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Compassion has emerged as an important construct in studies of mental health and psychological therapy. Although an increasing number of studies have explored relationships between compassion and different facets of psychopathology there has as yet been no systematic review or synthesis of the empirical literature. We conducted a systematic search of the literature on compassion and mental health. We identified 20 samples from 14 eligible studies. All studies used the Neff Self Compassion Scale (Neff, 2003b). We employed meta-analysis to explore associations between self-compassion and psychopathology using random effects analyses of Fisher's Z correcting for attenuation arising from scale reliability. We found a large effect size for the relationship between compassion and psychopathology of r = - 0.54 (95% CI = - 0.57 to - 0.51; Z = - 34.02; p < .0001). Heterogeneity was significant in the analysis. There was no evidence of significant publication bias. Compassion is an important explanatory variable in understanding mental health and resilience. Future work is needed to develop the evidence base for compassion in psychopathology, and explore correlates of compassion and psychopathology.
- mental health | <urn:uuid:f4b35d0f-3e32-44d6-8b50-91e8a9a737b3> | CC-MAIN-2022-33 | https://abdn.pure.elsevier.com/en/publications/exploring-compassion-a-meta-analysis-of-the-association-between-s | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571911.5/warc/CC-MAIN-20220813081639-20220813111639-00061.warc.gz | en | 0.921057 | 252 | 2.515625 | 3 |
The first mention of La Mole as a territory dates back to 1008 in a cartulary charter from the Benedictine Saint-Victor of Marseille Abbey. The medieval village of Sainte-Madeleine was established to the west of the Maravieille plateau on a rocky basalt outcrop. From the end of the 12th century La Mole was partially included in the Chartreuse de La Verne abbey estate, founded in 1170. By the end of the 14th century the area was deserted. Several centuries later an attempt to repopulate it failed and it remained classified as uninhabited until the 1800s. In 1770, the seigniory of La Mole was acquired by Emmanuel de Boyer de Fonscolombe, a knight and King’s advisor in the Provence Parliament to Joseph-Jean-Baptiste de Suffren, marquis of Saint-Tropez and brother of the famous Bailli. The village as you see it today took shape during the 19th century. | <urn:uuid:cdb77d79-95b4-4429-b299-bf1dc7c73846> | CC-MAIN-2022-21 | http://www.maisonprovence.no/villages/la-mole/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00555.warc.gz | en | 0.962524 | 214 | 2.8125 | 3 |
Growing Success Slug & Snail Trap is designed to help protect plants from damage caused by slugs and snails. It will attract them from a 1.5 metre radius and will trap up to 50 slugs and snails at a time. For best results use more than one trap and deploy traps before planting out.
- A sturdy trap to be set into the ground to catch slugs and snails
- Pesticide free and suitable for organic gardening
- Traps up to 50 slugs | <urn:uuid:1b240096-b8fa-440d-8790-9eb334dfc454> | CC-MAIN-2019-22 | https://www.thegardensuperstore.co.uk/plant-protection/animal-deterrents/slug-deterrents/growing-success-slug-and-snail-trap | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256958.53/warc/CC-MAIN-20190522203319-20190522225319-00470.warc.gz | en | 0.950892 | 101 | 2.515625 | 3 |
How the Internet Enables Energy Efficiency
Web-enabled lighting systems are dramatically lowering energy use and saving building managers and consumers money while cutting peak power demand.
According to a report in the Christian Science Monitor, everything from LED lighting to home appliances can have their energy consumption cut dramatically by devices that resemble or act like a smart phone. In one fell swoop, a warehouse cut its utility bill by 90 percent through a combination of LED lighting and a “smart” energy management system that offered features as simple as dimming lights as soon as passersby walk outside of their range.
In an example cited by the Monitor, the warehouse results were unbelievable to the building owner and the utility. Annual electricity costs at the 177,413-sq-foot warehouse dropped from about $50,000 a year to less than $5,000.
A class of buzzwords has grown up around Internet-enabled efficiency, like “intelligent efficiency,” ”cleanweb,” the “soft grid,” or the “enernet.”
A holistic approach to efficiency is enabled through Internet communications, inexpensive sensors, and data analytics. Instead of designing a superior bulb, the question now asked is how to design networks that function across an entire building, or even a city. The light can account for half of the savings, but Internet technologies control individual lights as part of a network.
The American Council for an Energy Efficient economy even weighed in with a report, that says “intelligent efficiency” can cut consumption by 22 percent.
Academics, scientists, and politicians have long championed the efficiency solution, but they have to confront an unintended consequence: if energy efficiency succeeds and makes electric power cheaper, how does one counter the temptation to then use even more of it?
- What You Need to Know About Demand Charges
- Choosing the Right LED Product for Industrial Lighting Applications
- Expert Q and A: Tips for Automating your Energy Data
- Guide to Energy, Carbon and Environmental Software
- Alarms Management: The Future is Now
- 2014 Energy and Sustainability Predictions: Findings from Leading Professionals
- How "Fixed" is the Fixed Price Product?
- The Business Case for Corporate Sustainability Tools
- Optimizing Asset and Service Management in the Manufacturing Industry
- Evaluation Guide: Four Steps to a Successful Lighting Evaluation
- BUYING STRATEGIES IN A VOLATILE MARKET: What Businesses Need to Know about Retail Electricity Procurement
- Smart Building Technology: The Key to Comprehensive Building Performance
- What Energy Managers Need to know about Procuring Natural Gas: Guidance for 2014 Natural Gas Contracts
- Energy Optimization from the Boiler Room to the Board Room
- Your Roadmap for Energy Management: First Stop – Myths & Realities of Energy Purchasing | <urn:uuid:427b87eb-ee5c-4859-a3ef-361bfaa4918e> | CC-MAIN-2014-10 | http://www.energymanagertoday.com/how-the-internet-enables-energy-efficiency-095991/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999635677/warc/CC-MAIN-20140305060715-00023-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.918742 | 586 | 2.953125 | 3 |
The more than 9,300-year-old skeleton is at the center of a yearslong rift between scientists who want to examine it and tribes who claim it and are seeking to have it reburied.
On Tuesday, Columbia Plateau tribal representatives invited Doug Owsley, a physical anthropologist at the Smithsonian Institution's National Museum of Natural History, to meet with them and discuss his findings.
Owsley said isotopes in the bones indicate Kennewick Man was a hunter of marine mammals, such as seals.
"They are not what you would expect for someone from the Columbia Valley," he said at the gathering hosted by Central Washington University. "This is a man from the coast, not a man from here."
While Owsley has noted before that Kennewick Man was not of Native American descent, this was the first time he's said the man was not even from this area, The Seattle Times reported.
Owsley said the skull is most similar to an Asian coastal people whose characteristics are shared with people, later, of Polynesian descent.
"There is not any clear genetic relationship to Native American peoples. I do not look at him as Native American," he said, adding there is still much more to learn from the bones. "I can't see any kind of continuity. He is a representative of a very different people."
Kennewick Man was found in 1996 and represents one of the oldest and most complete sets of bones in North America. The 300 bones are held at the Burke Museum in Seattle.
After nine years of legal battles, a federal appeals court ruled in 2004 that the bones were not protected by the Native American Graves Protection and Repatriation Act because they were so old that it was impossible to link them to modern-day tribes.
The tribal members who listened to Owsley stuck to their conviction that Kennewick Man is a part of their people's past and needs to be reburied. They're hoping Congress will change the law.
"Today just adds to getting the Kennewick Man back," Armand Minthorn of the Umatilla Board of Trustees told Owsley. "That is our goal, and that is going to be our effort. It would be great if you could help. If you don't, that is OK, too."
Ruth Jim, head of the Yakama Tribal Council's cultural committee, said it is frustrating that Kennewick Man is still out of the ground.
"I don't disagree that the scientists want to do their job, but there should be a time limit," she said. "The only concern we have as tribal leaders is he needs to return to Mother Earth."
Jaqueline Cook, repatriation specialist for the Confederated Tribes of the Colville Reservation, said scientists' finding that the skeleton had been purposefully buried was significant.
"It says a lot that somebody took care of him," Cook said. "To me, that says community. And that he is part of the land. And our land."
More Northwest Headlines
Yakima youngsters mix Legos, science education Activists rappel off Oregon bridge to stop Shell icebreaker Stanwood man pleads guilty to stealing from Swinomish tribe Death penalty dropped from Carnation killings trial Poll: Just 30 percent inclined to re-elect Gov. Inslee GOP lawmakers want Washington to look at Planned Parenthood Salvation Army sets up charging ports for Portland homeless Spokane criminal faces 30th felony charge
Our new comment system is not supported in IE 7. Please upgrade your browser here. | <urn:uuid:f7e9dfc7-5c81-4af6-a701-7fbe62203983> | CC-MAIN-2015-32 | http://www.heraldnet.com/article/20121010/NEWS03/710109902/0/blog53 | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042990217.27/warc/CC-MAIN-20150728002310-00095-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.976516 | 735 | 2.5625 | 3 |
The continuity effect was investigated using frequency glides preceding and following a noise burst. First, the perceived trajectory of the glides during the noise was obtained by a method of drawing in which subjects were required to express what they had heard by drawing a line. The drawings showed that they did not simply interpolate the two frequency points at the beginning and end of the noise, but extrapolated the preceding glide through the noise. Second, two psychophysical experiments were conducted to examine the possibility of the frequency extrapolation. In the first experiment, subjects compared the duration of one glide with that of another followed by a noise. In the second experiment, they judged the final pitch of glide just before the noise. The results of both experiments showed that they traced the frequency change of the glide and perceived its extrapolated trajectory. The maximum duration of the extrapolation reached about 120 ms. This mechanism may underlie the continuity effect in general other than that with gliding tones, and is included in the cognitive model of auditory scene analysis proposed in another paper [Matsui et al., Proc. Spring Meet. Acoust. Soc. Jpn., pp. 485--486 (1996) (in Japanese)]. | <urn:uuid:1dc680a0-6c02-4b8b-9642-e618a2dba88f> | CC-MAIN-2015-48 | http://www.auditory.org/asamtgs/asa96haw/4aPP/4aPP3.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398449258.99/warc/CC-MAIN-20151124205409-00133-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.97209 | 240 | 2.703125 | 3 |
Adeeb Joudeh carries a cast-iron key some 500 years old as he walks through the streets of Jerusalem's Old City
His job, as it has been for generations of his forebears, is to carry the key that opens the doors to the Church of the Holy Sepulchre
This task fell to Joudeh's Muslim ancestors by contract, as a way of maintaining a neutral guardian for the multi-denominational Christian church
The key to one of Christianity’s holiest sites is held by a Muslim family, and it has been for centuries. This is more than just tradition. It is the very essence of Jerusalem, part of what makes the Old City’s cultural and religious history so special.
We meet Adeeb Joudeh at the Jaffa Gate to the Old City. It is 3:30 a.m. At this hour, the tension of the city has melted into the darkness. The narrow alleys are eerily quiet. As Joudeh makes his way through the city’s deserted streets, his footsteps are unnaturally loud, echoing off the walls of the empty stone streets.
He carries with him an ancient cast-iron key, some 500 years old. The key is 12 inches long, with a triangular metal handle and a square end.
It is the key to the Church of the Holy Sepulchre, where many believe Jesus Christ was crucified and entombed. The church is one of Christianity’s holiest sites, and many Christian denominations share this holy space for prayer. Thousands of pilgrims from all over the world make a pilgrimage here for the Easter holidays. Few are aware of Joudeh’s significance, and how important a part his Muslim ancestors have played in the story of this holy place.
Joudeh’s family has held the key in their protection for generations. In his house, Joudeh keeps a binder full of pictures of his grandfather and great-grandfather who once held this sacred task, and his family has kept the historic contracts bestowing upon his family this job, written on parchment and signed in golden ink. The oldest dates back to 1517.
“This is the family heritage,” Joudeh says, smiling as he talks. “It’s all we own as a family, and this is an honor not only for our family. This is an honor for all Muslims in the world.”
Joudeh pulls one of the contracts out of its protective plastic and hands it to me. He implores me to run my finger along the ancient stamp of the Turkish sultan, dating back to the Ottoman rule of Jerusalem. Little specks of gold come off on my finger.
Cooperation is cemented in an old contract
Then he hands me the key to the Church of the Holy Sepulchre. In fact, he hands me two keys. The “new” one has been in use for 500 years. The old one broke after centuries of use.
“This one is 850 years old,” Joudeh says, pointing at the older key.
This task fell to Joudeh’s ancestors as a way of maintaining a neutral guardian of the Church of the Holy Sepulchre, since the church is split between multiple Christian denominations, including Armenian Orthodox, Greek Orthodox, Franciscans, and more. He learned the obligations and responsibilities of guarding the key from his father, just as he will pass it on to his son.
“What we pass to the next generations is not only the key, but also the way you respect other religions.”
This agreement between Joudeh’s Muslim ancestors and the Christians has helped build cooperation between the religions, Joudeh says.
“For me, the source of coexistence for Islamic and Christian religions is the Church of the Holy Sepulchre, and that was when Umar ibn Khattab took the keys of Jerusalem from Patriarch Sophronius and gave security and safety to Christians in the region. We coexist and pass peace and love, which is the real Islamic religion.” He references history from 1,400 years ago, when Umar ibn Khattab, a Muslim, made an agreement with Sophronius, a Christian, to grant the Christians right of free worship in Jerusalem. To Joudeh, this history is still alive today, and it is his obligation to carry it on.
Joudeh does not carry this obligation alone. Although he is in charge of protecting and holding the key, another Muslim family is in charge of opening the door and allowing the faithful to enter the church. That responsibility now falls to Wajeeh Nuseibeh.
When Nuseibeh arrives at the church early in the morning, he takes the key from Joudeh, and climbs a small wooden ladder to unlock the top lock. Then he steps off the ladder to unlock the lower lock. He swings the church doors ajar, and the church is open to visitors. The entire process is repeated each evening, when the church is locked.
The two Muslim families have shared this responsibility for centuries, protecting the holy site and keeping it open to the Christian faithful. It is a model of coexistence in a city filled with tension, leading the way in interfaith cooperation, as it has been for hundreds of years. | <urn:uuid:5a72616b-1d94-40cf-b699-b9ee63f58187> | CC-MAIN-2022-05 | https://www.cnn.com/2016/03/26/middleeast/easter-muslim-keyholder/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300573.3/warc/CC-MAIN-20220129062503-20220129092503-00459.warc.gz | en | 0.965477 | 1,120 | 2.515625 | 3 |
About the Cross Curricular Themes
- The Learning Outcomes Framework includes the embedding of six Cross Curricular Themes.
Education for Diversity
Education for Sustainable Development
Education for Entrepreneurship, Creativity and Innovation
Learning to Learn and Cooperative Learning
The Cross Curricular Themes are embedded through three means. These include 1) embedding in the subject learning outcomes, 2) through the pedagogy approach and 3) through the school activities, events and policies.
Each Cross Curricular Theme has a symbol for ease of identification (as illustrated above). Furthermore they are marked in bold within the subject learning outcome. | <urn:uuid:58ca6b6b-7f5f-4742-88fa-5e0d1a6d13c1> | CC-MAIN-2018-51 | http://www.schoolslearningoutcomes.edu.mt/en/pages/about-the-cross-curricular-theme | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823785.24/warc/CC-MAIN-20181212065445-20181212090945-00594.warc.gz | en | 0.901499 | 128 | 3.3125 | 3 |
Free online calculator that determines the quadrant of an angle in degrees or radians and that tool is nothing but finding the quadrant of the angle calculator. To use this tool there are text fields and in that, we need to give the values and then just tap the calculate button for getting the answers instantly.
How to determine the Quadrants of an angle calculator: Struggling to find the quadrants in which the angle lies? Have no fear as we have the easy-to-operate tool for finding the quadrant of an angle lies in a very simple way. Learn more about the step to find the quadrants easily, examples, and many others. We will help you with the concept and how to find it manually in an easy process.
A quadrant is defined as a rectangular coordinate system which is having an x-axis and y-axis that divides the plane into four quadrants. An angle is said to be in a particular position where the initial side of an origin is on the positive x-axis.
Angles between 0° and 90° then we call it the first quadrant. If the angle is between 90° and 180° then it is the second quadrant. Angle is between 180° and 270° then it is the third quadrant. Finally, the fourth quadrant is between 270° and 360°.
Angle is said to be in the first quadrant if the terminal side of the angle is in the first quadrant. And all these angles of the quadrants are called quadrantal angles.
Let us have a look at the below guidelines on finding a quadrant in which an angle lies. Go through the steps carefully.
Question 1: Find the quadrant of an angle of 252°?
Given angle is 252°
As the given angle is less than 360, we directly divide the number by 90.
252 / 90 = 2.8
Truncate the value to the whole number. After reducing the value to 2.8 we get 2.
As we got 2 then the angle of 252° is in the third quadrant.
Question 2: Find the quadrant of an angle of 723°?
Given angle is 723°
Now, the number is greater than 360, so subtract the number with 360
723 - 360 = 363
Still, it is greater than 360, so again subtract the result by 360.
363 - 360 = 3
Then, divide the result with 90
3/90 = 0.03
After truncating the value we get 0
As we got 0 then the angle of 723° is in the first quadrant.
We have a huge collection of online math calculators with many concepts available at arithmeticacalculators.com.
1. How to use this finding quadrants of an angle lies calculator?
Simply, give the value in the given text field and click on the calculate button, and you will get the answer immediately.
2. What is quadrant angle mean?
A quadrant angle is an angle whose terminal sides lie on the x-axis and y-axis. Some of the quadrant angles are 0°, 90°, 180°, 270°, and 360°.
3. In which quadrant does a 270° lie?
270° does not lie on any quadrant, it lies on the y-axis separating the third and fourth quadrants.
4. What are four quadrants?
5. Where is the second quadrant?
The second quadrant lies in between the top right corner of the plane. In this (-x, +y) is available. | <urn:uuid:41a4fdba-e9ce-4a85-a0ec-62f3a2a03d11> | CC-MAIN-2023-14 | https://arithmeticcalculator.com/find-quadrant-of-angle-calculator/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00154.warc.gz | en | 0.907213 | 759 | 3.734375 | 4 |
Ruby is definitely a loose language. All classes in the language even core classes like the base Object are open and can be modified at any time. Also Ruby in addition to allowing you to do object inheritance allows you to include and extend modules within your Classes.
What open classes means is that you are free to modify and change any class at any time during the execution of your script or application. In addition any changes made will affect existing instances of that class. Lets take a quick look at modifying the main Object class.
class Object def myMethod puts "this is my new method on the base Object Class" end end
By adding this method to the main Object it now means that every Class that extends from the Base Object e.g. everything now has this function. In essence if my had a myClass object that we already instantiated after the above code runs you would be able to call the myMethod function for it and it would output the text.
Include and Extend Classes with Modules
The include and extend keywords allow you add module functions and constants to the specified class and it’s instances. To start off lets first discuss what a Module is in Ruby.
The Basics of Modules
A Module is similar to a class with the exception that they can have no instances or subclasses. Instead what they are used for is for defining a collection of constants or static methods. For example the Math module in Ruby defines functions for performing basic calculations like square root and constants like Pi. To define a module you simply use the module keyword.
module MyModule def myMethod puts "this is my method in my module" end end
Including Modules in Classes
You can add methods of a Module to an instance of a class by including it in the class by the include keyword.
class SampleClass include MyModule end
Having included our module we will find that the methods defined in the module are now added to the Class and any instances of the Class will be able to call the methods. The methods will not be accessible from the Class itself.
obj = SampleClass.new obj.myMethod // outputs: this is my method in my module SampleClass.myMethod // NoMethodError
Extending Modules in Classes
Conversely to Includes, Extending Modules makes the methods available at the class level and not for instances.
class AnotherClass extend MyModule end obj = SampleClass.new obj.myMethod // NoMethodError SampleClass.myMethod // outputs: this is my method in my module
Like I said in the beginning Ruby is a very loose language. It allows you at any moment to modify or overwrite Classes, Methods, and Constants of any Object including those objects that are core to the language. However the include and extend functionality allows you to use the mixin technique to implementing multiple inheritance without supporting true multiple inheritance. | <urn:uuid:7ceaf545-ec33-4a97-a8e8-179dda802d79> | CC-MAIN-2023-40 | https://mdbitz.com/2010/03/25/modifying-existing-classes-lesson-4-of-my-self-inflicted-crash-course-into-ruby/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510603.89/warc/CC-MAIN-20230930050118-20230930080118-00691.warc.gz | en | 0.884135 | 589 | 4 | 4 |
The most crucial thing in writing an essay that will hold your reader’s attention is an informative essay
Your readers will have an easier time understanding the contents of your essay if you have presented it in a way that is organized and structured well.
Before start to this issue of almost any essay, make sure that you realize the sorts of article that are article and to begin writing one particular. Well-prepared informational documents result in ones. We will discuss the several matters this one ought to know before writing an informative essaywriting.
First, the very initial thing you ought to think about when creating an article is the essay’s matter writing. As he’ll be unable to find out exactly what the article is currently talking about, if you’re likely to create the reader will get tired with the composition. For this reason, in writing an essay by studying the issue of this article, you have to continue to keep your attention .
Another thing you need to consider how to start an article is always to look at the design. Many people often compose essays that https://papernow.org are qualitative while others favor using even or comment narrative producing. It is up to you just how you want to exhibit your essay.
Aside from those, you ought to look at the format of the best way to begin a informative essay. You be in a position to begin your article and likewise ought to be aware of the essay’s information before starting it. Format is vital whenever producing a essay that is well-structured and organized.
The vocabulary that you simply employ even though writing just a method to start an essay should really be up to your mark. Your words should be easy for your reader to understand that your own composition. It’s only by way of a vocabulary that is superb that your article will capture focus from your reader. One other thing which you need to look at prior to producing a how to begin an article is your sentence structure. It is just via a well-structured essay that your article should be in a position to catch the attention of their reader. It is imperative that you include sentences in order for your reader may understand exactly what the article is currently talking about.
In addition, you will have to consider some facts that you should include within your essay After composing a method to start an informative article africanactivist.msu.edu . First, you should know just how exactly to begin a informative essay by simply informing the reader to the essay’s principal matter writing. This will be later when they see your essay, what folks will be seeking.
Prior to beginning the article, Moreover, you also had better compose a concise debut. Folks usually acquire tired reading a long essay if the topic is monotonous. Using a quick introduction can save your time along with keep your valuable reader’s time.
There are also things you ought to contemplate when composing a method to begin a informative essaywriting. What the essay’s title would be all , the title of the title of this article, the topic, and this writer all have to get included in the area of the essaywriting. These points will be used by the reader if he or she is looking that you composed about.
The thing which you want to take into consideration prior to composing a how to begin an article is that your tone. When creating the essay, you may either utilize informal or formal. If you’re writing the essay in manner, you should use keywords and grammar when composing the article in an informal 31, when using informal writing buy homework style.
These are only some of things you have to consider how to start a essay . They have been basic guidelines that will help you in writing an essay which will grab your reader’s attention. If you adhere to these guidelines, your essays can be appealing to your reader. | <urn:uuid:eb327fd1-fc7c-4f0a-86b0-ad535a5be206> | CC-MAIN-2020-24 | https://www.centruvechisv.ro/evenimente/essay-examples-how-to-start-an-informative-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347436828.65/warc/CC-MAIN-20200604001115-20200604031115-00234.warc.gz | en | 0.952571 | 793 | 2.609375 | 3 |
Attributed to Francois Ferrière (1752-1837)
Whilst in England Ferrière, was patronised by the royal family...examples of his work survive in the National Galleries Scotland and the Victoria and Albert Museum...
This highly accomplished portrait miniature of a young girl is thought to have been painted by the successful Swiss miniaturist Francois Ferrière. This portrait is reminiscent of the work of Sir Joshua Reynolds, the first president of the Royal Academy, with its subtle chiaroscuro and delicately detailed facial features. Ferrière is known to have worked as a copyist, working from portraits by Sir Thomas Lawrence and Sir William Beechey. It is possible that this miniature derives from an original oil portrait, now lost.
Ferrière was born in Geneva and studied in Paris in 1770, before returning to Geneva where he married. He is thought to have arrived in England in 1793 and exhibited at the Royal Academy and the British Institution. Whilst in England Ferrière was patronised by the royal family, although none of these portraits survive as part of the Royal Collection. The head-type used for Ferrière’s portrait miniature of Queen Charlotte, sold at Christie’s in 1965, almost certainly derives from Sir William Beechey’s full-length portrait of the Queen, dated 1796, in the Royal Collection [RCIN 405423].
In 1804 Ferrière relocated to St Petersburg and Moscow, where he lost almost all of his possessions during the French invasion of 1812. Following Napoleon’s retreat, Ferrière moved back to St Petersburg and was made a member of the Academy in 1813. In 1817 he returned to England to work.
In the 1819 Royal Academy catalogue, Ferrière is listed as a portrait painter to Her Imperial Majesty the Dowager Empress of all Russians, and to the Grand Dukes Nicolas and Michael. He worked in Geneva again from 1822 until 1835, where he was a professor at the Academy of Painting and an associate of the Academy in St Peterburg. Ferrière retired to Morges in Switzerland in 1836, where he died on Christmas Day in 1839.
A portrait of John Ramsay, son of the artist Allan Ramsay, by Ferrière is in the National Galleries Scotland [PG 1478] and several portrait miniatures are in the collection of the Victoria and Albert Museum in London.
Ferrière copied Thomas Lawrence’s portrait of The Hon. Emily Mary Lamb, later Viscountess Palmerson (1787-1870) signed and dated 1802. Sold at Sotheby’s London, 6 June 1996, lot 56.
Queen Charlotte by Ferrière, sold at Christie’s, London 16 February 1965, lot 38. | <urn:uuid:d5cbd2c3-febb-47fc-a74e-51ad889958b5> | CC-MAIN-2017-34 | http://philipmould.com/browse-art/portrait-miniatures/portrait-miniature-of-a-child-att-ferriere | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109893.47/warc/CC-MAIN-20170822031111-20170822051111-00159.warc.gz | en | 0.951868 | 580 | 2.59375 | 3 |
Treatment of the Kidneys
Your kidneys are vital to your health. They often work with other organs, primarily of the endocrine system, to perform several important regulatory roles in your body, including:
- Serving as natural blood filters, removing and sending wastes to your bladder to become urine
- Helping your body reabsorb vital nutrients from filtered material—including water, glucose, and amino acids—by returning them back to your bloodstream
- Regulating your body's acid-base (pH) balance, electrolyte concentrations, and extracellular fluid volume, which is largely responsible for long-term blood pressure regulation
- Producing hormones.
Nephrology is the medical specialty devoted to the understanding, diagnosis, and treatment of problems affecting kidney function. There are many different kidney conditions that range in severity from minor to life-threatening. If you need specialized kidney care, Trios Nephrology is here to help.
Trios Health Complete Kidney Care
Our skilled team of nephrologists offer kidney care to patients age 16 and over for a wide range of conditions including:
- Acute and chronic forms of glomerulonephritis
- Acute and chronic kidney diseases, including toxic nephropathies, kidney stones/nephrolithiasis, and secondary forms of hypertension
- Acute drug nephritis or kidney injury
- Acute kidney injury or failure
- Chronic kidney disease or failure
- Chronic urinary tract infection
- Connective tissue disorders with renal impacts
- Cystic kidney diseases, including polycystic kidney disease
- Diabetes with renal manifestations
- Electrolyte imbalance and metabolic acidosis
- End stage kidney failure and dialysis care
- Hypertensive kidney disease
- Interstitial nephritis
- Pre- and post-transplant kidney care
- Proteinuric kidney disease
- Vascular disorders of the kidneys.
Diagnosis and Treatment of Kidney Conditions
In addition to full-service laboratory and diagnostic imaging services, we offer minimally invasive procedures to assist with the diagnosis and treatment of kidney disorders in the Trios Cardiovascular Catheterization Lab.
There are many different treatment options available for kidney conditions. Your nephrologist will determine which tests and treatments are appropriate for you.
In the event of a renal cancer diagnosis, Trios Hematology & Oncology specialists and your nephrologist will work together to give you the best, most informed care possible. | <urn:uuid:c418bd17-a6ad-4fa9-b188-145f8ac809e7> | CC-MAIN-2018-22 | https://www.trioshealth.org/services/nephrology/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00306.warc.gz | en | 0.920964 | 508 | 2.75 | 3 |
In this digital and technological corporate world, having a plan B in case your software or computer program license goes wrong is a must. Can a customer successfully leverage its position, by entering into an escrow agreement with the licensor? How does the source code escrow work, anyway? When can the source escrow be released to the licensee?
1. What is software escrow and source code escrow?
1.1. What is source code?
Source code is the version of software as it is originally written (i.e. typed into a computer) by a human in plain text (i.e. human readable alphanumeric characters), according to the Linux Information Project.
The notion of source code may also be taken more broadly, to include machine code and notations in graphical languages, neither of which are textual in nature.
For example, during a presentation to peers or potential clients, the software creator may ascertain from the outset that, ‟for the purpose of clarity, ‟source code” is taken to mean any fully executable description of a software system. It is therefore construed to include machine code, very high level languages and executable graphical representations of systems”.
Often, there are several steps of program translation or minification (i.e. the process of removing all unnecessary characters from the source code of interpreted programming languages or markup languages, without changing its functionality) between the original source code typed by a human and an executable program.
Source code is primarily used as input to the process that produces an executable computer programme (i.e. it is compiled or interpreted). Hence, computer programmers often find it useful to review existing source code to learn about programming techniques. So much so, that sharing of source code between developers is frequently cited as a contributing factor to the maturation of their programming skills.
Moreover, porting software to other computer platforms is usually prohibitively difficult – if not impossible – without source code.
1.2. Legal status of software, computer programs and source code
In the United Kingdom, section 3 (Literary, dramatic and musical works) of the Copyright, Designs and Patents Act 1988 (‟CDPA 1988”) provides that among works which are protected by copyright, are ‟computer programs”, ‟preparatory design material for a computer program” and ‟databases” (i.e. collections of independent works, data or other materials which are arranged in a systematic or methodical way and are individually accessible by electronic or other means).
Section 3A of the CDPA 1988 provides that the standard for copyright protection is higher, for databases, than for other ‟literary works”, since they must be original (i.e. by reason of the selection or arrangement of the contents of the database, the database constitutes the author’s own intellectual creation). Since the CDPA 1988 has no equivalent provision for computer programs, it is common knowledge that the provisions of section 3A of the CDPA 1988, relating to originality, apply to both databases and computer programs.
Moreover, the European Directive on the legal protection of databases (Directive 96/9/EC) and the Computer Directive (Directive 91/250/EEC) confirm these higher standards of originality for computer programs and databases, in the sense that they are the author’s own intellectual creation. This is a higher standard of originality than ‟skill, labour and judgment”.
Article L112-2 of the French intellectual property code (‟IPC”) provides that softwares, including preliminary conception work, are deemed to be ‘works from the mind’ protected by copyright. That copyright protection includes source code.
Both in France and the UK, the duration of copyright for software and computer programs is 70 years after the death of the author or, if the author is a legal entity, from the date on which the software was made public.
Copyright is acquired automatically in France and the UK, upon creation of the software or computer program, without any need for registration of such intellectual property right.
Both under English and French law, computer programs are regarded as not protectable via other registered intellectual property rights, such as patents. Indeed, section 1(2) (c) of the Patents Act 1977 (‟PA 1977”) lists computer programs among the things that are not regarded as being inventions “as such”. Article L611-10 of the IPC does the same in France.
1.3. Software escrow / source code escrow
Since authors of software and computer programs – which include source code – own the copyright to their work, they can licence these works. Indeed, the author has the right to grant customers and users of his software some of his exclusive rights in form of software licensing.
While some softwares are ‟open source”, i.e. free to use, distribute, modify and study, most softwares are ‟proprietary”, i.e. privately owned, restricted and, sometimes, kept secret.
For proprietary software, the only way for a user to have lawful access to it is by obtaining a license to use from its author.
When some very large sums of money are exchanged, between the licensor (i.e. the author of the software and source code) and its licensees (i.e. the users of such software and source code), a precautionary measure may be required by the latter: software escrow.
It is the deposit of software source code with a third-party escrow agent, such as Iron Mountain or SES. The source code is securely administered by a trusted, neutral third party to protect the developer’s intellectual property, while at the same time keeping a copy safe for the licensees in case anything happens, such as the licensor no longer being able to support the software or going into bankruptcy. If that situation materialises, the licensees request a release of the source code from the escrow account and are able to keep their businesses up and running. This escrow solution effectively gives the licensee control of the source code and options to move forward.
2. How do you put source code escrow in place?
Many organisations have a standing policy to require software developers to escrow source code of products the organisations are licensing.
Therefore, alongside the licensing agreement to use the computer program, in-house or external lawyers of the licensees also negotiate the terms of an escrow agreement pursuant to which the source code of that computer program will be put in escrow with a trusted third party.
3. Is it worth requesting source code escrow alongside a software license?
Only a small percentage of escrows are ever released: Iron Mountain, the dominant escrow agent in the USA, has thousands of escrow accounts and more than 45,000 customers worldwide that have stored their software and source code with them. Over the 10-year period from 1990 to 1999, Iron Mountain released 96 escrow accounts, less than 10 per year.
Just as well, because escrow agreements are entered into as a kind of insurance policy, only to be used in case something goes very wrong at the licensor’s company, which triggers one of the release events (insolvency, case of force majeure, death of the computer developer, etc.).
However, one valid cons is that most escrowed source code is defective: often, upon release, source code fails to provide adequate protection because it is outdated, defective or fails to meet the licensee’s needs. According to Iron Mountain again, 97.4 percent of all analysed escrow material deposits have been found incomplete and 74 percent have required additional input from developers to be compiled. This is a valid point and licensees of the software, who insist on getting an escrow agreement as well, must insert some clauses in the escrow agreement whereby the escrowed source code is tested on a very regular basis by both the licensee and the licensor, in order to ensure that such escrowed source code will be usable as soon as one ‟release event”, set out in the escrow agreement, materialises. The licensor should have an obligation of result to maintain the escrowed source code up-to-date and fully operational, throughout the duration of the escrow agreement.
Another point of caution is that licensees may lack the expertise to use the released source code. Even if the licensor has been diligent and the released source code is properly updated, well-documented and fully operational, most licensees lack the technical resources or capability to utilise the source code upon release. The licensees may work around this problem by either hiring an engineer who has the technical knowledge to make the most of that released source code (bearing in mind that most software licensing agreements bar licensees from poaching licensor’s employees during the term of the license) or instructing a third-party software company. The best and most economical approach is to be as autonomous as possible, as a licensee, by developing in-house expertise on the workings of the software, and its source code, even before one of the release events materialises.
Another identified problem is that software licensors may prevent the timely release of the escrowed source code by imposing some unilateral conditions to the release, such as the vendor having to provide its written prior approval before the source code is released by the escrow agent, upon the materialisation of a release event. Additionally, many escrow agreements require parties to participate in lengthy alternative dispute resolution proceedings, such as arbitration or mediation, in the event of a dispute relating to the release of the source code. A commonly disputed issue is whether a release event actually occurred, even when the software licensor has gone into bankruptcy! The long delay and expensive legal battle needed to obtain the source code release, may become very heavy burdens for a licensee, compounded by the difficulty to keep the licensee’s computer program and software working – as the licensor, and its technical support, have faded away. In order to avoid such delays and complications in the release of the escrowed source code, the terms of the escrow agreement must initially be reviewed, and negotiated, by an IT lawyer experienced in this area, so that all clauses are watertight and can be executed immediately and in a smooth manner, upon the occurrence of a release event.
Another cost consideration is that the expenses related to the opening and maintenance of an escrow agreement are high, and typically borne by the licensee. In addition to the fees paid to the escrow agent, the customer will often incur significant legal expenses related to the drafting and negotiation of the escrow agreement, as explained above. Software licensors being really resistant to providing their proprietary source code to anyone, escrow agreements are often subjects of long negotiations, before they are signed. However, while doing a costs/benefits analysis of getting the source code escrow, the licensee must assess how much it would cost, in case a release event occurred (bankruptcy of the licensor, case of force majeure, etc) but no prior software escrow had been put in place. If the licensee has made a considerable investment in the software, the cost to protect this asset via an escrow agreement may be trivial.
Some companies say that, since they now rely on Software-as-a-Service solutions (‟SaaS”) for some of their IT needs and functionalities, there is no need for software escrow because the SaaS relies on a cloud-based system. However, SaaS implies that you need to think about both the software and your company’s data, which is indeed stored on the cloud – which adds a level of complexity. Since most SaaS provider’s business continuity/disaster recovery plans do not extend to a company’s application and data, some new insurance products have entered the market, combining both the source code escrow and disaster recovery and risk management solution. For example, Iron Mountain markets its SaaSProtect Solutions for business continuity.
To conclude, licensees need to conduct a costs/benefits analysis of having an escrow agreement in place, alongside the licensing agreement of their major software applications, in respect of each computer program which is perceived as absolutely paramount to the economic survival, and business continuity, of the licensees. Once they have balanced out the pros and cons of putting in place escrow agreements, they need to draft a list of their essential ‟wants” to be set out in each escrow agreement (for example, a detailed list of the release events which would trigger the release of source code to the licensee, the quarterly obligation borne by the licensor to maintain the source code in up-to-date form and working order, the secondment of a highly qualified computer programmer employee of the licensor to the offices of the licensee, on a full-time or part-time basis, in order to train in-house IT staff about the intricacies of the software and its source code) and then pass on such list to their instructed lawyer – who should be an IT expert lawyer, seasoned in reviewing and negotiating escrow agreements – for his or her review and constructive criticism and feedback. Once the licensees have agreed an ‟escrow insurance plan” strategy internally, and then with their counsel, they need to contact the licensor, its management and legal team, and circulate to them a term sheet of the future escrow agreement, in order to kick off the negotiation of the escrow agreement.
An escrow agreement is, and should remain, an insurance policy for the licensee, as long as it – in coordination with its legal counsel – has paved the way to a successful and well thought-out escrow rescue plan. This way, the user of the software will avoid all the pitfalls of poorly understood and drafted escrow agreements and source codes, for the present and future.
Crefovi regularly updates its social media channels, such as Linkedin, Twitter, Instagram, YouTube and Facebook. Check our latest news there! | <urn:uuid:13bf20a3-2b85-4ce8-a24e-97528111cabf> | CC-MAIN-2023-14 | https://crefovi.com/articles/do-you-need-to-put-in-place-an-escrow-agreement/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00490.warc.gz | en | 0.942277 | 2,921 | 3.15625 | 3 |
We think of many things as contagious but rarely do we think about weight loss as being contagious.
Yet a new study has demonstrated that weight loss is contagious; that when weight loss interventions are team based, they are more effective.
How weight loss can be contagious
A 12 week online campaign for weight loss that included 3330 overweight people divided into 987 teams was analyzed by academics at the Brown University. Team outcomes were found to be a strong indicator of a person’s personal weight loss. When participants were seen to lose significant amounts of weight (5% or more of their body weight), they were found to be on the same team.
In other words the influence of one’s teammates was seen to be very significant and it increased the chances of losing weight by as much as 20%. The study concluded that harnessing and maximizing the influence of teammates for losing weight could improve outcomes among people looking to lose weight.
So if our social influences can help us lose weight, can the reverse be true as well? Is it possible that the company you keep is preventing you from shedding weight, or that it is causing you to pile on even more pounds?
Obesity is contagious too
If weight loss is socially contagious, obesity is contagious in a similar way and for the same reasons.
A study conducted some years back found that our chances of becoming obese rise by as much as 57% if we have a friend who is on the road to obesity. Similarly, having a spouse of a sister who becomes obese also raises our chance of doing the same.
In this study published by The New England Journal of Medicine, researchers mapped the social networks of the study participants and obesity trends within those networks. It was found that family members and friend circles are connected and so is their health.
And this connection could exist even over geographical distance. People seemed to influence each other’s weight loss and weight gain as well as overall health even when they were physically hundreds of miles apart.
This phenomenon is explained thus: if you see a sibling or a friend once in a year, say for the holidays, you may notice that they’ve put on some weight and you may think it’s OK to let yourself go a little bit as well! And same sex friends and siblings were seen to do the most damage! | <urn:uuid:23a90f85-d857-4ae7-a678-db0ecc417b88> | CC-MAIN-2017-09 | http://www.womenhealthzone.com/healthy-living/weight-loss/weight-loss-and-obesity-are-contagious/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170940.45/warc/CC-MAIN-20170219104610-00300-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.986252 | 473 | 2.609375 | 3 |
Year 6 visit Steam Museum
Nursery and Prep School
On Friday 6th October, Year 6 ventured off to the Steam Museum in Swindon for a Second World War workshop day entitled: ‘We’ll Meet Again!’
The girls dressed up as authentic evacuees and took identity cards to prove they weren’t spies! Excited and enthused, Year 6 began their first activity, completing a quiz and admiring a life-size steam train. They also learnt about gas masks,how they worked and how younger children who were evacuated wore masks based on a cartoon character Mikey Mouse!
Our pupils explored stories about how women would stop working when they were marries, and how during the war that changed. Women might have been WRENS (Women’s Royal Naval
Service), part of the Land Army, who worked on farms and fixed fences, or
factory workers who made ammunition and bombs for the war. Some even cracked
codes at Bletchley Park!
“ “We went on a train that was more than one hundred years old. I could really imagine what it would have been like to work in those conditions.” ”Selma, Year 6
Following a rationed lunch, the girls experienced a session in an air raid shelter, hearing the siren screeching, and several other workshops focused on the role of the railway in wartime as well as evacuation and family life.
It was an action-packed day! The Steam tour guides said that our girls were one of the best-behaved groups they had ever had and that the girls were a credit to our school and their parents.
“ I really enjoyed the role play. I got to dress up as a Second World War train operator, which was interesting.”Wren | <urn:uuid:9a981d94-b371-4d0b-84b2-bb365481cc15> | CC-MAIN-2024-10 | https://www.royalhighbath.gdst.net/news/year-6-visit-steam-museum | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474661.10/warc/CC-MAIN-20240226162136-20240226192136-00197.warc.gz | en | 0.988292 | 375 | 2.5625 | 3 |
Cooking is preparation of food by either using heat or not in order for the food to be consumed. Different cooks use different ingredients depending on where they come from. Food is prepared using different methods some grill their food on open fires while others will bake using ovens. Others will use little heat to prepare their meals.
Ingredients used for cooking are derived from plants and animals. Vegetables, fruits, spices and grains are found in plants while dairy products, meat and eggs are found in animals. Water and minerals such as salt is also used when cooking. More info https://www.unhumid.com/best-non-stick-pan-dosa/
Cooks choose the method to use when cooking their food depending on the skills they have and also depending on the knowledge they have concerning a certain type of food. Food is cooked in homes by individuals. There are chefs who are professionally trained to cook in hotels and even restaurants. They prepare the food in reference to the menu and preference of the customers that eat in their hotels and restaurants.
During the olden days, baking was the only cooking that was done outside the home. In today’s world, entrepreneurs have set up very many hotels and restaurants in different towns and other areas where food is prepared and people buy from them. Hotels have even gone further and introduced deliveries to people’s homes at an extra cost. As much as the food prepared in the hotels is not nutritional like the food prepared at home, many people opt to buy ready food to cooking at home. Visit site
Some hotels have however adopted healthy living and are preparing foods that are nutritious in their hotels. This makes it easier for people with busy schedules since they have that one hotel with good food in mind. They just make a call and food is delivered to their doorstops. Cooks must always ensure that they prepare a balanced diet. A balanced diet comprises carbohydrates, vitamins, proteins and minerals. Salt helps to make the food taste better.
Food is prepared through various methods. They include microwaving, roasting, steaming, frying and smoking these methods are used to prepare different kinds of food since they use different moisture, heat and also different timing. Heat is used to kill the inactive organisms such as bacteria and viruses which may cause food borne diseases. Observing hygiene is also very important when cooking as it helps to prevent contamination. Cooks should therefore ensure that their hands are clean before handling food. read more from https://en.wikipedia.org/wiki/Cooking | <urn:uuid:4a851ae1-6f4c-48e1-98f9-37aa18dc4df8> | CC-MAIN-2018-13 | https://cookinghealthyfood107329006.wordpress.com/2017/12/20/what-you-should-know-on-cooking/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257651007.67/warc/CC-MAIN-20180324210433-20180324230433-00260.warc.gz | en | 0.97537 | 514 | 3.484375 | 3 |
Computing at School (CAS) http://www.computingatschool.org.uk/ The Computing at School (CAS) Working Group aims to promote the teaching of computer science at school.
CAS was born out of our excitement with our discipline, combined with a serious concern that many students are being turned off computing by a combination of factors that have conspired to make the subject seem dull and pedestrian. Our goal is to put the excitement back into Computing at school.
Classroom Profiles [from Apple] http://www.apple.com/education/profiles/ Classroom Profiles [from Apple]
From elementary schools to universities, Apple products are transforming the
learning experience, making it more interactive, immersive, and engaging.
How Many Teachers Use Technology in the Classroom? http://mashable.com/2013/02/05/teachers-technology-infographic/ How Many Teachers Use Technology in the Classroom? Infographics
PBS Learning Media, in preparation for Digital Learning Day on Wednesday, Feb. 6, conducted a national survey of pre-K to 12th grade teachers to find out how many incorporate technology into their day-to-day classroom activities.
According to a press release, close to 74% of all teachers surveyed said they use digital resources — tablets, computers — to expand and reinforce on content in their classrooms.
Among the other highlights: 69% of those surveyed said educational technology helps them “do much more than ever before” for their students, with the most commonly used resources being online lesson plans, interactive web games and online articles.
Presentation (Conversation) at #educon 26 Jan 2013 educonphilly.org An innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas — from the very practical to the big dreams.
IBM Academic Initiative https://www.ibm.com/developerworks/university/academicinitiative/ IBM Academic Initiative
IBM Academic Initiative is a global program that facilitates the collaboration between IBM and educators to teach students the information technology skills they need to be competitive and keep pace with changes in the workplace.
Become a member of the Academic Initiative to get no-charge access to hardware, full-version software, professionally developed courseware, tools, training, books, and discounts. Let us help you keep up with the latest technologies and reap the benefits of open source.
ICT-Supported Project-based Learning [PBL] http://bit.ly/Mi8b0t ICT-Supported Project-based Learning: the Myths and Truths
The purpose of this article is to facilitate the effective enactment of PBL by breaking some of the misconceptions that teachers may have.
Those misconceptions sometimes hold teachers back from taking the first step towards ICT-supported project based learning; other times, those misconceptions cause teachers to abuse PBL approaches. We hope that this article helps teachers make a right decision on using PBL or other student-centred approaches with ICTs.
Teachtoday.com: Living with technology http://www.teachtoday.eu/
Teachtoday.com: Living with technology
Teachtoday provides information and advice for teachers, head teachers, governors and other members of the school workforce about the positive, responsible and safe use of new technologies.
With the internet, social networking, mobiles and other technologies now part of daily life for many of your students, you play a vital role in helping them to manage their digital spaces and develop their ICT, media literacy and social skills.
Teachtoday is a resource for teachers, head teachers, school administrators and educators of all kinds. The site contains advice and information on new technologies in education and how to use them effectively and, most importantly, safely.
Although the site is based in the UK and targeted toward teachers in the EU, the advice they give and the issues they discuss are universal since many of the problems that come along with new technologies affect schools and students in the same way, regardless of location.
There’s lots of information about internet and mobile safety on the Web already, but we wanted you to have a single place that answers some of the specific questions you might have as a teacher or other member of the school workforce - whether you’re teaching five year olds or 18 year olds; whether you’re an ICT expert or a complete beginner.
7 Innovative Ways Teachers Are Using Tech http://huff.to/oSpf1z High Tech Schools: 7 Innovative Ways Teachers Are Using Tech In The Classroom
Many schools across the [USA] country have rules about tech in the classroom, but they’re not the rules you might think. Teachers instruct students to take out their smartphones, to power up their iPads, and to log in to Twitter.
The teachers and administrators featured in the slideshow are tapping into the potential that tech tools hold for education.
eduTecher http://edutecher.com/ eduTecher was created in late 2007. The website’s main purpose is to help educators and schools around the world effectively integrate technology, including the wonderful tools on the vast World Wide Web, into the classroom.
eduTecher offers links to hundreds of web tools and sites and provides concise information on how the tools may be useful in the classroom setting.
An inquiry-oriented approach ... http://bit.ly/brD81Q An inquiry-oriented approach for making the best use of ICT in the classroom
The first part of this article written by Roser Pintó Casulleras et al.,highlights the most commonly used technologies in science classrooms, reviewing the unique opportunities they offer that would not be possible otherwise.
After discussing the potential (or lack thereof) of these technologies, the second part of the article presents a proposal for using some of them in a specific pedagogical context: an inquiry-based learning cycle for laboratory work.
UK ICT Excellence Awards 2008 .. sharing good practice http://tiny.cc/bectaawards UK ICT Excellence Awards 2008: Winning schools and organisations
The winning schools and organisations were announced on Thursday 6 November 2008, at an evening awards ceremony at Cutlers' Hall, Sheffield.
To read more about the winners and runners-up, and see videos on the winners ....
Also see the videos on the YouTube channel
ICT excellence in schools http://bit.ly/7psPA0 Next generation learning right now: recognising ICT excellence in schools
Next generation learning right now documents the achievements of all 27 winning schools and organisations from the 2008 ICT Excellence Awards.
Worksheets for introducing (UK) Year 7 to ICT http://bit.ly/3CfuE Worksheets for introducing (UK) Year 7 to ICT.
Suitable for SEN users at an older age. Follow the link to find case studies on ICT and SEN, more lesson plans and further resources for the whole secondary age range.
Top 10 on the Web - Secondary ICT http://www.teachers.tv/video/4946 Top 10 on the Web - Secondary ICT
A quick fire run down of the ten best websites for teaching ICT, chosen by Coopers Technology College in Kent.
Ben Moor introduces the websites with comments from teachers at Coopers Technology College, and sneak previews of the contents. The school was given 50 suggested sites, chosen with help from a ICT Advisor, and then added their own favourites.
It was difficult to decide on their top ten but Lesley Lamb, ICT teacher, says of their number one, "the actual topics they?ve chosen are quite futuristic, very child friendly, very colourful".
ICT Teacher http://www.justinarnold.co.uk/ictteacher/index.shtml ICT Teacher
When ictteacher.com first began, tutorials was what we did mostly. Since then we have grown to include a glossary, resources and games, but we are now able to provide a growing collection of our own, original video tutorials.
Teach ICT http://www.teachict.co.uk/ Teach ICT
We are a group of teachers who enjoy creating interactive resources for ICT at (UK) KS3, KS4 & KS5.
We produce interactive resources aimed at stimulating pupil's imaginations, enhancing their creativity and making the life of the teacher easier.
Our commission based system also repays teachers who put their time and effort into creating interactive resources.
Top 100 (ICT) Tools for Learning http://www.c4lpt.co.uk/recommended/top100.html Top 100 Tools for Learning
The current list is compiled from the contributions of
learning professionals (from both education and workplace learning) who shared their Top 10 Tools for Learning both for their own personal learning/productivity and for creating learning solutions for others
Computer Integration in the Classroom http://www.techlearning.com/story/showArticle.jhtml?articleID=164302309 Computer Integration in the Classroom
As educators technology has revolutionized the way we teach, communicate, and manage information. Gone are the days of Blue Masters and hand written report cards. The educator who is not staying current on the application of technology is making his/her job harder and to a degree, limiting their student's possibilities.
Personalised Learning and ICT http://www.microsoft.com/uk/education/learning/headteachers.asp Information and communication technology (ICT) is proving that it can play an important role in personalised learning.
ICT has become a key tool in managing learning and using educational resources.
The ICT planning guide explains how schools can integrate ICT.
My Learning, My Way, the Microsoft personalised learning website, brings together resources and discussions of how ICT can help with learning styles and develop multiple intelligences. You can also find case studies demonstrating the use of ICT in schools.
Integrating ICTs into the Curriculum http://www.unescobkk.org/index.php?id=2490 Integrating ICTs into the Curriculum : UNESCO
This catalogue contains a range of resources in the form of books, CD-ROMs, online publications, websites and articles from e-journals that aim to provide teachers, senior school managers, curriculum developers and administrators with guidelines and strategies for integrating ICTs effectively into teaching and learning.
Most of the resources included in this catalogue may be found online. For the print publications and CD-ROMs, publisher? details have been included. All resources may be found in the Information and Knowledge Management (IKM) Library based at UNESCO Bangkok.
Technology Integration Made Easy http://www.education-world.com/a_tech/archives/technology.shtml Technology Integration Made Easy
Are you anxious to integrate technology into your curriculum, but are intimidated by the time and tech savvy necessary to plan technology activities or participate in technology projects?
Included: Twenty activities and nearly 50 Web sites to help you integrate technology into your daily routine.
EDclass http://www.edclass.com EDclass : A technology integration solution that improves student achievement.
EDclass is a complete library of classroom-ready integration activities that improve student achievement. EDclass activities are presented as small, interactive electronic books - called activBooks - that open on students' and teachers' computers to guide them successfully through effective curriculum-based lessons.
When it comes to technology integration, EDclass provides the link between professional development and classroom practice.
Using web-based resources in Primary ICT http://tinyurl.com/3usxu Using web-based resources in Primary ICT
The examples given here describe a number of lessons in which websites are used effectively to support the teaching of ICT in Key Stages 1 and 2.
Strategies for Integrating Technology into Your Curriculum http://www.gp.k12.mi.us/ci/ce/computer/strategies.htm Strategies for Integrating Technology into Your Curriculum
Use the Internet to Conduct Research Investigations, Collect Information, and Make Analyses
Dialog with Experts
Use the WWW as Tutor or Instructor
Participate in Collaborative Projects Using WWW Resources
Use the Multimedia Resources of the Internet
Prepare Students for Information Competencies
Use Technology Intentionally to Reform Learning
Combine Project-Based or Problem-Based Learning with Multimedia
Technology Integration http://www.lburkhart.com/ Technology Integration
Using the Internet in Elementary Schools | Using the Internet in Middle Schools |
Technology integration module - ICT in the Classroom http://www.glef.org/TI/index.html The technology integration module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning.
The module is designed for a two- to three-hour class or session. It can be used in conjunction with trainings of software applications that are used in classroom settings.
Guided Process, is designed to give participants a brief introduction to technology integration.
Part Two, Group Participation, guides participants in envisioning technology integration.
The PowerPoint presentation found in the Resources section can be used to introduce the module, or be used as a stand-alone presentation. | <urn:uuid:a603e422-ebdd-44f0-86c9-e9abd6227300> | CC-MAIN-2016-07 | http://www.shambles.net/pages/school/ITclass/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701160582.7/warc/CC-MAIN-20160205193920-00051-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.914874 | 2,792 | 2.859375 | 3 |
This video demonstrates novel techniques of RNA interference (RNAi) which downregulate two genes simultaneously in honey bees using double-stranded RNA (dsRNA) injections. It also presents a protocol of proboscis extension response (PER) assay for measuring gustatory perception.
RNAi-mediated gene knockdown is an effective technique downregulating target gene expression. This technique is usually used for single gene manipulation, but it has limitations to detect interactions and joint effects between genes. In the first part of this video, we present two strategies to simultaneously knock down two genes (called double gene knockdown). We show both strategies are able to effectively suppress two genes, vitellogenin (vg) and ultraspiracle (usp), which are in a regulatory feedback loop. This double gene knockdown approach can be used to dissect interrelationships between genes and can be readily applied in different insect species.
The second part of this video is a demonstration of proboscis extension response (PER) assay in honey bees after the treatment of double gene knockdown. The PER assay is a standard test for measuring gustatory perception in honey bees, which is a key predictor for how fast a honey bee's behavioral maturation is. Greater gustatory perception of nest bees indicates increased behavioral development which is often associated with an earlier age at onset of foraging and foraging specialization in pollen. In addition, PER assay can be applied to identify metabolic states of satiation or hunger in honey bees. Finally, PER assay combined with pairing different odor stimuli for conditioning the bees is also widely used for learning and memory studies in honey bees.
17 Related JoVE Articles!
Obtaining Specimens with Slowed, Accelerated and Reversed Aging in the Honey Bee Model
Institutions: Norwegian University of Life Sciences, Arizona State University.
Societies of highly social animals feature vast lifespan differences between closely related individuals. Among social insects, the honey bee is the best established model to study how plasticity in lifespan and aging is explained by social factors.
The worker caste of honey bees includes nurse bees, which tend the brood, and forager bees, which collect nectar and pollen. Previous work has shown that brain functions and flight performance senesce more rapidly in foragers than in nurses. However, brain functions can recover, when foragers revert back to nursing tasks. Such patterns of accelerated and reversed functional senescence are linked to changed metabolic resource levels, to alterations in protein abundance and to immune function. Vitellogenin, a yolk protein with adapted functions in hormonal control and cellular defense, may serve as a major regulatory element in a network that controls the different aging dynamics in workers.
Here we describe how the emergence of nurses and foragers can be monitored, and manipulated, including the reversal from typically short-lived foragers into longer-lived nurses. Our representative results show how individuals with similar chronological age differentiate into foragers and nurse bees under experimental conditions. We exemplify how behavioral reversal from foragers back to nurses can be validated. Last, we show how different cellular senescence can be assessed by measuring the accumulation of lipofuscin, a universal biomarker of senescence.
For studying mechanisms that may link social influences and aging plasticity, this protocol provides a standardized tool set to acquire relevant sample material, and to improve data comparability among future studies.
Developmental Biology, Issue 78, Insects, Microscopy, Confocal, Aging, Gerontology, Neurobiology, Insect, Invertebrate, Brain, Lipofuscin, Confocal Microscopy
A Proboscis Extension Response Protocol for Investigating Behavioral Plasticity in Insects: Application to Basic, Biomedical, and Agricultural Research
Institutions: Arizona State University.
Insects modify their responses to stimuli through experience of associating those stimuli with events important for survival (e.g.
, food, mates, threats). There are several behavioral mechanisms through which an insect learns salient associations and relates them to these events. It is important to understand this behavioral plasticity for programs aimed toward assisting insects that are beneficial for agriculture. This understanding can also be used for discovering solutions to biomedical and agricultural problems created by insects that act as disease vectors and pests. The Proboscis Extension Response (PER) conditioning protocol was developed for honey bees (Apis mellifera
) over 50 years ago to study how they perceive and learn about floral odors, which signal the nectar and pollen resources a colony needs for survival. The PER procedure provides a robust and easy-to-employ framework for studying several different ecologically relevant mechanisms of behavioral plasticity. It is easily adaptable for use with several other insect species and other behavioral reflexes. These protocols can be readily employed in conjunction with various means for monitoring neural activity in the CNS via electrophysiology or bioimaging, or for manipulating targeted neuromodulatory pathways. It is a robust assay for rapidly detecting sub-lethal effects on behavior caused by environmental stressors, toxins or pesticides.
We show how the PER protocol is straightforward to implement using two procedures. One is suitable as a laboratory exercise for students or for quick assays of the effect of an experimental treatment. The other provides more thorough control of variables, which is important for studies of behavioral conditioning. We show how several measures for the behavioral response ranging from binary yes/no to more continuous variable like latency and duration of proboscis extension can be used to test hypotheses. And, we discuss some pitfalls that researchers commonly encounter when they use the procedure for the first time.
Neuroscience, Issue 91, PER, conditioning, honey bee, olfaction, olfactory processing, learning, memory, toxin assay
Tactile Conditioning And Movement Analysis Of Antennal Sampling Strategies In Honey Bees (Apis mellifera L.)
Institutions: Bielefeld University.
Honey bees (Apis mellifera
L.) are eusocial insects and well known for their complex division of labor and associative learning capability1, 2
. The worker bees spend the first half of their life inside the dark hive, where they are nursing the larvae or building the regular hexagonal combs for food (e.g.
pollen or nectar) and brood3
. The antennae are extraordinary multisensory feelers and play a pivotal role in various tactile mediated tasks4
, including hive building5
and pattern recognition6
. Later in life, each single bee leaves the hive to forage for food. Then a bee has to learn to discriminate profitable food sources, memorize their location, and communicate it to its nest mates7
. Bees use different floral signals like colors or odors7, 8
, but also tactile cues from the petal surface9
to form multisensory memories of the food source. Under laboratory conditions, bees can be trained in an appetitive learning paradigm to discriminate tactile object features, such as edges or grooves with their antennae10, 11, 12, 13
. This learning paradigm is closely related to the classical olfactory conditioning of the proboscis extension response (PER) in harnessed bees14
. The advantage of the tactile learning paradigm in the laboratory is the possibility of combining behavioral experiments on learning with various physiological measurements, including the analysis of the antennal movement pattern.
Neuroscience, Issue 70, Physiology, Anatomy, Entomology, Behavior, Sensilla, Bees, behavioral sciences, Sense Organs, Honey bee, Apis mellifera L., Insect antenna, Tactile sampling, conditioning, Proboscis extension response, Motion capture
Peering into the Dynamics of Social Interactions: Measuring Play Fighting in Rats
Institutions: University of Lethbridge.
Play fighting in the rat involves attack and defense of the nape of the neck, which if contacted, is gently nuzzled with the snout. Because the movements of one animal are countered by the actions of its partner, play fighting is a complex, dynamic interaction. This dynamic complexity raises methodological problems about what to score for experimental studies. We present a scoring schema that is sensitive to the correlated nature of the actions performed. The frequency of play fighting can be measured by counting the number of playful nape attacks occurring per unit time. However, playful defense, as it can only occur in response to attack, is necessarily a contingent measure that is best measured as a percentage (#attacks defended/total # attacks X 100%). How a particular attack is defended against can involve one of several tactics, and these are contingent on defense having taken place; consequently, the type of defense is also best expressed contingently as a percentage. Two experiments illustrate how these measurements can be used to detect the effect of brain damage on play fighting even when there is no effect on overall playfulness. That is, the schema presented here is designed to detect and evaluate changes in the content
of play following an experimental treatment.
Neuroscience, Issue 71, Neurobiology, Behavior, Psychology, Anatomy, Physiology, Medicine, Play behavior, play, fighting, wrestling, grooming, allogrooming, social interaction, rat, behavioral analysis, animal model
Using Chronic Social Stress to Model Postpartum Depression in Lactating Rodents
Institutions: Tufts University Cummings School of Veterinary Medicine, Manchester Metropolitan University.
Exposure to chronic stress is a reliable predictor of depressive disorders, and social stress is a common ethologically relevant stressor in both animals and humans. However, many animal models of depression were developed in males and are not applicable or effective in studies of postpartum females. Recent studies have reported significant effects of chronic social stress during lactation, an ethologically relevant and effective stressor, on maternal behavior, growth, and behavioral neuroendocrinology. This manuscript will describe this chronic social stress paradigm using repeated exposure of a lactating dam to a novel male intruder, and the assessment of the behavioral, physiological, and neuroendocrine effects of this model. Chronic social stress (CSS) is a valuable model for studying the effects of stress on the behavior and physiology of the dam as well as her offspring and future generations. The exposure of pups to CSS can also be used as an early life stress that has long term effects on behavior, physiology, and neuroendocrinology.
Behavior, Issue 76, Neuroscience, Neurobiology, Physiology, Anatomy, Medicine, Biomedical Engineering, Neurobehavioral Manifestations, Mental Health, Mood Disorders, Depressive Disorder, Anxiety Disorders, behavioral sciences, Behavior and Behavior Mechanisms, Mental Disorders, Stress, Depression, Anxiety, Postpartum, Maternal Behavior, Nursing, Growth, Transgenerational, animal model
Inchworming: A Novel Motor Stereotypy in the BTBR T+ Itpr3tf/J Mouse Model of Autism
Institutions: University of Calgary Faculty of Medicine, Trinity College.
Autism Spectrum Disorder (ASD) is a behaviorally defined neurodevelopmental disorder characterized by decreased reciprocal social interaction, abnormal communication, and repetitive behaviors with restricted interest. As diagnosis is based on clinical criteria, any potentially relevant rodent models of this heterogeneous disorder should ideally recapitulate these diverse behavioral traits. The BTBR T+Itpr3tf
/J (BTBR) mouse is an established animal model of ASD, displaying repetitive behaviors such as increased grooming, as well as cognitive inflexibility. With respect to social interaction and interest, the juvenile play test has been employed in multiple rodent models of ASD. Here, we show that when BTBR mice are tested in a juvenile social interaction enclosure containing sawdust bedding, they display a repetitive synchronous digging motion. This repetitive motor behavior, referred to as "inchworming," was named because of the stereotypic nature of the movements exhibited by the mice while moving horizontally across the floor. Inchworming mice must use their fore- and hind-limbs in synchrony to displace the bedding, performing a minimum of one inward and one outward motion. Although both BTBR and C56BL/6J (B6) mice exhibit this behavior, BTBR mice demonstrate a significantly higher duration and frequency of inchworming and a decreased latency to initiate inchworming when placed in a bedded enclosure. We conclude that this newly described behavior provides a measure of a repetitive motor stereotypy that can be easily measured in animal models of ASD.
Behavior, Issue 89, mice, inbred C57BL, social behavior, animal models, autism, BTBR, motor stereotypy, repetitive
Radio Frequency Identification and Motion-sensitive Video Efficiently Automate Recording of Unrewarded Choice Behavior by Bumblebees
Institutions: University of Ottawa.
We present two methods for observing bumblebee choice behavior in an enclosed testing space. The first method consists of Radio Frequency Identification (RFID) readers built into artificial flowers that display various visual cues, and RFID tags (i.e.
, passive transponders) glued to the thorax of bumblebee workers. The novelty in our implementation is that RFID readers are built directly into artificial flowers that are capable of displaying several distinct visual properties such as color, pattern type, spatial frequency (i.e.
, “busyness” of the pattern), and symmetry (spatial frequency and symmetry were not manipulated in this experiment). Additionally, these visual displays in conjunction with the automated systems are capable of recording unrewarded
choice behavior. The second method consists of recording choice behavior at artificial flowers using motion-sensitive high-definition camcorders. Bumblebees have number tags glued to their thoraces for unique identification. The advantage in this implementation over RFID is that in addition to observing landing behavior, alternate measures of preference such as hovering and antennation may also be observed. Both automation methods increase experimental control, and internal validity by allowing larger scale studies that take into account individual differences. External validity is also improved because bees can freely enter and exit the testing environment without constraints such as the availability of a research assistant on-site. Compared to human observation in real time, the automated methods are more cost-effective and possibly less error-prone.
Neuroscience, Issue 93, bumblebee, unlearned behaviors, floral choice, visual perception, Bombus spp, information processing, radio-frequency identification, motion-sensitive video
Using an Automated 3D-tracking System to Record Individual and Shoals of Adult Zebrafish
Like many aquatic animals, zebrafish (Danio rerio
) moves in a 3D space. It is thus preferable to use a 3D recording system to study its behavior. The presented automatic video tracking system accomplishes this by using a mirror system and a calibration procedure that corrects for the considerable error introduced by the transition of light from water to air. With this system it is possible to record both single and groups of adult zebrafish. Before use, the system has to be calibrated. The system consists of three modules: Recording, Path Reconstruction, and Data Processing. The step-by-step protocols for calibration and using the three modules are presented. Depending on the experimental setup, the system can be used for testing neophobia, white aversion, social cohesion, motor impairments, novel object exploration etc
. It is especially promising as a first-step tool to study the effects of drugs or mutations on basic behavioral patterns. The system provides information about vertical and horizontal distribution of the zebrafish, about the xyz-components of kinematic parameters (such as locomotion, velocity, acceleration, and turning angle) and it provides the data necessary to calculate parameters for social cohesions when testing shoals.
Behavior, Issue 82, neuroscience, Zebrafish, Danio rerio, anxiety, Shoaling, Pharmacology, 3D-tracking, MK801
Membrane Potentials, Synaptic Responses, Neuronal Circuitry, Neuromodulation and Muscle Histology Using the Crayfish: Student Laboratory Exercises
Institutions: University of Kentucky, University of Toronto.
The purpose of this report is to help develop an understanding of the effects caused by ion gradients across a biological membrane. Two aspects that influence a cell's membrane potential and which we address in these experiments are: (1) Ion concentration of K+
on the outside of the membrane, and (2) the permeability of the membrane to specific ions. The crayfish abdominal extensor muscles are in groupings with some being tonic (slow) and others phasic (fast) in their biochemical and physiological phenotypes, as well as in their structure; the motor neurons that innervate these muscles are correspondingly different in functional characteristics. We use these muscles as well as the superficial, tonic abdominal flexor muscle to demonstrate properties in synaptic transmission. In addition, we introduce a sensory-CNS-motor neuron-muscle circuit to demonstrate the effect of cuticular sensory stimulation as well as the influence of neuromodulators on certain aspects of the circuit. With the techniques obtained in this exercise, one can begin to answer many questions remaining in other experimental preparations as well as in physiological applications related to medicine and health. We have demonstrated the usefulness of model invertebrate preparations to address fundamental questions pertinent to all animals.
Neuroscience, Issue 47, Invertebrate, Crayfish, neurophysiology, muscle, anatomy, electrophysiology
Measuring Neural and Behavioral Activity During Ongoing Computerized Social Interactions: An Examination of Event-Related Brain Potentials
Institutions: Illinois Wesleyan University.
Social exclusion is a complex social phenomenon with powerful negative consequences. Given the impact of social exclusion on mental and emotional health, an understanding of how perceptions of social exclusion develop over the course of a social interaction is important for advancing treatments aimed at lessening the harmful costs of being excluded. To date, most scientific examinations of social exclusion have looked at exclusion after a social interaction has been completed. While this has been very helpful in developing an understanding of what happens to a person following exclusion, it has not helped to clarify the moment-to-moment dynamics of the process of social exclusion. Accordingly, the current protocol was developed to obtain an improved understanding of social exclusion by examining the patterns of event-related brain activation that are present during social interactions. This protocol allows greater precision and sensitivity in detailing the social processes that lead people to feel as though they have been excluded from a social interaction. Importantly, the current protocol can be adapted to include research projects that vary the nature of exclusionary social interactions by altering how frequently participants are included, how long the periods of exclusion will last in each interaction, and when exclusion will take place during the social interactions. Further, the current protocol can be used to examine variables and constructs beyond those related to social exclusion. This capability to address a variety of applications across psychology by obtaining both neural and behavioral data during ongoing social interactions suggests the present protocol could be at the core of a developing area of scientific inquiry related to social interactions.
Behavior, Issue 93, Event-related brain potentials (ERPs), Social Exclusion, Neuroscience, N2, P3, Cognitive Control
Simultaneous Long-term Recordings at Two Neuronal Processing Stages in Behaving Honeybees
Institutions: University of Würzburg.
In both mammals and insects neuronal information is processed in different higher and lower order brain centers. These centers are coupled via convergent and divergent anatomical connections including feed forward and feedback wiring. Furthermore, information of the same origin is partially sent via parallel pathways to different and sometimes into the same brain areas. To understand the evolutionary benefits as well as the computational advantages of these wiring strategies and especially their temporal dependencies on each other, it is necessary to have simultaneous access to single neurons of different tracts or neuropiles in the same preparation at high temporal resolution. Here we concentrate on honeybees by demonstrating a unique extracellular long term access to record multi unit activity at two subsequent neuropiles1
, the antennal lobe (AL), the first olfactory processing stage and the mushroom body (MB), a higher order integration center involved in learning and memory formation, or two parallel neuronal tracts2
connecting the AL with the MB. The latter was chosen as an example and will be described in full. In the supporting video the construction and permanent insertion of flexible multi channel wire electrodes is demonstrated. Pairwise differential amplification of the micro wire electrode channels drastically reduces the noise and verifies that the source of the signal is closely related to the position of the electrode tip. The mechanical flexibility of the used wire electrodes allows stable invasive long term recordings over many hours up to days, which is a clear advantage compared to conventional extra and intracellular in vivo
Neuroscience, Issue 89, honeybee brain, olfaction, extracellular long term recordings, double recordings, differential wire electrodes, single unit, multi-unit recordings
Behavioural Pharmacology in Classical Conditioning of the Proboscis Extension Response in Honeybees (Apis mellifera)
Institutions: Freie Universität Berlin.
Honeybees (Apis mellifera
) are well known for their communication and orientation skills and for their impressive learning capability1,2
. Because the survival of a honeybee colony depends on the exploitation of food sources, forager bees learn and memorize variable flower sites as well as their profitability. Forager bees can be easily trained in natural settings where they forage at a feeding site and learn the related signals such as odor or color. Appetitive associative learning can also be studied under controlled conditions in the laboratory by conditioning the proboscis extension response (PER) of individually harnessed honeybees3,4
. This learning paradigm enables the study of the neuronal and molecular mechanisms that underlie learning and memory formation in a simple and highly reliable way5-12
. A behavioral pharmacology approach is used to study molecular mechanisms. Drugs are injected systemically to interfere with the function of specific molecules during or after learning and memory formation13-16
Here we demonstrate how to train harnessed honeybees in PER conditioning and how to apply drugs systemically by injection into the bee flight muscle.
Neuroscience, Issue 47, Classical conditioning, behavioural pharmacology, insect, invertebrate, honeybee, learning, memory
Nest Building as an Indicator of Health and Welfare in Laboratory Mice
Institutions: Charles River, Tufts University, Stanford University, Stanford University.
The minimization and alleviation of suffering has moral and scientific implications. In order to mitigate this negative experience one must be able to identify when an animal is actually in distress. Pain, illness, or distress cannot be managed if unrecognized. Evaluation of pain or illness typically involves the measurement of physiologic and behavioral indicators which are either invasive or not suitable for large scale assessment. The observation of nesting behavior shows promise as the basis of a species appropriate cage-side assessment tool for recognizing distress in mice. Here we demonstrate the utility of nest building behavior in laboratory mice as an ethologically relevant indicator of welfare. The methods presented can be successfully used to identify thermal stressors, aggressive cages, sickness, and pain. Observation of nest building behavior in mouse colonies provides a refinement to health and well-being assessment on a day to day basis.
Behavior, Issue 82, Animal Structures, Surgical Procedures, Life Sciences (General), Behavioral Sciences, Mouse, Welfare assessment, Nest building
Brain Imaging Investigation of the Neural Correlates of Observing Virtual Social Interactions
Institutions: University of Alberta, University of Illinois, University of Alberta, University of Alberta, University of Alberta, University of Illinois at Urbana-Champaign, University of Illinois at Urbana-Champaign.
The ability to gauge social interactions is crucial in the assessment of others’ intentions. Factors such as facial expressions and body language affect our decisions in personal and professional life alike 1
. These "friend or foe
" judgements are often based on first impressions, which in turn may affect our decisions to "approach or avoid
". Previous studies investigating the neural correlates of social cognition tended to use static facial stimuli 2
. Here, we illustrate an experimental design in which whole-body animated characters were used in conjunction with functional magnetic resonance imaging (fMRI) recordings. Fifteen participants were presented with short movie-clips of guest-host interactions in a business setting, while fMRI data were recorded; at the end of each movie, participants also provided ratings of the host behaviour. This design mimics more closely real-life situations, and hence may contribute to better understanding of the neural mechanisms of social interactions in healthy behaviour, and to gaining insight into possible causes of deficits in social behaviour in such clinical conditions as social anxiety and autism 3
Neuroscience, Issue 53, Social Perception, Social Knowledge, Social Cognition Network, Non-Verbal Communication, Decision-Making, Event-Related fMRI
Studying Aggression in Drosophila (fruit flies)
Institutions: Harvard Medical School.
Aggression is an innate behavior that evolved in the framework of defending or obtaining resources. This complex social behavior is influenced by genetic, hormonal and environmental factors. In many organisms, aggression is critical to survival but controlling and suppressing aggression in distinct contexts also has become increasingly important. In recent years, invertebrates have become increasingly useful as model systems for investigating the genetic and systems biological basis of complex social behavior. This is in part due to the diverse repertoire of behaviors exhibited by these organisms. In the accompanying video, we outline a method for analyzing aggression in Drosophila whose design encompasses important eco-ethological constraints. Details include steps for: making a fighting chamber; isolating and painting flies; adding flies to the fight chamber; and video taping fights. This approach is currently being used to identify candidate genes important in aggression and in elaborating the neuronal circuitry that underlies the output of aggression and other social behaviors.
Neuroscience, Issue 2, Drosophila, behavior
The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress
Institutions: University Groningen, Radboud University Nijmegen.
This video publication explains in detail the experimental protocol of the resident-intruder paradigm in rats. This test is a standardized method to measure offensive aggression and defensive behavior in a semi natural setting. The most important behavioral elements performed by the resident and the intruder are demonstrated in the video and illustrated using artistic drawings. The use of the resident intruder paradigm for acute and chronic social stress experiments is explained as well. Finally, some brief tests and criteria are presented to distinguish aggression from its more violent and pathological forms.
Behavior, Issue 77, Neuroscience, Medicine, Anatomy, Physiology, Genetics, Basic Protocols, Psychology, offensive aggression, defensive behavior, aggressive behavior, pathological, violence, social stress, rat, Wistar rat, animal model
Combining Behavioral Endocrinology and Experimental Economics: Testosterone and Social Decision Making
Institutions: University of Zurich, Royal Holloway, University of London.
Behavioral endocrinological research in humans as well as in animals suggests that testosterone plays a key role in social interactions. Studies in rodents have shown a direct link between testosterone and aggressive behavior1
and folk wisdom adapts these findings to humans, suggesting that testosterone induces antisocial, egoistic or even aggressive behavior2
. However, many researchers doubt a direct testosterone-aggression link in humans, arguing instead that testosterone is primarily involved in status-related behavior3,4
. As a high status can also be achieved by aggressive and antisocial means it can be difficult to distinguish between anti-social and status seeking behavior.
We therefore set up an experimental environment, in which status can only be achieved by prosocial means. In a double-blind and placebo-controlled experiment, we administered a single sublingual dose of 0.5 mg of testosterone (with a hydroxypropyl-β-cyclodextrin carrier) to 121 women and investigated their social interaction behavior in an economic bargaining paradigm. Real monetary incentives are at stake in this paradigm; every player A receives a certain amount of money and has to make an offer to another player B on how to share the money. If B accepts, she gets what was offered and player A keeps the rest. If B refuses the offer, nobody gets anything. A status seeking player A is expected to avoid being rejected by behaving in a prosocial way, i.e. by making higher offers.
The results show that if expectations about the hormone are controlled for, testosterone administration leads to a significant increase in fair bargaining offers compared to placebo. The role of expectations is reflected in the fact that subjects who report that they believe to have received testosterone make lower offers than those who say they believe that they were treated with a placebo. These findings suggest that the experimental economics approach is sensitive for detecting neurobiological effects as subtle as those achieved by administration of hormones. Moreover, the findings point towards the importance of both psychosocial as well as neuroendocrine factors in determining the influence of testosterone on human social behavior.
Neuroscience, Issue 49, behavioral endocrinology, testosterone, social status, decision making | <urn:uuid:b3803d7c-88c8-4ff2-a903-ad2608bba898> | CC-MAIN-2017-17 | https://www.jove.com/visualize/abstract/22427864/physiological-state-influences-social-interactions-two-honeybee-nest | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120001.0/warc/CC-MAIN-20170423031200-00364-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.915823 | 6,034 | 2.890625 | 3 |
While browsing some dental articles recently, I came across an article which reported that testing done on bone chemistry revealed more information about the royal lifestyle of King Richard III!
Our Teeth: A Unique Footprint of Our Lives
The article states that a recent study conducted by the British Geological Survey, in association with researchers at the University of Leicester, has delved into the bone and tooth chemistry of King Richard III to uncover fascinating new details about his diet and lifestyle!
What Your Eating Habits Say About You
The study indicates a change in the king’s diet and location sometime during his early childhood. Later, he consumed a diet rich with expensive, high-status food and drink, according to Elsevier’s Journal of Archaeological Science.
Dr Angela Lamb, Isotope Geochemist and lead author of the paper, said, “The chemistry of Richard III’s teeth and bones reveal changes in his geographical movements, diet, and social status throughout his life.”
Richard Buckley from the University of Leicester Archaeological Services, who lead the archaeologists in the Richard III dig, says “This cutting-edge research has provided a unique opportunity to shed new light on the diet and environment of a major historical figure—Richard III. It is very rare indeed in archaeology to be able to identify a named individual with precise dates and a documented life. This has enabled the stable-isotope analysis to show how his environment changed at different times in his life and, perhaps most significantly, identified marked changes in his diet when he became king in 1483.”
The study analyzed isotope measurements—related to geographical location, pollution, and diet—in three locations of King Richard’s skeleton.
His teeth confirmed that Richard had moved from Fotheringay castle in eastern England by the time he was seven. By examining the femur, which provided information for about fifteen years before his death, researchers found that Richard had moved back to eastern England as a young adult and had a diet matching the highest aristocracy.
They also analyzed one of King Richard’s ribs. Because a rib renews itself relatively fast, the findings were only able to represent between two and five years of his life before he died. The data collected from the rib bone indicated the greatest change in his diet. Although there was an alteration in the chemistry between Richard’s femur and his rib, which could indicate a relocation at some point during his adolescence, historical records have shown that the king did not move from eastern England in the two years prior to his death.
So it’s suggested that instead, the data collected represents a change in his diet related to his time as king. The study found an increase of his consumption of freshwater fish as well as birds such as swans, cranes, herons, and egrets, which were popular foods at royal gatherings.
Additionally, the bone chemistry suggests that Richard consumed more wine during his short reign as king!
What We Know Now
It’s thrilling to see how modern technology has uncovered such interesting artifacts from our past by our teeth! The possibilities are nearly endless!
For a beautiful smile!
Cater Galante Orthodontic Specialists | <urn:uuid:eb52a8b1-17e4-4d5e-9133-2b607f830291> | CC-MAIN-2022-49 | https://www.luvmysmile.com/advances-technology-far-weve-come/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711417.46/warc/CC-MAIN-20221209144722-20221209174722-00620.warc.gz | en | 0.974695 | 661 | 3.3125 | 3 |
Does this characterisation of a homeless man in "The Cop and the Anthem" seem appropriate? Would most Americans agree with this portrayal?
How do Americans react to this portrayal?
2 Answers | Add Yours
"The Cop and the Anthem" was first published in 1905. That was well over a century ago, and America was much different. There was no electric lighting, no automobiles, no indoor plumbing. O. Henry frequently mentions horses in his stories, such as in "A Municipal Report" where the agent is taken to Azalea Adair's house in a horse-drawn buggy.
O. Henry himself was born around the time of the Civil War and died in 1910. He describes the world as he saw it, and his readers of the time must have seen it in pretty much the same way. There was no social security, no Medicare, no unemployment compensation. Medical knowledge was primitive, and most of the antibiotics and immunizations were undreamt of. Tuberculosis was rampant. Many child died before they could reach maturity, and many women died in childbirth.
O. Henry spent three years and three months in prison for embezzlement--and prisons were very tough places in those days. Read Jack London's little-known story "The Star Rover" for a description of prison life. The last part of Theodore Dreiser's novel Sister Carrie, published in 1900, describes conditions at the bottom of the social ladder in the descent of George Hurstwood from a prosperous and self-confident businessman to a panhandler in New York City and finally an anonymous suicide in a flophouse.
Writers like O. Henry, Charles Darwin, Jack London, Stephen Crane, Theodore Dreiser, and a great many others helped elevate the public consciousness regarding the lowest class of society. Nowadays most Americans believe that the poor should be provided with at least a minimal amount of food, clothing, shelter, and medical care--a so-called "safety net." Consequently these things are available to the homeless today.
O. Henry treated Soapy with humor and irony because that was his style. He was one of the many writers who was influenced by the great Charles Dickens, and it was a distinguishing characteristic of Dickens that he described misery with humor and irony. O. Henry was no more indifferent to the sufferings of the unfortunate than was Dickens. O. Henry had experienced a great deal of suffering himself in his relatively short lifetime. The same humor and irony can be seen in his best-known stories, including "The Gift of the Maji," "The Cop and the Anthem," "After Twenty Years." and "A Municipal Report." Perhaps his intention was not so much to make his readers more socially conscious and politically militant as it was to provide a spark of cheer and humor to help them through their own lives of toil and anxiety. It was a cold, cruel world for most people in 1905.
Appropriate....it is not meant to be appropriate....It is meant to be ironic.....Most homeless people wish to be left alone by the police. They would rather be taken care of by the shelters.
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Join a community of thousands of dedicated teachers and students.Join eNotes | <urn:uuid:4dfa6c2e-4bf8-4426-8e04-049c0a2435e2> | CC-MAIN-2014-49 | http://www.enotes.com/homework-help/does-this-characterisation-homeless-man-seem-281562 | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400372542.20/warc/CC-MAIN-20141119123252-00088-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.984159 | 659 | 2.515625 | 3 |
In the east of Zimbabwe 2000 people, around four hundred families, have received cash transfers from ActionAid to help them buy food during the country’s worst drought for 35 years.
The devastating effects of the El-Nino induced drought have left close to four million people in need of food aid in Zimbabwe. In Kwaramba village, in Manicaland province, communities have resorted to a diet consisting of only boiled bananas as they make efforts to cope with the drought that has resulted in food shortages in most parts of the country. Banana is not a staple food in Zimbabwe.
ActionAid is transferring the money to community members through Ecocash, a mobile phone money transfer system. The electronic money transfers are convenient for communities as they are given the choice to decide how, and on what, the money should be used. Electronic cash is sent via a code in a text message to the recipients’ mobile phones. They then take the code to a local money agent to redeem the cash.
Using calculations of $5 per family member to a maximum of five members per family, a total of 400 households comprising mostly vulnerable women have now received cash averaging $25 (depending on household size).
During a recent visit to some of the most affected communities in Makoni district, ActionAid Chief Executive, Adriano Campolina, witnessed and interacted with some of the community members who had received their money on the phones.
One of the people who received the money was Ellen Matereke, a 38 year old mother of six, who said:
I will now be able to buy a 50kg bag of maize meal and cooking oil from the money I received.
Ellen also spoke of how she was grateful to receive the money but that it would still not be adequate to pay her children’s school fees. Before the drought, Ellen, like many other women, was able to meet all her children’s school needs with the money she earned from her own small business. However the drought has severely affected trade and left families like Ellen's with spiralling costs.
Most women in Chiendambuya have over the years survived on rearing poultry and small scale farming as ways of gaining income while subsistence farming provided food for the family. With the drought taking hold, people in this community are failing to obtain grain for their poultry and gardens are severely affected by lack of water as reservoirs and other water sources dry up.
As the UN Development Programme warns that half the population will be in need of emergency assistance by March 2017, ActionAid continues to work closely with communities in Zimbabwe. In addition to the cash transfers, ActionAid is repairing boreholes at key locations in Chiendambuya to address the lack of water, as well as working in several more locations across the country. | <urn:uuid:96d57778-2cca-4552-b98e-39cbe7ec16e5> | CC-MAIN-2017-39 | http://www.actionaid.org/shared/help-families-only-able-find-bananas-eat | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818688208.1/warc/CC-MAIN-20170922041015-20170922061015-00453.warc.gz | en | 0.979326 | 567 | 2.625 | 3 |
A European Union-funded project aims to encourage a new approach to the management of electricity networks, fostering closer communication between supplier and consumer so as to maximise efficiency in power generation and consumption.
“For a utility company the ideal scenario is that you produce just enough electricity to meet demand.” This, says Dr Leire Bastida, coordinator of the EU-funded 'Energy-saving information platform for generation and consumption networks' (ENERSIP) project, was the starting point for a re-think of our current approach to electricity supply systems. Rather than being content with one-way communication flows, from supplier to consumer, this SmartGrid initiative aims to implement two-way online communication between suppliers, customers and their electrical appliances in order to optimise the way electricity is consumed. Instead of simply trying to encourage customers to cut down on their use of household appliances, the ENERSIP researchers are looking at ways to provide them with real-time information on their electricity consumption levels so that they can opt to rationalise their own consumption patterns.
Changing consumer habits
On the supplier side, the application of information and communication technology which ENERSIP is championing should enable a net reduction in wastage of electricity. Rather than making a rough estimate of demand for power across a given area, the ENERSIP approach is designed to help adjust electricity generation – from both large centralised power plants and smaller local sources such as roof-installed solar panels and wind turbines – to match demand. ‘Smart’ plugs connecting appliances with power sockets are used to send information on fluctuations in consumption in real time to a centralised system which in turn will adjust the amount of power produced. The ENERSIP web platform is also being equipped to provide users with personal advice on how to optimise, and so probably reduce, their consumption and manage their electricity bills. Dr Bastida stresses that information is the key to rational energy use, explaining: “We believe that people will make sustainable choices and take part in the optimisation process if we give them the information and help them make decisions.”
Widespread interest in smart grids
Most major players in the energy chain, both in Europe and in the United States, have been looking closely at installing smart grid technology for some time now. This trend is receiving further momentum in the current economic context, where people are being forced to make severe cost reductions, even for the most basic day-to-day needs such as electricity. Tests carried out by ENERSIP have demonstrated that the project is viable. In theory this approach could enable overall energy savings of close to 30%. Households would be able to cut their electricity bill by around 10%, leading to a parallel reduction of 9% in EU emissions of carbon dioxide. ENERSIP’s energy optimisation algorithms are already much in demand by industrial firms wishing to maximise their energy efficiency, and they are likely to enable the supplier-consumer relationship to evolve step by step. Dr Bastida emphasises however that people are the key: “We can only make significant energy savings when people change their behaviour. Systems like ENERSIP can begin to make this difference,” argues the ENERSIP coordinator. | <urn:uuid:b3f7de5d-95aa-4625-9350-a443276350f6> | CC-MAIN-2019-22 | https://atelier.bnpparibas/en/smart-city/article/energy-savings-rationalising-power-generation-key-reducing-consumption | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232258621.77/warc/CC-MAIN-20190526025014-20190526051014-00168.warc.gz | en | 0.949178 | 649 | 2.984375 | 3 |
Sleep is a function provided by bash shell to pause execution of commands. Using sleep function will make delay according to provided time values. There is also library support for sleep function in Linux environments. Simple usage of sleep function is like below.
Syntax of the
sleep function is very easy. We will just provide
DELAY value to the function.
- DELAY is the time in seconds to wait but also minute hour or days can be specified related suffix which we will examine below.
Delay For 5 Seconds
We will create a simple 5 seconds delay between
$ mkdir test && sleep 5 && ls
Here && provides sequential execution.
We can also use this expression in a script line by line like below
#!/bin/bash mkdir sleep 5 ls
By default is given delay parameter to the sleep, the function is interpreted as seconds but we can change the interpretation by providing.
Sleep Specified Minutes
We can provide a delay parameter as minute by providing
mpostfix. In this example, we will create a 1-minute delay
$ sleep 1m
Sleep Specified Hours
Hours delay can be specified like below. We will use
h as a prefix. The following example will wait for 1 hour before executing the next command.
$ sleep 1h
Sleep Specified Days
And the last day can be specified like below. We will use
d as the prefix to specify the day. Following the example, the command will wait for 1 day.
$ sleep 1d
Multiple Duration Expressions
Up to now, we have looked single duration specification but sleep supports multiple duration specification. We can specify multiple values for sleep like 1 day 5 hours like below.
$ sleep 1d 5h
sleep .5 # Waits 0.5 second. sleep 5 # Waits 5 seconds. sleep 5s # Waits 5 seconds. sleep 5m # Waits 5 minutes. sleep 5h # Waits 5 hours. sleep 5d # Waits 5 days.
Example Sleep Script
This is an example script that can be used for different purposes. Create filename
sleepexample.sh and add the following lines.
#!/bin/bash echo "I will sleep for 10 seconds"; sleep 10; echo "I waked up after sleeping 10 seconds"; | <urn:uuid:e06582e2-e00f-4bf8-8e56-3dabb2a4f44d> | CC-MAIN-2020-34 | https://www.poftut.com/how-to-use-bash-sleep-in-linux/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735833.83/warc/CC-MAIN-20200803195435-20200803225435-00486.warc.gz | en | 0.787381 | 474 | 3.875 | 4 |
By Patrick Schaefer
As a child, my parents took me and my sister to a Conservation Authority park almost every weekend. My favourites were Mountsberg, Hilton Falls and Crawford Lake. These parks are in the vicinity of the Niagara Escarpment. They support high levels of biodiversity and contain a range of natural features like streams, lakes, wetlands and forest habitats. These are still my favourite parks to this day.
Parks Canada is celebrating Canada’s 150th birthday by giving free admission to national parks in 2017. But let’s take a minute to learn about Conservation Authorities (CA). They are another type of organization that protects natural spaces and engages people with nature. You may have missed it, but 2016 marked 70 years of CAs protecting Ontario’s Biodiversity. A total of 36 CAs operate in Ontario. They provide programs and services to 90% of Ontario’s population.
Conservation Authorities are non-profit organizations. They operate with a board of directors appointed by municipalities within their jurisdictions. The 1946 Conservation Authorities Act mandates that CAs manage water, land and natural resources. They do this through restoration, management and conservation actions. The 1920s and 30s was a peak time of extensive deforestation, soil loss and widespread degradation of natural resources. CAs were created in response to this poor land and resource management. In 1954 Hurricane Hazel dropped ~280mm of rain on southern Ontario. Combined with winds of >100km/hr, this event resulted in 81 deaths and $25 million dollars in damages. Today that would be equal to over $250 million. After review, the Conservation Authority Act was amended in 1959 to include protecting people and property from flooding.
Most people may be familiar with CAs for their local parks. They serve to protect natural areas and act as a resource for education and recreation for the public. Ontario’s CAs own and protect nearly 150,000 hectares of our natural and cultural heritage areas. In addition, CAs play a major role in restoration efforts. In 2012 they collectively planted more than 3 million trees, provided $8.4 million for water quality improvement projects. These projects were related to erosion control and agricultural best management practices. They also carry out restoration and rehabilitation of aquatic and terrestrial habitats. But CAs are about much more than land protection. CAs manage $2.7 billion dollars in flood control and prevention infrastructure. Prevention infrastructure can include dams, dykes, channels and erosion control structures. These structures and activities save roughly $100 million dollars annually in preventing flood damage and loss of life!
Conservation Authorities also play an important role in monitoring healthy ecosystems. In partnership with provincial agencies, CAs track surface and groundwater across Ontario. They monitor aquatic ecosystems by assessing fish and aquatic insect communities. Biological monitoring occurs at more than 1000 sites across the province.
Since graduating with a M.Sc in 2014 I have worked at two Conservation Authorities conducting biological monitoring. Contributing to the preservation of natural spaces and conservation of biodiversity has been an incredibly rewarding experience.
With the money you are saving from free admission to Parks Canada this year, consider visiting some parks at your local CA. It will support the many great programs and services they offer. There are also many opportunities to get involved. Most CAs offer volunteer opportunities in restoration and monitoring projects. To learn more, check out the Conservation Ontario website and your local CA.
Blogs are written by ELB members who want to share their stories about Ontario's biodiversity. | <urn:uuid:5cdd5734-8edd-485e-8bab-f8c86616a2b1> | CC-MAIN-2018-39 | http://www.el4biodiversity.ca/blog/the-role-of-conservation-authorities-in-protection-biodiversity | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267164925.98/warc/CC-MAIN-20180926121205-20180926141605-00362.warc.gz | en | 0.955643 | 710 | 3.515625 | 4 |
Provided it is not a consequence of governmental interference with market forces, cheap food creates far-reaching benefits. People struggling to survive on a dollar or two a day, of whom there are more than two billion around the world, are better able to feed themselves. Diminished food scarcity also leads to increased expenditures on goods and services other than food, thereby accelerating the economic diversification that is an integral feature of development. Moreover, low prices facilitate the savings required for investment and economic growth. Declining food scarcity has helped drive overall economic progress for decades, even as the demand for edible goods has been increasing at a fast clip.
Since the middle of the twentieth century, when the population was slightly less than 2.5 billion, human numbers have shot up, surpassing 6.0 billion shortly before 2000 and currently approaching 7.0 billion. Adding to food demand have been pronounced improvements in living standards, especially in China and other Asian nations where much of the population could not afford adequate sustenance little more than a generation ago. Yet food supplies have more than kept pace—mainly thanks to technological advances during and since the Green Revolution that have caused global yields of cereals (which comprise at least 60 percent of the human diet if the grain consumed by livestock is taken into account) to rise by 150 percent since the early 1960s.
The general tendency of food supplies to overwhelm food demand has registered in the marketplace. Corrected for inflation, prices of corn, rice and wheat declined by approximately 75 percent between 1950 and the middle 1980s, and then remained at historically low levels for another two decades.
Food prices spiked in 2007 and 2008 due to rising agricultural production costs resulting from higher energy prices, expanded conversion of corn and other crops into biofuels, and export restrictions implemented by nations such as Argentina, Ukraine and Vietnam. However, markets soon returned to normal, with prices in late 2008 a little above what they had been before the spike. Occasional upswings like those of 2007 and 2008 notwithstanding, food prices can remain at current levels or even decline further in the years to come. For example, the World Bank anticipates a deceleration of demand growth, mainly because population increases will dwindle as human fertility continues to decline and because the rate of growth for grain consumption per capita promises to slow down in emerging economies. In addition, ample opportunities remain for boosting production. Under the Bank’s baseline scenario, real food prices should be slightly below current levels in 2050, when human numbers will be at around nine billion and close to stabilizing. But there are caveats.
If governments continue to subsidize and mandate biofuel production, midcentury prices of crops could be 30 percent above current levels. Also, food could grow scarcer if global warming impairs agricultural productivity. Increased scarcity would weigh heavily on the poor, who spend most of their meager earnings on food. According to one group of researchers, as many as 26 million more impoverished children could be malnourished in 2050 because of adverse developments in agriculture resulting from climate change.
The question is: will global warming impair agricultural productivity?
This study investigates the potential consequences of climate change for global agricultural output and identifies policies that would reduce any negative impacts. Some researchers have estimated that climate change resulting from manmade global warming could reduce agricultural output significantly (compared to baseline assumptions), especially in tropical countries. As a result, food prices would rise and malnutrition worsen. However, these estimates assume minimal or no adaptation to changes in the climate. In particular, they assume that farmers will fail to switch crops, modify their use of water and other inputs, and adopt new technology. This view is unrealistic: faced with changing conditions, farmers will adapt – unless prohibited.
The study identifies what can and should be done to minimize the impact of climate change on crop production, including:
- Improved water management
- Development and adoption of new crops
- Development and adoption of other new technologies
- Subsidies to agricultural inputs and outputs, resulting in over-production and, in the case of biofuels, unnecessary diversion of crops to non-food uses.
- Political control of water supplies, which results in under-pricing of water (effectively an input subsidy), undermining incentives both to conserve water (leading to overuse) and to develop new supplies. This is likely to cause particular problems if the world warms and increases in evaporation exceed increases in precipitation.
- Politically imposed restrictions on trade.
- Politically imposed restrictions on the use of new agricultural technologies.
- Removing subsidies to agricultural inputs and outputs, including protection and mandates for the production of biofuel.
- Creating secure, transferable ownership of water rights and ensuring that these rights are vested in individuals and groups with an interest in the effective stewardship of that water, which might include irrigators and private water companies. Chile’s highly positive experience offers a model in this respect.
- Removing barriers to trade, including restrictions on the import and export of agricultural products.
- Removing burdensome restrictions on the use of modern agricultural technologies. While some regulation may be justified in order to protect health and the environment, in many countries regulations on technologies from pesticides to genetically modified crops are unjustifiably restrictive and result in the use of inferior technologies that are more harmful to health and the environment. | <urn:uuid:b12a8b34-592e-4e82-8c50-295ee53b05d7> | CC-MAIN-2017-04 | https://www.reason.org/news/printer/population-growth-food-shortages-gl | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280425.43/warc/CC-MAIN-20170116095120-00092-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.941121 | 1,087 | 3.59375 | 4 |
Land take (CSI 014/LSI 001) - Assessment published Jun 2013
This item is open for comments. See the comments section below
Land use (Primary topic)
Typology: Descriptive indicator (Type A - What is happening to the environment and to humans?)
- CSI 014
- LSI 001
Key policy question: How much and in what proportions is agricultural, forest and other semi-natural and natural land being taken for urban and other artificial land development?
Land take by the expansion of residential areas and construction sites is the main cause of the increase in the coverage of urban land at the European level. Agricultural zones and, to a lesser extent, forests and semi-natural and natural areas, are disappearing in favour of the development of artificial surfaces. This affects biodiversity since it decreases habitats, the living space of a number of species, and fragments the landscapes that support and connect them. The annual land take in European countries assessed by 2006 Corine land cover project (EEA39 except Greece) was approximately 108 000 ha/year in 2000-2006. In 21 countries covered by both periods (1990-2000 and 2000-2006) the annual land take decreased by 9 % in the later period. The composition of land taken areas changed, too. More arable land and permanent crops and less pastures and mosaic farmland were taken by artificial development then in 1990-2000. Identified trends are expected to change little when next assessment for 2006-2012 becomes available in 2014.
The largest land cover category taken by urban and other artificial land development was agriculture land. On the average, almost 46 % of all areas that changed to artificial surfaces were arable land or permanent crops during 2000-2006. However, compared to the previous decade (1990-2000) in 21 countries covered both by Corine Land Cover (CLC) 1990-2000 and 2000-2006 it increased to 53 %. This dominant land take was particularly important in Denmark (89 %), Slovakia (87 %), Switzerland (77 %) and Italy (74 %).
Pastures and mixed farmland were, on average, the next category being taken, representing 31.9 % of the total. It was approximately 6 % less then in 1990-2000. However, in several countries or regions, these landscapes were the major source for land uptake (in a broad sense), i.e. in Luxembourg (78 %), Albania (73 %), Bosnia and Herzegovina (72 %) and Ireland (70%).
The proportion of forests and transitional woodland shrub taken for artificial development during the period was 13 %. It was significantly higher in Finland (75 %), Norway (70 %) and Slovenia (62 %).
The consumption of natural grassland, heathland and sclerophylous vegetation by artificial land take was 7.3 % of the whole area, but in Iceland (74 %) it was the largest taken class and significant proportions occurred also in Cyprus (23 %), Belgium (22 %) and Austria (21 %).
Open space with little or no vegetation contributed to taken land with 1.2 %. Larger proportions were in Iceland (7 %), Turkey (5 %) and Norway (5 %).
The least taken classes were water bodies (0.6 %) and wetlands (0.3 %). However, water bodies' contribution in Turkey (3 %) and Finland (2.4 %) was relatively high. Similarly, more wetlands were taken in Estonia (7 %), Iceland (5 %) and Norway (3 %).
In general, more forests, natural grasslands and open spaces were taken by artificial land development then in the previous decade. This meant a higher loss of natural ecosystems in 2000-2006.
Land accounts 2000-2006: http://dataservice.eea.europa.eu/PivotApp/pivot.aspx?pivotid=501
Specific policy question: What are the drivers of uptake for urban and other artificial land development?
At the European level, housing, services and recreation made up 43.2 % of the overall increase in urban and other artificial area between 2000 and 2006. Compared to the previous decade (1990-2000), in 21 countries covered in both periods this driver decreased from 52 % to 40 %. However, the proportion of new land for housing was significantly higher in Albania (95 %), Kosovo (86 %), Bosnia and Herzegovina (77 %) and Cyprus (63 %) . The building of new sport and recreation areas (including also permanent facilities for artificial snowing) was an important driver in mountain or Nordic countries as Norway (46 %), Austria (46 %), Switzerland (32 %), Iceland (28 %), Finland (27 %) and Sweden (27 %).
The second largest area (21.4 %) was taken by construction sites. These sites represent transitional areas that will turn into other newly urbanised classes in future. Thus large coverage of construction sites indicates a potential of further artificial development. This driver increased three times compared to period 1990-2000 (in 21 countries). Construction was a dominant driver in Slovenia (50 %), Lithuania (44 %), Spain (43 %), the Netherlands (40 %), Iceland (38 %) and Montenegro (38 %).
Land take for industrial and commercial sites covered 15.5 % of the whole newly developed land. In 21 countries covered in both periods it decreased from 23 % (1900-2000) to 17 % (2000-2006). The construction of new industrial and commercial sites was particularly important driver in Italy (40 %), Luxembourg (37 %), Slovakia (36 %) and Belgium (33%).
The proportion on newly created mines, quarries and dumpsites was 12.8 % in 38 European countries, but it was significantly higher in Serbia (52 %), Bulgaria (50 %), the Former Yugoslav Republic of Macedonia (39 %), Estonia (38 %), Latvia (35 %) and Montenegro (33 %). In 21 countries it remained stable around 13 % during both periods.
Although land take for transport infrastructures is underestimated in surveys that are based on remote sensing as Corine Land Cover, it covered 7.1 % of the taken area. However, its more than a double increase (from 3 % to 7 % in 21 countries covered by both periods) supports the importance of this driver. In fact, the proportions of land taken for transport were rather high in countries as Croatia (60 %), Luxembourg (17 %), Slovenia (17 %), Poland (18 %), Portugal (16 %) and Sweden (15 %). Land take by linear features with a width below 100 m (majority of roads and railways) is not included in the statistics, which focus mostly on areal infrastructures (airports, harbours...). Soil sealing and fragmentation by linear infrastructures therefore need to be observed by other means.
Specific policy question: Where have the more important artificial land uptakes occurred?
Intensity of land take 2000 - 2006
Note: Based on Corine Land Cover 2006 and changes between 2000 and 2006, the map shows the land take distribution and intensity for development of urban and other artificial area
- Corine Land Cover 2000 - 2006 changes provided by European Environment Agency (EEA)
- Corine Land Cover 2006 raster data provided by European Environment Agency (EEA)
The pace of land take observed by comparing it with the initial extent of urban and other artificial areas in 2000 gives another picture (Figure 3). From this perspective, the average value in 38 European countries covered by CLC 2000-2006 ranges up to an annual increase of 0.5 % (in 21 countries covered by both periods it also slowed down from 0.6 % to 0.5 %). Urban development is fastest in Albania (4.6 % increase in urban area per year), Iceland (3.2 %), Spain (2.8 %), Cyprus (2.3 %) and Ireland (2.1 %). Compared to the previous period 1990-2000, Estonia doubled its speed to 0.7 %, as did the Czech republic and Hungary (both to 0.4 %), on the other hand, some countries slowed their land take speed down Portugal from 3.1 to 1.4 %, Luxembourg from 0.8 to 0.3 % and Germany from 0.7 to 0.4 %.
Considering the contribution of each country to new total urban and infrastructure sprawl in Europe, mean annual values range from 23.5 % (Spain) to 0.001% (Malta), with intermediate values in France (12.2 %), Germany (9.5 %) and Italy (6.8 %). Differences between countries are strongly related to their size and population density (Figure 4).
Land uptake by urban and other artificial development in 38 European countries as identified by Corine land cover amounted to approximately 636 900 hectares in 6 years. It represents 0.1% of the total territory of these countries. This may seem low, but spatial differences are very important and an artificial sprawl in many regions is very intense (Figure 5). Due to its methodological restrains (its scale and minimum mapping unit), Corine land cover tends somewhat lowering the land take, when compared to more detailed estimates. However, the identified trends in land take are similar and proportional to other land use/cover data sources in the countries or in Europe (e.g., LUCAS - Land use/cover area frame survey).
Corine Land Cover 2006 raster data
provided by European Environment Agency (EEA)
Corine Land Cover 2000 - 2006 changes
provided by European Environment Agency (EEA)
More information about this indicator
See this indicator specification for more details. | <urn:uuid:1a354952-751a-4ee0-8c3a-1a125a85a3fd> | CC-MAIN-2014-23 | http://www.eea.europa.eu/data-and-maps/indicators/land-take-2/assessment-2 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997892806.35/warc/CC-MAIN-20140722025812-00204-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.921065 | 2,003 | 3 | 3 |
Research is focused on chronic low to medium dose rate gamma radiation from the NMBU Co-60 source. The main hypothesis is that an organism’s capacity to mitigate oxidative stress and thus maintain essential enzyme functions determines its ability to repair damage inflicted on essential macromolecules such as DNA. The indirect effects of ionizing radiation, particularly the formation of free radicals (ROS and RNS), can in turn damage cell components and cause perturbation in signaling systems and metabolism. It is further hypothesized that stem cells comprise the organismal function most susceptible to damage by radiation, and that ‘late effects’ such as developmental malformations, or reproductive defects, originate from damage to stem cell populations.
On photo above: Nematode C. elegans reporter strain (GA508) with GFP embedded with the gene Sod1 (oxidative stress in vivo monitoring) | <urn:uuid:53c05407-808c-423b-9416-ee7069055165> | CC-MAIN-2017-43 | https://www.nmbu.no/en/services/centers/cerad/research/research-areas/ra3/umb3a | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825473.61/warc/CC-MAIN-20171022222745-20171023002745-00589.warc.gz | en | 0.915075 | 180 | 2.578125 | 3 |
Deinonychus was far from being one of the largest carnivorous dinosaurs, but what it lacked in size it made up for in intelligence, terrifying looks, and hunting skills. This scary looking dinosaur was what the director of Jurassic Park films based the terrifying Velociraptor on in the films.
Deinonychus which is pronounced die-non-ih-kuss and in Greek translates into ‘Terrible Claw’ as like other raptors it had a huge sickle like claw on each of its feet. More on this later.
Deinonychus is a close relative of the much smaller but still vicious Velociraptor, they both had many similar features and characteristics with the most noticeable difference being the size of the animal.
HOW FAST WAS Deinonychus?
With Deinonychus being described as being a fleet-footed dinosaur it is often assumed that Deinonychus could run incredibly fast, as was dramatized in the Jurassic Park films running at Olympic pace chasing down its prey. This unfortunately isn’t true.
It is hypothesised that Deinonychus could ‘trot’ at a leisurely 6mph. The average walking pace of a human is around 3-4mph so certainly not that quick at all. When it ran, it rotated its huge foot-claw upwards and ran on the other toes.
Quick Deinonychus Facts
|First Found:||1931, Barnum Brown|
|When it lived:||Cretaceous, 115 – 108 million years ago|
|Length||3.4 meters (11 ft)|
when did Deinonychus live?
Deinonychus walked the earth 108-115 million years ago in the Cretaceous Period.
The type of environment Deinonychus would have lived in would have been a floodplain or swamp like habitat.
It lived alongside dinosaurs such as the ferocious Spinosaurus, Archaeornithomimus (another swift, bird-like theropod), Probactrosaurus (an iguanodontid) and giant sauropods such as Titanosaurs and Tenontosaurus.
feathers and flight
Palaeontologists believe that Deinonychus would have had feathers along its tail which was flexible and could bend to the sides with a high degree of flexibility. It would also have feathers around its head and on its arms. Deinonychus arms were more than likely covered in feathers and many have hypothesised could have aided in some form of flight.
When we say flight, we don’t mean like a bird can fly but more or a ‘jump and glide’. It is also believed to be able to climb using its large claws, which is believed to allow it to jump and glide from trees. Deinonychus’s arms are to be believed to have acted as stabilisers whilst in flight or gliding towards its prey. These wing-like arms would have also acted as stability whilst wrestling with its prey, pinned down by large claws on both feet.
The head of Deinonychus would have also displayed feathers and the skull of Deinonychus had one noticeable feature in that the opening between the eye and its nostrils (also known as the ‘antorbital fenestra’) was pretty large in comparison to other theropods.
This large opening would have reduced the weight of the head of Deinonychus head, making it more agile.
There are a lot of comparisons between Deinonychus jaws and other theropods in terms of ‘bite pressure / force’. However, given the size of the dinosaur its bite still would have packed a punch, around the same as a modern-day crocodile.
Its jaw was also packed full of super sharp, seventy curved teeth built for gripping a ripping flesh away from its prey.
Studies of the skull have progressed a great deal over the decades. Ostrom reconstructed the partial, imperfectly preserved skulls that he had as triangular, broad and quite similar to the Allosaurus. The skull of Deinonychus was different from that of the Velociraptor in that it had a more robust skull roof like that of Dromaeosaurus and did not have the depressed nasals of Velociraptor. Both the skull and the lower jaw had fenestrae (skull openings) which reduced the weight of the skull.
Deinonychus ‘Terrible claw’
Finally let’s discuss Deinonychus’ large and rather scary claws or as we’ve mentioned earlier the ‘terrible claws’. On each foot Deinonychus had one sickle-shaped claw on the second toe of each foot. Fossil discoveries and reconstructions of this claw estimate it to be roughly 12cm long or 4.7inches.
Much like Velociraptor, Deinonychus would have used this giant claw as its primary killing and pinning down its prey.
As found on other raptor dinosaurs this large claw was thin and curved almost like sickle and would have been covered by a bony sheath like a nail. Deinonychus would have kept this claw in an upright position when not in use. Keeping its large second toes off the ground in an upright position kept its primary weapon, poised ready for action and sharp.
For a dinosaur of its size Deinonychus had large hands with three claws on each finger, these large hands would have helped Deinonychus hold on its prey and as we discussed earlier climb. Deinonychus fingers consisted of one short first digit and was shortest with the second finger being the longest.
WHAT DID DeinonychuS EAT?
Deinonychus was a predator or carnivorous. It is widely accepted that Deinonychus would have exhibited feeding behaviour like that of modern day Komodo dragons or crocodiles.
The most dominant Deinonychus would have eaten first and would have been territorial around its prey.
Deinonychus may have hunted in packs, attacking even very large dinosaurs, perhaps even large sauropods and ankylosaurids. Deinonychus, along with the other dromaeosaurids, were among the smartest of the dinosaurs, as calculated from their brain:body weight ratio. This made them very deadly predators. Deinonychus remains have been found closely associated with those of the ornithopod Tenotosaurus. Teeth discovered associated with Tenotosaurus specimens imply it was hunted or at least scavenged upon by Deinonychus. Deinonychus must have been one of the most terrifying animals to live in the Cretaceous period.
HOW BIG WAS Deinonychus?
It is estimated that Deinonychus could reach 3.4 meters (11 ft) in length, and a weigh between 73kg (161lb) and up to 100kg (220lb).
Deinonychus was a lightly built, fast-moving, agile, bipedal (walked on two legs), bird-like dinosaur. It was built to kill. This meat-eater had a curved, flexible neck and a large head with sharp, serrated teeth in very powerful jaws. Each of its 3 fingers on each hand had large, sharp, curved claws. It had 4 toes on each foot, the second toe had a 5 inch (13 centimetre) sickle-like claw, and the other toes had smaller claws. Its long tail had bony rods running along the spine, giving it rigidity. Its tail was used for balance and fast turning ability. Deinonychus had a relatively large brain and large, keen eyesight.
No machine-readable author provided. Dinoguy2 assumed (based on copyright claims)., CC BY-SA 2.5, via Wikimedia Commons
WHO DISCOVERED Deinonychus?
Barnum Brown who was a famous American palaeontologist who discovered the very first Deinonychus in 1931. Unfortunately, Barnum Brown was so fixated on finding a more “Headline Grabbing” dinosaurs such as Tenontosaurus that when he discovered a specimen of Deinonychus, he named it Daptosaurus, dug it up, boxed it up and then forgot about it…
Up until 1964 experts thought there were only two separate types of theropod. The first being big and heavy such as the Tyrannosaurus Rex and the second type were much smaller such as Velociraptor. That was until a discovery in Montana, USA unearthed a theropod that displayed features of both types of theropods, that was Deinonychus.
From the fossil palaeontologist were able to clearly see that this Dinosaur would have walked on its back legs, was fleet footed and had one terrifying claw on each foot like that found on Velociraptor specimens. This wickedly sickle like claw was even bigger than that found on Velociraptor.
Ironically, if Barnum Brown hadn’t been so blind sighted, he may have recognised one of the most exciting dinosaur discoveries, as Deinonychus allowed palaeontologist to discover some of the most exciting facts about dinosaurs previously unknown to science.
It wasn’t until the year 2000 that Deinonychus eggs were discovered for the first time. Furthermore, a study that was published in 2018 proposed that Deinonychus eggs were blue in colour, likely to camouflage them in open top nests.
When you first read that the thought of blue eggs does sound rather strange however, many modern birds such as the Blackbird, Song Thrush and Starlings lay blue eggs which shows evidence of dinosaurs evolving into birds.
A forward-thinking palaeontologist called John H. Ostrom noticed how similar Deinonychus was to modern day birds. This was quite a theory, and as you can imagine it caused a lot of discussion around 1970 in America.
The thought that dinosaurs never really died out, they just evolved became more and more plausible the more science evolved. In the end what may have come across as a wild theory some 40 years ago is now accepted by some scientists.
Similar dinosaurs to Deinonychus
Velociraptor was a very strange looking Dinosaur. Almost like a large ‘bird of prey’ but completely flightless. It had plenty of feathers, (more on this later) which ran all the way down its tail. Velociraptor did not have a beak however, just a short and powerful jaw packed full of razor-sharp teeth.
Velociraptor was grouped with several other dinosaurs who had a similar foot structure. They were given the nickname ‘terrible claw’. The reason Velociraptor and others’ close relations were given this nickname was due to the size of its second toe on both feet.
On each foot Velociraptor had one large, razor sharp claw roughly 8cm or 3 inches long. It is believed that Velociraptor would have used this giant claw as its primary way of hunting, using it to great effect, using it to stab at its prey.
Summary of Deinonychus
- Deinonychus which is pronounced die-non-ih-kuss and in Greek translates into ‘Terrible Claw’ as like other raptors it had a huge sickle like claw on each of its feet.
- It is hypothesised that Deinonychus could ‘trot’ at a leisurely 6mph.
- Palaeontologists believe that Deinonychus would have had feathers along its tail and o its head.
- As found on other raptor dinosaurs this large claw was thin and curved almost like sickle and would have been covered by a bony sheath like a nail.
- Deinonychus had large hands with three claws on each finger, these large hands would have helped Deinonychus hold on its prey and as we discussed earlier climb.
- Deinonychus was a predator or carnivorous.
- It is estimated that Deinonychus could reach 3.4 meters (11 ft) in length, and a weigh between 73kg (161lb) and up to 100kg (220lb)
- Barnum Brown who was a famous American palaeontologist who discovered the very first Deinonychus in 1931.
- It wasn’t until the year 2000 that Deinonychus eggs were discovered for the first time.
- Deinonychus eggs were blue in colour
- Deinonychus walked the earth 108-115 million years ago in the Cretaceous Period.
FURTHER READING & STUDY
- Denver W. Fowler (2011) The Predatory Ecology of Deinonychus and the Origin of Flapping in Birds
- J.A. Frederickson (2020) Ontogenetic dietary shifts in Deinonychus antirrhopus
- John H. Ostrom (1969) Osteology of Deinonychus antirrhopus,
an Unusual Theropod from the Lower Cretaceous of Montana
- Darren Naish (2015) The Climbing, Flying Babies of Deinonychus
- Deinonychus display
Last Updated on 18/07/2021 by admin | <urn:uuid:cde5c001-10f3-40b9-9c32-1dd3834773af> | CC-MAIN-2021-49 | https://dinosaurgeek.com/theropods/deinonychus/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363465.47/warc/CC-MAIN-20211208083545-20211208113545-00258.warc.gz | en | 0.976076 | 2,907 | 3.65625 | 4 |
Neglected tropical diseases (NTDs) affect more than 1.4 billion people in 149 countries. These diseases flourish in areas of the world where there is a lack of basic sanitation, which means that the global poor have the highest risk of contracting them. These diseases are preventable and treatable, but due to a lack of resources and aid, millions of people still suffer from these diseases that can cause them to be disfigured, disabled and may even result in death.
However, with the help of several different organizations and national campaigns, many countries have successfully eliminated some NTDs, including trachoma, which is the leading cause of blindness in the world. Trachoma is a bacterial eye infection that affects the eyes and eyelids, causing the eyelashes to turn inward toward the eye leaving patients blind.
Here are three countries that have eliminated trachoma.
3 Countries That Have Eliminated Trachoma
- Ghana – In 2018, Ghana became the first country in West Africa to eliminate blinding trachoma. Three groups were instrumental in this effort: FHI 360 – a nonprofit human development organization; END in Africa Project (financed by USAID) and Ghana Health Service’s NTD program. Working together, the three organizations eliminated blinding trachoma over an eight-year period. From 2010 to 2018, the END in Africa Project supported the global distribution of more than 464 million NTD Program treatments for trachoma and other diseases. They also mapped disease distribution, treated at-risk populations and monitored treatment impact while also documenting successes along the road to eliminating this terrible disease. FHI 360 provided technical and financial assistance for trachoma post-treatment surveillance, which will help with further prevention of the disease. The program’s long surveillance and treatment of patients is a testament to its dedication and commitment to ending NTDs.
- Laos – In 2017, Laos became the fifth endemic country in the world to eliminate blinding trachoma as a public health problem. Blinding trachoma was especially common among young children. The United States government had been supporting Laos since 2012 through several USAID projects, such as END in Asia and ENVISION. These projects assisted the Ministry of Health in collecting reliable data on the status of trachoma, which helped determine the correct approach to eradicate the disease. Laos was able to place ophthalmologists at national, provincial and district levels to detect and operate on cases of patients with the disease. The projects also trained primary health care workers to screen patients for trachoma, and they gave patients with less severe conditions the antibiotic eye treatments they needed. Nongovernmental organizations also helped train health volunteers in villages on ways to prevent trachoma. Education ministries invited volunteers to come to their schools and educate their students on facial cleanliness and showed how the infection spread from person to person. Laos achieved amazing success with its partners, working to not only diagnose and treat the disease but also to educate people on how to prevent trachoma.
- Mexico – Mexico became the first country in the Americas and the third country in the world to officially eliminate trachoma in April 2017. In 2004, the Secretary of Health of the state of Chiapas formed a group of health professionals called Trachoma Brigades to implement SAFE, the strategy recommended by the World Health Organization to eliminate the disease. In their fight against this disease, Mexico provided surgery for people at imminent risk of blindness, administered antibiotics in affected communities to reduce infection in children as well as to stop transmission, promoted personal hygiene and improved environmental conditions. The SAFE strategy’s 4 interventions have been especially successful in the state of Chiapas. Trachoma was endemic in 246 communities in the state and affected over 146,000 citizens. Trachoma Brigades, alongside national, state and community efforts and international partners, eradicated this disease. Trachoma Brigades visited communities several times a year to conduct surveys, eye examinations, identify cases, administer antibiotics, educate children about proper hygiene and perform surgeries.
These three countries worked for years to eradicate this trachoma and improve their citizens’ quality of life. The combined efforts of multiple organizations and governments brought medication, surgeries and public education to these countries toward achieving this goal. In addition to Ghana, Laos and Mexico, countries such as Cambodia, Togo, The Marshall Islands, Oman and Morocco have also made progress against this disease.
It is a U.S. foreign policy objective to support the treatment, control and elimination of Neglected Tropical Diseases (NTDs). The World Health Organization recognizes 17 NTDs which currently afflict 1.4 billion people around the globe. Urge Congress to support the End Neglected Tropical Diseases Act to advance U.S. foreign policy interests and safeguard national security.
– Jannette Aguirre | <urn:uuid:4db6d7b3-1716-4966-afef-b51b65e63dc3> | CC-MAIN-2020-10 | https://borgenproject.org/tag/blindness/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875149238.97/warc/CC-MAIN-20200229114448-20200229144448-00131.warc.gz | en | 0.954395 | 985 | 3.640625 | 4 |
a random assortment of items through the day…
What are people doing from last time that is working
- I notice, I wonder…
- Problem solving
- Using models
- Students talking
- Slowly opening up problems
Big ideas of mathematics: language of quantity, change, shape, dimension, chance
Goal: build students depth of understanding and comfort in these areas through discourse
Through: multiple representations
The 10% perspective
Pedagogical decision – when a student provides a response, how much do you want to push? How far will you continue to going along the path of their thoughts?
Book Title: The Problem with Math is English
Number Talks: 2 + 2 + 2 + 10 + 10 +10
- How did you work with the 10s? Did you add or group? Then, what did you do with the 2s?
Domain: Operations & Algebraic Thinking
Cluster: Understanding addition and subtraction
?How does this relate to number sense?
**Progression is by age, not grade.
What are the representations? How are we putting together and taking apart?
- preK – exploring addition and subtraction with fingers and objects. Decomposing quantity (less than or equal to 5, then to 10) into pairs in more than one way (using objects / drawings)
- Grade 1 – using objects, drawings and equations with a symbol for the unknown number
- add to / take from / put together
Focus on word problems – explaining! Use the practices.
1.OA.6 First Grade!
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
- counting on;
- making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
- decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);
- using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and
- creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Progresses to 2.OA.2
Fluently add and subtract within 20 using mental strategies (what’s the picture that you see?). By end of Grade 2, know from memory all sums of two one-digit numbers.
Where has the math been? fragmented, skill-driven, incoherent
Where are we going? fewer, deeper, examples & specificity (focus, rigor & clarity)
Why would I subtract when I can add-on?
Take home quote of the day – don’t stop pushing for student thought.
“If a student answers in the way that you were thinking, it should not keep you from asking did anyone do it differently?” | <urn:uuid:bea51145-0df3-4d4a-a2a1-95cf550e345e> | CC-MAIN-2017-26 | https://findingtheprocess.wordpress.com/2016/01/30/msis-2-day-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321426.45/warc/CC-MAIN-20170627134151-20170627154151-00465.warc.gz | en | 0.923725 | 619 | 4.125 | 4 |
How does flapping panels turbine work?
The Flap Turbine (FT) is a novel type of vertical axis turbine (VAWT) where the blades are made of movable flaps. These movable flaps, when combined together, act as a sail or blade for the VAWT. This type of turbine is also known as a check valve turbine because of the check valve like the behavior of the moving flaps. When the sail is moving in the downwind direction, the flaps are closed and will not allow air (water if the turbine operates in the water) to pass through the sail. However, when the sail is moving in the upwind direction the flaps will be in the open position and allow air (or water) to pass through the sail.
The most important characteristics of the FT, which is self-starting and omnidirectional, is that the flaps are operated by the wind (or water) and not with complex mechanisms
Flapping panel turbines generate power from the wind by resistance. I think this is the best way to generate wind power because the resistance is close to 100% and it has the capacity to generate more energy than the HAWTS. But the problem lies in the fact that no one ever got the design. Which can generate commercial power because of problems faced by VAWTS So my goal in this research is to develop a new type of (FT) that can overcome the problems of VAWT:
• Can cover twice the area covered by HAWT
• Does not require a lot of material
• Cheap design and construction
• And the most important thing is to generate more energy than the HAWT can generate
I noticed that the flapping panel turbine that I developed has some features that make it overcome the research problems and other features that make it a future way to generate energy from the wind. The developed turbine can cover nearly 198.9% of the swept area covered by HAWTS, which means almost twice the swept area.Everything is on the ground (gearbox and generator), which will reduce construction costs and make it easier to repair the turbine. Because FB turbines are based on wind resistance, they are close to generate 100% of the wind energy with neglect of wasted energy in friction and the power of inertia. The speed of the wind required to start the movement is inversely proportional to the swept area
The turbine is made of environmentally friendly materials and is recyclable (PVC paper and Kevlar ropes), unlike normal turbines made from environmentally harmful and non-recyclable materials (resin and fiberglass). The cost of building a single turbine is one-third the cost of building a normal turbine and can generate twice as much energy. | <urn:uuid:62c3c026-748b-435d-9a67-a898901e9991> | CC-MAIN-2021-31 | https://contest.techbriefs.com/2018/entries/sustainable-technologies/8842 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046152144.92/warc/CC-MAIN-20210726183622-20210726213622-00477.warc.gz | en | 0.959305 | 558 | 3.46875 | 3 |
Published May 4, 2016
Developing new approaches to curb spear phishing must involve a broad innovative vision that looks beyond technical solutions and instead focuses on individual computer users, who represent the weakest link in most cybersecurity systems, UB faculty member Arun Vishwanath told congressional members and staffers at the 22nd annual Coalition for National Science Funding (CNSF) exhibition and reception on April 26.
Vishwanath, associate professor in the Department of Communication and an expert in cybersecurity and online deception, was one of 30 scientists from across the nation each representing a specific discipline at this year’s CNSF event, titled “Investments in STEM Research and Education: Fueling American Innovation.”
“These spear phishing attacks are taking advantage of vulnerabilities posed by computer users,” Vishwanath says. “The attacks can’t be stopped unless users are involved in the solution.”
Held at the Rayburn House Office Building, located just south of the U.S. Capitol, Vishwanath found himself discussing online security while standing a couple of doors away from the United States Office of Personnel Management’s (OPM) liaison office.
In June 2015, the OPM announced it had fallen victim to one of the largest breaches of government data in the country’s history. The personal information of 21.5 million current and former federal employees, including 5.6 million fingerprints, were compromised as part of a stealth attack the agency said began the previous May.
That it took so long to discover the breach is not unusual, according to Vishwanath.
He says the average time between infection and detection is 230 or more days, down less than 20 days from estimates made four years ago.
“That tells you how little progress has been made with this particular issue,” he says.
Spear phishing is a form of email spoofing that carries malicious hyperlinks or attachments. The messages often look harmless. Many of them appear genuine, but these authentic-looking messages have become the primary attack vector of hackers, including those who broke into OPM’s system.
“Computer science and computer engineering have not come up with a technical answer to the problem,” says Vishwanath. “If we’re going to build defenses against spear phishing we have to look at the people and their habits.”
Hackers already have realized that computer users are the best way to slip past cyber defenses. One click on a malicious link or attachment can open a tunnel that provides hackers with remote access to computer networks. Some attacks hold data hostage, a malware known as Ransomware. Other attacks are designed to identify greater system weakness, while others steal data, slowly.
Vishwanath’s research involves understanding why each user is vulnerable by studying their beliefs, patterns, attitudes and heuristics.
The resulting individual risk profiles from these studies would form the basis of behavioral-based system administration privileges.
If someone is cavalier about security or has risky email habits, their access to sensitive parts of a network would be limited relative to a co-worker who understands the security risks.
“This would allow us to get away from one-size-fits-all training. That kind of training is not effective. Many people at OPM were trained or likely aware of spear phishing, yet it had limited impact in stopping the breach,” says Vishwanath. “The training can be improved by using the risk profiles of each user, which show why that person is a risk and how that person can be better trained.”
Building defenses around people by identifying what makes them vulnerable allows for the development of better training and can identify under what circumstances information access should be sequestered.
“This approach can turn human vulnerabilities in cyber security into strengths,” says Vishwanath. | <urn:uuid:6c0e050c-3633-4a02-8156-90da46e26e28> | CC-MAIN-2019-04 | http://www.buffalo.edu/ubnow/stories/2016/05/vishwanath-congress.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583857913.57/warc/CC-MAIN-20190122140606-20190122162606-00395.warc.gz | en | 0.962498 | 802 | 2.703125 | 3 |
This third Spanish Easy Review comprehension quiz is going to continue to help you review your ability to read Spanish. Each one gets a little more difficult but, at the same time, each one has also been designed to show you that you have come a long way in learning a new language.
Learning to read a new language is actually easier than learning to speak a new language. However, being able to read helps to train your mind in sentence structure which will then help you to learn how to speak the language properly. You will have to think about each word and what each word means. Pay attention to gender and singular and plural forms as well.
The quiz contains ten sentences in Spanish with four possible English translations of each sentence. See how well you can do in finding the correct English translation.
This quiz is for members only, but you can play our ¡Bienvenido! - Welcome to Spanish Easy Review and Its Alphabet! quiz to see how our quizzes work.
If you're already a subscriber, you can log in here
Or take a look at all of our Spanish Easy Review quizzes.
Or if you're ready to take the plunge, you can sign up here. | <urn:uuid:9a424293-b584-4bb8-8ccf-03336e2250c7> | CC-MAIN-2018-51 | https://www.educationquizzes.com/spanish/spanish-easy-review/comprehension-i-can-read-spanish-quiz-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825512.37/warc/CC-MAIN-20181214092734-20181214114234-00216.warc.gz | en | 0.965098 | 243 | 2.75 | 3 |
Here, you can learn how to enter and edit a formula for your line items, how to work with the formula editor, learn about the different levels at which you can set-up a formula, and understand the role of calculation functions in formulas:
- Entering and Editing a Formula
- Working with the Formula Editor
- Setting-up Formulas at Different Levels
- Using Calculation Functions in a Formula
Editing a formula is easy in Anaplan. You can:
- Switch between modules or settings when in formula edit mode
- Toggle in and out of Blueprint whilst editing
- See which module is being edited and get there quickly
- Complete a formula
- Exit edit mode easily
When you're working in edit mode the formula editor is always visible, which means that you can continue editing, complete a formula, or exit edit mode at any time—even when you're viewing a different module. No jumping between modules to build your formulas—everything you need is right on screen.
Enter edit mode by clicking in the formula bar when in grid or Blueprint for a module. You'll notice an icon at the top of the page:
The icon indicates that you're in formula edit mode. Hover over or click the icon at any time to view more information about the formula you're editing:
The formula editor is always visible, which is great when you're working with multiple modules. You can position the formula editor right where you want it or you can dock it in its original location. It will always stay on top, regardless of where you're working in Anaplan.
- Click the name of the line item that you want to apply the formula to, then double-click in the formula bar above the grid. The system switches to formula edit mode and the icon appears at top right and appears at the right-side of the formula bar.
- You can either:
- Type the formula
- Select other line items by clicking their labels in the grid
- Click a data cell (this is equivalent to selecting the line item; Anaplan formulas are expressed in terms of line items, not cells.)
- Click or press Enter to apply the formula.
- If you need more space for viewing or editing a formula, click the icon at the left end of the formula bar. A formula editing panel opens that also has buttons for common operators. See Calculation Functions for the functions that are available.
- Once you've started to edit a formula, click another tab. The formula editor floats over the page. Grab the header bar and drag the formula editor anywhere on the page.
The name of the module you're currently editing is displayed at the top of the editor, so you can easily identify where you're working.
You can position the formula editor anywhere you want and Anaplan will remember this position next time you edit a formula. You'll be warned if you try and exit the model while in formula edit mode—you can save your formula or cancel to exit.
Make sure you:
- Close each open parentheses when writing a formula.
- Enter all the required arguments.
- Do not 'nest' more than 100 functions in a single formula.
- Enclose line items name that contain hyphens, numbers or any operator (+ - / *) in single quotes.
If you switch to another tab in formula edit mode, the editor floats on top, allowing you to move around modules. Grab the header bar to drag the formula editor and position it anywhere on the page.
To dock a floating formula editor, click the chevrons at the top right:
The editor will snap back to its original position, which in this case is as a sidebar.
In this case, it will snap back horizontally.
If the formula editor is docked, it will float as soon as you switch to another module. To exit edit mode without saving the formula, click . To save and exit, click .
You can't float the formula editor if the module you're working in is undocked—the formula edit bar stays docked. And, you can't undock a module that already has a floating formula editor.
There are three main ways of setting-up formulas for your line items and these have different levels of application:
- Individual line item formulas. These apply to a specific line item but you can select to include all or only some of the model versions in the formula scope.
- Formulas that apply to a specific version for a set of line items within a single module. Each line item you want to apply this type of module scope version formula to must:
- Have versions applied to it.
- Belong to a line item subset.
- Formulas that are set on a specific version dimension (typically for variance calculations). These also apply to a specific version but their scope of application is the entire model.
- Each line item you want this type of model scope version formula to apply to must have versions applied to it.
- Only numeric line items are affected; non-numeric-formatted line items, such as text-formatted, are left blank.
Which formula level applies to a line item?
When you select a line item, you can read-off the formula and determine which level of formula is applied from the formula bar:
- If an individual line item formula applies, the name of the line item is shown:
- If an individual line item formula applies and you have selected the Formula Scope to be any option other than All Versions, then the versions it applies to is also shown. For example, this formula applies to Current Version:
- If a module scope version formula applies, the version and line item subset the formula applies to is shown:
- If a model scope version formula applies, the version the formula applies to is shown:
- Note that non-numeric-formatted line items are left blank for model scope version formulas—here Month Operating Manager is text-formatted:
The order of precedence when you try to enter formula at all three levels that apply to the same line item is as follows:
- If you enter a formula for an individual line item but there is no module scope version formula and you enter a version formula for the entire model, then the version formula for the entire model takes precedence.
- If you enter an individual line item formula and you then try to enter a module scope version formula that also applies to the line item, then you will be blocked—a message appears telling you of the formula clash.
- If a module scope version formula applies to a line item and you try to enter an individual line item formula also for the line item, then you will be blocked—a message appears telling you of the formula clash.
- If module scope version formulas already exists and you try to enter a version formula for the entire model that clashes with an existing module scope version formula, then you will be blocked—a message appears telling you of the formula clash.
- If version formulas for the entire model already exist and you try to enter a module scope version formula that clashes with a version formula for the entire model, then you will be blocked—a message appears telling you of the formula clash.
How to enter formula at each level is explained in the following sections:
- Adding individual line item formulas
- Adding Version formulas for line item subsets
- Adding Version formulas for the entire model
Double-click in the formula bar at the top of the tab and then type in the formula. Or, click the items to include and then edit the operators (+ - / *) or one of the available functions.
If you have hyphens, numbers or any operator (+ - / *) in the line item text, make sure you include it in single quotes. If you are typing the formula, include quotes around each module and line item name—Anaplan will remove the ones it does not need.
Result = 'Ex-gratia payments'.
A line item formula can be restricted so that it does not apply to all versions. You can set the Formula Scope for a line item formula with respect to model versions in Blueprint:
- All Versions
- Actual Version
- All Versions except Actual
- Current Version, which is designated in Settings, under Versions. Unless stated otherwise, the Current Version will be used if referred to by a line item formula, where the result does not have the Versions dimension applied.
This type of formula can apply to several line items at once for a given version. The formula scope is restricted to a single module.
- To create the line item subset, in Model Settings > Lists and Roll-ups, click Line Item Subset and then click Insert.
- Name the subset (for example, Regional Costs).
- In your new subset, click in the module column to select the module you want to use. You can select Include New Items if you want to automatically expand the subset as items get added at a later date.
- Use the side menu to open your new subset and select the module items that you want to include in the line item subset:
- In the module switch to Blueprint. On the Edit menu, click Add Version Formula then select the line item subset and version that the formula will apply to.
- Set up the formula in the version formula bar. This formula will apply across the subset of line items for the version chosen; it won't apply to other modules even if the line item subset spans several modules.
A line item subset must exist to which at least one of the line items in the module belongs. If this condition is not met, then the left box on the dialog will be empty and you will not be able to create the module scope version formula.
This type of formula is typically used for variance calculations and spans the entire model, wherever the versions dimension is applied.
To set a versions formula, in Settings under Versions edit the formula directly by typing in the version formula in the Formula column:
Typical version formulas:
Variance = Actual - Budget
Variance % = 100*(IF Bud > 0 THEN 100 * (Actual - Bud) / Bud ELSE 100 * (Bud - Actual) / Bud)
Calculations use line item names, not obscure cell references.
A rich set of calculation functions is provided to match the modeling flexibility of Excel. Calculation syntax is consistent with Excel for familiar functions, such as conditional calculations.
Calculation functions include basic operators (+ - * / ^), bracketing, financial functions (such as depreciation and loan payments) and time and date functions.
Line items are linkable across modules. A line item in one module can be joined to another module or they can be related using conventional remote calculation references.
Powerful tools are provided to handle dimensional selections and transformations. For example, correspondences or mappings such as look-ups (one-to-many) or aggregations (many-to-one); allocations; and selective references (e.g. to refer to Total Costs for the IT department only). Complex qualified calculations with obscure syntax are avoided since a reference is divided into a basic item reference with any dimensional manipulation appended in a simple fashion.
Mappings may be based on dimension item properties, for example Product Pack Size, or on line item data, for example an assignment of Employee to Cost Center, which might for example vary by time.
The treatment mechanism provides for complex calculations applying to sets of line items. Financial Treatments handle calculations such as revenue recognition timings, debtors, impact on cash flow, that may apply to variable sets of line items. Currency conversion also uses the treatment mechanism to re-state monetary values in required currencies (according to the region and currency specified for each part of the organizational structure).
By default, calculations apply to all model versions: Current, Forecast, Actuals, and any prior forecasts included for comparison, but differing calculations may be specified for the Actuals version.
If you're typing a formula, there's no need to use the correct case for line item names. For example:
Sales = units * price
will work even if the items are called Units and Price. The same applies to names of functions - you can type them in lower case and they will be reformatted to show in upper case. | <urn:uuid:eb212bb6-de16-4554-8192-a5daf55ad183> | CC-MAIN-2021-04 | https://help.anaplan.com/en/042e82e1-4f87-43e6-8593-c7b6682ed841 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00125.warc.gz | en | 0.863331 | 2,537 | 2.75 | 3 |
A century ago in this county, in the fall and winter of 1918, the Lake Hodges Dam was nearing completion. The project was undertaken by the San Dieguito Mutual Water Company under the leadership of Ed Fletcher, William Henshaw and the Santa Fe Railroad Company. Its goal was to harness the waters of the San Dieguito River to promote the development of lands owned by the railroad, primarily in Rancho Santa Fe. But ultimately it would serve to promote the development of a good chunk of northern San Diego County as well as the city of San Diego, which would eventually become the owner of the Lake Hodges Reservoir.
The photo below was taken in December 1918 at the dam site. It’s from the privately published Memoir of Ed Fletcher. Fletcher is standing on the far right. The man farthest left is W. E. Hodges, who was then the vice president of the Santa Fe Railroad and the man for whom the dam and the lake would ultimately be named. Next to Mr. Hodges is E.P. Ripley, president of the railroad. To the immediate right of Ripley is Mrs. Mary Fletcher, wife of Ed. To her right stands Mrs. Caroline Hodges, followed by Mrs. Frances Ripley.
Sources for this post, in addition to the abovementioned Fletcher memoir, included historic San Diego city and county newspapers and the city of San Diego’s website. | <urn:uuid:95eeae5b-def0-4d9e-bc50-daa8ac59bc32> | CC-MAIN-2021-39 | https://sandiegohistoryseeker.com/2018/04/03/birth-of-the-lake-hodges-dam/?replytocom=1185 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00153.warc.gz | en | 0.977172 | 293 | 2.921875 | 3 |
Ischigualasto is a geological formation and a natural park associated with it in the province of San Juan, north-western Argentina, near the border with Chile. The Ischigualasto Provincial Park is located in the north-east of the province (30°S 68°W), and its northern border is the Talampaya National Park, in La Rioja, both of which belong to the same geological formation.
It has an area of 603.7 km2 (233 sq mi), most of them within the Valle Fértil Department, with a minor part in the Jachal Department of San Juan, at an altitude of about 1,300 m (4,265 ft) above mean sea level. The park is part of the western border of the Pampean Hills, and it features typical desert vegetation (bushes, cacti and some trees) which covers between 10 and 20% of the area.
The climate is very dry, with rainfall mostly during the summer, and temperature extremes (minimum -10 °C, maximum 45 °C). There is a constant southern wind with a speed of 20-40 km/h after noon and until the evening, sometimes accompanied by an extremely strong zonda wind.
The Ischigualasto Formation contains Late Triassic (Carnian) deposits (231.4 -225.9 million years before the present), with some of the oldest known dinosaur remains, which are the World's first with regards to quality, number and importance. It is the only place in the world where nearly all of the Triassic is represented in an undisturbed sequence of rock deposits. This allows for the study of the transition between dinosaurs and ancient mammals; research is ongoing.
The arid badlands around the formation are known as Valle de la Luna ("Valley of the Moon") due to their rugged, otherworldly appearance. In the Carnian this area was a volcanically active floodplain dominated by rivers and had a strongly seasonal rainfall. Petrified tree trunks of Protojuniperoxylon ischigualastianus more than 40 m (131 ft) tall attest to a rich vegetation at that time. Fossil ferns and horsetails have also been found. | <urn:uuid:8a9cce22-870f-43ee-9df0-e09ab04209e5> | CC-MAIN-2016-40 | http://www.touristlink.com/argentina/ischigualasto/overview.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661779.44/warc/CC-MAIN-20160924173741-00289-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.953031 | 466 | 2.953125 | 3 |
If a given idea has multiple points or facets, then each individual aspect of the idea should be given its own paragraph. For example, if your topic is "should civil servants receive lower salaries? If you feel that the paragraph you are writing is becoming too complex, or contains a series of complex points, you may want to think about splitting it up into individual paragraphs.
The introductory paragraph should define the aim of the paper and what it hopes to achieve, while also giving a brief outline of the ideas and issues it will go on to discuss. It may also introduce a new idea, one that opens the reader's mind to the questions raised by the paper.
Check your paragraph for spelling and grammar. Once you have finished writing, it is essential that you re-read your paragraph two or three times to check it for misspelled words and poor grammar. Spelling mistakes and bad grammar can significantly impact the perceived quality of your paragraph, even if the ideas and arguments it contains are of a high quality. It is very easy to overlook small mistakes when writing, so don't skip this step, even if you're in a rush.
Ensure that each sentence has a subject and that all proper nouns are capitalized. Also make sure that all of the subjects and verbs agree with each other and that you use the same tense across the entire paragraph. Use a dictionary to double-check the spelling of words that you are unsure about, don't just assume that they are correct.
Check your paragraph for the proper use of punctuation, making sure that you use marks such as commas, colons, semicolons and ellipses in the correct context. Check your paragraph for coherency and style.
Not only should the technical aspects of your writing be spot on, but you should also try to achieve clarity in your writing, as well as stylistic flow. You can do this by varying the length and format of your sentences and by using transitional words and a varied vocabulary. Decide if your paragraph is complete. Once you have re-read the paragraph and fixed any grammatical or stylistic errors, you should have one more glance over it to determine whether it is complete.
Try to look at the paragraph objectively and decide whether it sufficiently supports and develops your topic sentence, or whether it needs a few more details or additional evidence to back up your claims. Paragraph Help Paragraph Template. A paragraph expresses a single idea. An essay consists of several paragraphs.
It typically consists of an introduction, three body paragraphs, and a conclusion. Not Helpful 27 Helpful It depends on the tense of the whole piece. For a scientific paper, past is almost always the tense you should be using. Not Helpful 25 Helpful If you writing an essay and need to introduce examples in order to support your claim, you will usually introduce them by saying "for example Not Helpful 24 Helpful You can use the hamburger effect or PEE.
The hamburger effect shows you how to set your paragraph. Top bun - Starting sentence Your point. First topping - Support sentence 1 Your quote. Second topping - Support sentence 2 Explaining the quote. Last topping - Support sentence 3 More detail. The last bun - Conclusion Finishing your point. The character Amy in the text shows that she was uneasy the fact that kids broke into the shop. The quote shows that Amy You do not need to be skilled.
You can start off with the small paragraph starts you are given like "The writer of this text is showing that the character Keep in mind that you shouldn't start off with hard words and confusing quotes that you are unable to explore.
Not Helpful 18 Helpful Read your paragraph out loud or ask someone else to read it and give you feedback. That depends, if it is fiction, then probably something like, "I have always questioned my existence" just something to hook the readers.
If it is non fiction, then you will have to do some research. For example if you were to do something about turtles, then you would write something like, "The shell of the turtle is a rock, and the insides would be the twigs". Write something to hook the reader. Not Helpful 21 Helpful Yes you can for example: In the text the writer shows that the character Jimmy was a cruel and selfish boy. This effects the reader by Not Helpful 22 Helpful Your main idea has to be about what you're writing about or it won't sound correct.
So, always have the correct main idea. There isn't an exact number, but three sentences with words in each is a good rule of thumb for most people. Not Helpful 4 Helpful Include your email address to get a message when this question is answered. Already answered Not a question Bad question Other. Quick Summary To write a great paragraph, start with a topic sentence that states the subject and main idea. Did this summary help you?
Tips A paragraph should consist of: Topic sentence Supportive sentence s Concluding sentence When you are reading, notice how paragraphs are divided. If you learn what a paragraph is by experience, you can divide writing into appropriate parts by feel. There are no hard-and-fast rules for how long a paragraph should be. Instead, make sure there are natural breaks. Each paragraph should contain one main idea and whatever writing supports it. Always indent before starting a new paragraph.
Spelling and grammatical errors can detract from even the most well-planned writing. Use a spell-checker or ask someone to read your work if you are unsure about anything. If you are writing a conversation, start a new paragraph each time somebody else speaks. The secret lies in: Have a single idea and the topic needs to be expressed. The way you organize your sentences helps the reader to understand better. Quality that makes your writing understandable. Sentences need to be connected with each other.
All sentences used in a paragraph should convey a complete message. Adjust your writing to its purpose. Just as you wear different clothes for different occasions and different climates, you should write in a style that suits your aim. You should start your paragraph with a good clear and simple topic sentence which contains the topic and the controlling idea.
Warnings Don't wait until the last minute if this is for a school assignment. Give yourself plenty of time to plan out and write each paragraph. Your assignment will be of a much higher quality as a result. Time 60 Score 0. Want to try again? Want to play a fun game and learn about wikiHow? Article Info Featured Article Categories: Featured Articles Writing Paragraphs In other languages: Thanks to all authors for creating a page that has been read 1,, times.
JS Jui Singh 3 days ago. Thanks to this article, I rocked the exam and got top marks in my class. DT Daniel Tesfaye May This type of communication does not result in connections. Moorehouse's connections are for his own political personal gain. There may be a connection but no insight or true relationship. Moorehouse views people as a tool to advance his own business and political agendas demonstrating that connections with people are often made out of selfish, egotistical motives.
Notice how the first sentence introduces a philosophical issue that the body sentences define and link to both Wikipedia and Wales's own personality. Wales was an advocate of what is generically termed "openness" online. An "open" online community is one with few restrictions on membership or posting-everyone is welcome, and anyone can say anything as long as it's generally on point and doesn't include gratuitous ad hominem attacks.
Openness fit not only Wales's idea of objectivism, with its emphasis on reason and rejection of force, but also his mild personality. He doesn't like to fight. He would rather suffer fools in silence, waiting for them to talk themselves out, than confront them. This patience would serve Wales well in the years to come. Notice the clarity of expression in the first paragraph's topic sentence: We predicted that participants in the gesture-allowed condition would be less likely than participants in the gesture-prohibited condition to generate the parity strategy, because the availability of gesture would promote use of perceptual-motor strategies instead.
This was indeed the case; the proportion of participants who used the parity strategy on at least one trial was. Notice how Battula et al. Unfortunately, to map the entire reticle with a single measurement, a 12 in. With such a large optical system, the expander must be held rigidly, not allowing it to tip or tilt. Consequently, the application of this mount is limited.
Thus, a number of new designs have been proposed by industry to address the alignment issues and provide for other options, such as automated handling. Three of these designs are described and evaluated in the following sections. From Dorothy West's Paradise: Notice how the first two sentences give crucial background information in order to set up the topic sentence.
I am particularly intrigued by how the national history of segregated bathing areas informs the local, particular event described by West. Does the exclusion of blacks from the high beach parallel the segregation of public pools? In the early twentieth century, public bathing spaces were notoriously violent.
The Chicago Riot in was touched off when white bathers threw rocks at black teenagers who had drifted into a white beach on Lake Michigan. Northerners' use of pools during the Progressive era reinforced class and gender but not racial distinction. Working-class folk did not swim with the upper classes, but they were not as concerned about color.
Following the Great Migration, the concerns about intimacy and sexuality that have always been latent in conversations about public space in particular the public space of the pool were directed at blacks. Wiltse marks this shift between the years of and The social changes that took place during this period shape West's complex politics. McEvoy wrote this model paragraph as part of a memorandum on effective writing.
Notice that each of the body sentences illustrates and develops the main idea or topic sentence. The ideal paragraph contains five sentences. The topic sentence almost always comes first and states as clearly as possible the point that the paragraph makes, just as the first sentence of this paragraph did.
The three middle sentences of the paragraph follow the topic sentence in some rational order and substantiate it with examples, analysis, or other kind of development; if written clearly, middle sentences may employ conjunctions or subordinate clauses to put across complex ideas without breaking the basic form. Every well-written paragraph ends with a "clincher" sentence that in some way signals completion of the paragraph's point and places it in context, either by restating the topic sentence, relating the topic back to the thesis of the writing as a whole, or by providing a transition to the paragraph that follows.
While good style may require a writer to vary this basic form occasionally, the five-sentence model captures the Platonic essence of the paragraph and most effectively accomplishes its purpose, which is to state a single idea, in sequence, discretely and comprehensively. To read a fuller version of this page, download this PDF. Improve Your Paper by Writing Structured Paragraphs In academic writing, effective paragraphs serve as building blocks to construct a complex analysis or argument.
What do paragraphs do? How long should a paragraph be?
Short paragraph on Importance of Newspaper Category: Essays, Paragraphs and Articles On October 20, By Sanjoy Roy Newspaper refers to a periodic (daily, weekly, or monthly) publication of updated information collected such as art, culture, economy, politics, business, sports, social issues, movies, share market, derivatives, commodity.
Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. In this handout, we will refer to this as the.
Aug 24, · Expert Reviewed. How to Write a Paragraph. Four Parts: Planning Your Paragraph Writing Your Paragraph Reviewing Your Paragraph Paragraph Help Community Q&A The practice of writing paragraphs is essential to good writing. Paragraphs help to break up large chunks of text and makes the content easier for readers to digest%(). Oct 20, · Reader Approved How to Write a News Article. Four Parts: Sample Articles Planning Your Article Writing Your News Article Proofing Your Article Community Q&A Writing a news article is different from writing other articles or informative pieces because news articles present information in 86%(91).
This short essay on Newspaper is divided into a brief introduction, its classification, advantages, disadvantages and conclusion. The newspaper is a necessity in modern life. It is now printed in almost all languages and in all countries of the world. It gives us news of what is happening in the world. The first element of news writing is, of course, to deliver the news. The 5 W’s. A nutgraf (also written with as “nut graf”) can be a sentence or a paragraph and, sometimes, may also be your lede. Needless to say, they're very important. A nutgraf needs to address why the story is being written, whether the piece is about something. | <urn:uuid:9854aecc-32be-4552-b398-a7c26a081393> | CC-MAIN-2019-22 | http://gega-f9asygqp.ml/aaax/paragraph-writing-on-newspaper-qisi.php | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00106.warc.gz | en | 0.952141 | 2,707 | 3.515625 | 4 |
An adversary introduces malicious hardware during an update or replacement procedure, allowing for additional compromise or site disruption at the victim location. After deployment, it is not uncommon for upgrades and replacements to occur involving hardware and various replaceable parts. These upgrades and replacements are intended to correct defects, provide additional features, and to replace broken or worn-out parts. However, by forcing or tricking the replacement of a good component with a defective or corrupted component, an adversary can leverage known defects to obtain a desired malicious impact.
Likelihood Of Attack
The table(s) below shows the other attack patterns and high level categories that are related to this attack pattern. These relationships are defined as ChildOf, ParentOf, MemberOf and give insight to similar items that may exist at higher and lower levels of abstraction. In addition, relationships such as CanFollow, PeerOf, and CanAlsoBe are defined to show similar attack patterns that the user may want to explore.
Relevant to the view "Mechanisms of Attack" (CAPEC-1000)
Meta Attack Pattern - A meta level attack pattern in CAPEC is a decidedly abstract characterization of a specific methodology or technique used in an attack. A meta attack pattern is often void of a specific technology or implementation and is meant to provide an understanding of a high level approach. A meta level attack pattern is a generalization of related group of standard level attack patterns. Meta level attack patterns are particularly useful for architecture and design level threat modeling exercises.
Detailed Attack Pattern - A detailed level attack pattern in CAPEC provides a low level of detail, typically leveraging a specific technique and targeting a specific technology, and expresses a complete execution flow. Detailed attack patterns are more specific than meta attack patterns and standard attack patterns and often require a specific protection mechanism to mitigate actual attacks. A detailed level attack pattern often will leverage a number of different standard level attack patterns chained together to accomplish a goal.
Able to develop and manufacture malicious hardware components that perform the same functions and processes as their non-malicious counterparts.
An adversary develops a malicious networking card that allows for normal function plus the addition of malicious functionality that is of benefit to the adversary. The adversary sends the victim an email stating that the existing networking card is faulty, and that the victim can order a replacement card free of charge. The victim orders the card, and the adversary sends the malicious networking card. The malicious networking card replaces the perfectly-functioning original networking card, and the adversary is able to take advantage of the additional malicious functionality to further compromise the victim's network.
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Page Last Updated or Reviewed:
July 31, 2018
Use of the Common Attack Pattern Enumeration and Classification dictionary and classification taxonomy, and the associated references from this website, are subject to the | <urn:uuid:a901a7ca-5cba-4352-9309-e182ebc4e4e3> | CC-MAIN-2018-47 | http://capec.mitre.org/data/definitions/534.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741219.9/warc/CC-MAIN-20181113041552-20181113063552-00522.warc.gz | en | 0.906084 | 574 | 2.640625 | 3 |
Biologist E.O. Wilson explores the world of ants and other tiny creatures, and writes movingly about the way all creatures great and small are interdependent.
Why you should listen
One of the world's most distinguished scientists, E.O. Wilson is a professor and honorary curator in entomology at Harvard. In 1975, he published Sociobiology: The New Synthesis, a work that described social behavior, from ants to humans.
Drawing from his deep knowledge of the Earth's "little creatures" and his sense that their contribution to the planet's ecology is underappreciated, he produced what may be his most important book, The Diversity of Life. In it he describes how an intricately interconnected natural system is threatened by man's encroachment, in a crisis he calls the "sixth extinction" (the fifth one wiped out the dinosaurs).
With his most recent book, The Creation, he wants to put the differences of science- and faith-based explanations aside "to protect Earth's vanishing natural habitats and species ...; in other words, the Creation, however we believe it came into existence." A recent documentary called Behold the Earth illustrates this human relationship to nature, or rather separation from an originally intended human bond with nature, through music, imagery, and thoughtful words from both Christians and scientists, including Wilson.
What others say
“He more than anyone understands the relationship between genes and culture -- and it started with his ants.” — The Guardian | <urn:uuid:e6a8772f-01fe-4358-9758-01a869dabc84> | CC-MAIN-2016-22 | http://www.ted.com/speakers/e_o_wilson | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464054915149.6/warc/CC-MAIN-20160524015515-00089-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.952307 | 305 | 2.796875 | 3 |
Every city, town, and county in California must have a general plan, which is the local government’s long-term framework or “constitution” for future growth and development. The general plan represents the community’s aspiration for its future and intentions for community development. The general plan also contains the goals and policies upon which the City Council and Planning Commission will base their land use decisions. Typically, a general plan is designed to address the issues facing the city for the next 20 years.
The general plan is made up of a collection of “elements,” or topical categories. There are currently nine mandatory elements: land use, circulation, housing, conservation, open space, noise, safety, environmental justice, and air quality. Communities can include other elements that address issues of local concern, such as economic development, community character, or urban design. Communities can also organize their general plans any way they choose, as long as they address each of the required topical categories.
A general plan provides general policy guidance that the local government will use to guide future land use and natural resource decisions.
A general plan is comprehensive, covering a range of topics, such as land use, housing, economic development, infrastructure, public safety, recreation, natural resources, and much more.
A general plan provides guidance for reaching a future envisioned 20 or more years in the future. To achieve the vision, a comprehensive plan includes goals, policies, and actions that address both immediate and long-term needs.
Did you know: A general plan is distinct from zoning?
Although both the general plan and the zoning ordinance designate how land may be developed, they do so in different ways. A general plan has a broad, long-term outlook that identifies the types of development that will be allowed, the spatial relationships among land uses, and the general pattern of future development. Whereas a zoning ordinance regulates development through specific standards such as lot size, building setbacks, height, and allowable uses. While the land uses shown on the general plan diagram are typically similar to the zoning map, upon adoption of the updated General Plan, the City must amend the zoning ordinance to ensure consistency with the adopted General Plan.
City of Solvang
Planning and Community Development Division
411 2nd Street
Solvang, CA 93463
Phone: (805) 688-5575 | <urn:uuid:f5dd5c74-685f-47b6-8301-85e01eb5fbc8> | CC-MAIN-2022-49 | https://plansolvang.com/general-plan-basics.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710698.62/warc/CC-MAIN-20221129132340-20221129162340-00838.warc.gz | en | 0.922039 | 485 | 3.40625 | 3 |
Seda A. Parsamyan
The term “cultural genocide” was coined by Rafael Lemkin simultaneously with the word “genocide”, and was a constituent part of the original definition of genocide, which is “systematic and deliberate extermination of the group”. However, for many years, genocide scholars have modified the term, departing from its original definition. Some theorists are of the opinion that the difficulty in defining cultural genocide stems from its main constituent part – culture, which is permanently changing and developing. However, that same culture is being developed and changed within the group itself. Consequently, if there is no group its culture can not change and develop by itself separately. The individual approaches and disagreements of the genocide scholars about the “cultural genocide” are largely due to the lack of clarity of the term in international law. Despite the urgency of the matter, to date there is no international legal instrument or document criminalizing “cultural genocide”. Not finding its clear definition in international law, cultural genocide is being used as a policy propaganda tool to gain the attention and response of international community against the violations of cultural rights. We have raised the issue of destruction of culture being carried out nowadays and accompanied by genocides stressing that the absence of legal regulation implies the necessity of new international convention criminalizing the destruction of culture of protected groups.
This article presents the origin and definition of the term “cultural genocide”, through emphasizing the link between physical and cultural extermination as two sides of the same crime, and discussing the approaches of genocide scholars to the term “cultural genocide”, particularly the attempts to change it also through renaming. | <urn:uuid:23003308-adb5-412e-8b60-c53334b3bd5b> | CC-MAIN-2023-40 | https://vemjournal.org/en/archives/4450?lang=en | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00016.warc.gz | en | 0.954186 | 342 | 3.109375 | 3 |
Feeding babies can stress out new moms! They always have questions like, ‘Is my baby hungry?’, ‘How often should I feed him?’ and so on. The best one to answer all these questions is your little one! Yes, do not be surprised! Your little prince lets you know whether he is hungry or content through many cues. Even, infants can regulate their energy intake and send subtle cues.
Instead of calculating the time spent on feeding or the quantity fed, feed your baby when he is hungry. Pay attention to your baby’s behavior and his simple cues. Wondering how to identify those signals? Read our post at MomJunction to learn about typical baby hunger cues.
Different Baby Hunger Cues
Most parents think that crying is a hunger signal. But it is a late hunger cue. The baby shows many more cues early on. If you can pick those early hunger cues (1), it will be easier for you to feed the little one.
Early Hunger Cues
- Licking lips or smacking is the first sign of hunger.
- Sucking on hands, lips, toes, clothes, toys and fingers.
- Opening and closing the mouth.
- Sticking the tongue out.
- Moving the head from side to side as if he is looking for something. This movement is called rooting reflex. During the first weeks of birth, when you stroke the baby’s cheek, he turns toward the breast or bottle, as a natural reflex. He makes sucking motions with the mouth. Rooting turns into a voluntary action after the babies turn four months old.
Active Hunger Cues
- Trying to get into feeding position by pulling on your clothes.
- Turning the head towards the chest of the one carrying the baby.
- Increased leg and arm movement.
- Breathing fast or fussing.
- Squirming or fidgeting.
- Waking up from sleep and falling asleep again in quick successions.
- Displaying discomfort, making whining sounds, and grunts.
- Hitting on your chest or arm constantly.
- Rapid eye movement while sleeping. It is a good time to feed a sleepy newborn if he has not fed in a while.
- A hungry baby may continue showing interest in sucking even after finishing the first bottle or first breast. It indicates that the little one wants more.
- Babies older than four months may even smile while breastfeeding, indicating their interest in continuing.
Late Hunger Cues
- Moving the head frantically from one side to the another.
- Crying is the last sign. A hunger cry is usually low-pitched, short, and rises and falls.
Calm down the crying baby before feeding. Offer skin-to-skin contact, wear him or allow him to snuggle up to your breasts.
Relying on cry to feed a baby can cause feeding problems, besides stressing him as well as you.
In her book Sleeping Like A Baby, International Board Certified lactation consultant Pinky McKay says, “Notice where your baby’s tongue is when she is yelling — a baby can’t latch on to feed when her tongue is up against the roof of her mouth, and if you do manage to calm her enough to latch on and feed, her suck is likely to be disorganized, or she may be exhausted from crying and only take a small feed before falling asleep. This, of course, means that she will probably sleep for a very short time then wake for another feed as her tiny tummy quickly empties.”
|Approximate Age||Hunger cues|
|Birth through 5 months|| |
|5 months through 6 months|| |
|5 months through 9 months|| |
|8 months through 11 months|| |
|10 months through 12 months|| |
Benefits Of Following Hunger Cues
Instead of feeding your child randomly based on time gaps, it is always good to look for the cues he gives. It will benefit you in more than one of these ways:
- Helps you get to know your baby well.
- Ensures smooth breastfeeding.
- Satisfies the little one’s hunger and thirst.
- Encourages your baby to trust you.
- Gives you confidence.
- Builds a positive feeding relationship between you and the baby.
- Keeps up the milk supply.
How To Know When Your Baby Is Full?
Once your baby is full and satisfied, he sends signs that it is done. Fullness cues include: closing lips, turning the head away from the food source, stopping or slowing down sucking (if the baby is breastfeeding), falling asleep, looking calm and relaxed, and spits out the nipple or food. A baby older than four months may start looking around and seems distracted.
Moms, try to figure out the subtle hunger cues of your little angels and ensure they are well-fed and content. It is equally important to understand fullness cues too. If the cues from the babies are neglected, they are likely to get confused about their hunger and fullness. It may lead to preferences for unhealthy diet and further, childhood obesity.
Do not worry if you miss the cues at times. It is unavoidable! Remember, each baby is different and has different ways of letting their mothers know what they want. As you get to know your little bundle of joy more, you can recognize the unique hunger cues better! Skin-to-skin contact helps you learn your baby’s feeding cues quickly.
1. Is hand sucking always a baby hunger cue?
Hand sucking need not always be a hunger cue once the baby crosses the newborn period. From around six to eight weeks, an infant begins to explore things through his hands and mouth. He gradually gets more control over his hands. Sucking on hands is also common in babies before or during teething.
2. What if I am not sure if it is a hunger cue?
If you suspect one, yet not sure about your baby’s hunger, offer him a feed. It can help both you and your baby in more than one ways:
- The little one can have a feed if he is hungry.
- If you are breastfeeding, your milk supply will increase.
- It can reassure and comfort your baby.
If your baby has regularly been nursing, yet seems fussy, check for other problems like discomfort from gas or tummy ache, etc.
3. Why does my baby show hunger cues shortly after feeding?
It is normal for babies to have feeds between short time gaps. It is called cluster feeding that is more common during the afternoon or late evening.
Babies also tend to feed more during growth spurts, which last for two to three days. Growth spurt happens at around two to three weeks, six weeks, three months and six months.
4. Should I wake my sleeping baby for nursing?
Babies are very sleepy during early days of birth. If the little one is less than four weeks old, wake him once every four hours during nights and once every two hours during the day to nurse. Practice this as long as he is gaining good weight, showing normal parameters, pooping, and peeing.
We hope you find our article helpful. How did your baby communicate with you about his hunger? Tell us in the comment section below.
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Latest posts by Sumana Maheswari (see all)
- Missing Your Pre-Pregnancy Skin Glow? You Can Get It Back! - September 23, 2016
- 30 Educative And Fun Water Animal Facts For Kids - May 31, 2016
- Triple Screening In Pregnancy - Essential Elements, Process And Accuracy - March 31, 2016 | <urn:uuid:526835ff-30f3-4384-a45d-c3f6f054e2a7> | CC-MAIN-2018-17 | http://www.momjunction.com/articles/common-signs-of-baby-hunger-cues_00350323/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125937440.13/warc/CC-MAIN-20180420100911-20180420120911-00503.warc.gz | en | 0.940542 | 1,643 | 2.609375 | 3 |
The Viking name for the native people they encountered in their journey to Vinland
It's not known exactly where Vinland or the other lands described in the sagas (Helluland and Markland) actually were -- Vinland could fit anywhere from Newfoundland to Cape Cod --, so the exact identity of the Skraelings is also in doubt. Their large canoes (under which three could sleep), their "small" nature (one manuscript has "swarthy" instead), and their food (beast marrow mixed with blood, i.e. pemmican) fairly clearly mark them out as Native American (Indians) rather than Inuit (Eskimos).
When Viking settlers under Eric the Red reached Greenland in 985, it was uninhabited, though they found traces of habitation, stone tools, and broken canoes, such as they had seen among the Skraelings of Vinland. This is described by Ari Thorgilsson writing around 1130 in the Libellus Islandorum. Several centuries later the Inuit returned to Greenland, attacking the Norse colonies in the 1370s. These people were also called Skraelings by the settlers, and the name is still in use in modern south Greenlandic Inuktitut, in the form Kalaleq.
The nearest approach the Inuktitut language could make to the syllables would have been *Sakaraleq. At an early stage the first syllable was lost, or perhaps the Inuit just simplified the skr- from the beginning. A 1427 map ascribes the name Careli to the natives of Greenland. Hans Egede, who in 1739 published the first dictionary of Greenlandic Inuktitut, recorded the form Karaleq. Since then normal sound changes have made it Kalaleq.
In Old Norse it was pronounced with the first syllable as in "scram". In modern Icelandic it's pronounced with "scry", and it means "churl" or "wretch"; in modern Norwegian it means "weakling". It's unclear where it comes from: perhaps a root for "scream", or one for "shrink, cower". But no such word is known in Old Norse.
The Norse plural is Skrælingar, and the place-name Skrælingaland was used. | <urn:uuid:0df9f4bf-8b5a-4a30-a65c-95f66ff98ffa> | CC-MAIN-2018-43 | https://everything2.com/title/Skraeling | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583510749.37/warc/CC-MAIN-20181016093012-20181016114512-00160.warc.gz | en | 0.972292 | 487 | 3.515625 | 4 |
Watching one of your creations spread around the internet at lightning speeds for thousands of people to read or see can be thrilling. It’s nice to be recognized and acknowledged, but sometimes that desire goes too far and people make things up just to taste a little bit of that sweet internet fame. The weather is ripe for this kind of fakery—after all, who else on the internet can confirm exactly what you claimed to see? Fortunately, with a little bit of experience and a keen eye for detail, it’s easy to spot a faked weather image a mile away.
1. LOOK FOR THE CLOUDS IN FAKE TORNADOES.
This shelf cloud could easily be mistaken for a tornado if the bottom of the cloud on the right is obscured by buildings or trees. Image credit: Albert00 via Flickr // CC BY-NC-ND 2.0
Tornadoes are the most commonly faked weather event that spreads on social media. It’s not hard to mistake a low, scraggly cloud for a tornado, but most of the time it’s pretty easy for an experienced eye to tell the difference. There are lots of lookalikes out there—the scud cloud is the most common. A scud is a tiny, jagged cumulus cloud that moves quickly beneath the base of a thunderstorm. Scud clouds are completely harmless; they usually form as unstable air rising into a thunderstorm cools and condenses.
Shelf clouds are also a common lookalike. A shelf cloud develops when cold air rushes away from a thunderstorm in what’s known as an outflow boundary, or gust front. The storm’s cold outflow digs up warm air like a trowel, causing it to rapidly rise and condense along the top of the boundary.
While some folks genuinely might not know the difference—if it’s not spinning, it’s not a tornado—others know exactly what they’re doing. Almost every time there's a tornado outbreak we see people passing around questionable or old tornado pictures as the real thing. It’s not just the internet they’re trolling. False tornado reports can have a real-world impact. False sightings can lead to false warnings, reinforcing the “crying wolf” effect meteorologists have to battle through every time there’s a disaster. Screaming “Tornado!” in a crowded city is even worse than screaming “Fire!” in a crowded theater.
2. BE SUSPICIOUS OF OVERLY LARGE OR ROUND HAIL.
Baseball-size hail looks nothing like a baseball—or an ice cube. Image credit: NOAA
While tornado impostors are all the rage, it’s fake hail that’s the easiest and most hilarious to spot. I tried it when I was 12. I received a do-it-yourself snow cone machine for my birthday, and we had a huge thunderstorm a few days later. In an attempt to convince everyone the storm dropped hail just a little bigger than real life, I shaved some ice and tried to make a giant hailstone in my freezer. It turned out about as convincing as you’d expect, and that’s how it always looks no matter who makes them.
Like humans, real hail is flawed. It’s hardly ever perfectly round. It’s opaque in parts and translucent in others. It’s bumpy and blobby and jagged and spiky. Real hail is wet from falling out of a thunderstorm and dirty from smashing into the ground. Most of the fake hail pictures online are created from someone freezing a water balloon. Fake hail is smooth, dry, and clean.
Making huge hail is a great way to waste water and cure boredom, but trying to pass it off as the real thing will lead to more embarrassment than anything else.
3. GOOGLE A REVERSE IMAGE SEARCH.
You know those pictures that circulate on Facebook every once in a while that try to tell you that “this is a real picture of a hurricane making landfall!” Almost every one of these photos is misrepresented or downright fake. Whenever you see a weather picture that’s too perfectly frightening to believe, especially from a questionable source, take it with a grain of salt. Chances are that tornado or hurricane or snowstorm happened years ago. If you can’t tell whether or not you’re looking at a picture of an old storm, you can use Google to conduct a reverse search for the image. If it’s original, Google shouldn’t find any earlier results. | <urn:uuid:347e913d-7c8d-4df7-952b-35de9bf57098> | CC-MAIN-2022-49 | https://www.mentalfloss.com/article/80743/3-quick-tips-spotting-fake-weather-pictures | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711396.19/warc/CC-MAIN-20221209112528-20221209142528-00615.warc.gz | en | 0.924722 | 980 | 2.6875 | 3 |
Amoxicillin vs. Penicillin – The Difference Between
The difference between Amoxicillin and Penicillin
Antibiotics are the usual regimen of medication given by doctors to patients who have illnesses caused by bacteria and viruses. The antibiotics are produced from microbes of bacteria and work in the body to fight against the bacteria that is causing infection. Two of these antibiotics that are commonly prescribed are amoxicillin and penicillin.
Penicillin is a main group of antibiotics and amoxicillin is a member of this group. Some of the other antibiotics that come under the heading of penicillin are ampicilli and piperacillin. They all act in the same way. Contrary to popular belief, they do not kill the bacteria directly. Rather they prevent the bacteria from growing and multiplying in the body by keeping the microbes from building cells around them. Bacteria need the protection of cell walls and when they cannot have this protection, they are unable to survive in the body. Therefore they die.
The different forms of antibiotics differ in the manner in which they act on the bacteria. Amoxicillin is the most effective one to use as treatment for influenza, gonorrhea, Ecoli, pneumonia, Streptococci and some forms of Staph infections. Penicillin has acts in a similar manner but is different in its effectiveness.
In structure, amoxicillin is related to penicillin. It is a semisynthetic aminopenicillin antibiotic that has proven to be very effective in treating Gram-positive bacteria and a few Gram-negative microbes. Doctors prescribe this antibiotic for people who have pneumonia, bronchitis, urinary tract infections and infections of the skin. Amoxicillin has a better absorption rate for these illnesses because it really does penetrate into the tissues and cells. However, it is not effective in treating any brain infections because the antibiotic is not able to cross through the fluid in the brain and spine.
Even pregnant women and children can safely take this medication. One of the common side effects of amoxicillin is diarrhea, but for most people it doesn’t last long and they know that when they finish taking the medication it will go away.
Penicillin works against bacteria in the same way as amoxicillin in that it prevents the bacteria from building protective cells around themselves. It is an effective treatment for infections caused by such bacteria as streptococcus, staphylococcus and pneumococcus. The treatment can be taken orally in pill or liquid form or through intravenous in which it goes directly into the blood stream. You do not have to take it with food because it does not cause any stomach problems.
Penicillin was the first antibiotic to be discovered and it has undergone many enhancements and changes. Nevertheless, it is perfectly safe for children and pregnant women to take. In order for it to be effective, it has to be taken once every six hours.
Summary of the difference between Amoxicillin and Penicillin
The differences between amoxicillin and penicillin can be summed up in different categories:
Rate of absorption: Amoxicillin has a much higher absorption rate than penicillin and it penetrates the tissues and cells.
Synthesis: Amoxicillin has a semi-synthetic nature, which accounts for its high rate of absorption. Because penicillin does not penetrate the issues and cells in the same way it is not as effective.
Effectiveness: Amoxicillin is more effective and can be used to treat a wider range of infections than penicillin.
Penetration: Although amoxicillin is better than penicillin at penetrating the tissues and cells, it is unable to cross brain and spinal fluid and therefore is ineffective in treating infections of the brain and spinal cord.
Safety: Both are safe to take for all ages and for pregnant women.
Cost: They are cheaper than other antibiotics and are also available in generic forms.
Length of treatment: A usual course of treatment of amoxicillin is ten days, but it may be longer for penicillin.
Action: They both prevent bacteria from building protective cells.
Source: They both come from mold. | <urn:uuid:2a987519-9911-48ea-ae14-2fcd3d10c9ef> | CC-MAIN-2017-17 | http://vspages.com/amoxicillin-vs-penicillin-the-difference-between-1061/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917125719.13/warc/CC-MAIN-20170423031205-00423-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.945964 | 856 | 3.421875 | 3 |
This view of Cemetery Ridge was taken from Seminary Ridge, and besides the handful of monuments scattered here and there, the scene on July 03rd, 1863 would have been very similar. The tall monument at center left honors the United States Regulars. Further down the line is the column-like Vermont State Memorial featuring Gen. George Stannard. At far right is the Pennsylvania State Memorial. The fact that many monuments are partially hidden behind a swell proves that the fields of the Pickett-Pettigrew-Trimble Charge and neighboring fields weren’t as harmless as they seemed from a Confederate perspective.
PVT. ABEL JACKSON BOWMAN
Co. E, 32ND North Carolina Infantry
Born February 26, 1833 --- Died July 15, 1863 at age 30
The last sons to die were Simon in January 1865 and Joshua in April 1865. The latter was killed in Petersburg, Virginia. It’s impossible to read stories like this without tears coming to your eyes. I can’t imagine the scale of heartache this family faced. To make things worse for mother Sarah, her husband, the father of so many war-torn sons, died July 09, 1863, just six day after the battle of Gettysburg ended.
As for Abel, the Gettysburg soldier, he left behind a wife, Martha, and a son named Finley who had been born in 1861. Pvt. Bowman was later buried at Hollywood Cemetery in Richmond, Virginia, with a memorial stone at Friendship Church Cemetery in Taylorsville, North Carolina.
(c) 2013 Skies of Blue and Gray | <urn:uuid:3bc83e79-e6f9-4d50-8f31-91c529f1d70d> | CC-MAIN-2018-30 | http://skiesofblueandgray.blogspot.com/2013/07/july-15-2013.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00615.warc.gz | en | 0.962917 | 330 | 2.609375 | 3 |
FEDERAL EXCISE TAXES
A milestone in conservation history occurred in 1937 with the
passage of the Pittman-Robertson Act, also known
as the Wildlife Restoration Act. Strongly supported by
hunters, this legislation transferred receipts from a 10 percent
excise tax on sporting arms and ammunition from the general
treasury to state wildlife conservation programs.
This tax was raised to 11 percent during World War II and now
yields $163 million per year for wildlife conservation
Modeled after the Wildlife Restoration Act, the Sport Fish
Restoration Act, was passed in 1950.
The Sport Fish Restoration legislation was sponsored by Senator
Edwin Johnson of Colorado and Representative John Dingell, Sr. of
Michigan and is commonly known as the Dingell-Johnson Act.
In 1970, again with hunter support, the Dingell-Hart Bill was
enacted, making a 20 percent excise tax on handguns available for
wildlife restoration and hunter safety training. Proceeds from this
tax provide some $41 million per year.
The archery community entered the picture in 1972 with the
passage of the Dingell-Gooding bill, specifying an 11 percent
excise tax on archery equipment.
In 1984, the Sport Fish Restoration Act was amended. The
"Wallop-Breaux" amendment included additional fishing equipment in
the calculation, an import duty on recreational boats, and a
portion of marine fuel tax revenue. This amendment included funding
for aquatic education programs as an eligible activity. Proceeds
from this tax provide some $100 million a year.
All proceeds from these excise taxes are divided among the 50
state wildlife agencies. Each state's share is based on its land
area and number of licensed hunters and anglers. Funds cover about
75 percent of the bill for approved wildlife and fish restoration
projects and total some $560 million per year.
The combination of these taxes has formed one of the best
programs ever devised for the benefit of wildlife, game and
non-game species alike, and has enabled the states to greatly
expand their conservation activities.
More than half of the revenue generated by the P-R Act is used
to buy, develop, maintain, and operate wildlife management areas.
These activities include planting feed and cover, restocking game,
constructing marshes and ponds for waterfowl, and providing
watering places for wildlife in arid areas.
Another major use of these funds is research, which contributes
to sound wildlife management and effective control of wildlife
It is important to realize that land acquisition from taxes on
sporting arms and ammunition provides the non-hunting public, as
well as the hunter, with state-owned recreation grounds.
How does the model work?
Manufacturers of hunting and shooting arms and ammunition,
archery equipment, and fishing equipment pay an excise tax on the
equipment they produce. These funds, combined with a tax on
motorboat fuels, are collected by the federal government and
distributed to each state's fish and wildlife agency. State fish
and wildlife agencies then combine these funds with revenue from
the sale of hunting and fishing licenses to conserve, manage, and
enhance fish and wildlife and their habitats and to create fish and
wildlife recreational and educational opportunities.
Text courtesy of the National Shooting
Sports Foundation and the U.S. Fish and Wildlife Service | <urn:uuid:bad9843d-f558-4fef-aa23-e2f39c3b8b67> | CC-MAIN-2016-44 | http://www.mdwfp.com/conservation/who-pays-for-it/excise-taxes.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719638.55/warc/CC-MAIN-20161020183839-00037-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.933097 | 710 | 3.109375 | 3 |
RENSSELAER POLYTECHNIC INSTITUTE
ARLINGTON, VA – A new solar-powered underwater robot technology developed for undersea observation and water monitoring was showcased at a Sept. 16th workshop on leading-edge robotics held by the National Science Foundation (NSF) in Arlington, VA. Arthur C. Sanderson, Professor of Electrical, Computer, and Systems Engineering at Rensselaer Polytechnic Institute, presented the SAUV submersible robot. The SAUV program is under development by a team of research groups, including Rensselaer Polytechnic, and is led by the Autonomous Undersea Systems Institute directed by D. Richard Blidberg. Research sponsors include the NSF and Office of Naval Research.
The SAUV can submerge for up to 12 hours and dive to a depth of 500 meters. Its solar panel supports deployment for weeks at a time with realtime adaptive mission capability. The SAUV carries sensor systems that can be used for environmental monitoring as well as security and defense applications. Its computer systems provide for multi-vehicle cooperation and interconnectivity. The SAUV can cruise underwater at a speed of 2 knots. While on the surface, the solar panel can recharge the batteries in less than 8 hours. | <urn:uuid:b53bf462-0209-4fdc-bdf0-e010ed854cd2> | CC-MAIN-2021-04 | https://www.botmag.com/solar-powered-autonomous-underwater-robot-sauv/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00110.warc.gz | en | 0.93998 | 261 | 2.75 | 3 |
LA Times, April 2017
Rong-Gong Lin II and Paige St. John
California’s climate has long been dominated by cycles of intense dry conditions followed by heavy rain and snow.
But never before in recorded history has the state seen such an extreme drought-to-deluge swing.
Experts and state water officials say California is seeing more of these intense weather swings as temperatures warm, which has profound implications for the droughts and floods the state may face in the generations to come.
This year the wettest winter for California’s northern Sierra Nevada in nearly a century of record-keeping. This is significant because the mountain range supplies large amounts of water for the rest of the state.
The expected milestone is all the more remarkable given that just two years before, the state was experiencing record dry conditions.
“We went from a driest-on-record scenario to a wettest-on-record scenario,” said David Rizzardo, chief of the snow survey section at the California Department of Water Resources.
The extreme cycles of dry and wet weather appear to have been intensifying over the last three decades.
“When you look at the other five wettest years other than this one, the earliest of those is 1982,” Rizzardo said. “When you look at the snowpack, the three driest years on record are 2015, 1991, and 1977.”
The shift has coincided with increases in California temperatures that scientists say began about 1980.
“The dry periods are drier and the wet periods are wetter,” said Jeffrey Mount, a water expert and senior fellow at the Public Policy Institute of California. “That is consistent with what the climate simulations are suggesting would be a consequence for California under a warming planet.”
Warming global temperatures can have a profound effect on weather patterns across the planet. Changing the distribution of warmth in the ocean drives changes in the atmosphere, which ultimately decides how much precipitation gets to California, Mount said.
Warm weather worsened the most recent five-year drought, which included the driest four-year period on record in terms of statewide precipitation. California’s first-, second- and third-hottest years on record, in terms of statewide average temperatures, were 2014, 2015 and 2016. And it’s no coincidence that California’s extreme water supply woes coincided with hot weather.
Warm temperatures in 2015 made the precipitation that did fall drop as rain instead of snow. Some rain that fell in the early part of that winter had to be flushed out to sea to keep space available in reservoirs just in case flooding came later. By spring 2015, the Sierra and Cascades produced a dubious historical record — the smallest snowpack on record, just 5% of average.
And this winter’s near disaster at the overflowing Lake Oroville was in part caused by warm storms too. Exceptional water flows into the state’s second-largest reservoir came not only from a constant stream of “atmospheric river” storms that happened to strike California but also because so much precipitation was coming down as warmer rain. Colder snow would not have posed an immediate flood risk.
California water officials have been discussing how warming will affect the state’s water system. Now some officials believe they will have to change the infrastructure — such as building or raising dams and constructing two giant tunnels underneath the confluence of the state’s two largest rivers — to deal with more precipitation falling as rain and snow melting more quickly.
Not everyone is convinced that the evidence is in that climate change is responsible for extreme swings between drought and deluge.
After all, humans have only been recording rainfall and the snowpack for a relatively short period of time in California. “I think the evidence is not very conclusive. But this surely bears watching over the coming years,” said Dan Cayan of the Scripps Institution of Oceanography at UC San Diego.
“Whether this is occurring because of climate change or because we’re unlucky kind of doesn’t matter, because we have to deal with it either way,” said Jay Lund, director for the Center for Watershed Sciences at UC Davis.
In Sierras, a winter that won’t end
Two years ago, the lack of snow left locals in Soda Springs and many other parts of the Sierra stunned and anxious.
The drought hurt ski resorts and changed the landscape of the Sierras. In some areas, trees died at an alarming rate. In others, the typically snow-capped mountains were bare and dry.
This winter, however, many residents say they’ve never seen so much snow.
As of Tuesday, an astonishing 87.7 inches of precipitation across a zone of eight stations in the northern Sierra has been recorded since October. That’s just shy of the 88.5 inches recorded by the conclusion of the 1982-83 rain year.
“There’s just been too many road closures, too many power outages, and just too much snow and nowhere to put it,” said Janet Tuttle, who with her husband owns Donner Ski Ranch, one of the oldest ski resorts in the state. She had a better season financially in the very ordinary weather of last year.
Kelley Bernard, 37, didn’t spend the winter here by choice. She was reassigned by the U.S. Postal Service a year and a half ago to singlehandedly staff the Soda Springs-Norden office where some 500 mountaintop residents collect their mail.
She has made the 30-mile, 4,300-foot ascent from snow-less Colfax every day in a family van, even those days when Interstate 80 was closed by blinding storms. The first time she put on her new tire chains, it took her 45 minutes to finish one tire, “and I cried, calling my supervisor, saying, ‘I can’t do this!’”
More than 750 inches of snow later, Bernard has not missed a single day. She has videos of herself sitting in terror in the minivan, stuck in a white-out with snow up to the axles. She can slap chains on both wheels now in less than seven minutes.
“So it’s been a blessing,” she said from behind the mail counter. “I never thought I could be this tough.”
More water — until the next dry spell
The intense winter prompted Gov. Jerry Brown last week to finally declare the drought over in all counties except Fresno, Kings, Tulare and Tuolumne, where diminished groundwater levels still require a need for emergency drinking water. But right now, the above-ground water supply is much improved for most parts of the state.
Many of California’s reservoirs are healthy and full. Lake Shasta, California’s largest reservoir, is 93% full. San Luis Reservoir, an important holding area for water that will later be sent to Southern California, is at 98% of capacity.
The Metropolitan Water District of Southern California is hoping to add 1 million acre-feet of water to its so-called dry-year storage. That would get its total storage up to 2.3 million acre-feet, which would almost get the district’s storage up to its high point in 2012, said Demetri Polyzos, senior water resource management engineer for the MWD.
That would last a few years if consecutive dry years return to California.
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Dürer's first significant work to be published was a woodcut which served as the title page for a volume of St. Jerome’s Letters in August of 1492.
Scripture Interprets Scripture: What Does this Mean?
Scripture is clear in its main teachings and doctrines. People don’t need any special knowledge or training to understand sin, grace, forgiveness, and salvation.
Back In Time
JFK was not the only national figure who died on November 11, 1963. Though his death certainly took up most of the headlines, the acclaimed writers C.S. Lewis and Aldous Huxley also died that day as well.
The Way Home
We were lost. We didn’t know where we were going or which way to turn. We had been driving around in circles for hours with nothing to show for it. And now we weren’t sure how to find our way home - and losing hope by the minute.
A look at 2 Peter 1: Not a Cleverly Invented Story
He begins the letter with grace and peace (2 Pet 2:1) - gifts that had been given them by God through the righteousness of his Son, Jesus Christ, their Lord, and Master.
I'm Glad You're With Me: Tolkien, Lewis, and the (not so) Great War
Ultimately it’s at the cross of Calvary, through the shed blood of Jesus Christ, the great Lion of Judah, that the stone table is broken, and everything sad does indeed finally come untrue. | <urn:uuid:fb0fb7d8-96fd-4b76-9b3b-c984a42a3e38> | CC-MAIN-2020-40 | https://www.1517.org/contributors/pete-lange | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00639.warc.gz | en | 0.978444 | 322 | 2.734375 | 3 |
2019 Novel Coronavirus (Covid-19)
The Doctors and Nurse Practitioners at Preston Ridge Pediatrics are closely monitoring the Coronavirus (COVID-19) outbreak via the Centers for Disease Control (CDC), Georgia Department of Health (DPH), and Children’s Health Care of Atlanta (CHOA). The virus and the protocols around it are changing rapidly, and we are working to mitigate any impact on patient care and services provided. We are keeping up to date on new information and screening protocols.
We ask all patients and family members who meet these criteria: have a fever, symptoms of COVID-19, or have had a known exposure to a person infected with COVID-19 to call the office first to determine if a Telemedicine or in-office appointment is appropriate. Currently, we are not providing Walk-In hours for sick visits.
Many parents are wondering how they can prevent the spread of coronavirus and protect their families. We at PRPA understand your concerns and have complied a list of measures to help stop the spread of Coronavirus.
1. How Can I Protect my Family?
The best way to stop a respiratory infection is to avoid exposure. Here are a few tips to help lower the risk of your family catching a viral illness:
- WASH Hands OFTEN with soap and water for 20 seconds or more. If you do not have soap and water then use an Alcohol based Hand Sanitizer.
- AVOID touching your face especially your Eyes, Nose, & Mouth.
- COVER your Cough or Sneeze with a tissue or use your inner Elbow if no tissues are available. Wash hands or Hand Sanitize after using tissues.
- CLEAN and DISINFECT frequently touched objects and surfaces including but not limited to (Electronic Devices, Door knobs, kitchen and bathroom counters/faucets/knobs, Light switches).
- AVOID close contact with people who are sick & AVOID contact with others when you are sick
(keep kids home from school/ stay out of work if you are running a fever of 100.4F or higher)
2. Should I wear a Mask? — YES
The CDC and AAP strongly recommend people over the age of 2 years wear a facemask to protect themselves from Coronavirus. Facemasks should be worn in community settings where social distancing may be difficult (grocery stores, public transportation, businesses, hospitals, etc..) to prevent the spread of the virus. Masks are mandatory to enter our office. Please bring your own mask to any office appointments as we are unable to give out masks at this time.
3. What are Symptoms of COVID-19?
- Shortness of Breath/ Chest Pain
- Fever (100.4F or higher) & Chills
- Sore throat
- New and sudden loss of Taste or Smell
- Body Aches
4. Where should I get my updated information from?
Updated information for COVID-19 should be obtained from a reputable healthcare site and not the nightly news or facebook/social media. Here are several resources to get up to date & accurate information on COVID-19:
We hope this helps ease some of your concerns and answers some of your questions. We are doing everything we can to keep our patients and staff healthy.
The Preston Ridge Team | <urn:uuid:332aeb04-80d5-46eb-99ab-f16ac489fcc7> | CC-MAIN-2022-33 | https://prestonridgepeds.com/2019-novel-coronavirus-covid-19/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573163.7/warc/CC-MAIN-20220818033705-20220818063705-00411.warc.gz | en | 0.916932 | 790 | 2.59375 | 3 |
We look back on the Biblical world as a time of fateful battles, inspiring prophets, great empires and profound learning. Unfortunately, this picture is often skewed to highlight regal, rather than common, history. More of our modern philosophy and theology grew out of the ancient agora than the palace. Many profound thinkers and religious visionaries in the ancient world never interacted with kings or fought in great battles. How does archaeology tell their story?
By examining ancient societal structure, crafts and daily practices, we can reconstruct the lives of common people to better understand the world of the Bible and breathe new reality into the ancient world we are trying to understand. This eBook features articles from Biblical Archaeology Review describing industry in Second Temple period Jerusalem and household structure in ancient Israel along with a collection of brief and lively accounts from Archaeology Odyssey describing standard practices across the ancient Mediterranean, from table manners to construction cranes, and from fashion and makeup to the Roman postal service.
If Jerusalem is famous for one thing, it is for being a religious center. But our interest in the Holy City lies also in its everyday life, of which so little is known. Recent investigations revealed that in ancient times, especially in the late Second Temple period (50 B.C.–70 A.D.), various arts and crafts, such as stonework, painted pottery and glass industry, flourished in Jerusalem. In 1983, the Israeli authorities opened to the public a building that had been closed for 1,913 years to the day. The building, in ancient Jerusalem’s Upper City, was a workshop that was stormed by Roman soldiers in 70 A.D., the year the Romans destroyed Jerusalem and burned the Jewish Temple. In “Jerusalem Flourishing—A Craft Center for Stone, Pottery, and Glass,” eminent Israeli archaeologist Nahman Avigad describes what his excavations in the Upper City teach us about Jerusalem as an ancient craft center.
Ancient Israelite society was structured in a way that few of us in modern times experience. Its focus was on family and kin groups organized around agrarian activities. Family and kin groups, in turn, generated the symbols by which the higher levels of the social structure—the political and the divine—were understood and represented. Ancient Israelite society consisted of a series of “nested households”—one social grouping within another within another. In “Of Fathers, Kings and the Deity,” Philip J. King and Lawrence E. Stager guide us through this arrangement, which included family groups within a tribal kingdom—all under the rule of Yahweh.
Examining societal structure provides an important overview, but how did individuals work, dress, eat and party? A collection of colorful articles from Archaeology Odyssey guides readers through common practices in the ancient world. Learn how ancient people used papyrus and date palms, put on makeup, delivered mail and celebrated over dinner parties and with temple dancers.
Enjoy this colorful, exciting and informative journey and discover what life was really like in ancient times.
We’ll send you a link to download your copy of Life in the Ancient World and offer you a FREE registration to the Bible History Daily newsletter, bringing the world of the Bible and archaeology directly to your inbox. Your FREE registration to Bible History Daily introduces you to community discussions on fascinating topics like the Dead Sea Scrolls, top Biblical archaeology discoveries, ancient Israel and Easter.
Sign up to receive our email newsletter and never miss an update.
Send this to a friend | <urn:uuid:a56c6b46-a679-40b3-8e4d-ae3e24df31fc> | CC-MAIN-2019-26 | https://www.biblicalarchaeology.org/free-ebooks/life-in-the-ancient-world/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998923.96/warc/CC-MAIN-20190619063711-20190619085711-00506.warc.gz | en | 0.944856 | 719 | 3.40625 | 3 |
On a sunny winter day some three centuries ago, British warships fired their cannons in celebration as Lieutenant Robert Maynard sailed up the James River upon his return to Virginia. Any questions as to the success of his covert mission to subdue one of history’s most notorious pirates were answered at the sight of the pungent trophy dangling from the bowsprit of Maynard’s ship—the severed, decomposing head of Edward Teach, better known as Blackbeard.
It was only months earlier that Blackbeard had vowed to abandon his life as a sea bandit. Just weeks after striking fear throughout the American colonies by blockading Charleston, South Carolina, with his four-ship flotilla in May 1718, the pirate traveled up the Atlantic coastline to the North Carolina capital of Bath and pledged to give up his plunderous ways while appealing to Governor Charles Eden for a King’s Pardon.
No sooner had Eden granted the royal pardon than Blackbeard returned to his high seas treachery. Near Bermuda in August 1718, the pirate and his crew captured two French ships laden with cocoa and sugar. Returning to the North Carolina capital, Blackbeard claimed to have found one of the vessels abandoned at sea and convinced Eden to declare it a wreck, effectively giving the pirate rights to its contents.
The raid against Blackbeard lacked legal authority.
In the Virginia capital of Williamsburg less than 200 miles to the north, Lieutenant Governor Alexander Spotswood cast a wary eye at his neighboring colony, which he viewed as an unsophisticated backwater with a weak governor. Virginia’s top political official harbored a deep hatred of pirates, and he feared that Blackbeard and his fellow buccaneers would use North Carolina as a safe haven to terrorize Virginian shipping interests and threaten its lucrative tobacco trade.
“Virginia was a much more established colony with a much larger economy and population. It had much more to lose to pirates than North Carolina,” says Eric Jay Dolin, author of Black Flags, Blue Waters: The Epic History of America's Most Notorious Pirates. If Eden truly believed that Blackbeard had sworn off piracy, Spotswood was under no such illusion.
Although he lacked the legal authority, Spotswood decided to launch a raid that breached North Carolina’s sovereignty to root out the pirate’s base on Ocracoke Island in the Outer Banks. “Many Virginians viewed North Carolina with condescension and Blackbeard with great fear, which made it an easy calculation for Spotswood to launch a raid and not worry about the repercussions,” Dolin says.
In addition to an overland expedition, Spotswood dispatched a British naval force under Maynard’s command. At his own expense, the Virginian colonial leader hired two shallow-draft vessels, the Ranger and the Jane, that could navigate the shallow waters of the Outer Banks but were incapable of carrying cannons, which meant the British sailors would have to rely on their personal weapons. Believing Eden could be in Blackbeard’s pocket, Spotswood did not alert the North Carolina governor, and he even kept the mission secret from his own colony’s assembly.
Blackbeard fell victim to a trap.
After anchoring off the southern tip of Ocracoke Island the night before, Maynard ordered his two ships to advance on Blackbeard on the morning of November 22, 1718. The Virginian expedition quickly lost the element of surprise, however, when both the Ranger and the Jane ran aground. Blackbeard attempted to make a run for it out of the channel, but the British managed to extricate the Jane and pull within shouting distance of the pirates. “At our first salutation,” Maynard recounted, Blackbeard “drank damnation to me and my men, whom he styled sniveling puppies, saying, he would neither give nor take quarter.”
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With an advantage in firepower, the pirate ship unleashed a broadside from its cannons that killed the commander of the Ranger and scattered the men on the Jane. Demonstrating quick thinking, Maynard set a trap for the pirates. He ordered all his men except for the pilot and midshipman below deck.
Seeing the deck of the Jane clear of most of its men, Blackbeard brought his ship alongside and led his men over the rails with a rope in hand to lash the vessels together. As soon as the pirates’ feet hit the deck, the pilot signaled Maynard, who rushed from below with a dozen men. “Blackbeard had quite a shock and must have been thrown off balance a bit with the number of sailors who came up ready to pounce,” Dolin says. “We have no idea whether Blackbeard was a great swordsman or not, but we know the British sailors were trained in hand-to-hand combat.”
Six minutes of brutal fighting ensued as swords clashed, fists flew and guns fired before the British sailors subdued the pirates. Blackbeard sustained a terrible pummeling before finally succumbing. “He fell with five shot in him and twenty dismal cuts in several parts of his body,” Maynard recounted.DEA Picture Library/Getty Images
In death, the legend of Blackbeard was born.
Blackbeard may have died, but his legend quickly gained a life of its own. “Blackbeard was neither a particularly successful pirate in terms of treasure plundered, nor was he the fierce rogue he is made out to be,” Dolin says. “During his short turn on history's stage, less than two years’ time, he rarely used violence. Yet, he is often portrayed as a ruthless, even murderous character who terrorized his foes.”
Dolin says it was Captain Charles Johnson’s 1724 book A General History of the Robberies and Murders of the Most Notorious Pyrates that “transformed Blackbeard into a larger-than-life character” and the archetypal pirate. Johnson employed full use of his literary license in portraying Blackbeard as a bloodthirsty warrior who entwined strands of his fulsome beard in black ribbons. In Johnson’s account Blackbeard would enter battle with “stuck lighted matches under his hat, which, appearing on each side of his face, his eyes naturally looking fierce and wild, made him altogether such a figure that imagination cannot form an idea of a Fury from Hell to look more frightful.”
Dolin notes that no contemporary accounts describe the pirate setting his facial hair ablaze. “Quite apart from the fact that this seems to be a particularly dangerous way of going into battle, even for a pirate who was intent on instilling fear in his victims, one would think that sailors who were captured by or who fought Blackbeard might have, at the very least, noted flames shooting out from under his hat.”
Even Blackbeard’s death quickly became mythologized. Legend grew that after the British sailors decapitated Blackbeard and tied his head to the bowsprit, they dumped his headless body into Pamlico Sound where it took several laps around the Jane before finally disappearing from sight. | <urn:uuid:f62d51ae-ca50-4f6e-a7d3-8c18f3c3d9d4> | CC-MAIN-2022-40 | https://www.history.com/.amp/news/blackbeard-pirate-killed | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337307.81/warc/CC-MAIN-20221002083954-20221002113954-00039.warc.gz | en | 0.974352 | 1,500 | 3.59375 | 4 |
Each Monday for the past six weeks, sixth-grade students at Deerpark Middle School have logged onto Pen Pal Schools, a web-based learning program, to share and learn about issues at the center of the 2016 U.S. presidential election with their student pen pals.
Corresponding with pen pals gives students access to connect, share and learn with other students across the U.S.
“The pen pals project allows students the opportunity to develop reading, writing and collaboration skills while applying critical thinking about current political topics,” said Holly Pazos, Deerpark social studies teacher. “Students who have never left the Austin area are able to communicate and spend time with peers all over the country.”
After beginning with a short video to set topic goals and expectations, students read an article then share perspectives with their student pen pal. The lessons, aligned with the Texas Essential Knowledge and Skills, focus on the candidates’ policy issues regarding education, the economy, immigration, healthcare, energy and the environment, with the final week of the program concluding with the results of the election.
“It’s really fun. I get to hear about people’s decisions from across the country,” said Luke Svoboda, sixth-grade Deerpark student. “Both my pen pals think Hillary is going to win.”
The pen pals project aligns with the District’s Strategic Plan goals to develop innovative teaching and learning models, use integrated technology to create real-world experiences in the classroom and provide opportunities that eliminate disparities in expectations or achievement amongst our students.
“It has been inspiring to see students think so deeply about topics that many adults don’t even understand,” Pazos said.
Watch Deerpark students on KEYE-TV news share their experience participating in the Pen Pals Schools program. | <urn:uuid:64d9511e-ba1e-449f-a0de-036e6d8d24a1> | CC-MAIN-2018-09 | https://www.roundrockisd.org/2016/11/17/deerpark-students-use-pen-pals-to-learn-about-election-issues/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814002.69/warc/CC-MAIN-20180222041853-20180222061853-00700.warc.gz | en | 0.940714 | 385 | 2.71875 | 3 |
In this post, I’m going to look at how I would use the material from Outcomes Intermediate that I mentioned in my previous post. As I would generally tend to do, I am going to look at the material in the order it is laid out in the book, but let me reiterate that this does not mean this is the only possible order to follow, or that I believe there will be immediate student uptake of all the language looked at in each activity, or that I think language will be acquired in the same sequence as it is presented in.
So at the start of this particular lesson, there’s a photo of a family at the end of a dinner. It’s a rather ambiguous scene that students discuss. During this discussion, students generally may well try to use copula verbs such as look and seem (which is the grammar point on the next page) and they might say things like ‘He looks like depressed’ or ‘He look too much’. There are choices to be made at this point. If students do make mistakes with the copula verbs, the teacher could choose to:
- ignore the mistake
- correct the mistake and move directly to further practice/examples (using the coursebook or their own resources).
- draw attention to the mistake, but continue with the coursebook sequence.
None of these options will lead to immediate learning, and I think one could easily find reasons or theories to justify any of the above choices. Personally, I prefer the last option precisely because I don’t believe there is immediate uptake and want the students to revisit language points multiple times over both a lesson and a whole course.
Conversely, of course, students may have no problems with look, seem etc. but may struggle with basic adjectives to describe feelings. In this situation, you have a similar set of options as a teacher: ignore the problems, move on to the vocabulary section looking at ways of describing feelings that follows, or draw attention to the issue and then continue with the coursebook sequence.
Of course, students may also turn out not to have issues with either of these areas. Or, if they do, you may decide to ignore either (or both) of these language areas that we have anticipated. When working with this opening photo, I once had a whole discussion about childcare as it was assumed by certain students that the couple must have had an argument about disciplining the boy. One of the choices I made was to follow this idea and to encourage a broader discussion. This resulted in language (which came about as a result of my correction and my support of student output) such as ‘She’s too soft on him’, and ‘You need to be consistent’.
I could then have taken the option getting students to role-play a possible conversation between the people in the photo, but I didn’t. Maybe some other teacher has at some point. There is also the question of which of the three tasks here to focus on more (or to drop entirely). There is in this section a second speaking task where students discuss their experiences. Sometimes (such as when we got sidetracked onto parental care) I have cut the discussion about experiences, partly because I know they discuss similar things later – possibly several times. Finally, students are asked to recall and brainstorm other ‘feelings’-related vocabulary.
This allows me to get a rough idea of their current knowledge beyond what I have heard and ‘taught’ so far. I can then decide what to focus on more in the next sections. But again, in the past I have already managed to get a good idea of the students’ level and knowledge by this stage, so I have sometimes left it out. Also, my choices at this stage will also partly be to do with control and pace. I sometimes find students generate too much here and if you’re not careful, this stage can become a long period of listing words and explaining words to others in the class who don’t know particular items. Things can drag. Is this a decision based on Second Language Acquisition theory? Not exactly, but I assume that if students seem bored they might not be engaged and in the best state to learn / acquire language. Should we discount such feelings and assumptions? I think not, myself.
2 Vocabulary (feelings)
The coursebook sequence of tasks now moves on to vocabulary. Usually, I would tell students they are going to learn more language about feelings and then set them the task to ‘guess’ (there are options given) the meaning of the words in bold from the context. The idea is to help develop students’ ability to guess unknown vocabulary in context (I’ll talk more about this in next post, by the way). While the focus of the material may be taken as the list of the adjectives in bold here, my aim as a teacher and writer is to look at language beyond these adjectives. I would expect students to know the meaning of some of the adjectives already, and maybe even all of them if they have studied them at home before the start of the unit, but of course this is different to being able to use the words in conversation or in a text.
When I am going through the answers to the first part, I usually ask questions akin to those in the next part of the vocabulary section (see below), and may also draw attention to chunks, patterns and grammar. For example, this is one example from the exercise:
We left at six in the morning and didn’t get back till midnight. I was exhausted.
From this, I might explore aspects of the pattern here by telling students about a night out. I might say – and maybe write on the board – I went out at 10 at night and didn’t get back home till 7 in the morning. I might then perhaps elicit ideas from students about exhausting days or journeys they have had using the pattern.
Another example is I was pleasantly surprised by the film. I didn’t expect it to be so good. Here, I might ask students about the opposite of pleasantly surprised (= disappointed) and give students prompts to complete such as: I was pleasantly surprised by the weather. I expected it … or I was a bit disappointed by the hotel. I …. .
I don’t assume this new language will necessarily be learned at this stage, but I believe that the noticing might help students pick up the pattern didn’t …. till / until …. or provoke errors with (and subsequent noticing of) patterns around the word expect. And in noticing this here, they may notice it when they read and talk outside the class, which, over time, may transfer to uptake.
I might also ask about grammar. For instance, I might ask ‘Why does it say she was furious about the mess they had made – why use the past perfect there?’ I can ask this here because we looked at past perfect in the previous unit, and so I know they probably haven’t mastered it then and need to revisit it (as they will do in various tasks that follow and over the rest of the course).
The second task for the vocabulary here is a number of ‘divergent’ concept checking questions of the type discussed in this post. They explore usage of the words (because words are not just about meaning). While this isn’t a natural conversation, it is a meaning-focused task in the way a quick crossword is and some of what students try to say in response to these questions will result in errors and opportunities for acquisition – though (at the risk of repeating myself) I do not assume that any language I subsequently correct / teach here will be acquired at that point.
At the end of the vocabulary section, I would normally add another task which is not in the book, where students talk about a time they experienced one or more of these feelings and / or I would ask them to talk about the photos along the top of the page. In fact, this task was originally there in the final draft of the book, but was cut due to lack of space on the page. I do this partly to give students the opportunity to practise (or proceduralise, if you prefer that term) some language they have learned, but I also accept that the choice of language is up to the students and they may use language other than that which has been ‘taught’. In giving feedback on this task, I do much the same as before. I notice some gaps in knowledge or where communication breakdowns have happened, and I try to help students overcome them. Some of that help may mean referring back to something which was ‘taught’ before, sometimes it will be something new.
Sometimes students try to say language which I know is included in a later exercise in the lesson or even in a later unit (as I have written and used the book, I often remember these things!), so I might make a particular point of teaching that language here (because I know students need repeated exposure to language in different contexts over time). I also try to keep some kind of record of language that has come up through tasks and has been highlighted so I can revise it another day or recycle it in my teacher talk. I might write it down or take a photo of the boardwork.
Presumably, as I can’t listen to all conversations at the same time, there will also be other moments where students have to get round difficulties they have, which may also lead to acquisition (or not!).
The coursebook sequence now moves on to a listening task. In this particular case, the listening is a kind of model for a conversation the students will do at the end of the lesson (and that we think they might hear or take part in outside the class). As I mentioned before, while it does contain items of the grammar, it is the conversation and its naturalness that is the starting point, with the grammar being selected afterwards. I think the conversation here does sound natural (in the way a drama script might) despite the fact that it isn’t actually authentic speech with all its pauses and overlaps and fillers, etc. I hope to discuss this more in a post on materials banks at a later date.
The listening also recycles some of the vocabulary students have looked at – because the starting point for the vocabulary list was the language from the conversation. Again, the principle here is that students get repeated exposure to language in different contexts. (Note that the examples in the conversation are a bit different to those in the vocab task). By definition, this principle implies that any item of language is only partially learned when it is first ‘taught’.
Listening materials also allow for a focus on sound shapes in the language. There are limits to how far materials can ensure students get this focus, because the process of the listening has to be mediated by the teacher’s use of the listening material. In brief, I often will play the listening – or sections of it – multiple times, and may draw attention to what might be an unexpected sound shape for students, which may have caused a misunderstanding. This process is one for a different post.
Again, speaking follows the listening here and students exchange thoughts and ideas related to the listening content.
- What would you do or say if a friend was upset? Would it be different if it was a man or a woman?
- What kind of things do you do to cheer yourself up if you are a bit down?
- Are you good at sorting out problems?
- Who do you talk to if you have a problem?
After this, I personally might also ask: ‘Can you think of a time when someone was upset? Explain what happened’. Such questions tend to get cut from course material because they are too sensitive or personal, but if they are framed in this way (about ‘someone’, not necessarily the student speaking!) they allow for a discussion of quite a range of responses, possibly about the students themselves, but equally about people in the news and media, or on the street.
Students are again engaged in meaning-focused exchanges and I’d respond to them in similar ways as before. I sometimes write the (incorrect or unclear) student speech on the board to discuss afterwards and to improve. More often, I reformulate students’ attempts and write them up as a sentence or short exchange with gaps. Sometimes the gap might focus on already studied grammar to recycle, sometimes it will focus on a new word.
Which brings us on to the grammar – in this case, ‘linking verbs’ (a.k.a. copula verbs). If this language has come up previously as part of students’ output, I might make use of those examples to remind students of the corrections we looked at and briefly elicit / discuss why their original utterances were wrong. I might ask them to look at the grammar box and discuss the questions, or just move straight on to the exercise. The latter would be my usual option, as some students may already know this language while the exercise allows me to find out who knows what.
The examples in the exercise all follow a similar pattern which is quite common in spoken English and would be a good starting point for a conversation on feelings (e.g. Are you OK? You look a bit stressed.). I also assume that students probably already know how to say ‘Are you OK?’ and may even have the capacity to follow this up with some form of ‘you look’. Whether all the students in the class are ‘ready’ to learn this, I can’t know, but some might be. For the rest, I assume that following on from studying it, they may notice this pattern the next time they hear it or be more likely to attempt it the next time they have opportunity to do so. That’s how I believe their acquisition of language over time is speeded up.
From a lexical approach point of view, it’s also important to have examples or contexts which are realistic, because a lexical view of language would suggest that students could learn some of these questions as lexis / fixed chunks of language that could then be used whole. Of course, this learning of the whole phrase may not be immediately successful and may depend on repeated encounters!
When going through the answers, I’d usually ask questions like why the correct response is ‘look’ rather than ‘look like’ and so on. I think this encourages noticing. I may also ask about other language in the exercise. For instance, I might say: ‘What’s the opposite of disappointed?’ or ‘What might you ask if you are confused by something?’
The second part of the ‘grammar’ is really a vocabulary exercise, exploring replies and co-text which could be associated with the adjectives. In fact, this is again an opportunity to re-encounter vocabulary that was previously ‘taught’. I sometimes ask students to do these tasks in pairs. It is a kind of problem solving task and they sometimes discuss the meaning of any words that one or other of them doesn’t know. Is that different to problem solving tasks in Task-Based Learning? Is talking about language not somehow doing things with English? Is it not at all authentic? It is, of course, possible to do too much of this kind of thing in class, but it certainly shouldn’t be dismissed altogether.
Going through the answers here, I’d again sometimes ask questions about new language. For example, ‘Why do couples typically split up?’ and ‘How might people get behind at work? What might be the consequence?’ I sometimes draw attention to patterns such as I didn’t expect it to be so … . I normally ask students to offer alternatives to end a sentence starter such as: I didn’t expect London to be so … Students sometimes will add a noun and I’ll point out it would then need to be ‘such a + noun’. Sometimes the responses to these questions are surprising, sometimes they lead to a genuine discussion among the class which I encourage or might formally instigate if students seem interested. I might, for instance, ask ‘Have you heard of any couples splitting up recently? What happened?’ At other times, I’ll just move on to the next ‘practice’ task.
I get students to read out the conversations and try to continue them. Then I often get them to write their own versions and practise them. Are these tasks meaning focused? Are they authentic? Well, kind of, because students have to process meaning to continue the conversations in realistic ways. And what often happens is that students will try to make the kinds of responses that are focused on in the next task. Sometimes they may say them correctly as they know them already, sometimes they will produce something similar, but not correct. I may then use these examples in feedback as a way to introduce the next task.
5 Developing conversations
This section of our Outcomes series generally aims to look at aspects of spoken language that don’t fit into traditional concepts of grammar or vocabulary, but at the same time are not purely ‘functional’. In this case, it’s response phrases such as Oh no! or Congratulations! but the exercise also looks at a feature of their use, which is that they are typically followed by questions. The task is a simple gap fill. You might just give the answers and then do the pronunciation task. Personally, as I go through the answers, I drill the phrases myself and I also ask students to suggest other responses/questions they might ask in each situation – cue the predictable (and often slightly tiresome!) jokes in response to being pregnant ‘Oh no! Who’s the father?’. It’s predictable, of course, because the conversations themselves are familiar and predictable. But again, responses may vary a bit. I remember one time a student suggested ‘Are you going to keep it?’ and there was a response from another student – ‘Oh, this is not possible!’ – and a discussion ensued about abortion. More often than not, though, students don’t say things like this or the discussion doesn’t develop. I don’t push this issue and go with whatever they suggest.
The pronunciation task that follows is basically a drill. I personally don’t believe these tasks affect students’ pronunciation, particularly when it comes to intonation. For me, these tasks are always about students simply getting a feel for how language sounds, and playing with it in different ways. In the original edition, we asked students to practise the dialogues, but change the questions. This was seen by some teachers as too similar to the previous task so was cut in the second edition. I personally liked that repetition, but hey, each to their own.
7 Conversation Practice
Finally, there is a conversation practice. This is an opportunity for students to re-use language that has been ‘taught’ over the previous sequence of tasks. In fact, we ask them to write the conversation, which allows them to do this more consciously, but in the end they are free to try and use whatever language they like. As with any task like this, as feedback, I will comment on errors or gaps in the knowledge based on what I hear. As before, sometimes these will be reminders of items students have encountered before, and sometimes they will be items that will be revisited later in the course, sometimes they will be completely new and unprepared for from my perspective as a teacher, because language and conversation is ultimately unpredictable.
Sometimes I do this task at the beginning of the task sequence and then do it again now. Sometimes I set it again as homework and students act out their conversation the following lesson. I also often revisit these conversations as part of a review. Students also have a video of a similar conversation that they can watch at home. And because this is the kind of chat that can come up in class, I sometimes initiate similar conversations – and sometimes students do (though often they don’t, of course!).
Coursebooks, TBL, Dogme and SLA
So what is there to take from all of this in terms of the debate on coursebooks and in particular the criticism of coursebooks from proponents of Dogme, TBLT, etc.? I can’t speak for all writers, but Hugh and I certainly write with what might be called affordances or the potentiality of spontaneous conversation in mind. We also write with an approach to teaching and managing a class that aims to take advantage of such potential. There is certainly pre-planning of language that we think might reflect what students may try and say at any given level and tasks which enable that language to be explored and encountered repeatedly over time. This will include writing texts and tasks later in the course that revisit language explicitly or that allow the teacher to revisit it (see the Vocabulary task and its use of the past perfect above). It seems to me that much of what TBLT and Dogme aims to promote: authenticity, spontaneity, student-centredness, interaction, potential for mistakes and learning, implicit learning – and all are possible within the coursebook-based lesson described above. Where we seem to differ from TBLT and Dogme is firstly in this pre-planning and, secondly, in the idea that a language-focused exercise can be a task that facilitates these things. Oh, and it’s worth repeating (again!) that in doing an initially mechanical language-focused exercise, we are not making a series of assumptions about how languages are learned (though others might be!)
As I stated in an earlier post, I actually think many writers and users of coursebooks do have many principles in common with proponents of TBLT/Dogme. Some of the debate may come from a fundamental point of principle as to the role of explicit learning. Our view is that in terms of vocabulary (and, to a lesser extent, grammar) meanings, explicit learning has a crucial part to play but development of usage is a long term rocky process, largely done implicitly.
However, some of the division caused by those criticising coursebooks comes from only looking at the surface of what’s on the pages, and this may also be exacerbated because teachers don’t talk enough about what they actually do in class and why. By the same token, my questioning of TBLT/Dogme centres on how lessons actually work. I understand that a material-free classroom can work in principle, but I think we need to question the practice. What exactly are the tasks? How are those tasks chosen? Why are they chosen? Why is some emerging language followed up on when other language not? What is the focus on form, if it happens? Is it OK to use material then? It seems to me, for example, that in choosing a task, TBLT practitioners must have some ideas of level and potential language in mind before the class. And when they want to develop that language, they must have in mind a new level of complexity. I have heard of anti-coursebook teachers making use of models and materials banks. To me that seems a lot like pre-planning which is prone to raise the same issues as use of a coursebook. This is what we will look at in the next one of these posts. | <urn:uuid:df38ad07-b612-4154-bfeb-b70ff8f42855> | CC-MAIN-2020-05 | https://www.lexicallab.com/2017/10/complicating-the-coursebook-debate-part-4/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00002.warc.gz | en | 0.970275 | 4,895 | 3.234375 | 3 |
No Solution in Sight For Rohingya Crisis
The stark reality is that there are still around 2,500 Rohingya who is stranded in the Andaman Sea. Their exact location is unknown. Their exact number is unknown and the condition of those on board is unknown.
The families they’ve left behind, their compatriots who have managed to reach shores, their extended families who are overseas are known as the ‘forgotten people’; the Rohingya, an ethnic group who Burma whole-heartedly, vehemently and violently reject as rightful citizens.
In recent days, some sovereign nations have made offers of support for the Rohingya though not all have been absolutely viable. Take for example Malaysia and Indonesia’s change of heart, when under mounting pressure from the international community, they said they would accept any Rohingya who arrived on their shores from the Andaman Sea. The caveat here is that no assistance would be offered in helping the Rohingya get to their shores. Most of the vessels had been abandoned by their human trafficking captains and crew and so many were and still are unable to find land. Further, the Indonesian and Malaysian Governments imposed a timeline of 12 months for the Rohingya to be resettled elsewhere. The concept of Burma repatriating the stranded Rohingya from the custody of Indonesia and Malaysia is a non-starter.
Then there was an offer from The Gambia to resettle all 8,000 stranded. If the vessels struggle to find land a mere 500km from their locations it is highly unlikely they will be able to navigate their wooden fishing boats through the Indian ocean all the way to a small port country in Western Africa.
An offer of search and rescue by the US was ruled out by Thai authorities who did not want foreign forces in their waters.
And then came the ASEAN meeting of May 29th. Many had hoped that this would be an opportunity to finally assert some pressure on Burma to accept responsibility. The meeting also had US, UN and other observers, however, with a lack of political gusto in terms of leaders, the Burmese spokesman cowered the UNHCR’s opening remarks into a corner. The term Rohingya was not used. There was no solution. There was no roadmap. There remains no solution.
‘It is essential that as members of a global community we continue to approach our local leaders to push Governments to lobby against and apply diplomatic pressure on Burma to reach a parity of human rights treatment and grant the Rohingya citizenship.’ is the message from Mabrur Ahmed, Director of Restless Beings.
Issuing a rallying call to activists and supports, Ahmed continued, ‘Our voices of concern and support must be continuous. The reality is there are still 2,500 stranded at sea. There are more than 100,000 facing daily misery in the camps of Sittwe. And there is an excess of 1 million people who have no home, no rights and no citizenship. We can not afford to remain silent.’ | <urn:uuid:2f368a98-b148-4270-9c90-d59e70243506> | CC-MAIN-2019-51 | https://www.restlessbeings.org/articles/no-solution-in-sight-for-rohingya-crisis | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540484477.5/warc/CC-MAIN-20191206023204-20191206051204-00174.warc.gz | en | 0.97537 | 603 | 2.609375 | 3 |
UWTSD Home - Environment, Archaeology, History and Anthropology - Sophia Centre for the Study of Cosmology in Culture - The Harmony Institute - Publications of the Harmony Institute
The literature on Harmony, both as a broad philosophical concept and as a guide to action, dates back over two thousand years.
This page includes works directly related to work at:
- University of Wales Trinity Saint David
- The Harmony Institute
- The Harmony Project
We publish both physical and online texts.
HRH The Prince of Wales, Tony Juniper and Ian Skelly, Harmony: A New Way of Looking at our World (London: Harper Collins, 2010).
This book galvanised the current interest in Harmony by combining the large scale (the cosmos) with the small (how we live as individuals), the global (climate change) and the local (our environment and communities).
Richard Dunne is the headmaster of a primary school (teaching children aged 4 to 6) in the UK. This book documents his application of the principles of Harmony to practical teaching. | <urn:uuid:2da57223-aa83-4b46-8b14-68f7c515a368> | CC-MAIN-2020-40 | https://www.uwtsd.ac.uk/harmony-institute/publications/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400192887.19/warc/CC-MAIN-20200919204805-20200919234805-00680.warc.gz | en | 0.88682 | 216 | 2.59375 | 3 |
Tricky Letters b and d, p and q
The letters b and d and p and q can be tricky for some students. This ten page A4 booklet gives students tips on how to tell the difference between them and provides practice in using them. The booklet contains handwriting and beginning sounds worksheets. Please ensure you are able to download PDFs before purchasing. Purchaser may print for classroom and home use. | <urn:uuid:8209d557-1917-4da0-939d-3a01b674419e> | CC-MAIN-2020-29 | https://www.ireadwrite.com.au/store/p27/Tricky_Letters_b_and_d%2C_p_and_q.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657140746.69/warc/CC-MAIN-20200713002400-20200713032400-00067.warc.gz | en | 0.907843 | 84 | 3.765625 | 4 |
Agnesia , Permatasari, and Hafsah , Fajrin Aprilianti, and Aprilina, Purbasari (2012) PEMBUATAN NATA BERBAHAN DASAR ALANG-ALANG SECARA FERMENTASI SEBAGAI KAJIAN AWAL PEMBUATAN EDIBLE FILM. Jurnal Teknologi Kimia dan Industri, 1 (1). pp. 54-58.
|PDF - Published Version|
Official URL: http://ejournal-s1.undip.ac.id/index.php/jtki/arti...
Nata is a kind of food fermented by Acetobacter xylinum bacteria, which is forming a gel which floats on the surface of the media or places that contain sugar. Reed plants contain glucose ± 6.8% so it can be used nata. Nata can be harnessed into goods that have a higher economic value, among which are the edible film. Purpose of this study was to determine the effect of concentration of the added starter (Acetobacter xylinum) and influence the level of acidity (pH) in the process of making nata, furthermore nata can be used for manufacture of edible film. Major in this prosedur there are two steps, first fermentation nata and the second is the manufacture of edible main film. Variable in this study are the variation of pH of 3, 4 and 5 and starter concentration of 10%, 20% and 30%. Optimal result from this study at pH 4 and concentration 30%. This means the addition of 30% of the activity of bacteria Acetobacter xylinum are on optimal conditions in which the starter to the maximum 30% sufficient for the formation of nata. From the results of experiments conducted, the resulting edible film with a thickness of 0.05 mm, tensile strength of 6.635 N/mm2, edible films can be used as food packaging materials with tensile strength values ranged from 2.89 to 27.26 N/mm2 making edible films nata produced from reeds can be used for food packaging materials.
|Uncontrolled Keywords:||acetobacter xylinum; reed plants; nata; edible film|
|Subjects:||T Technology > TP Chemical technology|
|Divisions:||Faculty of Engineering > Department of Chemical Engineering|
Faculty of Engineering > Department of Chemical Engineering
|Deposited By:||teknik kimia|
|Deposited On:||18 Oct 2012 09:27|
|Last Modified:||13 Nov 2012 19:28|
Repository Staff Only: item control page | <urn:uuid:d998f56c-ab49-4185-a3e9-aab646ecaaf2> | CC-MAIN-2015-40 | http://eprints.undip.ac.id/36470/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737882743.52/warc/CC-MAIN-20151001221802-00031-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.818616 | 570 | 2.625 | 3 |
The research in machine learning and AI, now a core technology in virtually every industry and business, is too vast for anyone to read it all. The purpose of this Perceptron column is to summarize some of the latest findings and papers, especially but not limited to the field of artificial intelligence, and explain why they are important.
This month, Meta engineers detailed two of the latest innovations from the depths of the company’s research labs: an AI system that compresses audio files and an algorithm that can speed up protein-folding AI performance by 60x. Elsewhere, MIT scientists revealed that they are using spatial acoustic information to help machines better visualize their environment by simulating how a listener will hear a sound from any point in a room.
Meta compression work isn’t exactly reaching uncharted territory. Last year, Google announced Lyra, a neural audio codec trained to compress speech at low bitrates. But Meta claims its system is the first to run CD-quality stereo audio, making it useful for commercial applications such as voice calls.
Architectural drawing of the Meta AI audio compression model. Image credits: Meta
Using AI, Meta’s compression system, called Encodec, can compress and decompress audio in real-time on a single CPU core at speeds of around 1.5kb/s to 12kb/s. Compared to MP3, Encodec can achieve about 10 times the compression rate at 64kb/s with no noticeable quality loss.
Encodec researchers say that human evaluators preferred the quality of audio processed by Encodec compared to audio processed by Lyra, suggesting that Encodec could eventually be used to provide better quality audio in situations where bandwidth is limited or at an additional cost.
As for Meta’s protein-folding work, it has less immediate commercial potential. But it could lay the groundwork for important scientific research in the field of biology.
Protein structures predicted by the Meta system. Image credits: Meta
Meta says its AI system, ESMFold, predicted the structures of about 600 million proteins from bacteria, viruses and other microbes that have yet to be characterized. That’s more than triple the 220 million structures that Alphabet-backed DeepMind managed to predict earlier this year, covering almost every protein from known organisms in DNA databases.
Meta system is not as accurate as DeepMind. Of the roughly 600 million proteins it produced, only a third were of “high quality.” But it is 60 times faster in structure prediction, allowing it to scale structure prediction to much larger protein databases.
Not to draw too much attention to Matt, the company’s AI division also this month detailed a system designed for mathematical reasoning. The company’s researchers say their “neural problem solver” learned from a dataset of successful mathematical proofs to generalize to new, different types of problems.
Meta is not the first to create such a system. OpenAI developed its own, called Lean, which it announced in February. Separately, DeepMind has experimented with systems that can solve complex mathematical problems in the study of symmetries and knots. But Meta claims its neural problem solver was able to solve five times more International Mathematical Olympiads than any previous AI system and outperformed other systems on widely used math benchmarks.
Meta notes that math-solving AI could benefit software verification, cryptography, and even space.
Drawing on the MIT work, the researchers developed a machine learning model that can perceive how sounds in a room will travel through space. By modeling acoustics, the system can learn the geometry of the room from sound recordings, which can then be used to create a visual representation of the room.
The researchers say the technology could be used for virtual and augmented reality software or for robots that need to navigate complex environments. In the future, they plan to improve the system so that it can generalize to new and larger scenes, such as entire buildings or even entire cities.
At Berkeley’s robotics department, two separate teams are accelerating the rate at which a four-legged robot can learn to walk and perform other tricks. One team sought to combine best-of-breed work from many other advances in reinforcement learning to allow a robot to go from a blank slate to power walking on undefined terrain in just 20 minutes in real time.
“Perhaps surprisingly, we find that with several careful design decisions in terms of task setup and algorithm implementation, a quadruped robot can learn to walk from scratch with deep RL in less than 20 minutes across a variety of environments and surface types. Crucially, it does not require new algorithmic components or other unexpected innovations,” the researchers write.
Instead, they choose and combine some of the most advanced approaches and get amazing results. You can read the paper here.
A demonstration of a robotic dog from EECS Professor Peter Ebeel’s lab in Berkeley, California in 2022. (Photo courtesy of Philipp Wu/Berkeley Engineering)
Another locomotion learning project from (TechCrunch friend) Pieter Abbeel’s lab was described as “imagination training.” They install a robot with the ability to try to predict how it will work, and while it starts out pretty helpless, it quickly gains more knowledge about the world and how it works. This leads to a better forecasting process that leads to better knowledge and so on in the feedback loop until it happens in less than an hour. It just as quickly learns to bounce back from being jostled or otherwise “spoiled” as the lingo is. Their work is documented here.
Work with a potentially more immediate application came earlier this month from Los Alamos National Laboratory, where researchers developed a machine learning technique to predict the friction that occurs during earthquakes, providing a way to predict earthquakes. Using the language model, the team says they were able to analyze the statistical characteristics of the seismic signals emitted by a fault in the laboratory’s earthquake equipment to predict the timing of the next earthquake.
“The model is not limited by the physics, but it predicts the physics, the actual behavior of the system,” said Chris Johnson, one of the researchers on the project. “Now we make future predictions based on past data, which is not descriptive of the current state of the system.”
Image credits: Dream time
The researchers say it’s difficult to apply the technique to the real world because it’s unclear whether there is enough data to train a predictive system. However, they are optimistic about applications that could include predicting damage to bridges and other structures.
Last week, MIT researchers warned that neural networks used to simulate actual neural networks should be scrutinized for training bias.
Neural networks are, of course, based on the way our brain processes and signals information by reinforcing certain connections and combinations of nodes. But this does not mean that synthetic and real work the same. In fact, the MIT team found that neural net-based simulations of grid cells (part of the nervous system) produced similar behavior only when their creators carefully forced them to do so. If they were allowed to govern themselves as actual cells do, they did not produce the desired behavior.
This is not to say that deep learning models are useless in this area – far from it, they are very valuable. But as Professor Ila Fiete said in a school news post, “they can be a powerful tool, but one has to be very careful in interpreting them and determining whether they actually make de novo predictions or even shed light on what the brain is optimizing.” | <urn:uuid:ea563309-918e-4336-bbd2-052317cf320f> | CC-MAIN-2023-06 | https://drinkinganddrawing.org/ai-that-sees-with-sound-learns-to-walk-and-predicts-seismic-physics.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00050.warc.gz | en | 0.942715 | 1,575 | 3.078125 | 3 |
Ms. Sharkey’s AP Human Geography classes got the chance on February 21 to Skype with the executive producer of the Documentary Group and former 20/20 producer Kayce Freed Jennings about the creation of the film Girl Rising, which they watched in class.
Ms. Jennings spoke with the students about the issues of poverty and education for girls throughout the world, opening their eyes to the hardships and the importance education can bring to these girls.
Told through the point of view of nine girls from countries throughout the world, the film provided students the opportunity to gain insight into what life is like and the struggles that girls face throughout the world in their struggles to get education. The students were able to propose questions, ask about the current situations of the girls in the film, and discuss the creation of documentary film.
As a part of the development unit in the class, the students have studied women’s role and rights throughout the world, and how countries develop through industrialization and education.
Learn more about the film at http://girlrising.com/. | <urn:uuid:1ece5582-ef9d-4348-a898-d63fb44529e1> | CC-MAIN-2020-40 | http://www.district158.org/blog/2017/03/09/class-speaks-with-producer-of-girl-rising-film-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00434.warc.gz | en | 0.967974 | 217 | 2.546875 | 3 |
This article was first published in 2004.
In Part One of this series we introduced you to mechanical accelerometers and
clinometers and demonstrated how to identify the ideal launch technique and
gear-shift points for maximum performance. In this article we’ll look at braking and
Using a Clinometer...
A mechanical accelerometer (or clinometer) is a great way of assessing the
braking performance of a vehicle.
Braking performance is measured with the accelerometer mounted on the side
window, as discussed in Accelerometer Adventures Part One. The accelerometer
must be zeroed and mounted perpendicular to the road to ensure accurate results.
Note that, unlike acceleration testing, it’s impractical to gather enough information to graph a braking g curve; all you can do is find the peak braking g.
Our brake tests were performed in a 2003/2004 Mitsubishi Verada GTVi. How
well does a showroom-stock vehicle brake, we wondered?
On a newly-laid bitumen road – with no other traffic nearby - we performed
ten consecutive emergency stops from 100 km/h. Each stop was separated by less
than a minute. This test showed that the Verada (with standard ABS and EBD)
could develop up to 1g of braking deceleration. Interestingly, this peak was
achieved at a road speed of approximately 10 km/h (ie just before coming to a
What really impressed us, however, was the consistency – our first brake test
peaked at 0.84g and the following nine manoeuvres varied between only 0.9 and
0.97g. Talk about consistent! Note that consistent braking figures are more
difficult to achieve in a non-ABS vehicle – you’ll inevitably start locking a
wheel after a few emergency stops.
To spice things up a little we then tried an emergency stop in the Verada on
a dirt road. The importance of tyre to road surface adhesion was spectacularly
highlighted with a peak braking deceleration of just 0.47g – less than
half that on the bitumen road!
From an enthusiast point of view this is all pretty interesting – but what
can you do with this info?
Well, first, it’s important to have this sort of information available before
making any modifications. If you fit a set of aftermarket brake pads it’s easy
to compare peak deceleration and braking consistency to the pads you were
running beforehand. This will reveal if your aftermarket pads need to be warmed
up before they’re up to their optimal operating range (as is often the case).
You will also be able to identify whether your newly-fitted brake cooling ducts
are allowing your brakes to maintain consistent stopping power.
And don’t forget the effect of tyre-to-road adhesion. As the Verada clearly
demonstrated on dirt, it’s absolutely critical to have a strong bond with
the road. Expect a set of DOT-legal semi-slicks to give a significant
improvement in stopping power on dry bitumen.
Lateral Acceleration Measurement
We must make it clear that an accelerometer will not give you a broad picture
of vehicle handling. Handling encompasses stability over bumps, throttle
lift-off characteristics, understeer/oversteer balance and more. An
accelerometer will, however, give you a yardstick to the amount of lateral grip
Lateral grip measurement is performed with the accelerometer mounted on the
interior rear-view mirror - as discussed in Accelerometer Adventures Part One.
The accelerometer must be zeroed and mounted vertically to ensure accurate
results. This can be easily done by adjusting the mirror.
Also, note that you’ll need somebody positioned immediately in front of the
accelerometer in order to obtain accurate results. Watching it from an angle
will give false data.
The ideal venue for lateral grip tests is a skidpan but, without access to a
racetrack, a deserted roundabout with a decent amount of run-off can suffice.
Great care must be taken to ensure the safety of yourself and others.
Our demo Verada GTVi was flung around a roundabout where it recorded a peak
lateral acceleration of 0.97g and not falling below 0.90g at any stage. This is
pretty good for a family sedan, but the limiting factor was front-end grip.
Note that the GTVi version of the Verada boasts Sports-spec suspension and
relatively grippy Bridgestone 225/50 Grid II tyres mounted on 17 x 7 rims. The
aforementioned lateral forces were achieved with front tyre pressures of 32 psi
(measured when warm).
What would increasing tyre pressure achieve?
After a quick stop at a servo we increased front tyre pressures to 39 psi –
and the improvement was immediately noticeable. In addition to improved steering
response and reduced steering effort at parking speeds, the extra front tyre
pressure had obviously enhanced the Verada’s front-end grip. This was evident
with much more consistent cornering load on the same roundabout – a minimum of
0.93g and a maximum of 1.0g proved it (up from 0.90 and 0.97g respectively).
Straight away – without any mechanical changes – we’ve demonstrated a
zero-cost way to improve the Verada’s handling.
When you get to the stage of changing a car’s suspension components and
tyres, the accelerometer continues as a very important tool. Does increasing
front negative camber or castor improve lateral grip? What front-to-rear swaybar
balance is best? Which tyres provide the greatest cornering grip?
These questions can all be answered.
Longitudinal and lateral acceleration in a car will cause it to squat or roll
on its suspension. This causes some problems for an accelerometer.
To compensate for this motion – which will otherwise cause optimistic
readings – there are some rule-of-thumb corrections that should be applied.
For a typical streetcar, a 1.0g braking or acceleration measurement should be
reduced by around 6 percent. Correction for body roll during cornering is more
difficult to determine. A 1.0g cornering measurement in a stiffly suspended
sportscar should be reduced by approximately 10 to 15 percent, depending on the
amount of roll. In the case of a softly sprung commuter vehicle a 1.0g
measurement should be considered optimistic by around 20 percent.
Don’t forget to apply these corrections or else you’ll be kidding
yourself! (That's unless your're just comparing changes, rather than trying to get absolute figures.)
We’ve covered accelerating, braking and cornering measurement – what else can
a mechanical accelerometer be used for?
One of the most useful ‘alternative’ applications for an accelerometer is to
compare aerodynamic drag. If you own a vehicle with an adjustable factory rear
wing (such as a R33/R34 Skyline GT-R) it’s possible to find the angle of attack
that creates the lowest aerodynamic drag. If you’re making your own aero add-ons
(for a club racecar, for example) the accelerometer will also tell you how much
extra drag you’re creating in the search for extra downforce.
On a long, flat stretch of road you need to hold the car at a constant speed
(say, 110km/h) and then put the gearbox in neutral. Call out increments of 10
km/h as the vehicle coasts down to a stop and have an assistant record data from
the accelerometer. Next, repeat the procedure on the same stretch of road with
the factory wing adjusted or your aero kit installed. Note there must be minimal
wind present on both runs or else your figures won’t be directly comparable.
So what does this data tell you?
Well – so long as there is sizeable variance in aerodynamic drag – you’ll be
able to find the most efficient angle of attack for the factory rear wing or get
a feel for how much drag you’re add-on body kit has introduced. The higher the g
readings while coasting down, the more aerodynamic drag.
We tried coast-down tests in our demo Verada GTVi with its windows up and
down (in an attempt to change aerodynamics) but our figures were inconclusive.
This was despite using the extra-sensitive scale of the Whitworth’s Dual Scale
Clinometer. Obviously, the change of aerodynamic drag needs to be pretty
sizeable to be identified in coast-down tests.
For around AUD$30 a mechanical accelerometer – or, technically, a clinometer
- is an excellent tool for assessing acceleration, braking and cornering
abilities. It is also a very useful tool for making aerodynamic adjustments.
Only a stopwatch comes close for performance measurement per dollar.
Whitworth’s Marine and Leisure | <urn:uuid:48d39b79-6fa4-4609-9336-cf4c2460b2f7> | CC-MAIN-2019-26 | http://www.autospeed.com/cms/A_113175/article.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998473.44/warc/CC-MAIN-20190617103006-20190617125006-00486.warc.gz | en | 0.895176 | 1,931 | 2.796875 | 3 |
Battle of Stalingrad during WWII was among the most brutal battles as both sides fought tenaciously. What's noteworthy is that the soviets were hanging on to their city by their fingernails when they control just 10% of it.
In life we often are disadvantaged in certain situations & is human nature to complain. Given the set of 'cards' we're dealt with in life, is often how we play with what's given to us that propel us forward. Against the superior german combined-arms tactics, the soviets adopted the tactic of 'hugging' the enemy. By 'hugging' the enemy as close as possible, the germans would risk killing their own by their artillery or close air-support.
Some complain that the scenarios in Memoir44 (a WWII boardgame) is lopsided in favor of 1 side. Publisher recommended switching sides to see which player has a better score after playing both sides. Is one of the few boardgames where 'unbalanced' is featured. While we clamor for fair play in life, sometimes we don't get such fair circumstances in life.
How the soviets deal with their dismayed situation & turn it around is a good inspiration. Don't you think so? | <urn:uuid:5acf38da-b695-43e0-953e-a2dbc0b53f50> | CC-MAIN-2017-39 | http://frugalintrovert.blogspot.com/2010/12/die-die-must-succeed-stalingrad.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687281.63/warc/CC-MAIN-20170920123428-20170920143428-00078.warc.gz | en | 0.980681 | 258 | 2.546875 | 3 |
How Do Mango Worms Get Into Dogs?
- Steven C. Boston
- Digging to Make Contact With the Soil. The most frequent way for a dog to get an illness caused by mango worms is unquestionably as a result of the dog digging in the dirt in an area where an adult
- Laying On Top Of It Due to the fact that mature female mango flies have a propensity to bury their eggs a few inches below the surface of the soil, the fact that your dog is just sleeping on the ground may cause an infestation.
- Putting Foot To It Walking on dirt that has mango worm larvae can expose your dog to the same risk of infection as lying down on the ground
- This is because the larvae are microscopic.
The larvae of mango worms are parasitic and live on the skin of dogs. Mango worms are a kind of blowfly that are also known as mango flies. Dogs are susceptible to getting mango worms if they dig, walk or lie on ground or soil that has hatched larvae in it and then become infected with the larvae. Until they grow, the larvae consume the dog’s tissue as their food source.
Why does my dog keep getting worms from the garden?
This can bring them closer to the surface of the earth, and if your dog lays down near them while they are there, it can lead to an infestation of mango worms. On warmer days, this danger is more likely to materialize since the larvae will be more active in their quest for a host, and they will move about more.
What happens if a dog eats mango flies?
When you are squeezing the mango fly larvae out of your dog’s body, be careful not to pop them back into their holes. This can cause the larvae to die. If the wound is not treated swiftly, this might lead to an increased risk of infection in the hole, which, if left untreated, can occasionally end in the death of your dog. | <urn:uuid:48c01ac2-52a4-41bc-a731-c4aaa8bfb5c3> | CC-MAIN-2022-33 | https://www.gofarmz.com/natural-products/how-do-mango-worms-get-into-dogs.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572212.96/warc/CC-MAIN-20220815205848-20220815235848-00521.warc.gz | en | 0.965614 | 410 | 2.796875 | 3 |
Physical vapour deposition (PVD) is used to describe any of a variety of methods to deposit thin films by the condensation of a vaporized form of material onto various surfaces. The metallic elements of the layers consist of titanium, chrome and aluminium, make a connection to nitrogen and carbon, under impact of a plasma and temperatures of 200 °C to 500 °C. They provide a strong ceramic in this way. The hardness of generated layers are in a range of 1000 to 3800 HV, the coating thickness is between 1 to 10 µm, depending of use.
Since 30 years voestalpine eifeler group is specialist in forming tool coatings and can help to choose suitable tool-steel and give advice in engineering and tool handling.
Get to know more about | <urn:uuid:32dac078-5c39-4fba-aba2-08d55f529cea> | CC-MAIN-2019-39 | https://www.eifeler.com/en/pvd-technologie/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573415.58/warc/CC-MAIN-20190919015534-20190919041534-00558.warc.gz | en | 0.907993 | 160 | 2.71875 | 3 |
Outdoor STEM: How Long are Your Small Intestines?
Use this super fun & easy outdoor science activity to show kids just how long their small intestines are and learn a little about the human body too!
Digestive System - Five Steps of Digestion Flip book
Designed for a grade 4 class after learning about the Digestive System. Students will draw each body part/organ and write a description of what the body part/organ does to help digestion. Can be used as an assessment activity.
A Trip Through the Digestive System (Apologia A & P)
It was my turn to organize the project/lab for our co-op of Apologia’s Human Anatomy and Physiology. We just finished Chapter 4 on the di...
Human Body Videos for Kids
A collection of human body videos for kids on YouTube. These videos are a perfect complement to a human body unit study or theme.
Digestive System Craft for Kids
A hands-on way to look at the digestive system, create this cute digestive system craft for kids and learn how food travels through our body. | <urn:uuid:98ec8ee1-7917-4ac5-8731-b9333cf04de1> | CC-MAIN-2020-40 | https://pl.pinterest.com/baursbugs/human-digestive-system/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400192783.34/warc/CC-MAIN-20200919173334-20200919203334-00010.warc.gz | en | 0.878328 | 231 | 3.265625 | 3 |
ERIC Number: ED358586
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Rural Issues in Planning Services for Young Children with Special Needs.
Magrab, Phyllis R.
Policy planners can create improved systems of care and new support systems for rural families who are raising children with disabling conditions or special health care needs, by recognizing the unique needs of these families, the ecology of local service delivery systems, and the special resource requirements of rural areas. Lack of information is a serious impediment to attaining the goal of providing family-centered, community-based, coordinated care in rural areas. Other factors to consider in planning services include: health status profiles differ from those of urban communities; rural communities have different concerns, needs, and resources; demands on professionals may be overwhelming; significant economic problems exist; there is a lack of adequate transportation; access to services is restricted; and the lack of population density results in a paucity of health care services. Implications for policy and planning include: (1) localizing service planning and delivery; (2) increasing and enhancing the family role in child care; (3) developing interagency networks; and (4) coordinating cross-government private resources. (Contains 13 references.) (JDD)
Descriptors: Agency Cooperation, Child Health, Community Programs, Coordination, Delivery Systems, Disabilities, Early Childhood Education, Early Intervention, Family Involvement, Government Role, Health Services, Information Needs, Parent Participation, Planning, Policy Formation, Private Sector, Public Policy, Public Sector, Rural Areas, Rural Environment, Social Services, Special Health Problems, Young Children
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Gallagher, James J., Ed., Fullager, Patricia K., Ed. The Coordination of Health and Other Services for Infants and Toddlers with Disabilities: The Conundrum of Parallel Service Systems; see ED 353 705. | <urn:uuid:7f3a6087-952b-476c-9710-fdd05ad344db> | CC-MAIN-2018-39 | https://eric.ed.gov/?id=ED358586 | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156192.24/warc/CC-MAIN-20180919102700-20180919122700-00376.warc.gz | en | 0.87175 | 426 | 2.546875 | 3 |
The third and final stage of labour is measured from when the baby is born to when the placenta and membranes are delivered.
During third stage, the placenta detaches from the uterine wall and the muscles of the uterus start to contract tightly around the blood vessels that supplied the placenta throughout the pregnancy to prevent you from losing excessive blood.
Following the baby’s birth, there is usually a break in the contractions for fifteen to twenty minutes or so before the contractions resume, to deliver the placenta.
The contractions will go on for a while, but will usually be far less intense than before (although in second and subsequent births, they can be stronger.)
For some women, the contractions in third stage are still strong enough that it helps to use labour breathing techniques to cope with the discomfort of these contractions.
Your caregiver may ask you to push a few times to deliver the placenta. Again, this pushing is far less intense than the delivery of the baby.
Third stage usually lasts ten to thirty minutes, but with ‘active management,’ common in many hospitals, it may be much shorter.
In active management, an injection of Syntocinon (or other synthetic oxytocin drug) is administered to the mother’s shoulder or buttock about a minute after the birth of the baby.
The cord is clamped and cut a couple of minutes later, and ‘controlled cord traction’ (where the placenta is pulled away via the cord) is applied. Proponents of active management argue that it minimises post-partum haemorrhage and other serious maternal illnesses .
However, if your hospital or birth place does not practice ‘active management’ of the birth, you may find that third stage lasts a lot longer.
After thirty minutes you may be given a needle (containing) to encourage the delivery of the placenta; in a homebirth more time is often given. Breastfeeding the baby soon after birth can help deliver the placenta faster.
As with the whole birth process, the delivery of the placenta can hold strong emotional significance for some women; while others report it as a non-event.
When the placenta is delivered, your caregiver will examine it closely to make sure that it has been delivered whole and no part of the placenta has been left behind. (Retained placenta can cause infection and haemorrhage, so it’s important to diagnose this quickly.)
They will also examine the umbilical cord and the membranes.
You may want to see the placenta that has been your baby’s support system for the past nine months; or you may have no interest in it at all.
The birth placenta holds significant value in some cultures and for some people and it is not uncommon for people to bring their baby’s placenta home, bury it in the garden and plant a tree above it, because the placenta contains such nutritious elements.
And although nearly everyone will draw the line at cooking it up for dinner, there are many semi-serious websites that even have recipes for birth placenta dishes!
Your caregiver will usually check you intermittently over the first hour after the placenta has been delivered, and further for the next 24 hours and then again over the next six weeks, to make sure that the uterus is contracting back into its original state.
Your caregiver will also examine your perineum and stitch any tears if needed, often using a local anaesthetic.
Most parents focus their attention on the baby at this stage – so third stage is often a non-event; however it may be quite significant if there was a lot of birth trauma.
Sometimes there are some rapid decisions that you may have to make – for example, whether you want your baby to have needles for vitamin K or Hep B. It helps to be quite clear beforehand about what decisions you have made and perhaps prepare your answers in writing.
If you have made arrangements beforehand to donate or preserve your baby’s cord blood, the midwife from the cord blood bank (or your own carer, following previous instructions) will act quickly to drain the blood from the cord and transfer it to the appropriate storage facility.
For more information see Childbirth.
By Fran Molloy – journalist and mum of 4 | <urn:uuid:aee2f666-5cb6-467f-9a67-c118fb0b2f3b> | CC-MAIN-2019-22 | https://www.huggies.com.au/childbirth/labour/placenta | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232255092.55/warc/CC-MAIN-20190519181530-20190519203530-00011.warc.gz | en | 0.946546 | 916 | 2.8125 | 3 |
The legal currency of Chile is the Chilean peso. Currently there are coins of 1, 5, 10, 50, 100 and 500 pesos and banknotes of 500, 1,000, 2,000, 5,000, 10,000 and 20,000.
The peso was established as the monetary unit of Chile in 1925, with a content of 0.183057 grams of fine gold and divided into one hundred cents. Ten pesos made a condor. Inflation made fractional coins gradually dropped into disuse and in 1955 a legal provision stipulated that payments would be only paid in whole numbers.
Following the enactment of a new law in 1959, in the 1st January 1960 the peso was replaced by the escudo and the organic law of 30th March 1960 provided in Article 51 that the banknotes should express their value in escudos, hundredths and half hundredth, as appropriate, and bear the national emblem.
In 1973 a new statutory provision, Legislative Decree 231 of 31st December 1973, removed the fractions of the escudo in accounting and in the documents issued in local currency and in 1975 the peso would be re-established as a monetary unit. According to a decree issued in 1975, from 29th September of that year the currency of Chile was renamed peso again, and on that occasion the change amounted to a thousand escudos.
At present, the Central Bank of Chile has the exclusive right to issue notes and coins and may outsource, within or outside the country, the printing of banknotes and coinage. Features of banknotes and their security measures are established by the Board of the Central Bank of Chile.
Source: Central Bank of Chile
Currently, coins of Chilean peso are: 1, 5, 10, 50, 100 and 500 Chilean pesos.
Regarding banknotes, denominations are: 500, 1,000, 2,000, 5,000, 10,000 and 20,000 Chilean pesos.
Find out more about security measures in banknotes.
Date of creation:
Central Bank of Chile
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|Delivery options||Order online to benefit from a price reduction and collect at the branch of your choice.| | <urn:uuid:bef63e82-1b0f-4bc1-ba20-15765fe69c05> | CC-MAIN-2020-50 | https://www.globalexchange.com.uy/en/currencies-of-the-world/chilean-peso | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141194982.45/warc/CC-MAIN-20201128011115-20201128041115-00414.warc.gz | en | 0.926372 | 550 | 2.953125 | 3 |
Shark populations are on the rise along the East Coast, experts say.
- Coastal shark populations are up, experts say
- Sharks were overfished starting in the 1970s
- Population increase should benefit ecosystem, expert says
William and Mary's Virginia Institute of Marine Science measured the populations of seven species of coastal sharks from the Atlantic Ocean to the Gulf of Mexico.
The shark population began taking a hit in the 1970s because of overfishing, but thanks to a National Oceanic and Atmospheric Administration Fisheries management plan, sharks were closely monitored and protected.
Experts say beachgoers shouldn't be alarmed by the increase.
"People who love our coast who come to the beach shouldn't be scared, and it's very, very, very unlikely to get bit or have a close encounter with a shark while you're actually swimming," said Ara McClanahan, an aquarist at North Carolina Aquariums.
Experts also say the increased shark populations will benefit the ecosystem by regulating other species below them in the food chain, like shrimp, clams and scallops. | <urn:uuid:518c5c02-0d04-41d3-b4c9-cd69866b1467> | CC-MAIN-2018-22 | http://www.mynews13.com/fl/orlando/news/2017/3/22/shark_populations_east_coast.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00050.warc.gz | en | 0.955936 | 220 | 3.484375 | 3 |
Gypsum is the neutral salt of a strong acid and strong base and does not increase or decrease acidity. Dissolving gypsum in water or soil results in the following reaction: CaSO4·2H2O = Ca2+ + SO42- + 2H2O. It adds calcium ions (Ca2+) and sulfate ions (SO42-), but does not add or take away hydrogen ions (H+).
Does gypsum soluble in water?
Gypsum is somewhat soluble in water, but more than 100 times more soluble than limestone in neutral pH soils. Some soils benefit from application of gypsum as a source of Ca.
How does gypsum dissolve in water?
If it’s in water solution, not much you can do about it, as gypsum does dissolve in water. You could run it through a water softening filter, but those are usually hooked into your water line. Boiling the water may precipitate some out as anhydrite, but I think there will still be some gypsum left in solution.
Is gypsum highly soluble?
Gypsum is moderately water-soluble (~2.0–2.5 g/l at 25 °C) and, in contrast to most other salts, it exhibits retrograde solubility, becoming less soluble at higher temperatures.
Is caso2 soluble in water?
Calcium sulfate (or calcium sulphate) is the inorganic compound with the formula CaSO4 and related hydrates. One particular hydrate is better known as plaster of Paris, and another occurs naturally as the mineral gypsum. It has many uses in industry. All forms are white solids that are poorly soluble in water.
Can gypsum be dissolved?
Gypsum is sparingly soluble (the reason wallboard gets soft but does not immediately dissolve when it gets wet, at least if only damp occasionally). Gypsum is the neutral salt of a strong acid and strong base and does not increase or decrease acidity.
What are the 3 main forms of gypsum?
The major types of Gypsum products that are available are, Type I — Impression Plaster. Type II — Dental Plaster. Type III — Dental Stone Type IV — Improved Dental Stone or Die stone or High Strength Stone. Type V — Dental Stone, High Strength, High Expansion.
How long does gypsum take to work?
The process of breaking up clay soil with the help of gypsum can take a couple of months since it is a slow process. Usually, gypsum takes about two or three months to break up clay soil.
Does gypsum dissolve in acid?
there is a simple answer. Anhydrite (powdered) is soluble in hydrochloric acid (HCl), but only with little effect in water.
How do you dissolve hardened gypsum?
Soak a towel or cloth in an acidic solution and place it firmly over the plaster. Begin with a less corrosive acid such as citric acid or vinegar. Leave the towel on the surface for at least 24 hours.
Is gypsum harmful to humans?
Hazards of Using Gypsum If handled improperly, gypsum can cause irritation to the skin, eyes, mucous membranes and the upper respiratory system. Symptoms of irritation can include nosebleeds, rhinorrhea (discharge of thin mucous), coughing and sneezing. If ingested, gypsum can clog the gastrointestinal tract.
What is gypsum formula?
Gypsum is the name given to a mineral categorized as calcium sulfate mineral, and its chemical formula is calcium sulfate dihydrate, CaSO4⋅ 2H2O.
Does gypsum dissolve in soil?
The sulfur in gypsum is in a soluble sulfate form and is readily available to plants and soil microbes. Elemental sulfur, which is not soluble, is used to reduce the pH of alkaline soils. Gypsum is soluble and dissolves and moves into the soil rapidly. It dissolves more quickly than limestone after surface application.
Is Ca Oh 2 soluble or insoluble in water?
Ca(OH)2 is only slightly soluble in water (0.16g Ca(OH)2/100g water at 20°C) forming a basic solution called lime water. The solubility decreases with increasing temperature. The suspension of calcium hydroxide particles in water is called milk of lime.
Is silver nitrate soluble or insoluble in water?
Silver nitrate has a water solubility of 2450 g/L. Silver fluorides are generally water soluble, but other silver halogens are not.
Is PbS soluble or insoluble in water?
PbS shows a very low solubility in water, and it is insoluble in organic solvents.
How do you apply gypsum to soil?
Fill a lawn spreader with the recommended amount of gypsum and walk back and forth across your lawn to spread the gypsum, advises Espoma. For smaller garden areas, you can simply sprinkle the gypsum on the soil evenly. Ohio State University Extension does not recommend mixing the gypsum into the soil.
What does gypsum do for soil?
Improving soil structure helps farmers with some common agricultural problems. Adding gypsum to the soil reduces erosion by increasing the ability of soil to soak up water after precipitation, thus reducing runoff. Gypsum application also improves soil aeration and water percolation through the soil profile.
Does gypsum fizz in acid?
Characteristics: Rock gypsum is composed mainly of the single mineral, gypsum. Gypsum is very soft (softer than a fingernail and so can be scratched by a fingernail). It’s color is typically clear or white, but can take on color from impurities, such as pink or yellow. It will not effervesce (fizz) in dilute HCl acid.
Which gypsum product is the strongest?
C. High-strength stone is the strongest and most expensive of the three gypsum products, and it is used mainly for making casts or dies for crown, bridge, and inlay fabrication.
What are the five forms of gypsum?
These types are: Type 1: Dental plaster, impression. Type 2: Dental plaster, model. Type 3: Dental stone, model. Type 4: Dental stone, die, high strength, low expansion. Type 5: Dental stone, die, high strength, high expansion.
Where is gypsum most commonly found?
Gypsum deposits occur in many countries, but Spain, Thailand, the United States, Turkey, and Russia are among the leading producers. The largest gypsum crystal was found in the Braden mine in Chile and exceeds 3 metres (about 10 feet) in length and 0.4 metre (about 1.5 feet) in diameter.
When should you apply gypsum?
Established Lawns: Use 10 lbs. of gypsum per 150 square feet in the spring and in the fall. At these times of year, you can take advantage of seasonal moisture essential for the desired conditioning of the soil.
How often can you apply gypsum?
Gypsum may be applied any time of year and, depending on the needs of your particular lawn, we may apply it two to three times a year.
Does gypsum need to be dug in?
The traditional way to treat a large area of soil is powdered gypsum, which we sprinkle over and then dig it in. But it does take a long time to dissolve and it’ll be a couple of months before you get the full effects. | <urn:uuid:461ffce2-8156-4107-8d8a-f8bbb6d53255> | CC-MAIN-2022-21 | https://www.pixaria.com/why-gypsum-is-soluble-in-water/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00678.warc.gz | en | 0.917632 | 1,638 | 3.21875 | 3 |
In Bulgaria found a gold bead age-6500 years old is the oldest sample of human processed gold on Earth.
The latest discovery was of the ancient owners of the previous record, also from Bulgaria — jewelry from the Varna necropolis, discovered in the years 1972-1991 near the black sea city. Even then, the Varna gold put scientists in a deadlock: it is unclear how farmers, a few centuries ago (in the late fifth Millennium BC) migrated to the Balkans from Anatolia, learned to smelt copper and gold.
Open just a gold bead adrenal the era of the Balkan gold for a hundred years. It was discovered in mid-July in the Parking lot tell the It is near the town of Pazardzhik. At this location, according to Bulgarian archaeologists, was the development of the urban settlement — perhaps the first in Europe. Except gold jewelry, they found hundreds of ceramic figurines of birds, as well as fragments of the city wall.
Excavations at tell the It been conducted since the 1970-ies. Along with the Varna necropolis, it is considered part of the “lost” civilization of the Balkan copper age (Chalcolithic). According to scientists, it is different from the developed trade routes, manufacture of metals and the world’s oldest written language (if the patterns on the plates of Gradesnica will be symbols for words or sounds). | <urn:uuid:6e0e75cb-60c8-4954-ad6f-49b74f97b6ee> | CC-MAIN-2023-50 | https://earth-chronicles.com/histori/in-bulgaria-was-found-the-oldest-gold-jewelry.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100184.3/warc/CC-MAIN-20231130094531-20231130124531-00435.warc.gz | en | 0.968147 | 294 | 2.9375 | 3 |
Without music, movies would be unable to convey their message thoroughly to the audience. Remember the Titans is an excellent example of a movie that uses powerful songs to convey the pathos and logos of the movie. One of the most powerful scenes of the movie is at the very end when the team, both black and white, is standing over a fallen teammate’s grave singing, “Na na na na, na na na na, hey, hey, hey, goodbye.” This is the ultimate climax of the movie because it shows how the team overcame the crippling racism that once ran rampant throughout their Virginia town.
This scene is especially powerful, because the team is singing the song not the original band. According to Louis Giannetti, “Music can serve as a kind of overture to suggest the mood or spirit of the film as a whole,” (Giannetti 213). This ending scene serves to hit the pathos of the movie perfectly. Throughout the movie, there are countless racially charged scenes that leave the viewer in despair. While those scenes help create the realism of the drama of the era, this ending scene shows that love conquers all and truly appeals to the emotions of the audience. The song although powerful on its own, cannot truly convey the message that love conquers all. Even without the music the scene would have been a powerful ending to the movie with both black and white holding hands together as one. However, with the music added, we see a truly new side that brings tears to the audience’s eyes. Emotions in movies help connect the audience to the movie making it a more realistic experience. Boaz Yoakin, the director, truly plays to the realism of dark history of America by showing the dark days with the light at the end of the tunnel. The light at the end of the tunnel is the team, together, singing a song in honor of one of their own. Without the song, the scene would have had an empty emotion leaving the audience wanting more.
The ending scene shows Julius Campbell, one of the black players, holding hands with Mrs. Bertier, one of the most racist characters throughout the movie. This plays to the logos of the audience. Remember the Titans is the ultimate redemption story with the beginning showing these boys barely being able to tolerate each other and the end showing them all singing together over a fallen teammate. By showing Mrs. Bertier overcoming her racism towards Julius plays to the logos of the audience and proves the overarching theme that love conquers all. This plays to the audience’s logos because it shows the theme working in even the most hardened of the characters such as Mrs. Bertier. According to Andrea A. Lunsford, “ When your facts are compelling, they may stand on their own,” (Lunsford 60). By showing Julius and Mrs. Bertier holding hands while singing the moving song the director, Boaz Yoakin, was able to show the simple fact and theme of the movie that love conquers all and he did so in a completely logical way. By appealing to the logic of the audience and showing Mrs. Bertier and Julius holding hands while singing, Boaz Yoakin is also able to end the movie on a final emotional note. He uses real human beings singing together to illustrate that through love we can accomplish anything.
Music is a necessary part of film. Remember the Titans is a classic example of the effective use of music in movies to drive home the main point and appeal to the emotions and logic of the audience. By singing together at the end in a time of sorrow the movie illustrates through music and through the love of each character towards one another that love conquers all. Without the players singing the message of the movie would not have hit home nearly as hard. | <urn:uuid:9d24ae69-f589-4f80-96f6-c06fa2038112> | CC-MAIN-2017-51 | http://studentskeepitreel.blogspot.com/2013/01/0-false-18-pt-18-pt-0-0-false-false.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00515.warc.gz | en | 0.946558 | 775 | 2.640625 | 3 |
Mandated by Congress under the Clean Water Act, the NPDES Stormwater Permit program was developed to address non-agricultural sources of stormwater discharges which affect the quality of our water. The permit program controls water pollution by regulating point sources that discharge pollutants into the waters. Point sources are discrete conveyances such as pipes and man made ditches
On March 10, 2003 Phase II of the NPDES permitting system and its accompanying rules and regulations came into effect. The affected municipalities in the Bay Urbanized Area formed the Bay Area Storm Water Authority in an effort to meet the state and federal storm water regulations. It is the vision of this Authority to address water quality issues related to storm water by identifying and eliminating illicit discharges and to educate the general public on how to improve water quality.
Polluted stormwater runoff is a leading cause of impairment to our water bodies that do not meet water quality standards. When left uncontrolled, this water pollution can result in the destruction of fish, wildlife and aquatic life habitats; a loss in aesthetic value; and threats to public health due to contaminated food, drinking water supplies and recreational waterways.
© 2010 - 2018 Munetrix, LLC | <urn:uuid:b0a45184-b860-4c8b-b731-2f5eeb358df4> | CC-MAIN-2018-09 | https://www.munetrix.com/Shared/Michigan/Municipalities/07-EMCOG/Bay-County/Bay-Area-Storm-Water-Authority | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891811794.67/warc/CC-MAIN-20180218062032-20180218082032-00671.warc.gz | en | 0.943663 | 241 | 2.671875 | 3 |
Error Control (EC)
Definition - What does Error Control (EC) mean?
Error control is the technique of detecting and correcting blocks of data during communication. In other words, it checks the reliability of characters both at the bit level and packet level. If proper error control is in place, transmitted and received data is ensured to be identical, as in many cases communication channels can be highly unreliable.
Techopedia explains Error Control (EC)
Data can be corrupted while in transmission. In order to retain reliable communication, errors must be detected and corrected. Several error control protocols are available and make use of error detection and retransmission of corrected frames. Some of the common techniques used in error control is acknowledgements, timeouts and negative acknowledgements. In a network, two types of errors occur: single-bit errors and burst errors. With a single-bit error, only one bit of data is altered; in a burst error, two or more bits could be altered.
Forward error control and feedback error control are the two types of error-control mechanisms used in communications. In forward error control, additional redundant information is also transmitted along with the data. This helps the receiver to detect and determine the location of the error in the transmitted data. In backward or feedback error control, along with each character, a little additional information is provided for the detection of errors; the receiver in this technique performs no error correction. If the received data is found to contain errors, the entire data is retransmitted. Forward error control is less commonly used due to the amount of additional redundant information which is transmitted.
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Free 30 Day Trial – Turbonomic: | <urn:uuid:fb313f7c-365b-4886-a3cc-e0e33df211a8> | CC-MAIN-2017-26 | https://www.techopedia.com/definition/6970/error-control-ec | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320040.36/warc/CC-MAIN-20170623082050-20170623102050-00289.warc.gz | en | 0.904399 | 389 | 3.5625 | 4 |
Visit this page to learn about the latest on topics that impact education, technology, robotics and engineering with links to some great reference materials.
The Future of Work
Automation, instantaneous access to information and globalization are rapidly changing the landscape of work. Given the exponential rate at which information is doubling, simply learning information from text books or focused practice to pass standardized tests will no longer equip children to adapt through the coming changes.
The future of work is predicted to be impacted as follows:
- Job loss or displacement by automation
- Job transformation to utilize technology – man/machine combination
- Increase in high-skill jobs that support automation and technology industries
- New (as yet to be created) industries – predicted to be highly reliant on technology
- Micro- entrepreneurs
As you notice, technology and rapid change are the theme. Some of us in the workforce today are already feeling the effects of the leading edge of this wave. It is a given that reading, writing and arithmetic are foundation skills (which are still lagging in the US compared to global industrialized nations standards). We are confident that in additional to that, the ability to deeply understand technology will be a skill that is critical to success, along with the ability to continually generate new ideas, learn and deliver solutions to problems. Our curriculum is focused on giving children a solid footing to start on this path to become lifelong learners, innovators and inventors.
The Future of Learning
As innovative educators see the advancing changes in the future of work, they are also changing the way students are taught. Classrooms are being turned into innovation labs and the focus is changing to create life long learners through project-based work that has emotional connections to each student. We are taking some of these principles that have quickly shown great results and applied it to our curriculum.
- Project Based Learning (PBL)- see the following great resources
- Learning to Learn
- Entrepreneurship in K-12
“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” – John Dewey
We will continue refining our teaching methodology as new research and results come in from education innovators. | <urn:uuid:91c4803a-325b-43e7-8025-8305f25bb1e8> | CC-MAIN-2018-47 | https://stairway5.com/resources/library/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742666.36/warc/CC-MAIN-20181115095814-20181115121814-00187.warc.gz | en | 0.947086 | 445 | 3.65625 | 4 |
Last month at a conference in Paris, 195 countries adopted a landmark agreement on how to respond to the Earth’s changing climate. The agreement included an ambitious goal to prevent the average global temperature from rising more than 1.5 degrees Celsius (2.7 degrees Fahrenheit) above pre-industrial levels.
Prior to the conference, most of the countries had submitted pledges outlining how much they intended to reduce their emissions of heat-trapping pollution beginning in 2020. They also agreed to assess and revise their national plans every five years, an essential step given that the existing pledges are insufficient to achieve the 1.5-degree goal.
The challenges laid out in the “Paris Declaration” can be addressed with aggressive investments in renewable energy technologies. But if we fail to act quickly, we may also need to evaluate strategies for artificially cooling the planet until our transition away from fossil fuel begins to help.
Since the industrial revolution, the average global temperature has increased by about 1 degree Celsius (1.8 degrees Fahrenheit). The collective actions of several generations resulted in the release of so much heat-trapping pollution that it exceeded the capacity of the Earth’s oceans and forests to absorb it. The surplus pollution from each year remains in the atmosphere, and commits humanity to some amount of climate change for as long as it takes the planet to work through the accumulated excess.
Even if we eliminated all human-induced sources of this pollution right now, the globewould continue to warm for at least the next 50 years.
Our decisions about how to respond to the threat of climate change will only affect “how much” warmer the planet will get, and “how long” it will take to return to its natural temperature for future generations. The good news is that most scientists believe it is still possible to reverse climate change, and the required transition can be made gradually over several decades.
Doug Arent is a scientist at the National Renewable Energy Laboratory (NREL) in Golden. He was born and raised in Colorado, and remembers when Jimmy Carter established what was then called the Solar Energy Research Institute in 1977.
“I’ve focused my whole career on clean energy and sustainability,” he says. Arent watched intently on Nov. 29 when, on the opening day of the climate conference in Paris, President Obama announced that 20 countries including the United States would double their public funding for renewable energy research and development over the next five years. At the same time, Microsoft cofounder Bill Gates introduced the “Breakthrough Energy Coalition,” a private group that promised to invest billions of dollars of their own money in renewable energy technologies.
A company in Arizona is developing one example of the next-generation renewable energy that might benefit from this expansion in public and private investment. REhnu Solar manufactures large mirrors that track the sun and concentrate its light onto small solar cells that are extremely efficient but relatively expensive.
“That’s a technology that NREL has been involved with for decades,” Arent says. Each module can produce as much electricity as three rooftop solar panels, but it also functions as a solar water heater by recycling heat generated by the concentrated sunlight.
The current design mounts up to eight mirrors on each sun-tracking platform. These high-efficiency solar cells are constantly improving, so the modules at the focus of each mirror are designed to be replaceable. Using this technology, it is easy to imagine large areas of the Arizona desert converted into inexpensive solar electricity farms, displacing power plants that burn fossil fuel.
Ideally, we will transition away from fossil fuel quickly enough to avoid the most serious consequences of climate change. But considering the extreme weather events that have already resulted from the current level of warming, we might also want a backup plan.
Simone Tilmes is a scientist at the National Center for Atmospheric Research (NCAR), where she studies the impacts of “climate engineering” — strategies that artificially counter the warming effect of excess heat-trapping pollution in the atmosphere. The idea of climate engineering emerged from observations of volcanic eruptions, which push tiny particles into the upper atmosphere that have a temporary cooling effect on the planet. Essentially, these particles prevent some of the incoming sunlight from reaching the surface of the Earth.
Tilmes and her colleagues use computer models to examine how the climate system might react to a slightly fainter sun. She emphasizes that such measures should be seen as transitional strategies to help regulate the temperature of the planet in the short-term. But they aren’t a substitute for addressing the root causes of the problem.
Another concept for engineering the climate involves artificially enhancing the capacity of the ocean to absorb heat-trapping pollution. Small-scale experiments have already been performed, seeding the ocean with iron to stimulate the growth of microscopic plants that capture carbon dioxide and release oxygen.
A more extreme option proposes to release genetically engineered bacteria into the oceans, which have been specifically designed to absorb global warming gases. All of these strategies raise the questions of who will decide which options — if any — should be used, and what level of climate disruption would justify such an emergency response.
There is now a broad consensus that the Paris agreement is a solid first step to begin addressing climate change. With public and private forces aligned to kickstart the transition to renewable energy, there is hope that we can avoid dangerous levels of warming and create a sustainable future for the next generation. But it is comforting to know that if the transition is too slow, or if the projections are wrong, scientists are also developing options for a climate intervention.
Travis Metcalfe, Ph.D., is a researcher and science communicator based in Boulder, Colorado. If you so desire, you may make a tax-deductible contribution to support future Lab Notes columns at labnotes.whitedwarf.org
This column does not necessarily reflect the views of Boulder Weekly. | <urn:uuid:0f768ace-c36a-4d37-ad46-e173554804eb> | CC-MAIN-2018-39 | https://www.boulderweekly.com/features/engineering-the-climate/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267161501.96/warc/CC-MAIN-20180925103454-20180925123854-00381.warc.gz | en | 0.937763 | 1,213 | 3.765625 | 4 |
Planning for packaging and interconnections in the early phases of a design project eliminates the chances of poor design degrading long-term reliability.
The integrity of system design depends on the reliability of conductors (wires, cables, and fiber optics), terminals, connectors, sockets, printed-circuit boards, backplanes, and the overall enclosure.
Enclosures typically come in two grades: commercial and industrial. Commercial cabinets suit office and light industrial environments. Industrial equipment is normally more robust. Operating environment determines the type of cooling, shielding, and NEMA protection needed. These considerations determine the type of materials and plating or finishes needed to withstand the environment and contain or shield radiation.
Another consideration may be shock and vibration, especially in factories and regions prone to earthquakes. Industrial cabinets with self-supporting welded frames, rubber mounts, and bracing pieces for additional support may be needed.
Overall enclosure dimensions dictate the closest standard catalog size available, and free space surrounding the cabinet works into calculations for selecting a cooling unit. Heat exchanger and air-conditioner equations include the exposed surface area of the cabinet -- enclosure bottoms and sides resting against walls and floors are ignored.
Intended use is important because some industries such as petroleum and food processing enforce rules and regulations concerning materials, finishes, paint, seals (for fluids and radiation), and explosion-hazard factors. For example, steel cabinets are a must for shielding against EMI/RFI, and many food and beverage-processing plants mandate stainless-steel enclosures. Some installations require fiberglass composite or polycarbonate enclosures.
Another issue crops up especially around local-area networks, telecommunications equipment, medical instruments, switchgear, machine tools, telephone links, and optical links. Many of these products are regulated by local, national, or universal standards, and special features may already be incorporated in the cabinet. Custom panels, interfaces, backplanes, and software that meet the requirements may be available.
Stick to standard racks and enclosures as much as possible to keep costs down. What might be a custom job for one enclosure manufacturer, may be a standard catalog item for another. Standard enclosures, climate controllers, and accessories typically are available off the shelf or within two to three days. Modifications, however, may take four to six weeks.
Three organizations have published electrical enclosure standards for U.S. industry.
Underwriters Laboratories Inc. (UL) standards for electrical enclosures formerly included requirements for just one enclosure type for indoor applications, and two enclosure classifications for outdoor applications. Other UL standards are for various hazardous locations defined by the National Electric Code.
The National Electrical Manufacturers Association (NEMA) enclosure standards include a series of classifications designated by arbitrarily assigned numbers. The enclosures are intended for use in specific industrial environments to provide both mechanical and environmental protection. The types are defined by a statement of the intended application, performance tests, and specific design features. Over the years, the number of classifications has expanded to include 18 different types.
The now defunct Joint Industrial Council (JIC) left its mark by establishing many of the specific design features that still exist in many Type 12 enclosures, pushbutton enclosures, "JIC" boxes, etc.
As a result of efforts to reach concurrence, UL and NEMA enclosure standards now include many of the same types. The exception is Type 5, which at one time was superseded by Type 12, but has since been reinstated. Although the requirements for NEMA and UL are nearly the same, at least two significant differences still exist.
Both concern the degree of corrosion protection required. For most enclosure types rated for outdoor applications, UL requires one of several alternate methods of corrosion protection. NEMA, on the other hand, requires the same protection as specified for indoor enclosures. (NEMA's logic is that additional finish requirements may be imposed by others as appropriate for each intended environment.)
Another difference is that UL does not differentiate the corrosion protection requirements for Types 4X and 6P from those for other outdoor enclosures. However, NEMA requires a greater degree of corrosion resistance equivalent to Type 304 stainless steel when an enclosure is subjected to a 200-hr salt spray test.
Enclosure standards originating in other countries are important to U.S. firms involved in foreign trade. Examples are the standards published by the Canadian Standards Association (CSA) and the International Electrotechnical Commission (IEC).
CSA functions similarly to UL. It is a nonprofit, independent organization comprising representatives of a wide range of occupations formed to develop industrial standards. CSA offers product testing and certification along with follow-up checking. Certification by CSA is increasingly necessary to market products in Canada. IEC is an international agency that publishes industry standards widely accepted in Europe and other parts of the world.
The IEC has no enforcement powers; certification is performed by each nation's testing agency.
Modular enclosures: Many electronic enclosures now come in what is called a modular format. Large cabinets are made by simply joining smaller units together. Shipping costs are reduced because the enclosure units are handled easily, which also reduces damage claims and labor costs.
Electrical equipment is usually mounted to a back panel while electronic controls and instruments can be mounted in several ways. Electronic components can be mounted to racks, placed on shelves, or on roll-out surfaces. Other accessories include writing surfaces, print pockets, drawers, casters, levelers, and eye bolts for lifting.
Some enclosures also are sealed well enough to qualify for NEMA-4, 12, or 13 ratings, providing indoor and outdoor protection from falling, dripping, or spraying noncorrosive liquids. Most enclosures have a NEMA-1 rating, providing protection only from contact with enclosed equipment and, to some degree, against falling dirt. Some modular cabinets use welded frames made with a 14-gauge, fourfold beam. Enclosures can be bolted together side-by-side for larger cabinets.
Cabinets for electronic components are 19 in. wide, recognized as an international standard. Frames are generally 11-gauge steel and limited to side-by-side mounting with few internal options.
One UL-approved line of welded steel multidoor cabinets now provides removable side panels to allow union with other cabinets. Designers can build large enclosures many meters long that meet UL and NEMA specifications by bolting enclosures together, and sandwiching a neoprene seal between them. Consoles are also available in different widths and basic unit shapes that can be mixed and stacked in many combinations. Typical are a base unit, consolet (writing surface), and top unit (similar to base unit, but with an inclined front door). Base and top units include provisions for optional accessory mounting. Panels, shelves, chassis guides and drawers as well as 19 and 24-in. rack-mounting angles from a standard line of options allow specialization of the cabinets.
Rather than welding the corners of the cabinet frame, the uprights in other types of cabinets are tabbed to fit into slots in the cabinet top and base. Corners are then bolted for a positive connection. The bolt-together approach also means that if a side brace is damaged, it can be removed and replaced.
Some cabinets offer small and medium heights, from 6U to 34U. The U is a height unit of 1.75 in. and reflects international standards. These smaller cabinets are available in three depths, and a 440-lb load capacity.
Cabinets are also available in heights from 25U to 43U, two widths, three depths, and a 1,300-lb load capacity.
Other enclosures are made of fiberglass and come in three sizes, each 5.31 in. high. Nonmetallic construction affords greater resistance in corrosive atmospheres than ferrous metal enclosures. Units are intended for industrial on-the-wall electrical installations that must be weatherproof and expandable. Enclosures have NEMA-3R, 4, 12, and 13 ratings.
Units can be joined together on all sides quickly with fiberglass wedges inserted into corner brackets, or flanges. Slides are removable, and available in a blank style or with a variety of knockout patterns for optional fiberglass cable glands. Also available are watertight cable entry grips with strain reliefs for all sizes of knockouts.
With smaller boxes ganged together, electrical systems can be designed into compartments. The watertight seal is achieved with a polyurethane foam gasket on all components. | <urn:uuid:90a90092-221f-458c-bcb9-116d3c799a4e> | CC-MAIN-2014-42 | http://machinedesign.com/print/basics-design/enclosures | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413558067609.27/warc/CC-MAIN-20141017150107-00373-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.927975 | 1,766 | 2.75 | 3 |
The science of nutrition is never simple. Exhibit A: omega-3 fatty acids, the type of healthy fat found in abundance in oily fish such as salmon. Previous research has indicated these fats reduce inflammation and help guard against heart disease.
But a new study published this week suggests omega-3s have a dark side: They may foster the growth of aggressive forms of prostate cancer.
Even the researchers were surprised by their findings. “Frankly, we were stunned,” concedes the lead author of the study, Theodore Brasky, at the Fred Hutchinson Cancer Research Center in Seattle. “Our hypothesis going into this study was that omega-3 fatty acids would reduce prostate cancer – and we found the opposite.”
The results are based on data from the Prostate Cancer Prevention Trial, involving almost 19,000 men over the age of 55. The main purpose of the trial was to see if the drug finasteride (known by the brand name of Proscar), could help prevent prostate cancer. Over the course of the seven-year trial, 1,668 men developed cancer, which included 1,533 cases of low-grade, or slow-growing prostate cancer, and 125 cases of high-grade, aggressive prostate cancer.
As part of the study, the men underwent regular blood tests; Dr. Brasky’s team used this information to examine the relationship between dietary fats and prostate cancer risk.
The analysis revealed that men with the highest blood levels of docosahexaenoic acid (DHA), a type of omega-3 fatty acid found in fish, were 2.5 times more likely to develop aggressive prostate cancer than those with the lowest DHA levels.
Equally baffling, the study also showed that the risk of aggressive prostate cancer was 50 per cent lower in men with the highest blood levels of unhealthy trans fats – which are found in processed foods and are associated with increased inflammation and heart disease.
Dr. Brasky is at a loss to explain the findings, which were published in the American Journal of Epidemiology.
“It is pretty interesting stuff, but I think the bottom line is that nutrition and nutritional research is incredibly complex and it is entirely possible that something that is good for your heart might be bad for your prostate,” he said.
Does this mean that men should shun fish and eat more trans fats? Absolutely not, says Dr. Brasky. “You have to weigh the actual risks.” Because men are more likely to die of heart disease than an aggressive form of prostate cancer, their dietary choices should remained focused on foods that may help reduce the risks of developing cardiovascular disease.
Although many men are diagnosed with prostate cancer, relatively few succumb to the disease. Only one in 27 men will die of this form of cancer. Most prostate tumours are slow-growing and non-fatal. Plus, dietary fats don’t seem to have an effect on these low-grade cases.
Heart disease, on the other hand, is one of the leading killers of Canadian men, accounting for almost 22 per cent of male deaths annually.
“If you are eating fish, continue to do so. It’s better for you than not eating fish,” he advises. | <urn:uuid:eba028d1-803b-4381-acde-dbd743ecf528> | CC-MAIN-2018-43 | http://www.ironmagazine.com/2011/omega-3s-are-good-for-the-heart-but-not-the-prostate/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512395.23/warc/CC-MAIN-20181019103957-20181019125457-00451.warc.gz | en | 0.970533 | 672 | 2.796875 | 3 |
Summer student research: Motivating healthy behaviors
August 21, 2014
Lewis & Clark students remain closely engaged with their fields of study during the summer months, and many make meaningful contributions to scholarship by collaborating with faculty on innovative research. Noah Callaghan ’15, Susan Heinselman ’15, and Joel Schooler ’15 are working with high school student Elijah Rebensdorf and Associate Professor of Psychology Erik Nilsen to study how our interactions with technology impact our motivation to be healthy. They reflect on this experience in the following Q&A.
What are you researching?
We are researching both how toddlers interact with technology and how adults are motivated to exercise. Our primary hope is to determine how increased use of technology among preschool-aged children is affecting their shape recognition and creativity. This has led us to an interest in how the process of digital self-tracking can affect one’s desire to exercise.
What initially sparked your interest in this project, and how does it relate to your previous coursework?
What sparked our interest in this project was a collective curiosity about the implications of using of technology, both when interacting with children and with oneself. Our work expands upon a previous summer research project, which less specifically investigated the relationship between childhood play and the quantified self. The quantified self is established by collecting data on oneself, formally or informally, in order to change behavior.
How has your Lewis & Clark education been enhanced by close collaboration with faculty?
Close collaboration with faculty has greatly enhanced our Lewis & Clark education because it has provided us with the opportunity to get hands-on experience in the field of psychology. Without this collaboration, it is more difficult to understand the practical applications of theoretical concepts that are taught in the classroom.
Does your research have potential to be applied in the real world or to influence other work in your field?
Our research is very applicable to the real world. It is based on a widespread concern: many people are seeking the motivation to exercise. It also relates to various other psychological studies that aim to understand the results of human interaction with technology. We believe that our research has the potential to spawn further related studies.
How will this research experience hopefully impact your future studies or professional pursuits?
We all have different goals for our futures, but this research experience will hopefully open the doors to graduate school even further than would a bachelor’s degree alone.
About the Rogers Science Research Program
The John S. Rogers Science Research Program allows students to pursue graduate-level research in the natural and mathematical sciences. It emphasizes strong communication skills, requiring students to publicly present their findings. This summer, more than 50 students are being sponsored to study such topics as memory formation, cybersecurity, and the impact of nicotine on flies.
“We’re not asking you, ‘What’s the answer?’ We’re saying, ‘What’s the question?’” said Michael Broide, director of the Rogers program and chair of the physics department. “I think what sets our program apart is that regardless of what project you are on, we’re all going to come together as a group to present what we’re doing in as accessible a way as possible. In science, it’s such an important skill to be able to explain cogently what you’re doing.”
Students make their final research presentations at the Rogers summer science poster session, held in conjunction with the Science Without Limits Symposium. Scheduled for September 17, the poster session is free and open to the public.
Katrina Staaf ’16 contributed to this story. | <urn:uuid:bbf1e6e0-ad91-4d3a-95c6-c5fb51f3db77> | CC-MAIN-2019-43 | https://www.lclark.edu/live/news/27372-summer-student-research-motivating-healthy | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986670928.29/warc/CC-MAIN-20191016213112-20191017000612-00410.warc.gz | en | 0.952666 | 752 | 2.578125 | 3 |
Traumatic Brain Injury After an Accident: Causes, Symptoms, Recovery
A traumatic brain injury (TBI) can result from all kinds of blows or bumps to the head that disrupt the normal function of the brain.
Sometimes the injury is fatal. Each day, more than 150 people in the U.S. die as a result of a brain injury, with TBIs contributing to a whopping 30 percent of all injury deaths in the United States.
Traumatic brain injury is also a major cause of disability in the United States. Even seemingly minor head injuries – like a mild concussion –can turn out to have lifelong effects. TBIs can result in debilitating injuries that impact not only the victims’ lives, but the lives of their loved ones as well.
Primary Causes of Traumatic Brain Injury
Traumatic brain injuries are often the result of someone’s negligence. Whether a TBI is caused by a fall, being struck by an object, or a motor vehicle accident, a Cherry Hill brain injury attorney can help you assess damages and understand whether you have a case for personal injury recovery.
TBIs Due to Falls
Falls account for close to half of all emergency department visits in the country, so it’s no surprise that falls are also the leading cause of TBIs. Young children and the elderly are the most at risk for TBIs from falls, with half of hospital visits among children under 14 and nearly four in five ED visits by seniors aged 65 and older resulting from falls.
TBIs Due to Vehicle Accidents
Not surprisingly, vehicle accidents are a leading cause of traumatic brain injury. It is estimated that in excess of 14 percent of TBIs that result in a hospital visit are due to car, motorcycle, truck and even bicycle crashes, and that 19 percent of TBI-related deaths are the result of some type of motor vehicle accident.
Common Symptoms of Traumatic Brain Injury
Any person who suffers any kind of a blow to the head should seek medical attention, whether symptoms are immediately present or not. Depending on the extent of the injury and the area of the brain affected, symptoms might not appear right away. In fact, some TBI symptoms might not appears for days or even weeks after the accident. The National Institutes of Health lay out common TBI symptoms, ranking them by severity:
A person with a mild TBI may experience:
- Blurred vision
- Ringing in the ears
- Tiredness or sleepiness
- A bad taste in the mouth
- A change in sleep habits
- Behavior or mood changes
- Trouble with memory, concentration, attention, or thinking
- Loss of consciousness lasting a few seconds to minutes
- Sensitivity to light or sound
- Nausea or vomiting
A person with moderate or severe TBI may have some of the symptoms listed above, as well as one or more of the following:
- Slurred speech
- Convulsions or seizures
- An inability to wake up from sleep
- Enlargement of the pupil (dark center) of one or both eyes
- Numbness or tingling of arms or legs
- Loss of coordination
- Increased confusion, restlessness, or agitation
- Loss of consciousness lasting a few minutes to hours
Call a Cherry Hill Brain Injury Attorney for Case Consultation
If you believe you or a loved one has potentially suffered a brain injury – whether you think it is mild or severe – caused by another’s negligence, you may be able to recovery damages. It is recommended you contact a Cherry Hill brain injury attorney for a free personal injury case consultation. Call the lawyers at Folkman Law Offices at 856-354-9444 or reach out to us online today. | <urn:uuid:d49ebd51-4a9a-45fe-89ba-66c4e0ea02ec> | CC-MAIN-2020-05 | https://www.folkmanlaw.com/blog/traumatic-brain-injury-after-an-accident-causes-symptoms-recovery/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00105.warc.gz | en | 0.935526 | 772 | 2.578125 | 3 |
About Whale Shark Tourism
In the Philippines, whale shark tourism is a booming business. But questions have arisen about how this activity could harm the animals.
Welcome to Oslob, home of the whale shark selfie.
In this town, near the southern tip of Cebu Island in the Philippines, whale sharks are a big draw. Tourism is booming for people who want to watch, swim with, and take photographs next to the world’s biggest fish.
Since it began in 2011, Oslob’s whale shark-watching operation has become the largest such venture in the world. But the operation is controversial, because whale sharks don’t naturally gather here, unlike other such sites in the country. The Oslob sharks are hand-fed, and this essentially guarantees they will show up to thrill guests, who can snap close-range photos.
The situation raises thorny questions, for example about the impact of feeding and human interaction on the animals, the sustainability of such an operation, and the conservation value. Do the benefits outweigh potential downsides?
These questions are not merely academic, considering whale sharks are globally endangered and their numbers in the Philippines region are in steep decline. Prior to 1998, when whale sharks gained national legal protection, hundreds of whale sharks were killed in the Philippines each year for their meat and fins.
But poaching still happens here and elsewhere, since demand and markets for whale sharks remain, a primary destination being China—and a single animal can fetch tens of thousands of dollars. Their meat, fins, and oil are sold for food, and their skin for bags. (Related: The world’s largest whale sharks are disappearing.)
Sunrise in Oslob
Oslob’s day begins at six in the morning, when the first tourist arrivals listen to a short briefing—no touching, no riding, no flash photography, and keep at least six feet away from the sharks at all times. Visitors don masks, snorkels, and life jackets and board outrigger boats to see the sharks. In the “interaction area,” about 150 feet from shore, the boats line up and the show begins. Feeders in small, one-person outrigger canoes dish out handfuls of thawed shrimp to the waiting sharks, many of which time their arrival to within a few minutes of feeding.
It’s called “watching,” but there’s just as much “posing.” It’s a strange sight: A line of tourists in the water hold on to the boat’s outrigger. Their backs face the sharks while they mug for the cellphones being clicked by the boat operator. The beasts are the backdrop.
Guests are told they can go to jail if they touch or get too close to the sharks, but researchers have found that more than 95 percent of swimmers break the rules—often inadvertently. It’s a melee out there, and contact happens.
Some of the sharks swim languidly at a 45-degree angle, as though their tails were weighted. Others stay almost motionless, entirely vertical, slurping the shrimp with muscular gulps—a whirlpool of water and food disappearing into their postbox-slot mouths.
Feeding ceases at midday. The sharks dissipate and the boatmen disperse. Show’s over, until tomorrow.
Shark viewing is a growing sector of the tourism industry, and other operations (in other countries, for example) use baiting or provisioning to attract animals. It’s often billed as ecotourism, but that can sometimes seem a stretch. Ecotourism, at its best, draws humans into the world of the creatures they encounter. It has low impact on ecosystems and a demonstrable conservation value. But many argue that’s not exactly what’s happening here.
There are some benefits to the enterprise. For one, the whale sharks in Oslob are still around. “The scene at Oslob is chaotic, and the controversy is real,” says my colleague David Doubilet, who has been photographing in the Philippines for a forthcoming National Geographic feature. “But the sharks are alive and not lying dead, fins removed, in cold storage somewhere in Asia.”
Another likely upside: A reduction in fishing pressure around Oslob. The 170 or so members of the local fishermen’s association, who feed the sharks and ferry the guests, no longer need to catch fish for food from increasingly depleted reefs. Likewise, fishers nearby can earn a living supplying the several hundred pounds of shrimp needed for each day’s shark food, thus placing less pressure on declining fish stocks.
The giant beasts also benefit the local economy. At night, the Oslob coastline twinkles with the lights of more than 50 hostels, resorts and guesthouses, as well as local homes. “The whale sharks brought the lights,” one resident told me. Who would imagine that prosperity could come to Oslob by something as simple as throwing handfuls of shrimp into the mouths of passing sharks?
Mark Rendon, a 26-year-old boatman, has been part of the Oslob operation for three years. He used to work away from home in Cebu City as a government clerk. Now he earns more, travels less, has fewer expenses and lives at home with his family.
Sixty percent of the tourism revenue goes to the fishermen, according to Rendon. Thirty percent goes to the municipality and 10 percent to the local village.
It is not just the fishers who have benefited. “Housewives have become entrepreneurs,” Rendon said—selling leis, souvenirs, fruit smoothies, snacks.
As far the sharks go, most visit for a few days or weeks and move on. But some—four percent of the total—become year-round residents. Scientists worry that sharks that take advantage of the free feed for prolonged periods may suffer ill effects, both physiologically and behaviorally.
While research has begun, conducted for example by the Large Marine Vertebrates Research Institute Philippines, basic questions about the influence of this feeding remain unanswered. The shrimp they’re fed is a less diverse mix of planktonic creatures than what they would consume naturally. It’s not junk food, but neither is it necessarily a healthy diet.
Whale sharks associate boats with free food, and that connection could lead them into danger elsewhere. Almost half of the whale sharks studied at Oslob have propeller cuts on their bodies, which must have happened elsewhere, since the operation uses only hand-paddled vessels. These animals may also be more likely to one day approach a shark-fishing vessel. Whale sharks have been nationally protected in the Philippines since 1998, but poaching persists here, and elsewhere in the animal’s huge ranges, where they may not necessarily be legally protected.
It’s also unclear what happens when these migratory animals are conditioned to remain in one place for an extended period of time, and what effect that might have on their patterns of social interactions and movement. Of the 650 individual whale sharks that have been identified in the Philippines, a quarter have been seen at Oslob. That’s a significant portion of the population being exposed to unknown survival risks.
Some would argue that whale sharks—like whales, pandas, polar bears, tigers, and elephants—are ambassadors for the natural world: charismatic creatures that move us to care for Earth and its multitudinous life. And perhaps that benefit might offset a small degree of disturbance to these creatures.
For every grinning Oslob tourist snapping a photo with a shark, could there be another who looks into the eye of that great spotted giant and sees something of immense intrinsic worth, whose existence must be protected? Or are these sharks primarily narcissistic props?
A recent study of how tourists perceive the Oslob whale shark operation found that many visitors recognize that feeding an endangered species for tourism purposes is ethically problematic—if not morally wrong—but participate anyway. Some researchers describe this type of justification as a “guilty pleasure.”
Fishers I spoke to feared that the government might decide the conservation risks outweighed the economic benefits and ban shark-feeding. That would, in effect, end their business. They hope the benefits will be seen to offset the risks to the sharks.
For Rendon, it’s simple. “I want to do this forever,” he says.
For advocates of the creatures, it’s equally plain: Wildlife should not be fed.
Meanwhile, whale shark tourism—with its unknown effects on the animals—shows no signs of slowing down. | <urn:uuid:550ae6bd-af91-41a9-b981-2ea174117365> | CC-MAIN-2019-26 | https://freedivinguae.com/1808-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999141.54/warc/CC-MAIN-20190620044948-20190620070948-00107.warc.gz | en | 0.951216 | 1,818 | 2.71875 | 3 |
Recent findings on the anatomical, physiological, and functional properties of the brain have stimulated debates on whether such findings provide meaningful contribution to education. In this article, I examine one aspect of the interface between neuroscience and education: "brain‐compatible" strategies. Although some of these strategies such as providing a balanced diet in a child's early years are based on sound empirical data, others are based on shakier grounds. In particular, strategies regarding environmental enrichment and stress reduction in the classroom are based on questionable interpretations of the data. Because research in neuroscience is still in its infancy, it is not surprising some early attempts in translating research to practice involve a degree of over‐generalisation. At this stage, it may be more beneficial to focus on neuroscience findings that relate to educationally relevant processes. Attention, learning, and memory are all fundamental processes studied in both disciplines. Research in neuroscience offers not only additional knowledge about such processes but also tools and methods that will allow us to refine our theories and, eventually, practice. Copyright © 2003 Nanyang Technological University & National Institute of Education. | <urn:uuid:77622662-5c3a-4491-8e7b-e1d82d10dd62> | CC-MAIN-2021-49 | https://repository.eduhk.hk/en/publications/neuroscience-and-education-promises-and-pitfalls | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363301.3/warc/CC-MAIN-20211206133552-20211206163552-00174.warc.gz | en | 0.937477 | 220 | 2.640625 | 3 |
The Church's interventions in public policy are all based on the principles of "Catholic social teaching". This body of teaching has been developed over centuries, but has become particularly defined over the last century. It represents the Church's perspective on applying the Gospel to the practical affairs of the public square.
For more information about Catholic social teaching, click here.
The U.S. Bishops have identified seven major themes of Catholic social teaching:
Life and Dignity of the Human Person
Human life is sacred and that the dignity of the human person is the fundamental human right, on which all other rights are based. In our society, human life is under direct attack (e.g., abortion, "assisted suicide", euthanasia, violence, human trafficking), and indirectly (e.g., cloning, embryonic stem cell research). All human lives must be protected by law and by individuals.
Call to Family, Community, and Participation
The human person is social by nature. All our public and economic policies have an effect on individual human persons, and their ability to live and grow in community. Marriage and the family are the foundation for society and the authentic definition of marriage must be supported and strengthened, not undermined or redefined.
Rights and Responsibilities
Human dignity can only be ensured if basic rights are protected and people exercise responsibility for one another. Fundamental rights like the right to life and religious freedom must always be recognized and defended.
Option for the Poor and Vulnerable
We have an obligation as a society to take special care of poor and vulnerable people. All our public policies must be evaluated by how they impact "the least among us".
The Dignity of Work and the Rights of Workers
The human person should be the centerpiece of all economic policies -- people are more important than things or money. Labor and economic policies must focus on the development of all, and respecting the right to work, to own and use property, and to organize into unions and other associations.
The unity of the human family transcends any national, ideological, or ethnic boundaries. We must stand united with our brothers and sisters around the world, and constantly strive for peace and justice. We must particularly work to establish a just order in society, where war and any other violence are unthinkable.
Care for God's Creation
"The environment is God's gift to everyone, and in our use of it we have a responsibility towards the poor, towards future generations and towards humanity as a whole" (Pope Benedict, Caritas in Veritate 48) | <urn:uuid:4d26c7f0-8481-4a31-990d-1552034d4b53> | CC-MAIN-2015-40 | http://www.archny.org/pastoral/public-policy/catholic-social-teaching/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737916324.63/warc/CC-MAIN-20151001221836-00150-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.942734 | 513 | 3.109375 | 3 |
Computer Assisted Learning (CAL) – some considerations
“At the core of education, training and learning lays the education philosophy of the institution, which is then embedded within the curriculum – embedded within the design of the curriculum. Once the curriculum is designed, then the teaching program can be developed, and then the individual lesson plans can be drafted. Designing the curriculum is the starting point of any effective student learning experience. The program should then effectively enable the teacher to facilitate positive and effective learning experiences”(Page 2008).
This blog is a continuation of the International Education blog. Within that essay I attempted to present two issues. Firstly, that the current Australian tertiary education system, being a product of a euro-western, monoculturalist ideal provides a number of barriers to the effective teaching of a multicultural society that today exists in Australia. This multicultural society includes Non-Native English speakers (NNEs). Ineffective teaching, as suggested can impact the greater society in its’ realisation of macro goals. Given this, we as a society need to re-evaluate the outcomes that we desire, and to make a conscious decision as to whether the current social ideal (euro-western educational system) is to continue. The question I posed was: should we not be attempting to maximise the contribution of all members of society. It is I believe our leader’s responsibility to ensure that education for responsible citizenship – allowing all to assume their rightful, productive position within our community – so that everybody has an important place in society. The second issue that I chose to broach was how we as educational leaders could contribute once we were in a position to develop an educational system that meets the needs of contemporary Australia.
Referencing my tertiary educational institutional experience, I proposed a heuristic educational approach to be adopted. In this approach, the teacher assumes more of a facilitative role, leading the learners to their own self-development, guiding them to greater understanding as to who they are as social members and what they need to learn to become more able to contribute in the contemporary global environment.
Technology encouraged globalisation
As raised in my first blog in this series, technological development has been highlighted as having a direct impact on globalisation, particularly the speed with which globalisation is occurring. Globalisation, defined as “a set of conditions in which an increasing fraction of value and wealth is produced and distributed worldwide through a system of interlinking private networks”(OECD in Kelly:1998:1), and its “intensification over recent years owes much to the emergence of means of instantaneous global communication and mass transportation”(Giddens in Taylor et al:1997:55). Since the 1970’s, a world economy has become a valid economic concept (Hobsbawm in Taylor et al:1997:55). However, there are several concerns with such a phenomenon:
Firstly; the spread of the western paradigm through its’ designers and majority of users. This influences the recipient or user of the technology, irrespective of their nationality, with very little regard for the cultural needs of this recipient/learner/user (Page 1998). The western paradigm has been suggested by certain quarters as being behind all that is great in the world at present. Not the least is consumerism. In the 1998 report of the United Nation’s Development Program, the Deputy Director stated “that twenty six per cent of the world’s people account for eighty six per cent of spending for personal consumption. The wealthiest twenty per cent consume forty five per cent of meat and fish, use fifty eight per cent of total energy, own seventy four per cent of all telephone lines and eighty per cent of the world’s vehicles”( Kelly:1998:7). It is this paradigm that is being received around the world to billions of people, irrespective of their socio-economic, educational, cultural or political position. Termed the global monoculture, Norberg-Hodge (1996, 36) highlights the eagerness that so many non –Americanised cultures embrace the symbols of the western perspective – “sunglasses, walkmans, and blue jeans –not because they find those jeans more attractive or comfortable but because they are symbols of modern life”. Yet it is this modern life that comes at such a cost, according to Norberg-Hodge. The most extreme of these is “feeling ashamed of their own (traditional) culture”. Apparently so overpowering is the imagery of the west, that “millions of young people believe contemporary Western culture to be far superior to their own”, irrespective of the harsh realities such as social, psychological, environmental and economic dimensions. Accepted forms of western lifestyle promotion have been movies, pop songs, media mediums and tourism. With the growth of technology, I would suggest that the newest most influential vehicle for the transfer of these symbols is the internet.
Secondly: the degree of technological access equity. That is, the degree of exclusivity that technology brings, given that technology is only available to a specific group of global citizens – those of industrialised economically advanced nations. These nations are also the nations that have embraced the information age. “Technological access allows its’ recipients, its’ learners and its users to become part of the information –based world economy, interacting with the latest information” (Page 1998). The industrialised economically advanced nations are also the nations that have embraced the information age. Therefore, providing that one doesn’t come from a low socio- economic area of these nations, one is said to have reasonable access potential (OECD in Kelly:1998:2). In contrast, third world nation citizens are said to not have reasonable access potential. Whilst this lack of access may limit the speed and breadth of the spread of the western paradigm, inequitable distribution of knowledge, is likely to “lead to further disparity across socio-economic, cultural or political spheres” (Page 1998).
Thirdly, the inclusion of technology in learning programs may exclude or negatively impact certain types of learners: learners who have been educated in a specific location, manner or era – that is, in a non–computer or non-self discovery style of learning environment; or they themselves as learners prefer other modalities to a non- discovery style of learning, may not respond well in such a technology embracing institution.
A Culturally-Biased Curriculum?
It is interesting to note that QRITC management responded to staff and student complaints regarding the issues outlined with the curriculum for the International learners by reciting the following benefits:
(A) the fee-paying learners will benefit from the formalised training , offering them a career path training in what has been considered up until that point a menial (unskilled) task. QRITC management believed these international training opportunities were not available to those learners in their home culture. In the case of the Japanese, there exists a very high barrier to entry for the locals aspiring to have a career in the racing industry. By having other training opportunities outside of Japan has brought into question the real needs of the industry as a whole and provided a platform for discussion of more equitable training needs arrangements. Ritchie puts forward that cross border organising can allow scrutiny and debate over oppressive and elitist practices within particular home cultures (Ritchie:1996:494-500). It would appear that the case in hand has shown that this can be a real outcome.; and,
(B) such a training opportunity allows the development of their international industry. QRITC management believed that the QRITC offered training opportunities to the Japanese racing industry, bringing it in line with current world standards (a) of skill and (b) of global reciprocal training etiquette (Kelly:1998:2). Apparently, it is considered that Japan, whilst benefiting enormously from other nation’s openness of offering input of technical expertise, is slow in reciprocating in the opening up of their market for foreign technical or experiential gain . It is thought by many within the Australian Racing Industry that through education influence over the Japanese to understand the western concept of sharing expertise. Again the cultural assumptions and biases that underpin these statements are very Euro-centric, and imperialistic.
The QRITC curriculum was designed from the paradigm where the client is assumed to meet the learning needs of a specific stereotype: English speaking, moderate level of literacy, both communicatively and technologically, and from a eurocentric cultural background. Obviously, a problem arises when the client being offered this type of course, does not satisfy one or any of these target audience characteristics. As already touched on, cultural relevance is of major concern when dealing with cross border training. Ladson-Billings notes that “for almost 15 years, anthropologists have looked at ways to develop a closer fit between a student’s home culture and the school. This work has had a variety of labels including culturally appropriate, culturally congruent, culturally responsive, and culturally compatible (Ladson-Billings:1995:159). QRITC’s management were open about their imperialistic motive, believing they knew what was both best for the clients and for their home industry.
A major delivery challenge at QRITC was with the international learners and meeting the client’s language, or lack there of, needs. The clients ranged from low to pre-intermediate proficiency levels of English. In the specific context of QRITC’s nationally accredited program, 6 weeks of English instruction is presented up front. This can only be seen as a token gesture as a much longer time is required for achieving real results. For NNS’s, at that level , 6 weeks is little more than a token effort. It was assumed that the students would acquire, ’on the run’ those skills that they need to achieve. From this I draw two distinctions: (1) from a cultural perspective, little regard was provided to the learners’ needs (ie: their lack of having English as a first language); and (2) little understanding of the linguistic process and lack of consideration was given for how the learners were intending to achieve the competencies.
With regard to the first point, I believe that this situation arose due to the euro-centric paradigm of the curriculum designers. I met with and discussed in detail with both the curriculum designers and their line managers who were influential in having the program approved and implemented. I found them to be extremely euro-centric in their views. In regards to the second point: both the curriculum designers and line managers had limited knowledge about the second language acquisition process of our learners, in general and for the specific vocational context. Cope and Kalantzis suggest that as part of remaining competitive in the current global economy, products need to be redesigned to (re)align them to the particular customer. In their paper on productive diversity, they suggest that this kind of flexibility is necessary in the current times; no matter the product or service that is being offered. Presenting a case example, the products included an example of an educational institution in Sydney, an institution characterised with an an ethnically diverse mix of learners. Cope and Kalantzis (1997, 137) describe what the institution did to attempt to keep and maintain its’ flexibility and competitive advantage. “The academic staff … at UTS were concerned that the diversity of the student body presented a range of teaching and learning difficulties. Identifying these as issues that needed to be addressed academically has been a critical part of transforming the way the university deals with diversity” (Cope and Kalantzis:1997:137). Nunan found in a recent study of an educational system, institutions were expected to design, implement and evaluate their own curriculum: firstly, identifying the learners’ needs; secondly, selecting and grading syllabus content; thirdly, selecting and creating materials and learning activities (delivered through appropriate resources); fourthly, monitoring and assessing learner progress; and lastly, course evaluation (Nunan:1988:6). “At UTS, people are starting to develop new approaches to their curriculum …….. the very practical need to provide an effective service to a diverse clientele. Product Diversity at UTS means making a new curriculum and establishing new learning relationships” (Cope and Kalantzis:1997:139). Unfortunately, the QRITC experience of applying centralised native speaker (NS) focussed programs in contexts outside of their original intended design, without due consideration of the contextual variances, leave a wake of clients that are either dissatisfied with, or disadvantaged by their experience.
Further to the cultural bias, differences of learner orientation were not given due consideration in the QRITC curriculum. Differences of the diverse learner group such as educational background and therefore educational expectation were not considered. The courses were constructed and delivered without such consideration. Integral in this approach is the euro-centric values and beliefs of the European Australian designers. Attitudes to life, employment, education and learning styles are assumed. Integral to this are one’s own learning experience, the cultural thinking processes of their generation, and their focus of their responsibility as leaders within the educational environment. Success within the QRITC management system is measured in terms of governmental accountability, political demands, and industry expected outcomes. Of course, this approach is underpinned by western values and beliefs. The degree of success therefore of those whose learning style falls outside this western accepted way is dependant upon the degree that these non-westernised learners are prepared to or can assimilate a particular learning style as their own learning style. By doing this, the learners are forced to adapt to the western accepted way in order to succeed.
The extent of learner learning style differenceneed not only vary between obvious culturally diverse groups, such as Asian, indigenous to western; but also between various sub-cultural groups within the one culture, such as male and female learners and learning styles, visual, auditory, kinaesthetic and digital learners and learning styles, irrespective of the learner’s cultural traditions. Howard Gardner (1994), a well regarded contemporary proponent of learning styles, recently wrote:
“We are not all the same; we do not all have the same kinds of minds, education works most effectively for most individuals if these differences in mentation and strengths are taken into account rather that denied or ignored”.
At its most fundamental, learning theory proposes that individuals possess a unique combination of personality traits, perceptual differences and cognitive tendencies form a particular type or style ( Myers and McCaulley 1985), and there are certain learning strategies related to type or style. Research on styles suggests that different learners need different modes of assistance. Concrete-sequential learners need to be told what to do and exactly how to do it, whereas intuitive learners want to find their own answers. Thinking – feeling oriented learners want factual feedback, whereas feeling – oriented learners want greater emotional support. Knowing about styles, especially as they relate to the assistance needed by the learners, would certain enable the trainer to provide an effective learning environment Therefore, a congruent learning approach, a multicultural approach that satisfies the learning objectives of a much broader population base is desired.
A holistic approach to learning via a more inclusive curriculum is desirable for a diverse learner group. A more holistic curriculum that does not overlook the learner’s cultural background has been shown to have great benefit for the learner. Armstrong, Cummins, Gardner and Freire show the benefits of a relevant, culturally-specific educational approach and what can be achieved. All learners should be provided with a range of teaching pedagogy that addresses a range of learning styles. Students have preferred learning styles, different levels of skill, and varied outside responsibilities. Individual differences need to be addressed in curriculum design. Individual differences theory suggest that learners learn in different ways and that no single styles of teaching is useful to all. As Brand (1998, 50) reinforces, programs designed for technological development can be effective when programming offers flexibility and not based on a one size fits all philosophy.
With the ongoing trend of an increase in the number of Non – Native English (NNEs) speakers studying within Australian Tertiary Institutions, training needs to be provided to all teacher and lecturers to ensure both their pedagogy and their curriculum design is inclusive of the broader range of multicultural clientele participating in their courses. Educators and administrators are continually extended to find methods to prepare teachers adequately for the range of demands they may experience in the classroom. Adequate training can better prepare teachers for the teaching and learning environment, positively affecting the student’s learning experience and the degree to which these students can ultimately integrate and contribute in society beyond the tertiary course. inclusion of technology in the classroom. Large investments in equipment and mass educator training sessions have been the trend as schools focus on producing technologically literate students. Generally, administrators focus on cost effective group -oriented delivery systems, while teachers are primarily concerned with skill building, level of competency, and relevant classroom application.
Additional to the cultural training needs, administrators and educators agree that present methods of teacher training fail to produce the desired outcome of valid integration of technology into the curriculum (Persky:1989:25). While current technologies expand to include electronic resource sharing, distance learning and interactive video, many educators do not yet have the basic skills necessary to produce a document on a word processor or manage grades on a computerised system (Persky:1989:29). As Nunan suggests, teachers use a range of content, methods and resources that are suitable for different environments, inline with the specific needs of the group (Nunan:1991:228-248). For teachers, courses and modules within teacher education programmes need to be developed. The need for educators to know how to use the computer to accomplish daily tasks is becoming crucial, and demands for computer training are growing.
Educational Organisation Ancilliary Services
To overcome the lack of teacher efficiencies, many schools and organisations have taken to employing technology in order to offset and improve upon the cost of having teacher manned classrooms or resource spaces. As a result there has been a trend recently amongst educational institutions to develop their Information Technology (IT) team by employing the services of IT specialists with the view to advising their Computer Assisted Learning (CAL) needs. QRITC followed this trend and employed a part-time off-site IT specialist. Management then expected this part-time IT specialist to maintain the institute’s hardware and software, as well as assist teachers with the use of technology in the classroom. I observed the scope of duties and the minimal support offered to the specialist IT staff often overwhelmed them. Teachers who are determined to advance their skills, or who already have computer background, benefit from the presence of a part-time specialist. However, there were a number of other staff who did not possess significant computer experience, or were also suffering from a degree of anxiety towards using technology in the classroom. A possible solution QRITC could have considered would have been to employ the services of a full-time site-based specialist to have more time on-site to assist staff and students with the IT issues – operational and user-based . A full-time technology support perhaps could have provided the teachers time to learn and consider how they could implement technology in the school. While the teacher is responsible for teacher education and support, part of their professional function needs to also allow for them being trained in a range of appropriate technology, followed by time to research contemporary views on application in a CAL environment. A full-time site-based IT specialist could also advise as to what equipment may be appropriate given findings of the research and an applied analysis of the needs of that educational department in that particular organisation. Such a a full-time site-based IT specialist could become an important ancillary service to the educational department, working with and assisting the teacher to establish both a technologically appropriate solution to meet the specific educational organisational needs.
However, QRITC decided to purchase a large amount of IT equipment without the benefit of a site-based specialist or active interaction, research, analysis and discussion of the specific educational organisational needs. Unfortunately, what I observed as a result 18 months after the initial IT purchase,was a heavily IT resourced education department with much of the equipment not able to function properly due to the lack of appropriate systems in place to support that IT system. Additionally, much of the technology was being used in a very limited capacity from a CAL pedagogical point of view. I believe the situation I observed occurred due to the lack of planning, research and engagement of the staff and learners by the QRITC management and the education leaders in the decision-making process to determine an effective and valid solution to the specific issues within the QRITC learning environment. QRITC teaching staff were not provided training in a range of appropriate technology; teaching staff were not invited into the discussion regarding the challenges they were experiencing in the multi-cultural learning environments; teaching staff were not invited or encouraged to investigate CAL pedagogy; and consider a range of options that may address the specific issues within the QRITC learning environment. Given this, I wonder on what basis QRITC management and the education leaders decided to purchase the large amount of IT equipment? Was the equipment a technologically appropriate solution to meet the specific educational organisational needs? A summary of the equipment and services bought follows: 16 Pentium terminals for the students, 3 for the instructors, 2 servers, a CD stacker, modem, printers, Internet access, as well as a broad range of software and the appropriate site licences. The dollar cost of purchase of this equipment was approximately $68,000. Additional costs included the cost of installation, setting up of both Computer Aided Learning (CAL) and Computer Aided Language Learning (CALL) software, the customising of these, and maintenance of the system once installed. This included assigning a budget to external consultants and sub-contractors over a 12 –18 month period. Such expenditure represented a significant outlay to the educational institution, and with any investment, it would have been reassuring to know that accompanying this significant investigation, there was robust discussion, research and consideration of multiple options; taking into account the educational context, the learners and their expected outcomes, the educational philosophy of the institute, and ofcourse, the design of the curriculum.
Global Educational Model to Change
Today, the use of technology has quickly grown beyond the realm of luxury. There are few schools and classrooms that do not have access to various technologies ranging from VCR’s to computers and satellite communications. In this essay, I have attempted to highlight the show that the use of Computer Technology as a means of counterbalancing the perpetuating of outmoded parameters. It is a trend that has the potential to change the form, the delivery and influence the content of the curriculum. However, as shown in the QRITC example, it also brings with it its own set of shortcomings. These need to be carefully considered prior to widespread embrace. Like all technological development, its real strength is in its’ application as a tool in the process of a specific context; not as a means unto itself, but merely as a tool. And as with any tool, the usefulness of a tool is based upon how appropriate the tool is for that specific function; and how well one has been taught to use it. With the increasing development and availability of technology, a systematic restructuring of schools is occuring to meet the technology needs of the organisation, and also to better equip the teachers for integrating technology effectively, into the learning environment. Whilst I would hope that technology is embraced as a potential avenue to support the learning of their students, organisational strategies need to be developed to ensure appropriate levels of access for all those involved – namely teachers and students – are facilitated. Central to this restructuring effort and facilitating access is the professional development of teachers. In America President Clinton has put the challenge to the whole nation:
” In schools, every classroom in America must be connected to the information super highway with computer and good software and well-trained teachers”. President Bill Clinton (Bush and Terry :1997:263)
Only through extensive preservice and inservice activities will teachers acquire the understanding, skills and confidence they need to use technology in their classroom and prepare their students for an information based society. I will now outline an approach that QRITC could take in their restructuring and ensuring appropriate levels of access are facilitated .
Computer Assisted Learning (CAL) Teacher Training
Once the curriculum has been designed for optimal learning experience, the “program should then effectively enable the teacher to facilitate positive and effective learning experiences”(Page 2008).
The pedagogy that the teacher chooses for a particular training workshop will influence the learning experience of the participants. In contemporary computer teacher training, there are currently two distinct approaches. The first approach includes both concentrated and generic workshops. Concentrated workshops are workshops where volume of content and information is offered, but little time is allocated for tasks where the participants can practice and absorb that content. A generic workshop on the other hand may focus on general application and offer little information that can be applied to a specific content area.
An alternate approach in contemporary computer teacher training workshops is described by Owen (1992) as hardware-centred and teacher – centred. Hardware – centred workshops are courses where students learn to use computers and new technologies through a series of focused lessons and activities. The distinguishing feature of this course as distinct from the alternative, is that the instruction and outcomes focus on the technology and its application in general and broad terms. In the teacher – centred approach, instruction and activity in information technologies is given in the context of existing programmes and the technology is used as a means to an end.
Regardless of the pedagogical approaches to these workshop, research reveals five keys to successful training:
1) Sherwood purports that one of the major barriers experience by teachers in the process of integrating technology, is the lack of time. Teachers must have substantial time to acquire and, in turn, transfer to the classroom the knowledge learnt. Although training and development time varies according to individuals, Guhlin (1996) states the time required is whatever satisfies a teacher’s need for exploratory learning. Teachers need considerable training and development so that they are firstly empowered in their own skill level before they can transfer that into the classroom.
2) The second key to successful training is differing levels proficiency of the participants must be addressed. Each group is made up of individual with skill levels varying from none at all to highly proficient. Fast-paced, group-oriented in-service sessions therefore, do not enhance learning. It offers useful information to small number of trainees. Training therefore must begin at a skill level of the educators to ensure success. As often the case in adult second language learning, intelligence is equated with the level of proficiency in the language. So it comes to be assume that elementary students are not as intelligent as the advanced level students are. This assumption of course has no basis, and teachers who do toy with the idea soon realise the error of their ways. In computer training a parallel scenario would be that a trainer equates the level of technical knowledge to intelligence. Level of anxiety and stress is usually high at the beginner level and it would be up to the trainer to help the learners overcome the anxiety and stress.
3) The third key is that a vast majority of time should be spent actively working with technology, in small groups and individually. Learning a skill requires active interaction with people and things, requirement that is not satisfied by passively watching and listening to a presentation. In an article title Restructuring for Learning with Technology: The potential for Synergy, Karen Sheigold writes:
”Effective learning hinges on the active engagement of students in constructing their own knowledge and understanding. Such learning is not a solitary practice; it occurs through interaction with support from the world of people and objects” (1991,19)
4) The fourth key to successful training is that the training session should focus on functionality rather than newness and complexity with regard to hardware and software tools. Less complex software and hardware is often superior for beginner projects because it can be learned more quickly.
5) Ritchie and Wilburg (1994) state that skills and knowledge gained in workshops frequently are not transferred to professional activity because of the lack of on going assistance and development. Coaching or mentoring is one approach that can be used to sustain the cognitive momentum created through workshops as teachers explore implementing new skills and knowledge into their teaching. Novice users of technology can be paired with more experienced users, who act as mentors. Mentors assist their partners by clarifying concepts, discussing problem areas and collaboration to find workable solutions, and tutoring in the use of hardware and software. Through this process, novice teachers gain confidence in their ability to thoughtfully integrate technology in their teaching. When an expert teacher provides the instruction, the teacher- learners also have a benchmark for measuring their own progress.
If technology is to be used by students, then teacher confidence, understanding, skill to effectively incorporate technology into their teaching practices. This will only occur by providing adequate training and development. So far technology has had little impact on a significant number of classrooms. Educators will continue to respond negatively to the introduction of computer assisted learning. In America The National Council for Accreditation of Teacher Education (NCATE) in America now includes a set of standards for educational technology. The standards recommend that every teacher acquire a set of foundation skills and concepts related to technology, regardless of the teacher’s area of specialisation. These standards includes ability of perform tasks and demonstrate various skills on the basic computer programs to multimedia and hypermedia . It would seem logical to assume that the Australian body for teacher accreditation would do the same. School and governments will continue to invest billions of dollars in the latest hardware and software, but their goals and measurable educational improvements will continue to fall short unless they realistically invest in their most important resource, their teachers. The lack of effectiveness of technology training for educators has been a major deterrent in the implementation of technology resources in the classroom. Universities are graduating teachers with minimal computer training. Glenn and Carrier agree that educators are entering the classroom lacking sufficient skills and exposure to use technology. “Since information systems become more complex and change rapidly, teachers are handicapped even before they start” (1986, 68).
In this essay, I have discussed a number of considerations when educational institutions explore the idea of offering computer assisted learning (CAL) with the vision of enhancing the student learning experience.
Whilst technology is rapidly developing world-wide, there is a cost to this technology that may be a barrier to entry for certain persons or cultures within nations where such a cost is prohibitive. Additionally, certain cultures or lifestyles may not allow for the dependencies of computer technology such as power and land lines for internet access (eg: nomadic cultures). So whilst we in a developed western nation have broad access to computer technology, it would be false to assume that is the case for every person in every nation, and therefore a CAL program offered to a range of nationalities may have diverse levels of previous experience with that technology. I then examined how curriculum needed to be designed with a particular learner in mind, to avoid a common error in my experience where the curriculum encompassed very particular and specific cultural bias that excluded certain learners, rather than being inclusive. Extending this point, certain curriculum is biased towards a particular language (in the examples provided English), and this too could be an overlooked design feature that excludes certain learners, rather than including them.
Following I discussed how diverse each learner can potentially be, even within one cultural, language group or gender. Learning theory has found learners favouring either visual, auditory, kinaesthetic or digital0based learners irrespective of the learner’s cultural traditions. Other influences were also noted to be one’s generation and style of education they experienced within their compulsory education as a child and adolescent. This has implications for teacher training with regard to both the multicultural awareness of the brooding ethnic mix within Australian’s institutions, but also the broadening of the teacher’s pedagogy to be inclusive of a greater range of learning styles.
Further, with the advancement of technology, computer assisted learning (CAL) needs to be both philosophically and pedagogically considered by an educational organisational team to ensure that they can meet the specific learning outcomes of that particular organisation. To not do such, may result in a large expenditure of the organisation’s budget for little benefit to the education department – the teacher’s, the learners and their learning outcomes. IT support is a crucial functional role in this process, to assist with both purchasing, installing and maintaining the hardware, but also with the training of the staff in extended use of the technology. With technological advancement, it is recognised that future generations will have increasing levels of computer technology in their lives; and therefore it is essential to commence planning for computer assisted learning (CAL) across all learning platforms. With this however, management of educational organisations must accept and embrace this pending era by providing adequate levels of teacher training programs. It is only through extensive preservice and inservice activities that teachers will acquire the understanding, skills and confidence they need to use technology in their classroom and prepare their students for an information based society. I concluded my essay outlining two alternate approaches that QRITC could take in their facilitation of effective computer assisted learning, highlighting five keys to ensure that the most effective training can take place.
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– ©David L Page 20/11/1998
– updated ©David L Page 16/10/2013
Copyright: No aspect of the content of this blog or blog site is to be reprinted or used within any practice without strict permission directly from David L Page. | <urn:uuid:5988bf1c-09e0-40c0-81dd-ca8b38f91387> | CC-MAIN-2017-39 | https://davidlintonpage.com/1998/11/20/international-education-part-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689661.35/warc/CC-MAIN-20170923123156-20170923143156-00255.warc.gz | en | 0.943451 | 8,563 | 2.625 | 3 |
Púchov is a small town in Trenčín region of Slovakia with population of 25,000 citizens. It is situated in the valley of the middle stream of the Váh river, on the north of Slovakia. It is an economically and culturally developed town with a beautiful natural setting. Although it is a small town, there are many activities to do, and many interesting places for tourists to visit.
The first mentioned reference of Puchov was registered in 1243, when the the King Belo IV gave out lists of owners of many different places on Slovak area. One of these men was called Puch. He established a small village and named it after himself. Púchov was probably established in 1100. First citizens started to live near the “Púchov Rock”, but later they came down to the valley under the hill to find a better shelter because of many invasions of Hungarians. Until now, the Púchov Rock was considered as a most frequentlly resided place in the Slovak history. The notion “Culture of Púchov” is well known in history. From 15th to the second middle of 19th century, there was a family line of rulers called Marczibány. In the first half of 17th century, two brothers from Morava came to Púchov, taught people many trades, and established many workshops. Púchov became one of the most important trade centers in middle Europe. In 1649, King Ferdinand praised Púchov a right to estalished traditional fair. This tradition persists today. Every year, a three-day fair is organized on the Square of Freedom. At the end of the 18th century, a great house of Marczibány´s was built near the Váh River called “Župný Dom”. Today, it is the center of Púchov culture and Púchov's library. From the beginning of 20th century, many factories were built here, for example Syderolit and Syenit for producing facing, Matador for producing tires, or Rolný- the first production of clothes in Slovakia. Today its name is Makyta. Púchov is a very economically and culturally developed town and it is still continuing to improve itself.
There is a new road connected with highway D1 from Bratislava leading to the town, or use the old road which takes much more time and is not so comfortable and new. You have to drive through many villages.
The train and bus station is connected and situated near Nosice which is part of Púchov, about half a kilometer from centrum. You do not have to walk into town because at the bus station busses run from there to different parts of the town. Although travelling by bus or by train is cheap, it is not so comfortable and fast as travelling by car, and it takes much more time.
Generally, Púchov is a walking town. When you want to get around, visit the Walking Zone situated in the center of the town. There is a beautiful fountain made by an academic artist which represents integrity and history of the town. It has many colour-changing lights around.
The Catholic and Evangelic churches are worthy of a visit. Each of them is situated on the opposite side of the Walking Zone.
Catholic church was built on the Square of Freedom in 13th century in Renaissance. Inside the church, there is a large beautiful Communion table with a large Cross behind. The interior of the church is decorated with many sculptures of saint people. The oldest one is sculpture of Pieta from the beginning of the 17th century. In the from of the church, there is standing a statue of saint Ján Nepomucký which was created in 1733.
Evangelic church was built in 1880 in new-gothic style. Inside is situated an altar created in 1643 which was originally placed in Marcybány´s Chapel which was destroyed through the World War I. Next to Evangelic church is built a Commemorative Rectory. It was built in 1904 and it represents two outstanding persons of Slovak history. From 1911 to 1925, one of the best Slovak poets Vladimír Roy was living there. The second person living there in the past was Ján Amos Komenský. Next interesting historycal buiding is Župný dom situated on the riverbank of freedom. This barocco-classical dom was built in 18th century for Imrich Marcybány. Today is in Župný dom a little museum of Púchov culture, town´s library, and two representative and ceremonial halls.
Púchov has organized many interesting ceremonies and performances. Each of these celebrations is worthy of a visit and visitors will have unforgetable memories.
If you want to buy souvenirs, clothes, toys, accessories, or food, there are many possibilities in Púchov.
You can buy beautiful traditional Slovak accessories as souvenirs in a little shop called Slovenka, situated on Štefánikova street, next to the book store or Makyta shop. It is the best shop for buying souvenirs. If you want to buy clothes or acceessories, the best place is the new walking zone in center of Púchov. There are many good branded shops with nice services. If you want to buy toys for children, the best shop is at the beginning of the walking zone. There are many different toys for different age categories which are not too expensive. Also the shop Slovenka on štefánikova street is a good place to buy such things. There are many beautiful traditional Slovak toys. If you want to buy food or drinks, you can visit Kaufland, Billa, Supermarket, or Lidl. Kaufland and Supermarket are on Nimnická Street towards Nimnica village. Billa is situated in the walking zone in the center of the town. Lidl is at the end of road connected with highway D1.
In Puchov there are not so many restaurant, but pizzeria Valdagno, restaurant Čierny Havran, Penzion pod Lipou, or restaurant Koliba are worthy of visit.
The third very good restaurant is Koliba, located in Willi Hotel. Visitors may taste all the traditional Slovak food. Service is quite good, meal is delicious but prices are enormously high. Even for foreign visitors.
It is very difficult to say where to go to drink in Púchov because there are so many different pubs, bars, or night clubs.
There are a few cafeterias in Púchov but the best two are on new walking zone. The first one is called El Greco. It is the newest caffeteria of Púchov. It is situated at the beginning of the Walking Zone near Evangelic church. There is nice service and good prices. It has beautiful interior and everybody is feeling there comfortable and good. The second one is Caffé West in the middle of the Walking zone. Is has the same qualities as the previous El Greco Caffé.
There are many choices of accommodation in Púchov, but the best two are Willi Hotel, and Penzión pod Lipou. | <urn:uuid:980fed1e-b154-4ca5-b22f-a4c89d55d3fe> | CC-MAIN-2018-13 | https://wikitravel.org/en/P%C3%BAchov | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257646602.39/warc/CC-MAIN-20180319062143-20180319082143-00004.warc.gz | en | 0.969626 | 1,546 | 2.609375 | 3 |
State of the Bays
How Do We Assess the State of the Bays?
Your vital signs, such as blood pressure and body temperature, provide indications of your state of health. When you’re ill, a physician measures your vital signs, evaluates your symptoms and makes a diagnosis. With this information, often a doctor can pinpoint the cause of your problem or illness.
Similarly, scientists use environmental indicators, discreet measures of one aspect of environmental quality or species population, to assess the health of estuaries.
Indicators can be used alone or in combination with other assessments to paint a picture of a water body’s condition and its value to the people who use it. For example, indicators based on concentrations of nitrogen and phosphorus in an estuary could be combined with an indicator based on total acreage of submerged aquatic vegetation to tell a story about the effects of water quality on a bay’s living resources. As additional indicators are included, the message or story becomes more complete.
A suite of indicators were selected by the Indicators Subcommittee of the Inland Bays Scientific and Technical Advisory Committee. The indicators were selected based on their usefulness to provide the following:
- Evaluate progress in the Inland Bays restoration effort;
- Monitor environmental condition and environmental response to restoration efforts;
- Provide information needed to establish restoration goals;
- Regularly inform and involve the public in achieving the restoration goals; and,
- Make detailed information and reference data available to others.
Additional Information About the State of the Bays
View the 2004 Delaware Bays’ Environmental Indicators report (PDF)
View the 2010 Recreational Water Quality report (PDF)
View the Recreational Water Quality Report Technical Document (PDF)
View the Wetlands Health Report Card (PDF)
Did You Know
DID YOU KNOW?
There are at least 112 species of fish in our Inland Bays. | <urn:uuid:f18aef67-b327-4301-b40f-71050ad47290> | CC-MAIN-2015-06 | http://www.inlandbays.org/about-the-bays/state-of-the-bay/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422121569156.58/warc/CC-MAIN-20150124174609-00029-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.915591 | 395 | 3.234375 | 3 |
Submitted to: Phytopathology
Publication Type: Peer reviewed journal
Publication Acceptance Date: 9/12/2006
Publication Date: 3/1/2007
Citation: Lim, H., Ko, T., Hobbs, H.A., Lambert, K.N., Yu, J.M., Mccoppin, N.K., Korban, S.S., Hartman, G.L., Domier, L.L. 2007. Soybean mosaic virus helper component-protease alters leaf morphology, and reduces seed production in transgenic soybean plants. Phytopathology. 97:366-372. Interpretive Summary: Viruses cause diseases in plants that significantly reduce the value of cultivated crops. For example, Soybean mosaic virus (SMV) can cause significant reduction in the quantity and quality of soybean seed harvested from infected plants. The mechanisms by which viruses cause these diseases are just beginning to be understood. In this paper, we showed that expression of a single gene from SMV in transgenic soybean plants altered host responses to virus infection, produced deformations in soybean leaves, and reduced seed production all in dose-dependent manners. The expression of the Soybean mosaic virus gene also altered the expression of a set of genes that have been shown in other plants to be involved in developmental processes and stress responses, which likely is the mechanism by which Soybean mosaic virus produced the observed symptoms. The information presented in this manuscript will be of interest to researchers who are interested in understanding the etiology of virus disease in plants and limiting their impact on crop productivity.
Technical Abstract: Transgenic soybean plants expressing Soybean mosaic virus (SMV) helper component-protease (HC-Pro) had altered unifoliate leaf morphologies, responses to virus infection and reduced seed production. When inoculated with SMV, plants expressing the lowest level of HC-Pro mRNA initially showed mild symptoms similar to those of transgenic soybean plants transformed with the beta-glucuronidase (GUS) gene, while plants that accumulated the highest level of SMV HC-Pro initially showed very severe symptoms. Two weeks later, at the emergence of the seventh trifoliate leaf, symptoms disappeared and SMV titers were greatly reduced. Analyses of SMV RNA abundance over time showed that the HC-Pro region of the SMV genome was targeted for degradation before the coat protein region. This suggested that high levels of HC-Pro mRNA accumulation were required to trigger antiviral silencing responses. The accumulations of SMV-specific siRNAs were related to the levels of viral genomic RNA accumulation, and siRNA diminished as symptoms disappeared in SMV infected transgenic lines. Expression of SMV HC-Pro and SMV infection altered the accumulation of mRNA putatively targeted by miRNAs, but not the accumulation of miRNAs. | <urn:uuid:9adaab03-7b5f-4b19-9d9a-f77b5bf933f1> | CC-MAIN-2016-44 | https://www.ars.usda.gov/research/publications/publication/?seqNo115=188643 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721347.98/warc/CC-MAIN-20161020183841-00308-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.916354 | 595 | 2.53125 | 3 |
Many people have different perspectives on what constitutes a hero and everyone’s hero may be different. Heroes can come in all shapes and forms; however, traditional heroes are typically idealized for their strength and courage. In addition, hero can be a person that one aspires to be or looks up to as a role model. A modern day hero that I admire is Mother Teresa, a Catholic nun who served the poor. When she was young, Mother Teresa’s father fell ill and passed away. Through this tragic experience, Mother Teresa became closer with her mother and learned the importance of compassion and charity. From this moment, Mother Teresa knew she wanted to live a life dedicated to the helpless and be a voice for the needy. She has now become recognized by the Catholic church as a saint due to her selflessness and charity. Mother Teresa is my modern day hero because of her great strength, courage, and generosity.
Mother Teresa exuded the qualities of a hero through her strong spirituality and devotion to God by becoming a nun and working with young girls to fortify their faith. Mother Teresa believed that everything she did was through God and that nothing was possible without his presence within her. Mother Teresa came from a devout Catholic family, and her mother instilled in her at a young age the importance of giving to others who are less fortunate. In addition, she attended a convent-run primary school where she grew deeper in her relationship with God and felt that God was calling her to religious life at a young age. At eighteen years old, she became a nun and joined the Sisters of Loreto in Ireland. Furthermore, Mother Teresa began to teach at a girls’ school, and out of goodness, she sought to bring them closer to a life of devotion to Christ. Mother Teresa is my hero because she had such a strong spiritual life, and she was deeply devoted to God.
Mother Teresa is also my hero due to the courage she displayed working in Calcutta’s slums, aiding people who had diseases, and standing up for what she believed in. Mother Teresa dropped everything in order to aid the people in Calcutta who were in need because God was calling her to do so. I believe that took a lot of courage on her part because she was already secure in her teachings at a girls’ school called St. Mary’s. She had to step out of her comfort zone completely and administer to people who were deathly ill. In addition, going to Calcutta meant that she was at a high risk of being exposed to different types of diseases. However, this did not deter her because her sole purpose was to help the “the unwanted, the unloved, and the uncared for." Mother Teresa cared for the outcasts of society when no one else would and comforted them in their most vulnerable moments. Additionally, Mother Teresa was courageous because she was steadfast in her beliefs. She spoke out against and opposed controversial topics such as contraception and was not willing to conform to society’s beliefs. Mother Teresa is my hero due to her courage because she aided the sick in Calcutta’s slums and stood up for her beliefs.
Finally, Mother Teresa is my hero due to her generosity because she spent her life giving to the poor and carrying out humanitarian work. When she was a child, Mother Teresa and her mother would often eat with destitute families who had nowhere to stay. In addition, she dedicated her life to serving the poor in Calcutta. From there, she founded the Order of the Missionaries of Charity with some of her former colleagues at St. Mary’s School. Through this charity, Mother Teresa was able to receive numerous donations to create an orphanage, homes for the sick, and many mobile health clinics. Mother Teresa is my hero because she was a very generous person who put others’ needs before her own, and she gave up everything that she had to help those who were outcasts in society.
Mother Teresa is my hero and role model through her strength, courage, and generosity. She came from a devout Catholic family and displayed a strong spirituality with God, dedicating herself to him in order to serve the poor and vulnerable. In addition, Mother Teresa exuded great courage when she left St. Mary’s School, moved to Calcutta’s slums, and worked with people who had diseases. Finally, Mother Teresa is considered my modern day hero due to her generosity because she spent her life giving to the poor and doing humanitarian work.
Furthermore, she was the founder of the Order of the Missionaries of Charity, a congregation of women devoted to helping the needy. To conclude, Mother Teresa is my hero because inspires me everyday to become a better person and treat everyone with the dignity and respect they deserve. | <urn:uuid:6ea19fbf-cada-4479-b534-2b0d5cb1297e> | CC-MAIN-2017-30 | http://www.teenink.com/nonfiction/heroes/article/954637/Mother-Theresa/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425407.14/warc/CC-MAIN-20170725222357-20170726002357-00202.warc.gz | en | 0.987673 | 979 | 2.96875 | 3 |
Diabetes is a common chronic illness in the United States. More than 21 million people were diagnosed in the US in 2014. Proper diagnosis and management are important to control this ever-growing disease. On January 2015, the American Diabetes Association published a new guideline called, “Standards of Medical Care In Diabetes - 2015”. This guideline is a revision of the 2014 guidelines. The followings sections have been updated in the new guideline.
Classification and Diagnosis of Diabetes
The BMI criteria for prediabetes or type 2 diabetes screening in Asian Americans has changed from 25 kg/m2 to 23 kg/m2 because new evidence suggests that Asian Americans have an increased risk of diabetes at a lower BMI.
Foundations of Care: Education, Nutrition, Physical Activity, Smoking Cessation, Psychosocial Care, and Immunization
All individuals, including diabetics, should avoid sitting for more than 90 minutes.
E-cigarettes are not an alternative to smoking because there is a lack of evidence that shows e-cigarettes are a healthier alternative to smoking or that they facilitate smoking cessation.
To better reflect the recent changes in the CDC guideline regarding pneumococcal vaccinations, the following revision have been made: Adults at or over the age of 65, who have not been previously vaccinated, should receive the pneumococcal conjugate vaccine 13 (PCV13) followed by the pneumococcal polysaccharide vaccine 23 (PPSV23) 6-12 months after. Adults at or over the age of 65, who have previously been vaccinated with PPSV23, should receive PCV13 at or 12 months after the PPSV23.
Blood Glucose Targets
The pre-meal blood glucose target has been changed from 70-130 mg/dL to 80-130 mg/dL because new evidence showed that this range reflects A1C targets.
To improve adherence, patient readiness assessment is required for optimal usage of continuous glucose monitoring (CGM). Ongoing continuous glucose monitoring education should be also provided. | <urn:uuid:782818e0-c799-4e38-a186-80988291c125> | CC-MAIN-2021-43 | http://sarbzuq.rxeconsult.com/healthcare-articles/New-Standards-For-Diabetes-Medical-Care--809/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00291.warc.gz | en | 0.919273 | 417 | 2.796875 | 3 |
USDA Plant Hardiness Zone 3Gardeners in USDA Plant Hardiness Zone 3 live in the northernmost regions of the United States, along a narrow band that extends along the U.S.-Canada border and into Alaska. Representative geographical regions include parts of Montana, North Dakota, Minnesota, Maine and Alaska. The climate is characterized by long, cold winters and short, warm summers with average winter low temperatures falling between -40 and -30 degrees F. Some plants that may survive these temperatures will not necessarily thrive in this climate.
Plant choices for Zone 3 yards and gardens include:
Many Native American deciduous trees or their hybrids are superior performers in Zone 3, such as:
• American Red Maple (Acer rubrum). A colorful North American native tree that has vibrant red fall leaves, and even reddish new growth on twigs, stems and leaf stalks. Red maple is very cold-hardy and tolerant of wet soil.
• October Glory Maple (Acer rubrum 'October Glory'). October Glory is a cultivar of the Native American red maple tree. It grows to 50 feet and has a rounded form with reddish-orange fall foliage. Its tolerance for wet soil makes it suitable for rain gardens or for planting along river banks.
• Autumn Blaze Maple (Acer freemanii 'Jeffersred'). Autumn Blaze Maple is also commonly called Freeman Maple. It's a hybrid cross between American Red Maple and Silver Maple, having the best characteristics of each parent plant. This fast-growing maple is sturdy with a sound structure that isn't compromised by its rapid growth.
• Autumn Purple Ash (Fraxinus americana 'Autumn Purple'). The largest of the Native American ash trees – growing to 60 feet tall – Autumn Purple Ash is so-named because of its fall leaf color, which is yellow with purplish shading.
Packed with a healthy punch and easy to grow with minimal maintenance, these berries are hardy in Zone 3:
• Lingonberry (Vaccinium vitis-idaea). Lingonberries grow on small evergreen shrubs that grow only 12 to 18 inches tall, producing two harvests each year. They look like a cross between a blueberry and a cranberry, and they're packed with anti-oxidant health benefits.
• Stevens Cranberry (Vaccinium macrocarpon 'Stevens'). You don't need to provide boggy conditions to grow this Native American berry. Plants grow as an evergreen groundcover in moist soil.
Citrus plants are not hardy in Zone 3; they need the warm climates and abundant sunshine that warmer, tropical climates provide. But skilled Zone 3 gardeners with heated greenhouses, solariums or sunrooms can try their hand at growing some citrus plants. Climate-controlled growing environments (with plenty of sunshine) make it possible to enjoy:
• Meyer Lemon (Citrus x meyeri). A hybrid cross between an orange and a lemon, Meyer Lemon is easily grown as a potted plant.
• Key Lime (Citrus aurantiifolia). Key Lime is another citrus plant that is adaptable to container growth. These limes are smaller than the Persian limes sold in supermarkets -- they're the traditional limes for making Key Lime pie.
• Nules Clementine (Citrus clementina 'de Nules'). Another citrus plant that can be grown in containers, Nules Clementine is a dwarf tree that grows typically to 8 feet. The fruits are seedless and sweet for snacking.
• Nagami Kumquat (Fortunella margarita 'Nagami'). The unusual fruit can be eaten whole without having to remove the peel. The Nagami Kumquat is also a beautifully ornamental plant that is covered with small orange fruit.
Ornamental Tropical Plants
These tropical plants, which are not hardy in Zone 3, can be enjoyed outside during warm weather as potted plants to give a tropical touch to a cold-weather climate:
• Sago Palm (Cycas revoluta). Easily grown in containers, Sago Palm is a beautiful houseplant. Gardeners can move Sago Palm (in its pot) outside during warm weather in the summer and protect it during the winter by growing it indoors, or they can enjoy it year-round as a houseplant.
• Dwarf Cavendish Banana (Musa acuminata). This scaled-down version of a full-sized tropical banana plant is a beautiful potted plant. Although it takes a long, warm growing season to produce bananas, which can be done in a heated greenhouse, Zone 3 gardeners can enjoy it as a tropical foliage plant, potted on the patio in summer and in front of a sunny window in cold weather. | <urn:uuid:53ba03ed-b6f7-4402-b61a-1f81e8dec9ec> | CC-MAIN-2021-04 | https://www.brighterblooms.com/pages/growing-zone-3 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514796.13/warc/CC-MAIN-20210118123320-20210118153320-00345.warc.gz | en | 0.92849 | 987 | 3.171875 | 3 |
Do animals have an experience of time similar to humans? I believe so.
I propose that each life, whether human or animal, experiences time and the passage of time, hence history, individually, uniquely.
It is difficult for a human to know his/her own self much less another. The way we try to know another is through empathy based on our own experiences and feelings in time. Science attempts to provide an objective approach to knowing self, other humans, and humans in general.
But how can we know what other animals experience and feel? Is there a way to empathize with animals based on experience? We can try, but a difficulty will be the animal experience of time, the passage of time, which will be different from humans. Humans try to objectify time so that they can make sense of their own passing, but to try to do this with other creatures? How do other creatures experience time, hence their own sense of history? Are nonhuman creatures able to know how time is experienced by others of their own species?
Since different creatures experience time differently and have different lifespans this will shape how they consider themselves and others. Humans know approximately how long they might live and base decisions on this knowledge. Do other animals?
I have often thought that humans have a superiority to other animals because they have knowledge of time, they can anticipate the future, even to death. If an animal does not have a set perspective on time they will have a different experience of life, living for the moment rather than the past or future.
But perhaps I am wrong.
My pup Buzzy wakes me up every day when the sun rises. He anticipates the morning, and breakfast, and somehow or another, without using a clock or alarm, wakes up precisely on time. My four pups are constantly anticipating just about everything I do. Is this just the ability to discern my habits, or do they have a sense of time? And, if they have such a sense of time, perhaps they keep track of past and future–in other words, perhaps they have their own sense of history.
Much of the human concern with time is the worry over the future, aging, and death. We all know that death awaits, and we often think about the time we have left. How do we know that other animals, even the lowest creatures, don’t have this awareness? Perhaps they are anticipating their demise, fearing death, as much as we are. If so, then what does this mean for the food industry, for the wanton disregard for life displayed by humans in so many ways, such that we have a sense that if other animal life is unimportant to us, then we take away that life.
Many theologians stress how the human experience of time involves the process of discovery of self, of sin, and the yearning for redemption, conversion, and salvation. These religious experiences occur in time. If other animals experience time, do they also have similar spiritual experiences? Are we really so sure what the answer is?
Different animals have different lifespans. My pups will not live as long as I will. So I am on my fourth generation of pups in my life. I might even have a fifth generation. Marcus Aurelius in Meditations argues that duration is less important than experience of life. This is difficult to swallow, when we humans know that we have an average lifespan in the 70s. But think of all of the creatures that exist, many of which might have lifespans of just a few months. Is their experience of life, since shorter than the human lifespan, less significant, less important? Perhaps animals, living in conformity to the natural way, have a more enjoyable, even more profound experience of life than we humans, preoccupied with building, changing, creating, doing–money, power, luxury, and excess.
The more I study and think about animals, the less I am certain of the human assumption that we are in control of all other forms of life. I wonder: perhaps, to God, all forms of life are equal: all lives matter. | <urn:uuid:a0225b2e-99c9-4f0f-8231-b7d01af34998> | CC-MAIN-2022-05 | https://theamericanplutarch.com/2017/06/28/animals-and-time/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320305260.61/warc/CC-MAIN-20220127103059-20220127133059-00053.warc.gz | en | 0.96814 | 841 | 2.796875 | 3 |
Landscape-level Effects of Thinning and Burning
Oak regeneration continues to be a problem in the Central Hardwoods region of the US. In the absence of regular fire (as was common before European settlement and fire regulatory agencies in the ~1920’s), the canopy closes and oak regeneration is often preempted by more shade-tolerant species like maples. The Fire and Fire Surrogates Study (FFS) is aimed to better understand the influence of multiple fires and thinning on oak regeneration. This research is a component of the FFS work in Ohio.
We analyzed tree regeneration over seven years (2000-2006) on two sites (REMA and Zaleski), on a 50-m grid (242 plots) for “thin once-burn twice” and control treatments. The plots were assessed for Integrated Moisture Index, canopy openness, and woody vegetation composition and cover. In the process, we also developed a technique for monitoring relative measures of fire temperature with thermocouples and buried data loggers across the landscape, including the preparation of on-line animated fire sequences.
- After 7 years, the “thin once-burn twice” treatment did provide opportunities for limited oak regeneration--time will tell whether regenerating oak will reach canopy.
- Two prescribed fires were necessary to reduce the competition from maple regrowth.
- Thin-burn treatments enhanced oak-hickory regeneration primarily on dry or intermediate sites with 8.5-19% canopy openness, and with at least 5000 oak-hickory seedlings/ha prior to treatments. If these factors were met, we calculate that roughly 50% of the area could become ‘competitive’ for oak-hickory in the next forest. (More information)
- Thermocouples with buried loggers were shown to provide an accurate method to inform fire managers of the relative fire intensities across the landscape. (More information)
- Animation of prescribed fires on Zaleski and REMA burns
Iverson, L. R., T. F. Hutchinson, A. M. Prasad, and M. Peters. 2008. Thinning, fire, and oak regeneration across a hetergeneous landscape in the eastern U.S.: 7-year results. Forest Ecology and Management 255:3035-3050.
Iverson, Louis R.; Prasad, Anantha M.; Rebbeck, Joanne. 2004. A Comparison of the Integrated Moisture Index and the Topographic Wetness Index as Related to Two Years Of Soil Moisture Monitoring in Zaleski State Forest, Ohio. In: Yaussy, Daniel A.; Hix, David M.; Long, Robert P.; Goebel, P. Charles, eds. Proceedings, 14th Central Hardwood Forest Conference; 2004 March 16-19; Wooster, OH. Gen. Tech. Rep. NE-316. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northeastern Research Station: 515-517
Iverson, Louis R.; Yaussy, Daniel A.; Rebbeck, Joanne; Hutchinson, Todd F.; Long, Robert P.; Prasad, Anantha M. 2004. A comparison of thermocouples and temperature paints to monitor spatial and temporal characteristics of landscape-scale prescribed fires. International Journal of Wildland Fire. 13: 311-322.
Iverson, LR, AM Prasad, TF Hutchinson, J. Rebbeck, and DA Yaussy. 2004. Fire and thinning in an Ohio oak forest: grid-point analysis of fire behavior, environmental conditions, and tree regeneration across a topographic moisture gradient. Pages 190-197 in M. Spetich, ed. Upland Oak Ecology Symposium: History, Current Conditions, and Sustainability. Southern Research Station, USDA Forest Service, Asheville, NC.
Iverson, Louis R.; Hutchinson, Todd F. 2002. Soil temperature and moisture fluctuations during and after prescribed fire in mixed-oak forests, USA. Natural Areas Journal. 22(4): 296-304.
Iverson, Louis R.; Dale, Martin E.; Scott, Charles T.; Prasad, Anantha. 1997. A GIS-derived integrated moisture index to predict forest composition and productivity of Ohio forests (U.S.A.)
- Louis Iverson, USDA Forest Service- Northern Research Station Research Landscape Ecologist
- Anantha Prasad, USDA Forest Service- Northern Research Station Ecologist
- Matthew Peters, USDA Forest Service- Northern Research Station GIS Analyst
- Stephen Matthews, Ohio State University Wildlife Landscape Ecologist
- Todd Hutchinson, USDA Forest Service- Northern Research Station Research Ecologist
- Joanne Rebbeck, USDA Forest Service- Northern Research Station Plant Physiologist
- Daniel Yaussy, USDA Forest Service- Northern Research Station Supervisory Research Forester
Last Modified: 01/25/2010 | <urn:uuid:72822dcb-b5d9-40dd-bd16-ea278018c786> | CC-MAIN-2014-52 | http://www.nrs.fs.fed.us/sustaining_forests/conserve_enhance/timber/thinning_burning_grid/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802765002.8/warc/CC-MAIN-20141217075245-00075-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.838295 | 1,020 | 3.0625 | 3 |
We’ve all had a teacher or two who weren’t exactly Mr. Chips or Mr. Cotter or Yoda. I myself spent time under the tutelage of nuns armed with yardsticks the size of logs. But I never considered any of them to be butchers. That may have been the problem. New research suggests that the first hominin teachers were butchers who passed along the knowledge of making tools and slicing up carcasses and possibly developed an early form of communication.
The study is in the current edition of journal Nature Communications and it looks at the development of prehistoric Oldowan tools, the oldest-known cutting devices. Oldowan tool date back 2.5 million years ago to the Lower Paleolithic period in eastern Africa. Early human ancestors, such Homo habilis and Australopithecus garhias, made stone tools by knapping – the process of using flint or basalt to hammer flakes off of hard rocks that would then be used for cutting and butchering.
Thomas Morgan, lead author of the study, believed that tools were crucial to human development in many ways.
Our findings suggest that stone tools weren’t just a product of human evolution, but actually drove it as well, creating the evolutionary advantage necessary for the development of modern human communication and teaching.
To test this, his team tested various ways of passing the skill of Oldowan stone-knapping skills to 180 college students. They set up five- or 10-member “learning chains,” giving each member five minutes to show the skill to the next person. Those using verbal instructions did the best.
While the original Oldowan toolmakers were “probably not talking,” Morgan says they planted the seeds for the next evolution of hominims who made of Acheulean hand-axes and cleavers.
To sustain Acheulean technology, there must have been some kind of teaching, and maybe even a kind of language, going on, even just a simple proto-language using sounds or gestures for ‘yes’ or ‘no,’ or ‘here’ or ‘there.’
I know a few high school teachers who would be thrilled to get current students to say at least “yes” or “no.” | <urn:uuid:c5ec6e29-5d71-467b-ba79-a70690eb183e> | CC-MAIN-2018-13 | http://mysteriousuniverse.org/2015/01/prehistoric-butchers-may-have-been-the-first-teachers/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647660.83/warc/CC-MAIN-20180321141313-20180321161313-00165.warc.gz | en | 0.954412 | 477 | 3.65625 | 4 |
“LISTEN, CHILDREN” SCRIPTURE LESSON
This song is on the CD “Positive Praise!”
(based on Deuteronomy 6:4)
LYRICS (lines numbered to match with suggested movements below)
1. Listen, children, Listen well
2. Yahweh’s the God of Israel!
3. Love the Lord with all your might
4. Keep His Word, walk in His light!
5. Love the Lord with all your might 2 3 4
6. Praise Him with a thumping beat 1 2 3 4
7. Praise Him as you stomp your feet 1 2 3 4
8. Praise Him as you twirl around 1 2 3 4
9. Praise Him with a joyful sound! 1 2 3 4
“Sh’ma Yisrael Adonai Eloheinu Adonai Eḥad”*
(* Deut 6:4 “Hear, O Israel: the LORD is our God, the LORD is One.”)
Hand cupped to ear for ‘listen’.
Point upwards for ‘Yahweh’
Cross hands over heart for ‘love’
Make an opened book with hands, and walk in place
Cross hands over heart for ‘love’
Pound hands to beat on thighs
Stomp feet to beat
LESSON: God’s Holy Name
Scriptures to read Matthew 22:34-40; Deuteronomy 6:4
In this song we sing: “Yahweh’s the God of Israel”. Israel is the land where Jesus lived, but what does “Yahweh” mean? “Yahweh” is from the Hebrew language and it is God’s holy name. “Yah” is an easier, shorter form. Just as “Sue” is short for “Susan” and “Bob” is short for Robert, so “YAH” is short for “Yahweh”. When you say “Hallelujah!”, you are really saying, “Praise YAH!” Let’s all shout “Hallelujah!” Good! Now whenever you say that, you will know what you are saying: “Praise YAH!” HalleluYAH! It’s like saying “Lord God, you’re wonderful!” And He is! HalleluYAH!
Names are important. Many parents, before they name a baby, look in books to see what certain names mean to help them find a good name for their child. The meanings of names can be important. They are very important in the Bible. But nobody picked out a name for God. God told us His name. [Write on the board ‘YHWH’] His name is “Yahweh”. [Another way to say that is “Yehovah” but we will use “Yahweh” here.]
A very long time ago, God introduced himself to the Prophet Moses. God told Moses that His name was “Yahweh”. God told Moses to tell the children of Israel His name. Yahweh wanted them to know His name! It is important to know God’s name.
God’s name has an important meaning. Would you like to know what “Yahweh” means? It means “I AM that I AM”. Wow! That’s an unusual meaning for a name! But it shows God to be the Eternal One. God had no beginning and He will have no end. He just is. Every other being had a beginning. You had a beginning. I had a beginning. The animals had a beginning. But God didn’t have a beginning. He just is! He always was and always will be! If you don’t understand that, it’s okay because no one can fully understand Almighty God! But Yahweh does want you to know His name! God wants us to know Him by name and to be our Friend.
There is another important name the Lord God wants us to know. This wonderful name is “Jesus” or “Yeshua” in Hebrew. This name means “Yahweh saved”. A long time ago, God came to earth and was born as a baby named Jesus. Jesus was so named because He would save people from their sins. A sin is something bad we do, something that Yahweh does not want us to do. When we disobey God, we sin. We all have sinned. People have a SIN PROBLEM. It is a problem because sin keeps us away, separated from God. But we need God even more than we need to breathe or drink or eat.
God lives in a perfect place we call heaven. There is no sin in heaven. But people have sin. This is a problem. Sin is like a wall that keeps us from God and His goodness. If we could only get past that wall to God’s side we would find that heaven is full of joy and peace and love and kindness and light, and all things good! There is nothing – NOTHING! – bad in heaven. But on the other side of this wall, there is much that is bad. There is darkness and ugliness and meanness and hate. Would you rather be on the bad side of the wall OR on God’s side beyond the wall? You want to be on Yahweh’s side, right?
The GOOD NEWS is that God wants you on His good side, too! So God made a Way. Jesus made a way right through that wall of sin! Jesus could do this because he had NO SIN PROBLEM of His own, so He could help you and me. Jesus Himself took the punishment for our sin, thus solving our SIN PROBLEM. He did this by dying on a cross for your sin. Instead of you being punished, Jesus was punished. Would you ever take a punishment for your brother? Well, that’s what Jesus did for us! I think that shows how much Jesus loves us, don’t you?
Jesus is like a Door through to heaven. He is the Way through that wall of sin, through to God’s side.
Now for more GOOD NEWS! Jesus did not stay dead after He died. He couldn’t stay dead because He had NO SIN in Him to keep Him dead. Sin is the deadly killer. But Jesus had NO SIN in Him. Jesus had only GOOD in Him and in the end, the GOOD wins! So up from the grave, Jesus arose! We call it the Resurrection. Jesus broke through that wall of sin and death and came back alive! Then He went up to heaven. Then He sent His Spirit – here to be with us who believe that “Yahweh saved!”
More GOOD NEWS! Since Jesus solved OUR SIN PROBLEM, we can also go to heaven. Jesus can take you to heaven. In a sense, when Jesus died for you, He bought your way or your ‘ticket’ into heaven, to the good side where God lives. Jesus bought your ticket to heaven BUT He gives it to you FREELY! Do your parents buy you tickets to go to nice, fun places? Well, Jesus bought our ticket to the nicest place of all! Do you want your ticket to heaven? [Wait for response]
Good! So now, through Jesus we can go to God who loves us. Jesus can keep us safe or save us from the bad side. He will take us to God’s side. That’s how Jesus saves! Jesus saved me! You too can ask Jesus to save you and He promises that all who call on His name will be saved from the bad side. Do you want to stay on the bad side or go to God’s good side? [Wait for response.] Good! Then we will all ask Jesus to save us from the bad side, to save us from our sins.
PRAYER [Have children repeat, one line at a time, after you.]
Pray, “Jesus, I believe you are the Way to God. Please save me. Please take me to heaven. Jesus Christ, you are my Lord and the One who saves me, my Savior! Thank you for saving me today! HalleluYAH!”
If you prayed that prayer from your heart, God’s Spirit now lives in your heart! You are on God’s side and God is inside you! God will never leave you! Now you can say “Jesus saved me! Now you know why Jesus was named Jesus or “Yeshua” because “Yahweh saved” us! Does this mean nothing bad or sad will ever happen to you? No, but it does mean that you will see God’s good side and that He will bring His good out in your life even in a bad situation! And remember, the best part is that God will never leave you! He is with you even if everything around is dark! God is our best friend. And now, you know His name: “Yahweh” and “Yahweh saved” or “Jesus”.
God said to Moses, “I am who I am.” (Exodus 3:14a)
Make art with God’s name in Hebrew. | <urn:uuid:93edd1be-2795-4a70-84a7-b256b3465e57> | CC-MAIN-2018-43 | https://grannyvee.com/lyrics/positive-praise-lyrics/free-bible-lessons-for-children/listen-children-lesson-on-gods-name/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512323.79/warc/CC-MAIN-20181019041222-20181019062722-00267.warc.gz | en | 0.957988 | 2,066 | 3.21875 | 3 |
Moon Light World Map
The map below shows where the Moon is visible from the Earth, depending on weather conditions and moon phases.
UTC time = Wednesday, October 31, 2012 at 7:20:00 PM.
= The Sun's position directly overhead (zenith) in relation to an observer.
= The Moon's position at its zenith in relation to an observer (Moon phase is not shown).
Fraction of moon illuminated: 96%
|Previous phase||Full Moon||Monday, October 29, 2012 at 7:51 PM|
|Next phase||Third Quarter||Wednesday, November 7, 2012 at 12:37 AM|
Position of the Moon
On Wednesday, October 31, 2012 at 19:20:00 UTC the Moon is at its zenith at
The ground speed of the movement is currently 422.53 meters/second, 1521.1 km/hour, 945.2 miles/hour or 821.3 knots. The table below shows the Moon position compared to the time and date above:
|Time||Longitude difference||Latitude difference||Total|
|1 minute||0° 14' 31.1"||15.75 mi||West||0° 00' 03.4"||0.07 mi||North||15.75 mi|
|1 hour||14° 31' 09.9"||944.85 mi||West||0° 03' 28.4"||3.98 mi||North||944.69 mi|
|24 hours||11° 35' 47.8"||754.74 mi||East||0° 57' 32.3"||65.97 mi||North||755.31 mi|
Locations with the moon near zenith
The following table shows 10 locations with moon near zenith position in the sky.
|Kendrapara||Thu 12:50 AM||158 km||98 miles||85 nm||WNW|
|Jagatsinghpur||Thu 12:50 AM||172 km||107 miles||93 nm||WNW|
|Bhadrak||Thu 12:50 AM||188 km||117 miles||102 nm||NW|
|Puri||Thu 12:50 AM||202 km||126 miles||109 nm||W|
|Balasore||Thu 12:50 AM||204 km||127 miles||110 nm||NW|
|Bhubaneshwar||Thu 12:50 AM||205 km||128 miles||111 nm||WNW|
|Bhubaneswar||Thu 12:50 AM||205 km||128 miles||111 nm||WNW|
|Khordha||Thu 12:50 AM||226 km||140 miles||122 nm||W|
|Cuttack||Thu 12:50 AM||238 km||148 miles||129 nm||WNW|
|Dhenkanal||Thu 12:50 AM||242 km||150 miles||131 nm||WNW|
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- Event Time Announcer/Fixed Time – Show local times worldwide for your event. | <urn:uuid:190473a3-30c7-4e0a-b95f-370d35ac2d47> | CC-MAIN-2015-35 | http://www.timeanddate.com/astronomy/moon/light.html?iso=20121031T1920 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645191214.61/warc/CC-MAIN-20150827031311-00309-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.680497 | 758 | 3.140625 | 3 |
Keywords: morphology, adaptation, climate, Russians, Buryats
The ecological and climatic peculiarities
of an area where an anthropological group was formed influence human morphophysiological
characteristics. The influence of extremely strong climatic factors
may lead to genetic adaptation and evolutionary changes in a gene pool
from generation to generation, thereby enhancing the biological success
of a population (Wolanski, N., 1990). This process results in the formation
of highly adapted groups,
However, morphofunctional adaptation to particular geographical conditions can be traced in a population not at once, but long after the population's arrival in the new ecological environment. In some cases an organism's "conservatism" can lead to incomplete adaptation for several generations. One example of this situation is the old-resident population of Eastern Siberian (Trans-Baikal) Russians, living in the territory of the Buryat Republic.
The Buryat Republic is located in the Trans-Baikal region of Eastern Siberia, in a zone of severe continental climate with an annual temperature fluctuation of more than 48 degrees. It is assumed that these climatic extremities exert an influence on the human organism. The Buryats are the indigenous population in the Trans-Baikal region; their peculiar morphological complex was formed in the Bronze Age in this region, where the modern Buryats reside (Alexeev, V., Gochman, I., 1983). The number of Buryats in the Russian Federation is 385 thousand. On the other hand, as many as 648 thousand Russians live in the same territory. The first immigration of the Russian population into Buryatia goes back to the 17th century. Thus, the modern Trans-Baikal Russian residents are the result of Russian and Buryat mixing which took place over eight or nine generations. The serological index of the mixture in the Russians of Buryatia is about 40% (Bounak, V., 1963).
The subjects of this research were representatives of indigenous and old Russian residents of Eastern and Western Siberia. Anthropometric examination was undertaken on young adults (304 males and 391 females between ages 18 and 25) free of any genetic or chronic diseases; they were all students of Tjumen (Western Siberia) University and Ulan-Ude (Buryat Republic, Eastern Siberia) University. The subjects' parents and grandparents had been born and lived in the same regions where the examination was undertaken, and no subject's pedigree included interethnic marriage for at least two prior generations.
According to the climatic and geographical conditions these subjects are subdivided into two ecotypological groups (ecotypes), i.e., a temperate climate group (the Russians of Western Siberia) and severe continental climate groups (the Buryats and the Russians of the Buryat Republic, Eastern Siberia).
Anthropometric dimensions were measured
by a single observer (AK), including stature, weight, circumferences (upper
arm, forearm, thigh and calf), diameters (elbow, wrist, knee and ankle),
and skinfold thicknesses (eight in the males and seven in the females).
All subjects were measured in light clothing without shoes following standard
methods outlined in Lothman
Weight was determined to within
In a study of the body constitution
the Body Mass Index (BMI, or Quetelet-Kaup-Gould, or
The body build components of each
subject were calculated using Matiegka's (1921) formulas. Namely, the amount
of muscular tissue
M = L × r2 × 6.5 ,
where L is the stature (cm), and r is the mean average of upper arm, forearm, thigh and calf radiuses (excluding the thickness of subcutaneous fat and skin) (cm).
The amount of fat tissue (D, kg)
was calculated according to the formula:
D = 0.5 × d × S × 0.13 ,
where d is the average skinfold thickness
(mm), and S is the body surface area (sq.m), the latter calculated according
to the formula:
S = W0.425 × L0.175× 74.66 ,
where W is weight (kg), and L is stature (cm).
Body build components in each subject were compared in relative figures (percentage to weight).
Topography of subcutaneous fat was estimated from four skinfold thicknesses: subscapular, triceps, suprailiac and calf. The amount above the waist (AW) was defined as the sum of subscapular and triceps skinfolds; that below the waist (BW) as the sum of suprailiac and calf skinfolds; that of the trunk (TR) as subscapular and suprailiac skinfolds; and that of the extremities (EXT) as triceps and calf skinfolds. The largest among these four sums in a given subject determines the type of this subject's subcutaneous fat topography. The percentage of subjects in each type of fat topography was obtained in each group.
In order to evaluate body proportions, we classified the relative shoulder breadth to stature of each subject into the three groups:
In tables 1 and 2, the mean and SD of six measurements, two indices, and relative muscular and fat tissue components to weight are presented for males and females independently.
The two groups of Siberian Russians of either sex were taller and heavier than the Buryats (P<0.05 in all cases, except the weight between Western Siberian Russian women and Buryat women).
As for relative shoulder breadth to stature, the distribution among the Western and Eastern Siberian Russians is close to normal distribution, i.e., to the Gaussian curve, where 50% of the subjects correspond to the second group (Mean ± 0.67·SD, mesomorph group) and the remainder belong to the first and third groups (the dolichomorph and brachimorph groups each with 25%). Thus the frequency of dolicho-, meso- and brachimorphs among the Russians of Eastern and Western Siberia is approximately 25%, 50%, and 25% respectively.
However, of the Buryat males and
females up to 70% are characterized mesomorphs, and about 30% of the Buryats
belong to marginal groupings,
The amount of muscular tissue M varies
only slightly among the three investigated groups. In contrast, the
differences in the amount of fat tissue D are more substantial. Although
the results of skinfold thickness studies have been widely published (Leonard, W.
The topography of subcutaneous fat
is an important characteristic in these different groups (Figures 1, 2).
In the males, subcutaneous fat is mostly located below the waist; more
precisely, adipose tissue in Western Siberian Russian men is mostly located
on the lower trunk (the suprailiac), while in Buryat men it is located
on the lower limbs (the calf), and in Eastern Siberian Russian men almost
equally on the lower trunk and limbs. In the Western and Eastern Siberian
Russian females, subcutaneous fat tissue is mostly concentrated on the
trunk below the waist and the lower limbs. In contrast, the Buryat women
are characterized by a greater amount of fat tissue on the trunk.
Figure 1 Percentage of subjects displaying each type of subcutaneous fat topography (Males).
Figure 2 Percentage of subjects displaying each type of subcutaneous fat topography (Females).
The Analysis of Variance (ANOVA) shows that the Rohrer index of both the males and females is significantly influenced by the ecotype (Table 3). In the males, both the muscular and fat components are similar in the different climatic groups (Table 1, 3). In the females, however, the muscular and fat components confirm the influence of the ecotype factor (P<0.05), according to the ANOVA; that is to say, the ecotypological groups in the severe continental climate (the Buryat and Eastern Siberian Russian women) and in the temperate climate (the Western Siberian Russian women) are opposed to each other.
On the other hand, the body proportions do not manifest any relationships between the climatic and geographical conditions in either sex. The weight-stature indices (the Rohrer index and the BMI) and the relative muscular and fat components are variable, since they vary in accordance with social conditions, nutritional differences and so on.
As Purunjan and Deriabin (1979) indicated, stature, body proportions and the topography of subcutaneous fat tissue are more stable, because they are regulated by the endocrine system, which is less susceptible to change under the influence of climatic factors. In our subjects, stature and body proportions were stable in either sex, but as for relative muscular and fat components to weight these were stable only in the males whereas for subcutaneous fat topography these was so only in the females.
As for ethnic membership factors
The peculiar topography of subcutaneous
fat tissue can be traced in the males' ecotypological groups (Fig. 1) vs.
The Eastern Siberian Russians preserved the main traits which characterize the original type of temperate climatic zone population.
The stressful influence of the East Siberian continental climate led to morphological changes in the Russian inhabitants of the region. However, morphological adaptation to this climatic influence was more complete in the Russian males than females. In respect of such important ecotypological characteristics as weight-stature interrelationships and subcutaneous fat topography the Eastern Siberian Russian males were closer to the indigenous population of the severe continental climatic zone (the Buryats) than to the Russians of the temperate climatic zone.
In the same respect (stature, proportions, subcutaneous fat distribution) the Russian Eastern Siberian females were closer to representatives of their own ethnic group still living in the temperate climate conditions. This is evidence of their being less adapted to the climatic conditions.
We assume that in this case the "conservatism" of the female gene pool can lead to chronic stress caused by incomplete adaptation to the influence of a severe continental climate.
(1977) Human biology and geographical environment. Mysl Publishers, Moscow
(1986) Adaptive processes in human populations. Moscow University Publishers,
Alexeev V. and Gochman I. (1983) Physical anthropology of Soviet Asia. Munchen; Wien.
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Anthropometry. Pedagogical Literature Publishers, Moscow (
Bounak V.V. (1963)
The Russian population in the Trans-Baikal region. In: Anthropological
Transactions. Moscow, v.IV,
Komenda S. (1986)
Body mass to stature and chest circumference indices. Acta Universitatis
Palackianae Olomucensis. Facultatis Medicae. 114,
Kozlov A. and Vershubsky
G. (1994) The body proportions: Functions of the matrimonial system?
In Aksjanova G., ed. Woman in the aspects of physical anthropology. Russian
Academy of Sciences Publishers, Moscow,
Leonard W.R., Katzmarzyk
P.T., Comuzzie A.G., Crawford M.H., Sukernik R.I. (1994) Growth and
nutritional status of the Evenki reindeer herders of Siberia. American
Journal of Human Biology, 6,
Lothman T.G., Roche A.F., Martorell R. (1988) Anthropometric standartization reference manual (abridged ed.). Winsor, Ont.: Human Kinetics.
(1921) The testing of physical efficiency. American Journal of Physical
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Deriabin V. (1979) On the secular succession of some anthropometric
traits geographic distribution the USSR territory. In: The Problems of
Wolanski N. (1990) Glossary of terms for human ecology. PWN — Polish Scientific Publishers, Warsaw.
|Last updated 08.12.04
© A.Kozlov, G.Vershubsky | <urn:uuid:312fccc7-a968-44aa-b6bd-10c05931b5e3> | CC-MAIN-2018-26 | http://aikozlov.narod.ru/morphology.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867579.80/warc/CC-MAIN-20180625072642-20180625092642-00195.warc.gz | en | 0.907056 | 2,557 | 3.28125 | 3 |
Title: Let the user draw rotated skewed polygons in C#
The example Let the user draw rotated polygons with right angles in C# draws polygons with edges that are parallel or perpendicular to a baseline. This example is very similar except its polygons have edges that are parallel to one of two baselines. The result is a rotated and skewed polygon.
The two programs are extremely similar. The only difference is in the GetTransform method. Before I describe the new version of that method, let me recap how the previous example works.
The Previous Example
The previous example uses a GetTransform method to make a transformation matrix that rotates polygon points so the polygon's edges are parallel to the X and Y axes. It then transforms the new polygon point and compares it to the polygon's previous point. If the transformed points differ by less in the X direction than in the Y direction, the program gives the new point same X coordinate as the old point. Conversely if the points differ by less in the Y direction than in the X direction, the program gives the new point same Y coordinate as the old point.
After it has adjusted the new point's transformed version, it inverts the transformation matrix and uses it to move the updated point back into the original frame of reference. The result is the final adjusted point.
Here's a summary of the steps.
- Transform the new point and the previous one into a rotated coordinate system where the polygon's edges are parallel to the X and Y axes.
- Determine whether the transformed new point and the transformed previous point are closer in the X or Y direction and update the transformed new point accordingly.
- Invert the previous transformation and use it to move the updated point back into the original coordinate system.
This is a fairly straightforward technique, but it's not an intuitive way to think so it may be hard to understand. If you don't see how it works, you may want to revisit the previous example.
The current example uses the same technique. The only difference is in the transformation that maps points from the original skewed coordinate system into a coordinate system that's easier to work with.
Unfortunately there's no direct way to make a transformation that maps from a skewed coordinate system to a rectangular one. Fortunately there is an easy way to map in the other direction. One of the Matrix class's constructors takes as parameters a source rectangle and an array of three points that indicate where the upper left, upper right, and lower left corners of the rectangle should be mapped. The fourth corner's position is implied by the positions of the other three corners.
The picture on the right shows how the corners of the rectangle on the left map to corners on a parallelogram on the right.
But we want to do the opposite. We want to map from a skewed coordinate system to a rectangular one. To do that, we first make a transformation matrix that maps from a rectangular system to the system defined by the program's baselines. We then invert that transformation matrix to get the transformation that we need.
The following code shows the new GetTransform method.
private Matrix GetTransform()
float xdx = XAxisEnd.X - XAxisStart.X;
float xdy = XAxisEnd.Y - XAxisStart.Y;
float xlen = (float)Math.Sqrt(xdx * xdx + xdy * xdy);
float ydx = YAxisEnd.X - YAxisStart.X;
float ydy = YAxisEnd.Y - YAxisStart.Y;
float ylen = (float)Math.Sqrt(ydx * ydx + ydy * ydy);
RectangleF rect = new RectangleF(0, 0, xlen, ylen);
PointF dest_points =
new PointF(XAxisStart.X + ydx, XAxisStart.Y + ydy),
Matrix matrix = new Matrix(rect, dest_points);
// Invert the matrix.
The program stores the end points of the two baseline axes in variables XAxisStart, XAxisEnd, YAxisStart, and YAxisEnd. The GetTransform method first calculates the lengths of those axes. It then makes a rectangle with width equal to the length of the X baseline and height equal to the length of the Y baseline. Think of this rectangle as living in normal rectangular coordinates.
Next the code creates an array indicating where the rectangle's upper left, upper right, and lower left corners should be mapped. It maps the upper left and upper right corners to the end points of the X baseline. It maps the lower left corner to the point you get when you add the Y baseline to the start of the X baseline. If the two baselines start at the same point, as they do in the picture at the top of this post, then that point is at the end of the Y baseline.
The method then uses the rectangle and points to create a transformation matrix to make the rectangle to the skewed coordinates. Finally it inverts that matrix and returns the result.
The rest of the program is the same as the previous example. It uses the GetTransform method to map from the drawing coordinate system to a rectangular system and then adjusts the new point in the easier-to-use coordinate system.
This example and the previous one demonstrate a powerful technique. They both map from an inconvenient coordinate system to one that is easier to use. Although it's a powerful technique, it's probably one that you won't need to use very often.
Download the new example to see additional details and to experiment with it. For example, see what happens if you draw a polygon, change the X and Y baselines, and then draw a new polygon.
Download the example to experiment with it and to see additional details. | <urn:uuid:fd861a58-4bce-443b-89ce-9685ae499421> | CC-MAIN-2022-40 | http://csharphelper.com/howtos/howto_skew_angle_polygons.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335059.43/warc/CC-MAIN-20220928020513-20220928050513-00132.warc.gz | en | 0.854702 | 1,265 | 2.953125 | 3 |
Pronunciation: (fing'gur), [key]
1. any of the terminal members of the hand, esp. one other than the thumb.
2. a part of a glove made to receive a finger.
3. the breadth of a finger as a unit of measurement; digit.
4. the length of a finger: approximately 4½ in. (11 cm).
5. Slang.an informer or spy.
6. something like a finger in form or use, as a projection or pointer: a finger of land leading out into the bay; the finger on the speedometer.
7. any of various projecting parts of machines.
8. burn one's fingers, to suffer injury or loss by meddling or by acting rashly: If you get involved in the controversy, you may burn your fingers.
9. give (someone) the finger, Slang.to express contempt for by or as by the obscene gesture of pointing the middle finger upward while folding the other fingers against the palm.
10. have a finger in the pie,
a. to have an interest or share in something.
b. to meddle in something.
11. keep one's fingers crossed, to wish for good luck or success, as in a specific endeavor: Keep your fingers crossed that I get the job.
12. lay or put one's finger on,
a. to indicate exactly; remember: I know the name, but I can't put my finger on it.
b. to discover; locate: I haven't been able to lay my finger on the book you requested.
13. not lift a finger, to make not even a small attempt; do nothing: The house was falling into ruin, but he wouldn't lift a finger to repair it.
14. put the finger on, Slang.finger (def. 22).
15. slip through one's fingers,
a. to elude one, as an opportunity not taken; escape: She let the chance of a lifetime slip through her fingers.
b. to pass or be consumed quickly: Money just slips through his fingers.
16. snap one's fingers (at), to exhibit disdain or contempt (for): She snaps her fingers at the local gossip.
17. twist or wrap around one's little finger, to exert one's influence easily or successfully upon: He has a remarkable talent for twisting people around his little finger.
1. to touch with the fingers; toy or meddle with; handle.
2. to touch with the fingers so as to mar or spoil: Please don't finger the vegetables.
3. to pilfer; filch.
a. to play on (an instrument) with the fingers.
b. to perform or mark (a passage of music) with a certain fingering.
a. to inform against or identify (a criminal) to the authorities: He fingered the man who robbed the bank.
b. to designate as a victim, as of murder or other crime.
1. to touch or handle something with the fingers.
2. to extend in or as in the shape of a finger: Landing piers finger out into the river along the city's shoreline.
Random House Unabridged Dictionary, Copyright © 1997, by Random House, Inc., on Infoplease. | <urn:uuid:d37887f7-197b-4b31-96bd-43db38522a81> | CC-MAIN-2015-40 | http://dictionary.infoplease.com/finger | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736678592.48/warc/CC-MAIN-20151001215758-00248-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.931827 | 694 | 2.984375 | 3 |
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