas" click here: http info@ with the collaboration of Cinzio Marcello and the Maestro Boss Fiori http ----- Suprematism (Russian: Супрематизм) was an art movement focused on fundamental geometric forms (in particular the square and circle) which formed in Russia in 1915-1916. It was not until later that suprematism received conventional museum preparations[dubious -- discuss]. It was founded by Kasimir Malevich. Malevich also credited the birth of suprematism to Victory Over the Sun, Kruchenykh's Futurist opera production for which he designed the sets and costumes in 1913. One of the drawings for the backcloth shows a black square divided diagonally into a black and a white triangle. Because of the simplicity of these basic forms they were able to signify a new beginning. Another important influence on Malevich were the ideas of the Russian mystic-mathematician, philosopher, and disciple of Georges Gurdjieff; PD Ouspensky who wrote of "a fourth dimension or a Fourth Way beyond the three to which our ordinary senses have access". This development in artistic expression came about when Russia was in a revolutionary state, ideas were in ferment, and the old order was being swept away. As the new order became established, and Stalinism took hold from 1924 on, the state began ...
- My Dear Malevich This homage to Kasimir Malevich is a confirmation of Tom R. Chambers' Pixelscapes as Minimal Art and in keeping with Malevich's Suprematism ... the feeling of nonobjectivity ... the creation of a sense of bliss and wonder via abstraction. Chambers' action of looking within the Malevich photo to find the basic component(s) ... pixel(s) is the same action as Malevich looking within himself ... inside the objective world ... for a pure feeling in creative art to find his "Black Square", "Black Cross" and other Suprematist works. Review by JD Jarvis, Art Critic/Artist and coauthor of "Going Digital: The Practice and Vision of Digital Artists" (ISBN 1-59200-918-2) [Note: This review was written for the first exhibition of MY DEAR MALEVICH at the Art Gallery, Fine Arts Department, Zhaoqing University, Zhaoqing, China (April 2 - 15, 2007).][USA]: "Can an exhibition of art be both physical and virtual, a historical yet avant-garde, forward-looking homage with one foot in the current 21st century digital art scene and the other in the rich 20th century history of Modernist art? The answer is, "yes!" If you are Tom Chambers. Which brings us to one of Tom Chambers' exhibitions entitled "My Dear Malevich". This is the physical/virtual part of this exhibit. Wherein we see on the web a presentation of what must be, in real-time and space, a very striking exhibit. Consisting of many, large-size, black and white prints of hard-edged geometric designs "My Dear Malevich" is also an homage ...
- PA040013 suprematic performance by marat shemiunov ,tonya chapkina ,pavel maslennikov-made at formula gallery 2009 for the muzik of prokofiev-Visions Fugitives
- Suprematism in Red In this piece I attempted to translate a piece of visual art into music. I used the piece Suprematism by Kazimir Malevich because of its distinct separate colors. For the project, I based it on the fact that each pixel in a computer display has a set value of red, green, and blue. Because this painting has distinct blocks of color, I could take the values for each block of color and extract data from that color to translate into a musical note. For my project I started in the lower right corner of the painting and moved counter-clockwise across the painting, taking the average pixel values for each block of color. For my project, I used the values of red, although I could have chosen either red, green, or blue. After compiling the list of values, I translated them into musical notes in the key of C major. If the value of red was 10, I used the root note in the scale, C. If the value was 20, I used the next note up in the scale (D); if it was 30, the next note (E), and so on. I used Garage Band to record all the notes, which eventually became a series of 19 notes. I then embellished the melody to make it sound more like an actual song and less like random notes. I did not compose this song myself; the actual melody was dictated exclusively by the painting. This process could be applied to virtually any painting or diagram. Each painting would have a unique melody, much like how each work of art has its own distinct aesthetic characteristics. By extracting one genre of art ...
- Suprematism Commercial film "Suprematism" Collection by Designer Dasha Gauser Canon EOS 5D Mark II stam Ilyasov Cinematographer...............Mikhail Milashin Composer....................Arseniy Mizhenskiy (/mizhenskiy) Costume............................Dasha Gauser Stage-manager...................Kamila Safina Make-up.............................Yuri Stolyarov (Maybelline New York) Assistant cameraman: Alex Philippov, Yuri Korobeynikov Starring: Anna Shherbakova, Ludmila Burdova, Kirill Korban, Mikhail Kirillov, Daniil Kirillov, Arseniy Kirillov, Rustam Ilyasov. Dubbing actors: Ekaterina Molokhovskaya, Rustam Ilyasov Location: Moscow School of Management SKOLKOVO Moscow 2011
- Suprematism in our life This film was made for Tretyakov gallery for exhibition. It has gained a special prize. I made it when I was 14.
- POP SUPREMATISM | Spring 2012 Viral Fashion Spring 2012 Photographer - Carlos Jadraque Videographer - Jonny Kapps Styling - Christian Fleres & Justin Friedman Makeup - Anna Naso Hair - nuBest Salon & Spa Model - Davis Molnar @ Red NYC Music - Lucas Fable for One Sound Label
- Squares and Colors A nice exercise about timing and suprematism style I did 2 years ago... The Gavotte by Francois Joseph Gossec went just excellent.
- CoH - Super Suprematism CoH -10- (Super Suprematism) [4:52] CoH - Super Suprematism Label: Not On Label (CoH Self-released) Catalog#: none Format: CDr, Album Box Set, Limited Edition Country: Sweden Released: 2007 Genre: Electronic Style: Experimental
- "Design for Suprematist Fabric 3" for Guitar Amplifier Painting a Kazimir Malevich textile pattern, "Design for Suprematist Fabric 3" (1919), on cotton cloth for a 1965 Silvertone 1484 guitar cabinet.
- Short Suprematist Film 2004 Within Suprematist Space
- The Bauhaus That is such a ***ty title. Oh well. Anyways, I wanted to put so much more into this video... I wish i could have talked more about László Moholy-Nagy and possibly even gone on to talk about Post-Modernism, but the video would have been insanely long. No one is going to watch this video hahaha... If you're interested you can watch The Triadic Ballet here
- Kazimir Malevich Kazimir Severinovich Malevich (February 23, 1879 -- May 15, 1935) was a Russian painter and art theoretician, born in Ukraine of ethnic Polish parents. He was a pioneer of geometric abstract art and the originator of the Avant-garde Suprematist movement.
- Kazimir Malevič The idea of suprematism art
- Suprematism *** an art project by Alexei Buldakov at Vin Zavod in Moscow summer 2008.
- INTERMISSION: El Lissitsky's, "About Two Squares" Explained (A 45 second Overview) Here is a brief explanation of El Lissitsky's revolutionary work, "About Two Squares" from Yuli Ziv's documentary on her 2005 interactive installation entitled, "Suprematism V.05." (Used without permission) Ego Plum's current musical project (also entitled "About Two Squares") combines fractured drums, bass, and electric guitar into short, rhythmically-complex, surgically-executed dance songs that are reminiscent of early XTC, Oingo Boingo and Gang of Four. The songs are released as free mp3 downloads as they are written and are available exclusively on with accompanying music videos on youtube. The first track in the series was released January 29, 2009 and is Plum's first music release since the critically-acclaimed RAT KING CD by the EBOLA MUSIC ORCHESTRA in 2007. A departure from the Rat Kings' orchestrated and cinematic sound, ABOUT TWO SQUARES is built simply on live drums, bass, guitar and absurdist lyrics about geometry, love, and revolutionary politics.
- suprematism clock suprematism clock by katz
- Suprematism: Rip in the Evening Suprematism is an art movement focused on fundamental geometric forms (in particular the square and circle) which formed in Russia in 1915-1916. This video is part of the "Palette" project and pays homage to Suprematism. Video by Mark Garvey, song "Rip in the Evening" by Bill Hooper. Please visit for more details. preparations.
- [RED] untitled A work created for a high-tech tower (building of Modular lighting systems), Roeselare, Belgium (2008). The work is based on "2001, a space odessey" by Stanley Kubrick and shows the evolution of an organic form turning into a black square (symbol of a mechanized world, one single pixel). The red 'breathing' refers to HAL's logic memory system. In general, it is a giant alarm call for the earth's bad condition. LED-technology by Philips.
- Pétrouchka (1947); First Part - Danse Russe by Igor Stravinsky Ref: PET/DAN/ENG/03 - Animations synchronsied to live orchestral performance for education & entertainment - www.10to1 - [email protected]
- Look At Modern Art In which Droog Bunny has an edgy encounter with Suprematism
- Malevich walking around the figures H264_1.mov Arts Santa Mónica July 2009. Reflections on a suprematism background, when passers-by mix and blend with the figures of Malevich on the Ramblas of Barcelona
- WRITE ON @ REED COLLEGE Write On playing at Reed College. praising avangard, futurism and suprematism.
- Anatoly Krynsky - Clownade 1970 Russian Avant Garde Film - Part 1 Part 1...Ten black and white engravings were made to show the colorless and drab life of the Soviet Citizen. Krynsky found the lives of the classic clowns intriguing with their reprises and subtexts found in their humor. Krynsky's artwork captures the polarity of soviet life with the use of black and white tones, representing the conforming citizen or revolutionary prisoner.
- Moholy Nagy in Dialogue with the Suprematists Moholy-Nagy in dialogue with the Russian avant-garde: Ivan Puni, Kasimir Malevich, El Lissitzky, Aleksandr Rodchenko. These Russians started from Cubism and went beyond. Moholy-Nagy pushed the things further: he was trying with his drawings and photograms to dematerialize the light. (Musical Background: John Ugarte, Orchestral Flux)
- Anatoly Krynsky - Clownade 1970 Russian Avant Garde Film - Part 2 Part 2... In 1970 the former USSR was preparing to celebrate in a years time the 100-year anniversary of Vladimir Lenin. Anatoly Krynsky also wished to commemorate this momentous time by creating the Clownade Series. Ten black and white engravings were made to show the colorless and drab life of the Soviet Citizen. Krynsky found the lives of the classic clowns intriguing with their reprises and subtexts found in their humor. Krynsky's artwork captures the polarity of soviet life with the use of black and white tones, representing the conforming citizen or revolutionary prisoner.
- Oyster Bay Crunch Arena For more information and photos, visit The Oyster Bay Crunch Arena is a modular race track made for a 1/36th scale radio-controlled monster truck. Inspiration behind this project comes from an unusual combination of things -- an early 90s series of toys called Bigfoot Champions; the final level of the NES game Bigfoot (which features blue dirt); the work of Yves Klein; Kazimir Malevich's Suprematism paintings; and Bauhaus design/architecture. The track features a completely modular design -- all track props/obstacles can be moved around for an endless amount of track configurations that range in difficulty; and assembled/disassembled in a reasonable amount of time with minimal storage space needed, despite the track being 4' x 9'. The track consists of six pieces of OSB for the floor; cars made of aluminium foil tape (which are crushable and can be remoulded); sea sponge trees with metal trunks; wooden walls; ramps and props made of Celluclay, Coroplast, and foamcore board. The sets of crush cars have been painted and arranged to resemble certain Suprematism paintings by Kazimir Malevich. The garage has an ultra minimal and clean look (complete with toolboxes), and is fully lit inside. The advertisements throughout the track feature geometric shapes rather than actual text or logos -- much like the subliminal advertising used in Formula One racing to bypass tobacco advertising restrictions.
- Universe of Malevich (Architecton#1, "suprematist cross by Kazimir Malevich") 1 sequence "I have destroyed the ring of the horizon and escaped from the circle of things, from the horizon-ring which confines the artist and the forms of nature. This accursed ring, which opens up newer and newer prospects, leads the artist away, from the target of destruction" Kazimir Malevich 1915 , Moscow. I really want to know what makes art, but i haven't found this answer anywhere so. I'm trying to use the principles of past art to understand what art is. The Universe of Malevich is a study of a universe where Suprematism won. I want to show the Constructions which would have created the shadows that Malevich saw. All of these constructions were built on the principles of Malevich and are placed in an empty space where nothing else can be found as a result of the triumph of suprematism.
- Pet Shop Boys Did You See Me Coming? (Malevich Electro Dub) From Cubism and Futurism to Suprematism
- Boogie Jones - Suprematism / Abstract Expressionist Painter Abstract Expressionist / Suprematist Painter For Booking & Inquiries Contact boogiesnackz@
Blogs & Forum
blogs and forums about suprematism
“Third, we have Suprematism II. A clean peace spawned from the practice of suprematism - beauty in fundamental geometric forms. Following HNDSM's minimalist aesthetic, we've created a cousin piece to Suprematism”
“The Tate blog: A space a to keep up to date with what we're working on and to discuss art and culture”
— suprematism | Tate Blog,
“blog. events. forum. Loading. Zaha Hadid and Suprematism. 13/06/2010 to 25/09/2010. Galerie Gmurzynska. Zurich. . Galerie Gmurzynska presents a seminal exhibition curated and designed by Zaha Hadid. The show juxtaposes works of the Russian Avant-Garde with the work of the architect”
— glass magazine || Zaha Hadid and Suprematism,
“Kazimiz Malevich on Agitatto Art Blog, Kazimir Malevich has a massiv impact on art. We can consisder him has the father of abstract and minimal painting”
— Kazimir Malevich – Suprematism " Contemporary Art " Agitatto,
“Stay updated on and other favorite blogs with Bloglovin'. Get notified whenever your favorites have published new stuff. On Portugese suprematism. Por 07 out 10 You and 1 other person likes this Like. suprematism // theones2watch // © madame peripetie. metropolis. Por 07 out 10 You like this Be the first”
— | Bloglovin' on Portugese,
“An open forum for chatting about anything you want to. 3. News forum. General news and Please leave your thoughts and any memories you have about John as a”
— HOME: Forums,
“Zaha Hadid and Suprematism', Zurich. Zaha Hadid has curated and designed an exhibition at Galerie Gmurzynska in Zurich that Entitled Zaha Hadid and Suprematism', the show follows Hadid's continuing interest in the Russian avant-garde, first explored”
— Zaha Hadid and Suprematism', Zurich " The Number 4 Blog, thenumber4.com
“Much like 2006's "Patherns" EP, "Super Suprematism" represents the perfection and maturation of his older More than past albums, "Super Suprematism" demands silence and patience. It sounds like Pavlov is taking cues from his one time”
— COH - (2007) Super Suprematism (****) " In Place of Dreary,
“Again, re-posted from our old blog: we continued creating podcasts / audioguides — this Smarthistory: The Blog " Blog Archive " Malevich, Suprematist”
— Smarthistory: The Blog " Blog Archive " Malevich, Suprematist,
“Organization and art projects conduction, participation in international art fairs, exhibitions. Own contemporary art foundation marketing and artists database”
— - Art criticism blog,
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While it is widely known what PTSD is generally, not a lot of people know that it also comes in other shapes.
And if you are not aware of what C-PTSD is, it may be of use to you to familiarize yourself with it.
C-PTSD (Complex Post Traumatic Stress Disorder) is a type of PTSD that is naturally the result of prolonged or repeated periods of relationship trauma. In a lot of ways, it is an issue that grows out of developmental trauma. The majority of people experience it after going through an abusive relationship, whether it be a child/parent or a romantic one.
Something many people don’t know about toxic relationships is that coming out of one could potentially lead to C-PTSD.
Psychological trauma caused by an abusive/toxic relationship could potentially set off a serious mental condition as a result of the pain that you suffered. When someone goes through C-PTSD they feel weak and hopeless when it comes to getting away from the issues at hand which makes it much worse than one can imagine.
C-PTSD symptoms include issues with emotional control, headaches, withdrawal, intense feelings of guilt and/or shame, nightmares, and more.
When you are faced with something like this, even though you freed yourself from the trauma you can still feel like it is harder than it should be to even go through everyday-life emotions. You move in circles as if you are in a prison which prevents you to be who you can truly be.
Depending on your traumatic experiences you may be very edgy and nervous for a long period of time, and while C-PTSD is something you can get out of and heal from, you cannot just escape it without doing the necessary work. While many people might try to minimize your experiences because you might not have been abused in physical ways, you were still abused and you have still suffered damage as a consequence. And just because those around you cannot understand what you are going through does not mean that you aren’t going through it. You should always keep this in mind.
Life for C-PTSD sufferers, mainly at the beginning when they are starting to understand the severity of their situation, can be difficult and that is something you should come to terms with.
Escaping from the abuse that was inflicted on you will be difficult and you not going to feel like the former you for quite a while. Nevertheless, if you keep on pushing forward you will find yourself and become a fully-functional human being once more.
It takes time to recover and you should never let others push you into pretending you feel better when you clearly do not. You are going to have to come to terms with the negatives before you can move toward the positives. Sadly, that is just the way it is.
For more information on C-PTSD and how to deal with it please see the video below (1st of a series).
We hope that this article was of help to you. Let us know your thoughts on the topic in the comments and please share if you believe there’s someone who might benefit from the information provided. | <urn:uuid:6a748515-f283-494e-b527-9ab119610852> | CC-MAIN-2020-40 | https://iheartintelligence.com/the-painful-reality-of-c-ptsd-after-coming-out-of-a-toxic-relationship/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401617641.86/warc/CC-MAIN-20200928234043-20200929024043-00114.warc.gz | en | 0.975339 | 651 | 2.953125 | 3 |
- 96 pages
- 130 photos & illustrations
- 11.75" X 8.25"
The Birth of the Cold War, the Communist Take-Over and the Berlin Airlift, 1945-1949 Long.
At the end of the Second World War, the city of Berlin was located 100 miles (160 km) inside the Soviet Occupation Zone of Germany. The Western Allies insisted on keeping part of the city for themselves, and so it was divided into four sectors, mimicking the rest of Germany. | <urn:uuid:8c303d2e-a058-403a-ae03-951844fe6b47> | CC-MAIN-2022-21 | https://historicaviation.com/cold-war-berlin-an-island-city-volume-1-europe-at-war/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663016949.77/warc/CC-MAIN-20220528154416-20220528184416-00708.warc.gz | en | 0.933795 | 107 | 2.90625 | 3 |
The lot size is one of the directions of production which markedly
influences production costs. The lot size influences a production
flexibility, an amount of parts in process, flow time, capacity
utilization etc. The goal is to determine the lot size so that
production costs will be minimal (Tomek & Vavrova,2000).
There are several known methods for determination of the lot size
in the world. One of them is called economically optimal lot size. This
method defines the mathematical formula which minimizes the set-up costs
and storage costs. This lot size is expressed by mathematical model that
solves the compromise between the reduction of fixed costs per piece and
increasing of lot size, and on the other side increasing of the storage
costs (Habchi & Labrune, 1995).
The optimal lot size is determined as follows:
[MATHEMATICAL EXPRESSION NOT REPRODUCIBLE IN ASCII] (1)
[D.sub.o]--optimal lot size in pieces, [Q.sub.p]--planned number of
parts in pieces, [N.sub.pz]--batch set-up costs, [N.sub.j]--costs per
one piece, [n.sub.s]--annual storage costs including credit interest,
t--fraction period of the year (Gregor et al, 2000).
Another approach is based on a search of minimal lot size which is
needed for effective utilization usually as bottleneck or
capital-intensive capacity unit. The lot size, defined in this way,
provides economical utilization of chosen capacity units (bottlenecks).
The minimal lot size is determined as (Gregor et al, 2000):
[MATHEMATICAL EXPRESSION NOT REPRODUCIBLE IN ASCII] (2)
[t.sub.pz]--time for set-up in min., [t.sub.k]--part time in min.,
D--lot size in pieces, a--coefficient. a = 0,04 for complicated parts
and a = 0,1 for production with automatic machines.
2. THE NEED OF ALTERNATIVE SOLUTION
The classic calculation methods of lot size consider just few
factors which influence lot size. That is why the attribute
"optimal" is applied only for strictly defined conditions. The
necessary input values of set up costs or storage costs are in fact
qualified approximations but not exact values. Such calculated optimal
lot size is at least approached to optimal values.
The authors assume that lot size is influenced by other factors not
only by considered classic methods of calculation. Here belong:
production type, orientation of material flow, system flexibility,
organization of manufacturing process etc. The authors have designed the
alternative method that can determine lot size more accurate than
standard methods. The method uses simulation and simulation optimization
as the base procedures.
3. METHOD STAGES
The method for determination of lot size includes these basic
* Creation of model
The method assumes the building of a very detail simulation model
of the production system. The simulation model has to respect the number
and types of machines and also their interchange ability, definition of
storage subsystem, definition of transport subsystem, number of human
resources. The material flow orientation is implemented into the
simulation model. Every part enters the model into the batch that has
defined its lot size. The model has to be validated (Masar et al, 2009).
* Calculation of production costs
The model of costs calculation is very important stage of this
method. We propose only variable costs in the model for calculation. The
variable costs depend on produced quantity. Then the total production
costs include operation costs, set up costs, transport costs, labour
costs and storage costs. The production cost is computed according to
the following function in the realized model.
Total _cos ts = [p.summation over (I=1)] O[C.sub.i] + S[C.sub.i] +
L[C.sub.i] + T[C.sub.i] + ST[C.sub.i] (3)
P is the number of entered parts, OC--operation costs, SC setup
costs, LC--labour costs, TC--transport costs and STC storage costs.
The individual costs items are calculated in entities of the
discrete-event simulation model. Therefore the costs will be calculated
only if the defined event occurs; for example when the technological
operation is finished. In this way the costs calculation is very
accurate. The value of total production costs is growing up with rising
of the number of finished parts. Therefore it is not proper to use it as
an objective function. The objective function will calculate the
production cost per finished part.
* Definition of the objective function
As it was mentioned, the lot size is influenced not only by costs
but by more factors. The authors in the process of definition of the
objective function went out of production goals. There were also
included the number of finished parts, machine utilization and flow time
in objective function besides the costs which represents the important
goals of production. The objective function was defined as follows:
IF No_out_parts 0 > default value of finished parts AND Machine
utilisation 0 > default value of machine utilisation AND Flow time 0
< default value of flow time Unit|_Costs = SumCosts / No_out_parts
RETURN Unit Costs ELSE Unit_Costs = SumCosts / No_out_parts + constant
RETURN Unit Costs ENDIF
Default value represents quantitatively evaluated production goals.
The constant should be about order higher than Unit_Costs value. Partial
values of the objective function are always calculated when the specific
element of production system finishes its activity.
* The selection of the optimization method The selection of method
is very important step of solution procedure. Simulator Witness was
used. This simulator provides several algorithms. Result used by
algorithm will find the global extreme of the objective function
The selection of input parameters is realized in optimizing module.
It is very important to constrain the input parameters meaningfully. We
recommend to set up the constraints of input parameters through special
designed preparatory simulation experiments.
4. METHOD VERIFICATION
The authors have prepared the simulation model of flexible
manufacturing system for verification of proposed method. This model is
a typical flexible manufacturing system for batch production in machine
industry. The manufacturing system has been designed to produce two
kinds of parts (hydraulic cylinders for hydraulic equipments) at the
same time. They are labelled as VD1 and VD2. These parts were produced
Each workstation of the FMS is defined as an independent module.
All these modules form the structure of FMS according to the following
* 2 compatible machines constitute the Group1 and the Group2,
* the workstation SRP1 and the workstation SRP2 are the components
of the Robotic cell,
Each workstation has its own input and output buffers. The
transport system consists of four automated guided vehicles (AGV). In
the given FMS, there is used a combined storage, (main storage is also
system input and system output of the FMS; each workstation as well as
FMC has own buffer and there is one emergency storage).
The objective function is defined as real function inside the
simulation model in Witness.
4.1 Results of optimization and their comparison
Minimal value of the objective function has been found according to
proposed method. We have obtained the following results according to the
proposed method for the given FMS.
The result of optimization process evaluates optimal lot size 6 for
batch VD1 and a lot size 3 for batch VD2. The optimal values of input
intervals have been calculated at the same time. These values for input
intervals are 22 minutes for VD1 and 11 minutes for VD2. The followed
parameters and production goals have been reached (see Table 1).
We have compared the results according to our method with
calculation according to economically optimal lot size method that is
defined by formula (1). We have used the values obtained from simulation
model in the best experiment. The values are in Table 1.
The gained values have been used for calculation of the lot size
value according to economically optimal lot size method:
[MATHEMATICAL EXPRESSION NOT REPRODUCIBLE IN ASCII] (4)
The computed value 15 represents the sum of the both values of lot
size. It means that the result according to our method is more accurate
because it brings lower unit costs than mathematical calculation.
The result according to formula (2) is 8 pieces in one batch. It
means that our method is more accurate. The method accepts the real
conditions of the manufacturing process. If the conditions change, it
will be possible to repeat the method.
Here it is important to notice that no classic methods determine
input intervals for batches. It is very important parameter that is
determined by our method unambiguously. We have tested and have compared
our alternative method on the next different manufacturing systems. We
can certify that the method has brought more accurate results than
It is necessary to mention some important facts that have to be
fulfilled. The simulation optimization is more accurate method for
determination of lot size than the classic methods because it is able to
respect much more factors which influence lot size. But it also requires
the existence of simulation model. On the other side the simulation
model allows research in the detail way of the real manufacturing
process. Classic methods are fast and simple. The simulation
optimization can take a long time according to the restriction of the
possible solving combinations. The simulation optimization seems as
proper method for accurate method for determination of lot sizes,
especially for flexible manufacturing systems where the set up time is
This paper has been supported as a part of a solution of projects
Gregor, M., Kosturiak, J., Micieta, B., Bubenik, P. & Ruzicka,
J. (2000) Dynamic planing and production control, KPI ZU EDIS, pp.
Habchi G.1; Labrune C. (1995) Study of lot sizes on job shop
systems performance using simulation. In Simulation Practice and Theory,
Volume 2, Number 6, 15 May 1995, Springer
Masar, A., Tanuska, P. & Masarova, Renata: Possible particular
abstract approach to validation. In: Annals of DAAAM and Proceedings of
DAAAM Symposium.--25--28th November 2009, DAAAM International Vienna,
Tomek, G. & Vavrova, V., (2000) Manufacturing control, Praha:
Grada Publishing, 2000, ISBN 80-7169-955-1
Waller, A.P.: Optimization of simulation experiments, (2004).
Optimizationpaper.pdf Accessed: 2010-05-02
Tab. 1. The gained results with optimal lot sizes of batches
Parameter Quantitative Value
Unit costs 3.134 [euro]
Average capacity utilisation 70.31%
Average flow time 54.21 min.
Number of finished parts 784 parts per day
Storage costs per day 300.40 [euro]
Set up costs per day 130.70 [euro] | <urn:uuid:a599d9db-b43a-4348-a7bd-2e1594006eec> | CC-MAIN-2017-09 | http://www.freepatentsonline.com/article/Annals-DAAAM-Proceedings/246013572.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171646.15/warc/CC-MAIN-20170219104611-00103-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.875977 | 2,449 | 3.0625 | 3 |
is a form of hypothyroidism that occurs in neonates and infants.
USMLE® Step 1 style questions USMLE
USMLE® Step 2 style questions USMLE
A 35-year-old woman, gravida 3, para 2, comes to the clinic for her initial prenatal visit. She has hypothyroidism secondary to Hashimoto's thyroiditis that is treated with levothyroxine. She is currently asymptomatic, and her TSH is 2.5 mU/L. Which of the following is the most appropriate management of her hypothyroidism as her pregnancy progresses?
Content Reviewers:Rishi Desai, MD, MPH
Normally, the hypothalamus, which is located at the base of the brain, detects low blood levels of thyroid hormones and releases thyrotropin-releasing hormone into the hypophyseal portal system - which is a network of capillaries linking the hypothalamus to the anterior pituitary.
The anterior pituitary then releases thyroid-stimulating hormone, also called thyrotropin or simply TSH.
TSH stimulates the thyroid gland which is a gland located in the neck that looks like two thumbs hooked together in the shape of a “V”.
The thyroid gland is made up of thousands of follicles, which are small spheres lined with follicular cells. Follicular cells convert thyroglobulin, a protein found in follicles, into two iodine-containing hormones, triiodothyronine or T3, and thyroxine or T4.
Once released from the thyroid gland, these hormones enter the blood and bind to circulating plasma proteins.
Only a small amount of T3 and T4 will travel unbound in the blood, and these two hormones get picked up by nearly every cell in the body.
Once inside the cell T4 is mostly converted into T3, and it can exert its effect. T3 speeds up the cell’s basal metabolic rate.
T3 increases cardiac output, stimulates bone resorption - thinning out the bones, and activates the sympathetic nervous system, the part of the nervous system responsible for our ‘fight-or-flight’ response.
Thyroid hormone is important - and the occasional increase can be really useful when you need a boost to get through the final rounds of a sporting competition or when you’re trying to stay warm during a snowstorm!
Now, hypothyroidism can happen a few different ways - and all of them result in a lack of thyroid hormones and a decreased basal metabolic rate, where cellular reactions are happening slower than normal.
There are two types of hypothyroidism - primary and secondary.
Not only is there a lack of T3 and T4 which causes a slowing down of metabolic processes, but there are increased levels of TSH from the pituitary to try to stimulate the gland.
A secondary effect of the high levels of TSH is that it stimulates fibroblasts in the skin and soft tissues.
The stimulated fibroblasts start depositing glycosaminoglycans - extracellular matrix proteins - in the interstitium - the space between cells.
Iodine deficiency is the most common cause of primary hypothyroidism in low income countries that don’t fortify foods with iodine. That’s because the follicular cells don’t have the iodine they need to produce T3 and T4.
In countries that do fortify foods with iron, the most common cause of primary hypothyroidism is Hashimoto thyroiditis, an autoimmune disorder where T cells and autoantibodies like anti-thyroid peroxidase and antithyroglobulin infiltrate the thyroid.
Damage to some parts of the thyroid, and the subsequent increase in TSH, leads to thyroid hypertrophy and hyperplasia.
In other words, the thyroid responds to autoimmune damage by increase in the size and number of healthy follicular cells, both of which causes the thyroid to enlarge.
Unfortunately this compensation is short-lived and eventually the autoantibodies cause so much follicular cell damage that they destroy thyroid function altogether. | <urn:uuid:b7b466ea-1182-47f6-ac60-51d4264b663d> | CC-MAIN-2021-25 | https://www.osmosis.org/learn/Hypothyroidism | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488540235.72/warc/CC-MAIN-20210623195636-20210623225636-00106.warc.gz | en | 0.92036 | 872 | 3.625 | 4 |
What Do You Know About Addiction?
Addiction is a long-term (chronic) brain disease that is also called substance abuse disorder. It can be caused by using too much of a drug or alcohol. Over time, addiction changes the structure and function of the brain. Find out more about addiction by taking this quiz. | <urn:uuid:e1a77a6d-14ab-47c3-9afe-f5ab8eaa0363> | CC-MAIN-2016-36 | http://healthcare.utah.edu/healthlibrary/related/doc.php?type=40&id=AddictQuiz | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982976866.77/warc/CC-MAIN-20160823200936-00123-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.933572 | 66 | 3.15625 | 3 |
Math Word Problems
Publisher: Learning Express, LLC, New York, 2008
Many students do not like Math word problems. They cannot seem to translate words into the language of math. Yet, there are many opinions on how to work word problems. Learning Express does a thorough job of getting their point across and is worth reading.
Brief Description: Math Word Problems addresses how to approach word problems and how to apply their eight step approach to word problems in Algebra, Geometry, and a few other trouble areas in math. The intent of this text is not to teach any math topic from scratch but to teach you how to turn words into number sentences.
Here’s the Table of Contents
*Keywords of Word Problems
*Breaking Down Word Problems
*Using Pictures, Tables, and Venn Diagrams
*Word Problem Pitfalls
*Fractions, Percents, and Decimals
*Ratios and Percents
*Statistics and Probability
*Formulas and Mixtures
Features I like:
The answers to the practice problems are at the end of the chapter instead of the back of the book. In fact, the answers are accompanied with explanations!
Each chapter has several information boxes in common. There are about five of them, but the ones I like the most are the Fuel for Thought, Inside Track, and Caution boxes.
In spite of a glossary at the back of the book, The Fuel for Thought defines new terms as they are introduced. The Inside Track shares alternative methods to solve a problem, tips and interesting tidbits. The Caution box makes readers aware of common mistakes.
To Be Desired:
Ideally, I would have wanted to see more pictures and diagrams included in the Geometry chapter. However, I must say that the explanations were longer.
The average student in elementary or high school may not pick up this book, but they or their parents should. Math Word Problems serves as a good reference and study guide for teachers, parents, and all students. Here’s why. Although time may not be available to take the pretest, you can read the chapters independent of each other. However, I recommend everyone reads chapters 1 - 5. Then, if only word problems with fractions and percents are challenging for you, then go directly to that chapter. Now, there is nothing new under the sun, but you may find a different way of getting your point across to your students or a better understanding for yourself. For example, I received insight on another way to help students determine whether to multiply or divide. Most of all, the explanations are invaluable. The explanations are broken into the steps taught in chapter 2, Breaking Down Word Problems, and you’re told explicitly what should happen in the step along with reasons why. | <urn:uuid:c3ecb8be-ff6f-4809-b75a-d853220b296c> | CC-MAIN-2017-13 | http://www.bellaonline.com/ArticlesP/art62016.asp | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218199514.53/warc/CC-MAIN-20170322212959-00251-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.935545 | 576 | 3.34375 | 3 |
Crude oil production in the United States in 2012 rose more than 1 million barrels a day or 14 percent over the previous year, the largest increase in our history, resulting in the reduction of oil imports to the lowest level since the mid-1990s. Oil production in Canada rose 7 percent year over year, according the Statistical Review of World Energy, an analysis of oil industry trends published for 60 years.
The North American petroleum spigot is filled by oil retrieved using sophisticated hydraulic fracturing technology developed by the innovative American oil extraction industry. North Dakota and Texas sit over vast pools of oil densely packed into shale. The same technology is providing plentiful quantities of natural gas, which is finding its way to the furnaces of American homes and to electric generating stations switching their fuel source from coal to natural gas.
That transformation resulted in a reduction of 200 million tons of carbon dioxide emissions the source of what many scientists describe as global warming. U.S. emissions fell 3.8 percent to the lowest level since the mid-1990s, according to the World Energy Outlook report of the International Energy Agency. In the rest of the world, carbon dioxide pollution rose 1.4 percent.
America again leads the way in finding innovative solutions to what many have argued are intractable problems. It seems like just yesterday that doomsayers proclaimed the supply of petroleum and natural gas was on the decline worldwide, igniting a rush of government investment in solar, wind power and electric automobiles. The record of the alternative energy investments has been abysmal. Hundreds of millions of dollars have been invested in solar and battery companies that have failed to successfully exploit their promises, with the federal money disappearing into bankruptcy petitions. Washington has invested billions in wind generation, with the result that the industry produces electricity at above-market rates despite the subsidies from taxpayers. Electric cars have not sparked consumer interest, even with generous government help.
The demand for clean energy has resulted in better techniques to extract energy from the earth, more efficient use of energy by automobiles, home heating and industry. Last year, U.S. oil consumption declined. Those North American extraction techniques will create a strong American export as the technology is used in other areas of the world, such as Russia and Argentina, where geologists have found what they believe are vast pools of petroleum.
What has lagged behind this gusher of innovation and oil is the infrastructure to ship oil to markets. The lack of government approval of pipelines, such as the Keystone XL line from Canada to Texas through Dakotas, keeps oil and natural gas away from consumers, who are always looking for less expensive fuel. However, Americas innovators are at work finding ways to use Americas railways to bring oil to market.
Just as significant as the advancement of technology is that the oil and gas industry has created booming economies in North Dakota, Wyoming, Texas and Pennsylvania and significant growth in Ohio and Illinois. American workers are moving to states with these high-paying jobs, enjoying the fruits of innovation to support their families.
It is a shame that upstate New Yorkers are being deprived of the option to stay at home to work extracting gas and oil from the Marcellus shale beneath New Yorks Southern Tier while the state dithers on whether to allow hydraulic fracturing.
The U.S. is on course to supply its need for petroleum with North American oil. New Yorkers deserve a chance to help free the nation from its dependency on foreign oil and to improve their standard of living at the same time. | <urn:uuid:f33c758c-2d70-4290-9780-38ef49621f8d> | CC-MAIN-2014-42 | http://watertowndailytimes.com/article/20130616/OPINION01/706169950/2881 | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507443883.29/warc/CC-MAIN-20141017005723-00288-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.957129 | 709 | 3.046875 | 3 |
In the performing arts, artists express themselves through the use their body or voice. Artists perform to an audience. Performing arts include dance, music, comedy, improv, theatre, mime, magic, puppetry and public speaking. Performers often use instruments, props, costumes and makeup.
Theatre: Actors perform stories for an audience. Theatre performances includes plays, musicals, opera, improv, and mime.
Dance: Refers movement used as creative expression and often presented in a social, spiritual or performance setting. Types of dance include ballet, tap, modern, swing, contra, belly, jazz, and ballroom to name a few.Choreography: the art of planning dance steps. | <urn:uuid:dea24eee-4f99-4ce6-b561-e68fa2cca4c7> | CC-MAIN-2019-22 | http://artsbankwv.com/index.php?page=performance-concepts | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232258849.89/warc/CC-MAIN-20190526045109-20190526071109-00403.warc.gz | en | 0.950212 | 147 | 3.203125 | 3 |
#Strange Truth Beauty Keats March Madness or (“How an English Teacher Can Work John Keats into a Postgame Analysis of the NCAA Basketball Tournament)
Truth is stranger than fiction. Translation: fiction can be ignored when it’s implausible and truth cannot. Just ask English poet John Keats about truth.
Nowhere is truth more beautiful than during the NCAA College Basketball tournament. The great truth about March Madness is that one has to believe the scoreboard and not the seeds. Pregame seeds are fiction; final scores are truth. Or, as Keats said, “Beauty is truth, truth beauty.”
Before anyone dismisses the connection of Keats to NCAA college basketball as implausible and something only an English teacher would contrive, consider that it was English teacher John Wooden, head coach at UCLA, whose Bruins won ten NCAA national championships in a 12-year period, including an unprecedented seven in a row. One cannot ignore those credentials. Shall we move on?
In Round 1, when UAB (#14) beat Iowa State (#3) and UCLA (#11) beat SMU (#6), the truth of the final scores was stranger than the fiction of the pregame seedings. That both games were decided by a single point is even stranger. That both games had the exact same score of 60-59? Truth at its strangest. That both teams would meet in Round 2? Beauty. No fiction writer could ever have gotten away with that.
Think about it: when fiction is contrived, the reader feels cheated and discredits the author as a poor writer who concocted an implausible story. “That could never happen,” complains the reader.
Even though fiction writers have the discretion of using situational irony (e.g., Romeo and Juliet end their families’ hatred with their love), some actual events would crumble in the world of fiction, such as this scenario from Round 1: two fathers (Steve Alford/UCLA and Ron Hunter/Georgia State) coached two sons (Bryce Alford and R.J. Hunter), both of whom got the game-winning shot, both games being huge upsets (UCLA #11 beating SMU #6 / Georgia State #14 beating Baylor #3), both games being decided by a single point. An editor would wreak havoc with those coincidences. Keats, however, called the shot: “Beauty is truth, truth beauty.”
Here are some other incontrovertible numbers that made for good (non)fiction. Like the shot clock which counts down, here are five facts in descending order from Round 1:
- five: # of games won by one point (a new record) ; # of upsets;
- four: First Four team Dayton advanced to Round 2;
- three: # of busted brackets after Round 1;
- two: # of games with the same final score in Round 1;
- one: all this madness in just one round
Repeat: Truth ranks great fiction because fiction can be ignored when it appears implausible. One cannot simply ignore the truth as implausible. Even if one does ignore it, the truth does not obligingly go away. The uncomfortable part is that there’s no author to complain to when it comes to the truth. It’s maddening.
Did someone say “mad”? In March, all madness leads to the NCAA college basketball tournament. Keats wasn’t a sports writer, but he might as well have been. All the post game analyses of how and why a fourteenth seed can beat a third seed and an eleventh seed can beat a sixth seed are neatly packaged in Keats’s last two lines in “Ode on a Grecian Urn”: “Beauty is truth, truth beauty,–that is all / Ye know on earth, and all ye need to know.”
A sports writer short on copy to meet a deadline could simply quote Keats. In laymen’s terms, it is what it is, and it’s a beautiful thing. End of story.
To those who cling to the fiction of seeds: on some cosmic level, the second round game between UCLA and UAB echoed the original seeding. How? The margin between the teams was the same as the brackets intended. According to the brackets, in the first round, if the third and sixth seeded teams beat the eleventh and fourteenth seeded teams respectively, then the second round game would be a third team playing a sixth team–two teams separated in the seedings by three. In truth, the two Cinderella teams UCLA (11) and UAB (14) were separated by the same predicted margin of three. Instead of #3 vs. #6, it was #11 vs. #14. The ratio of three remained in tact. A sort of parallel universe. Kind of like when two odd numbers add up to an even one. The two upsets were odd, but the margin remained an even keel at three. Strange but true. Or rather, strange and true.
Repeat: Strange. Truth. Beauty. Keats. March. Madness.
“Whatever you do, don’t move into the district.” After graduation, a professor bestowed that advice unto me, not referring to my future district in particular. Instead, his recommendation was aimed at ensuring my personal and professional lives remained separate. What he couldn’t have told me was, as a teacher, the distinction is nearly impossible.
Heeding his advice I quickly drew a map of prospective towns to live in—all bordering the large EHS district. What I failed to realize was no geographic distance or astute apartment placement could distinguish between teacher-me and outside-school-me. In five years, between college and graduate school, I have moved to five different towns. Living in an apartment naturally feels temporary, yet when I moved here that changed. I find myself waving to my freshmen as they bag groceries at Market Basket, chatting with them as they serve me at my favorite restaurants, and standing in line behind them as they too go to the movies on Friday nights.
In turn, I too felt the devastation when EHS suffered the loss of Officer Stephen Arkell, an EHS coach and the father of two current EHS students. Officer Arkell was killed in the line of duty in Brentwood, a town within our district. EHS is not a stranger to tragedy, yet within my two years here, it has been the second time I have seen this school and community join together to support one another. While I did not know Officer Arkell, I have felt his loss through the parents, teachers, and students of this community. Returning to normalcy when nothing feels normal is difficult, especially for teenagers, many of whom are witnessing death and tragedy for the first time. My heart bleeds for his daughters, the eldest of which I knew, as well as my colleagues and the countless students I have and had who are pained over the loss of Officer Arkell. I drive through Brentwood everyday on my way to and from work; I see the signs thanking Officer Arkell for his service, and I am reminded of how many of my students must have watched the black plume of smoke from the fire at the crime scene hang over their town. I see the empty seats in my classroom of those students who knew Officer Arkell as a family friend or coach.
As I stood at the candlelight vigil last week, I recognized faces of students, parents, and colleagues. The reality is that district lines don’t define communities. When I became a teacher, I joined more than a school. I proudly became part of a population that has the strength to face tragedy with exceptional support and compassion. I followed my professor’s advice: I didn’t move into the district. But he failed to warn me that the district would find a place to settle down within me.
I am a middle-aged English teacher, and I read more nonfiction than fiction.
I didn’t think I would succumb to this affliction. I used to read stories exclusively, sagas of other realms and times I could never inhabit. I immersed in the beings of characters, and just as Holden Caufield so famously fantasizes, I wanted to call up F. Scott Fitzgerald and hang out. I tried to have lunch with Russell Banks, writing him from my college dorm room when he still lived in Concord, but Affliction was being made into a movie so he likely had better offers.
Twenty years later, I have begun administering self-treatment. I let my New Yorker subscription run out because I would read John Seabrook’s 10,000 word feature, “Crunch: Building a Better Apple” (don’t judge me, it’s fascinating) but skip the short story in the back. So I signed up for Glimmer Train and The Paris Review instead, and gorged on short stories and poetry, and it worked for a while, but the last four books I’ve read? The Omnivore’s Dilemma, In Cold Blood, Devil in the White City, and Wired for War. Making matters worse, I no longer teach literature survey courses as in my first decade of teaching. I squeeze in a handful of novels in some composition classes, and the occasional elective offers fresh titles, but I am primarily a pusher of nonfiction these days and I’m finding it an easy sell. Much of our reading for composition, while dense, is short, current, and renowned, and once the students learn to unpack an essay’s meaning and craft, they clearly feel empowered. The content is more than real for my students, it is urgent; a wailing rally cry around the issues in education, or war, gender, race… Admittedly, I enjoy facilitating their introduction to nonfiction, but am I prematurely rushing them into middle age? Should I teach novels in what is supposed to be a course in rhetoric and nonfiction?
I understand the common reasons readers, say 40 and beyond, often migrate to nonfiction; we increasingly read onscreen, we read to inform our occupation, our economic standing, or our political affiliation. While women have carved out spaces for book clubs featuring novels, men have not matched their efforts. Calling all men in our department: Can we have a novel club? I hear some monthly organizations can cure you of poor habits. For our ground-breaking, ice-breaking novel, I want to laugh aloud, no chuckle or smirk will do, or that chiefly adult laugh whereby a rush of air passes through our teeth in ironic reproach, but the kind of hoot during which I might pee a little bit.
I think some good can come from this struggle. If anything, I am starting to realize the idiom, all writing is argument, can have practical applications to my teaching. As nonfiction can display remarkable attention to figurative implications and boundless imagination, fiction can serve as an informative and critical text. I am not speaking of the ancillary resources we attach to our fiction units: interviews, reviews, critical analysis in a foreword or author’s note, all of which are effective and enriching. More specifically, I am referring to using the novel itself as an argument. My colleague, Mr. Provost, asks his students to evaluate Nick Carraway’s claims about the protagonist: “Gatsby turned out alright in the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.” While not all novels have this brand of lofty exposition, a grand opening much like a prologue, all of the authors and characters we love in our canon works make bold claims that are either warranted in the body or not:
- “If you do something too good, then, after a while, if you don’t watch it, you start showing off. And then you’re not as good any more.” -Holden Caufield
- “Roger’s arm was conditioned by a civilization that knew nothing of him and was in ruins.” -William Golding
- “The one thing that doesn’t abide by a majority rule is a person’s conscience.” -Atticus Finch
- “There’s special providence in the fall of a sparrow.” -Hamlet
Front-loading these claims in teaching a novel could be a way for fiction purists to serve a new master, RTI, while saving at least one former literature teacher from abandoning the stories he once loved. Looking through my own favorites, I am only beginning to learn how we can teach fiction as an informational text or an essay. We can empower students with the language and pose questions: Where do you find Holden Caufield’s reasoning non sequitur? Does he oversimplify? Generalize? Does he resort to attacking a person, not the issue, ad hominem? Our students can synthesize these answers in “extent to which” prompts like those coming from RTI, or any other phrasing allowing them to qualify their stance on claims.
I offer these examples humbly as an alternative approach to teaching a novel if our fiction titles are threatened by standardized testing or by our increasing tendency toward information over imagination as we age. We can assess students in reading dense, informative fiction beyond their bounds. I didn’t finish Animal Farm in Mrs. Corrigan’s 9th Grade English and ponder its allegorical representation of the Russian Revolution as a model for economic reform. I thought, “Those pigs are mean.” And Mrs. Corrigan, bless her heart, let me write about those mean pigs. I wasn’t ready to deconstruct a novel as an argument, but I’ll bet a lot of our 9th graders are ready if we care to try.
In August of 1963, Madeleine L’Engle won the Newbury Medal for A Wrinkle in Time, the first book I ever finished, then immediately started reading again. In her acceptance speech, she laments an establishment attacking the wonder of a child who reads stories. She writes, “These are the forces working in the world as never before in the history of mankind for standardization, for the regimentation of us all, or what I like to call making muffins of us all, muffins all like every other muffin in the muffin tin.” I find her quote reassuring, and terrifying. It tells me this struggle between imagination and information, between choice and standard, is old, that this too shall pass, while paradoxically arguing that perhaps it never passed, that history doesn’t repeat itself because there is no need to look back at struggles all around us now and forever.
I share L’Engle’s quote because my son Jackson and I are currently reading A Wrinkle in Time before bed. So it seems all is not lost for me. I still indulge in a chapter’s worth of tales concerning Percy Jackson, Narnia, or a galaxy far, far away. In L’Engle’s novel, Jackson loves Charles Wallace, the five-year-old sage who dispels terrific one-liners and inexplicable foresight. In one of the opening scenes, Charles knows his mother and older sister will have a fitful night, so he is already downstairs making sandwiches and warming milk. He stirs the milk on the stove and cuts the liverwurst sandwiches with a large butcher’s knife, all the while in footy pajamas. I read in my teacher’s voice at night, Mr. Hale, a voice Jackson finds funny but rarely interrupts. However, at the image of a boy creeping downstairs to utilize fire and a blade in his pajamas, Jackson laughs.
“He’s got to be standing in a chair dad, that he dragged around the kitchen, still holding his knife. Can’t you just seem him?”
And mercifully, I can. I can see him still.
It’ll be raining cats and dogs in Texas, come Monday.
Kentucky’s Wildcats beat the Wisconsin Badgers on Saturday, and not surprisingly: badgers and wolverines are part of the same family (Mustelidea) and the Wildcats had already shown last week how they can handle Wolverines.
The UConn Huskies pushed back the Gator attack.
In the end, the NCAA Championship game will be Cats vs. Huskies. A classic archetypical conflict.
Did someone say “archetypical”? Call an English teacher.
The NCAA basketball tournament parallels great literature/ nonfiction by dramatizing literary elements: conflict, complication, character, suspense, foreshadowing, irony, resolution, point of view—technical foul vs. flagrant foul? An English teacher can use game plans as lesson plans during March Madness.
Basketball covers all the conflicts:
– man vs. self (Need to play my best game in a single-elimination tournament)
– man vs. Nature (Gotta push harder and play through any injuries)
– man vs. Society (Half the people in this arena are rooting against me)
– man vs. Unknown/Fate (Who’s gonna foul out? Who’s gonna win?)
– man vs. Man is a defensive strategy in basketball
The players are all sympathetic characters with great backstories, complete with the Mom Angle. According to the TBS announcers, six years ago in 2008 Kentucky’s Julius Randle confided to his mom that he wanted to play in the Final Four when it came to his home state of Texas in 2014. Or UConn’s Shabezz Napier, who promised his mom he would graduate after all she had sacrificed for him. Coach Calipari knows the Power of Mom: “Go hug your mom and dad,” he told Arron Harrison.
Dad’s turn: Wisconsin’s Traevon Jackson’s dad was a superstar for the 1992 Ohio State team that tried to eliminate the Other Five Freshmen in NCAA tournament history—the Michigan Wolverines. Father and son get the same chance to stop a phenom of talented newbies (irony).
With seconds left in the Kentucky-Wisconsin game, Jackson is fouled by Harrison #5 in the three point range and if Jackson goes three-for-three, he can all but seal a Wisconsin win. Only one second had remained on the shot clock, and now Jackson can take his time at the free throw line (Irony). He’s gotta think the basketball gods are smiling on him. Especially since statistically, the Badgers are 100% from the free throw line this game. But the three Weird Sisters of Fate (allusion) come for everyone: Jackson misses the first of his three shots.
That set up the Wildcats to need a 3 point shot to go ahead. Harrison #5–yes, the same Harrison who just caused the foul (irony)—passes the ball to Harrison #2, who has only had two points the whole game. Statistically speaking, he’s not the go to guy for this game, right? (Complication)
But in the previous two games against Louisville and Michigan, Harrison #2 had hit the three-pointer in the waning seconds of the game. So… (Suspense)
Swish (Onomatopoeia). Kentucky is ahead.
Back to Jackson who has about 3 seconds to make his own three pointer, to avenge his missed shot, to avenge his father’s team that lost to five freshmen 22 years ago (before any of the players on the court were born), to avoid feeling like Bill Buckner (simile) for an interminable off-season…His shot looks exactly like Harrison’s did a few seconds before…and…and…(Suspense).
No swish. Kentucky wins (Resolution). Aaron Harrison saved his team with his seconds-left shooting heroics for the third time in three games (Repetition). He’s like a Greek hero (simile), at first failing his team by only scoring two points previously in the game and then compensating for his failings.
Jackson’s attempt at an heroic shot had downright danced around the rim (personification), but to no avail. What unseen force bounced it out? Either the laws of physics or the basketball gods (Deus ex machina—more on that later) ricocheted that ball right out of the rim. Huh?
How did that happen? Enter: English teacher. “Saturday’s missed shot by Traevon Jackson is an example of Deus ex machina, referred to by Horace in his Ars Poetica, when he cautions writers against using a ‘god from the machine’ to resolve their plots unless it’s worthy of a god’s help.Greek tragedy often had a machine bearing a god who resolved conflicts, which sometimes seemed unbelievable.”
But we have to believe what we just saw. No contrived, finagled ending. Reality television at its best.
I’m an English teacher who knows more about Euripides than I do about basketball, but I think Horace himself would agree that the Kentucky-Wisconsin game was worthy of a god’s ending.
The UConn-Florida game had its literary moments, too. Florida wins 30 games in a row (repetition). Florida loses to UConn in December and repeats that performance last Saturday (Foreshadowing. Repetition. Irony). It’s especially enticing to English teachers when literary elements dovetail.
In the final (literary) analysis, come Monday, when it’s raining cats and dogs (cliché), it will be a 7th seed vs. an 8th seed. Which literary moment will prevail? Scenario 1: 7th seeded UConn, who beat 8th seeded Butler for the championship in 2011, beats Kentucky, this year’s 8th seed (Foreshadowing). UConn wants that (Repetition). Scenario 2: UConn beat Kentucky 56-55 during the 2011 tournament and beats Kentucky again (Foreshadowing). Scenario 3: Kentucky avenges the loss by being the 8th seed that beats the very team that voided the last 8th seed’s chance (Irony).
Suspense. Foreshadowing. Conflict: Man vs. Unknown. Theme: truth is stranger than fiction. Literary terms at play on the basketball court. And your nearest English class has a front row seat. Improbable as it sounds, your English teacher might just be your best color commentator. Irony, indeed.
It’s anyone’s game. See you at tip off. (Cliffhanger).
~ Mary O’Connor (Author)
At the end of my first year teaching one student informed me that he learned nothing in my class because all he needed to do to get an A was memorize Sparknotes or reword what other students said during discussions. He explained that he was not challenged because all I cared about was that they had the “right” answer. I was crushed. And exhausted. And seriously doubting my career choice. I had earned a Masters in the art of teaching the year before for crying out loud. What happened? After several days (okay, weeks) of wallowing in self-pity I decided he was right. I taught like I was the most important person in my classroom that year and what I said (or rather, what my teacher manuals said) was the only correct answer. I felt like (still do if I’m being honest) I owed every one of those students an apology. I let them down. I let myself down.
That summer changed everything. I was introduced to the Workshop Model at UNH. And little by little over the past 5 years I have incorporated bits and pieces of this model into my teaching.
And then at the beginning of this year, in walked my past self, only she’s a lot stronger than I was as a student teacher: her name is Tori. She’s bright, fresh-faced, and eager and she challenges me daily by asking me what she probably considers easy questions.
This post is my attempt to answer her questions.
Question 1: What is the Workshop model?
Answer: Simply put, the workshop approach to teaching is a student-centered approach. The teacher and the content take a back seat. Student skills become the focus, the teacher becomes the facilitator (or coach) and the content becomes the vehicle used to teach / refine the necessary skills. The workshop model functions on the idea of authentic, real-world learning and encourages students to become independent, critical and resourceful thinkers.
Question 2: Is this only for English teachers?
Answer: Absolutely not. The key to workshop is a shift in our thinking. Teachers are no longer the only dispenser of knowledge. Students are introduced to a skill (mathematical concept, artistic medium, laboratory technique) and then time is given in class to hone that skill.
Question 3: How do you structure a typical day using this model?
Answer: This is the structure that works for me and I use it almost every single day:
- Time to read independently
- Time to quickwrite (prompts are usually connected to the day’s lesson or content)
- A Mini Lesson: teacher introduces a skill or idea and then models it
- Time to practice the lesson (independently or in pairs / groups) Teacher confers with students independently or in groups. This is the heart of workshop.
- Time to share (last 5 minutes)
Question 4: How can the workshop model work if we are required to teach content (like whole class novels)?
Answer: Balance is probably the hardest part of my job. And this is the question I am asked most often. For the record, I do believe there is a necessary place for whole-class novels in the workshop model and I have been modifying my approach to teaching the “whole-class novel” each year. Essentially, when I teach a novel like Lord of the Flies I try to work it seamlessly into the current reading lives of my students. They are expected to read each night at home for 30 minutes and during our LoF unit, those 30 minutes are simply spent reading our whole class novel. Do some students set aside their independent read for these 3 weeks? Yes. Others can read both. Essentially, the workshop structure remains the same. Students are introduced to a big idea (or theme) and then given time to explore that idea within the chapter, in class. In most cases, there is no one right answer. Students are expected to make a claim and then find evidence to support that claim.
Here’s my agenda from a class this past December:
- Time to read independently (first 10 minutes of class)
- Time to quickwrite: prompt from Tori: “He wanted to explain how people were never quite what you thought they were” (Golding 54). Using the quote, make a claim about one of the characters and explain how he isn’t quite what you thought he was. How has he changed?
- Mini Lesson on Dynamic Character: Give students the definition of dynamic character. They take notes in their Writer’s Notebooks. Then they work together in groups of 4 to analyze the chapter focusing on the death of Simon. Students are asked to pull quotes from that chapter to show the changes in the other boys on the island. Teacher monitors each group. Then, as a whole class, lead a discussion to connect everything to Maslow’s Hierarchy of Needs / Zimbardo’s definition as evil. The key is that the teacher is not the focus here. Students work together. There is no one right answer. Students workshop the chapter together and make claims, then find evidence from the novel to support each claim.
Question 5: What are the pros to using a workshop model?
When students are given the opportunity to choose what they read and write, authentic learning will occur more naturally.
A workshop model increases the volume of output. Students read and write more on their own and at a faster rate. My first year as a teacher, my kids read maybe 5 novels and wrote maybe 5 pieces all year. At the halfway point in this year most of my kids have already read 10 novels and have written about 9 pieces.
This model allows me to differentiate easier. A workshop model is the best differentiated approach to teaching and learning because students are treated as individuals and the teacher is better equipped to recognize the individual needs and growth of each student.
#4 Responsibility and Personalization
The key to the workshop approach is that the student takes responsibility for what he/she is doing (the topic they are writing about or the novel they are reading). I am no longer the most important person the in room. I am simply their coach. I demonstrate the skill and they practice it. Over and over again until it’s game time (or due). In this way, they are intrinsically motivated and excited about what they are doing.
Question 6: What are the cons to using a workshop model?
Answer: The workshop model is not a free for all. In all honestly, I have found this approach to teaching much harder than the traditional. It takes a deep understanding of students: of their needs, abilities and interests. And most importantly, it only works well if the teacher is able to relinquish some of the control. And for that to happen, you need to establish quite a lot of structure first. For many of us, one of the most difficult things to do is to share the control. It’s so easy to be in charge, to decide from our vast experience and continuing education what’s best for our students. But by making room for students to make their own decisions whenever possible, they will start to develop a sense of responsibility and ownership over their learning. This was exactly what was missing from my first year: ownership over what I was teaching. Finding my way as a teacher has been a journey the past few years, but one I am very thankfully to be taking.
Answers generated by Kristina
Questions generated by Tori
Teachers Talk Teaching: This is the second post in a series of posts on Teacher’s Podium between two or more people who weigh in on an issue important to education. Our approach to this series is captured most closely by our mission statement: “We have Masters degrees, but we are not masters.” These discussions are meant to be the start of a conversation not the final words.
At the beginning of the year I preached this nugget of advice to my students: don’t be afraid to fail, take risks, make mistakes. In the end, I told them, they will prove to be some of your greatest learning lessons. So, having said that a number of times already throughout the year, I’ve decided to heed my own advice and put my preaching to practice. I’m typing without going back, ignoring the fact that I might not like exactly how I’ve worded things or how things have been formatted.
Regardless of one’s age, this practice is not an easy one to undertake. And, frankly, it might not have the same effect or impact on the young minds of my freshmen students as it does on an adult my age, but what I’ve found thus far is that it is very freeing and cathartic to accept and welcome failure. I’ll grant you that it’s very easy for me to claim this when I don’t have the looming concern of being graded on this task. However, herein lies the learning lesson for children and adults alike that we need to begin delivering much earlier: it is acceptable, if not flatly beneficial, to fail.
I know this might sound counterintuitive and downright blasphemous for a teacher to assert, but let’s examine this for a moment. In every facet of our lives, from the very early ages of our youth and throughout adulthood, we learn from our failures. As a child especially, this is the case quite often. How did we learn to walk? Or ride a bike? Or write our name? We tried, we failed and we tried again and again and again until we finally got it. All the while, we did so with guidance and support: someone holding our hands as we took our first steps; a hand on our seat as we began to peddle without training wheels; or, someone by our side navigating the movements of our pencil. And even then we weren’t very good at it. Yet, we persevered and now we can do any and all of these things without any thought. As adults, how did we learn to drive a car, cook a meal or even raise a child? We did so by frequently performing the task over an extended period of time, very often inadequately or incorrectly, until we got the hang of it. My point is that we fail a lot more often than we acknowledge or are willing to admit. Why is that? Well, simply put, because we don’t qualify it as failure and instead justify it as part of the learning process. The same should hold true for learning in school.
Sadly, ‘should’ is the operative word in that last sentence; not all classrooms subscribe to the philosophy that failure is an option. Well, I do. In my classroom, there will always be room for improvement. In the end, this yields the learning that teachers, parents and students alike strive for. After all, when a student hands in inferior work, what good does it serve that child to give them an ‘F’ and move on to the next unit without providing them the opportunity to improve up on it? Similarly, what good would it serve to throw a young child into a pool without some type of swimming device?
I believe that students should not be forced – better yet, even allowed – to experience the fear or anxiety of failure. Unfortunately, by the time a children reach the 9th grade, failure is so stigmatized that when they receive an ‘F’ it becomes their scarlet letter. Failure should be the small steps students take towards eventual success. Schools should work to remove the stigma of failure from our classrooms. By doing so, we’ll foster young adults that are confident, independent and well suited to take risks, confront the challenges that they encounter in their lives to come and not fear learning. After all, they’ll eventually have to swim in the deep end alone.
Teachers Talk Teaching: This is the first post in a series of posts on Teacher’s Podium between two or more people who weigh in on an issue important to education. Our approach to this series is captured most closely by our mission statement: “We have Masters degrees, but we are not masters.” These discussions are meant to be the start of a conversation not the final words.
A Real World Response: Accept It
Over the years, I’ve found myself like many teachers faced with the student, late paper in hand, who can’t seem to get his work in on time. I accept the work with penalty. Typically, the student will lose 10% of the overall grade per day that the paper is late. I find this to be the most fair response to the situation that I can muster. And I consider it fair for a couple of reasons: first, it is in line with the consequences of the world at large; second, I don’t think the quality of the student’s work is based entirely on her ability to hand the paper in on time.
I’ve got a mortgage bill that, like a majority of us, I pay on time monthly, but I’ve noticed that even banks have a policy for the late payer. At the bottom of the bill it says something to the effect, “if you mail this bill beyond this date add x amount.” How many Americans would be out of a home right now if missing a payment deadline was all it took?
While I’d like to have all papers on my desk at the same time so that I can grade student work, the reality is that some students make mistakes along the way. The mistake we are discussing is time based. The fact that a student has not handed his work in on time does not mean he cannot execute the skills we are practicing in the assignment. I prefer to have a policy in place that acknowledges there is a time the paper is due and skills we are measuring as well.
How do you deal with late work?
A Practical Response: Don’t Accept It
I was tired. I was tired of students continuously submitting late work. I was tired of planning a lesson based on what the students had to complete for homework the night before only to have three students come to class prepared. I was tired of keeping track of the late point penalties. I was tired of that end-of-the-quarter-here-is-all-my-missing-work student. Most importantly, I was tired of the excuses.
One day, several years ago, I asked some students in my class, “Why aren’t you all submitting work on time?” Their responses floored me. “Because it’s not a priority,” one student said. Another student stated, “We know you’ll accept late work so deadlines don’t really apply.”
What?! Not a priority? Deadlines don’t apply? How could they say that?
As teachers, we know the importance of deadlines. We all had professors in college who would laugh at our excuses for trying to submit a paper a day after class had ended. We were expected to have lessons and grades submitted on time. Why shouldn’t our students be held to similar standards? Isn’t one of our goals to prepare them for life after high school? If we uphold a standard “no late work” policy, then perhaps mortgage companies won’t need to create a policy for the late payer.
I pondered these thoughts for quite some time and came to a simple conclusion: I would no longer accept late work. Since it was nearing the end of the school year when I made the decision, I decided to wait until the following year to implement my new policy. I knew it would be difficult to uphold; however, I realized it would be an important lesson for my students to learn.
~ Dan V.
The Difference Between a “D” and an “F”
I can understand that you would feel worn out, especially when you had only three students who were coming to class prepared! That piqued my interest, so I did a little late-work number crunching for my first quarter classes this year.
I have five classes for a total of 95 students, and averaged 12 graded assignments per class for a grand total of 1,140 individual assignments. The total number of late assignments I accepted from students for partial credit was 13, a measly .01% of the assignments. This is a small number to me. One that I’m willing to deal with.
For me, it boils down to the following question: what is the difference between the student who is passing or failing my class? The student who attempts to make up his work is entering into the class conversation, albeit a little late sometimes, and grappling with the skills we are learning. The student who does not make up her work is checking out of class entirely, never practicing those skills, and is not participating in the conversation at all. Accepting work late does not have to be an invitation for mediocrity, either. If a student’s work does not meet competency, I hand hand it back over and say, “Try again.”
I don’t think students who have handed in work late have earned the right to make grade with the “A” students of the class, and the penalty for handing major assignments in late brings their grade down. But by bringing their work to the table they earn a right to have a fighting chance at passing.
No Late Work=Students Rise to the Challenge
The point you make about students participating in class and learning the necessary skills, albeit a little late, is an interesting one and something I thought about extensively before I instituted a no late work policy. My biggest concern focused on those borderline students—the ones who are not always engaged in class or the ones who hover around the 60% mark. If I no longer accepted late work, would happen to them?
To my surprise, almost all of my students followed my expectations. Yes, it was difficult to implement the policy and it was something I had to remind my students repeatedly—especially at the beginning of each new term. I prepared myself for every excuse possible and decided that I had to remove any emotional or personal connection (the time one of my best students forgot her work and had to accept a zero was heart-breaking for me!). I provided consistent and fair expectations and even those so-called struggling students eventually learned the importance of meeting a deadline. It also helped that I began scaffolding many of my assignments so larger projects were broken down into chunks.
I think your comment, “By bringing their work to the table they earn a right to have a fighting chance at passing” is true and it applies to my class as well. When I create assignments, I make sure students have plenty of time to complete them and because I teach mostly writing courses, we use class time as a workshop. If students use their class time wisely, they shouldn’t have any difficulty finishing their work by the deadline. The students who struggle see the other students working hard and over time, they also begin to work diligently.
A question I still have is, what do you do with those students who continually submit late work? Sure, they are not earning the full points, but is it fair to the rest of the class? Do you find it difficult to manage the late point penalties?
~ Dan V.
The Extreme Side of Late
I see late work as the difference between pass and fail not “A” and “A+”. Fairness is not at issue here. Both students, the one handing in work on time and the one handing in work late are expected to execute the same skills.
Managing late work penalties is probably the simplest part of this entire process. First, I do not accept late overnight assignments that need to be handed in for class discussions or class review. Those assignments are made up, without credit, by being a part of class and taking notes. Second, when a student passes in a major assignment like an essay or project late, I jot down the date on the top of the page. Accepting late work means that you’re accepting a piece that needs to be graded while some other stack of papers has been handed in on time. Work handed in on time comes first. Late work second.
If anything is stressful or difficult to manage it is that one student who comes along every so often who doesn’t look at a late work policy as a backup plan, but as his main plan. I find this situation difficult to manage because at some point the student’s focus on the skills we’re practicing is overpowered by his desire just to make up the work. That kind of work is often subpar and unacceptable. But this situation is the exception rather than the rule. To most students, I think the late work policy is a security net rather than an academic game plan.
The student who has trouble getting her work in during a given quarter is not particular to my classes. What do you do when she comes knocking on your door during a rough quarter and the zeros have piled up? We both know that getting back on your feet after a low “F,” even in a four quarter class, is difficult to recover from. I worry about that student who has missed one or two major assignments and says, Forget it, I don’t have a chance anyway. Is there no way to achieve those competencies and work out from under that “F”?
Security Net: Not Usually Needed
Unfortunately, I realized that many of my former students used a late work policy as a main plan rather than a back up plan. I was finding that even though they were more than capable of completing the work, they had a lackadaisical attitude about school work in general. For some reason, they just didn’t follow deadlines. I tried giving only partial credit for late work but far too often, I had students who abused this policy. I know it might sound harsh, but the reality is that it just became easier for me to no longer accept any late work. I should note that students with extended time options in their IEPs are always given the extra time if needed, but the extended due date is agreed upon when the assignment is given.
We all have exceptions to the rule: not every student I have will submit all of his work every time. When I notice a student falling behind, I conference with him to figure out what we can do to make sure his future assignments are completed. It’s during these discussions where we can talk about the competencies that need to be completed in order to earn credit for the class. It may sound like a cliché, but almost every single time, this discussion (or even a parent meeting) is all that’s needed to rectify the low grade. The students who fail the course would most likely fail even if I did accept late work.
The concern about a student who has a rough quarter and ends up with zeroes is valid and one I have recently faced. Last year, I had a student who was bright, articulate and a solid writer. She had issues with attendance and would miss class on a regular basis. Unfortunately, she neglected to make up some of her work and she received several zeroes during the third quarter which caused her to have a failing grade at one point. She did start to give up and had the reaction you mentioned (“Forget it—I don’t have a chance anyway!”). Like most teachers would do, I met with the student and we worked out a plan to ensure that her future assignments would be submitted on time. We also looked at the big picture—sometimes showing a student that she won’t fail for the year by opening up our grade book can eliminate that “I don’t have a chance anyway” attitude.
The bottom line is this: with consistent enforcement and specific expectations, students will rise to the challenge of submitting work on time. I was hesitant to believe it myself until I tried it. All of my concerns about having a safety net or meeting the needs of the struggling students were pretty much eliminated because the students did what I expected them to do. There was no gray area for them. It was a great feeling for me to collect all of their work on the assigned due date and I know that it gave my students a sense of accomplishment as well.
~ Dan V.
“Ms. Catcher, do you have Inferno?”
“Inferno?” I asked. I looked up at Sean*, a skinny freshman with small gages in his ears and a bleached blonde buzz cut. His punk skater image matched the rebellious reputation of the book he had recently finished: The Perks of Being a Wallflower. This was the first time he had come to me with a book request for his independent reading.
“Yeah, you know that book about hell.” I couldn’t help but chuckle—when Sean came into my classroom he associated books with being in hell, now he wanted a book on hell.
“Um, yeah, let me find it. Dante’s Inferno?” I repeated again. I tried to mask my surprise but could hear my voice crack with the title.
“Yeah, that one,” he said straight-faced. The image of my tired college English professor popped into my head; the threadbare sports jacket he wore as he droned on about Inferno; I remember feeling like he single-handedly had pulled me through all nine circles of hell.
Sean owned the video game adaptation of the book, which had sparked his interest. I handed him a copy, warning, “This is a hard read. Even if you get through part of it, that will be impressive! I read this in college.” I felt the need to somehow soothe his frustrations even before he started.
“Ok.” He brushed off my warnings.
Every day I watched Sean crack open Inferno and slowly make his way through the convoluted English translation. And every day I expected Sean to walk into my classroom and abandon the book. But he didn’t.
“How much does he really understand though?” asked another teacher after I brought up Sean’s accomplishments. She made a good point. Not only was Sean in my academic class, the lowest level in my tracked school, he had also scored partially proficient in reading on his state standardized tests over the past two years. Even if Sean didn’t understand the book in its entirety, I believe he gained just as much as any freshman English major dissecting the poem.
Sean might not have delved into the intricacies of the epic poem, but he took away a sense of confidence and pride that can only accompany struggle. Many students lack the reading stamina Sean exhibited, an essential skill for success in post-secondary schooling. Students can be quick to abandon books, and I have found that it isn’t until students become more developed, advanced readers that they understand the value of pushing beyond the first ten or even one hundred pages of a book to get to the “good stuff.” Despite Sean’s distaste for reading prior to this year, his hunger for a challenge paired with the independent reading initiative allowed Sean to build his stamina and prove himself as a reader. As Sean said, “I kept telling myself it’s just a book. You can keep reading.” Reading Inferno stemmed from his curiosity and transformed into an undertaking of pride.
Sean’s experience with Inferno didn’t include deep literary analysis and his takeaway would most likely make my stuffy college professor cringe, but I’d argue that Sean learned the lesson Dante intended: perseverance and hard work lead to significant achievements.
*The name has been changed to protect the identity of the student
I’m an intern this year. A clueless grad student cast away from the university I just started to call home into the not-so-real world of unpaid labor. In those first few weeks of student teaching, all I felt was this overwhelming terror. My stomach would somersault as I stood near the edges of the classroom, watching my cooperating teacher work her magic. I felt my identity crisis setting in. How could I teach like all of those who have inspired me in the past, or even the teacher before me, with half a dozen years of experience tucked in her pocket? Those teachers were my opposite: older, wiser, weathered from all that the teaching profession throws at you. So what kind of teacher would I be?
I’ll get back to you when I have an answer.
I do, however, have an idea of who I am, who I will be as a teacher. I am passionate and excited, like only an intern can be. I am loud, for I can’t be anything else. I am trying. More than anything else, I am trying. And I’m enjoying every single day.
This is the beauty of my internship. I have been granted the time and space to figure out exactly who I want to be when I grow up. My cooperating teacher has welcomed me to invade her classroom and claim a bit of it as my own. For this I am grateful. How else was I supposed to learn to teach, or deal with the blank stares of students, or work with my worst fear- parents? A lot of my success as an intern stems from her. She is a resource to me that I use daily. It’s not that she has any answers, but together, we discuss those big teaching questions that seem to fade away as the years go on. From her I’ve learned that collaboration is a big aspect of identity in the classroom. I get ideas, notice things I wouldn’t have seen alone, and hear about all the great things she’s done over her years of experience.
I also firmly believe in the phrase “fake it till you make it.” I fake confidence a lot of days, and I pretend like everything is on the lesson plan, but as anyone who stands before a wolf pack of high school students knows, confidence and perfect planning are not always in great supply. A large part of who I am is based on my students; they are the only mirror I have when teaching, so sometimes a little faking goes a long way when it comes to their comfort, and therefore my comfort in the classroom.
My internship is a gift both for me and from me. Every day when I plug in the string lights behind my desk I start forming who I am as a teacher. I start wrangling the eccentricities that help, keep shedding the nerves that don’t. I’m getting there, so that one day in the not-so-far future, when students stare at me for the answers and there’s no one else to turn to, I’ll be able to teach them with confidence. By then, maybe I’ll have a better idea of who I am. But for right now, I’m happy just trying to figure it out.
When I first became a teacher I distinctly remember being told that what my kids read doesn’t really matter as long as they are thinking “critically” and using “higher-order” thinking skills. And I thought to myself okay, I can do that. And I did. I taught novel after novel. I created (or borrowed or begged and sometime stole) worksheets, tests and projects that I felt taught “critical thinking skills.” But something was off.
That first year was a blur. I never felt ready for the next day’s lesson. I never felt like I was on top of the various initiatives and expectations. I never felt caught up on grading. In the spirit of full disclosure, I don’t think I’ve ever felt “caught up” on grading.
That year I was focused on one thing: surviving.
Year two was less of a blur, but still a struggle. In fact, each year brings with it new struggles: classes are different, students are different, initiatives are different. We are in danger of burning out each year. It’s the best and worst part of teaching: that each year is a new start.
When I think back on it, I’m a bit surprised that I survived my first few years of teaching. According to the National Center for Education Statistics every year U.S. schools hire more than 200,000 new teachers. By the time the school year is over, at least 22,000 have quit. 30 percent of new teachers leave the profession after three years, and more than 45 percent leave after five.
Why? Why do a little less than half of us leave after we’ve spent 5 years in the profession?
Surprisingly, our notoriously low salary isn’t the reason; nor are our students. In fact, less than 20% of teachers who leave say it’s because of low pay. The most cited reasons for teachers leaving the profession are lack of support from administration and feeling powerless in curriculum and instruction decisions. It makes sense. Burnout begins when one feels powerless about curriculum decisions, what to do with department time, standardized testing constraints, or even how to teach. For many teachers, years of feeling powerless can sap their motivation, and they quit.
So, how can we get fight back against burnout? For me it all comes down to two things: collaboration and choice.
Collaboration: In my opinion, most teachers don’t get enough time to collaborate. We have to find it out on our own. Teachers need time: to collaborate and commiserate, to talk about our teaching, to learn about new techniques, approaches or tools. For me, it happens in hallway chats, during lunch and over summer break. I can’t control the time we are given, but I can make sure to use the few chances we are given to my advantage because I know I am a better teacher when given the chance to collaborate.
Choice: No, I cannot always choose to teach whatever I want (let’s be honest, if I could, my classes would all be reading Stephen King), but I can choose how I approach each new educational reform or school focus. We burnout because the rotating cast of initiatives and the “language of education” are always changing. But we have a choice. We can choose to collaborate, approach our lessons creatively, attend professional development and keep an open mind.
When all is said and done, teaching and learning revolves around one fact: true education only happens with intrinsic motivation, a desire to learn because we are passionate about the subject. If we are not self-motivated to become better educators, we simply cannot expect the same of our students.
We can choose to change. We can choose to collaborate. We can choose to find new ways to reignite our passion for teaching. Passion leads to skill, which leads to mastery.
And passion is what protects us against burnout. | <urn:uuid:fcc06413-2d53-45d7-9e7f-6b944dd06c24> | CC-MAIN-2017-26 | https://teacherspodium.wordpress.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320174.58/warc/CC-MAIN-20170623202724-20170623222724-00436.warc.gz | en | 0.972326 | 12,175 | 2.59375 | 3 |
Glossary of Admission and Financial Aid Terms
Candidate’s Reply Date – A national policy among members of the National Association for College Admission Counseling that permits a student to wait until May 1 to choose among offers of admission and financial aid.
Common Application – A general application form accepted by approximately 350 selective colleges and universities. These institutions agree to give the same preference to students whether they apply using the Common Application or the institution’s own application. Students who use the common application complete the form once and send photocopies or submit the online form to the colleges they choose.
Early Action – An application process in which a student can apply to an institution and receive a decision in advance of the normal response dates in the spring. The student is not committed to enroll at the institution under Early Action.
Early Admission – Admitting students into college courses before they have completed the standard high school graduation requirements.
Early Decision – An application process in which the student is committed to enroll at the institution if accepted. Only a student who can make a deliberate and well-reasoned first choice decision should apply using an Early Decision program.
Work Study Program – A financial aid program supported by the federal government and coordinated through the financial aid office, whereby an eligible student (based on need) may work part-time on campus while enrolled at the institution.
Financial Aid Package – A combination of aid (may include merit-based scholarship, grants, loans, and /or work study) awarded by an institution’s financial aid office and based on the FAFSA and CSS Profile submitted by the student and her family.
Free Application for Federal Student Aid (FAFSA) – An application form administered by the U.S. Department of Education and used to determine a family’s eligibility for federal student aid programs and, in some cases, institutional, state and other private aid sources.
Grants – Free money given to students because of demonstrated need by the government, agencies or the college to which they have been accepted.
PROFILE (CSS/Financial Aid PROFILE) – A financial aid application administered by the College Board and required by some colleges and universities to determine a student’s eligibility for additional aid.
Rolling Admission – An admission procedure by which the college considers each application as soon as all required materials have been received. The applicant’s credentials are compared to the set requirements for admission to that college. The college then notifies each applicant of acceptance or rejection as soon as possible. The college does not wait until all applicants have applied in order to compare applicants to one other.
Scholarships – Gift money awarded to students based on merit or other specific talents such as fine arts, athletics, community service or leadership.
Wait List – A tem used by institutions to describe a process by which they may initially delay offering or denying admission, allowing the possibility of admission in the future. | <urn:uuid:592220e1-5ea1-49fb-9603-95b96510f86c> | CC-MAIN-2014-42 | http://www.rhodes.edu/parents/14348.asp | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414119649807.55/warc/CC-MAIN-20141024030049-00093-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.951842 | 594 | 2.609375 | 3 |
The county of Highland lies on the east side of this river and south of the great prairie, extending eastward within twenty miles of Chilicothe. It is moderately hilly, the soil rich, and the growth of timber generally large. Hillsborough is the seat of justice, and contains about thirty houses, and a handsome brick court house. A tract of swaly, wet land, about eight miles in width, passes through the country, which drains a part of the great prairie. Its waters run off by Oak creek into the Ohio. The road from Chilicothe to Cincinnati passes through it, and the depth of mud and water renders travelling extremely troublesome at all seasons of the year.
The people settled between the Scioto and Little Miami are mostly from Virginia and Kentucky, and the improvements are inconsiderable, excepting near Chilicothe.
Immediately below the mouth of the Little Miami, is the town of Columbia. It was laid out by Col. Symmes, and is the oldest settlement in the State, on the Ohio river, except Marietta ; but has increased very little in the number of its inhabitants.
At present, it is only a neat, pleasant village, consisting of about forty houses, built at some distance from each other, on a rich bottom or interval. Nor is it probable, from its situation, that it will ever become a place of much business.
On an eastern branch of the Little Miami, is Williamsburge, the seat of justice for Clermont | <urn:uuid:1042ea0b-5a35-44e8-8d02-014488fddef5> | CC-MAIN-2017-30 | https://en.wikisource.org/wiki/Page:A_Topographical_Description_of_the_State_of_Ohio,_Indiana_Territory,_and_Louisiana.djvu/47 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549428325.70/warc/CC-MAIN-20170727162531-20170727182531-00120.warc.gz | en | 0.966204 | 310 | 3.21875 | 3 |
In the Home
Sustainability Starts at Home
Being sustainable at home means saving money, increasing the longevity of your home, and setting a good example for children. The best results come from planning and trying things out: find your balance and share your strategies and results with friends and neighbors for everyone's success.
Local Living Green Resources
- Hosting an event? Ramsey County has an event recycling program for residents to use their composting and recycling bins at no cost. Learn more and reserve your bins by completing an online form.
- Need some tips and resources for being green? The MPCA has everything you need pertaining to Home Sustainability.
- Check out the Do It Green Website for more green tips, local green businesses, or to get the Do It Green Seal put onto your business.
- Visit the Living Green Expo in the Spring to learn more about what you can do!
Radon is a naturally occurring gas derived from uranium and radium in the soil all around the world. Radon can be drawn into buildings or homes and accumulate to high levels. See these resources on radon descriptions, test kits, and how to promote radon safety:
- Ramsey County offers easy, low-cost radon testing for your home.
- EPA Radon Homepage
- Building Radon Out (PDF)
- Map by Counties
Green Cleaning Agents
Home-made cleaning agents are healthy, safe and even fun. According to the EPA, indoor pollutants may be 2 to 5 times higher than outdoor pollutants. Keeping supplies for your own cleaning solutions can also save money in the long run. Try these resources to learn more about their benefits:
- Borax: 1 Teaspoon
- White Vinegar: 2 Tablespoons
- Liquid Dish Soap: 1 Tablespoon
- Warm Water: Fill bottle nearly full
- Essential oil: 2 drops (Optional: choose your scent) | <urn:uuid:71de9aa3-5731-4713-a721-98ad241130b9> | CC-MAIN-2021-17 | http://www.ci.saint-anthony.mn.us/226/In-the-Home | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039388763.75/warc/CC-MAIN-20210420091336-20210420121336-00261.warc.gz | en | 0.91099 | 392 | 2.9375 | 3 |
An Introduction to Paradise Lost
Last updated: 2/24/02
Any introduction for students to Paradise Lost must acknowledge that it is a difficult work. Its language is dense, its length daunting and its theme challenging. Moreover, critics have wrangled over its merit and meaning for over 300 years. The question arises, then, why should we read it if no one agrees on its meaning and much of it seems willfully obscure? The answer, of course, is that reading Paradise Lost is, for all its problems, enormously rewarding. It contains majestic beauty, fascinating characters, memorable scenes and great metaphoric power. To be honest, though, I should admit that there are several parts of the poem that are, to many readers anyway, less than stirring. But if we wade through these to get to the poem's riches, our patience will be rewarded. I'll let you in on another secret, too. In the years I have taught this course, it has been Paradise Lost that has time and again produced the most interesting and enjoyable discussions. I'm sure that will prove true this time as well.
In approaching the poem, however, there are a few things we should keep in mind. First, Milton was self-consciously writing in a specific literary genre, the epic, a form that has existed since antiquity. Some of the oldest literature in Western civilization comes to us in epic form. Homer's The Odyssey and The Iliad are epics, and they set a standard that later writers strove to match. Traditionally, an epic is a long poem written in 12 or 24 books that describes the great theme of a people or nation. Some have even suggested that the Old Testament is the epic story of the ancient Israelites. Epics also employ elevated language, invocations to the muses, supernatural interventions in the affairs of humanity and descriptions of great and hazardous journeys. Lastly, they usually begin in the middle of the story (in medias res).
In writing Paradise Lost, John Milton (1608-1674) was making a bold poetic statement, for his epic would not be just a story of a nation or a people. Instead, he would take it upon himself to write the entire story of the human race. And, more daringly, he would attempt to justify why God allows us to suffer and why evil exists. He would even prescribe what our response to this situation should be. For his starting point, he turned to the Hebrew creation story of Adam and Eve in the book of Genesis, but he elaborated it far beyond the biblical version. Indeed, the entire story of the poem fits into a much larger narrative framework, which some critics have referred to as "the four battle structure" of Paradise Lost.
This sequence of battles reflect the Christian millennial view of history from before the creation of the world to the end of time. The battles comprise a series of conflicts between the forces of good and evil, although we are always aware that good will triumph in the end. These battles, roughly sketched, cover the following events:
Battle 1: An Epic battle between the good and bad angels in Heaven. This takes place before the action in Paradise Lost.
Battle 2 : Satan versus Adam and Eve in the mythic dawn of human civilization. The results of this battle last throughout all of human history.
Battle 3 : The life, death and resurrection of Christ, especially the temptation of Christ by Satan and Christ's rejection of it.
Battle 4 : The second coming of Christ and the final victory of good over evil.
Paradise Lost, of course, is a Christian epic (or more specifically a Protestant epic) reflecting Milton's own unique brand of radical Puritanism. As a result it is helpful when approaching the poem to have some historical background, especially as it relates to the contemporary religious tensions that played such a large part in Milton's life. The first ten books of the poem were published in 1667 when Milton was 59 years old, completely blind and living in retirement. But the Protestant theology that underlies Paradise Lost traces its origin to the early 1500s and Martin Luther's attack against the hierarchy of the Roman Catholic Church. Luther, an Augustinian monk, was certainly not the first to rebel against the popes in Rome, but he was the most effective. Before Luther, the Catholic Church had always been successful in quelling challenges to its authority. Traditionally it had used either excommunication (which in effect meant damnation for eternity) or an accommodation of the calls for reform (as in its creation of new orders that emphasized various aspects of the religious life).
Luther's challenge, however, succeeded and there are several reasons for this. First, he was tenacious; second, he had the help of the printing press to spread his ideas so the Church could not contain his "heresy" in an isolated geographical region. Third, Luther had aid from the princes of Southern Germany. They offered him protection and a base of operations. But Luther also had a uniquely dangerous idea, one that the Catholic Church could not possibly accommodate and hold onto power; for Luther believed that salvation was not the Church's to give or deny.
Rather, he argued that salvation was a radically personal and subjective experience between God and the believer. The only essential ingredients for it, he said, were access to the holy revealed word of God and faith. Just as importantly, Luther held that God's grace was a gift to the faithful. In other words, it could not be won, earned or purchased. It could only be given (and, theoretically, taken away) by God. In fact, it was the Catholic Church's practice of selling indulgences-- literally buying one's way into heaven-- that triggered Luther's decision to challenge papal authority.
And this challenge had immediate and long-lasting effects. Within a short time Protestantism created hundreds of new sects that were united only in their hostility toward Rome and each other. One sect, the Calvinists, believed in the doctrine of predestination, the idea that God has predetermined whether or not each of us will be saved (yet we can never know if we are saved). The Protestant Reformation also led to the 30-Years War (1618-1648), a bloody conflict between mutually hostile Protestant sects and Rome that devastated much of Southern Germany and ended with no clear winner.
This, then, was the general religious environment into which Milton was born. In England, he would have been familiar with three versions of Protestantism: Anglicanism, the official state religion and the most theologically conservative; the radical protestants, whose extreme insistence on individualism would later give rise to Methodism; and the Puritans, a group who opposed the "worldliness" and corruption of the official Anglican Church. The Puritans, in fact, were an industrious people who composed a highly successful business class. They also were non-conformists who wanted to purify religious practices, and when they were persecuted they sometimes set off for the New World, which was the case for the Pilgrims of the Thanksgiving story.
It was the Puritans with whom Milton was affiliated. Indeed, after the English Civil War, when the Puritans took control of England and executed King Charles I (who was the head of the state and the Anglican Church), Milton took a position in the new government and defended its actions. In 1659, when the Puritan government fell and England restored the monarchy, Milton had to go into hiding and was briefly imprisoned. Soon freed, he retired from political life and began to work in earnest on Paradise Lost, which, because of his blindness, was composed in his head (supposedly 20 lines a day) and dictated to his daughter.
Some critics have said that epics are often written at the passing of an era. We know, for instance, that Homer's epics of heroes and gods and the Trojan War were composed hundreds of years after the war ended, and Virgil's Aeniad in many ways commemorated the passing of republican Rome. Similarly, Milton wrote his epic after the Puritan cause in England had failed. He, of course, had been a part of that movement and one of its most passionate advocates, so it's hard not to think that in some ways Paradise Lost reflects his feelings about the lost cause. Into the story of Adam and Eve's fall, he poured his passion for God, his sense of tragic loss and his hope for the eventual redemption of humanity.
Before we begin our discussion, there is, perhaps, something else I should say. And I really want to put a heavy emphasis on this point. Sometimes when discussing the poem with students who are Christians, I get the feeling that any criticism suggesting that Milton failed to justify God's ways to humanity is somehow an attack upon their religious beliefs. As a result, the discussion can degenerate into an argument over the validity of Christianity itself. It should be clear in Logos by now that the beliefs you are affiliated with are beside the point. Our purpose here is to entertain serious ideas by serious thinkers, to wrestle with them ,and, hopefully, to gain some general familiarity with them. So let us discuss Milton in this spirit, with an openness to the points he tried to make and a willingness to criticize when we feel he has not quite brought them off. | <urn:uuid:ab0de20c-275e-45a8-b076-b85e9a57b56f> | CC-MAIN-2016-50 | http://faculty.gvc.edu/ssnyder/121/ParadiseLost.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542246.21/warc/CC-MAIN-20161202170902-00232-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.978466 | 1,905 | 3.40625 | 3 |
Women’s Uniforms in WWII
Believe it or not, 400,000 women in the US donned military uniforms during World War II. Though they were not allowed to serve combat roles, they made a significant impact on the War. Allied forces in Australia, Canada, and the United Kingdom even formed female branches of the military, enabling women to serve.
Most women served in industrial, clerical, communications, healthcare, and transportation roles, but some women acted as scientists, tacticians, soldiers, and spies.
Though standard requirements varied from country to country, all had basic physical specifications. Women had already fought hard to break into the labor force, but as women became more independent, several countries had women’s auxiliary forces forming at home.
Women’s Royal Canadian Naval Service (WRENS) Requirements
- Between the ages of 18 and 41.
- Must be healthy.
- Must be at least 5 feet tall and of appropriate weight for their height.
- Must have at least entered high school.
- Must be able to pass a trades test.
- Be of good character with no record of conviction for an indictable offense.
The Home Front
While the “home front” is usually used to refer to a place removed from war, the British homefront was becoming a battlefield as well. As more and more men went off to fight, women took up jobs defending their homes as searchlight operators and anti-aircraft gunners. Queen Elizabeth (this was before she was queen) even served as an ambulance driver.
Women had to meet the same requirements as men, go through the same training, and live in the same conditions. Despite this, they were not paid the same as their male counterparts. Women proved to be very skilled at deciphering aerial photographs. They helped immensely in planning the D-Day invasion.
Women’s uniforms varied between country and job. An enlisted woman was typically issued a uniform that included everything but undergarments (they were issued a stipend for those).
The uniforms covered everything from drivers and nurses to snipers and ski patrols. | <urn:uuid:589a9bba-88ab-4308-a95d-4ef1ebffae4e> | CC-MAIN-2022-05 | https://www.ripleys.com/weird-news/womens-uniforms/?ref=nextpost | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00255.warc.gz | en | 0.981356 | 441 | 3.8125 | 4 |
In sentences using active verbs, a noun performs the action of a verb, while in passive voice sentences, the verb is acted upon by the noun. For example, a sentence containing an active verb is "the professor teaches the student," while a passive verb sentence is "the student is taught by the professor."
In active voice, the person or thing performing the action of the verb is placed at the front of the sentence. This noun is the subject of the sentence. If the verb action is directed at another person or thing, that object is placed at the end of the sentence. This is the target of the active verb. For example, in the sentence "John keeps butter in the fridge," "John" is the subject of the sentence, "butter" is the target and "keeps" is an active verb.
In the sentence "the butter is kept in the fridge," the original verb target, "butter," is moved to the beginning. The passive verb "is kept" acts upon the noun "butter." Passive voice may be used if the speaker wishes to emphasize the object of the sentence rather than the subject. In general, active voice is more straightforward and professional than passive voice. | <urn:uuid:cd1fbc78-db3b-46d9-803e-d952e112c1e3> | CC-MAIN-2018-43 | https://www.reference.com/education/s-difference-between-passive-verb-active-verb-995d9a3a0e2f8af7 | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00555.warc.gz | en | 0.966135 | 246 | 4.4375 | 4 |
It’s crucial that people with a severe allergy to seafood carry epinephrine with them at all times, as well as other medications, such as antihistamines and inhalers, that may be recommended by their allergists.
It’s also important to remember that epinephrine is considered an emergency measure – not a treatment – so people should avoid taking unnecessary risks. But with a few simple precautions, people with allergies to seafood should be able to lead full, normal lives.
What’s Safe?: It’s possible to be allergic to just one or two forms of fish or shellfish – for example, some people can eat lobster but not scallops, while others can eat cod but not salmon. But because there is a high level of cross-reactivity within the food groups, many need to avoid either fish or shellfish in all their forms.
It is important to note, however, that the key allergens in fish and shellfish are completely unrelated, so even if you are allergic to shellfish, finned fish might be just fine. (There are people who are allergic to both fish and shellfish, but this is rare.) If you’re unsure of what’s OK and what’s not, make sure to talk it over with your allergist.
Acceptance: Most people with seafood allergies develop them later in life, which can be tricky, because they may be accustomed to eating without restrictions. “But I’ve never had a problem with seafood,” is a common refrain, so sometimes people take unnecessary risks and try to eat the food that has caused them to react. But once you have a seafood allergy, it’s very important to avoid the allergen altogether, as the allergy can worsen with more exposure.
Know What You’re Eating: Seafood comes in many different forms. Shellfish can include mollusks such as clams, mussels, and oysters, as well as crustaceans such as shrimp, lobster and crabs. Other forms include squid (the main ingredient in calamari), octopus, prawns, periwinkle, limpets, abalone, cockles, quahogs, snails (or “escargot”), langoustines and sea urchins. The most allergenic type of shellfish is shrimp.
There are many different types of fish, including anchovies, bass, bluefish, catfish, char, chub, cod, eel, flounder, grouper, haddock, hake, halibut, herring, mackerel, mahi-mahi, marlin, monkfish, perch, pickerel, pike, pollock, rockfish, salmon, sardines, shark, smelt, snapper, sole, sturgeon, swordfish, trout, tuna, turbot, whitefish and more.
It is very important that you understand the different names of the food you are allergic to, and carefully read all food labels so you can avoid them.
One thing to be cautious of with seafood allergies: imported foods. Not all countries have the stringent labeling requirements of the United States, Canada and the European Union. Don’t take chances if you suspect fish or shellfish could be ingredients of an import.
Hidden Sources: Unlike allergens such as wheat, dairy, soy and nuts, seafood is fairly easy to avoid in processed foods. However, it does have its hiding spots, and they include: some brands of Worcestershire sauce, salad dressings, sauces, sushi, scampi, gumbo, jambalaya, bouillabaisse, spring rolls, chowder and some types of pizza. Asian foods commonly have fish and shellfish in their ingredients, so make sure to be extra careful when reading the labels on ethnic foods.
Some of the most common hidden sources of seafood are in places you might not think of: plant fertilizers, fish food, lip balm or lip gloss, and in pet foods. If you’re not sure of the ingredients, contact the manufacturer; if a product does contain the food you’re allergic to, be cautious when handling any of the items, and make sure they don’t come in contact with your food or cooking utensils.
Ironically, most imitation seafood actually contains seafood – for example, imitation crab often contains crab – so don’t assume the product is safe, and carefully read all ingredients.
Because many types of shellfish are rich in iodine, some shellfish-allergic people believe that they must avoid iodine – a common ingredient in everything from table salt to x-ray dyes. This is incorrect: the allergen in shellfish is in the flesh of the food, and not in the iodine, so iodine should be safe to consume. (Some people cannot tolerate iodine, but this is a separate issue.)
Carrageenan is made from a marine algae, not fish or shellfish, and so is considered safe for people with fish and shellfish allergies.
Supplements: One of the main hidden sources of seafood is omega-3 supplements, which are often made from ingredients such as cod liver oil and other fish oils. Many of these products are safe for seafood-allergic people to consume, because the oils are so highly refined that they have no allergic proteins left in them.
Another supplement called glucosamine, which is often used to treat arthritis, is made from the shells of crustaceans; recent studies have shown that because the shells contain no shellfish proteins, the supplement is safe for people with shellfish allergies. However, there have been reports of reactions to glucosamine in shellfish-allergic people, so you may want to stick with the vegetarian forms of glucosamine, which contain no seafood at all.
Just make sure to check with your allergist, and with the manufacturer of the product, before trying any supplements.
Eating Out: Seafood can be especially difficult to avoid in a restaurant setting. For those with fish or shellfish allergies, seafood restaurants should be avoided altogether. Chinese, Japanese, Vietnamese, Korean and Thai restaurants can be especially heavy on fish and shellfish, so it’s important to look at the menu and talk to someone at the restaurant before you eat there.
Some people with severe allergies to fish or shellfish may even react to the smell of cooking seafood, so just hanging out in a seafood restaurant, even without eating, can lead to problems.
Once you find a restaurant that isn’t seafood-heavy, call ahead and ask the manager or chef about menu items and how they handle pans and utensils in the kitchen to avoid cross-contamination. If you don’t get solid answers, or they say they can’t accommodate you, move on to a different restaurant.
When you arrive at the restaurant, tell your server about your allergy and discuss menu items that will be safe. If you don’t feel he or she is able to answer your questions properly, ask to speak to the chef or the manager. If you’re still unsure, head for the door, or stick with a beverage.
Cross-Contamination: It’s important to make sure the food you’re allergic to doesn’t come in contact with the food you are eating. That means thoroughly cleaning utensils and kitchen equipment after use. For example, if someone makes a tuna sandwich on the cutting board and you’re allergic to fish, be sure to clean the board thoroughly with soap and water before using it to make your own, safe sandwich.
Cross-contamination is a particular problem in restaurants, where pans and utensils are often shared. Make sure your server and the kitchen staff understand that even trace amounts of seafood may be a problem for you.
Also make sure to avoid foods that are deep fried in the same oil as the seafood you are allergic to. For example, if you have a shrimp allergy, don’t order those deep-fried zucchini sticks if they’re cooked in the same deep fryer as that popcorn shrimp.
Go Kosher: If you have a shellfish allergy, kosher foods are generally safe, because shellfish is not part of the kosher diet. Find grocers, markets, delis and restaurants near you that sell kosher foods and you’ll have plenty of safe items to choose from.
Call the manufacturer: If you’re unsure about whether a particular product contains seafood, contact the manufacturer by email or phone.
Most companies are accustomed to getting product inquiries from the public and are happy to help. If they can’t answer your questions, try a different product instead.
Uncertain Foods: Managing successfully means not succumbing to temptation. And this is one of the harder parts of living with a seafood allergy because it has to be done 24/7, 365 days a year. If your hostess is “pretty sure” the imitation crab doesn’t contain any real crab, just politely decline. Remember, we don’t plan accidents. The consequences of finding out the hostess was wrong are just not worth it!
At School: Although much more common in adults, children can have seafood allergy as well. For a parent of a child with seafood allergies, it’s important to communicate clearly and calmly with your child’s teacher and the principal, and to create an anaphylaxis emergency plan (also called a food allergy action plan) to protect your child.
Also ensure that the teacher (and other staff, e.g. a coach) is receiving at least annual training on using an epinephrine auto-injector and that he or she knows where your child’s “pen” is kept.
Become familiar with the anaphylaxis policy or law in your province or state and use it to develop a plan tailored to your child.
Be sure your allergic child knows not to share food with peers and not to take food from anyone, including the teacher, unless you’ve said it’s OK.
Have A Plan: Make sure to have a plan in the event of an emergency. Have your medication on hand, and make sure that your loved ones know how to administer it if necessary. And don’t forget to wear a Medic-Alert bracelet or necklace; that way, if you are unable to speak, the medical attendants can find out about your allergy. Make it a rule – no epinephrine auto-injector means no food; and if your child is allergic, make sure this rule is one he or she takes seriously.
Educate: Tell your close friends, loved ones and colleagues about your allergy, and don’t be shy about asking for what you need in order to be safe. Sometimes people don’t fully understand allergies – especially if they don’t know others with the same condition – and they may have a lot of questions, but before long they’ll get the picture.
See: Caution: Relatives Ahead
Live A Little: Don’t let your seafood allergies take over your life. With vigilance and a little extra planning, the vast majority of allergic people can live very full, normal, healthy lives. Be prepared and take the necessary precautions, then get out there and enjoy. | <urn:uuid:34aecd2b-af54-4d0c-b17e-bc18cdafdf99> | CC-MAIN-2016-40 | http://allergicliving.com/2010/10/04/managing-shellfish-and-fish-allergies/print/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738662159.54/warc/CC-MAIN-20160924173742-00248-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.950568 | 2,374 | 2.9375 | 3 |
Remembering Gene Smith
Message from His Holiness the Seventeenth Gyalwang Karmapa, Ogyen Trinley Dorje
From the time the Buddhadharma arrived in Tibet, the translation and production of texts formed a key area of activity, mobilizing and shaping Tibetan culture. During the mass exodus into exile in the mid-20th century, Tibetans could easily carry the meaning of the texts written in their hearts but had to carry the books on their own backs. In this process, and in the subsequent years of exile and during the Cultural Revolution within Tibet, texts and wood blocks were scattered, and painfully many were lost. In such an era, to dedicate one’s life to seeking out, preserving, publishing and digitizing Tibet’s vast textual heritage, as Gene Smith did, is a kindness that cannot be expressed in words. I do not believe it unfair to say that his life’s accomplishments follow in the example of the great Dharma kings of Tibet.
Gene was not merely a collector of words written on paper. He made all he found freely available to others. He read widely and deeply, and became a vast treasure of knowledge of Tibetan history and culture. The fact that Gene preserved texts of all schools of Tibetan Buddhism, without regard to sectarian differences, makes his achievements particularly worthy of our respect and admiration. Gene leaves behind an invaluable resource that will be of great benefit for many generations to come. As he now moves on to his next life, Gene does not take any books with him. But he does carry an extensive library of merit. He also goes accompanied by my own gratitude and prayers. | <urn:uuid:2c09467b-2fdf-4b97-b858-cc84ccb81414> | CC-MAIN-2014-41 | http://shambhalasun.com/news/?p=17583 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657136966.6/warc/CC-MAIN-20140914011216-00052-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.976882 | 333 | 2.546875 | 3 |
American Board of Surgery
Philadelphia, PA 19103
A Surgeon uses operative measures to treat disease, injuries, and disorders or repair tissues or organs. Surgeons are responsible for the diagnosis and preoperative, operative, and postoperative management of patient care. During the course of the operation, the surgeon makes important decisions about the patient’s health, safety, and welfare, working in cooperation with other members of the surgical team. To acknowledge the specialized activities and interests of individuals wanting to become surgeons, the American Board of Surgery offers primary certification in Surgery and Vascular Surgery. A variety of subspecialty certificates are offered.
Specialty training required prior to board certification: Five years
Primary Specialty Certificates
Surgery (General Surgery)
A general surgeon has principal expertise in the diagnosis and care of patients with diseases and disorders affecting the abdomen, digestive tract, endocrine system, breast, skin and blood vessels. A general surgeon is also trained in the treatment of patients who are injured or critically ill, and in the care of pediatric and cancer patients. General surgeons are skilled in the use of minimally invasive techniques and endoscopies. Common conditions treated by general surgeons include hernias, gallstones, appendicitis, breast tumors, thyroid disorders, pancreatitis, bowel obstructions, colon inflammation, and colon cancer. Some general surgeons pursue additional training and specialize in the fields of Pediatric Surgery, Surgical Oncology, Vascular Surgery, Trauma Surgery, Hospice and Palliative Medicine, Transplant Surgery, and others.
In addition to a general certificate in Surgery (General Surgery), the American Board of Surgery issues a general certificate in the following area of Surgery.
A vascular surgeon has expertise in the diagnosis and management of patients with disorders of the arterial, venous and lymphatic systems, excluding vessels of the brain and the heart. Certified Vascular Surgeons have significant experience in providing comprehensive care to patients with all types of vascular disease, including diagnosis, medical treatment and reconstructive vascular surgical and endovascular techniques. Common interventions performed by vascular surgeons include the opening of blocked arteries, repair of veins to improve circulation, treatment of aneurysms (bulges) in the aorta and other blood vessels, and treatment of vascular injuries.
Specialty training required prior to board certification: Five to seven years
Certification in one of the following subspecialties requires additional training and assessment as specified by the board.
- Complex General Surgical Oncology
A surgeon trained in Complex General Surgical Oncology has expertise in the diagnosis, treatment, and rehabilitation of patients with cancer, especially those with rare, unusual, and/or complex cancers. These surgeons typically work in cancer centers or academic institutions and coordinate patient care with other cancer specialists. They also provide community outreach in cancer prevention and education, as well as lead cancer studies.
- Hospice and Palliative Medicine
A surgeon in Hospice and Palliative Medicine has special knowledge and skills to prevent and relieve the suffering experienced by patients with life-limiting illnesses. This specialist works with an interdisciplinary hospice or palliative care team to optimize quality of life while addressing the physical, psychological, social and spiritual needs of both patient and family.
- Pediatric Surgery
A pediatric surgeon is a general surgeon who has expertise in the diagnosis and care of premature and newborn infants, children and adolescents. This care includes the detection and correction of fetal abnormalities, repair of birth defects, treatment of injuries in children and adolescents, and the treatment of pediatric cancer patients, as well as conditions treated in adults by general surgeons, such as appendicitis, hernias, acid reflux and bowel obstructions.
- Surgery of the Hand
A surgeon trained in Surgery of the Hand has expertise in the surgical, medical and rehabilitative care of patients with diseases, injuries, and disorders affecting the hand, wrist and forearm. Common conditions treated by a hand surgeon include carpal tunnel syndrome, trigger fingers, ganglia (lumps), sports injuries to the hand and wrist, and hand injuries involving cut tendons, nerves and arteries. Hand surgeons may be general surgeons, orthopaedic surgeons or plastic surgeons who have received additional training in this area.
- Surgical Critical Care
A surgeon trained in Surgical Critical Care has expertise in the diagnosis, treatment and support of critically ill and injured patients, particularly trauma victims and patients with serious infections and organ failure. In addition, these surgeons coordinate patient care among the patient’s primary physician, critical care staff and other specialists. | <urn:uuid:7236d9ee-c52c-4f64-86ce-a94a88253e03> | CC-MAIN-2021-04 | https://www.abms.org/board/american-board-of-surgery/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00432.warc.gz | en | 0.94366 | 934 | 2.75 | 3 |
What does NH mean in Community?
This page is about the meanings of the acronym/abbreviation/shorthand NH in the field in general and in the Community terminology in particular.
Find a translation for NH in other languages:
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What does NH mean?
- New Hampshire, Granite State, NH(noun)
- a state in New England; one of the original 13 colonies | <urn:uuid:e351cd25-72fa-43aa-be7c-ce20a17a9ea4> | CC-MAIN-2018-17 | https://www.abbreviations.com/term/300151 | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125946314.70/warc/CC-MAIN-20180424002843-20180424022843-00063.warc.gz | en | 0.890523 | 88 | 2.625 | 3 |
The Nobeyama Radio Observatory (NRO) has a 45-m Radio Telescope. The 45-m telescope is one of the largest telescopes for millimeter wave observations in the world. Radio telescopes can reveal the structures of the Universe that we cannot see with our own eyes. For example, clumps of interstellar gas from which stars are formed (molecular clouds) are very cold and they cannot be observed with optical telescopes. However, we can observe the structure and kinematics of such molecular clouds in detail with radio telescopes and can investigate how stars with wide variety are formed in galaxies. Other than that, the 45-m telescope obtained significant results such as discovery of the supermassive black hole in the spiral galaxies NGC 4258 and detection of various interstellar molecules. The 45-m telescope continues to produce intriguing results together with the 10-m ASTE telescope and ALMA in Chile.
- 462-2, Nobeyama, Minamimaki, Nagano 384-1305, Japan
- Official Web Site | <urn:uuid:cea4facc-ee71-4e17-8fa3-5c858c44eb54> | CC-MAIN-2016-44 | http://www.nao.ac.jp/en/project/nro.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988725470.56/warc/CC-MAIN-20161020183845-00160-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.898254 | 210 | 2.953125 | 3 |
Half of the “bee-friendly” plants sampled among nursery plants in B.C. tested positive for a class of pesticides implicated in widespread bee die-offs, according to a new study released by a consortium of environmental groups in the United States and Canada.
Plants widely promoted as attractive to pollinators were collected from London, Ontario, Montreal, Quebec and Vancouver-area nurseries and home stores and tested for the presence of neonicotinoids, also known as neonics, a class of pesticides mainly used on corn and soybean seed, but also on lawns and nursery plants, according to the report released Wednesday by Friends of the Earth Canada.
Lavender flowers and stems from B.C. tested positive for flonicamid, while local salvia samples contained imidacloprid — the most widely used neonic. B.C. samples of shasta daisy and scabosia contained no detectable residue.
In samples that tested positive, concentrations of imidacloprid ranged from 15 to 21 parts per billion in B.C. and from four to 52 parts per billion in Ontario and Quebec. Neonics are toxic to bumblebees and honey bees in chronic low-level exposure at levels as low as 0.1 to 10 parts per billion, the authors say.
The B.C. results are contained in Gardeners Beware 2014, a study of plants collected from 18 cities in the United States and Canada.
“People are keenly aware that bees are in trouble and want to create bee sanctuaries in their gardens,” said Bea Olivestri, CEO of Friends of the Earth Canada. “We wanted to know if the plants that garden centres billed as good for bees were safe, so our volunteers went out and collected plants that were promoted as bee-friendly.”
Many of the samples contained neonics in levels that are not immediately lethal but that could be harmful to bees over time. Plants such as salvia and alyssum are often used in large numbers to fill flower beds or long edging, which increases the exposure to insects.
“It’s outrageous that these chemicals are legal to use on the very plants that people buy to help bees,” Olivestri said. She urged gardeners to ask what nurseries spray and to buy organically raised plants to ensure the safety of bees and other pollinators.
Health Canada blamed the use of neonics for a spate of unusual bee deaths in 2012, likely from exposure to pesticide dust raised during planting. When bee mortality reports remained persistently high in 2013, the Pest Management Regulatory Agency concluded that “current agricultural practices related to the use of neonicotinoid treated corn and soybean seed are not sustainable.”
The agency released a new set of best practices for farmers and labelling changes late last year in an effort to mitigate the effects of neonics on pollinators.
“The nursery plant study is a good illustration of just how widespread these [chemicals] are in the environment,” said Lisa Gue, an analyst for the David Suzuki Foundation. A meta-analysis of 800 peer-reviewed studies of the effects of neonics on the environment released this week by the Task Force on Systemic Pesticides — a group of 29 independent scientists — concluded that neonics pose a serious risk to pollinators, butterflies, birds, earthworms and soil microbes. The study has been accepted for publication by the journal Environmental Science and Pollution Research.
“What scientists have found is that effects go way beyond the bees,” said Gue. “Up until now the bees were all we really noticed, but they were the canaries in the coal mine.”
Six groups, including the David Suzuki Foundation, the Canadian Association of Physicians for the Environment and Friends of the Earth, on Wednesday called on federal and provincial governments to phase out the use of neonics.
“These chemicals are becoming so widespread that the threaten the function of planetary eco-systems,” said Gue. “Swift action is required to curb the entry of these chemicals into the environment.”
In addition to investigations by Canadian and U.S. regulators, last year the European Union voted to restrict the use of three neonics — including imidacloprid — for two years to allow further review of their safety.
B.C.’s provincial apiculturist Paul van Westendorp noted that regulators had to take a different approach to assessing neonics to account for the effects of sub-lethal doses over long time periods, which substantially slowed evaluation.
Follow me: @TheGreenManBlog | <urn:uuid:d3801c99-6dc3-4ef3-b1e5-c9942dad388f> | CC-MAIN-2015-32 | http://www.vancouversun.com/news/bc-election/Some+friendly+plants+treated+with+harmful+pesticides+study+finds/9974531/story.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042988840.31/warc/CC-MAIN-20150728002308-00018-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.956017 | 965 | 3.125 | 3 |
If you’ve ever seen a case of strangles up close, then you know exactly how this equine upper respiratory disease got its name. Infected horses develop runny noses, enlarged lymph nodes and large abscesses under the jaw, all of which combine to cause labored breathing. Strangles is also highly contagious, which means that if one horse in the barn gets it, you’re likely to be dealing with a whole barn of wheezing horses before you know it. That’s why it’s crucial to learn the signs and symptoms of strangles so you can protect your horse and act quickly in the case of an outbreak.
WHAT IS STRANGLES?
Strangles is a highly contagious upper respiratory infection that’s caused by the bacterium, Streptococcus equi subspecies equi (s. equi). Strangles most often affects weanlings and yearlings, but it can infect horses of any age. The most common symptoms include depression, fevers of 102 to 106 degrees Fahrenheit and abscesses under the jaw. Horses typically begin shedding the bacteria 72 hours after the onset of fever. Like many other upper respiratory diseases, strangles is easily transmitted via inhalation or by the horse coming into direct contact with contaminated surfaces, such as a shared water bucket, grooming tools, tack, halters or surfaces in a stall.
While some cases of strangles can be serious, most horses recover completely with supportive care and the use of anti-inflammatories and antibiotics. Some horses, however, develop a condition known as “bastard strangles,” which may require additional care. In bastard strangles, the infection spreads throughout the body, resulting in abscesses in the internal organs. Horses with bastard strangles often exhibit signs of colic along with fever and weight loss. These horses will also require a longer course of antibiotics as treatment.
A veterinarian can diagnose strangles via bacterial culture – by swabbing an abscess, for example – or by using a polymerase chain reaction (PCR) test, which identifies a bacterium’s DNA.
HOW CAN I PROTECT MY HORSE?
Control the spread. Just like with other equine respiratory diseases such as equine herpesvirus-1 (Click HERE), biosecurity is key. If you suspect your horse is sick or may have been exposed, isolate your horse from other horses as quickly as possible. Don’t share equipment between infected and susceptible horses, including halters, lead ropes, water buckets, water troughs and anything else that an infected horse may have contacted. Make sure to wash your hands and change your clothes (including your shoes) before tending to other horses.
Clean, clean, clean. The bacterium that causes strangles is surprisingly difficult to eradicate, which means that the disease may be endemic to some barns or properties. According to the American Association of Equine Practitioners, Streptococcus equi can survive in a horse’s environment for long periods, particularly in water sources, and “when protected from exposure to direct sunlight and disinfectants, [it] can be a source of infection for new additions to the herd.” You may disinfect all the nooks and crannies you can find, but it may not be possible to eradicate the bacteria from your property. Fortunately, many horses develop immunity after recovering from strangles, and this immunity can persist for up to five years or more, according to the AAEP website.
Should I vaccinate? There are two types of vaccines available for strangles, but they are not 100% effective. Consult with your veterinarian about whether you should vaccinate your horse for strangles. If strangles is a persistent issue on your property, your veterinarian may recommend vaccinating the herd.
Strangles can be scary, but many horses recover with no lasting effects and go on to develop a temporary immunity to the disease. Since it is contagious, follow AAEP biosecurity guidelines if you suspect an outbreak and call your veterinarian immediately.
DID YOU KNOW?
At rest, an adult horse’s temperature should measure between 99-101.5 degrees Fahrenheit. For foals, normal temperatures fall between 99.5-102.1. | <urn:uuid:82d43578-8607-47ba-bc29-28fa7053c935> | CC-MAIN-2021-21 | https://fitequine.com/post/disease-spotlight-strangles | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989030.87/warc/CC-MAIN-20210510033850-20210510063850-00636.warc.gz | en | 0.929828 | 883 | 3.34375 | 3 |
Growing vegetables in containers on a patio allows homeowners with limited backyard square footage to produce their own food and enjoy gardening as a hobby. Containers come in many different styles and materials. Plastic planters are lightweight so you can move them around easily. Porcelain vessels with glazed finishes, available in many different colors and patterns, add a colorful touch to your patio garden.
Sketch out a garden plan that maximizes the use of available space. Hanging baskets allow you to take advantage of overhead space. Try wall pots, containers with one flattened side that affix to the wall, extending your available space and making the wall more attractive.
Choose containers that are wide and deep enough that the plants' roots have plenty of room to extend down. The soil in shallow containers tends to dry out too fast. Use containers of various sizes to add visual interest. Choose containers that have a drainage hole so the plant roots don't become waterlogged.
Select plants that work well in containers and have a high crop yield relative to their size. Grow vegetables with shallow roots or those that don't spread so much that they will be constricted by the pot. Try tomatoes, beans, peas, carrots, lettuce or sweet peppers. Mix herbs and vegetables in pots to create more of a flower garden look.
Fill containers three-quarters full of potting soil. When planting, loosen the root balls of the plants if they look compacted. Plant deep enough that soil covers the top of the root ball. Fill in soil around the plants and press down firmly. Then water well.
Check containers frequently to see if the vegetables need watering. Dig down with your fingers to a depth of two inches to check for dryness. Add water if needed. During the summer you may need to check the pots once every two days.
Apply half-strength water-soluble fertilizer once a week. | <urn:uuid:08d56669-c78e-4262-84e6-f38c2ed957d7> | CC-MAIN-2017-26 | http://www.gardenguides.com/120603-plant-patio-vegetable-garden.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320582.2/warc/CC-MAIN-20170625203122-20170625223122-00247.warc.gz | en | 0.923544 | 383 | 2.578125 | 3 |
In this interactive tutorial, students can explore how frequency, amplitude, and wavelength are related. Students can create 16 different scenarios, make observations, & take notes for each scenario. What patterns did they notice? How does changing the frequency affect the wavelength? How does changing the amplitude affect the shape of the wave? What happens to the boat in each scenario? | <urn:uuid:372eef97-757b-4b31-bec6-466afa6cf3fe> | CC-MAIN-2023-06 | https://middleschoolscience.com/2015/04/06/how-are-frequency-amplitude-and-wavelength-related/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00017.warc.gz | en | 0.893821 | 73 | 3.671875 | 4 |
Rare female crocodile suffocated during mating in Dutch zooMarch 19th, 2014 in Biology / Plants & Animals
Undated handout photo obtained on March 19, 2014 shows the Malaysian false gharial female crocodile which was killed during mating at a zoo in Amsterdam
A very rare and endangered female crocodile has died of suffocation in a Dutch zoo during attempted mating with a "dominant" male partner, the zoo said on Wednesday.
"In the end she couldn't handle the dominant mating behaviour of the male gavial," Amsterdam's Artis zoo said in a statement of the false gavial (Tomistoma schlegelii) crocodile, introduced in October as part of a breeding programme.
During mating, the male false gavial holds the female down with his mouth "to show his superiority", the zoo said, stressing that the female had "accepted this behaviour".
"She eventually died of suffocation," the zoo said, with multiple bites all over her body, in particular around the neck.
There are only an estimated 2,500 false gavial left in the world. The crocodile is native to Malaysia, southern Myanmar and Indonesia's Borneo, Java and Sumatra.
The zoo had for years had a male and female false gavial but they did not mate and so they introduced another female, who died.
In the wild male false gavials can mate with multiple females.
Only 10 zoos in Europe have a captive false gavial.
© 2014 AFP
"Rare female crocodile suffocated during mating in Dutch zoo." March 19th, 2014. http://phys.org/news/2014-03-rare-female-crocodile-suffocated-dutch.html | <urn:uuid:0536ee79-ac2d-4872-9b51-710190ded559> | CC-MAIN-2014-42 | http://phys.org/print314463679.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637898477.17/warc/CC-MAIN-20141030025818-00097-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.969073 | 365 | 2.65625 | 3 |
Journal of Cognitive Neuroscience
Blind individuals who lost their sight as older children or adults were compared with normally sighted controls in their ability to focus auditory spatial attention and to localize sounds in a noisy acoustic environment. Event-related potentials (ERPs) were recorded while participants attended to sounds presented in free field from either central or peripheral arrays of speakers with the task of detecting infrequent targets at the attended location. When attending to the central array of speakers, the two groups detected targets equally well, and their spatial tuning curves for both ERPs and target detections were highly similar. By contrast, late blind participants were significantly more accurate than sighted participants at localizing sounds in the periphery. For both groups, the early N1 amplitude to peripheral standard stimuli displayed no significant spatial tuning. In contrast, the amplitude of the later P3 elicited by targets/deviants displayed a more sharply tuned spatial gradient during peripheral attention in the late blind than in the sighted group. These findings were compared with those of a previous study of congenitally blind individuals in the same task [Röder, B., Teder-Sälejärvi, W., Sterr, A., Rösler, F., Hillyard, S. A., & Neville, H. J. Improved auditory spatial tuning in blind humans. Nature, 400, 162–166, 1999]. It was concluded that both late blind and congenitally blind individuals demonstrate an enhanced capability for focusing auditory attention in the periphery, but they do so via different mechanisms: whereas congenitally blind persons demonstrate a more sharply tuned early attentional filtering, manifested in the N1, late blind individuals show superiority in a later stage of target discrimination and recognition, indexed by the P3. | <urn:uuid:b7e831d5-254f-496a-bfac-0594325120e0> | CC-MAIN-2018-34 | http://cognet.mit.edu/journal/10.1162/jocn.2006.18.2.149 | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221218122.85/warc/CC-MAIN-20180821112537-20180821132537-00021.warc.gz | en | 0.93626 | 357 | 2.6875 | 3 |
The Long Voyage: The Golden Rule and Resistance to Nuclear Testing in Asia and the Pacific
Lawrence S. Wittner
Recently, when a battered, 30-foot sailboat, the Golden Rule, came to rest in a small shipyard in northern California, the event did not inspire fanfare. But, in fact, the Golden Rule was far more important than it appeared, for the small ketch had helped inspire a widespread struggle against nuclear testing, particularly throughout the Asia-Pacific region.
The long voyage of the Golden Rule began thanks to the efforts of Albert Bigelow, a retired World War II U.S. naval commander. Learning of the atomic bombing of Hiroshima, Bigelow had been not only awestruck, but horrified. "It was then," he recalled, "that I realized for the first time that morally war is impossible." In the postwar years, Bigelow and his wife joined the Society of Friends and, in 1955, housed two of the 25 Hiroshima Maidens, who had been brought to the United States for reconstructive surgery. Working with the American Friends Service Committee, Bigelow sought to deliver a petition against nuclear testing to the White House, but was rebuffed by U.S. government officials.
Other people, too, were growing restless with the escalating preparations of the great powers for nuclear war, and especially with nuclear tests, which sent vast clouds of radioactive fallout scudding around the globe. In 1954, the irradiation of a Japanese fishing boat, the Lucky Dragon #5, by a U.S. hydrogen bomb test in the Pacific led to a furor in Japan and the formation of a mass ban-the-bomb movement, Gensuikyo (the Japan Council Against Atomic and Hydrogen Bombs). In 1957, Britons founded the National Council for the Abolition of Nuclear Weapon Tests, which the following year was folded into an even larger organization, the Campaign for Nuclear Disarmament. In the fall of 1957, activists in the United States launched the National Committee for a Sane Nuclear Policy (SANE) that, like its overseas counterparts, quickly grew into the largest peace and disarmament organization in the country.
As part of this uprising, Bigelow and other pacifists, in late 1957, organized a small group, Non-Violent Action Against Nuclear Weapons, to employ direct action in the struggle against the Bomb. After the announcement of U.S. government plans to set off nuclear bomb blasts near Eniwetok in the Marshall Islands -- an island chain governed by the United States as a "trust territory" for the native people -- the moment of truth had arrived. Bigelow and other pacifists decided to sail a vessel of protest, the Golden Rule, into the testing zone. Explaining their decision, Bigelow declared: "All nuclear explosions are monstrous, evil, unworthy of human beings."
In January 1958, Bigelow and three other crew members wrote to President Dwight Eisenhower of their plans. "For years we have spoken and written of the suicidal military preparations of the Great Powers," they observed, "but our voices have been lost in the massive effort of those responsible for preparing this country for war. We mean now to speak with the weight of our whole lives."
Although the Boston Herald thought the crew members "Thoreauesque," the U.S. government's response was considerably more hostile. As the Golden Rule, captained by Bigelow, made its way across the Pacific, anxious officials from the State Department, the Atomic Energy Commission (AEC), and the U.S. Navy conferred on how to counter the pacifist danger. The U.S. commander-in-chief in the Pacific warned that this group of "Communists or misguided humanitarians" wanted to "stop tests by preventing us from firing . . . or if we did fire and killed a few people . . . create additional anti-atomic test support." Secretary of State John Foster Dulles worried that cordoning off a large area on the high seas would "have serious international repercussions," while too lenient a policy toward protesters might open the way to participation by Japanese antinuclear groups. Ultimately, the administration decided to have the AEC issue a ban on entry to the test zone by Americans and to pressure the Japanese government to block entry by its citizens.
The Golden Rule
In this context, Bigelow and his crew faced formidable obstacles. After the arrival of the Golden Rule in Honolulu, a U.S. federal court issued an injunction barring continuation of its journey to Eniwetok. Despite the legal ramifications of disobeying the injunction, the pacifists decided: "We would sail -- come what may." And they did. Overtaken en route, they were arrested, brought back to Honolulu, tried, convicted, and placed on probation. But these were men with a mission, and not easily deterred by the awesome power of the U.S. government. Defying the terms of their probation, they set sail once again on the Golden Rule. And once again they were arrested on the high seas, returned to Hawaii, tried, and -- this time -- imprisoned with sixty-day sentences.
Even so, the U.S. government was beginning to lose control of the situation. Among those who met the crew members of the Golden Rule in Honolulu and attended their trial for contempt of court were Earle and Barbara Reynolds, a married couple, and their two children. Traveling around the globe on their hand-built sailboat, the Phoenix, they were heading back to Hiroshima, where Earle Reynolds, an anthropologist, had coordinated research for the Atomic Bomb Casualty Commission, established by the U.S. government to gather data on the effects of the atomic bombs. Greatly impressed by the crew members, as well as convinced that the U.S. government had misreported the deadly effects of radioactive fallout and had no right to restrict travel on the high seas, the Reynolds family decided to complete the voyage of the Golden Rule. On July 1, 1958, Earle Reynolds went on the radio to announce that the Phoenix was entering the U.S. test zone "as a protest against nuclear testing. Please inform appropriate authorities." The U.S. Coast Guard boarded the Phoenix the next day, arrested Reynolds, and returned him to Hawaii for trial. Here he was convicted and sentenced to two years in prison.
These dramatic events heightened popular protest against nuclear testing. Picket lines sprang up around federal buildings and AEC offices all across the United States, including those in Boston, Chicago, New York, Los Angeles, Philadelphia, San Francisco, and Washington. Signs declared: "Stop the tests, not the Golden Rule." Reynolds, out on bail before a higher federal court ruled in his favor -- and, implicitly, in favor of his predecessors -- embarked on a speaking tour that included 58 major talks, 20 other meetings, 21 radio programs, and eight television appearances. SANE dispatched telegrams to political leaders declaring that it joined the Golden Rule's crew members "in protesting against [the] unrightful use of [the] Pacific Ocean for nuclear weapons testing, and against [the] Atomic Energy Commission's exercise of authority which it does not rightfully possess." Norman Cousins, SANE's founder and co-chair, helped finance the voyage of the Golden Rule and lauded its activities and those of the Phoenix in his magazine, the Saturday Review.
No longer able to hold the line against public opposition to nuclear testing, the nuclear powers began a reluctant retreat. In late August 1958, Eisenhower announced that, as of October 31, the United States would suspend its nuclear tests and would join other nuclear powers in negotiations for a nuclear test ban treaty. Although these negotiations dragged on for years, the U.S., Soviet, and British governments did halt their nuclear tests. Their testing moratorium collapsed in the fall of 1961, when the Soviet government led the way by resuming nuclear tests. But popular protest resumed and, in the summer of 1963, resulted in the signing of the Partial Test Ban Treaty, banning nuclear tests in the atmosphere.
Even as the nuclear powers began to back away from nuclear testing, the influence of the Golden Rule persisted. In November 1958, the crews of the Golden Rule and of the Phoenix traveled to Geneva to urge U.S., British, and Soviet negotiators to sign a comprehensive test ban treaty. Although Bigelow wrote a book about his protest in the Pacific (The Voyage of the Golden Rule, 1959) and participated in further antinuclear protests, his most famous subsequent venture occurred as one of the first Freedom Riders, when -- once again defying the authorities by traveling into forbidden territory -- he boarded a bus to the Deep South with other challengers to racial segregation. Along the way, he managed to block a white racist assault on young John Lewis (today a member of the U.S. House of Representatives) by absorbing the blows himself. Later on the trip, Bigelow narrowly survived a firebombing of the bus by a racist mob outside Anniston, Alabama. Jim Peck, another pacifist crew member of the Golden Rule, also became a Freedom Rider and was severely injured by white racists. Like Bigelow, Peck continued his antinuclear activities, in his case as a staff member of the War Resisters League.
For their part, the Reynolds family returned to Japan. As a result of the notoriety Earle Reynolds had attained thanks to his protest activities, he had lost his standing in the U.S. academic community, including his earlier position at Antioch College. But, in 1960, he began teaching at the Hiroshima Women's College, and soon thereafter published a memoir about his controversial journey into the U.S. nuclear testing zone (The Forbidden Voyage, 1961). In 1962, he co-founded the Hiroshima Institute for Peace Studies, which was affiliated with Hiroshima University.
During these years, Reynolds also resumed his seaborne activities against nuclear explosions. As a protest against nuclear testing by the Soviet Union, Reynolds captained two additional voyages, the first by the Phoenix to Nakhodka (on the Pacific Ocean) and the second by the Everyman III to Leningrad (on the Baltic Sea).
The voyage of the Everyman III was particularly dramatic. In the aftermath of great power test resumption in late 1961, the Committee for Nonviolent Action (CNVA, the successor to Non-Violent Action Against Nuclear Weapons) dispatched protest vessels to the test sites. In 1962, the U.S. government arrested the crew of Everyman I only fifteen miles outside San Francisco. But Everyman II, departing from Honolulu, succeeded in sailing through the U.S. Pacific test zone for days before U.S. authorities, hamstrung for a time in securing a court injunction, hauled its crew members off to prison. Taking on Soviet testing as well, CNVA launched Everyman III from London in September 1962, and the following month the 48-foot ketch, captained by Reynolds, arrived in Leningrad. Refusing to allow antinuclear leafleting, Soviet officials gave the crew the choice of sailing away or being towed out to sea. From the standpoint of the crew, neither was satisfactory. Therefore, to the dismay of the Soviet authorities, some crew members began to sink the vessel in the harbor while others grabbed leaflets and leaped into the near-freezing water in an attempt to swim ashore. Eventually, the vessel was towed away, with Reynolds and the other pacifists kept on board in captivity.
As Earle Reynolds became ever more involved in antinuclear ventures, he encountered growing difficulties with Gensuikyo. Unable, because of his legal problems, to attend Gensuikyo's 1959 and 1960 World Conferences Against A& H Bombs, he sent his son, Ted, in his place. Ted reported that the conference resolutions were thoroughly biased against the West and toward the Communist bloc, for the proceedings were dominated, increasingly, by the Japan Communist Party. Even so, when Professor Yasui Kaoru, chair of Gensuikyo, invited Earle Reynolds to attend Gensuikyo's August 1961 world conference, he accepted the offer. "I knew that many people in Japan and elsewhere shared my doubts of the integrity of Gensuikyo," he recalled. But "I hoped to be of some influence in persuading the conference to adopt a more balanced and objective viewpoint." He felt encouraged along these lines by growing opposition to Gensuikyo's pro-Communist line shown by the National Liaison Council for Regional Women's Organizations, the National Council of Youth Organizations, and the General Council of Japan Trade Unions (Sohyo). But, as months passed, Yasui grew increasingly irritated by Reynolds' refusal to follow the party line and, that August, had him expelled from the world conference.
In fact, the relationship of Reynolds -- and of many non-Communist groups -- to Gensuikyo was simply untenable. This proved particularly true when it came to the issue of nuclear testing. At its 1961 conference, the delegates had passed a resolution declaring that the first government to resume nuclear tests should "be denounced as the enemy of peace and mankind." Consequently, when the Soviet Union resumed nuclear testing only two weeks later, Gensuikyo was thrown into turmoil and never managed to issue the promised statement of condemnation. Critics of all nuclear testing began gravitating to Gensuikyo’s non-Communist rivals, Kakkin Kaigi (the National Council for Peace and Against Nuclear Weapons) and, later, Gensuikin (the Japan Congress Against Atomic and Hydrogen Bombs). As for Reynolds, he emerged as a sharp critic of Gensuikyo. The Reynolds family, he explained, did "not believe in blind loyalty to an organization. Our loyalty is to our fellow man, all over the world. Our loyalty is to peace."
Meanwhile, Barbara Reynolds became a formidable peace and disarmament campaigner in her own right. Bearing messages and petitions from thousands of Japanese and Americans assailing nuclear testing, she joined her husband and children on the voyage to Nakhodka. Then, after her return to Japan, she embarked on a lengthy Peace Pilgrimage with two "Peace Pilgrims": a female hibakusha (victim of the atomic bombing) and a boy orphaned by the atomic bombing. Together, they brought the story of Hiroshima's suffering to twelve nations, including all of the nuclear powers. Although Barbara Reynolds tried to arrange a meeting of the Peace Pilgrims with President Kennedy, the White House rejected the offer. The antinuclear trio also received a cool reception in Moscow, where Barbara Reynolds and the Japanese Peace Pilgrims turned up at a large conference organized by the World Peace Council, the Communist-dominated body of peace organizations, in July 1962. Here they were marginalized, refused permission to speak, and abandoned at the behest of the Japanese delegation, which viewed them as suspiciously independent. Back in Hiroshima, Barbara Reynolds helped organize the World Friendship Center, a place where visitors from around the world could meet hibakusha and work for peace. In 1964, she departed with a large group of hibakusha on a World Peace Study Mission to eight countries and 150 cities.
World Friendship Center collage with Barbara Reynolds
Although both Earle and Barbara Reynolds remained active thereafter in the peace and nuclear disarmament movement, the initiative in the campaign against nuclear testing now passed to another organization inspired by the Golden Rule: Greenpeace. During the Vietnam War, a large number of draft resisters, military deserters, and their families had fled from the United States to Canada. In Vancouver, British Columbia, a number of these antimilitary Americans met Canadian peace and ecology activists and, in the late 1960s, began to discuss what should be done about U.S. nuclear explosions, then being conducted underground on Amchitka Island, in the Aleutians. After a number of frustrating meetings, Marie Bohlen, one of the Americans -- inspired by the example of the Golden Rule -- suggested that "somebody sail a boat up there and park right next to the bomb." The local peace community considered this an excellent idea.
Accordingly, in mid-September 1971, a group of committed Canadian and American activists, determined to block U.S. nuclear tests, sailed out of Vancouver on their voyage to Amchitka aboard a rusting fishing trawler, the Phyllis Cormack. To symbolize their peace and environmental concerns, they renamed the boat, for the purpose of the voyage, Greenpeace. While at sea, an activist journalist read a collection of the legends of North American Indians, including one predicting that the destruction of the earth brought on by white people's greed would ultimately lead to all races of the world uniting as Rainbow Warriors in defense of the planet. The participants in the voyage found this concept deeply moving, as did numerous Greenpeace activists in later years.
Indeed, this small effort, like the voyage of the Golden Rule, served as the catalyst for an international movement. Although the U.S. coast guard halted the Phyllis Cormack and arrested its crew as they neared the test site, thousands of supporters cheered the crew members upon their return to Vancouver. Furthermore, two organizers of the venture, Jim Bohlen and Irving Stowe, quickly found another ship and crew to continue the voyage. Although this second Greenpeace vessel failed to reach Amchitka before the U.S. government exploded a nuclear weapon there, the movement was spreading. A former Canadian businessman, David McTaggart, convinced Canada's Greenpeace group that he should sail his yacht, Vega, into France's nuclear testing zone around Moruroa in French Polynesia. Accompanied by crew members from Britain and Australia, McTaggart arrived there in June 1972, dropping anchor in international waters. Ordered into action by the French government, a French minesweeper rammed and crippled the Vega that July, but McTaggart -- like his predecessors -- was a stubborn individual. A year later, he returned to the test site in his repaired ship, whereupon French sailors, at the order of their government, stormed aboard, beating McTaggart and other crew members savagely with truncheons. Even so, the movement was unstoppable, and Greenpeace groups emerged around the world. In 1973 and 1974, they waged a concerted campaign against French nuclear testing in the Pacific and dispatched yet another yacht, the Fri, into the test zone and on a "Peace Odyssey" throughout the Pacific.
Although Greenpeace embarked on a number of purely environmental ventures, it continued its activities against nuclear testing, particularly in the Pacific. Campaigning for a nuclear test ban during the early 1980s, Greenpeace protested at Moruroa against French nuclear testing, at Leningrad against Soviet testing, at the Nevada test site against U.S. testing, and in a balloon above the Berlin Wall against four power nuclear testing. In an effort to call attention to the struggles of Pacific islanders to free themselves of great power colonialism, it publicized and supported efforts to create nuclear-free zones. In July 1987, Greenpeace launched its most ambitious antinuclear program yet: a Nuclear Free Seas campaign. Even though Greenpeace, like its predecessors, relied upon small-scale, sensational actions rather than upon mass mobilization, by late that year it had three million members in seventeen countries in North and South America, Europe, and the South Pacific.
Greenpeace balloon above the Berlin Wall
Not surprisingly, the nuclear powers fiercely resisted these efforts. In July 1985, French secret service agents attached underwater mines to the hull of the Greenpeace flagship, the Rainbow Warrior, as it lay at anchor in the harbor of Auckland, New Zealand. The ensuing explosions killed a Greenpeace photographer and set off a major international scandal. In December 1989, when Greenpeace sought to repeat its nonviolent disruption of a U.S. government test of the Trident II missile in the Pacific, U.S. government warships repeatedly rammed and nearly sank the advancing Greenpeace vessel in an attack that lasted almost four hours.
The Rainbow Warrior, 1985
But the Rainbow Warriors remained undaunted. In the mid-1990s, they threw themselves into the campaign to halt nuclear testing and secure a Comprehensive Test Ban Treaty (CTBT). When the French government, in 1995, announced that it was resuming nuclear testing in the Pacific, public resistance was widespread, with Greenpeace playing a catalytic role. In Papeete, the capital of Tahiti, an estimated 15,000 people turned out to welcome the arrival of the Rainbow Warrior II, then en route to another protest at Moruroa, and to call upon the French not to test. Making the CTBT its top priority in 1996, Greenpeace organized demonstrations, confrontations, and even a protest voyage to China, whose government finally announced that it would join a worldwide moratorium on nuclear testing.
Of course, the participants in these dramatic ventures on the high seas -- from the Golden Rule to the Rainbow Warrior -- were part of a much larger antinuclear campaign. This campaign, waged by the world nuclear disarmament movement, included organizations like SANE, the Nuclear Weapons Freeze Campaign, and their successor, Peace Action, in the United States; the Campaign for Nuclear Disarmament in Britain; the Interchurch Peace Council in the Netherlands; Gensuikyo and Gensuikin in Japan; and the Nuclear Free and Independent Pacific Movement among Pacific islanders. Working together, these and other organizations had a very substantial impact, including the signing of the CTBT in September 1996. Addressing the United Nations General Assembly shortly after its historic vote of support for the treaty, Madeleine Albright, the U.S. ambassador to the United Nations, declared: "This was a treaty sought by ordinary people everywhere, and today the power of that universal wish could not be denied."
Although U.S. Senate in 1999 refused to ratify the CTBT , this world agreement to halt nuclear testing is far from dead. Indeed, the CTBT, supported by the Obama administration, is once more on the political agenda in the United States. And if this treaty to terminate nuclear explosions is finally implemented by the world community, it will provide a major victory for the antinuclear campaign, as well as a fitting end to the long voyage of the Golden Rule.
Lawrence S. Wittner is Professor of History at the State University of New York/Albany. Elements of this account appear in his books Resisting the Bomb (1997) and Toward Nuclear Abolition (2003) and in an abbreviated version, Confronting the Bomb (2009) – all published in paperback editions by Stanford University Press. He wrote this article for The Asia-Pacific Journal.
Recommended citation: Lawrence S. Wittner, "The Long Voyage: The Golden Rule and Resistance to Nuclear Testing in Asia and the Pacific," The Asia-Pacific Journal, 8-3-10, February 22, 2010. | <urn:uuid:8a4b63ce-6745-4ce0-b5c2-a57b720f68d5> | CC-MAIN-2015-11 | http://japanfocus.org/-Lawrence_S_-Wittner/3308 | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463679.20/warc/CC-MAIN-20150226074103-00261-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.958879 | 4,715 | 3.125 | 3 |
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Study Mexican pottery and its importance to Mexican culture. Create a basket-weave pot with Crayola® Model Magic.
During an investigation into the history of Mexico, invite students to look at samples and pictures of ancient and contemporary Mexican pottery. Ask them to describe the designs and shapes. What modeling techniques do you think were used to construct the pottery? How might these pots have been used?
To re-create Mexican pottery, students roll two colors of Crayola Model Magic into two long ropes about 1/2 inch (1.5 cm) pieces. Use a ruler and craft stick to measure and cut each rope into half-inch pieces.
Students alternate yellow and red pieces in a row. Mold them together in one rope with damp fingers.
Carefully coil the rope into a circle about 4 inches (10 cm) in diameter. Continue to coil upwards three times around, getting narrower each time, to form a base. Use fingers to pinch and smooth seams inside the base.
Continue to coil above the base in a wider and wider circumferences, pinching and smoothing seams, until all the Model Magic rope is used.
Flatten red Model Magic into a thin sheet. Carefully smooth the sheet inside the coiled tureen. Dry 24 hours.
While pottery is drying, ask students to write a summary paragraph describing how pottery was used by ancient Mexican people. Display student replicas and writing in a school hallway for peers to view.
This powerful diorama pays tribute to Dr. Martin Luther King, Jr. Celebrate his historic civil rights speech on the step
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Open the golden door of Ellis Island and explore the history of immigration in the United States.
Display the 7 principles of Kwanzaa in a one-of-a-kind accordion window book.
Use Crayola® MiniStampers and Markers to create patterned designs similar to traditional Ashanti Adinkra cloth.
Use ordinary wooden clothespins to create original versions of Guatemalan worry dolls. These minipeople hold important p
Invite students to get presidential with Crayola Model Magic® finger puppets! Then practice questioning skills with pres
Picasso’s art career spanned many decades and included a variety of styles and influences. Create a portrait collage ins
Explore cultures through clothing, using a variety of Crayola Colored Pencils and construction paper to make 3-D models
Our crayons have been rolling off the assembly line since 1903, and you can see how it’s done.
Visit us » | <urn:uuid:fe51ba70-65af-4f0b-8abd-76cfcbf9f965> | CC-MAIN-2014-23 | http://www.crayola.com/lesson-plans/mexican-pottery-lesson-plan/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267824.47/warc/CC-MAIN-20140728011747-00487-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.905943 | 544 | 3.8125 | 4 |
Let’s Talk Vitamin K and Newborns
Vitamin K is necessary for normal blood clotting in adults and children. But newborns are different. They are not born with sufficient amounts of the vitamin. This alone is enough to make you question the necessity of an injection. If all babies are born with little Vitamin K, it may be because it is what is meant to be. But, understandably, some argue that Vitamin K is needed so it must be administered.
It is quite rare, but in some newborns, a deficiency in Vitamin K can lead to a serious bleeding disorder, typically in the first week of life, called Hemorrhagic Disease of the Newborn (HDN). HDN is an internal bleeding that occurs in the brain and other organs, leading to serious injury or potentially even death.
Due to this disease, which may affect 0.25% of infants, it has become standard treatment to give a Vitamin K injection as a preventative measure to all infants at birth, even when risk factors are not present.
Risk Factors for HDN Include:
- Preterm delivery
- Low birth weight
- A forceps or vacuum extraction delivery
- Mother’s use of antibiotics, anticoagulants, anticonvulsants, and some other medications during pregnancy
- Undetected liver disease
- Extremely fast, or extremely prolonged labor, particularly during the pushing phase
- Delivery by C-section
- Certain Health Conditions – If baby has undiagnosed cholestasis (liver problems), diarrhea, hepatitis, cystic fibrosis (CF), celiac disease, or alpha – 1-antitrypsin deficiency, or a genetic variation affecting Vitamin K absorption, they may be at increased risk for VKDB.
Little to no unmetabolized vitamin K shows up in urine. This is disturbing given the fact that vitamin K is a fat soluble vitamin and therefore has the potential to accumulate in body tissues. The liver of a newborn does not begin to function until 3 or 4 days after birth. As a result, the baby has very limited to no ability to detoxify the large dose of synthetic vitamin K and all other the dangerous ingredients in the injection.
Increased rates of circumcision immediately after birth, before infants can develop their vitamin K levels naturally, has contributed to making vitamin K injections routine, to lower the risk for increased bleeding from these early circumcisions. (Yes, an infant can bleed to death from circumcision.)
A newborn’s natural levels rise on their own to the normal range between days 5-7 and peak around day 8 of life. Research shows that this is related to the bacteria in the newborn’s gut.
What is in the Vitamin K Injection?
A synthetic vitamin K with the generic name ‘phytonadione.’ (Synthetic vitamins should be avoided as they can cause imbalances in the body and have unintended consequences.)
Ingredients (May vary slightly by manufacturer):
2 mg Phytondione (the synthetic version of phylloquinone), 70 mgs polyoxyethylated fatty acid, 37.5 mgs hydrous dextrose, 9 mg benzyl alcohol, and possibly hydrochloric acid.
Ingredients In The Preservative-Free Version (May vary slightly by manufacturer):
1 mg Phytonadione (the synthetic version of phylloquinone), 10 mg Polysorbate 80, 10.4 mg of Propylene glycol, 0.17 mg of Sodium acetate anhydrous, 0.00002 mL of Glacial acetic acid
Along with the other preservatives and chemicals within the injection, Benzyl alcohol has been reported to be associated with a fatal ‘Gasping Syndrome’ in premature infants.
Vitamin K Injection Side Effects
The phytonadione drug insert warns that it can cause severe, sometimes fatal, allergic reactions when injected into a muscle or vein, and is ideally taken by mouth or injected under the skin. Signs of an allergic reaction include hives, trouble breathing, swelling of the face, lips, tongue, or throat.
The manufacturer’s insert included with the shot includes the following warning:
Severe reactions, including fatalities, have occurred during and immediately after intravenous injection of phytonadione [synthetic Vitamin K] even when precautions have been taken to dilute the vitamin and avoid rapid infusion ….
The manufacturer’s insert is no exaggeration of the risks. On October 17, 2013, a case of anaphylactic shock in a newborn from the synthetic vitamin K shot was reported making the possibility of death from this shot a very real side effect.
- Bleeding or bruising at injection site
- Pain: Many have made claims that newborns don’t feel pain, or remember it, the way adults do. In fact, not only do infants feel pain, but the earlier they experience it, the more damaging and longer lasting the psychological effects may be.
(A 2004 study found that very early pain or stress experiences have long-lasting adverse consequences for newborns, including changes in the central nervous system and changes in responsiveness of the neuroendocrine and immune systems at maturity.)
Is the Vitamin K Injection required?
Only one state has a law mandating vitamin K injections—New York State, which is also known for restricting and preventing exemptions to vaccinations and other mandated medical treatments for children. However, you can find specific instructions about how to opt out of injection (and obtain oral vitamin K for your newborn), for New Yorkers and residents of other states, at Vaccine Liberation Organization, which has a page specific to New Yorkerswho wish to avoid the Hepatitis B shot, vitamin K injections, or the application of silver nitrate into your newborn’s eyes. | <urn:uuid:1acb8868-7639-4d8b-a0eb-799a92883c31> | CC-MAIN-2017-47 | http://mybabysheartbeatbear.com/blog/vitamin-k-at-birth/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807044.45/warc/CC-MAIN-20171123233821-20171124013821-00204.warc.gz | en | 0.927086 | 1,201 | 3.390625 | 3 |
August 29th, 2010, 02:55 PM
Identify letters in various languages
I have a huge dictionary project and one of my main problems is to identify letters in other languages than english(Spanish, Danish , German , Greek ...)
I have heard about the UTF 8 standard, is there any known libary with a function that will be able to identify for me if a given character is a letter or not?
if i was only using the english language i would have checked for ascii codes but it is not possible with all of those lanuguages
Even if you cannot help me thanks any way for reading till here (=
August 30th, 2010, 07:08 AM
Re: Identify letters in various languages
Check out the java.lang.Character class. It has a number of methods to identify a character's type some of which work on all language sets including those with complex supplementary character codes.
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This is a Codeguru.com survey! | <urn:uuid:fb62cf2c-0253-447a-9f84-6df1620da3b6> | CC-MAIN-2015-35 | http://forums.codeguru.com/showthread.php?502057-JAAS-implementaion-for-web-application-with-tomcat&goto=nextoldest | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645265792.74/warc/CC-MAIN-20150827031425-00253-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.920091 | 210 | 2.65625 | 3 |
Job of Pochaev
The Venerable Job of Pochaev, Abbot and Wonderworker of Pochaev, was a monastic and abbot of the Pochaev Lavra in Volhynia for fifty years, He defended Orthodoxy against the persecutions engendered in the Union of Brest. He was a quiet ascetic, yet a prolific writer who used the new printing press to teach and reach the faithful. He is commemorated on October 28, the date of his repose, and August 28, the date of the uncovering of his relics.
The future saint Job was born Ivan Zhelezo in 1551 to pious parents, Ioann and Agafia, in Pokut’a in Galicia, near the city of Kolomia. As a child he developed high spiritual aspirations, and used the lives of Ss Sava and John of Damascus as well as the “Ladder” of St John Climacus as models of virtuous life.
At the age of ten, Ivan left his parents and asked the abbot of the Transfiguration Ugornits Monastery, in the village of Pidhora near the town of Terebovlya, to accept him so that he could serve his “brothers.” He was tonsured a monk two years later, at the age of 12, and was given the name Job. He lived a life of great piety and strict asceticism.
About 1581, when he reached the age of 31, he was offered and accepted the dignity of the priesthood. At about the same time he accepted the urgings of Prince Constantine of Ostrozhsh, who was famed as a defender of Orthodoxy, to become abbot of the Monastery of the Elevation of the Holy Cross outside the city of Dubno.
For the next twenty years, Hieromonk Job served as the the abbot (hegumen) of this monastery and engaged himself in writing and publishing theological works in an atmosphere of increased tensions. These tensions between the Orthodox and Roman Catholics heightened after the Union of Brest in 1596. His works were collected into The Book of the Venerable Job of Pochaev, Written by His Own Hand. The book contained 80 teachings, conversations, and sermons as well as excerpts of writings from the Holy Fathers. In his writings Fr. Job also defended Orthodoxy against the Protestant heresies presented by missionaries. In his works he presented the Orthodox view of the dogmas of the Trinity, the divinity of Christ, the Mother of God, Baptism, and other matters that particularly were rejected by Protestant missionaries.
In his writings, Fr. Job also critiqued the teachings of the Roman Catholics concerning their doctrinal differences from Orthodox teachings, including the use of unleavened bread in the Eucharist. With the Union of Brest, the Orthodox living in Galicia, Volhynia, and other areas of Poland were increasingly subjected to persecutions, deprivation of their rights, and were subject to intense pressures to convert to Catholicism. Fr. Job led the efforts to counteract these pressures using the monastery printing presses and disseminating Orthodox literature. Among the literature was the printing of the first complete Orthodox Bible, sponsored by Prince Constantine in 1581.
Through this public work, Fr. Job faced growing fame that restrained his ascetic life. Finally, he chose to withdraw from the world and became a hermit into the mountain caves of the monastery at Pochaev in Volhynia. Having joined the Pochaev Lavra of the Dormition of the Theotokos in 1604, Fr. Job soon was chosen by the brethren of the monastery as their abbot. He fulfilled his duties as abbot zealously while maintaining a kind and gentle manner with the brethren. He actively participated in the work of the monastery: planting trees and re-working the monastery’s waterworks. He was quiet, used few words, and constantly said the Jesus Prayer in a soft voice. He introduced strict discipline into the monastic life of the monastery, while living the ascetic life himself. He often retreated to his cave that was difficult to enter and so small that sitting, standing, or laying down was difficult. Kneeling, he would pray for long periods of time, wearing knee markings in the rock floor of the cave.
As abbot of the Pochaev Lavra, Job continued taking an active part in the defense of Orthodoxy and the Russian people against the Union of Brest, making extensive use of the famed printing press at the Lavra. He participated in the Synod of Kiev in 1628 that was called to defend the Orthodox Church against Uniatism.
Reflecting his asceticism, Hieromonk Job was tonsured with the Great Schema sometime after 1642. At this tonsure he was given the new monastic name of John.
Hieromonk Job fell asleep in Our Lord on October 25, 1651, having directed Pochaev Lavra for over fifty years. He lived a life of over 100 years. He was glorified on August 8, 1659. On August 28, 1659, his relics were recovered, incorrupt and taken to Trinity Cathedral in the Lavra.
On August 28, 1883, his relics were again moved a church in the Lavra that was consecrated to his honor. August 28 is the date for annual pilgrimages by the faithful to Pochaev Lavra to honor and venerate his relics. | <urn:uuid:f757d28d-8b5f-4f52-a94a-93710a949736> | CC-MAIN-2015-35 | http://orthodoxwiki.org/index.php?title=Job_of_Pochaev&oldid=110304 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645258858.62/warc/CC-MAIN-20150827031418-00116-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.984137 | 1,152 | 2.734375 | 3 |
Space Weather Monitoring on the Antarctic Plateau
What Are They Doing?
While there are many new studies beginning in Antarctica, Michelle and the research team will be supporting a project that has been collecting important data for 18 years. The Polar Experiment Network for Geospace Upper atmosphere Investigations project (or PENGUIn for short) is gathering information in Antarctica to further understand the sun and space influences on the Earth’s upper atmosphere. This network is supported by the National Science Foundation Office of Polar Programs and is a collaborative effort to better understand the high latitude atmospheres of Earth and its response to conditions in space.
To do this, scientists created Automatic Geophysical Observatories (AGOs) that are active at five locations in Antarctica. These remote observatories house nearly identical instrumentation that measure atmospheric weather conditions at the poles. This includes the Earth’s magnetic forces, aurora activity, and the influence of phenomena in space weather. All of the AGO sites are on the Antarctic Plateau but record different conditions geographically. For instance, AGO site III records temperatures of 110°F below zero!
The research team will visit one of the AGO sites by traveling from South Pole Station in a highly maneuverable and versatile Twin Otter plane. The flight will last three to four hours, after which the team will set up camp, cook stoves, and start in on their tasks. First things first! They will need to be in good physical condition because much of the observatory will be covered by snow and will need some digging out. Some equipment may be totally covered so the team is bringing ground-penetrating radar to help find it. During their stay, the team will make sure all of the different instrumentation is working properly and collecting reliable data. How is it that this data can be collected at such a remote location, you ask? The observatories are going green; running on solar panels and wind power! The team will make sure these energy sources are functioning properly as well.
The focus of the team’s expedition is traveling to the remote AGO site and providing support for the system. Supporting these observatories is crucial to the study of interactions between the magnetic fields of the sun and of the earth. Learning more can help us understand the potential disturbances in these fields that can disrupt radio communications or our power systems, and even take out satellites that orbit close to earth. The team is hoping that, with Michelle’s help, they can communicate the importance of understanding the links between our high latitude conditions here on Earth and weather conditions found in space.
Where Are They?
The team will be working from the Amundsen-Scott South Pole Station in Antarctica—the southernmost continually inhabited place on the planet. The South Pole station is one of three year-around U.S. stations operated by the National Science Foundation (NSF).
The South Pole Station sits at the Earth's axis on a shifting continental ice sheet several miles thick. This unique research site has extremely dry and cold air and is perfectly suited for conducting projects ranging from cosmic observations to seismic and atmospheric studies. At an elevation of 2,835 meters (9,300 feet), South Pole has an average monthly temperature in the austral summer of -28°C (-18°F); in the austral winter, the average monthly temperature is -60°C (-76°F).
The South Pole is reached by plane from McMurdo Station on the coast of Antarctica from October through February. From February to October, the station has about 50 people that over-winter at the station and the planes no longer fly to the station due to the cold temperatures.
PolarTREC teacher, Michelle Brown, and the research team will not be staying here for too long, their goal is to visit a remote space weather observatory. The closest observatory is 300 miles from South Pole Station, while others are nearly 800 miles away!
Learn more about the South Pole Station here http://www.southpolestation.com/. Be sure to check out the weather reports and view the webcam.
Meet the Team
As a child, Michelle Brown never imagined that she would ever be working with scientists. She was a science naysayer until her junior year at Northeastern University, where she was well into a Bachelor's in English Literature. However, Ms. Brown fell in love with science on a geology field trip to the volcanoes and glaciers of Iceland, and has been learning about science ever since. Ms. Brown received her Master's in Science Education from the University of Texas at Austin in 2006, while at the same time discovering a passion for sedimentology. She remained in Austin, and teaches 6th and 7th grade science at O. Henry Middle School.
Andrew Gerrard is a Professor at the New Jersey Institute of Technology (NJIT) and Deputy Director of the Center for Solar-Terrestrial Research. He received his BS in physics from the State University of New York at Geneseo in 1996 and his MS and Ph.D. in Electrical Engineering from The Pennsylvania State University in 1998 and 2002, respectively. His current research interests include remote sensing of the middle and upper atmosphere, atmospheric and magnetospheric dynamics, and synoptic observations of coupled systems.
Bob Melville did his undergraduate training at the University of Delaware and went on to finish a Ph.D. in Engineering at Cornell. He worked at Bell Labs and then taught electrical engineering at Columbia University before joining the United States Antarctic Program in 2004. He is currently employed by the New Jersey Institute of Technology as a staff engineer to support geophysical research in Antarctica. Bob was a member of the 2005-2006 winter-over crew at the South Pole. He is also an extra-class amateur radio operator WB3EFT.
Andy Stillinger is currently employed as a staff engineer for NJIT in support of geophysical research in Antarctica. Andy has done two tours with the USAP working on the Automatic Geophysical Observatories and will return to the Ice for 2011-2012 season.
Professor Weatherwax is an internationally recognized authority on the interaction of planetary and terrestrial radio emissions, both natural and man-made, with space environment. At present, and together with his research team of students and engineers, he directs optical, radio, and magnetic experiments in Antarctica, Canada, and Greenland. The Weatherwax Glacier in Antarctica is named in his honor to recognize his research efforts on that continent. | <urn:uuid:439b65f5-500c-474b-ab13-73b8e38529bf> | CC-MAIN-2015-06 | http://www.polartrec.org/expeditions/space-weather-monitoring-on-the-antarctic-plateau | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115861872.41/warc/CC-MAIN-20150124161101-00117-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.951956 | 1,312 | 3.65625 | 4 |
Dark-winged Fungus Gnat, No 7
Your Extension Experts
September 5, 1997
July 25, 1997
June 23, 1997
May 12, 1997
March 17, 1997
Order: Diptera, Family: Sciaridae
We’ve got thousands of little black and orange flies around the outside of the house. What are they, and are they harmful? In late spring, especially following periods of heavy rainfall, we often see large flights of dark-winged fungus gnats. These little flies are about 3/16 inches long with black wings and bodies and orange abdomens. They are often mistaken for lovebugs, but lovebugs are larger and have an orange thorax (middle part of the body) and black abdomen. Dark-winged fungus gnat larvae feed on fungi and decaying organic matter in grass thatch, mulch, and other plant litter and are seldom seen. There are many other species of dark-winged fungus gnats, and some are pests whose larvae damage greenhouse-grown plants by feeding on the roots, but this particular species with the orange abdomen is more of a curiosity and minor nuisance.
Control: Control is rarely recommended. These flies do not bite or cause serious injury to landscape plants, and their flight period is relatively short. Adult flies only live a few days, long enough to mate and lay eggs. In situations where they are a nuisance because of large numbers accumulating in carports or on patios, a wet/dry vacuum may be a more effective remedy than an insecticide spray. If treatment is deemed necessary, pyrethroid insecticides containing active ingredients such as permethrin, cyfluthrin, or bifenthrin will kill flies that are contacted by the spray.
Blake Layton, Extension Entomology Specialist, Mississippi State University Extension Service.
The information given here is for educational purposes only. Always read and follow current label directions. Specific commercial products are mentioned as examples only and reference to specific products or trade names is made with the understanding that no discrimination is intended to other products that may also be suitable and appropriately labeled. | <urn:uuid:02bff41c-b168-4a84-b804-ed4ec88c6c3d> | CC-MAIN-2021-39 | https://extension.msstate.edu/newsletters/bug%E2%80%99s-eye-view/2015/dark-winged-fungus-gnat-no-7?page=31 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780060538.11/warc/CC-MAIN-20210928062408-20210928092408-00415.warc.gz | en | 0.93585 | 432 | 2.984375 | 3 |
Lubrication Filter - Oil Filters - Oil Filter Cartridges
Cummins Filtration - Fleetguard provides oil filters that meet and exceed OEM performance requirements for your engine.
An oil filter is a filter designed to remove contaminants from engines oil. Engine Oil filters in internal combustion engines in on- and off-road motor vehicles. In addition to motor oil, every engine needs an oil filter to help keep it running. While motor oil lubricates the engine, the oil filter stops the substantial deposits from reaching critical engine parts.
What does the oil filter remove?
The Oil Filter removes contaminants from the Lubricating Oil, which is the lifeblood of your an engine, without fresh oil your engine would rapidly stop working. Lube Filters remove impurities and the wear-causing contaminants from the engine’s oil, rather like kidneys purify the blood. If the Lube Filters are not doing an adequate job of removing contaminants, engine life can be radically shortened. Lube Oil not only allows the internal components of an engine to move by keeping the various parts separate from each other, but it also carries out many other critical tasks.
These deposits can result in dangerous levels of engine wear. We all know that as oil passes through the engine, it lubricates such parts as the valves, cylinder walls and pistons, camshafts and connecting rod and crankshaft bearings. As the oil flows over these various parts, it picks up small metal particles, dirt and other types of harmful grit. A good motor oil chemically holds these harmful deposits in suspension until it reaches the filter, where the deposits are trapped and removed from the circulating motor oil. Even though the oil pump pickup tube has a screen that removes large particles, the oil filter is still responsible for most of the filtering. Filter media is designed to trap the most harmful particles which rated between 10 and 20 microns. The Oil Filter captures these suspended contaminants the first time they reach the screen. The wear particles suspended in the oil range in size from 10 to 20-micron size range. These wear particles are forced through the oil passages of your engine. These dirt particles can rip and gouge bearing and cylinder surfaces. A high quality engine oil filters remove more debris from the oil then the low priced filter. Longer engine life is the primary reason why using a premium quality oil filter is so important. Test results have shown that particles under 20 microns in size cause far more engine wear than larger size particles. Particles less than 10 microns remain suspended in the oil, so wear surfaces in the engine are protected. Large particles (over 20 microns) will not fit in tight engine spaces. They usually remain lodged in crevices, until oil pressure breaks them up into smaller particles. Therefore, a filter that traps and holds more particles in the 10 to 20-micron size offers better engine wear protection. Types of Oil Contamination: The pollution in the oil that the filter must remove is produced both inside and outside the engine. Internal contamination is caused by tiny metal particles that typically wear off the moving parts of the engine. External contamination is due to the abrasive dust and dirt in the air that enters through the air intake system, as well as the fuel system and its by-products. A top quality filter oil filter can handle both kinds of contaminants.
Types of Oil Contamination: The pollution in the oil that the filter must remove is produced both inside and outside the engine. Internal contamination caused by tiny metal particles that typically wear off the moving parts of the engine. External contamination is due to the abrasive dust and dirt in the air that enters through the air intake system, as well as the fuel system and its by-products. A top quality oil filter can handle both kinds of contaminants. Today's High-pressure fuel injection systems produce much lower exhaust emissions than previous diesel engines. However, they do provide higher levels of soot in Lubricating Oil. The soot will tend to create what we call sludge, a black, almost gelatinous, sticky material which can be abrasive, resulting in increased wear rates that can quickly block a filter. In this case, the bypass valve will open, sending caustic, unfiltered oil to the moving parts of the engine.
Two main types of oil contamination must be removed by your engine's oil filter. These types of oil pollution are produced both inside and outside the engine.
- Internal contamination is caused by tiny metal particles that usually wear off the moving parts of the engine.
- External contamination is due to the abrasive dust and dirt in the air that enters through the air intake system, as well as the fuel system and its by-products.
A top quality oil filter can handle both kinds of contaminants.
Cummins Filtration exclusively designed StrataPore™ synthetic media in our Media Center for optimum performance and longer life. Unlike cellulose and microglass media, StrataPore™ is multi-layered, with an optimum number of layers for the desired level of particle removal.
The unique layering capabilities also allow StrataPore™ to provide nearly 50% reduction of filter restriction during cold start. With traditional media, pore size must be reduced, increasing the pressure required to force oil through the media. The smaller range in StrataPore™ media results in more repeatable, controllable filtration performance.
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List Price: $158.98add to cart | <urn:uuid:f541b0a8-9e34-445a-bea8-ac119f8a61d9> | CC-MAIN-2018-13 | https://www.klmperformance.com/products/filters/oil-filters.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00391.warc.gz | en | 0.942893 | 1,213 | 2.546875 | 3 |
English Wild Flowers: A Month by Month Guide
Walking, whether in the countryside or neighbourhood, is a main leisure activity.
Like me, you may be frustrated at seeing wild flowers that you think you should be
able to name.
This web site is my attempt to remedy this situation. I hope that it increases your
enjoyment of not just the countryside but also of paths, wasteland, walls and
hedgerows in urban areas.
It is organised on a monthly basis. This gives you an idea of what to look out
for at different times of the year.
Months are accessed, either by clicking on a name from the list below, or by
putting the cursor on the month at the top of the page.
Plants are listed in alphabetical order in the month in which they first appear.
This is not necessarily the peak in their flowering season.
January is an exception because it includes plants which flower all year round.
It is a work in progress - there are many plants still to be added, particularly
for the summer months.
The time when a plant flowers is controlled by its genetics, day length and
Of these factors, only temperature varies from year to year and is therefore
responsible for differences in the timing of flowering.
In mild winters, for example, spring flowers appear earlier and the previous
summer's flowers last longer, especially close to habitation. The effects
are less marked in the open countryside
The identity of a gene responsible for switching on flowering has recently
been published (see under Spring Switch in Plant News in the Topics section)
Long-term, persistent changes in the timing of flowering can be used as a
measure of climate change.
You may wish to keep your own records for this purpose.
Several photographs are shown for each flower. They are chosen to illustrate
diagnostic characteristics mentioned in field guides and floras.
My current camera is an Olympus Stylus SH-1.
Pictures have been cropped, but not otherwise manipulated, using Adobe
I retired in 2006 after 40 years as a microbiologist at Lancaster University and
returned to my first scientific interest, plants, showing that it is never too late
to use your first degree (botany).
I took all the pictures (except for those in which I appear) and did all the
identifications and descriptions on the site. Several people have contacted
me to correct identifications.
Violetta, my wife, encouraged the setting up of the site and quickly realised
the potential of digital cameras. She was also insistant that I needed a hobby.
Sadly, Violetta died in April, 2012, after three years of treatment and illness.
This website is my celebration of her life.
I welcome feedback, corrections and suggestions.
Email me on - [email protected]
Next page: Sources | <urn:uuid:364b4d36-38a7-4a1a-87d1-9ba8df6cb6bd> | CC-MAIN-2017-09 | http://flowers.goodpages.co.uk/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171232.43/warc/CC-MAIN-20170219104611-00097-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.933844 | 604 | 2.546875 | 3 |
An analysis of the positive effects of bilingualism and why canadian immersion programs have been so successful compared to their american counterparts. Bilingual education essay - learn all you need to know about custom writing writing a custom paper means work through many steps allow the professionals to do your essays for you. Bilingual education implies teaching the majority of courses in school in two different languages in unites states the process usually involves subjects taught in english and some another. Argumentative compare and contrast scroll to top advantages of bilingual education essay an introduction to the importance of advantages of bilingual. Free essay on the importance of bilingual education available totally free at echeatcom, the largest free essay community. Free coursework on bilingual educatio from essayukcom, the uk essays company for essay and yet it is significant in the argument for bilingual education. Essays from bookrags provide great ideas for bilingual education essays and paper topics like essay view this student essay about bilingual education. Bilingual education essay bilingual education proves to bring more benefits in terms of pre-school education as little posted in argumentative and.
Language plays a large role in american society since english is a universal language, it is taught all over the world for example, a person who speaks iread more here. Bilingual education has been a subject of national debate since the 1960s this essay traces the evolution of that debate from its origin in the civil rights act (1964) and the bilingual. Check out our top free essays on argumentative essay bilingual education to help you write your own essay. Abstract the present study will look at the pros and cons of bilingual education the pros and cons of bilingual education education essay the argument.
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Bilingual argumentative essay the united states would not focus only on english only movement they should offer the opportunity of bilingual education for its. Bilingualism is the ability to speak two languages bilingual education is being taught school subjects in two different languages the united states is home to millions of immigrants each. Bilingual education this example bilingual education essay is published for educational and informational purposes only argumentative essay topics. If you were assigned to write an essay or term paper on bilingual education for college or university, do not fret we have created a manual to follow.
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Bilingual education argumentive essay the united states is a argumentive essay on bilingual education argumentative essay on bilingual education. Argumentative essay on bilingual education bilingualism is the ability to speak two languages bilingual education is being taught school subjects in two. Main objectives and effectiveness of bilingual education essay - education buy best quality custom written main objectives and effectiveness of bilingual education essay. Pros and cons of bilingual education essayspros and cons of bilingual education pros and cons save your essays here so the first argument i came across. 19 interesting argumentative essay topics related to education there are many ways in which you can develop topics and titles for an argumentative essay related to education. Free essays on argumentative essay on bilingual education get help with your writing 1 through 30. | <urn:uuid:dea2c1bc-d753-4317-a52c-34d6b6cb4d34> | CC-MAIN-2018-34 | http://uvhomeworkhtgu.musikevents.us/bilingual-education-argumentive-essay.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221214702.96/warc/CC-MAIN-20180819051423-20180819071423-00452.warc.gz | en | 0.911081 | 688 | 3.109375 | 3 |
We will now proceed to detail such facts in respect to the first settlement of Will County as have escaped oblivion, and have been collected from the memories of early settlers and from public records. In so doing, we shall of course repeat much of what was embodied in “Forty Years Ago.”
At the time of the admission of the State, all that portion lying north of Alton and Edwardsville, with slight exceptions, was a wilderness. Occasional explorers, soldiers on their marches to the distant outposts,as well as Indian traders and trappers, had, however, discovered the beauties of the region and given glowing descriptions of its attractions. The project of a canal, which was entertained during the war of 1812 had also called attention particularly to this region and led to its purchase of the Indians in 1816, and, as early as 1820 and on, an occasional pioneer had pushed out into the great Northwest. The Methodist Church, also, which, if not as early, has been as zealous and self-denying, as the Jesuit Society in its efforts to Christianize the “poor Indian,” and to hold the restraints of religion over the pioneer, had early sent out its missionaries, furnished only with horse and saddle-bags, a bible and hymn-book, to establish missions over the region so soon to become the homes of settlers from the East and from the West and South, where Yankees and Hoosiers, Virginians, Kentuckians and “Buckeyes” were soon to mingle in neighborhood fellowship, in due time to be followed by Irishmen, Germans, Englishmen, Swiss, Norwegians, Swedes and “contrabands.”
Source: LeBaron, William, Jr. History of Will County, Illinois. Chicago: William LeBaron, Jr. & Co. 1878, pages 232, 233. | <urn:uuid:b0f081cf-4977-47f2-bb23-558584a802dd> | CC-MAIN-2018-05 | https://will.illinoisgenweb.org/history/firstperm.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887729.45/warc/CC-MAIN-20180119030106-20180119050106-00762.warc.gz | en | 0.982833 | 394 | 2.796875 | 3 |
Scientists in Mexico have unearth an ancient cemetery containing remains with cranial deformations so severe that they resemble depictions of alien skulls. Scientists say the deformations were created intentionally to assign social class to the individuals. Per the article:
Cranial deformation in Mesoamerican cultures was used to differentiate one social group from another and for ritual purposes, while the dental mutilation in cultures such as the Nayarit was seen as a rite of passage into adolescence.
I was going to say looks like head binding
I would say it was done with head binding too starting at a very early age. | <urn:uuid:7d84a365-a7e5-4a36-942f-b6702832056b> | CC-MAIN-2017-17 | http://atheistnexus.org/group/originsuniverselifehumankindanddarwin/forum/topics/severe-and-intentional-cranial-deformation-in-mexican-remains | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121216.64/warc/CC-MAIN-20170423031201-00600-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.979078 | 123 | 2.890625 | 3 |
Four degrees due south of Sirius, you’ll find the fine open star cluster M41. With a mix of hot blue-white stars and a few red giants, this cluster presents a range of contrasting color and brightness. In dark skies, you can see Messier 41 with the naked eye. But it looks best at low power in a modest telescope or pair of binoculars. It’s primed for viewing in the late evening this time of year.
• M41 is a fairly loose open cluster. It’s easy to resolve in a small telescope and spans the same area as the full Moon.
• To get the most pleasing view of M41, keep the magnification as low as possible. It’s especially pretty in binoculars at 10x-15x; you’ll see 40 or 50 stars in a 3-inch or larger telescope at 25x to 40x. More stars will be revealed at higher magnification, but you’ll lose the aesthetic beauty of the cluster.
• Altogether, M41 is a bright object of magnitude 4.6, and is easy to find just 4 degrees south of Sirius in the constellation Canis Major. This is a fine region for bright nearby stars. Just west of Sirius is Mirzam, a star in Canis Major which 4 million years ago far outshone Sirius as the brightest star in our sky. Mirzam’s brightness changes in a complex way, with beats and harmonics that oscillate like slightly out-of-tune guitar strings.
Messier 41 in Canis Major
• M41 contains mostly young blue-and-white stars. But near the center of the cluster, look for a contrasting deep orange red star of ninth magnitude. Within the field of view of a low-power eyepiece, you’ll also see the bright 6th magnitude star 12 Canis Majoris.
• M41 is best positioned for those of you in the Southern Hemisphere where it’s an easy naked eye object. But it’s not to hard to find in the northern hemisphere either. If you can see Sirius, chances are you can see M41.
• Physically and scientifically there is nothing remarkable about M41. It’s 2,300 light years away and spans some 25 light years. This cluster is of a modest age, some 100 million years old. But it’s still a fine object for modest telescopes and well worth a look from anywhere in the world, whether you’re in Paris, Portland, or Perth.
Bit of History
The great Aristotle was possibly the first to note this cluster in 325 B.C.
I’ve often heard amateur astronomers talk about the beauty of M41. But for me, it’s usually lost in the murk near the southern horizon, so I’ve never had a great view of it. I’ve settled for the pretty and better-positioned open clusters of Auriga: M36, M37, and M38. All these open clusters look beautiful against a velvety black midwinter sky. | <urn:uuid:5b18f951-3be2-4e33-85f2-6b8575fe3f56> | CC-MAIN-2018-09 | https://oneminuteastronomer.com/782/m41-winter-favorite/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814290.11/warc/CC-MAIN-20180222200259-20180222220259-00484.warc.gz | en | 0.91291 | 647 | 2.65625 | 3 |
Aug 22, 2001 (United Press International via COMTEX) — A tiny sea creature has
a unique visual system superior to the best space-age microlenses researchers
To their surprise, U.S. and Israeli scientists found that the 1-inch
brittlestar, a relative of the starfish, relies on an array of microscopic
crystal lenses built into its calcite skeleton to spot approaching predators,
they said in the British journal Nature. This system is the first of its kind
detected in any living animal but other creatures have used similar systems as
far back as 350 million years ago, scientists told United Press International.
The lenses, which span the entire body, act as “corrective glasses,” filtering
and focusing light on the creature’s photoreceptors, said lead study author
Joanna Aizenberg of Bell Laboratories in Murray Hill, N.J. Aizenberg
collaborated on the project with colleagues at the Weizmann Institute of Science
in Rehovot, Israel, and at the Natural History Museum of Los Angeles County.
The brittlestar is a marine invertebrate genetically related to sea urchins, sea
cucumbers and starfish. It is commonly called the serpent star for the
snake-like movements of its five long, slender, fragile arms which are set off
sharply from its star-shaped body.
Each microlens of the brittlestar Ophiocoma wendtii acts as an independent light
collector — focusing light about 5 micrometers (5 millionths of a meter) behind
its surface. Nerve bundles run through this point, where presumably the signal
is picked up and sent on to the nervous system, scientists said. The lens array
forms a type of compound eye that lets the creature detect — and escape —
danger, they said.
“How the nerves are then connected and how the collection of signals from all
the nerve bundles is processed remains unclear,” Roy Sambles, professor of
physics at the University of Exeter in England tolf UPI. Sambles wrote a
commentary that accompanied the article.
“What excites me about (the finding) is the fact that a primitive organic
structure — brittlestar — utilizes an inorganic material — calcite — in this
remarkable way,” Sambles said. “To find such an array of microlenses made from
skeletal material is extremely surprising.”
Man-made microlenses, produced in plastic, are used in a wide range of
applications including displays and micro-optics, investigators said. But humans
are a ways off from catching up with Nature, which had already put calcite
crystals to use in the compound eyes of trilobites, now extinct marine animals
that inhabited Earth some 350 million years ago, investigators said.
“If we could reproduce the brittlestar’s trick, microscopic lenses could be
useful in optical computing and lithography,” the study authors said.
“The calcite microlenses are rather special,” Sambles said. “This may have
potential for distance sensing in arrays, that is if we could make such things
out of calcite as the brittlestar does.”
“Once again we find that Nature foreshadowed our technical developments,”
Sambles added. “But then, Nature has been in the business of developing
functioning optical structures for a very long time. We have had just a few
decades. There are new lessons to be learned from living creatures, and we
should always be aware of that.”
Many lessons remain to be learned from the brittlestar, scientists said.
“How does it shape the lenses? What limits their size? What dictates their
spacing? What forces drive the process? How is the biochemical feed back loop
arranged which ensures the correct shape and alignment?” Sambles said. “Remember
this is not constructed by an intelligent creature, it is organized by the
driving forces of biochemistry.”
The project got its start when Lia Addadi, dean of the Weizmann Institute’s
Chemistry Faculty, and Steve Weiner of the Institute’s Structural Biology
Department, who had been examining ways in which animals build their skeletons,
met with Gordon Hendler of the Los Angeles museum.
Hendler recalled noting that Ophiocoma wendtii, which appears to be particularly
sensitive to light, can change its color. Lacking specialized eyes, the animals
nevertheless can detect shadows and escape from predators into dark crevices.
Hendler suspected the arrays of spherical crystal structures on the skeletal
surface might in fact serve as lenses that transmit light to the nervous system.
Addadi, Weiner and Aizenberg, then a graduate student, went to work to test the
theory. Further experiments at Bell Labs tests showed that light reached
photosensitive material directly underneath the crystals.
Each calcite crystal contains hundreds of lenses. The spherical crystals are
found in the skeletal plates that protect the upper-arm joints on each of the
brittlestar’s five arms. They sit side by side in a mesh of protrusions that
look like minuscule bubbles of boiling lava.
“The demonstrated use of calcite by brittlestars, both as an optical element and
as a mechanical support, illustrates the remarkable ability of organisms,
through the process of evolution, to optimize one material for several
functions, and provides new ideas for the fabrication of smart materials,” the
study authors concluded. | <urn:uuid:a905c5f2-0f95-4065-837c-d6c78156dd42> | CC-MAIN-2020-10 | https://www.extremetech.com/extreme/57436-starfish-cousin-evolves-natural-superior-microlenses | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146342.41/warc/CC-MAIN-20200226115522-20200226145522-00054.warc.gz | en | 0.911561 | 1,219 | 3.703125 | 4 |
Psychological and physiological impact of color on human has already been revealed, as well as interconnection of emotional sphere, temperament type and preferred color by an individual. Four main colors red, yellow, green, and blue correspond with four temperament types. Lightning with colors is connected with different layers of human culture and religious-mystic meanings which all together has effect on human physical state, conscious, subconscious, and emotional sphere.
1. In our Relaxation and Psychotherapy Room we use white, blue, and dark-blue colors.
BLUE COLOR has sedative effect on human. It reduces anxiety, enables relaxation, reduces blood pressure, pulse rate and force, muscular tension and slows breathing by stimulating length of exhalation. This color is associated with clear sky and transparence of water. In Christianity it is the color of the Son of God in the Holy Trinity. Blue is the second important color in Judaism (after white). Tantrism associates it with vivid visual perception of the surrounding. Masson consider the shining blue triangle (with Providence Eye) as the symbol of ethic familiarization with the world and symbol of peaceful beginning. Moreover, this color has painkilling effect.
WHITE COLOR is at the same time associated with holiness, purity, and death. In Christianity it is the color of God the Father, in Judaism – consciousness and spiritual elevation, in Buddhism – self-control and higher spiritual information. In Judaism angels and holy men wear white clothes and the color itself conveys higher pure essence. White crown in Kabala is the wreath of purification and joy.
White clothes are recommended to be worn by the people in need of psychological emancipation from unpleasant circumstances. People who prefer this color aspire to get free from onerous connections and start new life.
DARK-BLUE color is the symbol of calm and contentment. People who prefer this color seek for emotional peace and rest, they want to relax and regain strength. Rejection of this color indicates unsatisfied need in calm, presence of worries, and unacceptance of emotional relations with the surrounding people. Dark blue color is traditionally associated with the Universe, Devine Wisdom and loyalty. In Christianity it is the color of Virgin Mary, in Judaism – symbol of human universe, in Buddhism – attribute of insight, in Tantrism – quintessence of intuitive creative calmness, in Veda (the most ancient Hindu scriptures, written in late 2nd-early 1st millennium B.C.) – the color of Indra’s robe (the king of Gods), and in Kabala – symbol of mercy.
In the case of deep anxiety, dark-blue color enables recreation, decreases muscular tension, stupefies sensation of pain, and evokes control of pulse. It is a calming color for extraverts.
2. Color and light illumination isarranges from 5 light sources. This brings additional space to the room and feeling of dimness. It is the attic room which allows to use all the advantages of balcony lightning and triangle ceiling and wall shapes.
3. Color environment (furniture, carpets, clothes, curtains) and combination of soft forms, transparent surfaces and room space lighten mood and create pleasant emotional background.
4. There is a device in the room which creates alternating light/color with the frequency of 7.5 Hz (θ-diapason) unnoticed by the patient.
5. Surrealistic paintings with the predominance of blue colors “set off” the cooperation of the doctor and the patient. Each painting’s subject corresponds to the particular psychological tuning and typological peculiarities of a patient.
6. Sculptures in the room are subject interpretation of Jheronimus Bosch works, which subconsciously impact the behavioral processes and create positive motivation in patients.
7. Music (Tibet tunes and Shaman chants) reduces anxiety, relaxes, and decreases muscular tension. Its perception creates emotional calmness, enables relaxation, and recreation.
8. Monitor of video impact uses computer programs with the set of audio-visual graphical forms which stimulate the brain with the set of frequencies of variable range (0.5-8 Hz).
9. EEG monitoring (brain mapping) is held (in the form of background recording) during the first visit of a patient and at the end of psycho correction course (in the form of background recording provided the polisensitive stimulation). This allows us to state the effectiveness of psychotherapy objectively.
10. In the care of chronic psychological problems we implement EEG Somnography Program or EOG (electric occulogramma) and analyze saccadic eyes movement. This allows us to increase effectiveness of psychotherapy and possible pharmacotherapy with psychotropic agents.
Polisystematic psychophysiological approach in diagnosis together with creation of optimal and comfort environment for a patient ensure maximum effectiveness of hypnotic suggestion. | <urn:uuid:931644ac-659c-479e-8f08-9f0bf7b38724> | CC-MAIN-2021-31 | http://resulthypnosis.ru/en/our-medical-office-tashkent-doctor-d-clink | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046155188.79/warc/CC-MAIN-20210804205700-20210804235700-00538.warc.gz | en | 0.89446 | 1,001 | 2.765625 | 3 |
Modular Home Guide
Modular Homes > Modular Home Building • Modular Home History
What is a modular home? In a nutshell, it is a home built out of
pre-constructed boxes. The boxes are shipped to the home's site,
where they are assembled into a finished home. Since all of the
features you find in a modular home — framing, roofing, plumbing,
electrical, cabinetry, windows and doors — are the same as those you
would find in a stick-built home, the main difference between a modular
home and a stick-built home is where it is made. A stick-built home
is made on the home's lot, while a modular home is made in a factory.
Modular homes are becoming more popular because they are made in modern factories — so the construction process is very streamlined. The resulting product is more consistent, and it is made more efficiently with specialized equipment. Today's modular home is of excellent quality, is faster to construct than the traditional stick-built home, and is priced lower as well.
Because modular homes are transported over long distances at highway speeds, and must be lifted by large cranes, modular home components are built to be very strong. While the walls and floors of traditional homes are held together by nails, the walls and floors of modular homes are fastened together with both nails and adhesive. Several techniques are also used by modular home builders to strengthen the framing system at its stress points. The floors of modular homes are incredibly strong, and because they are built on perfectly square jigs, they are also perfectly square. Because the bottom and top stories of two-story homes are constructed separately, the ceiling of the bottom floor and the floor of the top floor don't have to share duties. Not only does this add strength to the overall structure, but it reduces noise as well.
Another benefit of modular homes is that they can be easily relocated from one site to another. As a matter of fact, a modular home can be shown at a model-home center, disassembled, moved to a homeowner's site, and reassembled with no bad effects.
Modular homes are also known to be incredibly energy efficient. Modular home construction techniques reduce air infiltration, a leading cause of energy loss, because they are more tightly sealed. Why are modular homes better sealed? Well, because they are built in factories, they can be built from the inside out. This allows the manufacturer to get behind the drywall to seal around electrical fixtures, windows and doors, plumbing fixtures, and other areas that air can get through. In addition to making the homes more energy efficient, tight sealing slows the spread of fire, creating a safer environment for the homeowner.
How long does it take to build a modular home? Once the owner has bought a lot and obtained financing, the home usually arrives about five weeks later. Depending upon the size of the home, completion takes between three and 16 weeks.
Another benefit of modular homes is that the cost is fixed in advance of construction, which means no rising costs during the construction period, even if there are rising material and labor costs.
With the many benefits they offer, modular construction is becoming more popular with cost-conscious consumers interested in high-quality homes.
Modular Home Resources
Representative Modular Home Builders
Manufactured Home Suppliers
Modular Homes - Modular Home Builders
Recent Modular Home and Modular Housing News | <urn:uuid:af81d49c-c333-4d47-9024-df9a7562805f> | CC-MAIN-2021-17 | https://www.modular-homes.us/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038072175.30/warc/CC-MAIN-20210413062409-20210413092409-00109.warc.gz | en | 0.962342 | 710 | 2.828125 | 3 |
This is SCIENCE IN THE NEWS in VOA
Special English. I'm Bob Doughty.
And I'm Shirley Griffith. This week, we tell about a discovery of
gorillas in the Republic of Congo and the loss of Bengal tigers in Nepal. We also tell about a famous heart surgeon
and what you need to know about your heart.
Deep in the forests in the northern part
of the Republic of Congo, scientists have made a surprising discovery. Researchers discovered more than one hundred
twenty-five thousand critically endangered western lowland gorillas.
nineteen eighties, scientists estimated that the total population of western
lowland gorillas in Central Africa was fewer than one hundred thousand. Since then however, the scientists believed
this number had been reduced by at least half.
They thought the animals were being killed off by hunters and disease,
especially the deadly Ebola virus.
The new population count was the result
of intensive work by the Wildlife Conservation Society, based in New York City,
and scientists of the Republic of Congo. They searched rainforests and swamps,
looking for gorilla nests.
Gorillas build beds, or nests, for
sleeping each night. They use leaves
and other parts of trees. The researchers
use the number of nests they find to help estimate the local gorilla
population. They found some forests had
population densities that were among the highest ever recorded. The researchers studied an area of
forty-seven thousand square kilometers. They announced the results of their
population count at a meeting of the International Primatological Society
Congress in Edinburgh, Scotland.
scientists say the higher number of gorillas is the result of efforts by the
Republic of Congo to take care of its protected areas. The gorillas have also done well because
they live in areas far away from people.
And they have plenty to eat.
Wildlife Conservation Society President Steven Sanderson said the
success of the gorillas is proof that humans can help protect animal species in
danger of disappearing.
lowland gorillas are one of four recognized gorilla subspecies. Other subspecies include mountain gorillas,
eastern lowland gorillas, and Cross River gorillas. The International Union for Conservation of Nature considers
all of the subspecies
to be critically endangered, except for the eastern lowland gorillas. That subspecies is considered endangered.
Researchers at the meeting in Scotland warned
about the dangers that continue to threaten gorillas. They say almost fifty
percent of the world's species of primates are in danger of disappearing,
especially in Asia. This is because the
areas in which they live are being destroyed. And many animals are illegally
hunted as food.
That was some good news about gorillas.
But we have some bad news about tigers.
Three years ago, between twenty and fifty Bengal tigers lived in the
Suklaphanta Wildlife Reserve in Nepal.
But this year, researchers reported evidence of only six to fourteen
tigers. The Nepalese government announced the decrease of the tiger population
last month. The wildlife reserve
measures about thirty thousand hectares.
It is the world's third largest living area for the big cats.
national parks and conservation officials called the situation very serious.
They said illegal hunting is the major cause of tigers disappearing from this
The World Wildlife Fund did most of the
study about the tigers. The findings
were based on pictures taken by camera traps from January to April. The camera traps contain devices that take a
picture when they sense movement in the forest. Researchers used two cameras to
take pictures of the tigers from both sides.
But the cameras also photographed the hunters who killed the tigers and
removed their remains.
Suklaphanta Wildlife Reserve is on the border with India. World Wildlife Fund officials say this makes
it easy to illegally transport protected wildlife. Very little of the tigers' remains are found because all of the
animal's parts are valuable in the illegal wildlife trade.
Miceler heads the World Wildlife Fund's Eastern Himalayas Program. Mister Miceler said that in May, two tiger
skins were seized from the Nepalese border town of Dhangadi. So were thirty-two kilograms of tiger bones.
Mister Miceler says the loss of tigers
is linked to a powerful international criminal group that controls the illegal
wildlife trade. Only about two thousand
to four thousand Bengal tigers survive in the wild.
live in forests in central and south India, Bhutan, and the Himalayan foothills
of India and Nepal. Bengal tigers also
live in China, Bangladesh and Burma. The World Wildlife Fund says populations
of all kinds of tigers have decreased by ninety-five percent over the past one
hundred years. And three kinds of
tigers have disappeared.
American heart surgeon Michael DeBakey died last month. He was ninety-nine
years old. He performed more than sixty
thousand operations during his long career.
As a medical student in nineteen thirty-one, he invented the roller
pump. Years later doctors used it for blood transfusions during heart
operations. The roller pump became a major part of the heart-lung machine. The
machine pumps oxygen-rich blood to the brain and other organs so doctors can
operate on the heart.
DeBakey was a pioneer of open-heart surgery. The name means that doctors open
the chest and perform surgery on the heart. Doctors may or may not open the
heart as well.
DeBakey developed a way to replace or repair blood vessels with Dacron, a
stretchy manmade material. He continued to improve on the process. Today the
DeBakey artificial graft is used around the world. He was also a pioneer in
artificial hearts, heart transplants and recording surgeries on film. During
World War Two in the nineteen forties, he helped develop the Mobile Army
Surgical Hospital, or MASH.
DeBakey saved many lives during his long career as a heart surgeon. One life he
helped save was his own. Two years ago he had a damaged aorta, which carries
blood from the heart to the body. Surgeons repaired it with an operation he
developed long ago.
of hearts, here is some information about that complex organ and how to keep it
healthy. The heart has four parts. As
the heart beats, it pumps blood through these chambers and the blood vessels in
the body. The body is estimated to have at least ninety-six thousand kilometers
of blood vessels. That is about the same as two and a half times around the
Earth. But blood goes the distance in about twenty seconds on its way back to
the heart. Each day the heart pumps about eight thousand liters of blood.
blood feeds the brain and other organs with oxygen and nutrients. It also carries
away carbon dioxide and other waste. The heart pumps by expanding and
contracting of muscle. In a healthy adult, the heart beats an average of
seventy-two times a minute -- about one hundred thousand times a day.
Rates of heart disease started growing
sharply in the second half of the twentieth century. As machines did more and
more work, people did less and less. Not only did physical activity decrease,
but people started eating more processed foods.
say a diet low in fats and high in fruits, vegetables, proteins and whole
grains may help reduce the risk of heart disease. At least thirty minutes a day
of physical activity, enough to work up a sweat, can also help. A good night's
sleep is also important for good health.
Cardiovascular disease is caused by disorders of the
heart and blood vessels. It includes heart attacks, strokes and high blood
pressure. The World Health Organization says there are three major causes of
cardiovascular disease: tobacco use, physical inactivity and an unhealthy diet.
W.H.O. says cardiovascular disease is the world's leading cause of death.
This SCIENCE IN THE NEWS program was
written by Jerilyn Watson, Caty Weaver and Brianna Blake, who also was our producer. I'm Shirley Griffith.
And I'm Bob Doughty. You can read and
listen to our programs at voaspecialenglish.com. Join us
next week for more news about science in VOA Special English. | <urn:uuid:cd6d8967-e1d0-45b1-9e36-6c5c04fb9335> | CC-MAIN-2016-50 | http://learningenglish.voanews.com/a/a-23-2008-08-25-voa4-83136937/128609.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541517.94/warc/CC-MAIN-20161202170901-00479-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.93574 | 1,760 | 3.53125 | 4 |
How Mortgage Loans Work
Excluding property taxes and insurance, a traditional fixed-rate mortgage payment consist of two parts: (1) interest on the loan and (2) payment towards the principal, or unpaid balance of the loan.
Many people are surprised to learn, however, that the amount you pay towards interest and principal varies dramatically over time. This is because mortgage loans work in such a way that the early payments are primarily in interest, and the later payments are primarily towards the principal.
In the beginning. you pay interest
To help calculate monthly payments for loans based on different interest rates, lenders long ago developed what are known as "amortization tables." These tables also make it fairly easy to calculate how much money of each payment is interest, and how much goes towards the principal balance.
For example, let's calculate the principle and interest for the very first monthly payment of a 30-year, $100,000 mortgage loan at 7.5 percent interest. According to the amortization tables, the monthly payment on this loan is fixed at $699.21.
The first step is to calculate the annual interest by multiplying $100,000 x .075 (7.5 %). This equals $7,500, which we then divide by 12 (for the number of months in a year), which equals $625.
If you subtract $625 from the monthly payment of $699.21, we see that:
$625 of the first payment is interest
$74.21 of the first payment goes towards the principal
Next, if we subtract $74.21 (the first principal payment) from the $100,000 of the loan, we come up with a new unpaid
principal balance of $99,925.79. To determine the next month's principal and interest payments, we just repeat the steps already described.
Thus, we now multiply the new principal balance (99,925.79) times the interest rate (7.5%) to get an annual interest payment of $7,494.43. Divided by 12, this equals $624.54. So during the second month's payment:
$624.54 is interest
$74.67 goes towards the principal.
Note: In Canada, payments are compounded semi-annually instead of monthly.
As you can see from the above example, even though you pay a lot of interest up front, you're also slowly paying down the overall debt. This is known as building equity. Thus, even if you sell a house before the loan is paid in full, you only have to pay off the unpaid principal balance--the difference between the sales price and the unpaid principle is your equity.
In order to build equity faster--as well as save money on interest payments--some homeowners choose loans with faster repayment schedules (such as a 15-year loan).
Time versus savings
With the aggressive repayment schedule of a 15-year loan, however, the monthly payment jumps to $927-for a total of $166,860 over the life of the loan. Obviously, the monthly payments are more than they would be for a 30-year mortgage, but over the life of the loan you would save more than $85,000 in interest.
Bear in mind that shorter term loans are not the right answer for everyone, so make sure to ask your lender or real estate agent about what loan makes the best sense for your individual situation. | <urn:uuid:653150fa-235e-42c8-9610-e93abe27ff91> | CC-MAIN-2016-50 | http://credit-help.biz/credit/13346 | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698544140.93/warc/CC-MAIN-20161202170904-00035-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.961856 | 709 | 3.25 | 3 |
Being clear is as important when speaking as it is when writing. Sometimes though, it seems more elusive. I know that’s true for me, maybe because talking is easy and writing is hard.
Recently some excellent examples of clear speech have turned up in my Facebook feed.
The first is a brilliant, 1 minute 29 second explanation of why China continues to support whatever weird thing North Korea does. (I’m writing this blog on August 11, after a week in which President Trump and Kim Jong Un have been trading threats and insults, so it seems especially relevant.) Rob Schmitz uses clear language and illustration to make his point. The economy of language in this makes me happy every time I watch it.
In this next video, 18-year-old Ryan Chester explains Einstein’s Theory of General Relativity. His explanation is simple, clear, and sometimes funny. I finally get it, which I didn’t during either high school or university physics. Ryan won a big prize for this video -- $400,00 US! -- which offers hope to plain language writers everywhere.
My final good example addresses the importance of tailoring your message to your audience. In this video, Bobby Kasthuri from the Argonne National Laboratory in Illinois explains the concept of the “connectome” to a five-year-old, a 13-year-old, a college student, a neuroscience grad student, and someone working in the field of neuroscience. He tailors each message to the level of understanding and background knowledge of his listener. I had never heard of the connectome when I first came across this video, so I found it interesting to notice how my own understanding of the idea and its implications grew as I followed the increasingly detailed discussions.
To summarize, whether you are speaking or writing your message, be brief, be clear, and consider the background knowledge of your audience. | <urn:uuid:680937c0-af99-4da2-821c-686052a2d572> | CC-MAIN-2023-14 | https://letsbeclear.ca/blogs/plain-speech | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00360.warc.gz | en | 0.954171 | 398 | 2.875 | 3 |
Bandwidth is a fundamental measure of performance within any communication network, whether it is an analogue system such as radio or a digital system such as a network.
This mini-web will take you through the most important points you need to know about and the kind of network cables used in modern digital network.
After reading this you should be able to
- Explain what is bandwidth
- Describe the main types of network cable
- Be able to compare their performance | <urn:uuid:c9a65ece-3f26-4f83-856a-62b89e8d9987> | CC-MAIN-2023-50 | https://www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/bandwidth/miniweb/index.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100739.50/warc/CC-MAIN-20231208081124-20231208111124-00076.warc.gz | en | 0.929224 | 94 | 2.609375 | 3 |
Philosophy is the putting of our thought and language in order.
Philosophy is important. Philosophy is a part of our knowledge.
Cybernetic epistemology defines knowledge as
the existence in a cybernetic system of a model of some part of reality
as it is perceived by the system. A model is a
recursive generator of predictions about the world
which allow the cybernetic system to make decisions about its actions.
The notions of meaning and truth must be defined
from this perspective.
Knowledge is both objective and subjective because it
results from the interaction of the subject (the cybernetic system)
and the object (its environment). Knowledge about an object is
always relative: it exists only as a part of a certain subject.
We can study the relation between knowledge and reality (is the
knowledge true or false, first of all); then the subject of
knowledge becomes, in its turn, an object for another subject
of knowledge. But knowledge in any form (a proposition,
a prediction, a law), irrespective of any subject is a logical absurdity.
A detailed development of cybernetic epistemology on the basis
of these definitions is critical for the
formalization of the natural science and natural philosophy, and the
interpretation of mathematical systems.
3.Freedom, will, control
Cybernetic metaphysics asserts that freedom is a fundamental
property of things. Natural laws act as constraints on that freedom;
they do not necessarily determine a course of events.
This notion of freedom implies the existence of an agency,
or agencies, that resolve the indeterminacy implicit in freedom
by choosing one of the possible actions.
Such an agency is defined as a will. A will exercises control over a system
when the freedom of that system is constrained by actions
chosen by the will.
We understand God in the spirit of pantheism.
God is the highest level of control in the Universe.
God is for the Universe what human will is for human body.
Natural laws are one of the manifestations of God's will.
Another manifestation is the evolution of the Universe: the Evolution.
When a number of systems become integrated so that a new level of
control emerges, we say that a metasystem has formed. We refer to
this process as a metasystem transition.
A metasystem transition is, by definition, a creative act.
It cannot be solely directed by the internal structure or logic of a system,
but must always comes from outside causes, from "above".
The metasystem transition is the quantum of evolution.
Highly organized systems, including living creatures,
are multilevel hierarchies of control resulting from
metasystem transitions of various scales.
Major evolutionary events are large-scale metasystem transitions
which take place in the framework of the trial-and-error processes
of natural selection.
Examples include: the formation of self-duplicating macromolecules;
formation of multicellular organisms;
emergence of intelligent organisms; formation of human society.
7. Human intelligence
Human intelligence, as distinct from the intelligence of non-human
animals, emerges from a metasystem transition, which is
the organism's ability to control the formation of
associations of mental representations. All of specifically human
intelligence, including imagination, language, self-consciousness,
goal-setting, humor, arts and sciences, can be understood
from this perspective.
The emergence of human intelligence
precipitated a further, currently ongoing, metasystem
transition, which is the integration of people into human societies.
Human societies are qualitatively different from societies of animals
because of the ability of the human being to create (not just use)
language. Language serves two functions: communication between
individuals and modeling of reality. These two functions are,
on the level of social integration, analogous to those of the nervous
system on the level of integration of cells into a multicellular
Using the material of language, people make new --- symbolic -
models of reality (scientific theories, in particular) such as
never existed as neural models given us by nature.
Language is, as it were, an extension
of the human brain. Moreover, it is a unitary common extension
of the brains of all members of society. It is a collective
model of reality that all members of society labor to improve,
and one that preserves the experience of preceding generations.
9.The era of Reason
We make a strong analogy between societies and neural,
multicellular organisms. The body of a society
is the bodies of all people plus the things made by them.
Its "physiology" is the culture of society. The emergence
of human society marks the appearance
of a new mechanism of Universal Evolution: previously
it was natural selection, now it becomes conscious human
effort. The variation and selection necessary for the increase
of complexity of the organization of matter
now takes place in the human brain; it becomes
inseparable from the willed act of the human being.
This is a turning point in the history of the world:
the era of Reason begins.
The human individual becomes a point of concentration of Cosmic
Creativity. With the new mechanism of evolution, its
rate increases manifold.
Turning to the future we predict that
social integration will continue in two dimensions, which
we can call width and depth. On the one hand (width), the growth of
existing cultures will lead to the formation of a world society and
government, and the ecological unification of the biosphere under human
control. The ethics of cybernetical world-view demands that each of us
act so as
to preserve the species and the ecosystem, and to maximize the potential
for continued integration and evolution.
On the other hand (depth), we foresee the physical integration of
individual people into "human super-beings", which
communicate through the direct connection of their nervous systems.
This is a cybernetic way for an individual human person
to achieve immortality.
12.Ultimate human values
The problem of immortality is the problem of
ultimate human values, and vice versa.
Living creatures display a behavior
resulting from having goals. Goals are organized hierarchically,
so that in order to achieve a higher-level goal the system has to
set and achieve a number of lower-level goals (subgoals).
This hierarchy has a top: the
supreme, ultimate goals of a creature's life. In an animal this
top is inborn: the basic instincts of survival and reproduction.
In a human being the top goals can go beyond animal instincts.
The supreme goals, or values, of human life are, in the last analysis,
set by an individual in an act of free choice. This produces the
historic plurality of ethical and religious teachings.
There is, however a common denominator to these teachings:
the will to immortality. The animal is not aware of its
imminent death; the human person is. The human will to immortality
is a natural extension of the animal will for life.
13.Decline of metaphysical immortality
One concept of immortality we find in the traditional
great religions. We designate it as metaphysical.
It is known as immortality of soul, life after death, etc.
The protest against death is used here as a stimulus to accept
the teaching; after all, from the very beginning it promises
immortality. Under the influence of the critical scientific method,
the metaphysical notions of immortality,
once very concrete and appealing, are becoming
increasingly abstract and pale; old religious systems are slowly
but surely losing their influence.
Another concept of immortality can be called creative, or
evolutionary. The idea is that
mortal humans contribute, through their creative acts,
to the ongoing universal and eternal process -- call it Evolution,
or History, or God -- thus surviving their physical destruction.
This uniquely human motive underlies, probably, all
major creative feats of human history.
The successes of science make it possible to raise the banner
of cybernetic immortality. The idea is that the human being
is, in the last analysis, a certain form of organization of
matter. This is a very sophisticated
organization, which includes a high multilevel hierarchy of control.
What we call our soul, or our consciousness, is associated with
the highest level of this control hierarchy. This organization can
survive a partial --- perhaps, even a complete --- change
of the material from which it is built. It is a shame to
die before realizing one hundredth of what you have conceived
and being unable to pass on your experience and intuition.
It is a shame to forget things even though we know how to store
huge amount of information in computers and access them in
16.Evolution and immortality
Cybernetic integration of humans must preserve
the creative core of human individual, because it is the engine
of evolution. And it must make it immortal, because
for the purpose of evolution there is no sense in killing humans.
In natural selection, the source of change is the mutation
of the gene; nature creates by experimenting on genes and seeing
what kind of a body they produce. Therefore, nature has to
destroy older creations in order to make room for the newer ones.
The mortality of multicellular organisms is
an evolutionary necessity. At the present new stage of evolution,
the evolution of human-made culture, the human brain is
the source of creativity, not an object of experimentation. Its
loss in death is unjustifiable; it is an evolutionary absurdity.
The immortality of human beings is on the agenda of Cosmic Evolution.
17.Evolution of the human person
The future immortality of the human person does not
imply its frozen constancy. We can understand the situation
by analogy with the preceding level of organization.
Genes are controllers of biological evolution and they are immortal,
as they should be. They do not stay unchanged, however,
but undergo mutations, so that human chromosomes are a far cry
from the chromosomes of primitive viruses.
Cybernetically immortal human persons may mutate and evolve
in interaction with other members of the super-being,
while possibly reproducing themselves
in different materials. Those human persons who will
evolve from us may be as different from us as we are different
from viruses. But the defining principle of the human person
will probably stay fixed, as did the defining principle of the gene.
18. How integration may occur
Should we expect that the whole of humanity will
unite into a single super-human being?
This does not seem likely, if we judge from the history
of evolution. Life grows like a pyramid; its top goes up
while the basis is widening rather than narrowing.
Even though we have seized control
of the biosphere, our bodies make up only a small part of the whole biomass.
The major part of it is still constituted by
unicellular and primitive multicellular organisms, such as plankton.
Realization of cybernetic immortality will certainly require
some sacrifices --- a vehement drive to develop science, to begin with.
It is far from obvious that all people and all communities
will wish to integrate into immortal super-beings.
The will to immortality, as every human feature,
varies widely in human populations. Since the integration we speak about
can only be free, only a part of mankind -- probably a small part -
should be expected to integrate. The rest will continue to exist
in the form of "human plankton".
19.Integration on the Cosmic scene
But it is the integrated part of humanity that will ultimately control
the Universe. Unintegrated humanity will not be able to compete
with the integrated part. This becomes especially clear when
we realize that the whole Cosmos, not the planet Earth,
will be the battlefield. No cosmic role for the human race is possible
without integration. The units that take decisions must be
rewarded for those decisions, otherwise they will never take them.
Can we imagine "human plankton" crowded
in rockets in order to reach a distant star in ten, twenty
or fifty generations? Only integrated immortal creatures
can conquer the outer space.
At present our ideas about the cybernetic integration of humans
are very abstract and vague. This is inevitable; long range
notions and goals may be only abstract. But this does not mean
that they are not relevant to our present concerns and problems.
The concept of cybernetic immortality can give shape to
the supreme goals and values we espouse, even though
present-day people can think realistically only in terms
of creative immortality (although -- who knows?).
The problem of ultimate values is the central problem of our
present society. What should we live for after our basic needs
are so easily satisfied by the modern production system?
What should we see as Good and what as Evil? Where are the ultimate
criteria for judging social organization?
Historically, great civilizations are inseparable
from great religions which gave answers to these questions.
The decline of traditional religions appealing to metaphysical
immortality threatens to degrade modern society.
Cybernetic immortality can take the place
of metaphysical immortality to provide the ultimate goals and values
for the emerging global civilization.
21.Integration and freedom
We are living at a time when we can see
the basic contradiction of the constructive evolution of
mankind very clearly: it is the contradiction between human
integration and human
freedom. Integration is an evolutionary necessity. If humanity sets itself
goals which are incompatible with integration the result will be
an evolutionary dead end: further creative development
will become impossible. Then we shall not survive. In the
evolving Universe there is no standstill: all that does not
develop perishes. On the other hand,
freedom is precious for the human being;
it is the essence of life. The creative freedom of individuals is
the fundamental engine of evolution in the era of Reason. If it
is suppressed by integration, as in totalitarianism,
we shall find ourselves again in an
evolutionary dead end. This contradiction is real,
but not insoluble. After all,
the same contradiction has been successfully solved on other
levels of organization in the process of evolution. When cells
integrate into multicellular organisms, they continue to perform
their biological functions--metabolism and fission. The new quality,
the life of the organism, does not appear despite the
biological functions of the individual cells but because of them
and through them. The creative act of free will is
the "biological function" of the human being.
In the integrated super-being it
must be preserved as an inviolable foundation,
and the new qualities must appear through it and because of it.
Thus the fundamental challenge that the humanity faces now
is to achieve an organic synthesis of integration and freedom. | <urn:uuid:4fa5bb6b-ce59-48c3-b875-07b8fe7e2bfe> | CC-MAIN-2014-49 | http://pespmc1.vub.ac.be/MANIFESTO.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931007832.1/warc/CC-MAIN-20141125155647-00198-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.898744 | 3,158 | 3.15625 | 3 |
The Japanese biologist who caused a global stir earlier this year by transforming the cells of adult mice into embryonic stem cells works out of a small lab in an old hospital on a budget of $1 million a year.
“In Japan, everyone is a lone wolf,” Shinya Yamanaka told the WSJ’s Peter Landers, who visited Yamanaka’s bare-bones lab at Kyoto University. “We don’t have any real stem-cell centers.”
But in the absence of a big budget and a fancy lab, Yamanaka still managed to figure out how to take the cells of adult mice and reprogram some of their genes to give the cells all of the properties of embryonic stem cells. His paper was published in Nature in June, and drew world-wide attention.
If he can replicate his work in humans, it could help surmount the ethical dilemma that has led to a fight over funding stem-cell research in this country. The insights might allow researchers to create cells with all of the transformative, self-perpetuating qualities of embryonic stem cells without destroying microscopic embryos. Still, there are plenty of hurdles to overcome, including increased risk of cancer from the technique so far. | <urn:uuid:53d067f0-b0ee-4ee1-b058-69b710a9051f> | CC-MAIN-2015-27 | http://blogs.wsj.com/health/2007/08/10/a-biologist-who-makes-time-run-backward/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375095270.70/warc/CC-MAIN-20150627031815-00222-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.941888 | 255 | 2.9375 | 3 |
Cucumbers are a warm-season vegetable that grow well in the home garden with the correct planning and care. Using special methods for planting and care will increase production success and improve plant health. The methods are simple enough for a beginner gardener and don't require special skills.
Plant cucumbers seedlings outside in spring once the daytime temperature is consistently above 75 degrees Fahrenheit. Cucumbers prefer a warm soil and may become stunted if planted too early. Seeds may not germinate if planted in soil that is below 60 degrees Fahrenheit. A special method for planting seeds directly into the soil is to set them about 1 inch deep and cover the soil with a piece of fleece to hold heat in the soil. You can also invert a glass jar over the seed to make a miniature hot-house for germination.
Cucumbers grow best in a warm, moist soil. Laying water-permeable black plastic mulch around the plants is a special method to help with these plant preferences. The mulch is available in sheets rolled onto tubes. Laying the sheets over the soil and cutting holes for the plants to come through thoroughly covers the soil for best results. An lower cost alternative to black plastic mulch is spreading organic grass clippings around the plants and over the planting area at a depth of 2 to 3 inches. Grass clippings may not heat the soil to the same extent as black plastic mulch, but the extra nutrients provided as the grass breaks down is a benefit.
Cucumbers prefer a deep soaking of water at ground level instead of overhead sprinklers. Installing drip irrigation hoses so they wrap around the planting area keeps the water at plant level and reduces loss to evaporation. Spraying water increases the risk of spreading fungal diseases and should be avoided with cucumbers. Give the cucumbers a deep soaking of water two or three times a week when rainfall is sparse. The goal is to keep the soil evenly moist, but not saturated so there is standing water around the stems.
A special method of growing cucumbers is providing a trellis support system. This method makes it easier to harvest the ripe cucumbers by making them more visible, reduces disease and pest problems and is a space-saving device in the garden. A simple trellis can be constructed using 6-foot-long posts set about 4 feet apart with chicken wire stretched between. Train the plants as they grow so the runners attach to the chicken wire in an upward direction.
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Race in America: Tracking 50 Years of Demographic Trends
Explore the areas where the white-black racial gap has narrowed, widened or remained roughly the same, based on data from U.S. government sources over the past several decades. Hispanic and Asian data is also included in years available.
Demographics of Asian Americans
The demographic data shown here display the varied population sizes and characteristics of the largest Asian origin groups. The numbers shown here come from two Census Bureau sources. The population rankings use counts from the 2010 Census for the total Asian-American population and for 20 Asian origin subgroups. The adult characteristics table is derived from […]
Second-Generation Americans, by the Numbers
A new Pew Research Center analysis of Census Bureau data finds that U.S.-born adult children of immigrants are better off than immigrants on key measures of socio-economic well-being. The same report analyzes survey data on Hispanics and Asian Americans, comparing attitudes of immigrants and U.S.-born children of immigrants on politics, values, language use and other measures.
Chapter 1: Overview Second-generation Americans—the 20 million adult U.S.-born children of immigrants—are substantially better off than immigrants themselves on key measures of socioeconomic attainment, according to a new Pew Research Center analysis of U.S. Census Bureau data. They have higher incomes; more are college graduates and homeowners; and fewer live in poverty. In all of […]
Census Bureau Lowers U.S. Growth Forecast, Mainly Due to Reduced Immigration and Births
The Census Bureau has released new U.S. population projections that assume a markedly lower level of growth than the agency predicted in the previous projections in 2008. Most of the reduced growth is due to lower projected immigration, but the bureau also forecast lower birth rates than it previously assumed.
U.S. Birth Rate Falls to a Record Low; Decline Is Greatest Among Immigrants
The U.S. birth rate dipped in 2011 to the lowest ever recorded, led by a plunge in births to immigrant women since the onset of the Great Recession. The overall U.S. birth rate, which is the annual number of births per 1,000 women in the prime childbearing ages of 15 to 44, declined 8% […]
A Milestone En Route to a Majority Minority Nation
The minority groups that carried President Obama to victory yesterday by giving him 80% of their votes are on track to become a majority of the nation’s population by 2050, according to projections by the Pew Research Center. They currently make up 37% of the population, and they cast a record 28% of the votes […]
Video: The Rise of Asian Americans
Panel discussion on the Pew Research Center’s Asian Americans survey featuring Elaine Chao, Neera Tanden, Benjamin Wu, Karthick Ramakrishnan and Tritia Toyota.
Explaining Why Minority Births Now Outnumber White Births
The nation’s racial and ethnic minority groups—especially Hispanics—are growing more rapidly than the non-Hispanic white population, fueled by both immigration and births.
In a Down Economy, Fewer Births
A sharp decline in fertility rates in the United States that started in 2008 is closely linked to the souring of the economy that began about the same time, according to a new analysis of multiple economic and demographic data sources. | <urn:uuid:50ed0c9c-a806-4147-9aa8-a42f2a71af31> | CC-MAIN-2013-48 | http://www.pewsocialtrends.org/topics/population-trends/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163846391/warc/CC-MAIN-20131204133046-00056-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.931453 | 686 | 2.671875 | 3 |
Josse Lieferinxe’s ‘Saint Sebastian Interceding for the Plague Stricken’ (c. 1498). Wikimedia Commons
The Conversation (4/16/20)
The coronavirus can infect anyone, but recent reporting has shown your socioeconomic status can play a big role, with a combination of job security, access to health care and mobility widening the gap in infection and mortality rates between rich and poor.
The wealthy work remotely and flee to resorts or pastoral second homes, while the urban poor are packed into small apartments and compelled to keep showing up to work.
As a medievalist, I’ve seen a version of this story before.
Following the 1348 Black Death in Italy, the Italian writer Giovanni Boccaccio wrote a collection of 100 novellas titled, “The Decameron.” These stories, though fictional, give us a window into medieval life during the Black Death – and how some of the same fissures opened up between the rich and the poor. Cultural historians today see “The Decameron” as an invaluable source of information on everyday life in 14th-century Italy.
In our own pandemic – with some of the most well-off now clamoring for the economy to re-open, despite the ongoing spread of the disease – these issues are strikingly relevant.
Boccaccio was born in 1313 as the illegitimate son of a Florentine banker. A product of the middle class, he wrote, in “The Decameron,” stories about merchants and servants. This was unusual for his time, as medieval literature tended to focus on the lives of the nobility.
“The Decameron” begins with a gripping, graphic description of the Black Death, which was so virulent that a person who contracted it would die within four to seven days. Between 1347 and 1351, it killed between 40% and 50% of Europe’s population. Some of Boccaccio’s own family members died.
The ruthless wealthy
In this opening section, Boccaccio describes the rich secluding themselves at home, where they enjoy quality wines and provisions, music and other entertainment. The very wealthiest – whom Boccaccio describes as “ruthless” – deserted their neighborhoods altogether, retreating to comfortable estates in the countryside, “as though the plague was meant to harry only those remaining within their city walls.”
Meanwhile, the middle class or poor, forced to stay at home, “caught the plague by the thousand right there in their own neighborhood, day after day” and swiftly passed away. Servants dutifully attended to the sick in wealthy households, often succumbing to the illness themselves. Many, unable to leave Florence and convinced of their imminent death, decided to simply drink and party away their final days in nihilistic revelries, while in rural areas, laborers died “like brute beasts rather than human beings; night and day, with never a doctor to attend them.” …
Massive Crisis Spending Brought Corruption & Bloody Consequences In Ancient Athens
Everything began with enormous spending in response to an urgent crisis. Actions that seemed necessary at the peak of the emergency ended up as cover for misappropriations of public money.
By Mark Munn
The Conversation (4/17/20)
The jump in federal spending in response to the crisis of the coronavirus pandemic is not a new idea. Nearly 2,500 years ago, the people of ancient Athens had a similar plan – which succeeded in meeting the major threat they faced, but then tore Athenian society apart in a tangle of political recriminations after the crisis had passed.
As a historian of ancient Greece, the most telling parallel I see between current events and that long-ago past is not the plague that broke out in Athens in 430 B.C. I’m more worried by the example of extreme partisan politics that befell Athens a couple of decades later, which I detail in one of my books, “The School of History: Athens in the Age of Socrates.”
A massive mobilization
In 406 B.C., Athens, a mega-power of the ancient Mediterranean that had built its economy on maritime trade, faced a crisis. Despite recent successes in battle, deep partisan divisions over military leadership had left Athenian forces momentarily vulnerable to attack. Meanwhile, rival city-state Sparta had gained the backing of Persia and was building a navy that could challenge Athens’ control of the sea.
When the Spartans struck, they put the weakened Athenian fleet on the defensive, threatening to crush it and bring Athens to its knees.
In the face of near-certain disaster, the Athenians rallied to respond, accelerating a shipbuilding program already underway by mobilizing all the resources of their Aegean empire. A new tax was passed on personal wealth, and additional money was raised by melting down the golden statues of Victory that had been dedicated on the Acropolis. The resulting coins were spent buying Macedonian pine to make oars to power the triremes, the most advanced naval fighting ships the world had yet seen.
To pull the oars, all able-bodied Athenian men, including knights who normally did not serve in the navy, were called up. Even that was not enough. The Athenians offered citizenship to all resident foreigners and slaves who were willing to serve.
In a little more than a month, the Athenians had assembled a fleet of triremes powerful enough to challenge the Spartan fleet and regain control of the sea.
In midsummer, 406 B.C., the Athenian and Spartan fleets met in battle in the waters between the island of Lesbos and the coast of Asia Minor. It’s known as the battle of Arginusae, after the small islands off the Asian coast that served as a base for the Athenian fleet; today they are the Turkish islands of Garip and Kalem near the city of Dikili.
Athens won decisively, killing the Spartan commander and destroying nearly half his fleet. The victory was costly … | <urn:uuid:3ca7f331-5a6c-4d8b-9e53-a6ebe78ff239> | CC-MAIN-2022-05 | https://www.thecommonercall.org/2020/04/23/humanity-has-been-here-before-how-the-rich-reacted-to-the-bubonic-plague-has-eerie-similarities-to-todays-pandemic/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304749.63/warc/CC-MAIN-20220125005757-20220125035757-00066.warc.gz | en | 0.965534 | 1,278 | 3.265625 | 3 |
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Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
My Family Traditions: A Class Book and a Potluck Lunch
|Grades||3 – 5|
|Lesson Plan Type||Unit|
|Estimated Time||Eleven 45- to 60-minute sessions|
Inspire students' creativity, collaboration, and community in this lesson using the bilingual children's book Family Pictures/Cuadros de Familia by Carmen Lomas Garza. After a read-aloud and analysis of this book about a Mexican American family, students write descriptions of the book's pictures and discuss what family traditions are. They then create a class book, which includes their artwork, information about their ancestral countries, descriptions of their own unique family traditions, and family recipes. The final community-building activity is a class potluck where students share both a special food and the class book with their families and peers.
Family Pictures Class Book: Requirements for Each Page: Students will find this handout very useful as they begin to put together their class book.
Nagel, G.K. (2002). Building cultural understanding and communication: A model in seven situations. Reading Online, 6(4). Available: http://www.readingonline.org/newliteracies/nagel/
- Current standards include practices that enhance an understanding of diversity.
- An important way to combat prejudice is by knowing one's roots and sharing pride in one's heritage with others.
- Through critical pedagogy, we learn to communicate things we know and care about with words; we also think and communicate so we can make a difference in the world. | <urn:uuid:4d494bcd-d0c6-4c77-84ab-2f7927753479> | CC-MAIN-2015-40 | http://www.readwritethink.org/classroom-resources/lesson-plans/family-traditions-class-book-941.html?tab=1 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737935954.77/warc/CC-MAIN-20151001221855-00005-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.906462 | 449 | 3.640625 | 4 |
Code.org has partnered with the award-winning Project GUTS (Growing Up Thinking Scientifically) to deliver a middle school science program, CS in Science, consisting of four instructional modules and professional development for the introduction of computer science concepts into science classrooms within the context of modeling and simulation.
The videos were created as part of the CS in Science Professional Development Program. The ten videos are intended for teachers to build their background knowledge to get started in the computer modeling and simulation and to use the four modules in the CS in Science Curriculum.
The videos introduce teachers to the curriculum materials and tools, agent-based modeling of complex adaptive systems, using computer models in scientific inquiry, how to use models in the classroom environment, and more.
Access CS in Science Curriculum.
Code.org’s library of videos may be redistributed freely on the express conditions that (1) the videos are redistributed AS-IS, (using the embedded video player provided, or download link IF provided) with attribution to Code.org and Project GUTS, (2) the videos are not incorporated into any mash-ups, (3) the videos are used for computer science education purposes, (4) the use of the video does not constitute an endorsement of a 3rd party brand, service or product, and (5) if access to such redistributed Content or Services is provided free of charge.
The celebrities and video "cast" members appearing in Code.org tutorial videos reserve all rights to their likeness and name. By allowing you to redistribute these videos or tutorials AS-IS, Code.org does not grant any additional rights to use of the likeness or name of these individuals. | <urn:uuid:9c1b0186-c932-41f1-9c14-7ffc2bc27e24> | CC-MAIN-2018-26 | https://code.org/curriculum/science/extra/videos | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00634.warc.gz | en | 0.896654 | 344 | 2.96875 | 3 |
Driver education and training as evidence-based road safety interventions
This paper will briefly reflect on the progress of driver education and training as evidence-based road safety interventions and then report and discuss data from an online driver training initiative. In the last decade, new Goals of Driver Education (GDE matrix) have been formulated, which place a greater emphasis on the training of higher-order driving skills, such as visual search, hazard perception, risk management and the ability to self-evaluate. New state-of-the-art technologies have been made available to deliver some of the training safely on computers, via video-based traffic simulations. Our previously conducted studies showed that inexperienced drivers performed significantly poorer than experienced drivers on a laboratory-based hazard perception dual task, but they were able to improve their performance to the level of experienced drivers via road commentary training. We also showed that higher-order driving skills training was more effective than traditional vehicle handling skills training on several safety related measures, including an on-road driving assessment. As a follow up from this research, the present paper will focus on hazard perception performance data collected from 634 drivers, after having received online training via ‘eDrive’ www.edrive.co.nz, developed by eDrive Solutions Ltd. The training programme improved drivers’ hazard perception time by at least 10% and therefore has the potential of delivering effective online training of skills that are directly related to crash risk. | <urn:uuid:2b1d8e27-6750-4cd8-a67d-b7926f66e3bd> | CC-MAIN-2019-22 | https://arsrpe.acrs.org.au/index.cfm?action=main.paper&id=2436 | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232257601.8/warc/CC-MAIN-20190524084432-20190524110432-00063.warc.gz | en | 0.971323 | 290 | 2.546875 | 3 |
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Rugosa Rose (Rosa rugosa) shrubs can be found on the edges of forests and near mountain streams. The plant has been named for the wrinkled (rugose) surface of its glossy green leaves. Fruits contain large amounts of vitamin C.
The Bieszczady Mountains – Muczne - Poland - August 22, 2012. | <urn:uuid:5d0df593-29a7-482d-94e7-98e966123ece> | CC-MAIN-2018-05 | http://www.summitpost.org/rugosa-rose/815635 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887600.12/warc/CC-MAIN-20180118190921-20180118210921-00556.warc.gz | en | 0.911554 | 91 | 2.65625 | 3 |
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