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This article has been extracted from
THE IMPERIAL GAZETTEER OF INDIA , 1908.
OXFORD, AT THE CLARENDON PRESS.
Note: National, provincial and district boundaries have changed considerably since 1908. Typically, old states, ‘divisions’ and districts have been broken into smaller units. Therefore, this article is being posted mainly for its historical value.
A ridge of sand and rocks, about 17 miles in length, stretching from north-west to south-east from the island of Rameswaram on the coast of Madura District, Madras, to the island of Manaar off Ceylon, and nearly closing the northern end of the Gulf of Manaar. The centre of the bridge is in 9 degree 5' N. and 79 degree 34' E. At high tide three or four feet of water cover it in places.
Hindu tradition says that the bridge was made by Hanuman, the monkey-god, and his army of monkeys, to convey Rama across to Ceylon in his expedition to recover his wife Sita, whom Ravana, the ten-headed demon-king of that island, had carried off.
It is under consideration to carry the railway, which now runs as far as Mandapam, on the mainland opposite the island of Pamban, across to the island and thence over this ridge to Ceylon, thus linking up the Ceylon and Indian railways and establish- ing direct and unbroken communication between the port of Colombo and India generally. | <urn:uuid:64df7e54-9b4f-42ae-b6a1-c0df3bc13b82> | CC-MAIN-2023-14 | http://www.indpaedia.com/ind/index.php/Adam%27s_Bridge | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945282.33/warc/CC-MAIN-20230324113500-20230324143500-00752.warc.gz | en | 0.969256 | 323 | 3.21875 | 3 |
From: NORD (National Organisation for Rare Diseases)
Xeroderma pigmentosum (XP) is a rare inherited skin disorder characterized by a heightened sensitivity to the DNA damaging effects of ultraviolet radiation (UV). The main source of UV is the sun. The symptoms of XP can be seen in any sun-exposed area of the body. The effects are greatest on the skin, the eyelids and the surface of the eyes but the tip of the tongue may also be damaged. In addition, approximately 25% of XP patients also develop abnormalities of the nervous system manifesting as progressive neuro-degeneration with hearing loss. People with XP have a 10,000-fold increased risk for developing skin cancer including basal cell carcinoma, squamous cell carcinoma and melanoma. They also have a 2000-fold increased risk for cancer of the eye and surrounding ocular tissues. These symptoms appear early in life, typically before age 10 years.
XP is an autosomal recessive genetic condition caused by alterations (mutations) in nine different genes. Eight of the genes make up the nucleotide excision repair pathway (NER) that identities and repairs UV induced DNA damage. The ninth gene acts to bypass unrepaired damage.
XP was first described in Vienna, Austria in 1870. In a dermatology textbook, Moriz Kaposi described a new disorder called xeroderma, which translates to “parchment skin.”
Signs & Symptoms
Individuals with XP are particularly sensitive to the DNA damaging effects of UV. Sources of UV include the sun, unshielded florescent light bulbs, mercury vapor lights and halogen light bulbs. Symptoms may differ from person to person, but typically impact the skin, eyes, and nervous system.
Cutaneous (Skin) Effects
Approximately half of XP patients develop blistering burns on sun exposed skin after minimal sun exposure (sometimes less than 10 minutes in the sun). These burns evolve over several days and may take greater than a week to heal. Sometimes these burns are so severe, child abuse is suspected. The other 50% of XP patients do not burn, but tan after sun exposure. However, both types of sun reactions result in the early onset of lentigos (freckling) of the skin.
Lentigos, are a patchy freckling of the skin, that appear before the age of two years in XP patients. The lentigos can be seen on all sun exposed skin, but are often seen first on the face. Lentigos are a sign of unrepaired UV damage in the skin. Repeated sun exposure also results in xerosis (dry, parchment-like skin) and poikiloderma a mixture of both hyper (increased) and hypo (decreased) skin pigmentation, skin atrophy (thinning of skin tissue), and telangiectasia (a widening of the small blood vessels, which produces red lines and patterns on the skin). In people who do not have XP, poikiloderma is typically seen in older adults, such as farmers or sailors, with many years of sun exposure.
For people with XP continuous repeated sun exposure has severe effects, resulting in the early development of precancerous skin spots (a.k.a., actinic keratosis) and skin cancers (see below).
Ocular (Eye) Effects
The eyelids and the surface of the eyes exposed to sunlight will usually be affected within the first decade of life.
Photophobia (light sensitivity, or pain upon seeing light) is common and is often noted in infancy or early childhood. The conjunctiva (the white portion of the eye) may show sunlight induced inflammation. People with XP also develop dry eye. Symptoms of dry eye include a feeling of ‘something being in the eye’, constant irritation and redness of the eye. Dry eye can also result in chronic inflammation and keratitis. Keratitis, or inflammation of the cornea (the clear outer dome of the eye) may also occur in response to sunlight. In severe cases, keratitis can result in corneal opacification (lack of transparency) and vascularization (an increase in blood vessel density). These combined effects may obscure vision, contributing to blindness. With repeated sun exposure, the lids of the eyes may atrophy (degenerate), eyelashes may fall out, leaving the eyes unprotected and contributing to vision loss.
Cancers of the eyelids, tissues surrounding the eyes, cornea and sclera (white part of the eye) can occur very early in life. Surgeries to remove ocular cancers can lead to lid abnormalities resulting in difficulty completely closing the eyes and vision loss. When cancers in or near the eye are large or invasive, the eye itself may need to be removed.
Neurologic (Nerve) Effects
Approximately 25% of patients with XP develop a progressive neurodegeneration. The degeneration can vary in time of onset and rate of progression. Symptoms of the neurodegeneration include: acquired microcephaly (a condition marked by smaller head size and structural changes in the brain), diminishing (or absent) deep tendon reflexes, progressive high-frequency sensorineural hearing loss (deafness caused by damage to the nerves of the inner ear), progressive cognitive impairment, spasticity (tightness/rigidity of the skeletal muscles), ataxia (poor muscle control and coordination), seizures, difficulty swallowing and/or vocal cord paralysis.
These issues are thought to arise due to the loss of nerve cells in the brain. The brains of XP patients with neurologic degeneration show atrophy (shrinkage) with marked dilation of the ventricles (fluid filled spaces in the middle of the brain). It is thought that accumulating unrepaired DNA damage in the brain cells results in their death, however, the source of this damage is has not been identified.
Individuals with XP have a much greater chance of developing certain cancers. The risk of acquiring non-melanoma skin cancers (e.g., basal cell carcinoma and squamous cell carcinoma) is 10,000 times greater than in the general population in patients under 20 years of age. Median age of first non-melanoma cancer for XP patients is 9 years old, which is 50 years earlier than in the general population. For melanoma skin cancer, the risk is 2,000 times greater for those with XP. The median age of onset is 22 years, which is 30 years earlier than in the general population.
Oral cavity neoplasms, specifically squamous cell carcinoma of the tip of the tongue (a non-pigmented sun exposed area), is common especially in dark skinned patients. Internal cancers that have been reported in individuals with XP include: glioblastoma of the brain, astrocytoma of the spinal cord, and cancer of the lung in patients who smoke, and rarely, leukemia (cancer of the white blood cells). Cancers of the thyroid, uterus, breast, pancreas, stomach, kidney, and testicles, have also been reported.
XP is an autosomal recessive genetic disorder. Most genetic diseases are determined by the status of the two copies of a gene, one received from the father and one from the mother. Recessive genetic disorders occur when an individual inherits two copies of a non-working gene for the same trait, one from each parent. If an individual inherits one normal gene and one non-working gene for the disease, the person will be a carrier for the disease but usually will not show symptoms. The risk for two carrier parents to both pass the altered gene and have an affected child is 25% with each pregnancy. The risk to have a child who is a carrier like the parents is 50% with each pregnancy. The chance for a child to receive normal genes from both parents is 25%. The risk for inheriting the disease is the same for males and females.
Parents who are blood relatives (consanguineous) have a higher chance than unrelated parents to both carry the same non-working gene, increasing the risk to have children with a recessive genetic disorder.
Chromosomes are located in the nucleus of human cells and carry the genetic information for each individual. Human body cells normally have 46 chromosomes arranged in 23 pairs. Pairs of human chromosomes numbered from 1 through 22 are called autosomes and the sex chromosomes are designated X and Y. Males have one X and one Y chromosome and females have two X chromosomes. Each chromosome has a short arm designated “p” and a long arm designated “q.” Chromosomes are further sub-divided into many bands that are numbered. For example, “chromosome 11p13” refers to band 13 on the short arm of chromosome 11. The numbered bands specify the location of the thousands of genes that are present on each chromosome.
Genes are small parts of a chromosome. There are 9 different genes that may be altered in patients with XP and include: the DDB2 (XP-E) gene, located on the short arm of chromosome 11 (11p11.2), the ERCC1 gene, located on the long arm of chromosome 19 (19q13.32), the ERCC2 (XP-D) gene, located on the long arm of chromosome 19 (19q13.32), the ERCC3 gene (XP-G), located on the long arm of chromosome 2 (2q14.3), the ERCC4 gene (XP-F), located on the short arm of chromosome 16 (16p13.12), the ERCC5 (XP-B) gene, located on the long arm of chromosome 13 (13q33.1), the POLHgene (XP-V or variant), located on the short arm of chromosome 6 (6p21.1), the XPAgene, located on the long arm of chromosome 9 (9q22.33), and the XPC gene, located on the short arm of chromosome 3 (3p25.1). The proteins resulting from normal expression of these genes are involved in DNA repair and serve to recognize damaged DNA, remove the damage and fill in the resulting gap.
XP affects males and females in equal numbers. Some gene mutations associated with XP are more common in certain parts of the world; in these locations there is a higher prevalence of XP. In the United States and Europe, prevalence of XP is 1 in 1,000,000. In Japan, XP is much more common, affecting 1 in 22,000. Areas of North Africa (e.g., Tunisia, Algeria, Morocco, Libya, Egypt) and the Middle East (e.g., Turkey, Israel, Syria) also show an increased prevalence of XP.
XP is typically first diagnosed on the basis of clinical symptoms (see “Signs & Symptoms”), many patients with XP do not have a past family history of the condition., (see “Causes”).
Molecular genetic testing for mutations in the XP genes is available to confirm the diagnosis.
Rigorous sun (UV) protection is necessary beginning as soon as the diagnosis is suspected to prevent continued DNA damage and disease progression. Individuals with XP should avoid exposing the skin and eyes to ultraviolet (UV) radiation. This can be done by wearing protective clothing such as hats, hoods with UV blocking face shields, long sleeves, pants, and gloves. High sun-protective factor (SPF) sunscreens, UV-blocking glasses with side-shields, and long hair can also provide protection.
The XP patient’s surroundings (e.g., home, school, and work) should be tested for levels of UV using a UV light meter. The meter can help identify areas of increased UV and sources of damaging UV (e.g., from halogen, and unshielded florescent light bulbs and mercury vapor lamps) can be eliminated from the environment. Since UV can pass through glass, widows in homes, schools, work places and cars of XP patient should be treated with UV blocking film.
Vitamin D is an essential vitamin, which helps maintain healthy bones. Vitamin D is manufactured by the interaction of UV with the skin. Since people with XP avoid UV, oral dietary supplements may be taken as needed to avoid complications of inadequate vitamin D levels.
Certain carcinogens in cigarette smoke damage DNA in ways similar to UV and exposure to second hand cigarette smoke should be avoided. XP patients who have smoked cigarettes have developed lung cancers.
The skin (including the scalp, lips, tongue, and eyelids) should be examined by a dermatologist every 6-12 months (or more often if necessary) to detect precancerous and cancerous lesions. Prompt removal of any skin cancers is necessary to prevent further growth or spread of the lesions. Affected individuals and guardians of children should be instructed in skin examination techniques to aid in the early detection of possible skin cancers.
Individuals should also undergo routine eye exams by an ophthalmologist. The eyelids should be examined for ectropion (drooping and sagging), entropion (inward rotation, which may cause eye irritation), and pterygia/pinguecula (benign growths on the surface of the eyes). The cornea, which covers the eye, should be assessed for clouding, and the eyes should be tested for dryness; in the Schirmer test, a filter paper is placed under the eyelids to measure absorption of tears. A dilated eye exam is important to assess for any changes in the retina (back of the eye).
Basic neurologic examinations including measuring the occipital frontal circumference (to determine the presence of microcephaly) and assessing for the presence of deep tendon reflexes, should be part of the routine care of an XP patient. Hearing exams should be done on a regular basis to assess for early onset hearing loss, which is an indicator of XP with neurologic disease. If hearing loss is detected, hearing aids can be very beneficial in correcting the deficits. If neurologic problems are identified, more in depth exams by a neurologist are indicated. In addition, MRIs can assess for changes that are commonly seen in the brains of XP patients who have neurodegeneration. XP patients who develop neurologic disease can have a peripheral neuropathy, which may be assessed by testing nerve conduction velocity (speed of electrical transmission) through the nerves of the arms and legs.
Treatment of Skin Cancers
Small, premalignant skin lesions, (e.g., actinic keratosis) can be treated by freezing with liquid nitrogen. For larger areas of damaged skin, topical creams such as 5-fluorouracil or imiquimod may be applied; dermatome shaving and dermabrasion have been used for larger areas of skin. Small skin cancers on the trunk and extremities can be treated with electrodessication and curettage, or surgical excision. Deeply invasive skin cancers or skin cancers on the face and areas that require tissue-sparing techniques can be treated with Mohs micrographic surgery. In severe cases, large portions of skin may be re-grafted (or replaced) with sun-protected skin. X-ray therapy can be used to treat inoperable or larger neoplasms or as adjuvant therapy to surgery. The oral retinoids isotretinoin or acitretin can be used to prevent new skin neoplasms, but have many side effects including: liver toxicity, elevated levels of cholesterol, calcification of the ligaments and tendons, and premature closure of the growing bone shafts. These retinoid drugs are known to cause birth defects and are contraindicated in pregnant women or women who are trying to become pregnant.
Treatment of XP Eye Abnormalities
Lubricating eye drops used frequently keep the cornea moist and protects against the inflammatory effects of dry eye. Soft contact lenses can be worn to protect against mechanical trauma caused by deformed eyelids. It is best to start with simpler treatments first.
Neoplasms of eyelids, conjunctiva, and cornea can be treated with surgery. In some cases, corneal transplantation has been attempted to correct UV induced ocular damage and corneal clouding. However, the transplants may not be successful due to immune rejection. Unfortunately, immunosuppressive drugs used to prevent immune rejection may lead to additional skin cancers.
Treatment of XP Neurologic Abnormalities
Neurologic abnormalities are associated with increased high frequency sensory-neural hearing loss. The hearing loss is progressive (gets worse over time) and can be treated with hearing aids. Cognitive delays can be seen in childhood and special education classes, physical and occupational therapies along with UV safe accommodations at school are very helpful for XP children. As they get older, people with XP neurologic disease also experience increasing ataxia, dysphagia (difficulty swallowing) and dysarthria (difficulty speaking) as the condition progresses. They may require wheel chairs, feeding tubes and long term nursing care. | <urn:uuid:3b155cec-221c-43f4-b9c6-2bfb2c567de3> | CC-MAIN-2021-04 | https://donaldscancerjourney.wordpress.com/what-is-xp/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704799741.85/warc/CC-MAIN-20210126104721-20210126134721-00607.warc.gz | en | 0.935922 | 3,551 | 3.671875 | 4 |
Background: Parents play a pivotal role in cultivating a positive dental attitude and healthy dietary and hygiene practices in their children if they have accurate knowledge about oral diseases and healthy dental practices. This study aims at assessing the knowledge, attitude, and practices of the parents of pre-schoolers in Saudi Arabia. Materials & Methods: A descriptive cross-sectional study has been conducted among the parents of 0-5-year-old children in Riyadh, Saudi Arabia. An online questionnaire was circulated among the participants containing 18 close-ended questions. Chi-square test, unpaired T-test, and ANOVA tests were computed to analyze the data using SPSS version 17 software (Illinois, Chicago, USA), wherein p-value<0.05 was considered statistically significant. Results: Overall, 205 parents participated in the study. Fathers scored a higher mean score (10.08) than mothers (9.65), and the comparison was not statistically significant (p>0.05). The education level did not significantly (p<0.05) impact parents with both high school and university level education (9.8). Parents of the 31-40 years age group scored higher mean scores (10.36) while 51-60 years age group achieved the least mean score (9.12). There was no significant difference observed among and within the age groups (p>0.05). Conclusion: Fathers in this study showed high mean scores than the mothers while there is no difference in parent’s education and parents belong to 30-40 years had achieved good scores. There was no evidence of observed gender, education, and age on knowledge, attitude, and practices regarding oral hygiene among parents participated in the study.
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Annals of Medical and Health Sciences Research received 15898 citations as per google scholar report | <urn:uuid:47772107-0a1d-4162-b0e0-d90812f99aae> | CC-MAIN-2023-23 | https://www.amhsr.org/abstract/assessment-of-knowledge-attitude-and-practices-regarding-oral-hygiene-among-the-parents-of-pre-school-children-a-crossse-9103.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648850.88/warc/CC-MAIN-20230602172755-20230602202755-00704.warc.gz | en | 0.942888 | 378 | 2.796875 | 3 |
We often talk about seeing “through the eyes of a child,” but if we really think back to how we saw the world when we were kids, it feels awfully a lot like the way we “see” things now. As children, the stakes felt as high, the triumphs as monumental, and the fears certainly just as real. If anything, we remember the imaginings of our childhood being more potent — the veil between what we imagined and what was “real” being so much flimsier.
Observe, in contrast, the packaging of any old toy, and you will see an adult idea about what a child at play looks like. You will see beliefs that we hold as adults about what a child is or is not capable of, because play is elusive, hard to catch, hard to understand. So we stage it. And the images speak to our biases about children — we are all guilty of patronizing our kids. Often, we have underestimated their creative powers, and underestimated their ability simply to remember: “Even infants are aware of the past, as many remarkable experiments have shown,” wrote Slate’s Nicholas Day in 2014. And when we participate in what Day terms “highly elaborative” remembrance with our children, we actually build more memories. Likewise, honoring those seemingly small-potatoes games they love to engage in bonds us to them, and builds their characters. “Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child,” wrote Kenneth R. Ginsburg and colleagues in a 2007 article in Pediatrics.
When we pay attention to the interior worlds of children, we see just how complex and brilliant they are.
As children are learning about the “real” world so, too, are they actually creating it. The broad umbrella under which all manner of “play” falls conceals a rich emotional and neurological experience. Our children’s brains are transforming in that sandbox, leaping off the couch, while engrossed in Duplos.
Remember the blanket fort that protected you from the robbers? The lava floor that burned your feet? The gremlins that lurked in your backyard, the arguments your dolls had with each other, the taste of imaginary tea and cake? You knew it wasn’t real but it also was. And when we pay attention to the interior worlds of children, we see just how complex and brilliant they are. To a child, beauty can look like a monster, a princess, a crisis, a solution, a form of magic.
This is shown incredibly by the photographers who captured six creators in their element, and by photos the kids took of the worlds they themselves had created, with thanks to their parents for handling file transfers and allowing their offspring to focus on the moment — the place we all wish we could get back to.
Where you see poster board and cheap synthetic fabric, she sees a crown that 'needs more jewels,' and 'proper princess dresses,' as opposed to 'pretend princess dresses.' Asked to elaborate on what makes for a proper princess dress, she explains that you know it when you see it.
Talking to Sloane by FaceTime, you get a profound sense of her point-of-view. You can’t not; she is holding the phone to her face and announcing “It’s just you and me now,” while taking you off on a tour of the house (“Want to see my baby sister?!”) and leaving her mom and dad behind. Her home, in Philadelphia, Pennsylvania, is papered in various artworks — of her family, of her friends, of a man being chased by a bee that, it must be said, captures the very essence of running in terror from a malicious bee. Her art materials are contained in a neat drawer system, and she fetches them with the purpose of a Blick employee fulfilling an important order.
Sloane, who loves to draw and craft and furnish her dolls with paper headboards, has strong ideas about how a finished piece should look. Where you see poster board and cheap synthetic fabric, she sees a crown that “needs more jewels,” and “proper princess dresses,” as opposed to “pretend princess dresses.” Asked to elaborate on what makes for a proper princess dress, she explains that you know it when you see it.
The summer camp Sloane is attending has an array of activities, her favorite being freeze tag, in which the tagger, she explains, is granted the super power of immobilizing other children through a zap of the hand. They are magical summer days, if not the one on which a camp counselor “ruined!” her artwork by disregarding Sloane’s careful instructions and offering “too much help,” per Sloane’s mother Lauren.
At the outset of hearing about Romper’s photographic essay, Sloane said she was absolutely in, then requested a pair of “special scissors,” her mind already ticking over to the potential creations, a tiny Béatrice Coron at work. She made a series of kites, as she is wont to do, then tore about the yard trying to get them to fly (“she’s also very into butterfly fairies right now” her mom explained). Some of the bows came off, so she resolved to start again tomorrow, at which point she could also add some jewels to her paper crown — you know, take care of business. Faced with a world of paper, glue, and possibility, Sloane always has a lot of work to do.
Sloane's Camera Roll
Baby, Sloane’s lovey, is fine with being on Sloane TV. A girl, Lulee (friends with Leela and Moolee) wears a bow inside a house after a day of adventuring; a doll rests on her comfortable new Sloane-fabricated headboard and Sloane-fabricated pillow; and a kite is ready to take flight.
The swimming pool is for kids wearing bathing suits. And for painting. And for mixing ingredients to make cake.
Somewhere in Washington, you’ll find (or you won’t) the magical 4-year-old Birdie living off-grid with her mama, papa, 2-year-old brother Everwild, elderly dog Maisy, 29 chickens, 3 guinea fowl, 32 birds, and Edgar, a porcupine who mostly lives in the woods, but checks in every few months. For Birdie and Everwild, nature is literally their playground in a way that self-proclaimed outdoor enthusiasts prone to claim “nature is my playground” could only dream of, and Birdie is the tiny guru we all need.
“Birdie spends most of her time outdoors where everything is a plaything,” says her mom Megan. “Sticks and flowers become men and ladies, leaves become wings. When she plays with toys, there's generally a cast of characters, both human and animal... there's usually at least one character in peril, someone in need of rescue.” And Birdie knows just the thing to make them feel better: Magic. In fact, “she's certain there's a unicorn living in our woods and she ‘just needs to find it and grab it by the tail and ride it,’” Megan explains. Above, Birdie escorts her imaginary friend Maple “somewhere so she can get better” by pony — its name changes regularly, Megan tells us via email, but today he is Anno.
Birdie and Everwild have the typical sibling dynamic: Sometimes they play together — “I like painting our faces. I like sharing,” says Birdie — but sometimes she needs her space and doesn’t want her little brother to mess up what she’s doing or take what she’s playing with. Above is a versatile toy that holds Everwild’s attention while Birdie focuses on touching up his face. "The swimming pool is for kids wearing bathing suits. And for painting. And for mixing ingredients to make cake," Birdie explains.
Birdie gravitates towards music as much as she does dolls and leaves. A natural composer, she enjoys getting dressed up and putting on concerts for her family. She’ll pick up one of the various instruments lying around the house (drums, guitars, a keyboard, a kazoo) and create a song on the spot, usually about animals. “They’re very stream-of-thought,” describes Megan.
And like every child, Birdie is not immune to the lure of a cardboard box. While you see a utilitarian tool best used to ship or store things, a child like Birdie sees… everything. “A hat, a tunnel, a boat, a spaceship, a cave,” lists Megan. For her kids, a cardboard box wins every time.
Birdie's Camera Roll
Breakfast for a chipmunk who has been eating from their raspberry bush (Birdie wanted to send it a clear message: “Eat this, not our raspberries!”); a doll who is “just resting. Her leg is hurt and her foot hurt.” (The pink car is “a car for Legos. But actually my Legos don't fit.") Next is "a house I made for Maple. I built it for her." (Remember, Maple is Birdie’s imaginary friend.) And last, the preening chickens are just a handful of dozens on their property. “The mommy chicken is just hanging out with her babies in the shade. It's a thimbleberry tree.”
[His] favorite part of the job is getting to 'save bunnies and people and monkeys on trees.'
Some children have a knack for filling your camera roll with 35 photos of their elbow, an image that takes on the weight of a portent when captured so obsessively in bursts on your phone. Ferris, 3, isn’t that child. His photos are arresting for their clear and profound focal points — a race car about to run over the chocks, post tire change; a view through a sunroof to an orb that seems to be chasing him like a kite; a view through a woodblock archway that communicates a sense of inside/outside; of an artist’s interior, even at 3.
Watching Ferris also gives a sense of the complex thought process going on inside: he is absorbed by Flow, beeping as a dump truck “backs up” then tips its tray. Where you see empty plastic toys, Ferris sees a minor emergency on a highway that exists only in his mind. The people down on the ground are saying “they need help,” he explains, and so it is Ferris’ helicopter to the rescue.
When he isn’t exploring the outdoors, Ferris enjoys spending time creating in “Ferris’ room,” for obvious reasons: “It’s my favorite.” There, you can find friezes of Lego people going about their lives under the watchful eye of their preschool-aged creator, stationed at cash registers or waiting in their cars for a traffic light to change so they can proceed. He understands their motives and thoughts, watching over the scene like a benevolent major, there in a pinch whenever there is an emergency or a hole needs to be dug (Ferris’ people spend a lot of time digging).
Ferris also takes being a fireman seriously, and his favorite part of the job is getting to “save bunnies and people and monkeys on trees.” He is able to perform his duties while also enjoying a lollipop (favorite flavor: bubblegum). Hey, it’s his world.
Ferris' Camera Roll
A selfie of the artist himself; a Lego man waiting for something to happen in his town; Ferris’ friend, the T-rex; and some friends hide out at Ferris’ level in his favorite place of all, his bedroom.
What do you like to cook? Carrots.
What do you like to cook for mommy? Egg.
Can I get some dinner? Yes, bacon.
Joey, how much is it? Donuts.
Perhaps the child above would look more familiar to you if she were sporting Princess Leia side buns, an Adidas-style tracksuit with chain necklace, or had a faux bloody nose and waffles in each hand. When photographer Laura Izumikawa began staging her baby in costumes and sharing them on Instagram, the world was giddy with joy and also completely awestruck by Mom’s fearlessness — do you know any other parent who is daring enough to touch, let alone dress up, their napping baby? *Shudder*
But little Joey is growing up, and it’s been over a year since Laura’s last #naptimewithjoey (wearing a leopard print dress and red cat-eye glasses in the style of Ali Wong). Sure, fans might miss seeing Joey in costumes that her mom picked out, but they get to watch little Joey, now 3, choose her own characters; to be a kid and play; to layer clothes and accessories from her costume collection, give her toys personalities, and just pretend.
Joey, who is bilingual and speaks both English and Korean, is a big Disney fan, says Laura, especially of Mickey and Minnie Mouse. “Lately she loves Mulan. I'd like to think it's because she identifies with her.” Joey has a few Disney costumes in her closet (Belle, Ariel, Rapunzel), and in the photo above, she sits atop her pony, Heenan, wearing her “yewwow” Belle dress and Mulan chestplate — she’s ready to charge through life.
Laura: "Hey Joey, what does Heenan like to do?"
"What does she like to eat?"
“Bunnies! And carrots!”
“She tends to be focused on one sort of play for a long time until something else inspires her,” sums up Laura when describing what playtime looks like. Hence, puzzles and other games that require Joey to put things together are usually big hits.
Food and cooking is a common theme, and Joey is inspired by real-life experiences. “She loves ‘cooking’ for people and watching them ‘taste’ her food,” Laura says. “She saw a sushi chef serve us sushi for dinner omakase-style, and she started playing that way with her sushi toys recently.” Here Joey is feeding her dragon, Cheengo (which translates to ‘friend’ in Korean). Cheengo likes to eat eggs and crackers, according to Joey. Soon she’ll likely start preparing elaborate meals for her little sister Casey, who is currently 7 months, but it’ll come at a price.
What do you like to cook?
What do you like to cook for mommy?
Can I get some dinner?
Joey, how much is it?
Joey's Camera Roll
Here’s a selfie Joey took with Cheengo. The wooden puzzles, shaped like little people, have names: Cookie, Pink, Ee-da, and five of them are Ah-juh-shee (which loosely translates to middle-aged man in Korean).
Logan and Jeremy, 6
Some were injured and some were fever. And some were injured AND fever. And some were bruised and some were blood dripping.
Six-year-old fraternal twins Logan (left) and Jeremy are, according to their mom Megan, “super creative kids who do their own thing.” She shared some thoughts with Romper via email after hearing that we were looking for kid subjects: “As I'm typing this they both ran upstairs to put on full tulle princess dresses because we need to run to the store, and they want to 'look fancy.’ This morning they turned the couch into an airplane and took a trip to... a waterpark I think? It was hard to follow.”
Jeremy says he prefers to dress up like his favorite superhero, Flash, while Logan is keen on dressing as Prince Charming. “I like the beautiful gems in the crown and I like the cape,” he explains.
The boys also love to bake — “Look at my apron! It says Logan!” Logan entreated this editor during a particularly lively FaceTime interview with both twins — and play elaborate games with the help of their “stuffed friends,” copious art supplies, and various household objects that they transform into the ingredients in their make believe.
“Today I did painting. And I created a rocket ship,” Logan told me of his busy day. He also “played with marbles … did crafting … played with stuffed friends and played host-ipal” (which is a much better way of saying hospital). “I wasn’t injured; I was a doctor,” he reassured Romper. As for the stuffed friends: “Some were injured and some were fever. And some were injured AND fever. And some were bruised and some were blood dripping.”
The cure for such ailments?
“I gave them Band-Aids, and for the ones that were fevered I checked their temperature. And the ones that were injured… what does injured mean?” (His mom supplied, “Hurt.”)
“And the ones that were hurt I gave them Band-Aids. The fever and the injured ones had to sleep in bed.”
What’s so interesting about Flash, you may wonder? Jeremy explains, “His superpower is (super fast running motions and sounds)!”
As for his day: “Today I played Aladdin and I played hospital. I made a magic carpet. I went to Egypt.”
Logan and Jeremy's Camera Roll
Logan contemplates his “matching cards” whilst wearing his slippers; the boys’ animal hospital and a few patients; a snack cart (“So the people on the plane can have food. The food giver, Logan, passes out the snacks to everyone on the plane.”), a close-up of the “doors of the animal hospital.”
Sloane photographed by Allie Wynands Photography
Birdie photographed by Becca Jean Photography
Ferris photographed by Grant Puckett
Joey photographed by Grant Puckett
Jeremy and Logan photographed by Michelle Fonseca Photography
All other photos courtesy of the families. | <urn:uuid:a184d7cb-8246-4874-8f39-ef4f467d32d4> | CC-MAIN-2021-31 | https://www.romper.com/p/what-does-the-world-look-like-to-a-child-6-kids-show-us-their-photos-18197392 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153814.37/warc/CC-MAIN-20210729011903-20210729041903-00083.warc.gz | en | 0.973001 | 4,002 | 2.875 | 3 |
In the field of neuroscience, as in many other scientific disciplines, early research was dominated by men and their discoveries. However, many women have greatly impacted neuroscience from the beginning, yet, again and again, their stories go unheard—Dr. Rita Levi-Montalcini is one such woman. Levi-Montalcini is most famous for her work as a neuroembryologist and for her discovery of nerve growth factor with Stanley Cohen. This discovery has proven to be incredibly important to the field of neuroscience; in fact, Levi-Montalcini and Cohen won the Noble Prize in Medicine and Physiology in 1986 for their work. Nerve growth factors were the first molecules to be discovered in a series of neurotropic proteins that influence the growth and differentiation of sympathetic and sensory ganglia (2), and “provide a regulatory link between targets in the body and the nerve cells that innervate them” (3). In the years after Levi-Montalcini and Cohen’s discovery, it was determined that oncogenes, genes that cause tumors, are actually mutated growth factors, and that nerve growth factors, as neurotropins, may possibly be used to slow the degeneration of the nervous system in diseases like Alzheimer’s and Parkinson’s (2, 3). Despite the eventual success and acceptance of Levi-Montalcini’s discoveries, she faced both personal and professional challenges along her path to the discovery of nerve growth factor and to winning the Nobel Prize. This paper will explore Rita’s life, as its story is amazing and greatly adds to the history of women in science, as well as explore her scientific work and contributions to the field of neuroscience.
"“Above all, don't fear difficult moments. The best comes from them” (1): The Life and Work of Dr. Rita Levi-Montalcini,"
Sound Neuroscience: An Undergraduate Neuroscience Journal:
1, Article 1.
Available at: http://soundideas.pugetsound.edu/soundneuroscience/vol2/iss1/1 | <urn:uuid:f78b8468-9327-4c89-829f-f952b697b1ee> | CC-MAIN-2016-50 | http://soundideas.pugetsound.edu/soundneuroscience/vol2/iss1/1/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541864.24/warc/CC-MAIN-20161202170901-00069-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.951198 | 435 | 2.953125 | 3 |
Annotation: The article deals with the various forms which money acquired during their evolution. The article presented basic properties and types of money.
Keywords: money, fiduciary money, commodity money, fiat money, cash, commercial bank money.
When copying materials reference to the site is required. It`s protected by copyright. Plagiarism is prosecuted by law. | <urn:uuid:559ed5c8-cae9-4d7b-89d4-9e1044600978> | CC-MAIN-2019-22 | https://www.inter-nauka.com/en/issues/2017/1/1933/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256227.38/warc/CC-MAIN-20190521042221-20190521064221-00377.warc.gz | en | 0.919974 | 77 | 2.828125 | 3 |
Even though Daniel’s “little book” is only twelve chapters long, its pages are full of meaning for the believer in spite of it being more than two thousand, six hundred years old! Instead of his prophecies becoming obsolete and outdated, their relevance has increased exponentially with the passage of time.
Because of the astounding accuracy of the prophecies found in its pages, scholars have concluded its author lived many years later than the events depicted. They assume that these things must have been recounted from a retrospective viewpoint.
But we will not waste time on skeptical questioning, but rather, point out that Daniel’s contemporary, the prophet Ezekiel, classed him with two Bible heroes “Noah . . . and Job” (Ezekiel 14:14, 20) and said that his wisdom was exceeded only by that of a superhuman being called “the prince of Tyrus” (Ezek. 28:2, 3). Jesus Himself referred to the “abomination of desolation, spoken of by Daniel the prophet” (Matt.24:15; Mark 13:14), proof that He believed Daniel genuine. The SDA Bible Commentary offers other convincing claims of its authenticity including such archeological findings as fragments of the Dead Sea scrolls containing portions of the book of Daniel.
Therefore, as far as I am concerned, there is absolutely no question that: (1) the book of Daniel is the genuine article, (2) the events and prophecies contained are accurate and truthful, and (3) its sealed portion was complemented some six hundred years later by John in the open book of Revelation.
Verse 1: In the third year of the reign of Jehoiakim king of Judah came Nebuchadnezzar king of Babylon unto Jerusalem, and besieged it.
This catastrophic event befalling the city of Jerusalem took place around 605 or 607 B.C. with Daniel himself, being only “eighteen years old.” “Jehoiakim king of Judah” “was twenty and five years old when he began to reign; and he reigned eleven years in Jerusalem, . . .” (2 Kings 23:36). But, he was only a vassal to the king of Egypt for his first three years up to the time Nebuchadnezzar besieged Jerusalem. Then, of course, he became servant to Nebuchadnezzar. Interestingly, his original name was Eliakim, but the Egyptian king “Pharoahnechoh” put Eliakim in place of his brother Jehoaz and changed Eliakim’s name to Jehoiakim (2 Kings 23:34) to remind him and his people he was in charge.
So, for three years thereafter, being Nebuchadnezzars’s servant, “he [foolishly] turned and rebelled against him” (2 Kings 24:1) in spite of repeatedly being warned, especially by Jeremiah, against doing so.
Evidently, then, Daniel who must have been some 15 years old when Jehoiakim became king, must also have been familiar with the good king Josiah, the father of Jehoiakim. Doubtless his parents had often recounted the good things Josiah did which compared unfavorably with the character and behavior of his son. Daniel never forgot what he heard.
The prophet Jeremiah, who had entered his ministry some years before, may have been a mentor to Daniel during his early years.
So, during the three years Jehoiakim spent planning a vain rebellion, we find (verse 5) Daniel spending that time (through no choice of his) in the Babylonian court being trained to “stand before the king.”
Verse 2: And the Lord gave Jehoiakim king of Judah into his hand, with part of the vessels of the house of God: which he carried into the land of Shinar to the house of his god; and he brought the vessels into the treasure house of his god.
Note the first phrase: “the Lord gave . . .” Judah into Nebuchadnezzar’s hand. Nebuchadnezzar himself, of course, did not see it that way at all! Having confiscated the articles of the “house of [Judah’s] God” and placing them “into the treasure house of his god” was proof positive to him that his god was far stronger than Judah’s. It took a long time for him to recognize the superiority of Judah’s God, but thirty six years later, Nebuchadnezzar himself, after suffering an extremely humiliating experience, wrote: “Now I Nebuchadnezzar praise and extol and honour the King of heaven, all whose works are truth, and his ways judgment: and those that walk in pride he is able to abase” (Daniel 4:37).
This figure depicts Jehoiakim as older than 25 when he began to reign, and even older than the 46 years he would be at the end of his reign. Evidently, life for him was hard and he aged rapidly.
Another lesson to learn from this experience is that “giving” his people into the hand of their enemy is God’s usual method of punishment. We can call it His passive or indirect mode of discipline. But, God occasionally resorts to a direct mode. The prime example is Noah’s [its really God’s] flood. Another is seen in the destruction of Sodom and Gomorrah etc. Those are examples of His “strange act” (see Isaiah 28:21).
As it was, Daniel himself had no misgivings about God having abandoned him. The adverse circumstances he found himself in was all according to God’s plan and he, being separated from family and loved ones, determined right from the start where his loyalty was.
Verses 3 & 4: And the king spake unto Ashpenaz the master of his eunuchs, that he should bring certain of the children of Israel, and of the king’s seed, and of the princes; Children in whom was no blemish, but well favoured, and skilful in all wisdom, and cunning in knowledge, and understanding science, and such as had ability in them to stand in the king’s palace, and whom they might teach the learning and the tongue of the Chaldeans.
According to some sources, Nebuchadnezzar’s “destruction of temples in Jerusalem and the conquest of Judah caused his vilification in the Bible.” But these verses depict him as a person entirely lacking in xenophobic tendencies. His instructions to Ashpenaz portray one eager to find ways to improve the quality of his cabinet with racial matters of little concern. His assumption was that good stock could be found in any nation he had subjugated.
So, the Bible, in spite of his many failings, does not at all depict him as a villain. “An idolater by birth and training, and at the head of an idolatrous people, he had nevertheless an innate sense of justice and right, and God was able to use him as an instrument for the punishment of the rebellious and for the fulfillment of the divine purpose.”
So, Nebuchadnezzar’s preoccupation was the prosperity of his kingdom and the welfare of his people, desiring to bring all the honor and glory to his god Bel, but mostly to himself. This becomes clear later on when he is heard to exclaim “Is not this great Babylon, that I have built for the house of the kingdom by the might of my power, and for the honour of my majesty?” (Dan.4:30). Hollow boasting, even megalomania to be sure, but not paranoia. He took evident pride in the prosperity of his kingdom.
With Ashpenaz being “master of his eunuchs” one wonders if Daniel was subjected to mutilating surgery. Whatever the case in this situation Isaiah predicted a hundred years before that “the days [will] come, that . . . of thy sons that shall issue from thee, which thou shalt beget, shall they take away; and they shall be eunuchs in the palace of the king of Babylon” (2 Kings 20: 17, 18). Undoubtedly, Daniel was fully aware of the prophecy and had resigned himself to it.
Verse 5: And the king appointed them a daily provision of the king’s meat, and of the wine which he drank: so nourishing them three years, that at the end thereof they might stand before the king.
Therefore, Nebuchadnezzar provided his captives with the very same fare he ate and drank — the very best food known to man, as far as the king was concerned. But the consumption of food was not the only thing expected of the captives. At the end of three years they were required to “stand before the king” and be able to display the wisdom and knowledge they had gained throughout that period such as the “knowledge, and understanding [of] science” and of languages, especially “the tongue of the Chaldeans.” So, it was an oral examination taken while standing on their feet before the king with no notes available to refer to. Evidently, it was the king himself who acted as examiner.
Verses 6 & 7: Now among these were of the children of Judah, Daniel, Hananiah, Mishael, and Azariah: Unto whom the prince of the eunuchs gave names: for he gave unto Daniel the name of Belteshazzar; and to Hananiah, of Shadrach; and to Mishael, of Meshach; and to Azariah, of Abednego.
The words “among these” is the sole reference Daniel made to his fellow captives and we have no idea what happened to them later on. Possibly, they just blended into the background, keeping, as it were, a low silhouette so as to avoid doing any more or any less than what was expected of them. But, Daniel and his friends were not satisfied with second best. Quite likely they were responsible for saving the lives of their fellows later on during the tense situation described in the next chapter.
Although Daniel and his friends were not subjected to physical torture, they did have to withstand a subtle form of brain washing. Their name changes were intended to gradually transfer their loyalty from God to the Babylonian god.
Note that Daniel’s Hebrew name meant “judge of God.” It was changed to “Belteshazzar” meaning “lord of the straitened treasure.” The Hebrew name of Hananiah meant “God has favored.” It was changed to “Shadrach” meaning “royal or great scribe.” The Hebrew meaning for Mishael was “who is what God is.” It was changed to “Meeshach” meaning “guest of a king.” Finally, Azariah, whose name in Hebrew meant “Jehovah has helped” was changed to “Abednego” meaning “servant of Nebo.” “Nebo,” in this case “was a Babylonian deity who presided over learning and letters.”
Note that the name changes were flattering, rather than demeaning and calculated to turn their outward mindset from God inward to self esteem. It was an obvious attempt to engender pride, self-esteem, self-importance. The technique probably worked with the others, but not these four. As we will see in chapter 3, it proved powerless to modify their faith.
Verse 8: But Daniel purposed in his heart that he would not defile himself with the portion of the king’s meat, nor with the wine which he drank: therefore he requested of the prince of the eunuchs that he might not defile himself.
By the time Daniel and the others arrived in Babylon, they had traveled (by foot probably) some 1,000 miles over a period of two months. In view of the special instructions given to Ashpenaz, it seems safe to conclude that they must have been fairly well taken care of. But, compared to the table laden with the “kings’ meat and wine,” their rations, up to this point, must have been quite meager.
Nevertheless, in spite of the sumptuous table spread out before him and a ravenous appetite, the temptation to partake of the king’s dainties must have been enormous. But, Daniel ignoring his fleshly desires made up his mind how he would relate to this situation. “Daniel and his companions [had] enjoyed the benefits of correct training and education in early life, but these advantages alone would not have made them what they were. The time came when they must act for themselves . . .” and that “time” was now! There was no hesitation recorded in the account, and whatever the cost, they were ready to let the consequences be what they may.
So, he approached the prince and made a special request “not to defile himself” which sounds rather abrupt especially in the ear of one who thought this the best food available to mankind! But, in spite of the wording here, “they did not move capriciously, but intelligently. They decided that as flesh-meat had not composed their diet in the past, it should not come into their diet in the future, and as wine had been prohibited to all who should engage in the service of God, they determined that they would not partake of it. The fate of the sons of Aaron had been presented before them, and they knew that the use of wine would confuse their senses, that the indulgence of appetite would be-cloud their powers of discernment.”
It should be remembered, however, that “the Lord’s Passover” was to “be unto [them] a memorial . . . a feast unto the Lord throughout their generations . . . an ordinance for ever.” In that service the Israelites were required to kill a lamb, sprinkle its blood on the doorpost and eat its flesh roasted ‘with fire, and unleavened bread; and with bitter herbs they shall eat of it” (Ex.12:12, 14, 6-8).
Note in Daniel 10:3 that Daniel said “I ate no pleasant bread, neither came flesh nor wine in my mouth . . . till three whole weeks were fulfilled” implying that he did eat and drink those articles at other times. Needless to say, the meat was prepared in a very special way so that no blood contamination was in it and the “wine” was unfermented unlike that which was found on the king’s table.
Verse 9: Now God had brought Daniel into favour and tender love with the prince of the eunuchs.
The request must have stunned Ashpenaz. Never in his life had he been confronted with anything like this. To think that anybody would consider themselves polluted by eating the king’s food would be ludicrous if not downright rude! But, Daniel “… did not fly into a passion, neither did he express a determination to eat and drink as he pleased. Without speaking one word of defiance, he took the matter to God… With true courage and Christian courtesy, Daniel presented the case to the officer who had them in charge…”
But, “Christian courtesy” nor diplomacy would be enough in such circumstance. Here we see that God worked a miracle on the heart of this heathen man who bent over backwards to accommodate this strange request.
Verse 10: And the prince of the eunuchs said unto Daniel, I fear my lord the king, who hath appointed your meat and your drink: for why should he see your faces worse liking than the children which are of your sort? then shall ye make me endanger my head to the king.
Probably the farthest thing in the mind of the king while he was giving orders to Ashpenaz in verses 3 to 5 was that he be expected to heed the wishes of his captives! Neither did the prince have any allusions about the results of Daniel’s refusing to eat what the king provided. His head would come off, not Daniel’s! So it was really quite miraculous that he did not immediately brush off Daniel’s request. So, although he may have been ready to listen, he was hesitant.
Verses 11–13: Then said Daniel to Melzar, whom the prince of the eunuchs had set over Daniel, Hananiah, Mishael, and Azariah, Prove thy servants, I beseech thee, ten days; and let them give us pulse to eat, and water to drink. Then let our countenances be looked upon before thee, and the countenance of the children that eat of the portion of the king’s meat: and as thou seest, deal with thy servants.
So, what happened to Ashpenaz? Here we see Daniel proposing his plan to Melzar whom Ashpenaz had placed over them. Consequently, in view of Ashpenaz’s hesitancy, we can assume he left the final decision to his underling, likely to distance himself from the situation and be able to cast the blame on Melzar in case things did not turn out well. It would be Melzar’s head not his!
Daniel, of course, was aware of and fully sympathetic with Ashpenaz’s plight. He knew why he was now speaking to Melzar and understood that God was giving him an opening for the realization of his request. But he did not take advantage of the situation by demanding his diet be changed “from now on!” He made it easy for Melzar and asked only for a “ten day” trial and then decide based on what he saw. His suggestion contained the basic elements of what we could call “the scientific method.” The other captives could be thought of as “controls,” Daniel’s plan could be the “hypothesis,” and the results confirmed or failed by observation.
The “pulse” Daniel requested are ordinary vegetables. The liquid he requested, just water.
Verse 14: So he consented to them in this matter, and proved them ten days.
So, to Melzar, there was nothing to lose. A period of “ten days” would be unlikely to produce a profound change in appearance.
“Pulse” must have looked pretty bland and unappetizing to the others who were indulging themselves of the king’s meat and wine with great enthusiasm. Daniel and his friends likely bore the brunt of many jokes as their companions judged the humble fare granted the four faithful men. As it is, we have no way of judging what kind of background the others came from, but, at least, some must have come from circumstances similar to Daniel’s and his three companions. While the others were also “children of . . . of the king’s seed, and of the princes” (verse 3); many of them may have favored Jehoiakim and his pro-Egyptian policies and looked askance at Jeremiah’s warnings to cooperate with their captors. At this point, being held captive by a foreign nation, it was an easy matter to rationalize abandoning any dietary restriction they may have held in the past, for now it had become a matter of survival to cooperate with the king. Certainly, God would not hold them accountable—so they thought. So, “situation ethics” is not new. Most are more than willing to adjust their theology to coincide with the perceived needs of the moment.
Verse 15: And at the end of ten days their countenances appeared fairer and fatter in flesh than all the children which did eat the portion of the king’s meat.
In view of what appears to be a low calorie diet, at least in comparison to the high fat diet of their peers the result of this experiment is truly remarkable. But, “fatter,” from the Hebrew word “bariy” can also be understood to mean “firm” or even strong.
Verse 16: Thus Melzar took away the portion of their meat, and the wine that they should drink; and gave them pulse.
Melzar, who probably understood that Daniel was a real favorite of Ashpenaz (see verse 9) and that he would have to accept the blame for an unfavorable outcome, tacitly understood he was not to consult Ashpenaz. The responsibility was his. But, having seen the result, he felt very comfortable allowing this unusual exception. Also, being willing to take responsibility, he probably curried favor for himself with Ashpenaz.
In the meantime, Daniel and his companions must have been made laughing stocks. But, they were patient. Obviously, it did not affect their appetites. They probably laughed along with the rest and took it all in good spirit. Did the other captives note the discrepancy in their appearance compared with Daniel and his friends? A ten-fold difference would be difficult to ignore. Ashpenaz and the butler certainly observed it, and made the arrangement permanent.
As it was, the “joke” was on the other captives; and while the jocularity may have been silenced, we have no information as to whether any of the others might have decided to adopt Daniel’s dietary commitment to see if they too would realize its health benefits.
As old fashioned as it may seem even in our day, recent scientific investigation has shown that a plant based diet, first introduced to our parents in the garden of Eden when “God said, Behold, I have given you every herb bearing seed, which is upon the face of all the earth, and every tree, in the which is the fruit of a tree yielding seed; to you it shall be for meat” (Genesis 1:19), is still best and would protect us from most of the degenerative diseases that have been afflicting us such as cancer and heart disease. So, Daniel’s stand has not gone out of date; rather it was way ahead of his time!
Verse 17: As for these four children, God gave them knowledge and skill in all learning and wisdom: and Daniel had understanding in all visions and dreams.
But, the success noted at the end of the ten-day trial period, did not end there. As their three year training period progressed, God’s blessings were very evident. But “they did not feel that the blessing of the Lord was a substitute for the taxing effort required of them. They were diligent in study; for they discerned that through the grace of God their destiny depended upon their own will and action. They were to bring all their ability to the work; and by close, severe taxation of their powers, they were to make the most of their opportunities for study and labor.”
And there was much for them to study because the Babylonians were “scholars in the true sense. . . . Their astronomical knowledge had attained to a surprisingly high degree of development . . . [their] Astronomers were able to predict both lunar and solar eclipses by computation. Their mathematical skill was highly developed. They employed formulas whose discovery is erroneously but generally attributed to Greek mathematicians. Furthermore, they were good architects, builders, and acceptable physicians, who had found by empirical means the cure for many ailments.” Therefore Babylonian civilization was far less backward then we might think and the demands placed on the ability of Daniel and peers must have been awesome even by today’s standards!
Verse 18: Now at the end of the days that the king had said he should bring them in, then the prince of the eunuchs brought them in before Nebuchadnezzar.
So, the “prince of the eunuchs” is obviously Ashpenaz. The “end of the days” is not the end of the “ten days,” but of the “three years” mentioned in verse 5. We can imagine that Ashpenaz was the head tutor all through that time and the better his pupils performed, the better it was for him. As he ushered Daniel and his companions into the audience chamber, we can imagine him giving them last minute coaching: “now do this, don’t do that, bow low, don’t speak unless spoken too, listen carefully to the questions, answer clearly” etc. He was probably more nervous than Daniel and his companions!
Verses 19 & 20: And the king communed with them; and among them all was found none like Daniel, Hananiah, Mishael, and Azariah: therefore stood they before the king. And in all matters of wisdom and understanding, that the king enquired of them, he found them ten times better than all the magicians and astrologers that were in all his realm.
Here we see the king himself as the examiner. This exercise took a lot of time from his busy schedule, evidence of a keen, inquiring mind and above average intelligence. It is especially intriguing that he would bother to trouble himself with this matter since his interviewees were all from a foreign country. Perhaps troubling thoughts about the quality of his cabinet had already been creeping through his mind and he was grasping at any means whereby he could draw on the talents of the nations he had conquered and thereby solidify his kingdom.
Finding “Daniel, Hannaniah, Mishael, and Azariah . . . ten times better than all” the others in his kingdom, he must have felt he had hit “pay dirt!” Nevertheless, as we shall see in the next chapter, he seems to have forgotten about them for a while.
Verse 21: And Daniel continued even unto the first year of king Cyrus.
Perhaps this verse should be written that “Daniel continued even unto the first year[s] of king Cyrus” because chapter 10, says “in the third year of Cyrus” a “thing” was revealed to him. Obviously, Daniel himself wrote these words during his final years, or it could have been added by an assistant after his death. Whatever the case, it is to be noted that the “first year of Cyrus” also marked the last year of Babylonian exile.
Summary of chapter 1: This chapter gives us the background setting for the book of Daniel telling us how the prophet, as a young man, found himself to be an unwilling captive in the great kingdom of Babylon. However, he, and his three companions determined to make the best of the situation. They were among a select group of Hebrews chosen to be members of the king’s advisers to help him solve difficult matters of state and religion. The first thing the Babylonian captors did was to subject these men to a subtle form of brain washing. They gave them names designed to flatter and augment their self esteem. The rest of the group, which remain unmentioned anywhere else in the book of Daniel, appears to have gone with the “flow,” but Daniel and his three associates went against the current and remained true to God even on the point of diet. Daniel’s tactful, diplomatic manner of conduct when asking for favor in that sensitive matter is an example of true Christian courtesy that God approved by making “them ten times better than all the magicians and astrologers that were in all [the kings’] realm.”
Here is a schematic overview of the things depicted in the book of Daniel and some other items of interest:
See Rev.10:2, 8, 9 & 10 the name given by John the Revelator to the “little book” he saw in the hand of the “mighty angel”
Seventh-day Adventist Bible Commentary Vol.4. page 744, paragraph 3, 4
“In the Revelation all the books of the Bible meet and end. Here is the complement of the book of Daniel. One is a prophecy; the other a revelation. The book that was sealed is not the Revelation, but that portion of the prophecy of Daniel relating to the last days.” (Acts of the Apostles by E.G. White page 585)
The dates used in this work have been taken largely from those given in the “Thompson Chain Reference Study Bible” which it adopted from Ussher’s chronology. Maxwell (see God Cares Vol.1, page 15) and the SDA Bible Commentary (Vol.4, page 755) suggest 605 B.C. Whichever date is used, it is usually accepted as the beginning date for the seventy year captivity predicted by Jeremiah (see Jer.25:11,12; 29:10). If 605 is used, the ending date for Cyrus decree to free the Jews would be 536. If 607 is used, the ending date would be 538. The internet and others support 538 B.C. (http://en.wikipedia.org/wiki/530s_BC) while the Commentary supports 536 (Vol.4. page 856) or even “537?” (see diagram in Vol.3 page 326 referencing Ezra 1). Maxwell doesn’t really say although he suggests 535 as being the “third year of Cyrus” (page 267) in reference to Dan.10:1. Whichever date is chosen, it is really only of academic interest since no other prophetic time line hinges on it at least for SDA’s even though Daniel himself may have considered it to be the beginning point of the 2300 days of Daniel 8:14. You will note on my comments on the great image of chapter 2 I refer to 605 B.C. as the beginning point. Not very consistent, but its the best I can do!
Testimonies For The Church by E.G. White Vol. 4, page 570
Nebuchadnezzar tried to be gracious to Jehoiakim even after he had “bound him in fetters, and carried him to Babylon.”[2 Kings 25:7; 2 Chronicles 33:11] Instead of slaying him or making him a slave, Nebuchadnezzar permitted him to remain on the throne if he agreed to be loyal to Babylon. As the story goes, Jehoiakim became [Nebuchadnezzar’s] servant [for] three years” after the initial siege at Jerusalem. But “he violated his word of honor to the Babylonian ruler, and rebelled” three years later. As a result of his insubordination he was “despised by the rulers of Babylon whose confidence he had betrayed—and all as the result of his fatal mistake in turning from the purpose of God as revealed through His appointed messenger” Jeremiah.
Nevertheless, his reign, which began three years before the first siege of Jerusalem, lasted at total of “eleven years.” After his rebellion, five more years remained, but, they were not trouble free. “Against him were sent ‘bands of the Chaldees, and bands of the Syrian, and bands of the Moabites, and bands of the children of Ammon,’ and he was powerless to prevent the land from being overrun by these marauders.”
So, while Nebuchadnezzar came to respect, even love Daniel, he lost all respect for Jehoiakiam who could not even keep a promise!
In spite of the counsel of God’s prophet to “seek the peace of the city whither I have cause you to be carried away captives, and pray unto the LORD for it; for in peace thereof shall he have peace,” Jehoiakiam would have none of it. He spent the next three years plotting rebellion while Daniel and his companions were busily engaged in their three year training exercises.
see God Cares, by Mervyn Maxwell, Vol.1, page 24
Prophets and Kings by E.G. White page 514, 515 (italics supplied)
This is according to Strong’s concordance word #1840
According to the Online Computer Lexicon #1095
According to the Online Computer Lexicon #2608
According to the Online Computer Lexicon #7714
According to the Online Computer Lexicon #4332
According to the Online Computer Lexicon #4335
According to the Online Computer Lexicon #5838
According to the Online Computer Lexicon #5664
According to the Online Computer Lexicon #5015
God Cares by Mervyn Maxwell Vol.1, pages 15, 16
Child Guidance by E.G. White page 167
Seventh-day Adventist Bible Commentary Vol. 4, page 1166, 1167 (bottom right column to top of left)
Testimonies to Ministers by E.G. White page 263
“Melzar . . . according to recently recovered Babylonian cuneiform records . . . means ‘guardian,’ or ‘warden.’ . . . indication that a proper name was not intended. Hence, the name of the lower official who acted as immediate tutor of the Hebrew apprentices is not known. Although Ashpenaz had been friendly and sympathetic to Daniel’s request, he nevertheless hesitated to help . . .” (Seventh-day Adventist Bible Commentary Vol.4 page 760 top right column)
“pulse” from: “zeroa” vegetables “as sown” (Strong’s #2235) or “’food derived from plants,’ such as cereals and vegetables. According to Jewish tradition, berries and dates were also comprehended in the term. Since dates are a part of the staple food of Mesopotamia, they seem likely to have been included here.” (Seventh-day Adventist Bible Commentary page 761 left column, 2nd paragraph)
For example Psalms 73:4 “but their strength is firm.”
Seventh-day Adventist Bible Commentary Vol. 4, page 1167
Seventh-day Adventist Bible Commentary Vol. 4, page 763
see Seventh-day Adventist Bible Commentary Vol. 4 page 764 (left column) referencing 2 Chron.36:22, 23; Ezra 1:1-4; 6:3 | <urn:uuid:bbed9ab1-41fd-47f1-b7d5-805961474529> | CC-MAIN-2021-21 | http://www.explordanrev.com/wp/daniel-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989690.55/warc/CC-MAIN-20210516044552-20210516074552-00102.warc.gz | en | 0.98097 | 7,316 | 2.578125 | 3 |
The German Empire in 1849, consisted of the area of the
|•||1849||Frederick William IV1|
|Legislature||Frankfurt National Assembly|
|•||Revolution of 1848||1848|
|•||Constitution of the German Empire||28 March 1849|
|•||Frankfurt National Assembly dissolved||31 May 1849|
|•||German Confederation restored||1850|
|1: Frederick William IV was offered the imperial crown, but refused to "pick up a crown from the gutter".|
The Frankfurt Constitution (German: Frankfurter Reichsverfassung, FRV) or Constitution of St. Paul's Church (Paulskirchenverfassung), officially named the Constitution of the German Empire (Verfassung des Deutschen Reiches) of 28 March 1849, was an unsuccessful attempt to create a unified German nation state in the successor states of the Holy Roman Empire organised in the German Confederation. Adopted and proclaimed by the Frankfurt Parliament after the Revolutions of 1848, the constitution contained a charter of fundamental rights and a democratic government in the form of a constitutional monarchy. King Frederick William IV of Prussia was designated head of state as "Emperor of the Germans" (Kaiser der Deutschen), a role he rejected.
The 1849 Constitution was proclaimed by the Frankfurt Parliament, during its meeting in the Paulskirche church on 27 March 1849, and came in effect on 28 March, when it was published in the Reichs-Gesetz-Blatt 1849, p. 101-147. Thus, a united German Empire, as successor to the German Confederation, had been founded de jure. De facto, however, most Princes on German soil were not willing to give up sovereignty and resisted it, so it did not succeed on land, with the German Confederation being restored a year later. On the other hand, this first and democratic German Empire, with its small Reichsflotte (Imperial Fleet) founded a year earlier, fought the First War of Schleswig at sea with the Battle of Heligoland. The fleet's black-red-gold war ensign was one of the first instances of the official use of the modern republican Flag of Germany.
After long and controversial negotiations, the parliament had passed the complete Imperial Constitution on 27 March 1849. It was carried narrowly, by 267 against 263 votes. The version passed included the creation of a hereditary emperor (Erbkaisertum), which had been favoured mainly by the erbkaiserliche group around Gagern, with the reluctant support of the Westendhall group around Heinrich Simon. On the first reading, such a solution had been dismissed. The change of mind came about because all alternative suggestions, such as an elective monarchy, or a Directory government under an alternating chair were even less practicable and unable to find broad support, as was the radical left's demand for a republic, modelled on the United States.
The constitution's text opens with § 1 Sentence 1: „Das deutsche Reich besteht aus dem Gebiete des bisherigen deutschen Bundes.“ (The German Empire consists of the area of the German Confederation). The Frankfurt deputies had to answer the German question, i.e. the debate whether a unified Germany should comprise those Austrian crown lands included in the Confederation's territory or not. As the Habsburg emperors would never renounce any constituent lands of their multinational state, the delegates with the designation of King Frederick William IV opted for a Prussian-led "Lesser German solution" (Kleindeutsche Lösung), though the Constitution explicitly reserved the participation of the Austrian lands.
The German people were to be represented by a bicameral parliament, with a directly elected Volkshaus (House of commons), and a Staatenhaus (House of States) of representatives sent by the individual confederated states. Half of each Staatenhaus delegation was to be appointed by the respective state government, the other by the state parliament. Sections 178 and 179 called, at one and the same time, for public trials, oral criminal proceedings, and jury trials for the "more serious crimes and all political offenses." The introduction of the jury trial was followed by its adoption by the overwhelming majority of German states, and continued with the German Empire Gerichtsverfassungsgesetz (GVG) of 27 January 1877, and would last until the Emminger Reform of 4 January 1924 during the Weimar Republic.
War Ensign as used by the Reichsflotte (Imperial Fleet), 1848–1852
- elected by the Frankfurt National Assembly as Imperial Vicar of a new German Reich. The German Confederation was considered dissolved.
- Encyclopædia Britannica Vol. 2 p. 1078.
- Verfassung des Deutschen Reichs ("Paulskirchenverfassung") vom 28. März 1849
- Casper, Gerhard; Zeisel, Hans (January 1972). "Lay Judges in the German Criminal Courts". Journal of Legal Studies 1 (1): 137. doi:10.1086/467481. JSTOR 724014.
- Casper & Zeisel 1972, p. 137.
- Casper & Zeisel 1972, p. 138.
- Wolff, Hans Julius (June 1944). "Criminal Justice in Germany". Michigan Law Review 42 (6). footnote 7, pp. 1069-1070. JSTOR 1283584.
- Casper & Zeisel 1972, p. 135.
- Jörg-Detlef Kühne: Die Reichsverfassung der Paulskirche. Neuwied 1998, ISBN 3-472-03024-0.
- Karl Binding: Der Versuch der Reichsgründung durch die Paulskirche. Schutterwald/Baden 1998, ISBN 978-3-928640-45-9
- (German) Originaltext der Verfassung des Deutschen Reichs ("Paulskirchenverfassung") vom 28. März 1849 (auf documentArchiv.de)
- (German) Verfassung des Deutschen Reiches ("Paulskirchen-Verfassung") vom 28.03.1849 in Volltext | <urn:uuid:adb8019c-0e5d-4d51-b3a3-3c4d1b90abc3> | CC-MAIN-2016-07 | https://en.wikipedia.org/wiki/Paulskirchenverfassung | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701162094.74/warc/CC-MAIN-20160205193922-00158-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.850645 | 1,355 | 3.9375 | 4 |
Number of the Week is great for your daily math routine. SImply display the Number of the Week poster in your classroom and each week add a new number.
There are 5 Number of the Week posters for you to choose from:
- rainbow colors
- black / gray
You will be sure to find the perfect color to match your classroom design.
There are 80 number cards to use with the Number of the Week routine. Numbers go up to the tens, hundreds, thousands, and ten-thousands place values.
There is a worksheet included for each day of the week: Monday, Tuesday, Wednesday, Thursday, and Friday. Plus, a blank sheet is included for you to create your own.
Here are the skills students will practice for each day of the week:
- Standard Form
- Explanded Form
- Written Form
- Representing the Number with Base Ten Blocks
- Comparing (greater than / less than)
- Number Lines
- Breaking Numbers Up
- Odd Versus Even
- Place Value Charts
- Fact Families
- Word Problems
- Problem Solving
The Number of the Week daily worksheets can be used for morning work or as part of your daily math routine. Enjoy! | <urn:uuid:f83a7965-b37d-47b2-ba45-2f9468a84945> | CC-MAIN-2015-32 | https://www.teacherspayteachers.com/Product/Number-of-the-Week-Daily-Math-Routine-307139 | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042987402.78/warc/CC-MAIN-20150728002307-00080-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.899098 | 257 | 3.578125 | 4 |
"Thanka" redirects here. For the Native American leader, see Si Thanka.
A "Thangka," also known as "Tangka", "Thanka" or "Tanka" (Nepali pronunciation: [ˈtʰaːŋkaː], the 'th' as the aspirated 't' of top and the 'a' as in the word father) (Tibetan: ཐང་ཀ་, Nepal Bhasa: पौभा) is a Tibetan silk painting with embroidery, usually depicting a Buddhist deity, famous scene, or mandala of some sort. The thankga is not a flat creation like an oil or acrylic painting. However. it consists of a picture panel which is painted or embroidered, over which a textile is mounted, and then over which is laid a cover, usually silk. Generally, thankgas last a very long time and retain much of their lustre, but because of their delicate nature, they have to be kept in dry places where moisture won't affect the quality of the silk. It is sometimes called a scroll-painting.
Originally, thangka painting became popular among traveling monks because the scroll paintings were easily rolled and transported from monastery to monastery. These thangka served as important teaching tools depicting the life of the Buddha, various influential lamas and other deities and bodhisattvas. One popular subject is The Wheel of Life, which is a visual representation of the Abhidharma teachings (Art of Enlightenment).
To Buddhists these Tibetan religious paintings offer a beautiful manifestation of the divine, being both visually and mentally stimulating.
Thangka, when created properly, perform several different functions. Images of deities can be used as teaching tools when depicting the life (or lives) of the Buddha, describing historical events concerning important Lamas, or retelling myths associated with other deities. Devotional images act as the centerpiece during a ritual or ceremony and are often used as mediums through which one can offer prayers or make requests. Overall, and perhaps most importantly, religious art is used as a meditation tool to help bring one further down the path to enlightenment. The Buddhist Vajrayana practitioner uses a thanga image of their yidam, or meditation deity, as a guide, by visualizing “themselves as being that deity, thereby internalizing the Buddha qualities (Lipton, Ragnubs).”
Historian note that Chinese painting had a profound influence on Tibetan painting in general. Starting from the 14th and 15th century, Tibetan painting had incorporated many elements from the Chinese, and during the 18th century, Chinese painting had a deep and far-stretched impact on Tibetan visual art. According to Giuseppe Tucci, by the time of the Qing Dynasty, "a new Tibetan art was then developed, which in a certain sense was a provincial echo of the Chinese 18th century's smooth ornate preciosity." | <urn:uuid:5c67d8f1-3128-4e34-af14-fd0f61dbd2cc> | CC-MAIN-2021-10 | http://www.mounteverestemporium.com/product_info.php/cPath/90/products_id/118?osCsid=ksvgi6threk0udoj428h4aq8o1 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178389798.91/warc/CC-MAIN-20210309092230-20210309122230-00245.warc.gz | en | 0.968983 | 620 | 3.296875 | 3 |
While alternative education paths are on the rise, a traditional education track is still the most readily available to most high school graduating classes. However, college, professional, and graduate schools are more costly than ever. The cost of higher education surged more than five hundred percent since 1985. In fact, higher education costs more than four times the amount it did thirty years ago. Financial challenges are one of the largest qualifiers for the non-completion of higher education. Those lacking a financial cushion and even those with financial assistance, can easily find themselves underwater with the growing requirements and unexpected costs of higher education. Many of these students find themselves caught between rising costs of completing their education and the jobs available to them if they do not.
Many students assume that financial aid will aid those with scarce means to achieve their education. But financial aid policies are often limited and do not fully cover the cost of attending classes. Information regarding the cost of attending the institution usually comes from the institution itself. These costs generally list tuition and fees, along with the estimate for books, supplies, transportation, room and board, and a few other expenses. Federal law dictates that a college must include tuition and fees, books and supplies, transportation and living costs in their publicized costs. Financial aid cannot exceed the school’s publicized costs, even if they are artificially low.
Up to fifty percent of students do not live on campus or with family, and their cost of living expenses vary due to distance to the school. These varied costs and off-campus costs are not included in the figures provided by the school. Schools do not often take into consideration the geographic cost of living adjustments and poverty thresholds in their specific communities or across the nation.
Due to the fact that college severely limits the time available to the student to obtain and/or be available for work, they often have to rely on their own means to fund their education. More than one-third of the states have capped tuition in the past few years, but this has not reduced the cost of attending college. This is because the cost of living has continued to rise, while financial aid has remained the same. Financial aid is most beneficial in the first year, therefore making the cost of continuing their education past year one a considerably larger investment. For some students, grants and scholarships can be resources that help in reducing their costs. Eligibility for grants are often need-based upon the family’s financial strength. However, the determination of that strength tends to be taken from few types of information. The biggest forms of family debt, mortgages, auto loans, student loans and credit cards, are not included in these assessments. Often times divorced or remarried families can be greatly affected when applying for financial aid or grants because the absent parent or step-parent’s income is included even if it cannot be accessed by the student. Additionally, low, moderate, and even middle-class income families also have the benefit of the student’s ability to work and assist with household expenses prior to the student going to college. Once fully enrolled, the family often loses this income source, but the financial assistance assessment is not recalculated.
Grants and FAFSA must be applied for and renewed every year, even if the student makes no changes in their circumstances. Grants and FASFA often have a requirement for both grade point average and pace progress. One out of four students surveyed were unaware that the needed to meet academic requirements in order to maintain their grants or FAFSA status. Additionally, students miss the fact that these must be renewed. In the last year, up to twenty percent of FAFSA students failed to renew. Students must also maintain full time enrollment. This means carrying a full load of classes, thereby reducing the ability to work and possibly the ability to add a tutoring session on a subject of struggle.
To avoid the restrictions and limitations of FAFSA and grants, some students turn to loans in order to continue to afford their education. But these can come at the price of having to pay these funds back. In fact, twenty percent or more of the annual income of these students leaving college is borrowed to pay for one year of college. Many students try to balance their education and work in order to begin paying back a loan prior to graduation. This taxation of their time can bring study time to a halt and make finishing school harder. This means that some students choose a college or degree program solely based upon what they can afford to pay back upon completion.
While financial resources may be scarce, here are some ways things to keep in mind:
- Look into the true cost of attending college. Use the information provided by the schools, but be sure to add in the cost of living, reduced availability of work, tutors and other non-disclosed choices.
- Look at shared housing and food options. Some of the largest expenses after tuition and fees is the cost of living. Be sure that your financial aid package correctly accounts for your living situation.
- Make sure to calculate in your Expected Family Contribution, including changes made from the student no longer being part of the equation. Make sure you understand the workload requirements, as well as GPA and pace requirements of any grants, scholarships and financial aid methods. If you must have a work-study competent, be sure to secure that job immediately.
- Make sure to research all loan avenues and determine what government funding versus private funding looks like in the long run.
- If working alongside education is a must, be sure to calculate in travel to and from work, wardrobe requirements, meals, hours, job stability, and study impact.
- Research any and all social benefit programs you may qualify for.
Many high schools and colleges have resources for assisting in finding out what your options are. Be sure to reach out to them during the application process. | <urn:uuid:cdbf61a3-a837-48aa-b0ce-d98d96b8eb83> | CC-MAIN-2020-45 | https://www.padgettbusinessservices.com/tulsa/resources/blog/2018/october/higher-education-what-it-really-costs/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107922746.99/warc/CC-MAIN-20201101001251-20201101031251-00255.warc.gz | en | 0.972369 | 1,186 | 3.328125 | 3 |
Back to Home Page or Contents Page or Judaism or Index
Augiel (Hebrew AaVGIAL, "Hinders") in Kabbalistic tradition are the Qlippoth or demonic powers associated with Chokmah, the second Sephirah of the Tree of Life. They appear as giants twined around serpents. There are various spellings of their name such as Ghagiel, Chaigiel, Ghogiel, and Chaigidiel.
Augiel or Chaigidiel represents the Sphere spreading Confusion of the Power of God. This counter acts with the wisdom of God represented by the Chokmah Sephirah. This creates confusion in God's creation. The cortex of Chaigidiel is called Chogiel, "Those Who Go Forth into the Place Empty of God."
Beelzebub, Lord of the Flies, and Adam Belial, the Wicked Man, are major demonic powers of this Sphere. Satan is often associated with Beelzebub. Adam Belial is frequently mentioned separately. A.G.H.
Greer, John Michael. The New Encyclopedia of the Occult. St. Paul, MN, Llewellyn Worldwide. p. 50 | <urn:uuid:d4599ef8-52dd-41b4-9c9a-ceb61cf1cafe> | CC-MAIN-2014-15 | http://www.themystica.com/mystica/articles/a/augiel.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609521512.15/warc/CC-MAIN-20140416005201-00404-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.875423 | 255 | 2.515625 | 3 |
|Welcome to A!Die Software Studio|
The operators at the top of this list are evaluated first. Operators within a group have the same precedence. All operators have left-to-right associativity unless otherwise noted.
||scope resolution||no||left to right|
||function call||yes||left to right|
||Get type information||no|
||logical negation||yes||right to left|
||bitwise negation (complement)||yes|
||unary sign operations||yes|
||indirection and reference||yes|
||Size (of the type) of the operand in bytes||no|
||dynamic memory management||yes|
||Cast to a given type||yes|
||member pointer selector||yes||left to right|
||member object selector||no|
||arithmetic operations||yes||left to right|
||shift operations||yes||left to right|
||relational operations||yes||left to right|
||bitwise AND||yes||left to right|
||bitwise XOR||yes||left to right|
||bitwise OR||yes||left to right|
||logical AND||yes||left to right|
||logical OR||yes||left to right|
||Ternary conditional (if-then-else)||no||right to left|
||assignment||yes||right to left|
||Sequential evaluation operator||yes||left to right|
One important aspect of C++ that is related to operator precedence, is the order of evaluation and the order of side effects in expressions. In most circumstances, the order in which things happen is not specified. For example in
f() + g() whether
g() is called first is not specified.
Further, the effect of certain expressions is undefined. For example, consider the following code:
float x = 1; x = x / ++x;
The value of x and the rest of the behavior of the program after evaluating this expression is undefined. The program is semantically ill-formed: x is modified twice between two consecutive sequence points. For identification of sequence points, see Annex C of the C ISOStandard.
Expressions like the one above must be avoided. When in doubt, break a large expression into multiple statements to ensure that the order of evaluation is correct.
To determine the order of execution of operators consider these rules in the given order:
1) Consider effects of precedence-changing tokens: parentheses () and brackets
2) Inherent precedence of operator.
3) When 1) above does not apply and two operators have the same precedence consider the operator associativity. For example, << associates left to right which means that the left-operand is the first operand, and = associates right to left. Note then that stream operators execute left to right while the expression a = b = c evaluates right to left. | <urn:uuid:81c7b7d6-3b35-4afa-8335-13f64188e506> | CC-MAIN-2017-43 | http://www.adintr.com/article/214 | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825057.91/warc/CC-MAIN-20171022022540-20171022042540-00622.warc.gz | en | 0.758025 | 613 | 2.953125 | 3 |
From the multi-award-winning Delta Teacher Development Series.
Teaching Lexically shows what a lexical view of language looks like, and explores how it differs from a more traditional 'grammar + words' view. It then considers what implications such a view might have for classroom practice. At the heart of Teaching Lexically are three main ideas:
Grammar and vocabulary are both taught better in combination.
Context is absolutely central.
Classrooms need to be input-rich; and input needs to be useful.
Teaching Lexically contains three distinctive parts which focus in turn on theory, practice and development.
Part A provides a detailed exploration of the core ideas behind lexical teaching. The authors begin with the principles that explain how and why people learn, before presenting two competing views of language - 'grammar + words' (and skills) and a lexical view. They close with an in-depth exploration of how language looks when seen from a lexical perspective.
Part B contains a bank of activities that puts into practice the particular principles related to such areas of teaching as vocabulary, grammar, reading, listening, and so on. These activities are designed to be applied to any classroom material, and to help teachers build up their own repertoire of lexically-rooted techniques.
Part C addresses some of the issues and implications involved in where and how lexical teaching may be applied. It also considers how teacher training and development can become more lexically-oriented, finally suggesting ways to develop as a lexical materials writer. | <urn:uuid:572d00d3-9a69-45d6-a8ee-76ef3daccd84> | CC-MAIN-2019-30 | https://www.bebc.co.uk/teaching-lexically-dtds | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195523840.34/warc/CC-MAIN-20190715175205-20190715201205-00353.warc.gz | en | 0.950981 | 315 | 3.640625 | 4 |
Bottled water has contaminants too, researchers say
The label may picture a pristine mountain stream or a bubbling spring, but bottled water's squeaky-clean image doesn't show the big picture: the contaminants that may be hidden in every swig. A two-year study by the Washington-based Environmental Working Group, an organization founded by scientists that advocates stricter regulation, found contaminants in bottled water purchased in nine states and Washington, D.C.
The International Bottled Water Association objects that the study portrays the presence of contaminants at levels below regulatory limits as a concern. Getting their money's worth is everyone's concern these days, however, and paying more than 1000 times more for a product that doesn't live up to its marketing just doesn't make sense. If consumers aren't getting ultra-pure water for that price, then they must be paying for the paper-thin image of a green environment. Switching to filtered tap water, as the scientists in the study recommend, will go a long way towards actually preserving our natural resources. | <urn:uuid:493795fb-55c1-4ccc-b626-5a445e0237ef> | CC-MAIN-2015-18 | http://www.newdream.org/results/bottled-water-has-contaminants-too-researchers-say | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246652631.96/warc/CC-MAIN-20150417045732-00271-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.952009 | 210 | 2.984375 | 3 |
The Battle of Midway has received tons and tons of ink (and deservedly so) because it was considered to be the turning point in the war against Japan. But in order to turn something around, it has to first be halted. So if Midway was the turning point, the Battle of the Coral Sea pretty much had to be the stopping point.
Japanese expansion had run amok throughout early 1942, with success following smashing victory. Their latest attempt at conquest, code-named Operation Mo, had two major goals. First, there was the capture of Port Moresby, on the southeast coast of New Guinea. Historians strongly doubt that Japan was preparing to invade Australia (though with their recent successes, it wouldn’t have been a huge surprise). More likely the hope was to knock Australia out of the war, costing the U.S. a prized ally and removing more armed forces from the region. The second goal was a presence in the Solomon Islands, which they accomplished with the May 4th landings on the island of Tulagi.
Because the U.S. had broken the Japanese communications ciphers, naval commanders had some idea of what was brewing and set off to intercept. The action that took place on May 7, 1942, in the first carrier force-versus-carrier force engagement, seems at first somewhat trivial when compared with subsequent battles, but the longer-term consequences were tremendous…for both sides.
First, let’s go to geography class for a refresher. The Coral Sea is the body of water between northwest Australia and southeast New Guinea. If you walk down the long southeast tail of New Guinea and swim out a couple hundred miles, you’d be pretty close to the battleground.
Scout planes from both sides had difficulty locating each other (remember, radar in 1942 was still really new and used with much skepticism). And when enemy ships were spotted, they weren’t properly identified. Japanese scouts found a fueling ship and a small destroyer, but reported back that they had found “a carrier and a cruiser”. So Admiral Takeo Takagi sent off a major attack force that completely overwhelmed the opposition, but they missed the main force centered around the carrier USS Lexington. The same thing happened with the Americans, though with slightly better success and they sunk the light carrier Shoho (shown above).
Land-based Japanese aircraft also spotted U.S. naval forces (again, not the main carrier force for which they were looking), but their attacks did no damage. Late in the day Takagi sent out 30 carrier-based planes to look for targets, but nearly all were shot down or lost trying to return to the ships at night.
All these skirmishes led the the Japanese commanders to one conclusion…they had no idea what kind of enemy they were facing. So the Port Moresby operation was postponed until further information could be gathered.
Action on May 8th would see the Japanese score big by sinking the USS Lexington and damaging the USS Yorktown, while the U.S. would extract a pound of flesh from (but not sink) the Shokaku. But by then, the results were in…the invasion was off. While pretty much ending in a tactical draw, the U.S. had prevented an invasion, they had sunk an enemy carrier, and they had downed a bunch of planes. At home (and on the ships), the news of any success resounded as a huge victory.
The Japanese expansion, at least for May 7, 1942, had been checked. The stage for The Miracle was now set.
Recommended Reading: Coral Sea, Midway and Submarine Actions, May 1942-August 1942 – Volume 4 of History of United States Naval Operations in World War II. I’ve mentioned the U.S. Army in World War II series…this is the Navy’s answer, and Morison’s work is epic. | <urn:uuid:3d0d913e-5f9c-433a-a97c-d1fa40dd589d> | CC-MAIN-2014-41 | http://todayshistorylesson.wordpress.com/2008/05/07/the-start-of-better-things/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663754.0/warc/CC-MAIN-20140930004103-00288-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.980653 | 807 | 2.953125 | 3 |
PG Coursework Unit
Learners develop a proposed research project, from conception of an idea to preparation of a study protocol. Learners discover how to formulate a research question, reviewing the literature, critically appraise the literature, develop a research justification statement, and define the parameters of a research project (including the aims, objectives, design, outcomes, data collection methods and data analysis procedures). Learners also realise how to prepare a study protocol as a manuscript suitable for publication in a peer-reviewed journal.
Topic 1: Research project management
Topic 2: Establishing a clear, succinct research question
Topic 3: Reviewing and appraising the literature and preparing a justification statement
Topic 4: Developing a research protocol
Topic 5: Data collection methods
Topic 6: Data analysis procedures
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
|On completion of this unit, students should be able to:|
|1||describe the principles and strategies for effective research project management|
|2||demonstrate capacity to develop a clear, succinct research question|
|3||compose a well-supported, current and persuasive research justification statement|
|4||formulate a comprehensive and defendable research protocol|
|5||critically examine the purpose, benefits and limitations of different data collection methods|
|6||critically evaluate the purpose, assumptions and limitations of diverse data analysis procedures|
On completion of this unit, students should be able to:
- describe the principles and strategies for effective research project management
- demonstrate capacity to develop a clear, succinct research question
- compose a well-supported, current and persuasive research justification statement
- formulate a comprehensive and defendable research protocol
- critically examine the purpose, benefits and limitations of different data collection methods
- critically evaluate the purpose, assumptions and limitations of diverse data analysis procedures
- No prescribed texts.
- No prescribed texts. | <urn:uuid:efcaeb53-6ff4-4fba-84fe-cb129d7313a7> | CC-MAIN-2022-27 | https://handbook.scu.edu.au/unit/natm6003 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103347800.25/warc/CC-MAIN-20220628020322-20220628050322-00032.warc.gz | en | 0.828875 | 468 | 3.234375 | 3 |
Hawaii on Verge of Banning Reef-Damaging Sunscreens
In a first in the United States and likely globally, the Hawaii state legislature passed a bill this week that would ban the sale of sunscreens that contain chemicals that harm coral reefs. The bill is now awaiting Governor David Ige’s signature, according to the Honolulu-Star Advertiser.
Science has emerged in recent years showing that sunscreen chemical oxybenzone can damage or kill corals by causing DNA mutations and increasing vulnerability to bleaching. An endocrine disruptor, the chemical also affects the development and health of fish and other marine species. Marine biologist Craig Downs told Oceans Deeply that coral DNA damage from sunscreen was a “completely unexpected” discovery about a decade ago.
The bill, supported by environmental groups, was opposed by business and consumer products groups as well as the state’s medical association. Oxybenzone is an active ingredient in thousands of products that protect skin from the sun’s rays. Starting in 2021, when the ban would take effect, tourists could still use sunscreens containing the chemical – they just wouldn’t be able to buy it in the state without a prescription.
‘Floating Chernobyl’ Sets Sail
The world’s first floating nuclear power plant, which Russia plans to put in service in 2019, got its sea legs this week as it was towed out of a St. Petersburg shipyard through the Baltic Sea to be loaded with fuel.
Greenpeace has dubbed the Akademik Lomonosov a “floating Chernobyl,” arguing the safety risks are higher than for reactors on land as options are more limited if something goes wrong. “Nuclear reactors bobbing around the Arctic Ocean will pose a shockingly obvious threat to a fragile environment, which is already under enormous pressure from climate change,” Greenpeace nuclear expert Jan Haverkamp said in a statement.
But Russian state officials say it is designed with a margin of safety that “exceeds all possible threats” and is “invincible” in the face of tsunamis or other natural disasters. Eventually it will be anchored in northeast Russia, generating up to 70 megawatts of electricity, making it the most northerly nuclear power plant in the world. It will help power a port town and oil drilling operations, replacing another aging plant. Rosatom, the state nuclear energy agency, is also in talks with other nations interested in the technology, according to the Washington Post.
Marine Protected Areas Experience More Beach Erosion
How much sandy shoreline is there in the world, and how much of it is disappearing? Seems like a basic question, but it’s been a deceptively difficult one to answer to date, according to a new study.
Published in the journal Scientific Reports, the paper from researchers in the Netherlands on the “state of the world’s beaches” uses three decades of satellite imagery and artificial intelligence to produce what they call the first global quantitative assessment of these questions. The researchers found that 31 percent of the world’s ice-free shorelines are sandy, about the middle of the range of previous estimates. Since 1984, they found that 24 percent of the world’s beaches are eroding at rates greater than 0.5 meters a year, 48 percent are “stable” and 28 percent are growing.
The analysis also finds that a relatively high proportion of sandy shorelines bordering marine protected areas – 37 percent – are eroding, “raising cause for serious concern.”
Beaches in the United States are some of the fastest eroding in the world. Globally, about 7 percent of beaches are experiencing “severe” erosion, due to human activities, sea level rise, storms and natural processes. The authors believe there’s “great potential” for their methods to be used for better beach and coastal monitoring in the future. | <urn:uuid:c2edbd30-561e-428a-874b-a0f3ad8f76d0> | CC-MAIN-2023-40 | https://deeply.thenewhumanitarian.org/oceans/executive-summaries/2018/05/04 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00322.warc.gz | en | 0.942578 | 819 | 2.90625 | 3 |
How often has your child spared a pen by not taking its parts apart? You could say that they do that to pens or any other objects because they do not know what they are actually used for. But then, it is also possible that they know the use of the objects and are curious to learn what is making the objects work the way they do. Either way, the curiosity evidences point to children’s capability to think scientifically.
It is the responsibility of the parents/teachers to hone children’s scientific thinking capability to help them develop a thorough understanding of whatever they deal with. But for that, we need to understand what scientific thinking is. Taking the example of a pen, you could say that scientific thinking is about being able to find the reason behind its working/use. No matter what route you take, you will need to know what a pen is widely used for and how you want to use it. When you know these details and understand the gap between the two, it will be easier for you to come up with other questions that could lead you to understand the feasibility of what you want to achieve. It is important that we lead children into assessing to understand not only science concepts but also those that do not seem “sciency” to them.
An important pre-requisite to develop scientific thinking is to keep an open mind. To make children achieve that, you may provide them with various activities that have the same objectives. This is to make them understand that a result can be achieved through different methods. Only when one is able to accept that can he/she see science in everything. And then, you need to kindle the children’s curiosity to explore the working of the world around them. What can you do for that? Well, you may end your activities with open-ended questions. A repeated exposure to this kind of scenarios is sure to make children think out-of-the-box and even learn by making several mistakes.
Observation skill is also an important pre-requisite to be able to think scientifically. When you introduce a task to children, they might feel excited to plunge and play around with the materials. However, they should develop the tendency to first look closely at objects, by noticing them from different viewpoints. It might not be easy for you to explain it to them and make them follow your instructions. So, what you can do is, before introducing a task, ask leading questions that are built on from their earlier learning and lead to exploring the purpose the following task. You may even lead the children into coming up with questions that they have at the end of a task and design your next activity based on the answer for their question. But then, you must not reveal the answer but make them find the answer from the activity.
A good observation could also entail a detailed comparison between things. However, whenever the children are unable to compare, you need to come up with comparison questions for them to think that way. For example, you could make them compare how a ball point pen is different from an ink pen — in terms of the resources put to use, the way they should be handled and why, etc. This will provide additional cues to children on what aspects they should pay attention to
Another important skill for scientific thinking is to be able to sort and organise things based on their features. Children will be able to do this only after they have a clear understanding of the features of objects, which they gain through observation and comparison. So, once a child learns that an ink pen uses ink and not a refill, the next time ‘ink’ is mentioned to him/her, he/she will picture it in association with an ink pen.
As explained earlier, providing children with open-ended questions will come handy in making them think differently and, thereby, streamline their thought process. To that effect, prediction would also help. Let us first understand what prediction entails. It is the process of speculating based on prior knowledge of an object. So, children are bound to get better at prediction through experience. The next time a child wonders aloud when an ink pen would not work, make him/her indulge in handling a pen to explore the reason. As it is evident, prediction leads into experimentation. You may follow as many ways as you can think of to make children wonder and experiment.
An experiment could have an open-ended result but evaluation, which is the next progression towards scientific thinking, is to find out how a result is true for an experiment. If you make children perform an experiment to find out which angles an ink pen would not work in, evaluating their findings would mean to go deeper into the methods they used. You could evaluate several other factors as well, such as the kind of ink that was used, the surface on which the children tried to write using the pen, etc. The idea is to find out the factors that could have led to the finding of a result.
Once children develop the ability to evaluate their own finding, you could say they are ready to be able to apply their knowledge. You could then encourage them to graduate to play around with other materials, however, by keeping an open mind. You could even introduce them to experiments and evaluations that would help them get a better understanding of their surroundings. | <urn:uuid:b30d6f82-928f-4e06-a546-ee9cd6ef4761> | CC-MAIN-2022-40 | https://mountlitera.com/parent-corner/developing-scientific-thinking-in-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337668.62/warc/CC-MAIN-20221005203530-20221005233530-00028.warc.gz | en | 0.980561 | 1,077 | 3.9375 | 4 |
March 30, 2010
BTech + MTech (IIT Bombay)
MS (University of Michigan)
E-Waste or electronic waste is an informal term for all the electronic appliances which need to be disposed off due to their non-usability. Their non-usabilitiy could be attributed to number of reasons such as newer upgrade or damage beyond repair or incompatibility with other appliances. Computers, television sets, laptops, cell phones, VCRs, refrigerators, stereos are just few common electronic products that generate e-waste.
In recent years, advances in consumer electronics and personal computers have spurred economic growth, changed information technology and improved people lives in countless ways. However, our growing dependence on electronic products both at home and in the workplace has given rise to a new hazard: electronic waste. With the rapid growth of technology and shorter product life cycles of electronic products, e-waste is one of the fastest growing segments of our nation's trash.
Sources of E-waste:
While e-waste contains both valuable materials such as gold, palladium, silver and copper, it also contains harmful substances like lead, cadmium and mercury. In the absence of suitable techniques and protective measures, recycling e-waste can result in toxic emissions to the air, water and soil and pose a serious health and environmental hazard. The main sources of e-waste are:
1. Manufacturers are major contributors of e-waste. The waste consists of defective IC chips, motherboards, CRTs and other peripheral items produced during the production process. It also includes defective PCs under guarantee procured from consumers as replacement items.
2. Consumers who dispose their old appliances. Retailers who buy back second-hand electronics are repair and reuse working parts. The rest is binned and eventually makes its way into the groundwater and soil.
3. Import of e-waste: Import of e-waste is legally prohibited. Nevertheless, there are allegedly reports of e-waste imports from abroad.
Health Hazards due to bad practices:
In India, e-waste is mostly generated in large cities like Delhi, Mumbai and Bangalore. In these cities a complex e-waste handling infra-structure has developed mainly based on a long tradition of waste recycling. Ninety nine per cent of e-waste ends up with this traditional unorganised sector -- waste pickers, local raddiwallas and kabadiwallas. They extract precious metals like copper and silver that can be resold to smelters. Extraction is done by burning the gadget in the open or even boiling it in acid. The acid water and leftovers are then dumped in a landfill or discarded in the open which are extremely harmful and have negative impacts on the workers‘ health and the environment. A study on the burning of printed wiring boards that was conducted 2004 showed an alarming concentration of dioxins in the surrounding areas in which open burning was practiced. These toxins cause an increased risk of cancer if inhaled by workers and local residents or by entering the food chain via crops from the surrounding fields.
The problem is further exacerbated by the fact that India does not have a clear legislation in place to make it mandatory to recycle and dispose e-waste in an environment-friendly way. In 2009, the Manufacturers Association for Information Technology (MAIT) had estimated that the quantity of e-waste generated in India is 4,00,000 tonnes annually.
The breakdown of e-waste harmful effects is:
Lead: Lead is widely used in lead-acid batteries, cable sheathing, in the glass of CRTs, printed circuit boards. Computer monitors contain 6.3% lead. Lead that accumulates in the environment has highly acute and chronic toxic effects on plants, animals and microorganisms. It tends to be stored primarily in the bones, but is particularly toxic to the reproductive system, nervous system, the blood and the kidneys. Children’s brains and nervous systems are more sensitive to the damaging effects of lead.
Cadmium and Mercury: They are used in the production of electrical equipment and found concentrated in batteries, switches and thermostats, and fluorescent lamps.Cadmium can easily be accumulated in the human body due to its long half-life of 30 years. It tends to accumulate in the kidneys and can be absorbed through respiration or with food and can cause symptoms of poisoning. It also has the potential to cause harmful effects to the environment due to its high toxicity. Mercury can cause chronic damage to the human brain and may be concentrated in the food chain via fish that have accumulated mercury that spread into the water supply.
Arsenic: It is used in circuit boards, LCDs and computer chips, it can cause skin diseases, digestive problems and decrease nerve conduction velocity.
Possible Symptoms Associated with E-waste:
· Brain damage
· Decreased growth
· Impaired hearing
· Disorders of the reproductive and nervous systems
· Blood and kidney disorders
· Symptoms of poisoning
· Physical weakness
· Strong allergic reactions
· Asthmatic bronchitis
· DNA damage
· Neurotoxic effects in children
· Endocrine and hormone disorders
· Increased risk of digestive and lymph system cancers
What can we do:
It is our duty to properly dispose the e-waste. We must use the electronic products carefully so as to prolong the life of the equipment. The richer class should try not to upgrade or buy new gadgets unless it is becomes absolutely necessary to do so. As a responsible citizen, we must be fully informed on what happens to the items we dispose by questioning our scrap dealers. Because scrap dealers, raddiwaalas, second hand retailers have formed a vicious chain in which ultimately the e-waste is dumped unsafely.
In addition, there are number of e-waste management units set up in major cities. As individual and responsible consumers, we must try to get as much information about these units and send our disposable e-waste to these units. It is commendable that companies like LG, Nokia, HCL are doing their bit inorder to prevent e-waste. For example, Nokia has a drop-box for phones, chargers and batteries, irrespective of the brand into over 1,300 recycling points at Nokia Care Centres or Priority Dealers across India, where they are recycled properly. They pledge also to plant a sapling for every handset collected.
So friends, be careful the next time when you dump a dead phone or scrap off a damaged PC. You are putting your own health at stake. | <urn:uuid:811a5a71-2749-44a3-8052-423dc97068d8> | CC-MAIN-2015-27 | http://neurology.healthkosh.com/articles/post/e-waste-harmful-effects-67/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375097396.10/warc/CC-MAIN-20150627031817-00223-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.939888 | 1,367 | 3.375 | 3 |
Just as, we are told, climate change jump started it:
Burgers and fries have nearly killed our ancestral microbiome.
No wonder I keep running into people who are nearly 100 years of age.
(True, I spend a fair bit of time at a local retirement residence, but there was a time when you wouldn’t meet nearly as many people well over 90 anyway. – O’Leary for News )
A group of Italian microbiologists had compared the intestinal microbes of young villagers in Burkina Faso with those of children in Florence, Italy. The villagers, who subsisted on a diet of mostly millet and sorghum, harbored far more microbial diversity than the Florentines, who ate a variant of the refined, Western diet. Where the Florentine microbial community was adapted to protein, fats, and simple sugars, the Burkina Faso microbiome was oriented toward degrading the complex plant carbohydrates we call fiber.
The concern is that these microbes will go extinct.
Many who study the microbiome suspect that we are experiencing an extinction spasm within that parallels the extinction crisis gripping the planet. Numerous factors are implicated in these disappearances. Antibiotics, available after World War II, can work like napalm, indiscriminately flattening our internal ecosystems. Modern sanitary amenities, which began in the late 19th century, may limit sharing of disease- and health-promoting microbes alike. Today’s houses in today’s cities seal us away from many of the soil, plant, and animal microbes that rained down on us during our evolution, possibly limiting an important source of novelty.
“If we wait to the point where we are beyond a shadow of a doubt, with double-blind studies translated to regulations, we’re going to be waiting decades,” Sonnenburg told me. “But right now, all the arrows are pointing in the same direction, toward fiber.” More.
I just wish I know how to relate these doubtless valid concerns to the clear advantage of being, say, a fast food-chomping Canadian rather than a virtuous resident of Burkina Faso, when it comes to longevity:
Male 57.6 Female 59.4
Male: 79.8 Female: 84.0
There’s got to be a good explanation, but I am not sure if I will understand it.
See also: Human evolution, the skinny
Follow UD News at Twitter! | <urn:uuid:f2d57890-b909-4364-91aa-bdc612e2e7e9> | CC-MAIN-2020-40 | https://uncommondescent.com/human-evolution/darwinian-fairytales-deluxe-edition-fast-food-derails-evolution/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400202007.15/warc/CC-MAIN-20200921175057-20200921205057-00599.warc.gz | en | 0.935915 | 509 | 2.703125 | 3 |
Archaeological information documents ten thousand years of seasonal occupation by native people. Sarasota Bay was the primary source of protein and mounds of discarded shells and fish bones attest to the human settlements that existed in the area.
Europeans first explored the area in the early 16th century. In 1513, a Spanish expedition landed just to the south at Charlotte Harbor. After the 1819 acquisition of Florida as a territory by the United States and five years before it became a state in 1845, the army established Fort Armistead in Sarasota along the bay. In 1842, after the Seminole Indians were forced south into the Big Cypress Swamp, the Sarasota lands held by the federal government were opened to private ownership by those of European descent via the Armed Occupation Act passed by the Congress of the United States. The initial settlers were attracted by the climate and the bounty of Sarasota Bay. European settlers arrived in significant numbers in the late 1840s. The area already had a Spanish name—“Zara Zote”—on maps dating back to the early 18th century and it was retained as, Sara Sota. Although the name was associated with the area from the beginning of European contacts the origin of the name, Sarasota, is unknown. It may be named for a word in the indigenous Calusa language, whose meaning may be Point of Rocks or Place of the Dance. Some believe a fanciful story created for a popular early twentieth-century pageant held in Sarasota, that it was named after the daughter of famous explorer Hernando de Soto's daughter Sara. According to the Florida League of Cities FLC, the name first appeared in print as "Zarazote" on a 1763 land grant map.
Sarasota has been governed by several different American counties. Not becoming a state until 1845, Florida was acquired by the United States as a territory in 1819. Hillsborough County was created from Alachua and Monroe counties in 1834 and many early land titles cite it as the county governing Sarasota. Hillsborough was divided in 1855, placing Sarasota under the governance of Manatee County. In 1921, three new counties were carved out of portions of Manatee--one of those new counties was called, Sarasota, and the city was made its seat. The village of Sarasota was incorporated for local government as a town under state guidelines in 1902. It was re-platted in 1912 and its government then was incorporated as a city in 1913. From prehistoric native people to John Ringlin and Bertha Palmer, Sarasota history has much to offer. We hop you find your history here.
County Coordinator: Taneya Koonce | <urn:uuid:ad198daa-f722-42f1-8ec4-3a75606f31a6> | CC-MAIN-2017-13 | https://sites.google.com/a/flgenweb.net/sarasota/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218188553.49/warc/CC-MAIN-20170322212948-00215-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.98112 | 555 | 3.6875 | 4 |
Joesph Campbell in The Hero With a Thousand Faces explains quest in great detail, and may well be worth your look. According to Campbell, in myth and stories the monomyth or hero's journey follows a basic pattern. Campbell describes 17 stages or steps that can be broken down into three main sections:
- The "Departure" which deals with the hero's adventure before the quest (and often involves some form of initial denial and the meeting of a mentor or guide);
- The "Initiation" dealing with the hero's adventures and journeys while following the quest; and
- The "Return" where the hero has faced his or her quest and returns with knowledge, wealth, and/or power gained on the journey.
In 1997, Muse Magazine (The Smithsonian Institute's young adult magazine) published an article, "Star Wars: It's Just Another Myth" by Mary Henderson (now a book Star Wars: The Magic of Myth). In the article, Henderson condensed and delineated Campbell's steps while illustrating how Star Wars, the King Arthur story, the story of Perseus, and Tolkien's Bilbo Baggins from The Hobbit all follow Campbell's steps. The article provides a wonderful template for young readers and writers to follow when evaluating and creating their own quests and adventures.
Here is Henderson's template of heroes' quests as found in the article:
- The quest is to...
- The hero (discovers) he/she's the son/daughter of...
- But he/she was raised by....
- The call to adventure comes when...
- The wise and helpful guide is...
- The magic talisman is...
- The hero undergoes ordeals and difficulties when he/she...
- The hero performs daring deeds when she/he...
- The hero returns home to...
- In the end she/he...
Aside from being engrossing and fun to read, watch, or play, quests serve very important roles in children's education.
- Literature - is full of quests. Knowing the templates or 'essentials' of quests make them easier to recognize, understand and follow. Understanding a quest's basic 'ingredients' also makes it easier for kids to create and write their own.
- History - leaders and nations must face quests and obstacles in their growth to maturity and power. Familiarity with quests and heroes makes studying history more familiar and more interesting, which in turn, adds depth and additional memory associations.
- Life's Lessons - fortunately or unfortunately kids face numerous obstacles in their daily lives. They are often "called to action", often seek mentors or guides, and face challenges and daunting tasks (be they intellectual, social, or physical). As they develop and grow from the world of childhood to that of adulthood - the rules often change and are often not what was expected. Having heroes(and templates) to learn from and about, can only help them find comfort while meeting and mastering their own personal quests.
- Discuss the obstacles and quandaries heroes must face - be they Moses, Jesus, Luke Skywalker, Perseus, Harry Potter, Matilda, Bilbo Baggins, etc.
- Create your own myths from this template - write, act, relate stories of heroes.
- Brainstorm other possible solutions and paths for famous quests. Discuss the 'paths not taken'.
- Compare the fate and journeys of religious figures to those of modern, historical figures and of literary figures. Evaluate the similarities and differences in their quests. Discuss the lessons learned and values exhibited.
Dealing with Dragons (ages 6+) by Patricia Wrede - about Cimorene a princess who is tired of learning etiquette and wants to learn about math and the world.
Johnny Tremain (ages 9+) by Esther Forbes - a story of Johnny a silversmith apprentice who suffers a terrible injury and must find his true path. Along the way the finds himself involved with the Sons of Liberty, Paul Revere, the Adams cousins (Sam and John), John Hancock, and others.
I Kill Giants (ages 10+) by Joe Kelly - a story about a girl who must kill the giants in her life. The reader, intitially, is unsure whether there are real giants or metaphors. I won't ruin it for you as this is a MUST READ book for kids grade 5+.
The Book of Three (ages 8+) by Lloyd Alexander (the first of The Chronicles of Prydain series) about a boy, taran, ward of a prophetic pig who reluctantly must guard the pig and fight the evil following the pig in order to save all he holds dear.
The Giver (ages 10+) by Lois Lowry - about Jonas who lives in a dystopian society and must (reluctantly) learn to be the next Giver.
Ender's Game (ages 10+) by Orson Scott Card about eight-year-old gifted Ender who is reluctantly recruited by his government for s special space/defense school.
A Wrinkle in Time (ages 9+) by Madeleine L'Engle about Meg Murry who (reluctantly) is transported through a tesseract (a fifth dimensional wrinkle in time) with her younger brother Charles Wallace and friend Calvin O'Keefe to rescue her (scientist) father from evil forces holding him captive on another planet.
Inkheart (ages 8+) by Cornelia Funke - about Meggie and her father who must (reluctantly) read characters out of books
Pink and Say (ages 5+) by Patricia Polacco about two boys fighting for the Union - one black one white - who must find a way to stay alive and save their families during the Civil War.
In closing, for those seeking quests for 'older' and more 'mature' audiences, one of my favorite quests was Monty Python's Monty Python and the Holy Grail. Here is a brilliant excerpt I hope you enjoy (the quality of the YouTube clip isn't great, but it is good enough and well worth the view):
These are just a few suggestions. Thank you for your time and visit - I hope to see you here next week. In the meantime... Please leave your own favorite quests in the comments.
Have a great week. | <urn:uuid:fe2a3229-491d-4a1c-b15a-0915e5c1f2d1> | CC-MAIN-2017-13 | http://departingthetext.blogspot.com/2012/05/quets-quandries.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189495.77/warc/CC-MAIN-20170322212949-00577-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.940902 | 1,286 | 3.265625 | 3 |
The “Mighty Hood”
The HMS Hood is exceptional in more ways than one: She was the last battlecruiser, launched way after Japanese Kongo class ships. She was above all the steel ambassador of the whole Royal Navy, her pride, and on top of that the pride of the country. She sailed overseas, making stopover in all major ports, proudly showing the Union jack during a peaceful career that lasted from 1921 to 1941. She was also righteously considered as the most powerful warship in the world after launch and remained such until her fatal encounter of May 1941, at least in the mind of the average citizen reading newspapers.
She was a symbol, but the aura of with could not protect from a fundamentally outdated concept. The hood made that clear by paying the ultimate price, bitterly and violently, a painful demonstration of the concept inanuity. This was at the same time an instant celebrity by a short yet legendary artillery duel with the world’s new most powerful warship then, Winston Churchill’s own nightmare, battleship Bismarck.
The Hood in 1924. The tragedy of this beautiful ship was to never undergo the major refit she needed in order to better withstand the German salvoe, as well as better meeting the needs of the fleet during the war.
The Hood fished first and foremost by an armor designed on plans before the Battle of Jutland. The parabolic shots were estimated then too uncertain (from the point of view of the British whose pointing tools had a very average precision) to constitute a sufficient risk to weigh down the ship. This was sacrificed on the altar of sacrosanct speed. But the Germans, as they showed precisely at this engagement, put many more shots at the goal. But this warning was not followed by the addition of real protection thereafter, and when the Bismarck hired him, the result was clear and flawless…
HMS Hood circa 1932
Ordered during the war, even before the Battle of Jutland (March 1916), Hood’s keel was laid in September 1916, and the ship was launched in John Brown on August 22, 1918. She was however completd after the war, accepted in active service by May 15 1920. Compared to the previous Repulse, he was a perfect example of the “ever more” that prevailed in the admirations of the time, a race to which the Treaty of Washington (1922) came to an end.
She closed at the same time the cancellation of the series, the other 4 sister-ships Hood, which would have been accepted in service around 1922-24. The Hood was 33 meters longer, wider by 4, and heavier by almost 10,000 tons, with two additional 380 mm pieces. So it was de facto the most powerful warship ever built in the world. He stayed until the end of the 1930s… But she was a battle cruiser, and by the will of her parents, including John Jellicoe and David Beatty, his protection remained – in theory – his speed. But this type of building could be the most striking case of crossing the iron with a battleship – from a distance, using its range of fire. In no way was he ready to fight the Bismarck, who was from another generation, the fast battleships, marrying the “best of both worlds” in a terrifying package.
HMS Hood in Sydney Harbour
The Hood, however, benefited from some concessions to progress, including a more efficient DCA consisting of Bofors 40 mm. However, his shooting was obsolete, like most of his detection and telemetry equipment. The “great overhaul” was to take place between the end of 1939 and mid-1941, but the war put an end to this attempt. The Hood was urgently requisitioned, we could not do without it. The Hood began a series of interdiction patrols for the German fleet between Iceland and the Norwegian coast. He then rallied force H in the Mediterranean and took part in Operation Catapult in August 1940 against the French fleet stationed at Mers-el-Kebir.
Graf Spee, HMS resolution and Hood in the background at 1937 king Georges V coronation ceremonies at Spithead
Back to Scapa flow he remained stationed there to intervene in case of German invasion in Channel (operation “Sea lion”). Later, he was joined by the Prince of Wales. The threat of an invasion was temporarily postponed with the success of the Battle of Britain, but a new threat began to emerge. In May 1941, it took shape. The Bismarck accompanied by Prinz Eugen attempted an outing in the Atlantic. It was, however, intercepted by the Hood group, apparently on paper a definite advantage, but as much protection and fire control of the Hood were obsolete, as the Prince of Wales was too recent and not yet fully operational.
But Churchill’s order was clear: “sink the Bismarck”. The engagement was brief for the Hood, he began to shoot at a distance of 16500 meters. The first burst of the Burglar was too short, but the second was a hit. All the sailors of the Prince of Wales saw this frightening spectacle, of a larger jet of fire than the battle cruiser itself, springing up at the rear mast while the hull was lifting up and deforming under enormous pressure. Everyone understood it on board: One of the shells had hit the ammunition hold. The ship, cut in half and on fire, sank very quickly, taking almost all of her crew. There were three survivors…
Painting by Edward Tufnell
n 2001 we rediscovered the wreck of Hood, which was the subject of a report from the BBC. However, a thorough examination of where the explosion began had not solved the riddle of the exact cause of the explosion. Indeed, the descriptions and drawings made of the explosion put the finger on a problem: It had started far from the rear ammunition bay. There was virtually nothing in this place likely to provoke it, or at least not in this magnitude. To date the hypotheses are going well but the truth always escapes the specialists…
HMS Hood just after the remendous explosion that wrecked her, and the Prince of Wales passing in front. The magnitude of the event shook everybody, including the Germans.
|Dimensions||242 m long, 27.4 m wide, 9.7 m draft (full load).|
|Displacement||42 670 tonnes standard -45 200 tonnes Fully Loaded|
|Propulsion||4 propellers, 4 Brown-Curtis turbines, 24 Yarrow boilers, 120 000 hp.|
|Speed||Top speed 31 knots, 8000 nautical mile radius 12 knots.|
|Armament||8 x 381 mm (4×2), 14 x 102 mm (7×2) DP, 8 x 40 mm AA (2×8), 1 rocket launcher.|
|Armor||Belt 300 mm, decks 100 mm, range-finders 152 mm, turrets 380 mm, citadel 130 mm, blockhaus 280 mm.|
Conway’s all the world’s fighting ships 1922-1947
Author’s illustration of the hood in 1941 | <urn:uuid:ea4749aa-ad8c-4659-9a83-3c74e9dbc852> | CC-MAIN-2019-30 | https://www.naval-encyclopedia.com/ww2/UK/hms-hood | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00129.warc.gz | en | 0.972665 | 1,505 | 2.8125 | 3 |
Add Wood Ashes
Adding wood ashes to your garden can help reduce soil acidity, but it's always a good idea to test your soil first so you'll know how much to apply. Wood ashes not only add potassium to the soil but also raise the pH. Don't apply ashes to your garden if your soil pH is already 7.0 or more. In general, use 1/2 to 1 pound of wood ash per year mulched around shrubs and roses, 10-15 pounds per 1,000 square feet spread on the lawn, and 10-30 pounds per 1,000 square feet turned into vegetable and flower gardens.
Care for Spring Bulbs
Hardy spring bulbs march to their own music, sending up shoots when weather seems much too cold. I always worry about 3-inch daffodil shoots or blooming snowdrops and crocus when a cold snap hits, but if their roots are properly mulched, they\'re remarkably resistant to cold temperatures. When they\'re well mulched, these plants stop their growth during cold spells and revive during warmth. If a serious freeze is predicted, place 2-3 inches of organic mulch around any exposed shoots.
Start onions indoors from seed now and set them in a sunny spot. Sow the seeds 1/4 inch deep and cover them lightly with vermiculite or sand. Keep the soil temperature at about 70F. Once the seeds germinate, place the trays under grow lights, thin seedlings to 1-2 inches apart, and keep the plants watered and fed. Keep the plants trimmed to 3 inches tall and set them out in the garden in late March.
If you're overwintering your geraniums indoors, they're probably getting tall and leggy due to the reduced light. Now is a good time to cut them back to about a foot tall. Save a few 4- to 6-inch pieces to root by dipping the cut end in rooting hormone and then placing them in a pot filled with peat moss and sand. Keep the pot out of direct light while the cuttings take root, which should be in a few weeks. When new growth appears, you'll know your cuttings have rooted.
Check Houseplants for Mites
Spider mites can become quite a problem on houseplants during the winter months. These tiny insects are very hard to see, often going undetected until their population explodes and you begin to see their webs on the plants. To control them, spray insecticidal soap 2-3 times a week and mist plants with water from time to time. | <urn:uuid:4c4d5367-c1be-4992-84c6-7164cdeb0281> | CC-MAIN-2015-35 | http://www.garden.org/regional/report/arch/reminders/15 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644065318.20/warc/CC-MAIN-20150827025425-00123-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.953497 | 531 | 2.5625 | 3 |
Postprocessual Archaeology is based on the ideological framework of postmodernism. Postprocessualism, as a movement in archaeology, is a movement only in the loosest sense of the word. While Processual archaeologists had, if not a "codified" theory to unify them, then at least a common overall goal and spirit that drove them: scientific archaeology. Conversely, Postprocessual contains ideologies as diverse as Neo-Marxism, feminist archaeology, cognitive archaeology and contextual archaeology. These viewpoints are all very different. As a group, they are only unified by their critique of Processualism, which they consider a positivist outlook on culture.
The Postprocessualist ideology has a relativistic view of and is largely based on a critique of the scientific method. In this way we can see a link to what might be considered its underling ideology, postmodernism (Preucel, 1995:148). In other words, since Postprocessualism contains no unified ideological system, it is more generally defined as a movement by how it differs from Processual archaeology.
Postprocessual archaeologists were jaded with the deterministic and functionalist views of Processual archaeology and feel that their new movement is the next step after Processualism. In this way it can be seen that the name Postprocessualism (which was first coined by Dr. Ian Hodder, its first major supporter) has a dual meaning. The first is a reference to postmodernism, its parent theory, the second being a connotation that it is the natural result of processualism (Hodder, 1986).
The general critique involved in Postprocessualism is that archaeology is not an experimental discipline, which makes it highly vulnerable to attacks that it is not objective enough. The Postprocessual archaeologists claim that, for the most part, since theories on cultural change cannot be independently verified experimentally then what is considered “true” is simply what seems the most reasonable to archaeologists as a whole. Since archaeologists are not perfectly objective then the conclusions they reach will always be influenced by personal biases (Trigger, 1989:379). As a concrete example of this we see the patriarchial underpinnings of most of archaeology until the latter half of the 20th century, where questions on the role of women in the cultures and systems under study were not asked. Postprocessual archaeologists state that personal biases inevitably affect the very questions archaeologists ask and direct them to the conclusions they are predisposed to believe.
Whilst this may sound as a vague theoretical idea, it has definite consequences in the actual practice of archaeological fieldwork. In order to collect data and analyse it, the archaeologist must first decide which questions they want to ask. Given that typical digs will cause hundreds of thousands or perhaps millions of artefacts to be recovered and analysed, and the cost and effort of reanalysing artefacts is prohibitive, the question on categorization and analysis techniques must effectively be posed prior to an excavation or survey starting. These techniques will often reveal biases.
Some postprocessualists believe that this means we can never accurately reconstruct the past, so why try? They advocate the use of archaeological data to produce historical fantasies. "Why not?", they say. "It's just as likely as any other explanation archaeologists can offer." Some also argue it is perfectly allowable to use archaeological data to support personal political and social agendas (Trigger, 1989:380). They perhaps overlook the problem that archaeology has a checkered past at best when used to support political agendas. Some of these causes include Nazism, colonialism, imperialism and racism (Trigger 1984:615).
Postproccessualism is not popular in America, where Processualism was born and continues to be the main focus of archaeology. To a large extent Processualists believe in the scientific method - that archaeology is credible to the extent to which it employs the scientific method, and find the much less scientific nature of Postprocessualism to be a step in the wrong direction. Postprocessualism has gained popularity in Europe, though Processualism is strong there as well. Some archaeologists speculate that the rise of postprocessualism in Europe may be a direct result of anti-American sentiment, though this is subject to debate (certainly, it would be by the Postprocessualists)
However, with all these differences it is possible to find some common ground between processualists and postprocessualists, even if they sometimes do not want to see it. Both Processual and Postprocessual archaeology want to know about the people of the past. Both are concerned about how we know about people in the past and whether that knowledge represents the actual past or just a personal mental reconstruction of the past. While some postprocessualists argue that any understanding of the past is impossible most believe that, if nothing else, we should still try to do archaeology as best we can while struggling to keep concerns about our own bias constantly in mind. Both wish to eliminate this bias and come to an objective understanding of the reality of the past, however they differ very significantly in how to best achieve this end. | <urn:uuid:25932b01-5338-4a55-b5be-01ae57f3ace5> | CC-MAIN-2018-13 | http://infomutt.com/p/po/post_processualism.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645413.2/warc/CC-MAIN-20180318013134-20180318033134-00714.warc.gz | en | 0.957584 | 1,057 | 2.5625 | 3 |
February - ‘A sense of place’
Write about a place which was important to a number of your forebears. Why did you choose this place? How did it feature in their story, why was it important to them? Share your reflections in 150 to 400 words, accompanied by a photograph/s, hopefully captured close to the time in which it featured in one or more of their lives.
March - ‘Hunch’
Sometimes when researching we find ‘a black hole’, however have a fairly strong hunch about a possible resolution of the problem. Our dilemma - we don’t want to record it if the evidence isn’t strong enough. Describe a fairly strong hunch you continue to have during your research. Who does it involve, why do you think it might apply; what is stopping you from including it in your family tree. (If you have resolved one, you could describe this instead)
April - ‘They were there when….’
Did someone in your family tree experience a significant news, historical or cultural even first-hand? Share your understanding of what may have been their experience.
Universal ‘Back Up’ topic – if a topic doesn’t inspire you or you have writers’ block!
‘A Ha Moments’ and/or ‘Disappointments’
What stand out among the memorable ‘a ha moments’ and/or memorable ‘disappointments’ you have experienced while doing family research? Pick one (or two) and write about it, explaining when it happened, who in your family tree was involved, what effect it had on you. It may be an ‘a ha moment’ or ‘disappointment’ you have felt for the person involved, or for you as you negotiated your family research journey. | <urn:uuid:903f4864-6f34-4c39-b291-9bdb386e3d43> | CC-MAIN-2022-49 | https://u3abenalla.weebly.com/home/looking-ahead-family-story-topics-to-begin-2022 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711001.28/warc/CC-MAIN-20221205000525-20221205030525-00164.warc.gz | en | 0.975033 | 392 | 3.375 | 3 |
Pneumonia is an infection in the lung caused by a virus or bacteria. Pneumonia usually includes a cough and fever, and sometimes rapid breathing, shortness of breath and chest pain. Rattles in the chest or rattley breathing are not necessarily sign of pneumonia. Rattles are typically just mucous or congestion.
WHEN TO CALL:
- breathing is labored (fast, nostrils flaring, anxious, muscles between ribs or under chin are tugging)
- chest pain is severe when not coughing
- your child is short of breath when not coughing
- constant cough
During office hours if:
- your child has a cough with fever that lasts 3 days or more
- your child has a cough with chest pain
- your child has a breathing rate of over 40 times a minute while resting
- your child’s cough lasts more than 2 weeks or if the cough worsens after 1 week.
- coughing causes several episodes of vomiting
- coughing spasms tire your child or keep himup more than 1 hour at night
- cough causes your child to miss more than 2 days of school
- you have other concerns or questions
WHAT TO DO:
- Try frequent sips of fluid or a steamy bath or shower to alleviate cough.
- Make an appointment. Your doctor listening to the lungs can usually determine the presence of pneumonia. Your doctor may order a chest x-ray to diagnose pneumonia.
- If pneumonia is caused by bacteria, your doctor will prescribe antibiotics.
Pneumonia is not an emergency unless there is labored breathing.
If you suspect your child has pneumonia please contact the office during office hours.
- Pneumonia in most cases is treated with antibiotics at home
- RSV (Respiratory Syncytial Virus) is a type of viral infection that may cause pneumonia in infants and young children. RSV occurs in the late fall and winter. RSV is a virus therefore antibiotics are not used to treat it. | <urn:uuid:0b630753-ba69-45dd-b7d6-b438302d0748> | CC-MAIN-2019-39 | http://algerpediatrics.com/parents-handbooks/pnuemonia.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514574159.19/warc/CC-MAIN-20190921001810-20190921023810-00538.warc.gz | en | 0.938797 | 410 | 3.765625 | 4 |
Using antibiotics when they are not the right medicine will not help and may even cause more harm than good. Why? Because antibiotics are medicines used to treat infections—and they target bacteria—not viruses.
Before prescribing an antibiotic, your child's doctor will find out if it is the right medicine to treat your child's infection.
1. My child has a really bad cold. Why won't the doctor prescribe an antibiotic?
Colds are caused by viruses. Antibiotics are used specifically for infections caused by bacteria. In general, most
common cold symptoms—such as runny nose, cough, and congestion—are mild and your child will get better without using any medicines.
Many young children—especially those in
child care—can get 6 to 8 colds per year.
2. Don't some colds turn into bacterial infections? So why wait to start an antibiotic?
In most cases, bacterial infections do not follow viral infections. Using antibiotics to treat viral infections may instead lead to an infection caused by resistant bacteria. Also, your child may develop
diarrhea or other side effects.
If your child develops watery diarrhea, diarrhea with blood in it, or other side effects while taking an antibiotic, call your child's doctor.
3. Isn't a nose draining yellow or green mucus a sign of a bacterial infection?
Yellow or green mucus in the nose does not automatically mean that antibiotics are needed. During a common cold, it is normal for mucus from the nose to get thick and to change from clear to yellow or green. Symptoms often last for 10 days.
Sinusitis is a term that means inflammation of the lining of the nose and sinuses. A virus or allergy can cause sinusitis and in some cases, bacteria can be the cause.
There are certain signs that bacteria may be involved in your child's respiratory illness. If your child has a common cold with cough and green mucus that lasts longer than 10 days, or if your child has thick yellow or green mucus and a
fever higher than 102°F (39°C) for at least 3 or 4 days, this may be a sign of bacterial sinusitis.
If your child has developed
bacterial sinusitis (which is uncommon), an antibiotic may be needed. Before an antibiotic is prescribed, your child's doctor will ask about other signs and examine your child to make sure an antibiotic is the right medicine. See The Difference Between Sinusitis and a Cold.
4. Aren't antibiotics supposed to treat ear infections?
Many true ear infections are caused by viruses and do not require antibiotics. If your pediatrician suspects your child's ear infection may be from a virus, he or she will talk with you about the best ways to help relieve your child's ear pain until the virus runs its course. At least half of all ear infections go away without antibiotics.
Because pain is often the first and most uncomfortable symptom of ear infection, your child's doctor will suggest pain medicine to ease your child's pain.
ibuprofen are over-the-counter pain medicines that may help lessen much of the pain. Be sure to use the right dose for your child's age and size. In most cases, pain and fever will improve within the first 1 to 2 days.
Over-the-counter cold medicines (decongestants and
antihistamines) don't help clear up ear infections and are not recommended for young children. Ear drops may help ear pain for a short time, but always ask your child's doctor if your child should use these drops.
Your child's doctor may prescribe antibiotics if your child has fever that is increasing, more severe ear pain, and infection in both eardrums. See Ear Infection Information, Middle Ear Infections, and Your Child and Ear Infections.
5. Aren't antibiotics used to treat all sore throats?
No. More than 80% of
sore throats are caused by a virus. If your child has sore throat, runny nose, and a barky cough, a virus is the likely cause and a test for "strep" is not needed and should not be performed.
Antibiotics should only be used to treat sore throats caused by
group A streptococci. Infection caused by this type of bacteria is called "strep throat."
Babies and toddlers under 3 rarely get it strep throat, but they are more likely to become infected by streptococcus bacteria if they are in child care or if an older sibling has the illness. Although strep spreads mainly through coughs and sneezes, your child can also get it by touching a toy that an infected child has played with.
If your child's doctor suspects strep throat based on your child's symptoms, a strep test should always be performed. If the test is positive, antibiotics will be prescribed. See The Difference between a Sore Throat, Strep & Tonsillitis and When a Sore Throat is a More Serious Infection.
6. Do antibiotics cause any side effects?
Side effects can occur in 1 out of every 10 children who take an antibiotic. Side effects may include rashes,
allergic reactions, nausea, diarrhea, and
stomach pain. Make sure you let your child's doctor know if your child has had a reaction to antibiotics in the past.
Sometimes a rash will occur during the time a child is taking an antibiotic. However, not all rashes are considered allergic reactions. Tell your child's doctor if you see a rash that looks like hives (red welts); this may be an allergic reaction. If your child has an allergic reaction that causes an itchy rash, or hives, this will be noted in her medical record.
7. How long does it take an antibiotic to work?
Most bacterial infections improve within 48 to 72 hours of starting an antibiotic. If your child's symptoms get worse or do not improve within 72 hours, call your child's doctor. If your child stops taking the antibiotic too soon, the infection may not be treated completely and the symptoms may start again.
8. Can antibiotics lead to resistant bacteria?
The repeated use and misuse of antibiotics can lead to resistant bacteria. Resistant bacteria are bacteria that are no longer killed by the antibiotics commonly used to treat bacterial infection. These resistant bacteria can also be spread to other children and adults.
It is important that your child use the antibiotic that is most specific for your child's infection rather than an antibiotic that would treat a broader range of infections.
If your child does develop an antibiotic-resistant infection, a special type of antibiotic may be needed. Sometimes, these medicines need to be given by IV (vein) in the hospital.
9. What are antiviral medicines?
An antiviral medicine may be prescribed for children that are at higher risk of becoming severely ill if they get the flu. For most other viruses causing cough and cold symptoms, there are no antiviral medicines that work or are recommended.
10. How can I use antibiotics safely?
Give the medicine exactly as directed.
See Medication Safety Tips and Using Liquid Medicines.
Don't use one child's antibiotic for a sibling or friend; you may give the wrong medicine and cause harm.
Keep antibiotics and other prescription medicine in a secure place. Count and monitor the number of pills you have and lock them up. Ask your friends, family members, and babysitters to do the same.
Dispose leftover antibiotics and other prescription medication. Return leftover prescriptions to a hospital, doctor's office, or pharmacy. Many counties now offer "take-back" events to collect unused medication. For more information, see Promote Safe Storage and Disposal of Opioids and All Medications. | <urn:uuid:4ad160d0-a2c7-418b-ac3a-c7ba10b6aa88> | CC-MAIN-2020-24 | https://www.healthychildren.org/English/safety-prevention/at-home/medication-safety/Pages/Antibiotic-Prescriptions-for-Children.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347435238.60/warc/CC-MAIN-20200603144014-20200603174014-00587.warc.gz | en | 0.93023 | 1,603 | 3.34375 | 3 |
Main Article Content
Microsoft PowerPoint is an application that is widely used to create attractive presentation slides for students and workers, because Microsoft PowerPoint provides attractive templates, tools, images and graphics to be included in the slides to be presented. But now, Microsoft Powerpoint is not only used to make attractive presentation slides but can also be used to make games, especially flappy cursor games. Making games usually uses software that has a large size (for example Unity, GameMaker and Construct 2) so that it uses a large RAM capacity as well. This affects PC performance when using a low specification PC both during game production to the final stage of rendering and implementation. To avoid using applications that are sized when making a game, game creation can be done by using Microsoft PowerPoint which has tools that support in making games. In addition, the students are already familiar and familiar with using Microsoft Powerpoint, making it easier for them to take part in training in making flappy cursor games. Making this flappy cursor game is able to increase the creativity of students in designing the game and developing the logic functions that are in the game.
How to Cite
RAHAYU, Sri Lestari. Pemanfaatan Microsoft Powerpoint Dalam Pembuatan Game Flappy Cursor. SNPMas : Seminar Nasional Pengabdian pada Masyarakat, [S.l.], p. 273-279, dec. 2019. Available at: <https://ejurnal.dipanegara.ac.id/index.php/snpmas/article/view/361>. Date accessed: 25 oct. 2020. | <urn:uuid:33182b4e-bc03-48ba-bfa7-8d98ce831efa> | CC-MAIN-2020-45 | https://ejurnal.dipanegara.ac.id/index.php/snpmas/article/view/361 | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00566.warc.gz | en | 0.875381 | 334 | 3.390625 | 3 |
In this lesson you will learn how to choose a topic for an argumentative essay by exploring issues that affect today's world.
In this lesson you will learn how to draft a thesis statement for your argumentative essay by combining your claim and supporting reasons.
In this lesson you will learn how to collect evidence that supports your thesis by using a variety of properly cited resources.
In this lesson you will learn how to organize your information for an argumentative essay by using boxes and bullets to prioritize evidence.
In this lesson you will learn to write an introductory paragraph to define your claim by arguing why this issue is important and addressing the opposing claim.
In this lesson you will learn how to draft body paragraphs by introducing and explaining your evidence while using transitions between sentences and paragraphs.
In this lesson you will learn how to draft a concluding paragraph for your essay by summarizing your argument, identifying a solution, and stating the consequence of inaction.
Template for letter to parents sharing LearnZillion resources.
Editable discussion protocol for a Professional Learning Community Common Core Deep Dive (can be adapted to meet your team’s needs)
Editable template for student notes--can be used with any LearnZillion lesson
Assign this lesson to your students. They can access it immediately by following these steps (no login required): | <urn:uuid:2529e6ae-d349-4894-a978-9f2e885362f1> | CC-MAIN-2015-22 | https://learnzillion.com/lessons/1469 | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207924991.22/warc/CC-MAIN-20150521113204-00092-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.901292 | 268 | 3.1875 | 3 |
Covering 300 of the most common birds in all of the United States and Canada, The Young Birder’s Guide to Birds of North America is loaded with color photographs, drawings showing typical behaviors, range maps, an easy-to-use checklist, fun facts, and authoritative information about each bird, its vocalizations, and its habitat.
While other field guides might overwhelm kids who are new to birding, The Young Birder’s Guide to Birds of North America was created with help from kids. Bill Thompson’s own son and daughter and their elementary school classes helped select the content. Kid tested, kid approved! Paperback. Suggested ages 9 and up. | <urn:uuid:1ba692ab-0455-4626-ac73-1dbcd0e7eb9d> | CC-MAIN-2022-49 | https://treehousetoys.us/products/young-birders-guide | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710936.10/warc/CC-MAIN-20221203175958-20221203205958-00070.warc.gz | en | 0.938172 | 140 | 3.03125 | 3 |
Types of Organisms
Sponges, hydroids, oligochaetes,
polychaetes, bryozoans, amphipods,
copepods, shipworms, and ascidians
Mollusks, crustaceans fish, plants, sponges, etc.
But because of the possibility of introductions 500 years ago, it is difficult to determine what is native to the region’s marine waters and what is not.
We refer to these species as cryptogenic. | <urn:uuid:99909cbb-9f9e-454d-a44a-d08ef1041abc> | CC-MAIN-2016-26 | http://nas.er.usgs.gov/presentations/FL_aquarium_files/slide0003.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783396222.11/warc/CC-MAIN-20160624154956-00025-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.889767 | 108 | 2.890625 | 3 |
I am happy that you are using this web site and hope that you found it useful. Unfortunately, the cost of making this material freely available is increasing, so if you have found the site useful and would like to contribute towards its continuation, I would greatly appreciate it. Click the button to go to Paypal and make a donation.
Cumberland was born on 15 April 1721 in London. He was the third son of George II and Caroline of Ansbach. He was created Duke of Cumberland in 1726. A soldier by profession, he fought in the War of the Austrian Succession (1740-48), becoming commander of the allied forces in 1745. He was defeated severely by France's Marshal Maurice de Saxe at the Battle of Fontenoy on 11 May 1745.
Later in 1745 Cumberland was recalled to England to oppose the invasion of England of the Jacobite forces under Charles Edward Stuart, the Young Pretender, grandson of the deposed king James II. Cumberland's army defeated the Scots at the Battle of Culloden Moor in Inverness on 16 April 1746, at which about 1,000 Scots died. After the battle he was asked for orders: he wrote, "No quarter", on the back of a playing card (the nine of diamonds - still known as the 'curse of Scotland'). As a result of this action he was given the epithet "Butcher" Cumberland. A flower was named after him to mark his success at Culloden. In England it is known as the Sweet William; it is a fragrant plant named by the King after Culloden for his brother. In Scotland the name 'Stinking Billy' was applied to a weed by the Highland Scots - it is Ragwort which is smelly and poisonous to horses. They are different plants with different names but relate to the same battle and the same person - the Duke of Cumberland, who remained in Scotland for three months after the battle, rounding up some 3,500 men and executing about 120. The English soldiers killed everyone they found, regardless of age or gender (see John Prebble's Culloden, Penguin, 1961)
Cumberland then returned to the European theatre of war. in July 1747 he lost the Battle of Langfeld to Saxe. During the Seven Years' War (1756-63) he was defeated by the French at the Battle of Hastenbeck in July 1757. Hastenbeck was in Hanover, one of George II's possessions. Because he signed the Convention of Klosterzeven in September 1757, promising to evacuate Hanover, Cumberland was dismissed by his father who repudiated the agreement. Cumberland's refusal to serve as commander in chief unless William Pitt was dismissed as Secretary of State led to Pitt's fall in April 1757.
In 1765 the duke was asked by his nephew, King George III, to head a ministry, a rôle that he accepted. Cumberland appointed the second Marquis of Rockingham as First Lord of the Treasury. Cumberland became ill in the summer of 1765 and died from a brain-clot on 31 October of the same year.
The battle of Culloden was not
only English fighting but lowland Scots fought against Bonnie Prince Charlie.
An example: many streets in the city of Glasgow and Edinburgh are named after
Cumberland. On 15 December 1745 the young pretender demanded £15,000
Pounds from the burges and baillies of Glasgow. They negotiated and gave
nearly £¼ million today. Munroe's and Barrel's regiments were lowland
Scots. The Glasgow regiment raised by Glasgow University was in charge of
the baggage trains at the battle of Falkirk. The Jacobites stole the baggage
train at Maggies Woods, Falkirk. (My thanks to Denis R Shovlin for this information) [back]
My thanks to a gentleman called Colin, who sent this information. [back]
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|American Affairs 1760-83||The Age of the French Wars 1792-1815||Irish Affairs 1760-89|
|Economic Affairs in the Age of Peel||Irish
|Primary sources index||British Political Personalities||British Foreign policy 1815-65||European history|| | <urn:uuid:df743026-ec14-4415-8433-6b911ba67b4c> | CC-MAIN-2017-39 | http://www.historyhome.co.uk/people/cumber.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687702.11/warc/CC-MAIN-20170921063415-20170921083415-00013.warc.gz | en | 0.972028 | 929 | 3.03125 | 3 |
How to Dispose of Cat Litter
When it comes to care and affection, all pet parents want to shower their felines with love. While all cat and dog parents know that loving and disciplining their pets is a lot like raising children, cleaning up the waste and refuse is equally essential. Knowing when to clean out the trash and how to dispose of the cat litter is crucial to the health and wellbeing of the pets. Cats are known to have litterbox aversion if the waste isn’t cleaned out regularly. Most pet parents fail to understand this crucial aspect of cat behaviour and end up blaming the cats when they do not use the litterbox. This behaviour also leads to the surrender of many cats. When it comes to your felines, you should always invest in the best cat litter.
Disposing and replacing the litter in the litterbox every two to three days is ideal for cat health to prevent harmful urinary tract infections, respiratory diseases, and allergies. Knowing how to dispose of cat litter is essential for cat health and also for the health of others in the house. Uncleaned waste tends to smell foul and affects the clean environment of the home.
Why should you Responsibly Dispose of Cat Litter?
Proper disposal of waste is the responsibility of each citizen. The best way to reduce your cat’s footprint is to ensure that your cat does its business indoors. While we will not be debating the merits of natural versus indoor defecation, the only reason to train your cats to use the litterbox is so that the urine and faeces do not contaminate the groundwater supply in your garden or backyard. Cat litter should also never be flushed. Wastewater treatment plants are not equipped to handle the parasites found in cat litter, which will further contaminate the human water supply.
Cat faeces may contain a protozoan parasite and oocysts. When flushed, these oocysts are carried to treatments plants that are not equipped to treat them. Sea animals like otters are at risk of protozoan parasites in cat litter. Always select the best option by disposing of cat litter in kitchen rubbish bins.
How to Dispose of Cat Litter?
There are a few ways that you can dispose of cat litter.
Compost Cat Litter: Not many people agree with the composting method of disposing of cat refuse. However, it is an effective way of recycling litter in an eco-friendly manner. To do this successfully, you should purchase compostable cat litters and organically dispose of the waste. Instead of dumping the waste directly into kitchen rubbish bins, you could process it in a compost pit and convert it into fertilizer that can be used in the garden.
By choosing biodegradable litter in your garden, you would be reducing your cats’ footprint and saving the environment in the long term. Reducing the amount of garbage in landfills and composting it helps in returning nutrients to the land.
Trash Cans: Before dumping the waste in random bins, you should spend some time researching the best kitchen bin for your specific use. Depending on the size, make, brand, material, and volume, you should purchase a kitchen bin that can successfully hold the refuse of the entire household, including pet waste.
- Use a strong trash bag.
You should purchase some heavy-duty, strong trash bags to hold cat litter. Cat litter can get heavy once it is soaked, and you do not want the bag to tear during transport. Using thin bags to contain cat litter may tear at inopportune moments and spill out over the floor and stink up the whole place. Clay litter is known to be one of the heaviest, and can easily tear bags. The only way to avoid this is to purchase heavy-duty bags.
- Put in the bag before dumping the litter.
If you can carry the litter directly to the trash can, ensure you put in a thick bag. Holding the trash bag in hand and trying to pour the litter does not work since small bits of the rubbish fall out, and spoil the floor.
- Separate the cat litter from the regular trash
If you do not plan to use the cat litter in the compost pit, separate it from other organic waste to reduce mixing up or contamination. Ideally, mark the cat refuse as toxic waste, and dispose of it in the same manner.
- Use a new trash bag each time.
Do not store the trash bag each time. Instead, use a new bag with each litter. Once you use a fresh bag, tie it up tightly to ensure no odours escape.
Updated: 27/12/2020How To Stop Cat Litter From SmellingYour cats are the most adorable, cutest, and sweetest loves of your life. They purr and make you feel like the ruler of the world. However, they can also smell up the house with their super stinky poop odour. The...
Updated: 26/12/2020What Is The Best Cat LitterIn earlier times, people would fill litter boxes with ash, sand, or sawdust. Thankfully, cat parents do not have to resort to these methods any longer. Now, there are unlimited litter options readily available in the...
Updated: 26/12/2020How Often To Change Cat LitterCat parents often face litter cleaning issues. Most cat and kitten parents wonder how often they should change the litter in the litterbox, and how much should be replaced. Since a litterbox is essential for felines to...
Updated: 10/12/2020How To Litter Train A CatLitter training for cats is crucial, especially for new cat parents. Making sure your feline is safe, secure, and comfortable in her new environment is essential for proper litter training. You could get the best cat litter...
Updated: 13/11/2020What Do Cats EatCats, like most dogs, enjoy a variety of different foods. Ideally, cats should be given a balanced nutritious diet containing fats, proteins, carbohydrates, vitamins, fibres, and minerals in the correct amounts. It is up to us to...
Updated: 09/17/2020When can Kittens go OutsideKittens are naturally curious and will want to explore and go outside. The natural tendencies of cats and kittens urge them to wander around greenery and navigate through uncharted spaces. Kittens need to be cared for, and... | <urn:uuid:b4d9ad2a-bd55-476e-be1c-f39d1c6d5f4e> | CC-MAIN-2021-04 | https://kitchenhome.co.uk/how-to-dispose-of-cat-litter/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703538431.77/warc/CC-MAIN-20210123191721-20210123221721-00553.warc.gz | en | 0.925866 | 1,312 | 2.84375 | 3 |
Nemophila menziesii. Charming, low-growing, and full of personality, Nemophila Baby Blue Eyes grows to 10-15cm (4-6″) tall, and looks dazzling planted en masse in rockeries or as edging. It also mixes particularly well with other self-sowing annuals. Attractive to bees and other beneficial insects. Direct sow Baby Blue Eyes Nemophila seeds in early spring, when a risk of frost is still possible. This low growing flower will perform in window boxes, hanging baskets, any container, and also in between rows in the vegetable garden. Sow short rows every three weeks in sprint and enjoy a carpet of sky blue all summer long.
How to Grow Nemophila
Nemophila menziesii is an annual that is known as Baby Blue Eyes. Cool, moist, light, well-drained soil is best. Grow in partial shade where summer soils get hot. Plants can die from excessive heat. Nemophila may self sow if conditions are right. Barely cover the tiny seeds. Aim for plant spacing at 10cm (4″). Tighter spacing is okay for this small species. It is easy to plant and grow Baby Blue eyes “Nemophila” seeds.
Start indoors, in peat or coir pots, 6-8 weeks before planting out. It’s probably simpler to direct sow in early spring, when a chance of frost is still possible (mid-March on the coast). In mild winter areas, you can direct sow in the fall. Ideal soil temperature for germination: 12°C (55°F). Seeds should sprout in 7-21 days.
Only logged in customers who have purchased this product may leave a review. | <urn:uuid:6c424167-99cf-4590-bf65-5ad1fbc09742> | CC-MAIN-2017-43 | https://www.westcoastseeds.com/shop/flower-seeds/nemophila-seeds/baby-blue-eyes/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824618.72/warc/CC-MAIN-20171021062002-20171021082002-00096.warc.gz | en | 0.902807 | 365 | 2.65625 | 3 |
Adults enjoy gardening for the outdoor time, exercise, inspiration, relaxation, healthy homegrown food, fragrant blooms, a sense of well-being and accomplishment, and probably many other delightful reasons.
Children can enjoy the same benefits when you design a growing space that’s suited to their abilities and interests.
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In Your Go-To Guide for Gardening with Children, we offer a range of activities for family fun.
In this article, we offer five tips to help you create a garden that the young people at your house can call their own.
Here’s the lineup:
Let’s get started!
As you begin to envision your child or children sowing and reaping, think about what you hope they will experience.
Are you seeing family fun and photo ops with a rambunctious preschooler who is developing gross motor skills? Can you picture mounds of muddy soil and a splashing watering can?
Or, do you have preteens you’d like to encourage to spend more time outdoors? Are there veggies growing? Is there laughter, and do the barbecued hamburgers have homegrown lettuce and tomatoes on top?
Your vision of the young ones at your house actively engaged in growing and having fun is the first step in the design process.
Check out our list of best children’s gardening books and read with your kids to get them in the mood for the upcoming venture.
Walk around the yard and see where the sun shines for most of the day and where it’s shady. Learn about plants that prefer each exposure.
If you don’t have yard space, gather containers to place on a patio.
For cultivation on a balcony at a rental, be sure to check with the management about rules and weight requirements. Maybe older kids can make inquiries themselves.
Invite the kids to plan with you. Keep them interested through active participation in all phases of the experience.
Have them draw pictures of what an amazing garden might look like, and do your best to incorporate as many of their ideas as you can.
If they want Jack’s beanstalk, think along the lines of pole beans.
For a jungle, you might try tropical foliage around the patio.
Browse online and print catalogs, or visit a nursery, to make plant and/or seed selections.
Allow Ample Space
You may be surprised by how much room you’ll need for some plants, like zucchini and cucumbers, with a circle of foliage that spans two to three feet.
Read seed packets and descriptions of plants to determine not only cultural requirements like sun, soil, and water, but mature dimensions as well.
Help children choose plants that can fit into the space allotted to them for cultivation.
In addition to making sure the plants fit without overlapping each other, it’s helpful to allow an additional foot between plants so they are not stepped on as kids water, weed, check for signs of pests and disease, observe the growing process, and harvest edibles.
An alternative to in-ground growing that allows for easy access from all sides is narrow raised beds that children can walk completely around and reach across.
Where gardening in small spaces, add features to your growing area that make vertical growing an alternative, such as a trellis, and remember that container gardening is always an option.
Engage Their Senses
When designing an inviting growing space that children will enjoy, choose items that engage as many senses as possible.
Here are some ideas:
Flowers with large, bright blooms, like sunflowers and zinnias.
Plants that are very fragrant like lavender, rosemary, and honeysuckle.
Fuzzy foliage such as lamb’s ears and the colorful blooms of celosia.
Add a bird feeder to attract songbirds and bring nature’s music into the setting.
Grow edibles like fruits, herbs, and vegetables that can be plucked, rinsed, and savored right in the summer sun.
Using multiple senses helps to make experiences memorable. Don’t forget to take pictures for “What I Did This Summer” school reports, and gifts for aunties and grandpas.
Make It Imaginative and Inviting
Make the yard space, kitchen, patio, or wherever the kids are growing a place that is comfortable and inviting.
Encourage young ones to relax and spend time tending flora by including accessories such as seating, stepping stones, and yard art.
Incorporating play is essential, especially with the youngest children.
How about creating a magical fairyland with rings of stones, small blossoms, and winged fairy statues where your littlest ones can come dressed in their own fairy wings, carrying magic wands to sprinkle fairy dust and make the flowers grow?
A butterfly garden can easily be created with large flowers that specifically attract the lovely winged pollinators, like lobelia, milkweed, and verbena.
Include a birdbath. Fill the bottom with colorful glass marbles and an inch or two of water for the butterflies to refresh themselves as well.
And as the season progresses, help your kids keep track of the different species that visit your yard.
Sweet peas or green beans are fun to grow when you train them up bamboo poles arranged like a teepee. They’re great for hide and seek, and a little private time for an outdoor nap.
Divide a space into a tic-tac-toe board and have kids plant a different plant with a mature diameter of one foot or less in each square. This is called square foot gardening.
And then there’s the pizza garden. Help your child lay out a circular design and divide it into slices, with a different plant in each piece, like tomatoes, basil, and oregano.
Encourage your kids to come up with their own ideas!
Scale It Down
Children like child-sized things that they can handle with ease, so consider getting small hand tools like trowels, claws, and rakes just for them.
Give them small harvest baskets and watering cans, or use a product I’ve found to be extremely useful for kids, a lightweight, retractable hose made of fabric that is easy to drag from faucet to plot.
Flexi Hose, The Expandable Hose
At my house, I have Flexi Hose, The Expandable Hose, and it’s holding up well in its second year.
You can find Flexi Hose, The Expandable Hose from the Flexi Hose Store via Amazon.
And if you really want to scale things down, how about helping the kids grow miniature plant species that can be cultivated in-ground in the appropriate growing zones, or indoors in containers?
Please see our review of “Tiny Plants” by Leslie Halleck, an exciting how-to book.
And don’t forget about the terrarium, an enclosed collection of small plants that are easily cultivated indoors.
Make the Vision a Reality
When designing a child’s garden, take the abilities and interests of the kids into account, involve them in planning, give them as much space as you can, and get creative.
Supervise all activities for a safe experience. With the youngest children, it’s best to grow edible plants, to avoid exposure to the potential toxins contained in many ornamental species.
It’s time to put your gardening shoes on and take the design from vision to reality. Show the next generation how it’s done, and most of all, have fun!
What are some projects you’ve tried with your children in the garden? Let us know in the comments section below.
If you found these tips helpful, we recommend reading the following guides next:
- Getting Kids Started with Vegetable Gardening
- Growing Avocado Seeds: A Fun Project to Do with the Kids
- The Best Backyard Playground Equipment
About Nan Schiller
Nan Schiller is a writer with deep roots in the soil of southeastern Pennsylvania. Her background includes landscape and floral design, a BS in business from Villanova University, and a Certificate of Merit in floral design from Longwood Gardens. An advocate of organic gardening with native plants, she’s always got dirt under her nails and freckles on her nose. With wit and hopefully some wisdom, she shares what she’s learned and is always ready to dig into a new project! | <urn:uuid:32466ce4-020e-427b-8e6a-19bf89b12920> | CC-MAIN-2022-21 | https://livingcorner.com.au/how-to-design-a-childs-garden-gardeners-path/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662636717.74/warc/CC-MAIN-20220527050925-20220527080925-00536.warc.gz | en | 0.928613 | 1,853 | 2.5625 | 3 |
Diabetes and Cancer
Is there a connection between certain types of cancer and diabetes? There could be, although the relationship is a complex one, according to Rajeev Sharma, MBBS, MD, FACE.
“Diabetes and cancer have many common risk factors and a potential biological link might exist as both diseases are diagnosed in the same person more frequently compared to a person without diabetes,” explains Dr. Sharma. “This possible relationship between diabetes and cancer has been studied since the early 1960s. Recent studies have shown that the relative risk imparted by diabetes is greatest (about 2-2.5 times higher) for cancers of the liver, pancreas, and endometrium and slightly lesser (about 1.2–1.5 higher) for cancers of the colon and rectum, breast, and bladder."
Patients with diabetes should be aware that during cancer treatment they may experience worsened hyperglycemia (elevated sugars) or at other times hypoglycemia (low blood sugars). Steroid therapy, used as part of chemotherapy or for nausea prevention, has been known to cause hyperglycemia and adjustment of diabetes medications might be necessary to prevent or treat hyperglycemia. Cancer treatment may also cause loss of appetite and weight loss which could lead to hypoglycemia if medication doses are not adjusted. Signs and symptoms of hypoglycemia include shaking, sweating, hunger pangs, dizziness, feeling weak and if severe, loss of consciousness or seizures.
While the influence of diabetes medication during cancer treatment is uncertain, reducing risks with lifestyle habits is a healthy change that patients can make in their daily lives. According to the American Diabetes Association, losing excessive weight and increasing physical activity lowers the risk of type 2 diabetes and certain types of cancer. Risks can also be lowered by not smoking cigarettes and not drinking more than one alcoholic drink a day for women or two drinks a day for men, both of which raise the risks for both diabetes and cancer.
“Obesity is a known risk factor for many cancers such as colon, gallbladder, ovarian, breast and endometrial cancers,” says Dr. Sharma. “Diabetes coupled with obesity is a double whammy in cancer patients but lifestyle changes, including healthy diet and exercise, will definitely decrease the overall risks. Exercise provides modest protection against breast, prostate, pancreatic and endometrial cancers. Reducing weight has beneficial effects on both diabetes and cancer reduction.”
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To shed extra pounds, boost your health and reduce risks, the American Diabetes Association recommends eating a healthy daily diet that includes three to five servings of fresh, frozen, or canned vegetables, without added salt, fat or sugar. When eating grains, choose the most whole forms possible, such as brown rice, old fashioned oatmeal, whole rye or high protein grains such as quinoa and millet. Also recommended are legumes, peas and lentils which provide high-quality protein, fiber, minerals and vitamins. Choose vitamin-rich fresh or frozen fruit when you are craving something sweet. And avoid sugar-filled drinks such as sodas, as well as the mass marketed “healthy” beverages that are often loaded with sugar.
Dr. Sharma also advises that diabetes patients be vigilant about checking their blood sugars more often during the treatment. “Any abnormal deviation from your usual blood sugar ranges should be reported to your healthcare provider,” says Dr. Sharma who recommends that patients who are on medications like insulin or sulfonylurea carry sugar tablets with them for hypoglycemia management. “You may require high doses of insulin during hospitalization if steroids are part of chemotherapy. Very often, the insulin requirements go down once steroids are finished and it’s important to adjust doses to prevent hypoglycemia,” says Dr. Sharma.
Looking for some easy recipes to help reduce your risks?
Coconut-Millet Pudding with Cardamom
1⁄2 cup uncooked millet, rinsed in a fine strainer
1 (14-ounce) can light or regular coconut milk
3⁄4 cup unsweetened almond milk
2 tablespoons water
1 tablespoon honey
3⁄4 teaspoon ground cardamom
1 teaspoon ground cinnamon
Dash of sea salt
1 teaspoon vanilla extract
1⁄2 cup pistachios (or other nuts) toasted and chopped
1. Combine first eight ingredients in a medium pot. Bring to a boil, reduce heat, and simmer, covered, for 25–40 minutes, stirring occasionally, until millet is soft and creamy.
2. Stir in vanilla and sprinkle with pistachios.
Black Bean Rainbow Coleslaw
Prepackaged shredded cabbage and canned beans make this an easy dish to prepare. A great side dish to bring to picnics and parties. Or make into a complete meal by adding lean chicken, turkey, avocado, and salsa.
1 bag shredded cabbage (look for red and green cabbage mixes)
1 shredded carrot
1 can of low-sodium black beans, rinsed
2 tablespoons olive oil
1/4 cup orange juice
1 teaspoon ground cumin
1 teaspoon salt
1 teaspoon black pepper
1 tablespoon vinegar
1. Combine cabbage and carrots with rinsed black beans in a large bowl.
2. In a tightly sealed jar combine the olive oil, orange juice, cumin, salt, pepper, and vinegar. Shake well. Pour over cabbage/beans. Toss well until thoroughly coated and adjust seasonings to taste. | <urn:uuid:0add10b3-3f30-41f6-acfb-2c2d0e11b9df> | CC-MAIN-2019-35 | https://www.roswellpark.org/cancertalk/201705/diabetes-and-cancer | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027314696.33/warc/CC-MAIN-20190819073232-20190819095232-00075.warc.gz | en | 0.927487 | 1,167 | 2.921875 | 3 |
Rabindranath Tagore was a multi-faceted personality. He made a major contribution in the field of literature of not only Bengal but also on the national level. Poems, short stories, novels, dance dramas, essays- he has written them all. One aspect of the Bard that is less spoken about is Tagore the Painter, though his paintings were as classic as his literary masterpieces. He made his contribution in the painting scenario also. He opened the “Kala Bhavan” which made a great mark in the history of painting in Bengal. Born and brought up in a family which laid great emphasis on music, painting and literature, the Bard was also influenced by this medium. After starting the Viswa Bharati University in Shantiniketan, he went on to open the art wing known as “Kala Bhavan”. This wing was set up immediately after the Jallianwala Bagh Massacre.
The evolution of an original idea which will reflect the creative expression of the students was the main aim of Kala Bhavan. He even invited painters like Nandalal Bose to run this art wing at Viswa Bharati University. In 1930, Tagore first emerged as a painter in France. This was not unexpected as he had long and lengthy discussions with Romain Rolland. Rolland was a Nobel Laureate. In his book “Inde- Journal” he mentioned that Tagore did not like red color. The dominance of the color red in the paintings by the Italian Painters did not appeal much to Tagore. Violet, blue and green were the most preferred colors for the Bard. French poet and Nobel laureate Saint John Perse was another individual with whom Tagore had eloquent discussions on art.
Tagore never received any formal training in arts. This became an advantage for him. He opened up new horizons for his painting and used line and colors to express him independently. Within a decade of starting painting, he produced over 2500 paintings and sketches. About 1500 of them are preserved at Shantiniketan. Darkeness and mystery were explored much in his paintings. Since he was not bound by any traditions, he could give free reigns to his thoughts.
The self portraits for example were highly representative of his style. Many art critics feel that the self portraits show the search for a self within Tagore. Attracted to primitive art style, these portraits were examples of excellence. Silence gains huge momentum in his paintings. A sense of surrealism and myriad emotions also have an important place in the paintings by Tagore.
It was in 1931 that Tagore held an exhibition of his paintings in Kolkata. This was a year after the exhibition in Paris. German students were highly fascinated by Tagore’s surrealistic touch in his paintings.
Tagore’s contribution to literature and music is unparalleled, but his contribution to painting is equally important. To quote the Bard “The world speaks to me in colors, my soul answers in music”. | <urn:uuid:f589191d-7c05-470f-ba88-8c3f24e3d5b5> | CC-MAIN-2018-26 | http://sholoanabangaliana.in/blogs/tag/rabindra-sangeet/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864391.61/warc/CC-MAIN-20180622104200-20180622124200-00527.warc.gz | en | 0.989573 | 623 | 3.1875 | 3 |
In 2007, Head of School James W. Connor 1760 announced the establishment of the “House System” in the Upper School at Germantown Academy. The system is comprised of seven houses each with approximately 70 students from 9th through 12th grases and led by a House Head, eight advisors and two student prefects.
The Houses were named for several prominent figures in Germantown Academy’s history.
Marcia Wexler, House Head
A Bronson Alcott, who became a leading American Transcendentalist, moved to Germantown, PA in 1830 when he was invited serve as headmaster of GA (1831-34) and oversaw GA’s new co-educational “lower school” with students ranging in age from three to nine years old. It was during his years in Germantown that his daughter Louisa May Alcott was born in 1832, who gained lasting fame for her novel Little Women.
Alcott’s tenure has been best told by Charles Godfrey Leland, a highly regarded writer in the nineteenth century, who wrote the following observations about his kindergarten-times:
"He declared that I had a marvelous imagination and encouraged my passion for reading anything … all of which sunk into my very soul, educating me indeed “ideally” as no boy, perhaps in Philadelphia had ever been educated …"
reed skoug, House Head
Joseph Galloway, the treasurer of the founding board and its only named officer. Galloway, a wealthy, political operative in colonial times, served as Benjamin Franklin’s lawyer. It can be implied from various sources that Galloway smoothed the way for the founding of the school with the political/financial community in Philadelphia and the colony. Elected in 1756 to the Pennsylvania Assembly, he served as speaker from 1766-1774. A loyalist, he called for an American “Grand Council” similar to the House of Commons. The plan was rejected by the Continental Congress by only one vote and was later removed from the record.
David Martin, House Head
William W. Kershaw was appointed Headmaster in 1877 and retired in 1915 granting him the distinct honor of being the longest tenured headmaster in GA’s history. His leadership helped to establish GA as a preeminent boy’s prep school in Philadelphia, and to develop the Inter-Academic League. His wife Eleanor refined the lower grades, providing the basis for the present Lower School. “Pap,” as Kershaw was known, was an extraordinary teacher with a charismatic personality. Moreover, he developed life-long friendships with “his boys” which solidified into the GA Alumni Society. Pap often turned to the Society for financial support and the building of Alumni Hall, a gymnasium which eventually became The Chapel was the first major project realized by the group. Every year, he is remembered during the awarding of The Class of 1891 Kershaw Medals in the Lower and Middle School.
Dave Samson, House Head
Samuel E. Osbourn served as Headmaster at Germantown Academy from 1915-1948 and was referred to as “The Doc” by his adoring students. As an administrator he was a visionary, prioritizing the improvement of school buildings and the revision of school curriculum to provide the best education possible and meet the changing needs of an evolving GA community. He personally oversaw the renovation of the main schoolhouse, the gymnasium and the construction of a new elementary school building. He strongly believed in opening independent school education to a broader base of students which led to his initiation of an established school endowment, firmly acknowledging that funding provides educational opportunity. The recognition society for GA’s planned giving society is named in his honor, as are the Osbourn Memorial Medal and The Osbourn Award for Ethics.
ted haynie, House Head
Owen J. Roberts a member of the Class of 1891 entered the University of Pennsylvania at the age of 16 and graduated in 1895 and then attended the Law School.
In 1924, "The Fighting Welshman," as Roberts was known, was selected by President Calvin Coolidge to investigate the corruption and illegal land deals in the oil industry that occurred during the Harding administration. This was the infamous Teapot Dome scandal. The words "Teapot Dome" came to represent government corruption. Roberts' name came to represent decency.
In 1930, President Herbert Hoover nominated Roberts to the United States Supreme Court and took his seat as the youngest among the “Nine Old Men.” During his 15-year term, many of the liberal reforms of Franklin D. Roosevelt’s New Deal, ended up before the Supreme Court. Roberts was often the deciding vote and considered the swing vote.
After the attack on Pearl Harbor, Roosevelt turned to Roberts to investigate how the disaster occurred. His work contributed to a unified army and navy effort. Early on, Roberts also revealed a keen interest in race relations. He worked closely with Horace Mann Bond, the president of Lincoln University, and headed the Philadelphia-area United Negro College Fund in 1948. At Germantown Academy, his memory is honored by the Owen J. Roberts Society discussion group and the annual awarding of the Owen J. Roberts Memorial Prize.
Becky Pizzino, House Head
Wallace S. Truesdell was a teacher of the classics at the Academy, 1891-1925 and a member of Phi Beta Kappa. In addition to his role at GA, he also taught Latin at the Philadelphia College of Pharmacy. Truesdell was one of the creators, and later the advisor, to the GA Academy Club.
Jason Straub, House Head
James Dungan, considered the greatest of the 18th Century English teaching masters. Dungan, however, was called to Washington’s war time staff and left almost immediately to join the new American Army.
Upon Dungan’s return from the Army, he was approached by Washington regarding the education of his adopted step-son, who was not a boy interested in education, and Washington wanted Dungan to educate him appropriately.
Dungan evidently did his work well and George Washington Parke Custis is listed proudly among the early alumni of the school.
When the Yellow Fever epidemic of 1793 made it necessary for President George Washington and his cabinet to leave Philadelphia for the higher altitude of Germantown. During his residence there, his cabinet met in a nearby home, that later was assumed by Germantown Academy and named Washington-Kershaw Hall. | <urn:uuid:31f7aba9-89e0-45da-bd9b-86d0692617e0> | CC-MAIN-2013-20 | http://www.germantownacademy.net/academics/house-system/house-names/index.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706635944/warc/CC-MAIN-20130516121715-00046-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.982382 | 1,359 | 2.734375 | 3 |
Stephen Schwartz offers a history of Islam that delineates the divergence of fundamentalist Wahhabism from the religion’s mainstream tradition of tolerance and pluralism. He defines the two faces of modern Islam this way: “On one side [in Kosovo], there was the bright aspect of Sufi traditionalism . . . always committed to the defense of human dignity. On the other was the ugly visage of Wahhabi fundamentalism, narrow, rigid, tyrannical, separatist, supremacist, and violent.”
Muhammad (“the glorified”) ibn Abdallah ibn Abd al-Muttalib was born in 570 in Mecca. The Sirahand the Hadith, Muhammad’s oral commentaries and teachings, make up the Sunna, or the substance of Islamic faith and morals. The Ka’bah is a stone temple in Mecca devoted to worshiping the One God (Al-Lah), and it has a precious Black Stone supposedly built into one wall by Abraham. Muslims believe the Ka’bah to have been built by Adam and repaired by Abraham. Muhammad belonged to a lawless Arab tribe known as the Quraysh, and in 605 the Quraysh rebuilt the Ka’bah, defiled, as the story goes, by a serpent and by the introduction of idols. Because of his reputation for fairness, Muhammad was chosen to restore the Black Stone to its proper place.
Muhammad’s innate decency and benevolence earned him admirers, and after he began receiving divine revelations in about 610, his prophecy attracted millions of people over the generations. The teachings that came to him through the angel Gabriel are known worldwide as the Qur’an (the recitation). Unfortunately for Muhammad, his own Quraysh tribesmen rejected his monotheism, preferring their traditional idol worship, and a group of his followers left for Ethiopia, the beginning of a tension in Islamic history “between separatism and the perseverance of Muslims living alongside others who hew to unbelief.” A decade after his first revelation, Muhammad had a mystical experience known as the Night Journey in which he rode a winged creature called Buraq to the former Temple of the Jews in Jerusalem, a site interpreted as signifying Muhammad’s continuance of faith in the One God. In 622, the people of the village of Yathrib invited Muhammad and his followers to lead them, and he left Mecca just ahead of a Quraysh assassination plot. The village was renamed Medina, “city of the Prophet,” and 622 became the first year of the Islamic calendar.
Muhammad died in 632 and was succeeded by a series of caliphs. The second, Umar ibn al-Khattab, led the Muslims of Arabia to victory over the Persians, the Syrians, and the Egyptians. Umar proclaimed the dhimma, a set of rules governing Muslim relations with Jews and Christians but leaving them outside of Islamic law, or sharia. After Umar’s assassination in 644, Uthman ibn Affan conquered Cyprus, Libya, Afghanistan, and western India. The favoritism he showed his own family, the Umayyads, over Muhammad’s family, the Hashimites, led to his murder in 656. His successor, Ali ibn Abi Talib, husband of the prophet’s daughter Fatima, was fair and honorable, but his good intentions were ruined by rebellions of the Umayyads and a puritanical sect, the Khawarij, who Schwartz says,
foreshadowed the extremist ideological regimes of modern times, but especially the Wahhabi phenomenon that emerged in central Arabia in the eighteenth century, and which gained immense influence over the ummah [community of the faithful] thanks to the proclamation of the Saudi state and the discovery of oil in the Arabian Peninsula.
The Khawarij taught that all Muslims were obliged to pursue a jihad to establish Islam everywhere.
The story of Islam’s rise to power and assimilation into the pluralist Ottoman Empire is narrated in great detail in Schwartz’s chapter “Fortresses and Mountain Paths.” After Ali’s murder in 659, the Iraqi Muslims became known as the Followers of Ali, or the Shi’at ‘Ali, the founders of Shiism, who were more pluralist than the Sunni, adherents to the Sunna. In 680, the Shiite imam, or spiritual leader, Husayn suffered a hard defeat by the Umayyads at Karbala in Iraq, and for the next century the Umayyads expanded even into Spain and France. The Iraqi mystic Husayn bin Mansur al Hallaj (858-922) was a major figure in the growth of Sufism, which, Schwartz says, “embodies certain basic elements: the principle of divine love; the search for spiritual union in contemplation of the divine; and the social mission of studying and absorbing other, earlier esoteric beliefs.” Sufis are also known as dervishes, and they represent the benign face of Islam that the Wahhabis have been trying to eliminate since they emerged as a violent force in the eighteenth century....
(The entire section is 1943 words.) | <urn:uuid:a317d2a6-2bdf-4990-82b9-1e168b65ddfe> | CC-MAIN-2017-43 | https://www.enotes.com/topics/two-faces-islam | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825812.89/warc/CC-MAIN-20171023073607-20171023093607-00428.warc.gz | en | 0.964454 | 1,089 | 3.296875 | 3 |
Range & Status
The native or flat oyster, a sessile, filter-feeding bivalve mollusc is associated with highly productive estuarine and shallow coastal water habitats with sediments ranging from mud to gravel. This species is widely distributed around the British Isles. The main stocks are now located in the rivers and flats bordering the Thames Estuary, the Solent, the west coast of Scotland, Loch Foyle and the Fal-Helford Estuary complex.
Numerous factors have caused loss or decline of oyster stocks including introduction of the alien species American Oyster Drill Urosalpix cinerea and Slipper Limpet Crepidula fornicata with the oyster Cassostrea virginica from North America around 1900 and problems arising from the parasitic protozoan Bonamia ostrae . Tributyl tin (TBT) antifouling paints used on large ships in the nearby Falmouth Docks and extensively on leisure craft in the 1980s caused distorted growth and probably affected reproductive capacity. Other factors affecting the oyster stock abundance, mostly contributing to the high variability of recruitment include: temperature, food supply and anthropogenic effects (e.g. coastal development, waste disposal, mining, etc.). Finally, spawning stock density and/or biomass may be too low in some areas to ensure synchronous spawning or sufficient larval production for successful settlement. Any introduction or cultivation of Crassostrea gigas , the Pacific Oyster, would be monitored closely by the statutory authorities.
Native oyster fisheries in the UK, including that in the Fal Estuary, are managed by a mixture of national legislation e.g. the Sea Fisheries (Shellfish) Act 1967, and in England and Wales by local Sea Fisheries Committees (SFC) bye-laws. There is also a national closed season (14th May \endash 4th August) to protect native oysters during their spawning season. The EC Directive 95/70/EC sets rules to prevent the introduction and spread of most serious diseases affecting bivalve molluscs. This is implemented in Great Britain through the Fish Health Regulations 1997.
The use of TBT-based paints on vessels less than 25m was banned in 1987 (Food & Environment Protection Act 1985, Part III) and in 2008 was extended to much of the world' s ocean-going shipping under the International Maritime Organisation' s Anti-fouling System Convention' s ban. Its use was banned for any ship visiting an EU port. It is thought that this ban is helping to reduce the adverse effect on oysters, especially in the Fal-Helford Estuaries where there are very large numbers of leisure craft. Ostrea edulis is listed as an OPSAR species. | <urn:uuid:b304cbd8-4c2e-4daf-84f1-55bd7bb35207> | CC-MAIN-2018-30 | http://cisfbr.org.uk/CRDB/CRDB%20Ostrea%20edulis.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591683.78/warc/CC-MAIN-20180720135213-20180720155213-00617.warc.gz | en | 0.93825 | 561 | 3.28125 | 3 |
A recent thread on the AP Calculus Community bulletin boards concerned polar equations. One teacher observed that her students do not have a very solid understanding of polar graphs when they get to calculus. I expect this is a common problem. While ideally the polar coordinate system should be a major topic in pre-calculus course, this is sometimes not the case. Some classes may even omit the topic entirely. Getting accustomed to a new coordinate scheme and a different way of graphing is a challenge. I remember not having that good an understanding myself when I enter college (where first-year calculus was a sophomore course). Seeing an animated version much later helped a lot.
This blog post will discuss the basics of polar equations and their graphs. It will not be as much as students should understand, but I hope the basics discussed here will be a help. There are also some suggestions for extending the study of polar function as the end.
Instead of using the Cartesian approach of giving every point in the plane a “name” by giving its distance from the y-axis and the x-axis as an ordered pair (x,y), polar coordinates name the point differently. Polar coordinates use the ordered pair (r, θ), where r, gives the distance of the point from the pole (the origin) as a function of θ, the angle that the ray from the pole (origin) to the point makes with the polar axis, (the positive half of the x-axis).
Another way of thinking of this was suggested to me by Paul Foerster. This approach may be easier for precalculus students to understand when learning to plot points and graph polar functions. Think of a number line whose zero point is fixed at the pole. Rotate the number line about the pole so that the positive part makes an angle of θ measured counterclockwise from the polar axis. The values of the polar function are then found on the number line; positive values on the positive side and negative values on the negative side. Paul has been good enough to allow me to post slides from his 2017 NCTM Annual Meeting presentation, and several explorations (with solutions) from his textbook Precalculus: Concepts and Applications.
Start with this Desmos graph. It will help if you open it and follow along with the discussion below. The equation in the example is . You may change this to explore other graphs. (Because of the way Desmos graphs, you cannot have a slider for θ; the a-slider will move the line and the point on the graph. r(a) gives the value of r(θ).
- Notice that as the angle changes the point at varying distance from the pole traces a curve.
- Move the slider to π/6. Since sin(π/6) = 0.5, r(π/6) = 4. The red dot is at the point (4, π/6). Move the slider to other points to see how they work. For example, θ = π/2 gives the point (6,π/2).
- When the slider gets to θ = 7π/6, r = 0 and the point is at the pole. After this the values of r are negative, and the point is now on the ray opposite to the ray pointing into the third and fourth quadrants. The dashed line turns red to remind you of this.
- As we continue around, the point returns to the origin at θ = 11π/6, then values are again positive.
- The graph returns to its starting point when θ = 2π. Note (2,0) is the same point as (2, 2π).
- Even though this is the graph of a function, some points may be graphed more than once and the vertical line test does not apply.
- If we continued around, the graph will retrace the same path. This often happens when the polar function contains trig functions with integer multiples of θ.
- This does not usually happen if no trig functions are involved – try the spiral r = θ.
- If you enter non-integer multiples of θ and extend the domain to large values, vastly different graphs will appear, often making nice designs. Try for . This is an area for explorations (if you have time).
In pre-calculus courses several families of polar graphs are often studied and named. For example, there are cardioids, rose curves, spirals, limaçons, etc. The AP Exams do not refer to these names and students are not required to know the names. The exception is circles which have the following forms where R is the radius: θ=R, r = Rsin(θ) or r = Rsin(θ)
To change from polar to rectangular for use the equations and . This is simple right triangle trigonometry (draw a perpendicular from the point to the x-axis and from there to the pole).
To change from rectangular to polar form use and
AP Calculus Applications
There are two applications that are listed on the AP Calculus Course and Exam Description: using and interpreting the derivative of polar curves (Unit 9.7) and finding the area enclosed by a polar curve(s) (Units 9.8 and 9.9).
Since calculus is concerned with motion, AP Students should be able to analyze polar curves for how things are changing:
- The rate of change of r away from or towards the pole is given by
- The rate of change of the point with respect to the x-direction is given by where from above.
- The rate of change of the point with respect to the y-direction is given by where from above.
- The slope of the tangent line at a point on the curve is . See 2018 BC5 (b)
CAUTION: In using this formula, we need to be careful that the curve does not overlap itself. In the Desmos example, the smaller loop overlaps the larger loop; integrating from 0 to 2π counts the inner loop twice. Notice how this is handled by considering the limits of integration dividing the region into non-overlapping regions:
- The area of the outer loop is
- The area of the inner loop is
- Integrating over the entire domain gives the sum of these two: . This is not the correct area of either part.
This problem can be avoided by considering the geometry before setting up the integral: make sure the areas do not overlap. Restricting r to only non-negative values is often required by the fine print of the theorem in textbooks, but this restriction is not necessary when finding areas and makes it difficult to find, say, the area of the smaller inner loop of the example. Here is another example:
. Between 0 and this curve traces the same path twice.
To find the area integrate only from 0 to : or
find the area of the top half of the first leaf and multiple by 6:
Added Foerster material 2/22 – 23/2021 | <urn:uuid:29c03881-c813-41da-bf61-e6dd0f3aeeba> | CC-MAIN-2021-43 | https://teachingcalculus.com/2021/01/26/polar-equations-for-ap-calculus/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585215.14/warc/CC-MAIN-20211018221501-20211019011501-00666.warc.gz | en | 0.933063 | 1,463 | 4.3125 | 4 |
Welcome to our blog post on ‘Bird Watching for Toddlers’! As a parent with a young child, you’re probably looking for unique and fun ways to introduce your little one to the great outdoors. Birds are fascinating creatures that can capture the interest of toddlers, while promoting their curiosity, patience, and observation skills. In this post, we’ll share practical advice and easy solutions to help your toddler embark on their bird-watching adventure. So, get ready to form a closer connection with nature, while enjoying some quality time with your little one.
Bird Watching for Toddlers
Bird watching for toddlers is an exciting and educational outdoor activity that encourages a child’s curiosity, patience, and observational skills. By introducing young children to bird watching, parents can foster a love for nature, create fond memories and help develop key learning principles. This hands-on activity can easily be adapted to suit different age groups by incorporating colorful bird books, engaging bird sounds, and kid-friendly binoculars. The key is to create a positive and fun experience, so your toddler can enjoy the wonders of the natural world while building essential skills.
Benefits of Bird Watching in Early Childhood Education
Engaging in bird watching during early childhood education not only strengthens your toddler’s connection to nature but also provides an array of developmental benefits. Some of the top advantages include:
- Enhancing observation and listening skills
- Boosting their focus and concentration
- Teaching patience and perseverance
- Increasing their knowledge of different species, habitats, and behavior
- Encouraging conservation and environmental awareness
- Promoting a healthy lifestyle by spending time outdoors
Starting Points: Fun Bird Watching Basics for Your Toddler
Setting Realistic Expectations
When introducing bird watching to toddlers, remember to keep their attention span and capabilities in mind. Adjust the activity to suit their age and interests, ensuring that they have a positive, enjoyable experience. Start with shorter outings or engage them in bird watching from your yard or a nearby park.
Introducing Local Bird Species
Focus on familiarizing your toddler with common birds in your area first. Help them learn the names, colors, and distinctive features of these birds. As they become more comfortable, you can progress to more detailed information about bird habitats and behavior.
Equipping Them with Tools
Provide your toddler with simple bird-watching tools, such as colorful bird books, age-appropriate binoculars, or a sketchpad for drawing birds. These tools can make the activity more engaging and assist in building their observation skills.
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Making Learning Fun: Creative Ways to Teach Bird Identification
Create a bird-watching bingo card featuring different bird species in your area. Each time your toddler spots a bird, they can mark it off their card. This game provides an incentive to find and identify different birds, while also teaching them to keep focus on their surroundings.
Play videos featuring various bird calls and ask your toddler to identify which bird makes the respective sound. This activity helps develop auditory recognition and memory skills, while also instilling a love for nature’s soundtrack.
Feathered Friends Guessing Game
Using pictures of birds, cover up a portion of the image and ask your toddler to guess which bird it is based on the remaining visible features. This game encourages your little one to pay attention to details and strengthens their bird identification skills.
How to Keep the Interest Alive: Motivating Your Toddler
Embrace Their Natural Curiosity
Children possess a natural desire to explore and learn about their environment. Embrace their curiosity by encouraging questions, engaging them in discussion about the birds they spot, and prompting them to think about what they observe.
Participate in bird-watching activities together, sharing your enthusiasm and excitement. Your toddler is more likely to remain interested if they see you actively taking part in the activity alongside them.
Acknowledge Their Progress
Recognize and celebrate your toddler’s bird-watching achievements, whether it’s correctly identifying a bird, displaying patience, or using binoculars effectively. This encouragement will motivate them to learn and maintain interest in bird watching.
Exploring Technology: Using a Learning App for Toddlers
With technology playing an increasingly important role in education, consider introducing a learning app for toddlers to teach bird identification and related information. Educational apps offer interactive experiences, making learning more accessible and enjoyable for young children. The key is to choose an app that is age-appropriate and engaging, with features that promote your toddler’s learning about birds and their natural environment.
Read books together that feature birds in captivating stories or illustrations. These storytime sessions will help reinforce their bird knowledge and further pique their curiosity.
Encourage your toddler’s creativity through various bird-themed art projects. Allow them to paint or draw birds they’ve observed or invent their own whimsical bird species using colorful materials.
Create a Bird-friendly Yard
Involve your toddler in designing and implementing a bird-friendly habitat in your yard. Include bird feeders, bird baths, and nesting boxes to attract a variety of bird species. Your toddler will take pride in contributing to this project and even more excitement in observing the birds they’ve helped attract.
Bird Watching Events, Clubs, and Programs
Participate in Local Events
Look for bird watching events within your community, such as guided nature walks or bird-themed workshops. These events introduce new resources and social interactions that will help keep your toddler engaged in bird watching.
Join Bird-Watching Clubs
Joining a family-oriented bird-watching club is a fantastic way to learn from experts and connect with other families who share the same interests. These clubs often organize group outings, where your toddler can learn from others and make new friends.
Explore Wildlife Programs
Consider enrolling your toddler in local wildlife or nature programs. These programs often offer educational resources, classes, and activities to foster connections to the natural world and provide valuable learning experiences beyond bird watching.
Adapting Bird Watching for Different Ages and Interests
For younger toddlers, focus on visually stimulating aspects of bird watching, such as colors, shapes, and movement. Use simple language to describe bird features and behavior, making the experience easy to grasp and engaging for the child.
Older toddlers may be ready for more in-depth information and advanced techniques. Introduce aspects such as bird migration patterns, habitats, and behavioral differences between species. Incorporate activities that build their concentration and patience, such as extended quiet observation or using binoculars.
Customize the bird-watching experience based on your child’s additional interests. Incorporate storytelling, art, music, or even favorite characters to make the experience fun and personalized for your toddler.
Keeping Safety in Mind: Bird Watching Tips for Parents
While bird watching is an enjoyable activity, it requires certain precautions to ensure your toddler’s safety:
- Always supervise your child closely during outdoor activities.
- Teach them how to respect and observe birds from a safe distance.
- Equip them with appropriate clothing, sunscreen, hats, and insect repellent.
- Use caution when utilizing binoculars or other tools, ensuring they are age-appropriate.
- Visit locations that are safe and suitable for young children.
With these tips and ideas in hand, your toddler will soon be well on their way to enjoying the captivating world of bird watching. Combine their natural curiosity with the wealth of knowledge provided here, and you’ll create an enriching, long-lasting relationship between your child and the natural world.
Toddler Education: Using Bird Watching to Teach Various Subjects
Bird watching can also serve as an excellent opportunity to introduce various educational topics to your toddler. By exploring these subjects through bird watching, you can provide a solid foundation for developing a well-rounded toddler education. Here are some ideas to get started:
Introduce basic counting and numerical concepts using bird-related examples. For instance, ask your toddler to count the number of birds they see, calculate how many different species they’ve observed or estimate the distance a bird has traveled. These real-life examples can help bring math to life for your toddler, encouraging enthusiasm for learning and building essential quantitative skills.
Use bird-watching vocabulary as an opportunity to build your toddler’s literacy skills. Help them learn and use words such as species, habitat, and migration. Introduce them to engaging bird stories, rhymes, and songs, fostering their love for reading and language in the process.
Colors and Patterns
Encourage your toddler to study the beautiful feathers of various bird species as they explore their colors and patterns. This not only enhances their color recognition abilities but also nurtures creativity and artistic expression.
Bird watching is an exciting way to introduce geographical concepts, such as bird habitats, geographical distribution, and migration-related changes. Engage your little one in discussions about the different environments and climates in which various bird species are found, opening their eyes to the vastness of our world.
Science and Nature
While bird watching, explore the science of how birds fly, nest, eat, and communicate. This can help develop an understanding of biology and life science, as well as cultivate a passion for the natural world at a young age.
Conservation Education: Encouraging Your Toddler to Care for Birds and Wildlife
Bird watching is an exceptional opportunity to promote responsible behavior and care for the environment. Instilling these values in your toddler early on can lead to a lifetime of environmental stewardship. Here are a few starting points to establish a conservation mindset:
Educate on Being Responsible Bird Watchers
Teach your toddler to respect birds and their habitats by maintaining a safe distance and not disturbing nesting sites. Show them how to identify and avoid harmful human practices, such as littering or destroying nests.
Creating a Bird-safe Home Environment
Discuss the importance of making your home and yard a welcoming space for birds. Incorporate bird-friendly features like bird feeders and bird baths, and use pesticides and other chemicals sparingly or not at all.
Supporting Bird Conservation Efforts
Supporting bird conservation organizations as a family can serve as a great example of taking action to protect birds and their habitats. Introduce your toddler to the idea of helping these organizations by participating in fundraising events, fundraisers, or volunteering, as they grow older.
Bringing It All Together: Fostering a Lifetime Love of Bird Watching and Learning
Incorporating bird watching into your toddler’s education opens the door to a myriad of learning opportunities that can shape their lifetime love for nature, exploration, and discovery. By providing a solid foundation both in and out of the classroom, you give your child the tools they need to develop their observational and critical thinking skills while cultivating a genuine respect and passion for the world around them.
Frequently Asked Questions
If you’re just starting your toddler’s bird-watching journey, you may have some questions about how to make the experience enjoyable and educational. To help you get started, we’ve compiled a list of frequently asked questions and provided concise answers that address common concerns.
1. At what age can I introduce my toddler to bird watching?
You can introduce your toddler to bird watching as early as 2 or 3 years old. Keep in mind that the initial focus should be on visually appealing aspects, such as colors, shapes, and movement. As they grow, you can gradually introduce more advanced concepts and techniques.
2. Is bird watching safe for toddlers?
Yes, bird watching is safe as long as you take necessary precautions, such as supervising your child closely, teaching them to observe birds without disturbing them, and equipping them with appropriate clothing and safety gear.
3. How do I teach my toddler to use binoculars?
Begin with simple, age-appropriate binoculars, demonstrate their use step-by-step, and encourage practice. Patience is essential, as it may take some time for your toddler to become proficient with this tool.
4. How can I find local bird watching groups or events?
Check your local community center, nature center, or park for information on bird-watching clubs and events. You can also search online or connect with local birding enthusiasts through social media groups to discover nearby opportunities.
5. What if my toddler loses interest in bird watching?
If your toddler loses interest, be patient and try introducing new aspects, such as games or challenges, to rekindle their enthusiasm. Don’t force the activity; instead, let them explore other interests and come back to bird watching when they’re ready.
6. How do I teach my toddler to identify different bird species?
Start by introducing local bird species using colorful bird books, images, or learning apps. Help your toddler learn the names, colors, and distinctive features of these birds. Gradually expand their knowledge by exploring bird habitats, behaviors, and other aspects.
7. Are there any bird-watching apps suitable for toddlers?
Yes, there are learning apps available that cater to toddlers and cover bird identification and related information. Look for age-appropriate and engaging apps with features that promote your toddler’s learning about birds and their natural environment.
8. Is it safe to let my toddler feed birds?
Feeding birds is generally safe, but ensure your toddler does so responsibly by providing appropriate bird food and using bird feeders, rather than hand-feeding. Always supervise your child, and ensure they follow guidelines and respect personal hygiene.
9. How important is it to follow a bird’s migration pattern?
Following migration patterns can provide valuable insights into certain bird species and help your toddler connect to seasonal bird-watching experiences. While not compulsory, it’s an interesting aspect to explore as your toddler develops a deeper understanding of the natural world.
Yes, bird watching can help develop social skills by providing opportunities for group activities, joining bird-watching clubs, attending workshops, or simply sharing bird-related experiences with family and friends.
11. How do I create a bird-friendly yard with my toddler?
Creating a bird-friendly yard involves installing bird feeders, bird baths, and nesting boxes, as well as choosing native plants that provide shelter and food for birds. Involve your toddler in the decision-making process and implementation to give them a sense of ownership and accomplishment.
12. How can bird watching help develop my toddler’s patience?
Bird watching requires quiet observation and a willingness to wait for birds to appear. By gradually introducing activities that build focus and patience, such as extended observation or using binoculars, your toddler will develop these essential life skills organically.
13. What should I avoid while bird watching with my toddler?
Avoid activities that disturb birds or their habitats, such as getting too close, making loud noises, or ignoring posted regulations. Additionally, keep a close eye on your toddler’s attention span and energy levels to avoid overwhelming them during bird-watching activities. | <urn:uuid:883d9eeb-b7a5-4b77-a814-869359bd3e12> | CC-MAIN-2023-50 | https://kokotree.com/blog/early-education/bird-watching-toddlers | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100769.54/warc/CC-MAIN-20231208180539-20231208210539-00423.warc.gz | en | 0.921499 | 3,111 | 3.34375 | 3 |
International trade refers to the selling and buying of goods from different countries. Import and Export Both are the most common term use in international trade. Import and export both are very helping in developing the relationship between the different counter and also useful in country’s development because there is no nation or country which is self-sufficient. People always confuse about the difference between both terms import and export. Here below we are going to describe the clear What Is The Difference Between Import And Export Trade. Keep reading this article until the end will probably help you in this regard.
What is Import?
Import is a something which is bring into a country over an international boundary. We can say that the busy of good from outside country to domestic demand is called import. The basic purpose of importing goods is to meet the demand for goods which are not produce at a domestic level at a reasonable price or other. The other reason for import is that when there are no sufficient resources, skills and technologies are present in the country to produce the demand good then imports take place to meet the requirement. The level of imports directly depends upon the exchange rate of local currency. A trade deficit occurs when imports are more than the exports in a country.
What is Export?
Export is a something which is ship out to the country over an international boundary. Simply we say that the selling of goods from domestic level to outside country is called export. We rightly say that the exports are direct connected too with the exchanges rate of local currency. Import and exports are the defining financial transactions of international trade. A trade surplus occurs when exports are more than the imports in a country. For further difference, must read the below What Is The Difference Between Import And Export Trade
What Is The Difference Between Import And Export Trade
Key Difference between Import and Export Trade:
- Import is refer to the process of buying goods from outside country to domestic use whereas the export refers to the process of selling goods to the outside country.
- If a country having weak currency then the strong foreign currency may buy more of domestic currency due to which then the export level increases similar if your local currency is strong then export decreases.
- If export increases than imports in the country then the country have trade surplus if the imports increases than exports, the respective country has a trade deficit.
- Exports earn money for the country while imports mean expenses for the country. | <urn:uuid:185dd40a-c65b-46dc-9973-8a60147aadd9> | CC-MAIN-2020-10 | https://mydifferencebetween.com/what-is-the-difference-between-import-and-export-trade/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875147154.70/warc/CC-MAIN-20200228104413-20200228134413-00456.warc.gz | en | 0.935481 | 483 | 3.78125 | 4 |
You are here: Galleries | Remembrance Day November 2019
Remembrance Day November 2019
On Monday 11th November 2019, Lyon Park Primary School held a special Remembrance Day assembly. We learnt why people observe Remembrance Day and how it is celebrated.
Children from Reception to Year 6 made wonderful displays and Year 6 also wrote poems from the perspective of children in the World War.
Why do we wear poppies?
During the First World War, red poppies were the plants to spring up in the battlefields of northern France and Belgium.
The soil there allowed the poppy to grow when not much else would grow in the churned-up mud.
The sight of the new growth and life of the red poppy provided a strong contrast to the death of war. | <urn:uuid:f19acbbf-e2a9-4b12-860d-f537a887dd53> | CC-MAIN-2020-24 | http://www.lyonparkprimaryschool.co.uk/galleries/remembrance-day-november-2019/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347389309.17/warc/CC-MAIN-20200525161346-20200525191346-00087.warc.gz | en | 0.948186 | 162 | 3.25 | 3 |
Stroke continues to be one of the leading causes of pain and suffering among the African American women. However, a large population of women does not initially know that they are affected by a stroke until they visit a healthcare facility. Many of the African American women have an idea of what stroke entails and disorders which are likely to cause it. Beal (2015) conducted a research that aimed at establishing the issue of stroke prevalence among the african American women. There is the need to raise the awareness of stroke among African Americans to reduce the death impacts which are prevalent due to the low knowledge levels. The purpose of this paper, based on a study by Beal (2015), is to examine the knowledge of African American women regarding stroke and their access to healthcare information away from medical facilities.
Two central questions guided the study conducted by Beal (2015), on African American women’s insights regarding stroke. The first research question was ;What is the African American women’s understanding of the causes, severity, and effects of stroke?” Stroke is associated with various signs and symptoms which may be similar to those of other disorders. Also, the causes are numerous and better understanding of the causes, signs, and symptoms may aid in alleviating the adverse impacts that befall people. According to (“Stroke Signs and Symptoms | cdc.gov”, 2017), stroke is caused by a sudden cut in blood supply to the brain or bursting of a blood vessel supplying blood to the brain. Some of the common symptoms include sudden headaches, numbness, and inability to speak. Persons have different perceptions about the causes and impacts of a disease which may influence the results of this study. The second research question addressed by the research was “How do women in the African American community access healthcare details and data outside of the hospital settings?” It is imperative that people have information about health issues even when they are not visiting medical facilities. Having information helps individuals to beware of the symptoms of a disease way before they visit the hospital. Such information includes the early signs and symptoms of the disease. Having uncooperative or unwilling participants may lead to collection of unreliable data hence affecting the research questions of the study. Also, if the research is conducted in a short time period and without the right sample size, the research questions would not be answered adequately.
The study employed an explorative, descriptive qualitative design. A qualitative approach is used to define life situations and experiences to attach meaning to them. Many researchers apply the qualitative approach to reconnoiter the experiences, behaviors, and perspectives of persons (Creswell, 2013). In the study, the qualitative method enabled them to capture the opinions of the African American women regarding stroke. By applying an exploratory approach, a researcher can help in addressing a topic that is surrounded by high levels of uncertainty or ignorance (Creswell, 2013). The latter means that an exploratory design is helpful in describing a phenomenon that is not well understood or has not been widely studied. To boost the study, the researcher further employed a descriptive approach. A descriptive method offers room for the correct and valid depiction of those factors pertinent to the research questions (Creswell, 2013). The explorative, descriptive qualitative research design applied in the study ensured that the cultural sensitivity among the African American community remained flat. The latter was made possible by laying emphasis on the cultural experiences as well as historical events that may have brought into existence the current situations of the community.
The applied research design has several advantages as well as some disadvantages. The first significant advantage that an exploratory-descriptive qualitative survey bear is that the researcher can gather a lot of credible information from the participants. The conclusions derived from the research are viable and reliable. Also, the approach is helpful in finding the best way to achieve the objectives of the study. Also, the method is time and cost efficient. The latter is possible as the researcher can eliminate dead-end procedures at an early stage which are not beneficial to the study (Creswell, 2013).
Much of the research was conducted in churches with a high population of the African Americans. The churches were selected since they had a central function in the daily lives of a majority of the African Americans. Therefore, the participants of the research were drawn from these churches since they also offered cardiovascular screening to the members regularly. Before conducting the study, the co-researcher, an African American, approached pastors from four different churches and gave a briefing of the intended study. Afterward, the pastors introduced the researchers to the women leaders in the church. The selected lower age limit was set at 35 years since the prevalence of stroke among the African American women is established to be between 35 and 44 years. The sample size selected for the study was 48 participants with the age boundaries set between 38 and 88. The average age for the sample size selected was 68.6 years.
Each of the four churches provided a group of 6-10 members. Considering that the study was to draw conclusions of an entire community, a sample size of forty-eight persons was not suitable. The African American community is the second largest in the American society, and thus conclusions drawn from a sample size of forty-eight would be inaccurate and unreliable. Ideally, the whole population should be involved in a study but the latter is not possible, and thus it is imperative to derive a suitable sample. One can only draw reliable results and findings from an appropriate sample from the entire population (Nayak, 2010).
The researcher and their co-worker collected data in the four churches. As earlier seen, each church had a focus group of between 6-10 members and met for approximately one and a half hours for the purpose of answering the interview questions. The researcher used open-ended questionnaires during the research. Also, the researcher used a recording device to keep track of the proceedings of the meetings. The audio device would be useful during analysis of the data collected for clarification and verification. The open-ended questions present an opportunity to participants to give broader information without being limited to particular responses. Through offering an open questionnaire, the possibility of bias is avoided since the respondent gives their opinion and not restricted to make a choice of what the researcher expects to be the answers (Reja et al. 2003). Recording of the sessions was necessary since the recorded information was used to compare the data collected from the questionnaires. Through a combination of both the survey responses and the audio records, data analysis would be simplified. However, these two tools of data collection also present various shortcomings. The main disadvantage of using open-ended questions is that they end up bringing different responses which are tough to compile and arrive at a standard conclusion. Also, the open-ended questionnaires present the challenge of the need for extensive coding and non-response to some questions by the participants (Reja et al. 2003).
The first limitation of the study was the use of urban churches to draw conclusions regarding the research problem. All the four churches used during the study were only from urban places meaning that those in rural areas were not included. For the latter reason, the results obtained from such a study are biased and cannot be used to develop reliable information regarding stroke among the African American women. Also, using the only the Church to find the sample population may also be seen as another major challenge of the study. Finally, a section of the participants only volunteered since they had special interests in their cardiovascular health. Therefore, information gathered from them was biased. The sample population should be drawn from a larger section probably from around the country to avert such limitations in future. To further avoid biases, the researchers should not use only churches but also visit the neighborhoods that are highly populated with the African Americans. It is important as a researcher to identify the study limitations rather than wait for other persons to identify them on behalf. By so doing, one can show that they were in control of the work they were conducting. Also, identifying limitations helps future researchers to avoid committing the same errors as the current researcher.
After the data analysis had been conducted, the researcher drew four categories of the participants. The latter included those who claimed they had little information regarding the issue and those who believed that there was high likeliness of having a stroke just for being black. Also, there were two other categories for those who believed cancer was more likely to affect African Americans, and finally those who had no idea regarding stroke. Those who had limited information accessed it from television health shows, friends, and relatives, as well as through search engines. Using all these sources of information helped the women to develop the possible questions they could ask during an appointment with their physicians. Those who believed that being black was a direct factor that would result in strokes highlighted stress and hypertension as the main reasons. The majority of these individuals believed that they had the responsibility of paying bills, providing for their families, as well as economic instabilities which caused stress and hypertension which eventually would cause a stroke.
The findings of the study also indicate that African-American women have limited knowledge about stroke. A majority of the population is more interested in cancer issues than cardiovascular health. The respondents reported more knowledge on the effects of stroke rather than on its general physiology. The majority would not differentiate between a heart attack and a stroke. For the latter observation, many of the African American women are diagnosed with cardiovascular disorders at a later stage thereby increasing their mortality rate. From the generalization of the study findings, the researcher answered the two research questions that were developed. During research, credibility addresses the need for proper integration among data collection methods, the actual data collected, and aims of the study. For the purpose of this study, the researcher used the focus groups to ensure that data accumulated to a point that all participants’ issues were collected. After data collection, the participants were invited and the data collected and analyzed shown to them to ensure credibility was upheld.
African American women are at a considerable risk of developing cardiovascular disorders such as stroke. The researcher aimed at examining whether the African American women are knowledgeable about stroke prevalence. The findings of the research established that African American women are more concerned about the risk of cancer rather than stroke. Despite the sample used being limited to a particular region, the findings may help the medical practitioners to develop strategies such as public education in the African American neighborhoods. It is crucial to ensure that individuals have adequate information regarding common diseases as it helps to avert tragedies such as deaths.
Beal, C. C. (2015). Stroke Education Needs of African American Women. Public Health Nursing, 32(1), 24-33.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Nayak, B. K. (2010). Understanding the relevance of sample size calculation. Indian journal of ophthalmology, 58(6), 469.
Stroke Signs and Symptoms | cdc.gov. (2017). Cdc.gov. Retrieved 7 February 2017, from https://www.cdc.gov/stroke/signs_symptoms.htm
Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in applied statistics, 19(1), 160-117. | <urn:uuid:2aaf6df5-c107-46bf-926d-4c1d42ff56ed> | CC-MAIN-2023-50 | https://termpapernow.com/samples/stroke-education-and-african-american-women-term-paper-5038/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00160.warc.gz | en | 0.964916 | 2,315 | 3.125 | 3 |
Ozone RHP Treatment Protocol For Cancer
The ozone molecule, which consists of three oxygen molecules, is very unstable. It is always looking for a way to find a mate so that it can become two, it is for this reason that it is both active and unstable.
It is the oxygen singlet that does most of the work for a cancer patient. It alkalizes the cells, kills cancer cells, binds to hydrogen, etc.
There are many ozone treatments out there. However, only one of them that I know of qualifies as a true “Stage IV treatment” (i.e. a treatment strong enough to give people sent home to die by orthodox medicine a fighting chance of survival).
This treatment is an alkaline treatment, meaning it alkalizes the cells. But it also kills cancer cells so potently that it is best to work with someone over the phone who can answer your questions. For example, a symptom that is thought to indicate a problem may in fact be a sign that the treatment is working!
The person I endorse to work with a cancer patient over the phone will talk to the patient every day for the first 2 months of treatment, in fact longer if the need arises!
The treatment consists of a machine that creates medical grade ozone (as a gas). Then, as a gas, it is injected into the blood or given as an I.V. directly into the blood. There may be other ways to get the ozone into the bloodstream.
There are many misconceptions about ozone gas. One misconception is that ozone gas is dangerous to breathe. This misconception comes from what you hear about polluted city air. Yes, ozone, when mixed with nitrogen, etc. is dangerous to breathe. But medical grade ozone is perfectly safe to breathe humidified in large doses and straight in small doses.
However, having said that, if your lungs contain a lot of microbes, breathing medical grade ozone may cause some minor problems as the microbes are oxidized and other cleaning up occurs.
In this treatment, a person does not breathe the ozone, but if it is accidentally inhaled, there is no risk involved.
Another misconception, and probably the worst misconception, is that injecting a gas into the bloodstream will lead to “Embolisms” that could lead to a stroke or heart attack. This is total nonsense in the case of medical grade ozone as the first requirement for this is Nitrogen.
What causes “bubbles” in the blood is not ozone, it is nitrogen. Pure ozone is quickly absorbed into the bloodstream and never poses any type of health risk and never forms “bubbles”.
What makes this treatment unique is that pure, medical grade ozone is injected directly into the blood, as a gas.
It’s called Extracorporeal Recirculatory Hemoperfusion, RHP, or a kind of like Dialysis machine except it oxygenates your whole bodies blood while cleaning it.
This is the best form of ozone therapy without doubt and Ed [McCabe] agrees as well as others in the field. However putting it in application in this world will be nothing short of a battle like no other. So, onward we go in our quest for a better healing modality.
I want to emphasize that this treatment is new and it is very different from other ozone treatments. It is a different concept and more importantly, it is safe and very effective for Stage IV patients.
The treatment was actually perfected while those who developed it were working in third world countries with AIDS and cancer patients.
The “Bible” on this Subject:
Flood Your Body With Oxygen, by Ed McCabe
- The website that you need to go to does not have a lot of information on it, but I have picked a few pages to highlight. The person you need to contact for more information is Peter Jovan at:
- Testimonies (for a variety of ozone techniques):
- Research Articles:
- Documentary Video on ozone:
- The Medical Grade Ozone Generator That is Used:
- Phone – 604-501-6051
- Phone US – 760-208-1692
- Fax – 440-550-5610 | <urn:uuid:7d597bc1-de56-431f-816b-2b9ba0b6d58c> | CC-MAIN-2022-21 | https://websterkehr.com/ozoneair/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00538.warc.gz | en | 0.943677 | 976 | 2.875 | 3 |
Land and Resources, Plant and Animal Life
jerboas, salt cedar, feather grass, endangered snow leopard, Wild boars
Forested areas amount to only 5 percent of Kazakhstan’s territory, as the steppes and deserts are virtually treeless. Drought-resistant plants such as wormwood, tamarisk (salt cedar), and feather grass are native to the steppes, although grain crops have largely supplanted native vegetation in the northern steppes. Scrub plants are common in the Qyzylqum desert. Thickets of elm, poplar, reeds, and shrubs grow along the banks of rivers and lakes. Coniferous trees, such as spruce, larch, cedar, and juniper, grow in thick forests on the mountain slopes in the extreme east and southeast.
Animal life in Kazakhstan varies by region. The republic is home to the extremely rare saiga antelope, which is protected by government decree. The saiga inhabits the steppes, as do roe deer, wolves, foxes, and badgers. Various animals thrive in the deserts, including gazelles; rodents, such as gophers, sand rats, and jerboas; and reptiles, such as lizards and snakes. Wild boars, jackals, and deer are found near the rivers and lakes. The mountains are home to ibex (wild goats), lynx (wildcats), wolves, wild boars, and brown bears. The endangered snow leopard, which has long been illegally hunted for its fur, also lives in the mountains, preying on ibex. Kazakhstan’s many different species of birds include ring-necked pheasants, partridges, black grouse, bustards, hawks, and falcons, all of which are native to the steppes. Eagles and lammergeyers (a type of vulture) nest mostly in the mountainous regions.
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Until recently, health departments displayed a healthy eating plan using a pyramid: the base showed complex carbs - bread, pasta, cereals, pulses, rice; next, fruit and veg; then protein, divided into meat/fish, and dairy products; the tip - meaning only tiny daily amounts - represented fats and oils.
The pyramid was largely aimed at reducing consumption of fats, and it was influential in achieving a reduction. But since it was introduced in 1992, our understanding of the role of fats in the diet has hugely increased - we now know that there are two types of cholesterol, and that just cutting out fat and replacing them with carbs doesn't really cut the mustard, your diet needs to include some types of oils which boost "good" cholesterol - olive oil, oily fish.
And so the pyramid has been revised. It doesn't have quite the same graphic simplicity, so instead, the US department of agriculture has a website - Steps to a healthier you - which will help you to find the healthiest diet for you, depending on your own circumstances. Once you've got your healthy diet guidelines, there are tips to help you achieve it ("inside the pyramid").
Definitely worth visiting.
Recommending ... - ... Planet Bach, movingly presented by Clemency Burton-Hill.
1 month ago | <urn:uuid:cc90327a-d264-4f1c-b915-84b9bd50f1cf> | CC-MAIN-2021-43 | https://joannasfood.blogspot.com/2007/05/pyramid-plan-for-healthy-eating.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587877.85/warc/CC-MAIN-20211026103840-20211026133840-00298.warc.gz | en | 0.964268 | 267 | 2.8125 | 3 |
Let’s take a look at flour – a common product in our households. It is made from grains. Unrefined flour contains vitamins B, PP, and F, mineral salts, enzymes, and other ingredients needed in our body. A grain consists of 85% starch and 15% biological coating. The substances contained in the coating allow us to break down and absorb the starch.
Refined flour does not have the coating – it is poor in vitamins, enzymes and minerals. The digestion of white bread or buns requires a number of substances that are removed in the refining process. Our digestive system is going to take them from our body’s resources. Refined flour is hard to digest. We know what happens to flour when it is mixed with warm water. It expands and forms a glue-like substance. Refined flour behaves the same way in our intestines, slowing the digestion of other foods and forming gallstones or bladder stones.
We add substances such as food coloring, aromas, acidity modifiers, stabilizers, and thickeners in order to make our breads, buns, cakes, biscuits, and other refined flour products more attractive. What happens with these additives? They remain in the body and gradually poison us. They cause our muscles and joints to stiffen. This is how white flour products can cause us a lot of suffering. | <urn:uuid:1e4042b2-75ef-4feb-9242-d958919fd6e7> | CC-MAIN-2017-17 | http://starthealthylife.com/?p2=modules/blog/viewcomments.jsp&bid=7 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122886.86/warc/CC-MAIN-20170423031202-00421-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.947718 | 279 | 3.296875 | 3 |
Everywhere you look, large companies around the world are coming out with 3D printing solutions, nations are creating programs and providing grants in this field, and new research facilities are opening their doors. The 3D printing world is buzzing, we had a look at some of its most interesting developments.
3D printing capabilities are in use with dozens of well-known sportswear, car manufacturing, and even aircraft manufacturing companies. The most important thing is that 3D printers can help restore the health of thousands of people thanks to quick printing of prosthetics and medications.
3D Hand for a Superhero.
A boy in Oregon named Juan lost his fingers and a part of the wrist on his left hand but kept his sense of humor and his dream of becoming a superhero. This child’s story was made world-famous by Intel engineer Shashi Jain. He created a 3D Spider-Man-themed prosthetic hand and helped restore the boy’s confidence.
The story inspired Shashi: he collected over sixty Intel 3D printers, enlisted the help of 250 of his colleagues, “handy” volunteers, and produced a hundred hands in two hours. Now these prosthetics are essential to the lives of hundreds of Haiti residents who suffered from the massive earthquake of 2010.
Intel engineers have managed to significantly reduce the cost of a robotic hand. This has been invaluable to LimbForge, an organization that helps people from developing countries replace amputated limbs using 3D printing. For an individual Haitian family, this revolution is as important as the third industrial revolution was for the entire world.
Sneakers of the Future
Adidas promised to fulfill athletes’ dreams. The ultimate running shoes, Futurecraft 4D, are already being printed, and so far the developers plan on producing over 100,000 pairs. The company had previously used 3D printing, but only to create soles for running shoes, and one pair would take all day to create. At this rate, they wouldn’t get very far.
New technology allows them to print objects from a continuous stream of light-responsive polymers. It is faster and cheaper than traditional printing in layers. Ideally, a new pair should be ready faster than the company CEO would be able to complete his morning run. Futurecraft 4D is more durable and flexible than its predecessors. Adidas plans on launching an online service where customers can custom-order shoes and later print them on a home 3D printer.
The Footwear of Champions
Today, Adidas is far ahead of its competitors even though Nike pioneered 3D-design technology. They hit it big in 2013 with Vapor Laser Talon Cleats that had almost weightless 3D soles, but in 2016, Nike engineers put the budding revolution on pause.
Olympic champion Allyson Felix won a gold medal in the 400-meter relay while competing in Nike shoes at the Rio Olympics. The textured surface of the Zoom Superfly Flyknit shoes is essentially a solid part with spikes created by means of 3D printing with the perfect balance of firmness and flexibility. Yet Zoom Superfly creators turned down the mass-production option and promised to use their invaluable development in creating new collections of footwear.
“Dear passengers, our airplane has been printed by a 3D printer!” Meanwhile, additive manufacturing technologies have long been in use by the aircraft manufacturing industry. The wide-body Boeing Dreamliner 787 will become the first commercial airplane with titanium load-bearing structural components printed by a 3D printer. The developers plan on saving up to three million dollars on each Dreamliner at the production rate of 114 airplanes per year.
Airbus announced the exact launch date of a new-generation airplane. According to the concern’s designers, a transparent, light, economical airliner of the future with shape-shifting wings will soar into the skies in 2050. In the meantime, the company is implementing one additive manufacturing solution after another: interior lining components, titanium brackets for the wings, and engines with 3D-printed injectors. The company has moved on to develop load-bearing structures. In the near future, Airbus plans to create a 3D-printed bullet-proof crew cabin wall. And then a whole airplane won’t be far away.
3D Printer Vs. OSAGO
A personal vehicle printed by a 3D printer in your back yard isn’t far away either. Local Motors has already developed the first such car: their Strati model was produced in only 44 hours. Ford prints hundreds of car parts every day. The Volvo factory in Leon is now able to produce many truck engine components in two days that used to take a month.
Audi is working on its own additive manufacturing technology center for prototyping parts and creating ready-made race car components. BMW has the same goal, as 3D printing technologies help create prototypes faster and cheaper. Toyota has assembled a car with 3D-printed internal components that adapt to the owner’s requirements in that the design of many components can be adjusted using a 3D printer. Soon minor insurance risks will be eliminated by the ability to print a bumper or a side panel in a few minutes.
Print Me Some Citramonum, Please
Printing car parts is one thing, but replacing a human organ is another thing altogether. The development of 3D modeling and 3D printing has already produced a new profession, the bioarchitect. Scientists and doctors around the world save lives by transplanting printed body parts.
The largest 3D metal printer manufacturer, LayerWise, produced the first ever titanium lower jaw implant. A leader in additive manufacturing called Oxford Performance Materials created the plates that replaced 75% of the skull of a US patient. Pfizer successfully uses 3D printers to manufacture medications used in the treatment of arthritis. Scientists predict that soon it will be possible to print any pill at a pharmacy and then later at home, with the formulation of the medication adjustable for each individual patient.
3D printing is the latest thing in dentistry. The large Dutch company NextDent B.V. manufactures temporary dental prosthetics, implants, surgical guides, and aligners. New 3D printing technologies allow companies to adhere to strict criteria for safety and biocompatibility, as well as strict medical parameters. Apparently, 3D printing has yet to reach its full potential in the medical field. Experts believe that real-time organ printing will be next.
Here and Now
The German company Siemens was one of the first to start using 3D printers. Company experts developed robot spiders – small 3D printers for commercial manufacturing of machine components.
General Electric is another pioneer. Today, 10% of their products are produced using additive manufacturing technologies. Recently, experts managed to not only print a miniature copy of a jet engine, but start it and bring it up to 33,000 rpm. These 3-D printing experts have proved the technology’s horizons are limitless.
Printers will get cheaper, printer capabilities will improve, and the range of materials and methods used for producing a certain part will expand. As production costs are reduced, speed and quality will improve, shortening the distance between the manufacturer and the customer, meaning now anyone can participate in designing products. Additive manufacturing technologies open new doors every day. This technological revolution is happening right before our eyes.
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Mapping the elements of a story can help students to see the big picture of what goes into making a good story, but story elements is also one of those topics that gets repeated over and over throughout the years in an English curriculum. What do you do about teaching story elements to students who have seen it several times already?
It may help to think of story elements as a sequence of increasing skills, beginning with the basics and gradually becoming more complex.
For example, on their first exposure to story elements, students might only identify the characters, the setting (time and place), and the main events of the plot.
Next, they might also identify the problem in the story and talk about its message or theme in a simple way, such as identifying the moral in one of Aesop’s fables.
Next, they might learn to name character traits, include the concept of duration as part of the setting, and complete a plot map with rising action, climax, and falling action.
A further step might include more work with characterization, such as completing a character map in which the students look at what a character says, does, and thinks, and how other characters react to this character. The plot map might now include exposition and resolution. Instead of just stating the problem in a story, students might now identify both the conflict and its resolution. Work on themes now might include looking for a number of themes that are common in literature.
Later, the idea of conflict could be expanded to include identifying whether a conflict is internal or external, and finding examples of various types of external conflicts in a story.
Of course, your own sequence will depend on what you need to cover in your class and which skills you kids have already mastered. When the kids are having trouble mastering a new concept about stories, it may help to make it clear for them if they go back briefly and see how this new concept fits in with the story elements they are already familiar with.
There are so many useful skills included in the study of story elements that students do need repeated practice to make use of what they are learning, but introducing the elements of a story gradually can help students to organize the ideas and to remember them better.
Here is a simple chart of story elements in a step by step sequence. You can download a copy here: Story Elements Anchor Chart.
If you are looking for some useful classroom resources, here are links to my Story Elements Package and a set of story elements task cards. | <urn:uuid:ae3a9303-b6e1-4a13-ab28-2072bf40624b> | CC-MAIN-2020-29 | https://classroominthemiddle.com/story-elements-step-by-step/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655891640.22/warc/CC-MAIN-20200707013816-20200707043816-00054.warc.gz | en | 0.961513 | 507 | 4.3125 | 4 |
Created somewhere between the mid to late 1920s, many understand the primacy of the perpetual calendar as a milestone complication denoting watchmaking prowess but fewer understand the complexities and just how miraculous the operation of a perpetual calendar really is.
With smartphones, displaying leap year, equation of time, complete dates are as simple as unlocking the phone and running the calendar app. Even as the smartphone displays the multitude of data points in a graphical interface, a programmer has worked beyond the scenes to collate and calculate using a series of mathematical tables, the complete timeline for the next 1000 years. In that perspective, a silicon microchip a sliver the thickness of your fingernail runs and computes all that data right down to the phases of the moon. Now, in this context, consider the mechanical perpetual calendar, bereft of microchips and text-based computer programming languages, a watchmaker is left with his wits and the determination to shape a series of gears and cams into a workable mechanical calendar, a veritable wristworn computer, 100 years before the birth of the smartwatch.
History of the Perpetual Calendar
Taking the form of a ladies’ pendant watch in 1898, Patek Philippe’s 97975 calibre was a perpetual calendar with an additional moonphase complication. While it was groundbreaking, its initial positioning as a ladies’ watch didn’t allow the revolutionary calibre to enter patriarchal consciousness until 1925, when the Geneva manufacture began production of wristworn perpetual calendars.
Then in 1929, Breguet themselves manufactured a Ref. no. 2516 which was sold to Monsieur Jean Dollfus in 1934 for the princely sum of 11,000 Francs. Given the rarity of vintage Breguet watches beyond the pilot chronograph Type XX collection, Christie’s last auction in 2011, Lot 427 was a veritable treasure trove with once such gem. A Perpetual Calendar Breguet no. 2516 with circular nickel-finished lever movement, bimetallic compensation balance and Breguet balance spring. It’s tonneau shape watch with silvered matte dial was 26mm wide and 39 mm long, realising a price of US$475,618 from an estimate of US$340,909.
By 1937, the Grande Maison Jaeger-LeCoultre had a turn, celebrating the merger of Edmond Jaeger and LeCoultre with their own groundbreaking perpetual calendar. While the Jaeger-LeCoultre was kept hidden and signed only on the in-house calibre, the words “Perpetual Calendar” ran proudly on the dial of the rectangular timepiece, demarking it for anglo-saxon markets.
Interestingly, though perpetual calendars solved the conundrum of making manual adjustments for leap years; only the original perpetual calendar pocket watches displayed leap years, the wristworn versions did not have leap indications until 1955 when Audemars Piguet produced a collection of perpetual calendars with leap year indication.
Operation of the Perpetual Calendar
While the underlying operating principles of a perpetual calendar might be similar, each brand espouses different architecture. While “component count” isn’t exactly a useful barometer to determine how complex a mechanism is (easily inflated with unnecessary bridges, screws and jewels), for the perpetual calendar, the nature of calculating number of months, number of days in each month, adjusted for leap year, while keeping track of the year itself, requires over 100 additional components. Design of one takes years while assembly and construction of one takes months.
Consider this, modern computer aided design implies that while the planning and prototyping might be simplified, production is still overwhelming challenging- anything produced in strict direction to computer designed specifics will result in gears, wheels and cams which “operate in theory” but are too tight in practice, the lack of “give” means that the watchmaker then has to individually shape each component to the point where the tolerances between each part and component is precision yet still given enough space or “give” to move. Add to the fact that a modern perpetual calendar is usually of the “instant jump” variety, the art of constructing a whole perpetual calendar just becomes all the more daunting.
As the name suggests, a “perpetual” calendar infers that the date calculations will run perfectly without external intervention even in the leap years thanks to programmed mechanical memory of 4 years spanning 1461 days. Typically, the date wheel will have 12 sectors corresponding to each of the 12 months in a year. Each sector will then be cut with teeth to correspond to the appropriate length of the month – some months have 30 days, others have 31 and one sector for the oddity that is February will have an additional cam or component under it to facilitate the addition or subtraction of a day depending on the leap year.
For the more traditional 30 or 31 day months, their gear teeth accounts for the differences of a single day with either a shallower notch on one of the teeth for the former. When the perpetual lever detects a shallower or regular notch relative to its position, the lever than determines the appropriate number of steps (aka days) it should advance on the day and date wheels at the end of the month.
For February, the extra component beneath calculates the leap year. Containing four sectors, the fourth notch accounts for the 4th year representing the leap year. Over the course of time, the perpetual lever will “detect” your three standard years and then engage February 28th while on the fourth, the lever detects a differentiated marker and then engages a different set to trigger February 29th.
To wit, it’s possible to infer that when conceived in the early 19th century, it was ingenious and downright magical. Today, our modern computers may render the task a smidgen simpler but nevertheless, the perpetual calendar complication is an endeavour that only the few heritage brands like Jaeger-LeCoultre should undertake.
The fictional magic of Doctor Strange notwithstanding, the perpetual calendars like Jaeger-LeCoultre’s Master Ultra Thin Perpetual Calendar have a real genius and nigh miraculous quality behind them. Thanks to the advent of material sciences and technological advances, a modern tourbillon might convey the spirit and majesty of the tourbillon’s “gravity-compensating” principles but its position as a complication is one of artistry and watchmaking showmanship. For a complication like the Perpetual Calendar, it’s function is still very much a practical one and a rebellion of brass and steel in the face of the advancing microchip. | <urn:uuid:14e5c46c-8afa-4528-a969-134204ddc693> | CC-MAIN-2017-34 | https://www.deployant.com/move-aside-doc-strange-the-real-magic-is-in-the-perpetual-calendar/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886107490.42/warc/CC-MAIN-20170821041654-20170821061654-00274.warc.gz | en | 0.905194 | 1,381 | 2.671875 | 3 |
The Irish in America
It really started with the famine that wasn't. There was plenty of food for export, but the poor depended on potatoes for their daily existence. The potato blight reduced the population as an estimated two million died and two million emigrated--most of them to America. It is a heartbreaking, yet inspiring story that Coffey, managing editor of Publishers Weekly, and Golway, a columnist for the New York Observer, present in this magnificently illustrated book. Golway sets the stage by describing the misery of the famine and the ""coffin"" ships, and focusing on one Patrick Kennedy of County Wexford, whose great-grandson would become the first Irish Catholic president of the United States in 1960. Singer Larry Kirwan of the band Black 47--named for the worst year of the famine, 1847--tells how the horror of the famine was imprinted on his soul by his grandfather; bestselling writer Frank McCourt, who almost starved as a child, remembers his astonishment at the amount of wasted food he would see when he emigrated back to the U.S.; and writer Peter Quinn reminds us why the Irish kept close to the cities: ""a place safe from the ravages of Prohibition, Fundamentalism, and small-town Republicanism."" A former priest, writer James Carroll looks at the importance of the local parish, and Newsday columnist Dennis Duggan takes a peak inside the McManus Democratic Club in Manhattan's Hell's Kitchen, which still administers to the new immigrants. Newsman-novelist Pete Hamill explains how Belfast immigrants became Americans, while filmmaker Terry George learns about baseball--and America--from Hamill's brother, screenwriter John. Actor Jason Robards reminds us how the writings of Eugene O'Neill still haunt us. Coffey and Golway weave stories about rogues, priests, politicians, poets, gangsters, nuns, ballplayers, union organizers, writers and plain old working-stiffs into a beautiful emerald tapestry that celebrates Irish achievement and success, but remembers those who made the crossing for the want of a potato. Major ad/promo. (Oct.) FYI: The Irish in America will also serve as a companion volume to the forthcoming PBS documentary series, airing in January.
Reviewed on: 09/29/1997
Release date: 09/01/1997
Paperback - 288 pages - 978-0-7868-8543-5
Analog Audio Cassette - 978-0-671-58035-3
Hardcover - 978-0-316-10457-9
Show other formats | <urn:uuid:cfd4cbd7-e4ff-4acd-8067-20adbab9a405> | CC-MAIN-2020-29 | https://www.publishersweekly.com/978-0-7868-6344-0 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655892516.24/warc/CC-MAIN-20200707111607-20200707141607-00589.warc.gz | en | 0.942588 | 536 | 2.5625 | 3 |
Two major European composers became smitten with American “Negro folk” melodies. Both spent time in America and both absorbed these folk tunes into their own compositions. One was Antonin Dvorak and the other was Englishman Frederick Delius.
Delius’ father was a hard-working German immigrant in Yorkshire, England. He expected his sons to follow in his footsteps into the wool trade. Frederick, however, had different ideas. As a last-ditch effort to get his son into business, Delius’ father bought an orange grove in Florida. He hoped that this would convince his son to give up his dream to become a composer. Instead, Frederick spent his Florida days getting to know the locals and soaking up the sounds from the ex-slaves who sang and played on the Florida plantations.
American Rhapsody is one of two versions of a set of variations on an old slave song. The rhapsody is the shorter of the two and was combined with other, more familiar American themes. Delius was unsatisfied with this version and returned to the song later in the more successful Appalachia.
The Florida Suite was written in 1887 when Delius was 24. It was his first major orchestral composition, written while the composer was attending the Leipzig Conservatory of Music. To get it performed, Delius provided the musicians with a keg of beer. The movement “By the River” is the closest to a big Romantic melody the composer ever came.
Delius first heard the ex-slave song with which he’d base Appalachia on while he was living in Danville, Virginia, teaching violin. The work, which was scored for chorus, orchestra and baritone soloist, was completed in 1903.
We’ll hear these works by Delius on An English Pastorale, Sunday at 9 am. | <urn:uuid:01399038-30a2-4641-9ca9-5a250f92e8f7> | CC-MAIN-2015-35 | http://wuol.org/delius-america/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645235537.60/warc/CC-MAIN-20150827031355-00339-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.986378 | 387 | 3.140625 | 3 |
Location: Liberty State Park, Jersey City, NJ, USA
Categories: Urban Revitalization, Urban Void
Registration deadline: Oct 12, 2020 15:00 GMT
Submission deadline: Oct 27, 2020 15:00 GMT
Summary: Challenge is to rethink a disused 4000 sqm railway shed into space for culture, art, and public relationships. Design that retrieves collective memories and also responds to the contemporary idea of what space stands for. It can be a memorial, a relic, an interpretation, an urban park – any idea that infuses new meaning of liberty in the existent urban void?
Description: Statue of Liberty with its changing timely definition has always been a universal symbol of freedom, patriotism and liberty. A gift by France to the USA in 1889, it embodied hope and opportunity in the era the country had entered into.
The terminal along with nearby Ellis Island and Liberty Park constitutes the Historic Trilogy. It holds great national value besides being a cultural and historic melting point. Despite the universality of its image, what the place represents is open to interpretation. In the broadest sense – it was a gateway to America. The first welcoming sight for immigrants. It also was a symbol of liberation for slaves during the late 1800s. During the 2001 Terrorist attack, it became a symbol of strength. It’s meaning changing with time and through many cultural barriers.
The presidency of Donald Trump has stirred debate about what it means to be an American today. In lieu of changing political and cultural spectrum, what does liberty mean today?
Access more information and download the full competition brief here! | <urn:uuid:c9bb0cf9-7754-4e6b-826d-6c86852bb8bd> | CC-MAIN-2023-50 | https://modelur.com/competitions/liberty-today-reclaiming-an-urban-void/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00625.warc.gz | en | 0.935763 | 329 | 2.65625 | 3 |
Features » April 14, 2014
The Dawning of the Age of Anthropocene
By altering the earth, have humans ushered in a new epoch?
By inviting awe rather than—or along with—terror, the Anthropocene may offer a way to grapple with climate change rather than deny it.
Scientists have been clanging the alarm about human-caused climate change, trying to bring around the 33 percent of Americans who don’t believe the earth is warming and the 18 percent of believers in global warming who think the process is “natural.” But as climate scientists race against time to convince the resisters, another branch of science, geology, is taking the tortoise approach. For more than a decade, geologists have been debating whether to officially declare the existence of a new epoch, the “Anthropocene,” to acknowledge that humans are radically reshaping the earth’s surface. Some geologists see the Anthropocene model as a way to widen the lens on human impact on the earth and cut through both the alarmism and the resistance to spur concrete policy solutions.
Geologists divide the earth’s 4.5 billion-year history into eons, which are subdivided into eras, periods and epochs. Each division is marked by a discernable change in the earth’s strata, such as a new type of fossil representing a major evolutionary shift. On this global scale, humans are relative infants, just 200,000 years old. Civilization has sprung up only during the most recent epoch, the relatively warm interglacial Holocene, spanning the past 11,700 years.
But the Holocene’s days may be numbered. In 2000, the late biologist Eugene F. Stoermer and Nobel Prize-winning atmospheric chemist Paul Crutzen made a radical proposal in the International Geosphere-Biosphere Programme newsletter: that the Industrial Revolution’s explosion of carbon emissions had ushered in a new epoch, the Anthropocene, marked by human impact. In 2009, the International Commission on Stratigraphy’s Subcommission of Quaternary Stratigraphy assembled an Anthropocene Working Group, which in 2016 will issue a recommendation on whether to formally adopt the term.
For stratigraphers, this is “breakneck speed,” says University of Leicester paleobiologist Jan Zalasiewicz, the head of the working group. The geological time scale is as fundamental to the discipline as the periodic table is to chemistry. The last official change, when the Ediacaran Period supplanted the Vendian in 2004, came after 20 years of debate and shook up a scale that had been static for 120 years.
Whether or not the term is formalized, Zalasiewicz believes in the Anthropocene’s potential to alter perception, for geologists and non-geologists alike. “ ‘Anthropocene’ places our environmental situation in a different perspective,” he says. “You look at it sideways, as it were.”
Certainly, you look at it from a broader perspective. Zooming out to an aeonic scale is a sober way to assess the significance of climate change. Overall, human emissions have driven up global temperatures about 0.85 degrees Celsius since the 19th century, according to the UN’s Intergovernmental Panel on Climate Change. Deniers are fond of noting that Earth’s current temperatures are not the highest they’ve been, and that the earth cyclically warms and cools. That’s true. There have been several “hyperthermal” events when carbon dioxide has been released by the ton from the ground or the ocean, and the earth’s temperature has spiked. However, as Zalasiewicz and colleague Mark Williams note in a recent paper in the Italian journal Rendiconti Lincei, carbon is being released today more than 10 times faster than during any of these events. And when the other hyperthermal events began, the earth was already relatively warm, without today’s ice-capped poles that threaten to melt and pump up sea levels. Already, warming has eroded Arctic sea ice and altered the territory of climate-sensitive species—effects potentially stark enough by themselves to declare an Anthropocene.
But even if we set aside climate change, there are still plenty of arguments for an Anthropocene, says Zalasiewicz. Take mineral traces: He calculates that humans have purified a half-billion tons of aluminum, enough to cover the United States in tinfoil. We’ve also made never-before-seen alloys, like the boron carbide used in bullet-proof vests and the tungsten carbide that forms the balls in ballpoint pens. And then there are plastics—more than 250 million tons are now produced annually. Zalasiewicz and his colleagues term these various human-made objects “technofossils.”
Technofossils aren’t the only things that humans scatter; we’ve also spread germs, seaweed, strawberries, sparrows, rats, jicama, cholera … the list goes on. You might see us as bees pollinating the earth or, less flatteringly, dung beetles scuttling our shit around. Today, according to a 1999 Cornell study, 98 percent of U.S. food—both animal-and plant-derived—is non-native.
Then there’s the population explosion. Humans now make up nearly one-fourth of total land vertebrate biomass, and most of the rest is our food animals, with wild animals—the lions, tigers and bears—making up a mere 3 percent. Those proliferating people suck up resources: According to calculations by Stanford geology PhD student Miles Traer, humans use the equivalent of 13 barrels of oil per person every year, and the United States consumes 345 billion gallons of fresh water a day, enough to drain all of Lake Michigan every 10 years.
In the face of all this, few geologists deny that stratigraphers a billion years from now (either human or alien, depending on your level of optimism) will see our current period as a major shift in the geological record. So the main question facing the Anthropocene Working Group is when the Anthropocene began, or in geological parlance, where to plant “the golden spike.” Four possibilities are under consideration.
One camp favors the 1800s, when megacities began to emerge and form unique strata of compressed rubble and trash heaps. London was the first, with a population of 3 million in 1850. With megacities came industrialization and a sudden escalation in CO2 emissions that began to push up global temperatures.
A second group, including many archeologists, argues for an earlier date. University of Virginia paleoclimatology professor William F. Ruddiman calculates that the first Agricultural Revolution, which began some 12,000 years ago, caused greater climate effects than have yet to be seen from the Industrial Revolution. Due to the widespread preindustrial use of fire to clear forests, Ruddiman believes that emissions of greenhouse gases, coupled with the loss of forests’ cooling effect, caused the earth’s temperature to be 1.3 to 1.4 degrees Celsius higher than if humans had never existed, warding off an overdue Ice Age.
However, where to plant the golden spike in this model isn’t entirely clear, since the changes happened over thousands of years. One option would be the mass extinction of large animals in the Americas some 12,500 years ago, believed to be caused by humans. In that case, the Anthropocene would supplant the Holocene.
A third school believes the Anthropocene should be dated to the mid-20th century, when the “Great Acceleration” began and population, urbanization, globalization and CO2 emissions took off. The past 60-odd years have seen a doubling of the human population and the release of three-quarters of all human-caused CO2 emissions. Zalasiewicz favors this hypothesis because of the sharpness of the acceleration and the synchronicity of the changes. The automobile, for instance, proliferated worldwide in less than a century, the blink of a geologic eye. This time period contains a dramatic option for the “golden spike”: the first A-bomb tests of the 1940s, which left radionuclidic traces across the earth that are readily detectable in ice core samples pulled from the poles. Astrobiologist David Grinspoon, a proponent of the nuclear-testing golden spike, writes, “The symbolism is so potent—the moment we grasped that terrible Promethean fire that, uncontrolled, could consume the world.”
The fourth and final camp is made up of the “not yets,” who point out that everything is still accelerating—population, technofossil production, CO2 emissions—with no reason to believe things will stabilize and some reason to expect dramatic upheavals. Many geologists predict that the next two centuries will bring a mass extinction event of a magnitude seen only five times before (e.g., the dinosaur die-off ). A number of drastic changes triggered by climate change may lie in store, according to an IPCC report released March 31—not only extinctions, but also food and water shortages, irreversible loss of coral reefs and Arctic ice, and “abrupt or drastic changes” like Greenland melting or the Amazon rainforest drying.
It’s here that the conversation veers from the scientific into the panicked, which does not sit well with Mike Osborne, a Stanford Ph.D student in earth sciences and the creator of the “Generation Anthropocene” podcast. More comfortable with data and description than prediction, Osborne eschews apocalyptic thinking, and he doesn’t like the vitriol and politicization of the climate-change debate.
But of course, the issue is political, because it’s inseparable from human choices. A forthcoming peer-reviewed study funded by NASA’s Goddard Space Flight Center warns of the potential for “irreversible” collapse of civilization in the next few decades and stresses that the key factors are both environmental and social. The study says that the enormous consumption of resources is dangerous specifically because it is paired with “the economic stratification of society into Elites [rich] and Masses (or “Commoners”) [poor]”—noting that these two features were common to the toppling of numerous empires, from Han to Roman, over the last 5,000 years.
The issue is also emotional. One side calls the other “alarmist” and “hysterical,” which may be code for “I can’t handle hearing this.” Even for believers, there seems to be a gap between apprehending the problem and believing in a solution. Pew found that 62 percent of Americans understand that climate change is happening and 44 percent believe it’s human-caused, but when Pew asked Americans in another survey what our government’s top priority should be, climate change ranked 19th of 20 issues, just above global trade.
Osborne says he “hesitate[s] to be overly optimistic or pessimistic,” even though, with his first child just born, the earth’s future weighs on his mind. “The Anthropocene’s great utility for me in terms of imagination,” he says, “is that at its best, it comes with a sense of awe: Holy cow, the world is freaking huge and amazing and beautiful and scary.”
By inviting awe rather than—or along with—terror, the Anthropocene may offer a way to grapple with climate change rather than deny it.“The pace of change seems to be ever accelerating, but so does the response. I am loathe to underestimate human ingenuity,” says Osborne. Zalasiewicz and Osborne both think that certain effects of the Anthropocene, like warming and biodiversity loss, warrant environmentalist solutions, such as measures to curb CO2 emissions, and wildlife preserves on both land and sea.
Whatever the working group proposes in 2016—which must then be affirmed by three higher bodies—Zalasiewicz believes the concept of the Anthropocene is here to stay. “If it wasn’t useful, if it was a catchphrase, it would have quite quickly fallen by the wayside,” he says. “It packages up a whole range of different isolated phenomena—ocean acidification, landscape change, biodiversity loss—and integrates them into a common signal or trend or pattern.”
Perhaps the data-driven, methodical approach of geology is what this debate needs. To Osborne, the Anthropocene is exciting because it forces us to look closely at what’s really happening and challenges our tendency to think in a nature/human divide. In the Anthropocene model, the earth’s workings and fate are intertwined with our own. Indeed, science theorist Bruno Latour goes so far as to say that the Anthropocene could mark “the final rejection of the separation between Nature and Human that has paralyzed science and politics since the dawn of modernism.”
Jessica Stites is In These Times' Deputy Editor and Web Editor. Before joining ITT, she worked at Ms. magazine and George Lakoff's Rockridge Institute. Her writing has been published in the Los Angeles Review of Books, Ms., Bitch, Jezebel, The Advocate and AlterNet. | <urn:uuid:e6eb2b0c-85db-4ddf-ab14-beed33940608> | CC-MAIN-2014-41 | http://inthesetimes.com/article/16544/the_dawning_of_the_age_of_anthropocene | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657138501.67/warc/CC-MAIN-20140914011218-00346-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.933148 | 2,824 | 2.984375 | 3 |
The Australian Koala Foundation is proud to release an updated version of our National Koala Tree Planting List.
Rather than publish the full Koala Tree list, we have decided to make things easier for those simply wanting to plant trees for Koalas. Our researchers have analysed our extensive Koala Tree Species preferences database, and selected the most appropriate trees for planting on a region-by-region basis. If you want to plant trees to help save the Koala, simply find the species for your Local Government Area, and head down to your local Garden Centre or Tree Supplier. You may also be able to source plants through programs such as Land for Wildlife, or your Local Council.
500 – 1000 hectares $250 + GST
1,000 – 10,000 hectares $500 + GST
Whole local government area $1,000 + GST
Donate here to support AKF's work in making these publications and research available to the public. Your help is very much appreciated.
GENERAL INFORMATION ABOUT TREES AND KOALAS
The Koala Phascolarctos cinereus is an animal which feeds primarily, but not exclusively, on the genus Eucalyptus. Throughout their range in eastern Australia, Koalas have been recorded as using a wide variety of eucalypt species. This information can be misleading because it portrays Koalas not as the ecological specialists they are, but as opportunistic feeders who drift aimlessly across the landscape munching on "gum leaves". In reality, this is not the case and within a particular area, only a few species of eucalypt will be preferentially used by Koalas. Such species, where they occur, are vitally important to the distribution, abundance and well being of contemporary Koala populations.
A variety of other trees, including many non-eucalypts, are also used by Koalas for feeding and shelter, or other behavioural purposes. On their own, however, these trees are not capable of sustaining Koalas long term. They are used primarily because they are growing in association with or in close proximity to the key tree species. Differing soil landscapes, water availability and other edaphic variables are also considered to influence the suitability of several important browse species.
In a socially stable breeding aggregation of Koalas, individual animals coexist in a matrix of overlapping home range areas. Within each animal's home range area are a relatively small number of trees that are visited repeatedly, some of which are shared with other animals in the population. Such trees can be described as "home range" trees and are very important because they enable a population to maintain social cohesion.
The home range areas required by Koalas also vary in response to social factors and habitat quality, the latter measurable in terms of the density of preferentially used tree species. The sex of the animal is also important, with male Koalas tending to occupy larger home range areas of lower quality habitat than females. While this may be explained by the significantly larger body size of male Koalas, it is also typical of a polygynous social structure - a society in which a male mates with a number of females - where the home ranges of dominant, breeding males will overlap those of several adult females. The strong female bias in the breeding aggregations is offset by a higher rate of mortality in males, at least partly associated with stress from competition (with dominant males) for access to females.
In such stable breeding aggregations, Koalas can retain the same home range areas for many years. Evidence from the records of local Koala welfare groups suggests that, in the absence of undue disturbance, Koalas are likely to maintain their home range areas throughout their lives.
The relatively sedentary and localised movements of Koalas in a socially stable breeding aggregation are in stark contrast to the movements of dispersing Koalas of both sexes (those leaving their maternal home range to establish a home range of their own) and other transient members of Koala society. These animals are capable of extensive movements, often in excess of 40-50km over periods of a few weeks to several months.
Breeding activity on the part of the mother usually initiates the dispersal phase of the young from her previous breeding season. The movements and survivorship of these dispersing animals are significant because they contribute to maintaining recruitment levels and genetic vigour in breeding aggregations that are separate from one another. Indeed, it is not so much the presence of preferred food trees that influences the movements of these animals as it is their need to be with other Koalas. In this regard, established aggregations attract dispersing animals from other aggregations.
Work is continuing on the AKF's Koala Habitat Atlas (KHA) Project which identifies and maps Koala habitat on the basis of the determined key species of Koala use trees for each specific area. KHA's have been completed or are underway for a number of Local Government Areas in NSW, QLD and Victoria and eventually we aim for all areas of Koala habitat in Australia to be covered.
Koala Habitat Atlas studies have been undertaken in portions of the following areas and the most preferred species are listed. This project aims to identify any potential Koala habitat in Australia that as yet, does not have a Koala Habitat Atlas project. As with all mapping, it is subject to refinement as land is cleared or trees grow. The landscape continually changes.
The work being undertaken by the Australian Koala Foundation with its Koala Habitat Atlas Project is looking very closely at tree use by Koalas in specific areas and is confirming that tree species preferences often vary on a local or regional basis.
The tree list incorporates the most significant Koala use trees from the areas investigated by the AKF to date as well as drawing upon other published species lists. | <urn:uuid:79014dfc-e35a-46b7-b811-b6295f336a82> | CC-MAIN-2020-16 | https://www.savethekoala.com/about-koalas/trees-koalas | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00016.warc.gz | en | 0.951811 | 1,205 | 3.078125 | 3 |
As temperatures in the city have begun to fall, there has been a significant rise in the amount of dust and other suspended particles in the air in the past two weeks.
According to last week’s continuous air monitoring data of the state pollution control board, the concentration of dust or respiratory suspended particulate matter (RSPM) at Sion, Bandra and Worli has been between 150 micrograms per cubic metre (ug/m3) and 300 ug/m3 as against the permissible limit of 100 ug/m3. Similarly, levels of nitrogen oxide emitted largely from vehicles at these three locations were between 100 ug/m3 and 200ug/m3.
“Weather plays an important role in the concentration of pollutants. In winter, the level of pollutants rises because of the inversion phenomenon,” said Rakesh Kumar, National Environment Engineering Research Institute (NEERI), Worli.
According to Kumar, air near the Earth’s surface is warmer as compared to the upper atmosphere. “But during inversion, cold air present near the Earth’s surface gets trapped under warmer air. As a result, hot and cold air does not mix easily in the upper atmosphere and pollutants get trapped in the lower atmosphere,” said Kumar.
Doctors said an increase in pollution levels also leads to a rise in the number of patients suffering from bronchitis and respiratory disorders. “In winters, approximately 40% to 60% of patients come with upper and lower respiratory infections, asthma and chronic obstructive pulmonary disease (COPD),” said Dr Jaydeep Trivedi, a consultant.
The most common diseases affecting people in the city are cold, cough, sore throat, viral infections and respiratory disorders such as sinus and asthma. “It’s because the influenza virus is very active in winter,” said Dr Vimal Pahuja, general physician at Dr LH Hiranandani Hospital, Powai.
Dr Pahuja added that people are prone to stroke and pneumonia in winter. “Blood gets thicker as the temperature falls, increasing chances of stroke, chest pain and heart attack.” | <urn:uuid:bc372162-a660-4efe-a79e-15735f778c18> | CC-MAIN-2013-48 | http://www.hindustantimes.com/India-news/Mumbai/Ailments-pollution-on-the-rise-as-mercury-dips-in-city/Article1-961708.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345777538/warc/CC-MAIN-20131218054937-00098-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.941932 | 450 | 2.9375 | 3 |
Make a Chore Chart: A Worksheet for Kids
A busy home functions best if household chores are shared, and doing chores helps children learn responsibility, teamwork, and practical skills.
- Utility knife
- Sheet of poster board or paper
- Divide a sheet of poster board or paper into eight rows. Divide the rows into columns, allowing one column for each child in your family plus one extra.
- Starting with the second row in the far left column, label each row for one day of the week. Starting with the second column in the top row, label each column with one child's name.
- Now assign chores. Use words for readers and pictures or symbols for nonreaders.
- Be specific about which chores to do on what days. For example, it's not enough just to say "vacuum." Make it clear that the living room is vacuumed on Monday, the playroom on Tuesday, and so on. Also, provide a list of job descriptions that tell exactly what each chore entails. (For example, washing dishes also includes wiping up the sink and putting the dishes away.)
- We assign chores yearly because this helps our children gain proficiency with their chores; because then chores can be better assigned according to abilities; and because our children need less reminding when certain chores are always their responsibilities.
More on: Activities for Kids
Copyright © 2001 by Patricia Kuffner. Excerpted from The Children's Busy Book with permission of its publisher, Meadowbrook Press.
To order this book visit Meadowbrook Press. | <urn:uuid:f09e3c0e-3de1-4d5b-8283-0aeb4dcffd59> | CC-MAIN-2014-49 | http://fun.familyeducation.com/jobs-and-chores/organization/37076.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931011456.52/warc/CC-MAIN-20141125155651-00122-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.918875 | 318 | 3.46875 | 3 |
If you've spent any time perusing the periodic table of elements, you've probably noticed that there aren't too many gaps. As the chart progresses, the number of protons, which define an element, march neatly from 1 to 2 to 3 and so on. This orderly transformation can't be made by fusion in stars alone. If you've ever enjoyed lithium, gold, or our entire physical universe, you have a phenomenon called neutron capture to thank. Here's why.
Eskimo Nebula image via NASA
Most science students will get the "we are all made of stars," speech at some point in their lives. Stars shine with the power of fusion in their cores. Gravity crushes a ball of hydrogen together until the hydrogen atoms in the center overcome the forces pushing the protons apart and fuse into helium. This process will continue until the star is pretty much made up of helium atoms. If the star is massive enough, they will then fuse together to form larger elements and larger ones, until the star goes supernova and disperses chunks of those elements across the universe. Every atom, besides hydrogen, is made by those stars. We're made of stardust.
This is true, but not complete. Two hydrogen atoms, each with one proton, make helium, which has two protons. When the star progresses to the next state, these two helium atoms can fuse and make beryllium, with four protons. But wait, what about, lithium, number three on the periodic table of elements? For that matter, what about numbers five through seven, since two beryllium atoms would fuse to make oxygen? It's not that these elements would be completely skipped over. There are many different kinds of elements inside a star at any one time, and which ones fuse depends on a number of factors. Depending on the mass, temperature, and composition of the star, there are many pathways that lighter elements take to make heavier ones. But straight fusion wouldn't make the universe we live in. Scientists don't believe we'd have the proportion of elements that we do if there weren't other processes at work.
One of these critical processes is neutron capture. Protons are only standoffish towards each other due to their similar charge. What draws electrons to a proton keeps protons apart. It's only when the protons are muscled close to each other that the nuclear strong force kicks in that the particles keep together. To get them that close generally takes the crushing mass and extreme heat of the inside of a star. A neutron, however, has no charge. It can wander into a nucleus full of protons relatively easily. But a neutron can't change one element into another. It takes a proton for that. Fortunately, neutrons are unstable. They degrade, spontaneously, into protons, while ejecting an electron. The electron heads out of the nucleus, and the proton bumps the atom up one on the periodic table of elements. The insides of stars have a surprising amount of neutrons swimming around in them. This helps build elements up one proton at a time, and gives us our physical universe.
One flashy example of neutron capture is the amount of gold that's sitting around. Gold is a heavy element, with an atomic number of seventy-nine. It is not easy to get that by fusion, both because of the odd number of protons and the overall heaviness of the element. But stars don't only push atoms together. In a supernova, they rip atoms apart. Specifically, they rip apart iron nuclei, which tend to have even more neutrons than protons. These neutrons shoot out through the surrounding elements, building up a deposits of neutrons on them. When some of these neutrons decay into protons, they create elements like gold, lead, and uranium. If you have any gold jewelry, at least part of it was formed via neutron capture during a supernova.
Gold Image: Alchemist HP | <urn:uuid:6ba09ee2-02d9-48d5-ba56-78289a17362b> | CC-MAIN-2014-49 | http://io9.com/5978221/the-single-physical-phenomenon-that-orders-our-entire-universe | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931008899.16/warc/CC-MAIN-20141125155648-00110-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.946987 | 811 | 4.375 | 4 |
The Kinesiotaping Method involves taping over and around muscles in order to assist and give support or to prevent over-contraction. The first technique gives the practitioner the opportunity to actually give support while maintaining full range of motion, enabling the individual to participate in physical activity with functional assistance. The second technique helps prevent overuse or over-contraction and helps provide facilitation of lymph flow 24 hours per day. It is most commonly used in the acute stage of rehabilitation. Correctional techniques include mechanical, lymphatic, ligament / tendon, fascia, space, and functional. Kinesiotape can be used in conjunction with other therapies, including cryotherapy, hydrotherapy, massage therapy, and electrical stimulation.
It is believed that Kinesiotaping may affect the activation of neurological and circulatory systems. Muscles are not only attributed to the movements of the body but also control the circulation of venous and lymph flows, body temperature, etc. Therefore, the failure of the muscles to function properly induces various kinds of symptoms. Consequently, so much attention was given to the importance of muscle function that the idea of treating the muscles in order to activate the body’s own healing process came about. Using an elastic tape, it was discovered that muscles and other tissues could be helped by outside assistance. Employment of Kinesiotaping creates a totally new approach to treating nerves, muscles, and organs.
How does it work?
By pulling the skin away from tight muscles, blood flow and body fluid can circulate through the injured area more efficiently. This decreases inflammation and speeds up the natural healing process. Many physical therapists, athletic trainers, physicians and athletes are using Kinesio tape to maintain exercise when injured.
At Anatomix Physical Therapy, our physical therapists are experts in evaluating your pain and can provide effective taping strategies to improve joint stability and enhance your performance.
Contact us today at Hammond & Mandeville, LA centers for more information on how we can help you live pain-free! | <urn:uuid:de136051-927b-4402-aefc-2b1fad0d1f71> | CC-MAIN-2018-43 | https://anatomixpt.com/kinesio-taping | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583510754.1/warc/CC-MAIN-20181016134654-20181016160154-00547.warc.gz | en | 0.91692 | 408 | 2.53125 | 3 |
An Eclectic's attempt to bring the Universe into perspective, explore the truth of it's grandeur, and expose the erroneous notions besetting the humans who ponder it - especially those that think they already have all the answers they need.
This infrared (see spectrum diagram below) portrait of the Small Magellanic Cloud, taken by NASA's Spitzer Space Telescope, reveals stars and dust in this galaxy as never seen before.
The image shows the main body of the Small Magellanic Cloud, which is comprised of the "bar" and "wing" on the left and the "tail" extending to the right. The bar contains both old stars (in blue) and young stars lighting up their natal dust (green/red). The wing mainly contains young stars. The tail contains only gas, dust and newly formed stars. Spitzer data has confirmed that the tail region was recently torn off the main body of the galaxy. Two of the tail clusters, which are still embedded in their birth clouds, can be seen as red dots.
The data in this image are being used by astronomers to study the life cycle of dust in the entire galaxy: from the formation in stellar atmospheres, to the reservoir containing the present day interstellar medium, and the dust consumed in forming new stars. The dust being formed in old, evolved stars (blue stars with a red tinge) is measured using mid-infrared wavelengths. The present day interstellar dust is weighed by measuring the intensity and color of emission at longer infrared wavelengths. The rate at which the raw material is being consumed is determined by studying ionized gas regions and the younger stars (yellow/red extended regions). The Small Magellanic Cloud, and its companion galaxy the Large Magellanic Cloud, are the two galaxies where this type of study is possible.
Image Credit: NASA/JPL-Caltech/STScI
------------------------------------- Note:Infrared radiation is light whose wavelength is longer (and the frequency lower) than that of visible light A diagram of the entire electromagnetic spectrum is shown below. | <urn:uuid:90a6f4ee-caeb-4e9f-9d5e-aa71b9929e80> | CC-MAIN-2017-34 | http://eclecticsuniverse.blogspot.com/2010/02/image-of-the-day-gallery.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109525.95/warc/CC-MAIN-20170821191703-20170821211703-00110.warc.gz | en | 0.936309 | 418 | 3.671875 | 4 |
Examples of lenity in a Sentence
a social critic who argues that judicial lenity is chiefly to blame for the increased criminality that plagues us
Recent Examples of lenity from the Web
If the rule of lenity applies here, then Butler should not be charged with a hate crime.
These example sentences are selected automatically from various online news sources to reflect current usage of the word 'lenity.' Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors. Send us feedback.
First Known Use of lenity
Synonymscharity, clemency, forbearance, lenience, leniency, mercy, mercifulness, quarter
Related Wordshumanitarianism, philanthropy; empathy, pity, sympathy, understanding; commiseration, favor, grace; benevolence, care, compassion, gentleness, goodness, goodwill, humaneness, kindliness, kindness, meekness, mildness, niceness, softness, tenderness; altruism, generosity, magnanimity, nobility; affection, devotion, love, worship
Near Antonymshard-heartedness, mercilessness, pitilessness, ruthlessness, uncharitableness; reprisal, requital, retaliation, retribution, revenge, vengeance; venom, vindictiveness, virulence, vitriol; atrocity, barbarity, brutality, cruelty, sadism, savageness, savagery, truculence, viciousness, violence, wantonness; castigation, chastisement, discipline, punishment, scolding; abhorrence, abomination, detestation, execration, hate, hatred, loathing; cattiness, malevolence, malice, maliciousness, malignancy, malignity, meanness, nastiness, spite, spitefulness, spleen; animosity, antagonism, antipathy, bitterness, enmity, gall, grudge, hostility, jealousy, pique, resentment; bile, jaundice, rancor; hatefulness, invidiousness; coarseness, hardness, harshness, roughness
Learn More about lenity
Thesaurus: All synonyms and antonyms for lenity
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What made you want to look up lenity? Please tell us where you read or heard it (including the quote, if possible). | <urn:uuid:693cc12e-5027-40c7-a848-3a706598490b> | CC-MAIN-2017-51 | https://www.merriam-webster.com/dictionary/lenity | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948563083.64/warc/CC-MAIN-20171215021156-20171215041156-00641.warc.gz | en | 0.783938 | 490 | 2.640625 | 3 |
The Mediterranean countries utilize many of the same ingredients but each country has a unique way of creating recipes with those same ingredients. So far in this series, I have written about Mediterranean cuisine in general and in the countries of Portugal, Spain and France. This series continues with the country of Italy.
The Mediterranean Diet is more than just a way of eating. It is a way of thinking about food. It embraces the concept of eating together and sharing food with others. Modern populations are pressed for time, so food is often prepared and consumed in a hurry and in isolation. However, for the Mediterranean peoples, preparing food and eating together is very important and it is an important key in why the Mediterranean Diet is successful. For Italians, food is not simply sustenance and nutrition. It is community.
The Italian cuisine is typically Mediterranean which means eating a lot of vegetables, fruit, grains, fish and some chicken. In addition, the Italians use olive oil for cooking in large amounts instead of animal fat. Olive oil combined with a high volume of vegetables prevents disease. The Italians also follow nature and only eat what is in season. If you eat according to the seasons, you will be eating a variation of different colored vegetables. Each different color has a different antioxidant, which helps prevent disease, including cancer.
There are big differences between the Italian food in the North and in the South. Italy’s Alpine and sub-alpine regions in the North produce more livestock (cows) and fewer olives. That means more butter and lard and less olive oil. Corn (maize) and rice (such as arborio) are more popular in the northern regions than pasta. In the inland cities (Milan, Turin, Bologna), fish is more expensive than it is in the coastal cities (Genoa, Venice), and therefore consumed in lesser quantities. Fish and fresh fruit cost much less in Naples and Palermo than they do in Turin and Milan.
Southern Italians eat 40% more fruit and 80% more grains than Northern Europeans do. Southern Italians eat approximately 490 grams (17 ounces) of pasta and bread a day and research studies have found that eating a lot of grains was clearly NOT harmful to the Italians. The next largest proportion of their fiber comes from tomatoes, onions, artichokes eggplants, peas, lentils and chickpeas.
The Typical Italian Daily Menu:
Breakfast: Yogurt topped with berries and walnuts, coffee or tea
Lunch: Lentil soup with Swiss chard and bread on the side
Snack: cheese, bread
Dinner: Roasted cod paired with a wheat berry salad (cooked wheat berries with olive oil vinaigrette, feta, parsley, and tomatoes) and a glass of red wine
Dessert: Fresh fruit drizzled with honey
The Typical Italian Diet:
Snacks: In Italy, snacks are usually a very light: an espresso, a pizzetta, cheese and fresh fruit are popular options.
Lunch: In Italy lunch is usually a single dish, either pasta, frittata, fish with vegetables or salad.
Dinner: A soup with fish and vegetables is typical for a first course, followed by pasta with meat or fish and salad or vegetables. Fruit is usual for dessert.
Bring the Italian Mediterranean to your table with these recipes:
Saffron Orzo Pasta Salad
- 10 oz Orzo pasta
- 6 cups low-sodium chicken stock
- 1 teaspoon saffron
- 1 red bell pepper, diced
- 1 medium red onion, finely diced
- 1/2 cup black oil-cured olives, sliced
- 1/2 cup fresh mozzarella, diced
- One 8 oz can Italian chickpeas
- 1/3 cup sun-dried tomatoes, under oil, drained and sliced into 1/2-inch pieces
- 3 tablespoons Parmigiano-Reggiano, freshly grated
- 1/4 cup fresh Italian parsley, finely chopped
- 1/3 cup white balsamic vinegar
- 2/3 cup extra-virgin olive oil
- 1 lemon, juiced
- 1 1/2 teaspoons salt
- 1/2 teaspoon freshly ground black pepper
Bring 6 cups of chicken stock to a boil.
In a small bowl combine 1 teaspoon of saffron and 2 tablespoons of the hot chicken stock and stir to dissolve.
Add the saffron to the chicken stock and stir.
Add the orzo to the boiling chicken stock and let it cook for 7 minutes.
Drain the orzo, transfer to a bowl, drizzle 2 tablespoons of olive oil and set aside.
Dice red bell pepper, red onion and mozzarella; set aside.
Slice the sun-dried tomatoes into 1/2-inch piece and set aside.
Slice the olives and drain and rinse the canned chickpeas.
In a medium bowl, combine balsamic vinegar, extra-virgin olive oil, salt, pepper and lemon juice.
Add the diced onion to the vinaigrette and let it marinate for 5 minutes.
Transfer all of the ingredients into the orzo and mix well, add the vinaigrette and toss well to coat.
Add the Parmigiano-Reggiano and fresh parsley just before serving.
Serve at room temperature or refrigerate for later use.
Warm Farro Salad
From TN&M Magazine
- 10 ounces dried chickpeas
- 10 ounces farro
- Truffle oil to taste
- 1 Garlic clove
- 1 Tomato chopped fine
- Chili flakes
Soak the chickpeas in cold water for 12 hours, changing the water 3 times. (If you use canned chickpeas, rinse them thoroughly!)
Cook the chickpeas in water to cover for about 1 hour.
Cook the farro in lightly salted water until tender.
Finely chop the garlic, basil, sage, rosemary, chili flakes and oregano.
Lightly sauté the herbs in olive oil, then add the tomato.
Add the drained chickpeas and farro, drizzling with a bit of broth.
Off the flame, stir in truffle oil to taste.
Courgettes with Sultanas and Pine Nuts
From TN&M Magazine
Serves one, as a main course.
- 1 210g tin of sardines, drained, oil reserved
- 1 clove garlic, finely chopped
- 1 tablespoon sultanas (raisins)
- 1 tablespoon pine nuts, toasted
- 1 tablespoon capers
- 1.5 courgettes (zucchini), julienned
- ½ tablespoon chopped chives
- Zest and juice of half a lemon
- Black pepper to serve
Tip a little of the oil drained from the sardines into a frying pan and sauté the garlic for a few minutes until softened.
Add the julienned courgettes to another pan, and sauté over low heat in a little of the sardine oil until softened – approximately 4 minutes.
Add the sardines to the garlic pan, and break them up with the back of your wooden spoon as you stir them around the pan. Next add the sultanas, pine nuts and capers and stir well. Cook for a few minutes until the sardines are warmed through.
When the courgettes are ready add them to the saucepan and toss all the ingredients together, distributing the sauce evenly through the courgettes. Scatter in the chives, lemon zest and a squeeze of lemon juice. Add a little extra salt if necessary, but likely not as the capers are salty.
Transfer to a serving dish and add liberal amounts of black pepper.
White Fish Fillets With Cherry Tomatoes
By Bon Appétit Test Kitchen
- 1 shallot, thinly sliced
- 2 garlic cloves, chopped
- 2 cups cherry tomatoes (about 12 ounces)
- 1/2 cup chopped green olives
- 1 tablespoon olive oil
- Kosher salt, freshly ground pepper
- Four 6-ounce white fish fillets
- 1/4 cup (packed) chopped fresh basil
Place a rack in the upper third of the oven and preheat the broiler. Combine the shallot, garlic, tomatoes, olives and oil in a medium bowl, season with salt and pepper, and toss well. Set aside.
Place the fish in a 13 x 9-inch glass baking dish and season with salt and pepper. Scatter the tomato mixture over the fish and broil until fish is opaque throughout and tomatoes have started to burst, 10–13 minutes. Serve with basil scattered over top.
Spaghetti With Clams
by Rose Gray and Ruth Rogers
- 6 1/2 pounds clams
- 6 tablespoons olive oil divided
- 1/2 cup dry white wine, divided
- 3 garlic cloves, sliced, divided
- 3 small dried chiles, crumbled, divided
- 1 pound spaghetti or linguine
- Kosher salt and freshly ground black pepper
- 3 tablespoons chopped flat-leaf parsley
Place clams in a sink filled with cold water. Scrub shells well with a coarse brush to remove any sand. Drain water and soak clams in clean water, repeating until the water remains clean.
Heat 2 tablespoons oil in a large pot with a lid over medium heat. Add ¼ cup wine, 1 garlic clove, and 1 chile. Add half of the clams, cover, and cook over high heat, shaking pan frequently, until clams open (keep lid on pot so heat is not released, making cooking time longer).
As soon as the clams open, transfer the clams and their juices to a large bowl (discard any clams that do not open). Repeat the process with 2 tablespoons oil, remaining ¼ cup wine, 1 garlic clove, 1 chile, and remaining clams.
Cook the pasta in a large pot of boiling salted water, stirring occasionally, until tender but al dente; drain, reserving 1 cup pasta cooking liquid.
Heat remaining 2 tablespoons oil in pot with lid over medium heat. Add remaining 1 garlic clove and remaining 1 chile; stir until garlic is fragrant and light golden, 1–2 minutes. Return clams and their juices to the pot; toss to coat and remove from the heat.
Add pasta and toss to coat evenly with juices, adding pasta cooking liquid by ¼-cupfuls if pasta is dry. Season to taste with salt and pepper. Sprinkle parsley over and serve. | <urn:uuid:468d2696-dddc-48c0-8a40-5942ef9440fb> | CC-MAIN-2021-39 | https://jovinacooksitalian.com/2017/07/17/cooking-the-mediterranean-countries-italy/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00218.warc.gz | en | 0.899813 | 2,225 | 2.90625 | 3 |
Court trials are structured in segments, opening statements, examinations, and closing arguments. Within this segment, the opening statement is by far the most important part of the case. They are believed to be the window through the jury gets a grasp of the evidence at hand.
Opening statements are meant to establish the overall context of the evidence they will hear during the case trial. That is why it is highly important to make your statement stand out.
Here are 6 reasons why the opening statement is the most crucial part of a case trial.
Framework Reveals the Important Information
Psychologically, people like to view information as a coherent framework rather than tiny bits of data. Once the jurors hear the facts, they will start to connect the dots to build the picture of the events in the trial. That is why it is highly important to build the proper framework that they can use to determine your side of the argument.
The Truth Starts in the Opening Statement
When the trail begins, the jury will determine who is lying and at fault as well as who is telling the truth. The initial statement is when they come to terms with their conclusions. This makes it the best opportunity to argue about your position.
Jury Often Decides Before the Closing Argument
Research shows that over 80% of jurors often make their decisions after hearing the opening statements from both sides. While this might seem a bit strange of unfair, it is often true. How both parties portray their argument will be the foundation of the entire case.
Highest Level of Attention
Unless the witness is well-known or appealing to the public, the jurors’ and judge’s attention level will be fresh and at their highest during this time. This gives you the perfect opportunity to tell your story and grab their attention with compelling evidence and demonstration. How you portray your opening statement will provide the best chance to tell your side and make an impression.
Opening Statements Involve Emotions
Just as it is with marketing, the opening statement involves emotions that matter. Humans buy into emotions just as they do with facts. During the trial, they will use those means to decide who is the most emotional in the opening and spend the rest of the trial hearing determining whether their emotions are justified with the facts.
Humans Want Someone to Root For
People want to pick someone they can root for early on. Have you ever picked a favorite team early in the game or afterward? Do you watch sporting events with teams you hardly know a thing about? The same goes for case trials.
Cases are often pre-determined as they are either win or lose after the opening statements. Therefore, it is important to give your best and use all of your resources into the opening statement. | <urn:uuid:82e05950-c3e8-46ed-a3e8-a22f607da0f1> | CC-MAIN-2020-16 | http://e-litige.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371807538.83/warc/CC-MAIN-20200408010207-20200408040707-00147.warc.gz | en | 0.960114 | 554 | 2.625 | 3 |
CHICAGO—There is a moment in Steven Spielberg's E.T.: The Extra-Terrestrial in which scientists realize that E.T. in fact has DNA, like Earth-based life forms. But that DNA is unlike any that scientists have thus far—it being 1982, of course—found in any Earthbound organism: It has six, instead of the usual four, bases in its alphabet.
Had E.T. been made today, a scientific consultant may have had to give a nod to a lab in Gainesville, Fla., where DNA with six nucleotides exists in a beaker.
"We have an artificial chemical system that is capable of Darwinian evolution," biochemist Steven A. Benner, of the Foundation for Applied Molecular Evolution in Gainesville, said at a session here at the American Association for the Advancement of Science's (AAAS) annual meeting this morning.
But before you get too excited—or terrified—about mad scientists creating artificial life in the lab, Benner's caveats are worth noting: The system "is not self-sustaining."
In other words, this "artificial life" isn't alive at all, even if it works sort of like life does. And it's not going to rival E.T. anytime soon.
A quick review: DNA's four bases—A for adenine, C for cytosine, G for guanine and T for thymine—pair off to store information that is translated into ribonucleic acid (RNA) and then into proteins. Benner told reporters yesterday that his team had created a system "made up of four molecules that are the basic building blocks of our DNA along with eight synthetic modifications of them," for a total of 12 bases, according to LiveScience.
Benner discussed those 12 bases—named Z, P, V, J, Iso-C, Iso-G, X and K—briefly this morning at a public session that we live-Twittered, but spent most of his time describing the six-base version of his team's "Artificially Expanded Genetic Information System." (That gave him a chance to bring up E.T.)
When the system copies itself, it can make mistakes, and some of those mistakes might be more likely to be copied than other sequences, which means natural selection and evolution. But the system needs a boost from something called the polymerase chain reaction, so it can't do the copying all on its own, like DNA can, and is therefore not self-sustaining. Benner said yesterday, however, that was just a few years away.
The point of all this? It's not to create a new version of life on Earth, although it's certainly at least a theoretical step in that direction. There are other such attempts, such as this one using a DNA-like molecule that has a triple, instead of double, helix. And there are related attempts to create artificial life in the lab using the same molecular biology in existing organisms.
What Benner and others are trying to do, with funding from NASA, is figure out what life might look like on other planets, if we ever find it. "One of the ways scientists try to understand life as a universal concept...is you try to make life on your own in the lab," Benner said yesterday, according to LiveScience. "We try to put together chemicals that do that."
That life on other planets may not be based on the same molecular biology that governs life on Earth, because of the composition of those planets and their atmospheres. So at today's session, other scientists described such "weird life" that could give clues to basis for extraterrestrial life. Paul Davies, a physicist, cosmologist, and astrobiologist at Arizona State University, described a "shadow biosphere" filled with the descendants of previous alien life on Earth.
As Davies and Benner pointed out, those descendants, and evidence of their ancestors, are most likely to be found at the microscopic level—Benner cited tiny structures in the Allan Hills meteorite as one potential example—not in the cute, if bizarre-looking, being from Steven Spielberg's imagination.
E.T., code home?
Image of DNA via Wikimedia | <urn:uuid:92629220-d389-4e89-8e4f-680e9c03ac19> | CC-MAIN-2015-40 | http://blogs.scientificamerican.com/news-blog/artificial-life-was-steven-spielber-2009-02-15/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736682102.57/warc/CC-MAIN-20151001215802-00141-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.955389 | 885 | 2.875 | 3 |
Climate Change · Part One
Climate Change 1 Syllabus
1.0 - Introduction
2.0 - The Earth's Natural Greenhouse Effect
3.0 - The Greenhouse Gases
4.0 - CO2 Emissions
5.0 - The Earth's Carbon Reservoirs
6.0 Carbon Cycling
· 6.1 - The Physical Carbon Pump
· 6.2 - The Biological Carbon Pump
· 6.3 - The Marine Carbon Cycle
· 6.4 - The Terrestrial Carbon Cycle
7.0 - Climate and Weather
8.0 - Global Wind Systems
9.0 - Clouds, Storms and Climates
10.0 - Global Ocean Circulation
11.0 - El Niño and the Southern Oscillation
12.0 - Outlook for the Future
Climate Change · Part Two
Introduction to Astronomy
Life in the Universe
Glossary: Climate Change
Glossary: Life in Universe
The Biological Carbon Pump
The ocean gets a disproportionate share of the carbon dioxide available to the ocean-atmosphere system. The ratio is about 50 molecules of CO2 in the ocean for every one in the atmosphere. Why is this so? The main reason is that carbon dioxide readily reacts with water to make soluble species of ions, “bicarbonate” (formula: HCO3-), rather than trying to fit between the water molecules as a gas. Another reason is the physical pump described in the last section: cold water holds more carbon dioxide in solution than warm water. This cold, carbon dioxide-rich water is then pumped down by vertical mixing to lower depths.
The last reason for the ocean’s big share of carbon is its “biological pump.” The biological pump, in essence, removes carbon dioxide from the surface water of the ocean, changing it into living matter and distributing it to the deeper water layers, where it is out of contact with the atmosphere. Thus, when the ocean shares carbon dioxide with the atmosphere, it does so by not only simply taking on carbon dioxide into solution but also by incorporating the carbon dioxide into living organisms.
The Biological Pump: a Thought Experiment
To appreciate how this works let us do a simple thought experiment. We
t with a well-mixed ocean, dark and quite cold throughout. We then turn on the Sun and heat the ocean from above. A warm-water layer develops on top of the ocean, and since it is "euphotic" (Greek for "well-lit") green algae will now grow in this layer. That algae are growing is just another way of saying that carbon dioxide is being fixed into carbon compounds (that is, carbon dioxide is being removed from solution in the water and incorporated into living things by photosynthesis). Some of these particles of the algae (dead organic stuff) sink out of the euphotic zone into the deeper cold waters. Others are “re-mineralized,” that is, they decay by the action of bacteria, releasing carbon dioxide to the water in the process.
An oxygen profile at an oceanic location with an oxygen minimum zone (OMZ), like the ones found in the Arabian Sea and off the California Coast, SW Africa, and the Peru. It shows high oxygen near the sea surface, low oxygen in the OMZ at mid-depth, and the increase in oxygen in the water column below the OMZ. Typical depths for the OMZ are 1 km water below sea level, although the precise depths of these features vary with geographic location and over time at a particular site.
How long can this process of carbon fixation, carbon particle settling, and carbon particle recycling continue in our experiment? It can continue until all the nutrients that are necessary for photosynthesis have been used up, and the surface water no longer contains the nutrients necessary to support the growth of algae.
What about the recycling of nutrients (like phosphorous, sulfur, and nitrogen) through decay of organic matter? Yes, the decay of the organic particles not only recycles carbon, but also the nutrients locked within. However, the amount that is being recycled is diminished all the time, as the export of particles to deeper and deeper layers continues. At some point in our thought experiment, the recycling becomes negligible because all the nutrients have been exported to the cold layers below and nothing can grow anymore.
At this point, if we draw a depth profile of the concentrations of nutrients in the ocean waters, we should find practically nothing in the warm layer, a maximum below the warm layer, where bacteria have re-mineralized many of the particles received from above, and an exponential decay with depth, as there is less and less left for the bacteria to remineralize and as the settling organic matter becomes selected for those types which are hard to oxidize. At the point of the nutrient maximum, right below the upper warm layer, there would also be an oxygen minimum. If we now add a slow upward movement of the water, to simulate the process of deep circulation, we have a basic, first-order model of the oxygen minimum in the oceans.
Diagram illustrating the ocean’s biological pump. (1) Carbon dioxide is fixed by photosynthesis, (2) this organic matter sinks into deeper waters, (3) bacterial decay releases carbon dioxide and other nutrients, making them available to be used again by phytoplankton
, until (4) ultimately deposition locks away the carbon in ocean sediments.
The Redfield Ratio
In the process of removing the nutrients from the surface layer, carbon also is being removed, and so the content of total dissolved carbon in the surface layer decreases. At the same depth as the nutrient maximum there is a maximum in total dissolved carbon as well. How much carbon is exported from the surface layer in the process of losing all the nutrients? To estimate this amount, one must know the ratio of nutrient atoms to carbon atoms within the organic matter settling out of the euphotic zone. Typical numbers describing the composition of phytoplankton are C:N:P = 106:16:1. In other words, whenever 106 carbon atoms are fixed into organic matter by photosynthesis, 16 nitrogen atoms are fixed (taken from nitrate and ammonia in the water), as well as one phosphorus atom. This sequence of numbers is called the "Redfield Ratio" after Alfred Redfield, the oceanographer who first determined and explained its importance in understanding the productivity of the ocean.
In our primitive model of the oxygen minimum layer, the upwelling seawater attempts to bring both carbon and nutrients back to the surface of the ocean. However, the biologic activity in the surface layer (aided by sunlight) keeps removing the nutrients and causing them to settle back down, together with the appropriate amount of carbon (determined by the Redfield Ratio). This is a way of pumping nutrients and carbon down, against the upward movement of upwelling, and hence the term "biological pump."
The biological pump in effect puts some of the carbon into a hidden reservoir, where the atmosphere cannot reach it. Thus, the atmosphere gets less than its share of carbon than it would otherwise. How much more carbon would be hidden away if we increase the upward motion of the deep water? The answer is that as long as the upward motion and the pumping action are balanced — that is, as long as the nutrients coming up from below are sent back down quickly enough by phytoplankton to remove them from the surface layer — there is no effect.
How important is the biological pump overall? It turns out, it is very important. For instance, if the biological pump were turned off, atmospheric CO2 would rise to about 550 ppm (compared to the current 360 ppm). If the pump were operating at maximum capacity (that is, if all the ocean’s nutrients were used up) atmospheric CO2 would drop to a low of 140 ppm.Thus, if we change the overall concentration of nutrients in the ocean there is a net effect on the carbon cycle. | <urn:uuid:38767e77-e4c9-402b-8fe5-21570a44c97a> | CC-MAIN-2015-48 | http://earthguide.ucsd.edu/virtualmuseum/climatechange1/06_2.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398452560.13/warc/CC-MAIN-20151124205412-00243-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.923997 | 1,654 | 3.671875 | 4 |
Baking in the Sun
It is as unnecessary to use combustibles for fuel under a
brilliant sun as it is foolish to put a solar oven out in the
rain, states Darwin Curtis, a partner in Solar Household Energy,
Inc. (SHE). Yet in many tropical areas of the world, more than 40
percent of families disposable income is spent on fuel for
cooking. Sometimes more is spent on fuel than on food.
Several years ago Curtis and his colleagues recognized that the distribution of solar ovens in underdeveloped countries was not going well. (As the term suggests, a solar oven is a cooking device powered solely by sunlight.) At that time, Curtis explains, the entire effort to make solar ovens available to developing nationsparts of the world where this technology is needed desperatelywas in the hands of governments, non-government organizations (NGOs), and the United Nations.
The problem was much too large to be dealt with by charitable organizations, says Curtis. The only way adequately to address the problem is to induce private enterprise to get involved. Thus, Curtis and his colleagues founded SHE to support developing world entrepreneurs in the manufacture and merchandising of solar cooking equipment.
Curtis says the first hurdle is to get people to accept this radically different technology. They must overcome the perception that solar ovens are too inefficient for people who are accustomed to more conventional means of cooking, and too expensive for those people who have little or no disposable income. People have generally regarded affordable solar ovens as unacceptable, and acceptable ovens as unaffordable, he summarizes.
With this understanding, SHE began a research and development initiative to construct a new solar oven of maximum commercial viability. Their goal is to have a prototype by early 2002. Curtis knows that in order for this model to succeed, it must meet four criteria: higher efficiency, durability, minimal cost, and attractive appearance. (If it doesnt look right, it wont sell.)
Our objective is to increase by 50 percent the efficiency over comparable ovens, Curtis explains. The most widely affordable solar ovens now in use cost $2 or $3. They are remarkably effective but they are made of cardboard. We must use materials that can last a decade or more. And the ovens must retail for less than $30.
Curtis says NASA satellite data are helping SHE determine which parts
of the world receive sufficient sunlight to promote solar cooking. He
reckons that SHE should focus on places that receive at least 4 kilowatt
hours per square meter per day on average. Luckily, he says, the areas
of the world where many people in greatest need for this technology live
have solar insolation above 4, and as high as 6 kilowatt hours per
square meter per day.
|Solar ovens are a simple and effective way to provide the energy needed for cooking to people without access to other energy sources. The ovens concentrate solar energy by reflecting sunlight through a transparent layer such as glass or plastic and onto a dark cooking pot. The sunlight is converted to heat on the dark surface of the pot, and the heat is trapped by the transparent material. Some solar ovens reach temperatures as high as 350° F (177° C), which is why you dont want a car with black seats. (Photograph courtesy SSE project)|
So how do solar ovens work? The concept depends upon two things: a means of converting solar energy into heat, and a means of trapping this heat around a cooking vessel. Curtis explains this is done most simply by using a black or dark-colored vessel surrounded by some sort of transparent envelope. Sunlight passes through the transparent envelope and strikes the dark pot, which absorbs the sunlight and converts it into heat. The transparent envelope traps the heat to achieve cooking temperatures.
This is often referred to in literature, as the greenhouse effect, Curtis says. In cheap solar ovens, 250°F (121°C) can be achieved. In the expensive models, 350°F (177°C) is not unusual.
He points to a 1997 United Nations Food and Agriculture Organization report that states there are 2 billion people in the world who are experiencing shortages of fuel to cook with. Curtis acknowledges that solar ovens are not a comprehensive solution for all of these people because there are days when the sun doesnt shine. But he points out that in many places there are well over 300 days of sunshine in a year. The use of solar ovens in these circumstances can reduce dramatically the need for other fuels and can therefore help improve the quality of life.
|Many of the regions most in need of energy, such as West Africa and the highlands of South America, receive an abundance of sunlight. The animation at left shows the average amount of sunlight a given area of the Earth receives each month. Four kilowatt hours per square meter per day of solar energy is enough to meet most basic energy requirements. Click once on the animation to stop it; double-click to resume play. (Animation courtesy SSE Project)| | <urn:uuid:18c050fe-19ea-4f00-9f0e-53ca64d84a2c> | CC-MAIN-2015-22 | http://earthobservatory.nasa.gov/Features/RenewableEnergy/renewable_energy4.php | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207929272.95/warc/CC-MAIN-20150521113209-00270-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.946065 | 1,029 | 2.625 | 3 |
The Holodiscus taxonomy is confused because creambush oceanspray, rockspirea (H. dumosus), and small-leaved rockspirea (H. microphyllus) are taxonomically and morphologically very similar [45,163]. Authorities separating these 3 closely related taxa do so based on different leaf morphologies [45,136] and distributions . This review follows the taxonomy of Lis (in ), who is authoring the Flora of North America's Holodiscus chapter. In Lis's treatment, creambush oceanspray, rockspirea, and small-leaved rockspirea are treated as separate and distinct species . Some systematists lump either creambush oceanspray and rockspirea [104,236], creambush oceanspray and small-leaved rockspirea , or all 3 taxa into single species.SYNONYMS:
Conifer communities: Creambush oceanspray is called "the most widespread and possibly the most abundant flowering shrub" in coniferous forests of northeastern Washington and northern Idaho . On the Umatilla National Forest, Washington, it is dominant in coast Douglas-fir (Pseudotsuga menziesii var. menziesii), grand fir (Abies grandis), and western larch (Larix occidentalis) forests .
|In Oregon, coast Douglas-fir/creambush oceanspray associations on the Willamette National Forest are primarily structurally diverse old-growth stands, containing long-lived canopy trees and a subcanopy of younger trees. Most of the stands are >150 years old . Creambush oceanspray is common to dominant in dry white fir (A. concolor) forests in the Siskiyou Mountains of southwestern Oregon , and it is an important shrub in Port-Orford-cedar (Chamaecyparis lawsoniana) communities of southwestern Oregon and northwestern California . It is important in many mixed-conifer forests of southern Oregon and California [33,34]. These communities are codominated by Pacific ponderosa pine (P. ponderosa var. ponderosa), coast Douglas-fir, Jeffrey pine (P. jeffreyi), California black oak (Quercus kelloggii), tanoak (Lithocarpus densiflorus), and/or canyon live oak (Q. chrysolepis) . Creambush oceanspray is also important in knobcone pine (P. attenuata) communities of southern Oregon and California .|
|Creambush oceanspray in mixed-conifer forest of Oregon's Cascade Range. Photo permission of Craig Smith.|
In California, creambush oceanspray is a characteristic to dominant species of redwood (Sequoia sempervirens) [202,254], Pacific ponderosa pine , shore pine (P. contorta var. contorta) , and Sierra Nevada lodgepole pine (P. c. var. murrayana) forests. It is a minor species in pinyon-juniper (Pinus-Juniperus spp.) communities .
Creambush oceanspray is associated with Rocky Mountain Douglas-fir (Pseudotsuga menziesii var. glauca) and Rocky Mountain lodgepole pine (Pinus contorta var. latifolia) in northern Idaho ; it is commonly dominant in Rocky Mountain Douglas-fir forests of northern Idaho and Montana [178,217,225]. It is infrequent to common in western redcedar-western hemlock (Tsuga heterophylla-Thuja plicata)) forests of the Interior Pacific Northwest and the Northern Rocky Mountains [148,186].
Hardwood communities: Creambush oceanspray occurs in the understories of Oregon white oak (Q. garryana) communities throughout Oregon white oak's range ([147,185,216], review by ). It also occurs or dominates in other montane oak (Quercus spp.) communities in California .
Riparian: Creambush oceanspray occurs in riparian communities throughout its range (review by ). Overstory dominants may be conifers, hardwoods or a mix [112,219]. Meriwether Lewis made the first scientific collection of creambush oceanspray on the banks of the Clearwater River in Idaho . Creambush oceanspray is dominant in grand fir floodplain associations of eastern Washington . In western hemlock stands in the central Cascade Range of Washington, it was more common on high floodplains than on low floodplains . On Myrtle Island Research Natural Area, Oregon, creambush oceanspray is occasional in red alder-Oregon ash (Alnus rubra-Fraxinus latifolia) and willow/field horsetail (Salix spp./Equisetum arvense) riparian communities .
Shrublands: Creambush oceanspray is common to dominant in mixed montane shrublands of the Pacific Northwest and the Northern Rocky Mountains [51,204]. These communities are common on harsh slopes and in coniferous forests in early succession . In montane regions of Nevada and western Utah, creambush oceanspray occurs in mosaics of mountain meadow and mountain big sagebrush (Artemisia tridentata subsp. vaseyana) stands . In Redwood National Park, California, it occurs in Lewis' mockorange/brittle bladderfern (Philadelphus lewisii/Cystopteris fragilis) and Sierra gooseberry/varileaf phacelia (Ribes roezlii/Phacelia heterophylla) bald-hill communities . On the Jasper Ridge Biological Reserve in coastal northern California, creambush oceanspray is an associated species in chamise (Adenostoma fasciculatum) chaparral communities .
Publications describing plant communities where creambush oceanspray is a dominant or indicator species are listed below.Pacific Northwest:
|Botanical description: This description covers characteristics that may be relevant to fire ecology and is not meant for identification. Keys for identification are available (for example, [97,99,117,193]). Morris and others provide a key for identifying creambush oceanspray and other shrubs in winter. Creambush oceanspray and rockspirea are distinguished by their forms, leaf characteristics, and distributions ; intergradation of the 2 species is most pronounced in Nevada and Utah .|
Photo © 2009 Barry Breckling
Form: Creambush oceanspray is a deciduous [1,41,198], spreading shrub with slender arching branches [75,136,223]. It can range from bushy forms about 2.5 feet (0.75 m) tall on poor or frequently disturbed sites to arborescent forms that may be 20 feet (6.1 m) tall in coastal areas. Plants are usually 3 to 10 feet (1-3 m) in height [52,99,198]. They typically have multiple branches . Stem wood is hard and dense ; bark of mature plants is shreddy [41,174]. Stand structures of plant communities where creambush oceanspray is important are discussed in the Stand structure section of Fuels.
Leaves and flowers: The leaves are mostly 1.6 to 2.75 inches (4-7 cm) long and 0.8 to 2.75 inches (2-7 cm) wide [136,223]. Creambush oceanspray has a large leaf area relative to most associated shrubs. In the Siskiyou Mountains of southwestern Oregon, its leaves were more densely packed, larger, thinner, and more prone to wilt than leaves of associated shrub species .
Creambush oceanspray flowers are small, about 2 mm long . They are borne on large, showy, terminal panicles that may reach 12 inches (30 cm) long . The name "oceanspray" is derived from these masses of loose, creamy plumes . The fruit is a 1-seeded achene [41,97,117], about 2 mm long .
Roots: Rooting depth is likely associated with depth to bedrock. In southwestern Oregon, creambush oceanspray extracted water from no deeper than 3 feet (1 m) below ground, indicating a shallow root system . Dyrness and Franklin had similar findings in the west-central portion of the Cascade Range in Oregon, where shallow soils confined roots to <3 feet below the soil surface. However, a planting guide for the Pacific Northwest reports creambush oceanspray roots as "deep and wide" , and researchers described creambush oceanspray as "relatively deep-rooted" in the Blue Mountains .
Descriptions of creambush oceanspray's root morphology were not found in the literature as of 2010.
Life span: This species rarely lives more than 30 years . On the Jasper Ridge Biological Reserve, California, its mean life span was 4.5 years .
Physiology: Creambush oceanspray is highly drought tolerant . It has adapted to dry sites and drought by shutting down or slowing its rate of transpiration. In droughty conditions, it apparently uses water less efficiently than associated sclerophyllous species. Its large leaf area, however, may partially compensate for low water transpiration rates in summer. It is likely that creambush oceanspray depletes water in upper soil layers rapidly in summer .
Antieau suggested that creambush oceanspray may differ in water-use efficiency and cold tolerance across its distribution.Raunkiaer life form:
Leaf phenology is closely regulated by weather. In the Siskiyou Mountains of Oregon, leaf water conductance peaked in July . On the Jasper Ridge Biological Preserve, mean leaf age was 4.5 months; leaves were drought-deciduous and mostly absent by August . A study in the western redcedar-western hemlock zone of northern Idaho found summer or fall drought initiated leaf color change and leaf drop .
Creambush oceanspray consistently shows a late and long period of flowering throughout its distribution:
|Phenology of creambush oceanspray across its range|
|southern California||flowers June-August |
|northern Idaho||buds swell and burst late March-early April;
leaf-out late March-mid-April ;
stem elongation late March-late June [55,170];
flowers early May-late June;
fruits late June-August [55,174];
leaves change color late June-late September [55,170];
leaves fall late July-late November;
seeds disperse late August-late November
|Montana||flowers late June-July |
|Nevada||flowers June-August |
|southwestern Oregon||flower buds expand in July;
flowers and fruits July-August
|Oregon and western Washington||flowers May-July;
seeds disperse August-September (review by )
|Pacific Northwest||flowers midsummer |
|Puget Sound||flowers mid-June |
|Northern Rocky Mountains||flowers mid- to late July;
fruit ripens late August;
seeds disperse late August-late November
Pollination and breeding system: Insects pollinate creambush oceanspray (review by ). The flowers are perfect .
Antieau suggested that mountain ranges restrict creambush oceanspray breeding. A study across creambush oceanspray's distribution in Washington and Oregon showed phenotypic differences in creambush oceanspray (for example, in leaf area); these differences were related to geographic regions and climate .
Flower and seed production: Thinning, burning, or other canopy-opening events may increase creambush oceanspray's seed output. In the understories of coast Douglas-fir forests in western Oregon, creambush oceanspray showed a "large increase" in flower and/or fruit production after moderate thinnings (leaving 200 trees/ha) or heavy thinnings (leaving 100 trees/ha or 0.4-ha openings); production increases were "minimal" after light thinning (leaving 300 trees/ha) .
Seed dispersal: Creambush oceanspray seed is disseminated by wind ([213,237,248], review by ) or animals .
Seed banking: Creambush oceanspray has a soil seed bank [60,150]. In western hemlock forests of southwestern British Columbia, viable creambush oceanspray seed was more common in undisturbed soils (x=15.5 germinants/0.04-m² soil sample) compared to clearcut rights-of-way in early-seral succession (x=1-2.5 germinants/0.04-m² soil sample) .
Germination, seedling establishment, and plant growth: Fresh creambush oceanspray seed is dormant . In the field, it likely requires overwintering to germinate. As of 2010, little research had been conducted on creambush oceanspray's germination requirements . Stratification at around 41 oF (5 oC) for 15 to 18 weeks breaks dormancy in the laboratory [12,113,197].
Creambush oceanspray seed may have low viability. According to a fact sheet, most seeds lack developed embryos, so only about 7% of a given seed lot may be sound .
Seedling establishment is uncommon [140,149,150,208,213] but has been documented a few times. Open stand structure , heat, and bare mineral soil may favor creambush oceanspray germination and establishment (review by ). In the Oregon Coast Range, creambush oceanspray seedlings emerged well (>70%) in both clearcuts and young, unthinned conifer stands; however, seedlings survived only in the young, unthinned stands . Creambush oceanspray established from seed 3 growing seasons after a debris flow on the Central Coast Ranges of southwestern Oregon . See Seedling establishment in the Plant Response to Fire section for studies on postfire seedling establishment.
A review states that creambush oceanspray seedlings grow slowly in their first 2 years of development . Plants released by overstory removal may grow rapidly, however. Daubenmire and Daubenmire found that in northern Idaho, creambush oceanspray grew up to 15 feet (4.6 m) tall following harvest of the Rocky Mountain Douglas-fir overstory; this was twice its stature in unharvested Rocky Mountain Douglas-fir forests.SITE CHARACTERISTICS:
Creambush oceanspray is common in sands and clay loams (review by ) but may occur in all soil textures. In the Cascade Range of Oregon, coast Douglas-fir/creambush oceanspray communities occur on coarse soils and loams but not on fine soils . A study in the Blue Mountains, however, found creambush oceanspray presence was positively correlated with fine-textured soils (P<0.05) . In western redcedar-western hemlock forests of northern Idaho, creambush oceanspray cover, frequency, and importance value increased as soil organic matter increased; increases in importance values were significant (P=0.05) . Soils supporting creambush oceanspray are often stony [67,87,94,97,98,100], and creambush oceanspray sometimes grows within rock crevices. It is common on talus slopes (review by ). In Nevada and western Utah, creambush oceanspray grew on talus slopes near mountain meadows and in granite boulder piles .
|Creambush oceanspray occurs on a variety of parent materials. In the Cascade Range of Oregon, coast Douglas-fir/creambush oceanspray communities occur on poorly developed basalts, andesites, and other parent materials of volcanic origin . At Oregon Caves National Monument, mixed-conifer forests with creambush oceanspray occur on soils of diorite origin . Poison-oak (Toxicodendron diversilobum)-creambush oceanspray-Mexican elderberry (Sambucus mexicana) communities of San Luis Obispo County, California, are associated with andesite-derived soils .||
Photo © Br. Alfred Brousseau, St Mary's College
Moisture regime: Creambush oceanspray is most common on dry sites. McDonald and others list creambush oceanspray as an indicator species of dry montane/shrub forests of the Northern Rocky Mountains. Creambush oceanspray is also associated with dry montane forests in British Columbia [168,179] and elsewhere in the Pacific Northwest. It is an indicator species of very dry to moderately dry, nitrogen-medium soils in coastal British Columbia [110,111]; its occurrence decreases with increasing precipitation . It also grows in dry to fresh soils in coniferous forests of interior British Columbia . The western hemlock-coast Douglas-fir/creambush oceanspray association occurs on some of the hottest and driest sites in the Cascade Range of Washington . In the west-central portion of the Cascade Range in Oregon, Dyrness and Franklin found the coast Douglas-fir/creambush oceanspray association occurs on the dry end of coast Douglas-fir forest types. In an extreme case, creambush oceanspray is "widespread but not abundant" on the Indian Plateau of southwestern Oregon. The plateau is a severe site known for widely fluctuating and extreme temperatures in winter and summer and a record of poor artificial regeneration of conifers .
Creambush oceanspray is also reported from sites with moist to mesic soils. It is frequently associated with riparian communities (review by ). In southeastern Washington and northern Idaho, Pacific ponderosa pine/mallow ninebark-creambush oceanspray communities dry out later in the growing season than Pacific ponderosa pine/common snowberry communities . Creambush oceanspray occurs on moist woodland edges in California and in moist open woods in British Columbia . In western redcedar-western hemlock forests of northern Idaho, creambush oceanspray frequency was significantly greater on sites with 21% to 25% soil moisture content than on sites with drier or wetter soils .
Aspect and topography: This species is most common on warm, dry, south-facing slopes [67,98,165]. A grand fir/creambush oceanspray association in southwestern Washington is common on exposed, south-facing slopes and on ridgetops. Sites having this association remain snow-free much of the year and experience extreme summer drought . In Douglas-fir (Pseudotsuga menziesii) forests in the Columbia River Gorge of Washington, creambush oceanspray had greatest cover on south-facing slopes (13%) and least cover in mesic ravines (6%) . The coast Douglas-fir/creambush oceanspray association in Oregon's Coast Ranges occurs most often on relatively steep, south- or west-facing slopes between 2,000 and 3,000 feet (600-900 m) elevation. The environment is hot and dry, and the growing season is long, with drought developing by midsummer. Snowpacks are not generally deep or persistent . The western hemlock-Douglas-fir/creambush oceanspray association is found in some of the hottest and driest forests in the western Cascade Range. Sites are "always" upper slopes and fairly steep, and drainage and solar input are "excessive" . Coast Douglas-fir/creambush oceanspray communities in the Cascade Range of Oregon are also most prevalent on dry, south-facing slopes . In western redcedar-western hemlock forests of northern Idaho, creambush oceanspray cover, frequency, and importance values were significantly greater on south- than north-facing slopes (P=0.05) .
Creambush oceanspray grows on more mesic exposures as well. In montane zones on the Umatilla National Forest, it dominated the understory on north, northeast, northwest, and east aspects ; in western Oregon clearcuts it occurred only on north-facing slopes . Creambush oceanspray mostly grows on moist slopes in southern California , where it reaches the southern end of its distribution.
Elevation: Creambush oceanspray occurs from sea level to about 7,000 feet (2,150 m) across its range. It mostly grows on low-elevation montane sites. In western redcedar-western hemlock forests of northern Idaho, creambush oceanspray cover, frequency, and importance values were significantly greater on 3,000- to 3,400-foot (910-1,000 m) elevations than on higher-elevation sites (P=0.05) . Creambush oceanspray grows mostly on high peaks in the Great Basin (review by ).
|eastern Washington and Oregon, Blue Mountains||1,700-4,800 feet |
|Deschutes National Forest, Oregon, east slopes||>2,800 feet, from ponderosa pine to subalpine mixed-conifer zones |
|California||<5,900 feet |
|southern California||<4,500 feet |
|Nevada||4,500-9,500 feet |
|Pacific Northwest||sea level to 5,500 feet |
Climate: Creambush oceanspray occurs mostly in dry zones , although it is characterized as a "predominantly humid zone species" in western Washington . Annual precipitation across its United States distribution [37,56,97,137,215,241] ranges from 9.3 inches (236 mm) in central Oregon to 57 inches (1,140 mm) in western Washington .SUCCESSIONAL STATUS:
Seral occurrence: Disturbance favors creambush oceanspray [111,113]. Kruckeberg characterized creambush oceanspray as a "colorful reclaimer of open or disturbed lands" of the Pacific Northwest, where it commonly establishes on recently logged sites, in second growth, and on roadbanks. It is especially common in seral Douglas-fir forests . Following the Sundance Fire in northern Idaho, creambush oceanspray was important or codominant in the first decade of postfire succession in Rocky Mountain Douglas-fir-western hemlock forests . On another site in northern Idaho, creambush oceanspray grew rapidly and dominated early-seral sites after a Rocky Mountain Douglas-fir forest was clearcut. The shrub layer regained precutting cover about 60 to 80 years after tree harvest . Creambush oceanspray seedlings established 3 growing seasons after a debris flow on the Central Coast Ranges of southwestern Oregon .
Creambush oceanspray prefers open sites [111,218]. It is described as a "light demanding, early successional" species . Logging and fire promote creambush oceanspray by opening the canopy. A study at the Eastern Oregon Experiment Station showed shrub cover, including that of creambush oceanspray, decreased with increasing cover of the mixed-conifer overstory. At about 90% canopy closure, shrub cover dropped to about 5%. However, even under a nearly closed canopy, a few shrubs remained alive in the understory, and seedlings of these shrubs established in canopy breaks . In coast Douglas-fir/salal stands on foothills of the Cascade Range, Washington, maximum creambush oceanspray cover occurred approximately 20 years after disturbance (clearcutting or wildfire); creambush oceanspray generally declined after that :
|Creambush oceanspray cover in different-aged Douglas-fir stands in Washington |
|Disturbance and stand age||Postclearcut year 5||Postfire year 22||Postfire year 30||Postfire year 42||Postfire year 73|
Defoliation and/or death of overstory trees due to insects may favor creambush oceanspray. In the Blue Mountains, creambush oceanspray showed 5% cover and 15% frequency 23 years after a record-breaking, 2-year attack by Douglas-fir tussock moths. About 1,250 miles² (3,240 km²) of a grand fir-Douglas-fir forest was affected by the outbreak .
Where it is a minor species, creambush oceanspray may not decline with canopy closure. In western redcedar-western hemlock forests of northern Idaho, its cover, frequency, and importance values were not significantly different in 5 canopy-cover classes ranging from 1% to 100% closure. Creambush oceanspray had ≤1% cover in all canopy-cover classes. Similarly, its cover, frequency, and importance values in these forests were not significantly different between logged, logged-and-burned, single-broadcast-burned, or multiple-broadcast-burned sites and sites with no history of logging or prescribed fire .
Logging: Lightly-shaded areas, such as those occurring a few decades after thinning, can promote creambush oceanspray growth . In Douglas fir-western hemlock forests of coastal Oregon, creambush oceanspray was associated with intermediate tree densities (P<=0.01) . In Douglas- fir stands in northern Idaho, its cover peaked about 20 years after logging .
|Creambush oceanspray cover in unlogged and logged Douglas-fir stands in northern Idaho |
|Treatment||Unlogged||Logged 13 years previous||Logged 20 years previous||Logged 40+ years previous|
On the Fort Lewis Military Reservation of Washington, a late 1990s study found creambush oceanspray cover was greater in a coast Douglas-fir/creambush oceanspray forest that had been clearcut in the 1920s and thinned twice afterwards (2.5% creambush oceanspray cover) than in a coast Douglas-fir/creambush oceanspray forest that had been partially cut only once, in the 1930s (1.5% creambush oceanspray cover) . In Pacific ponderosa pine and Rocky Mountain Douglas-fir habitat types of the Swan Valley, Montana, creambush oceanspray cover was greater on clearcut (15%) and plantation (10%) plots than on untreated plots (8%) .
In the Klamath Mountains of Oregon and California, shrubfields of creambush oceanspray and other sprouting shrubs develop after logging or fire when conifers fail to regenerate in the early postfire community; conifers eventually replace the shrubs on most sites .
Logging does not favor creambush oceanspray on all sites. In northern Idaho logging reduced creambush oceanspray frequency slightly compared to its frequency in the understory of an adjacent unlogged site. The study site was in a western hemlock/pachistima forest. A tall-shrub (>3 feet (1 m)) community developed after logging; creambush oceanspray was a component of this early-seral, tall-shrub community. On cut sites, creambush oceanspray had 1.4% frequency 7 years after logging and 0.7% frequency 25 years after logging. It had 2.1% cover on the unlogged site 25 years after treatments .
See Plant response to fire for more information on creambush oceanspray occurrence in seral postfire communities.Late-successional occurrence: Creambush oceanspray sometimes occurs in late succession. In Glacier Park's western redcedar-western hemlock forests, it is mostly restricted to late-seral or climax communities . Creambush oceanspray also occurs in late succession in western redcedar-western hemlock and grand fir forests of Montana , and it is a late-successional or climax species in some western hemlock habitat types of Washington and northern Idaho . However, Henderson and others point out that on the Olympic National Forest, climax western hemlock/salal-creambush oceanspray forests rarely develop due to recurrent fires. Coast Douglas-fir dominates the seral stands; creambush oceanspray often codominates the understory of these seral stands . Creambush oceanspray also dominates the understories of late-successional Douglas-fir forests in Oregon and Montana . In mixed-conifer forests of western Oregon and California, creambush oceanspray and other deciduous shrubs are more likely to dominate in late succession on north-facing and other mesic slopes than on south-facing, dry slopes .
Fire adaptations and plant response to fire:
Fire adaptations: Creambush oceanspray sprouts from the root crown after fire [55,60,61,140,167,208,209,228,232,245]. Stickney [207,208] uses creambush oceanspray as a characteristic example of a root crown-sprouting, "postfire survivor species".
Creambush oceanspray may establish from soil-stored seed [25,60,160,167,207,232,248], although seedlign establishment is apparently rare [167,248] and to date (2010), has only been documented 3 times after fire [83,160,191]. Postfire seed dispersal onto burns by wind or animals is possible but has not been documented. Heat and bare mineral soil may favor creambush oceanspray germination and establishment (review by ); this has not been determined experimentally or in the field.
Plant response to fire: Creambush oceanspray sprouts from the root crown and establishes from seed after fire.
Sprouting from surviving root crowns is creambush oceanspray's most common method of postfire regeneration [25,25,35,42,54,58,108,126,134,167,167,206,207,208,208,232,245,248,248]. It usually takes 5 to 10 years for creambush oceanspray to recover its prefire abundance . It is often important on early-seral shrubfields after fire; these shrubfields eventually succeed to coniferous forests . Shatford and others found creambush oceanspray "common and abundant" on 9- to 19-year-old burns in dry coast Douglas-fir forests of the Siskiyou and Klamath mountains of Oregon and California. Creambush oceanspray's cover generally increases after disturbances [25,35,167,248] that open the canopy in late-successional forests, so creambush oceanspray is likely to increase on sites that were in late succession before fire [42,60,61,167,248].
Sprouting allows creambush oceanspray to survive large, severe wildfires. In southeastern Oregon, creambush oceanspray was noted in montane postfire communities after the 2002 Biscuit Fire Complex, a series of mixed-severity (low- to high-severity surface and crown) wildfires that burned about 500,000 acres (200,000 ha), and after the Bear Butte and Booth Fire Complex, a series of mixed-severity wildfires that burned about 91,000 acres (37,000 ha) . A survey of wildfire-burned sites in California chaparral and moist and dry, mixed-conifer forests of western Montana showed creambush oceanspray sprouted after fires of all severities in all vegetation types where it was present before fire. Its postfire sprouting response was stronger in moist and dry conifer forests than in chaparral . Reburns generally favor creambush oceanspray (see Northern Idaho below).
Seedling establishment: Creambush oceanspray regenerates from soil-stored seed after fire occasionally. Neuenschwander noted that for creambush oceanspray, "reproduction from seed is rarely observed after a burn", and Stickney (1978 personal communication cited in ) noted that creambush oceanspray seedling growth is slow in burns compared to other species. However, in the western Cascade Range of Oregon, creambush oceanspray seedlings occurred 2 years after former western-hemlock/Douglas-fir old growth had been clearcut, broadcast burned, and planted to coast Douglas-fir. Creambush oceanspray was not present on study plots before treatments .
Although creambush oceanspray does not often establish from seed, its postfire seedling cover may be greatest where fire was severe. A northern Idaho study determined that creambush oceanspray regenerated from duff- and soil-stored seed 1 to 3 years after broadcast burning in western redcedar/queencup beadlily (Clintonia uniflora) habitat types. Greatest creambush oceanspray seedling cover was in areas that experienced severe fire . Succession proceeded slowly after the severe 1960 Saddle Mountain Fire in the Saddle Mountain Wilderness, Arizona, where creambush oceanspray is near its southern distributional limit. Creambush oceanspray showed low cover (0.03%) and frequency (0.01 %) in a vegetation survey conducted in postfire year 48 .Regional studies: Creambush oceanspray is most common in early postfire succession , with cover and frequency declining with advancing stand age. Studies from the following regions provide site- and habitat-specific examples of creambush oceanspray's postfire response, as well as information on combining spraying with prescribed burning for shrub control, reburning, and interactions between prescribed fire and browsing.
Creambush oceanspray showed good recovery after prescribed-burning and thinning-and-burning treatments in the Pacific Northwest. Herbicides-and-burning treatments helped control creambush oceanspray.
Washington: In a short-term study, creambush oceanspray gained cover rapidly between postfire years 2 and 3 following a July 1970 wildfire in North Cascades National Park. The wildfire burned a coast Douglas-fir-western hemlock stand on a ridgetop .
|Creambush oceanspray abundance after the 1970 Silver Creek Wildfire in North Cascades National Park |
|Year||Cover (%)||Frequency (%)|
|1971 (postfire year 1)||3.2||<0.05|
|1972 (postfire year 2)||3.2||<0.05|
|1973 (postfire year 3)||16.1||1.1|
Near Wenatchee, creambush oceanspray was abundant a year after thinning and prescribed fire in a Pacific ponderosa pine/white spirea (Spiraea betulifolia) forest. Burning was conducted on 22 September 1997; the fire was of low severity, with flame lengths generally <4.9 feet (1.5 m). Seventy-eight percent of creambush oceanspray plants sprouted in postfire year 1. Ocean spray density was 15 plants/ha in postfire year 1; 337 plants/ha in postfire year 3; and 238 plants/ha in postfire year 9. The management objectives—to reduce fuels and conifer seedling density and to help restore approximate historical stand structure and composition—were considered met .
Creambush oceanspray had regained its "former size and luxuriance" 10 years after slash burning in a Pacific ponderosa pine/mallow ninebark habitat type in northeastern Washington .
Spraying and prescribed burning for shrub control: In the central Oregon coast, an herbicides-and-fire treatment helped control creambush oceanspray in the short term. A shrubfield on a heavily logged Sitka spruce (Picea sitchensis)-western hemlock habitat type was treated with either herbicides (picloram-phenoxy mix), herbicides followed by October prescribed fire, herbicides followed by tractor crushing, or bulldozer scarification without herbicides or fire. The objective was to reduced shrub interference with conifer seedlings. For sprayed plots, herbicide was applied in summer or early fall; any additional treatments were done in fall. Treatments employing mechanical disturbance were most effective, and spraying alone least effective, at controlling creambush oceanspray. The author attributed the only moderate control obtained from the herbicides-and-fire treatment to recent rains and poor combustion of fuels .
|Mean creambush oceanspray frequency (%) a year after shrub-control treatments on an Oregon shrubfield |
|Herbicides + Rx fire||9||3|
|Herbicides + crushing||31||0|
Although herbicides and crushing best controlled creambush oceanspray in particular, scarification controlled shrubs in general better than other treatments .
Southern California: Prescribed burning had little or no effect on creambush oceanspray in a mixed-conifer Jeffrey pine-California black oak woodland with a chaparral understory in Cuyamaca Rancho State Park, San Diego County. In postfire year 2, creambush oceanspray was present in trace amounts (4 plants/ha) on unburned control plots but was not present on burned plots . See the Research Project Summary of Martin and Lathrop's [124,143,144] study for details of the fire weather, fire prescription, and fire's effects on 38 other plants in the woodland.
Northern Rocky Mountains:
In the Northern Rocky Mountains, prescribed fires had either no effect or a positive effect on creambush oceanspray. Creambush oceanspray had a strong postfire recovery after a wildfire. Prescribed and wildfire reburns promoted creambush oceanspray and other shrubs over conifers. Postfire ungulate browsing of creambush oceanspray was minimal.
Western Montana: Thinning and/or prescribed fire had little effect on creambush oceanspray in Pacific ponderosa pine and Rocky Mountain Douglas-fir forests on the Lubrecht Experimental Forest. Creambush oceanspray was scarce in these forests; it had <1% cover and frequency before treatments and in posttreatment year 2. The treatments successfully reduced fuel loads and helped restore historical stand structure in these forests. See Metlen and others' Research Project Summary for information on fire and thinning prescriptions used in this study, on fire behavior, and on the effects of thinning-alone and/or thinning-and-burning treatments on 7 tree, 24 shrub, 37 graminoid, 1 fern, and 540 forb species.
Northern Idaho: In Rocky Mountain Douglas-fir/mallow ninebark habitat types on the Coeur d'Alene Reservation, mean creambush oceanspray across 3 postfire years cover did not differ significantly on unburned control sites, sites burned at low intensity (127 Kcal/m-s), or sites burned at high intensity (781 Kcal/m-s). For information on the fire weather, fire prescription, and postfire responses of 14 other shrub, 9 perennial graminoid, 25 perennial forb, and 6 annual species, see the Research Project Summary of Armour and others' study.
Creambush oceanspray showed mixed but mostly favorable responses after prescribed fires on the Clearwater National Forest . Prefire abundance and season of burning were not given.
|Creambush oceanspray abundance in the summer of 1969, after prescribed fires on the Clearwater National Forest, northern Idaho |
|Site* (year of fire)||Frequency (%)||Density (plants/acre)|
|Lone Knob fire (1969)||56||219|
|Lone Knob control||12||53|
|Fish Creek fire (1968)||32||101|
|Fish Creek control||20||158|
|Bee Creek fire (1967)||4||28|
|Bee Creek control||44||101|
|Relay Station fire (1968)||8||24|
|Relay Station control||16||117|
|*Relay Station is near Avery; all other sites are on the Lochsa Watershed.|
Creambush oceanspray grew rapidly after prescribed fires in seral shrubfields in a grand fir/pachistima (Pachistima myrsinites) habitat type on the Coeur d’Alene National Forest. Its sprouts were approximately 24 inches (60 cm) tall by the end of the 1st postfire growing season. Spring-burned creambush oceanspray sprouted during postfire weeks 4 to 8; plants burned in fall did not sprout until the next spring. Unlike many associated shrubs that sprouted most prolifically following spring prescribed fire, creambush oceanspray showed greatest shoot production following fall prescribed fire .
Ten years after the mixed-severity Sundance Fire, Stickney reported 5% to 11% cover of creambush oceanspray; it was one of the principal cover species on his plots. Study plots were in a western hemlock habitat type. Creambush oceanspray was a component of the initial "sprouting shrub stage" that formed a year after the fire and persisted through at least 10 years of postfire succession .
Reburning: Reburns generally promote creambush oceanspray and other sprouting shrubs over conifers. In conifer forests on the Coeur d’Alene National Forest, creambush oceanspray was a component of mixed-species shrubfields after wildfires 19, 21, and 9 years apart (initial fire in 1851, reburns in 1870, 1910, and 1919). The shrubs were dense and well developed 10 years after the 1919 wildfire .
Creambush oceanspray sprouted and grew rapidly after a March 1965 prescribed fire in a grand fir/Oregon boxwood (Paxistima myrsinites) habitat type in the Fish Creek area of the Nez Perce National Forest. Prior to the prescribed fire, the overstory had been killed by wildfires in 1934 and in 1954; a shrubfield developed after these fires. The fire management objective was to maintain the shrubfield as big game browse [131,132].
|Creambush oceanspray response to spring prescribed fire in a grand fir/Oregon boxwood habitat type in northern Idaho [131,132]|
|Live crown diameter (feet)||Live crown height (feet)||Basal sprouts/plant||Sprout height (feet)|
|prefire (March 1965)||5.3||8.6||2.7||1.0|
|postfire month 5 (August 1965)||2.8||3.6||33.4||2.6|
The fire successfully rejuvenated the shrubfield. See the 2nd Fire Case Study in Saskatoon serviceberry for details on the prescription and behavior of this prescribed fire.
Prescribed fire and postfire browsing: Since creambush oceanspray is relatively unpalatable, it is unlikely to be overbrowsed after fire. Ungulates browse new creambush oceanspray sprouts, but browsing pressure usually declines rapidly after postfire year 1. On the Sherman Creek Watershed in northern Idaho, elk browsed new creambush oceanspray sprouts but did not consume unburned plants or sprouts ≥3 years old. Prescribed burning was conducted in the spring or fall of 1966 to enhance winter browse for big game species, so fall-burned plants did not provide forage until the next growing season (1968). Creambush oceanspray was not utilized in postfire years 6 or 8 on either burned or unburned plots; overall, elk use of creambush oceanspray was the least of 8 browse species. Diameter of creambush oceanspray twigs that sprouted after fire was thicker than that of twigs of unburned plants for at least 2 postfire years :
|Percent of creambush oceanspray twigs that elk browsed and creambush oceanspray twig diameters on prescription-burned and unburned control plots on the Sherman Creek Watershed, northern Idaho. Data are means .|
|Browsed (%)||Twig diameter (mm)||Browsed (%)||Twig diameter (mm)||Browsed (%)||Twig diameter (mm)|
|fall-burned, 1966||no new growth||no new growth||12.1||2.4**||0||2.13|
|*Different from control at P=0.01.
**Different from control at P=0.05.
Prescribed fire and cattle-grazing treatments had no significant effect on creambush oceanspray cover in a Rocky Mountain Douglas-fir/mallow ninebark habitat type on the Idaho Experimental Forest .
|Creambush oceanspray density (and cover) 1 year after prescribed fire and grazing in a Douglas-fir/mallow ninebark habitat type in northern Idaho |
|Grazed||1,267 plants/ha (1.1%)||500 plants/ha (0.6%)|
|Ungrazed||833 plants/ha (1.0%)||600 plants/ha (2.2%)|
See Palatability for more information on ungulate use of creambush oceanspray after fire.FUELS AND FIRE REGIMES:
Photo by J. E. (Jed) and Bonnie McClellan © California Academy of Sciences
Fuels: Creambush oceanspray is most frequent on south slopes of dry montane forests (see Site Characteristics); these sites typically burn earlier in the season or with higher severities than cooler, drier sites. In northern Idaho, Smith and Fischer placed the Pacific ponderosa pine, Rocky Mountain Douglas-fir, and grand fir forests where creambush oceanspray is most typically dominant in Fire Group 2. These forests tend to have warm temperature regimes, dry to moderate soil moisture, and are generally more productive—with heavier loads of downed woody fuels—compared to cooler or drier forests. Creambush oceanspray also occurs in mesic to moist grand fir forests (Fire Group 7); these forests also have heavy fuel loads. See Smith and Fischer for fuel load measurements representative of coniferous forest habitat types where creambush oceanspray is important in northern Idaho.
In Pacific ponderosa pine-grand fir forests of Washington and Oregon, growing-season moisture content of shrubs, including creambush oceanspray, averaged >125% over 2 years. Shrub moisture content peaked in June at ~175%. Moisture contents of dominant overstory trees are also described in this study .
In many forest types with creambush oceanspray, fire exclusion has resulted in higher loads of woody debris compared to woody fuel loads when historic fire regimes were still functioning. In white fir stands in the Siskiyou Mountains of southwestern Oregon, large woody-debris loads were positively correlated with time-since-fire (P=0.01). Snag density was positively correlated with low (30 snags/ha) and high (23 snags/ha) fire severities (P=0.05). The authors attributed the correlation to nonconsumption of preexisting snags at low fire severity and creation of new snags at high severity. In this study, creambush oceanspray dominated the shrub layer of white fir stands in dry, interior valleys .
Stand structure: Stand structure of communities where creambush oceanspray is an important component of the vegetation is variable, as is the amount of fuel creambush oceanspray contributes. On some sites, structure is open, with a sparse shrub component. In the west-central portion of the Cascade Range of Oregon, the coast Douglas-fir/creambush oceanspray association displayed a relatively open stand structure (30-60% crown closure) of old growth, with few shrubs and a "very poorly developed" herb layer. Creambush oceanspray cover averaged 5% . Another study of coast Douglas-fir/creambush oceanspray communities in the Cascade Range found that except for creambush oceanspray, the tall-shrub layer was depauperate; low-shrub and herbaceous cover was also low. Incense-cedar, however, was encroaching in the subcanopy. Tree densities averaged 53 stems/ha for coast Douglas-fir and 5/ha for incense-cedar . Live shrubs, including creambush oceanspray as a dominant, comprised <5% of total stand biomass in mixed-conifer communities in the White Cap Wilderness Study Area of northern Idaho. Total shrub fuel loads ranged from 204 to 2,190 lbs/acre; shrubs were 0.6 inch to 27 inches (1.5-69 cm) tall, with 2% to 50% cover .
Some communities with creambush oceanspray have denser overstories and/or understories. A coast Douglas-fir/creambush oceanspray stand on the west-central portion of the Cascade Range, Oregon, had 70% tree cover, 46% shrub cover, and 36% herb cover. Aspect of the forest was southwest; it was the hottest and driest of 18 stand types examined . Bailey found coast Douglas-fir/creambush oceanspray-salal habitat types off the southern coast of Oregon had relatively open canopies and "well-developed" shrub layers. Creambush oceanspray averaged 30% cover . Western redcedar-western hemlock forests often have a dense overstory, but understory cover of creambush oceanspray and other shrubs may be sparse .
Mixed-conifer forests of southern Oregon and California are structurally and compositionally complex, with small conifers—often white fir and/or incense-cedar—often forming ladder fuels in a well-developed subcanopy. Snags and large, downed woody debris are common, but fuel loads are highly variable. Many of these mixed-conifer forests support a moderate to dense shrub understory, although some have few shrubs but a dominant herbaceous layer, and others have both depauperate understory and ground layers . Stand structure in California's mixed-conifer forests was mostly open in the presettlement period .
Insect attacks increase snag densities in creambush oceanspray habitats, which eventually increase dead and downed woody fuel loads. Youngblood and Wickman provide data on stand structure, live and dead tree abundance, and shrub and herb cover of a grand fir-Douglas-fir forest attacked by Douglas-fir tussock moths 23 years prior. Creambush oceanspray was an important component of the understory (5% cover); the site was in the Wenaha-Tucannon Wilderness in the Blue Mountains of Washington and Oregon .
Models: A few models were available for predicting creambush oceanspray's contribution to total fuel loads as of 2010. Smith and Brand review equations for predicting creambush oceanspray biomass. Harris presents models to predict creambush oceanspray aboveground biomass and cover; the models were developed from data collected in coast Douglas-fir, grand fir, and western larch forests on the Umatilla National Forest. Brown provides a model for predicting total aboveground creambush oceanspray biomass and total leaf biomass based on basal stem diameter. Samples on which the model is based were collected in northern Idaho and western Montana .
Leaf area indices are used in some fuel models . In the Siskiyou Mountains of southwestern Oregon, creambush oceanspray had a large mean leaf area compared to associated shrubs; about twice as large as the leaf areas of associated greenleaf manzanita (Arctostaphylos patula) and redstem ceanothus (Ceanothus sanguineus) . Agee and Lolley placed creambush oceanspray in fuel type 2: shrubs with thick stems but thin leaves.
Fire regimes: Plant communities with creambush oceanspray display a wide range of fire regimes. Creambush oceanspray is most often dominant in dry Douglas-fir forests but is also common in dry ponderosa pine (Pinus ponderosa) and mesic western redcedar-western hemlock forests. Historical fire regimes of these coniferous forests are a continuum from mostly frequent, low-severity surface fires for ponderosa pine; to mixed surface and crown fires for Douglas-fir; to mostly long return-interval, crown fires for western redcedar-western hemlock types. Creambush oceanspray also occurs in less widely distributed conifer and nonconifer types that historically experienced a similarly wide range of fire regimes. These types include Port-Orford-cedar, redwood, and knobcone pine coniferous communities and Oregon white oak and chaparral communities. See Habitat Types and Plant Communities for details on communities with creambush oceanspray.
Douglas-fir: Douglas-fir forests with creambush oceanspray experience low- to moderate-severity surface, stand-replacement surface, and crown fires (review by ). Because Douglas-fir forests with a large component of creambush oceanspray occur mainly at low elevations, human-ignited fires can be frequent . A study in the Cascade Range of Oregon found the ages of coast Douglas-fir/creambush oceanspray stands that established after major fires (those killing ≥50% of the overstory) ranged from 75 to 450 years. Mean return intervals of major fires ranged from 72 years for the coast Douglas-fir/creambush oceanspray/Indian's-dream (Aspidotis densa) phase of the coast Douglas-fir/creambush oceanspray/grass type to 111 years for the coast Douglas-fir/creambush oceanspray/vine maple type. The coast Douglas-fir/creambush oceanspray/Indian's-dream phase is the driest phase of the coast Douglas-fir/creambush oceanspray/grass type; the coast Douglas-fir/creambush oceanspray/vine maple type occurs on ridges that may burn less frequently than other coast Douglas-fir/creambush oceanspray types .
|Fire regime data for Douglas-fir/creambush oceanspray communities in the Cascade Range, Oregon |
|Plant community||Douglas-fir/creambush oceanspray/grass type,
|Douglas-fir/creambush oceanspray/grass type,
manyleaf collomia (Collomia heterophylla) phase*
|Douglas-fir/creambush oceanspray/vine maple type|
|Number of plots||4||19||12|
|Number of fire intervals||6||12||11|
|Mean stand age (SD); range||196 (104); 94-330||198 (84); 75-337||294 (151); 89-450|
|Mean time since last major fire (SD); range||128 (52); 82-197||133 (51); 63-266||162 (89); 89-420|
|Mean interval between stand-replacement fires (SD); range||72 (41); 26-131||107 (65); 34-217||111 (68); 41-232|
|Plots experiencing a major fire since initiation of last cohort (%)||50||47||48|
|Plots burned since initiation of oldest cohort (%)||75||58||61|
|*The most common phase of the Douglas-fir/creambush oceanspray/grass type.|
Chappell and Giglio found fire was the major natural disturbance in coast Douglas-fir-Pacific madrone/creambush oceanspray associations near the Puget Trough of Washington. Their study of over 50 coast Douglas-fir-Pacific madrone sites across west-central Washington found all sites had experienced fire at least once in 130 years . Agee reported a fire regime of mostly mixed moderate-severity surface and crown fires—with some low-severity surface fires—for coast Douglas-fir-Pacific madrone forests in the area.
Weisburg found coast Douglas-fir forests in the west-central portion of the Cascade Range of Oregon showed a mean fire-return interval of 97 years from 1475 to 1996; the mean interval was 197 years when low-severity fires were excluded. Low- to moderate-severity fires averaged 58% of all fires. Basal area of understory shrubs, which included creambush oceanspray, decreased with time since fire (R²=0.51) .
Ponderosa pine: Ponderosa pine communities historically experienced mostly low-severity surface fires (for example, [16,82]). Pacific ponderosa pine forests of the Blue Mountains of Washington and Oregon had mostly low-severity surface fires averaging every 6 to 22 years (review by ). This fire regime favored creambush oceanspray; Wright characterized creambush oceanspray and other shrubs in these communities as "vigorous sprouters and very tolerant of fire". Very frequent fire-return intervals (<5 years), however, resulted in greater cover of bluebunch wheatgrass and other bunchgrasses than cover of shrubs . Pacific ponderosa pine forests of northern Idaho and western Montana historically experienced similar fire behavior and fire-return intervals. Rocky Mountain Douglas-fir generally becomes dominant in these forests with fire exclusion (review by ).
Western redcedar-western hemlock: Historical fire regimes in this type were variable; some stands experienced fire only rarely but others burned at moderate intervals. Stand-replacement fires are more common in this type than understory fires. Seral forests—where creambush oceanspray is most likely to occur—historically burned about every 50 to 100 years, usually with surface or mixed surface and crown fires. Surface fires in seral western redcedar-western hemlock forests may affect the composition of understory shrubs such as creambush oceanspray but typically have little effect on overstory composition. Western redcedar-western hemlock forests of northern Idaho, in which creambush oceanspray is prevalent, are typically cooler and damper than most conifer types, with a sparse understory, deep duff, and moist large woody fuels. The fire-return interval ranges from 25 to >500 years for these forests (review by ).
Port-Orford-cedar: Port-Orford-cedar forests experience mixed-severity and stand-replacement fires at short to long intervals. Port-Orford-cedar is somewhat unusual in that it persists from early-seral to climax stages of postfire succession . Creambush oceanspray is unlikely to persist in closed-canopy, old-growth Port-Orford-cedar (see Successional Status), but may persist in seral Port-Orford-cedar communities.
Redwood: These forests historically experienced short to long fire-return intervals [76,119], with surface fires at short to moderate intervals (10-100 years) most common . Creambush oceanspray is unlikely to persist in closed-canopy, old-growth redwood forests (see Successional Status) but may persist in seral communities.
Mixed-conifer forests of Oregon and California: These mixed-conifer forests historically had a regime of mostly low-severity surface fires on the hot, dry sites where creambush oceanspray is most likely to occur (see Site Characteristics). Fire-return intervals varied from about 10 to 80 years (review by ). A study in the Klamath Mountains of California found that fires in mixed-conifer forests with creambush oceanspray were historically mostly small and of mixed severity. Fire activity declined in the 1950s, with the advent of fire exclusion . Sierra Nevada lodgepole pine-white fir communities in Emigrant Basin Wilderness Area, California, historically had fire-return intervals averaging 57 years .
Oregon white oak: Oregon white oak communities historically had short- to moderate-interval surface fires. White and others report that Oregon white oak in Oregon's Klamath Mountains experienced fire every 3 to 20 years. A fire history study of Oregon white oak-coast Douglas-fir mosaics of Vancouver Island, British Columbia, found that prior to European settlement, the island experienced mostly low-severity surface fires. Native Americans apparently burned these mosaics several times/decade, so fire-caused mortality of overstory trees was negligible. These intervals were much shorter than the 50- to 100-year intervals Agee estimated for coast Douglas-fir forests on the adjacent mainland.
Knobcone pine and chaparral: Some communities where creambush oceanspray is important experience frequent crown fires. Knobcone pine communities of southern Oregon and coastal California require frequent (<60-year intervals) , stand-replacement fires to maintain knobcone pine as the community dominant [39,230]. Likewise, chamise communities of southern Oregon and California require stand-replacement fires at <60-year intervals to maintain chamise as the community dominant .
Other shrublands: In Redwood National Park the bald-hill shrubland communities, of which creambush oceanspray is an important component, were historically maintained by very frequent fire. Native Americans may have burned the bald hills at least every other year. Fire scars on Oregon white oaks adjacent to the hills show fire-return intervals of about 2 years; 10 years was the maximum time between fires that left scars. Coast Douglas-fir seedlings are encroaching on the hills with fire exclusion; the former shrubby balds will likely succeed to redwood/Douglas-fir forests without the return of very frequent fire .
See the Fire Regime Table for further information on fire regimes of vegetation communities in which creambush oceanspray may occur.FIRE MANAGEMENT CONSIDERATIONS:
|Importance of creambush oceanspray as browse for wild ungulates in British Columbian |
|Ungulate||Importance as Browse|
|Sitka black-tailed deer||moderate|
|Rocky mountain elk||low|
However, because this species is common and readily available to wildlife and livestock on low-elevation rangelands, ungulates may make light but frequent use of creambush oceanspray in summer [161,226]. Cattle use it as summer forage in northern Idaho [35,217] and northeastern Oregon .
Wildlife [125,161] and livestock sometimes browse creambush oceanspray more heavily [36,62,115], especially in late fall and winter when green forage is less available [125,197]. Snowshoe hares in the Flathead region of western Montana use the leaves and twigs for fall forage . Studies on the Bitterroot National Forest and in the Rattlesnake Creek drainage of western Montana found elk, mule deer, and white-tailed deer preferred creambush oceanspray as winter forage [109,146]. Columbian black-tailed deer in western Oregon browse creambush oceanspray twigs in winter ; mule deer on the Los Padres National Forest of southern California also use creambush oceanspray . Creambush oceanspray is heavily utilized by migrating mule deer and elk in central Washington .
Green clippings of creambush oceanspray were found in dusky-footed woodrat shelters in Oregon , and the shrub is apparently palatable to native slugs in western Washington .
Palatability and/or nutritional value: Creambush oceanspray is usually unpalatable to ungulates [157,158] and other browsing animals. A review rated its palatability as poor to fair for cattle and fair for domestic sheep . A study on the Tillamook Burn of northwestern Oregon found mountain beavers browsed creambush oceanspray less than expected based on availability . New postfire sprouts are most palatable ([18,166], review by ). On burned sites in northern Idaho, big game species in northern Idaho preferred browsing sprouts of creambush oceanspray and other shrubs to browsing current-year growth of shrubs on adjacent unburned sites, especially the first growing season after fire . On one site, elk utilization of creambush oceanspray increased from 1.3% before fire to 36.3% a year after prescribed fire; elk use dropped to 6.9% in postfire year 2 . Asherin also noted that big game species browsed creambush oceanspray readily in postfire year 1, but use dropped after that. Browsing ungulates may pass over creambush oceanspray sprouts if more palatable shrubs are available. On a wildfire-burned Rocky Mountain Douglas-fir/mallow ninebark habitat type on upper Selway River, northern Idaho, mule deer browsed creambush oceanspray "minimally" in postfire years 2 and 3, while western serviceberry and Scouler willow were used heavily . Following prescribed fires on the Lochsa Watershed in northern Idaho, elk preferred Scouler willow, western serviceberry, and Rocky Mountain maple sprouts to those of creambush oceanspray .
Habitat: Conifer/creambush oceanspray communities provide important habitat to a variety of wildlife species. Along the Umatilla River of Oregon, white-tailed deer used Pacific ponderosa pine-coast Douglas-fir/creambush oceanspray and Pacific ponderosa pine/creambush oceanspray communities more than expected based on availability (P<0.0001) . On sky islands across Nevada and in western Utah, yellow-bellied marmot burrows were closely associated with creambush oceanspray, "almost without exception" [64,65]. In the central Oregon Coast Ranges, creambush oceanspray was found on streamside and upslope habitats where 18 of 22 small mammal species and 9 of 13 amphibian species known to the area were captured . This shrub is also common in northern Idaho Pacific treefrog habitats .
Cover value: Creambush oceanspray provides cover for a variety of species. Blue grouse hide beneath creambush oceanspray and other shrubs . Dense shrub understories in Rocky Mountain Douglas-fir/mallow ninebark habitat types—where creambush oceanspray is common to codominant—provide visual and thermal cover for deer and elk; in addition, these sites supply nesting habitat, cover, and food for a variety of nongame birds and mammals .
VALUE FOR REHABILITATION OF DISTURBED SITES:
Creambush oceanspray could potentially be used on Burned Area Recovery sites, although to date (2010), there was no documentation of its suvivorship after transplanting onto burns. It is used successfully for erosion control (, review by ), highway plantings, windbreaks, riparian plantings, and wildlife plantings (reviews by [196,197]). It establishes readily through natural regeneration on burned sites [35,246] (see Successional Status and Plant response to fire). In northern Idaho, for example, creambush oceanspray dominated (48% of total understory cover) a Pacific ponderosa pine-Rocky Mountain Douglas-fir stand in early postfire succession; its size (10-15 feet (3-4.6 m)) and relative unpalatability allowed it to compete successfully with other shrubs for light, moisture, and space. Because it is a "poor forage species", researchers predicted it would dominate the burn until crowded out by conifers .
Creambush oceanspray is propagated from cuttings or seed [12,113], with cuttings the usual method. A 2004 review found creambush oceanspray seeds were "rare and costly" , and as of 2008, there were no published guidelines for growing this species from seed . See these sources: (, reviews by [196,197]) for information on propagating creambush oceanspray. Plants are available commercially .OTHER USES:
Traditional uses: Native Americans used creambush oceanspray for making implements, as medicine , and sometimes as food. The long, straight, hard branchwood was highly prized for making arrow shafts [50,224], as well as digging sticks, fishing hooks, and needles [73,224]. Native Americans used creambush oceanspray for treating viral and skin diseases (, review by ) and as a tonic . The bark and leaves were dried and pulverized for application to burns or sores . The Pima made tea from the leaves , and Native Americans in the Inland Northwest ate the seeds .OTHER MANAGEMENT CONSIDERATIONS:
Grazing: Creambush oceanspray may decline with grazing despite its relative unpalatibility; its growth response in browsing and clipping studies has been mixed. In northern Idaho sites with elk, moose, mule deer, and white-tailed deer, creambush oceanspray was more common inside than outside exclosures . Another northern Idaho study in a Douglas-fir habitat type found creambush oceanspray decreased in cattle-grazed stands . Similarly, in the Bitterroot Mountains of northern Idaho, creambush oceanspray showed greater density, cover, and frequency on ungrazed plots than on plots grazed by cattle (989 vs. 522 plants/ha; 2.6% vs. 0.6%; 4.4% vs. 1.3%, respectively, for desnity, cover, and frequency) . Garrison recommends ≤50% to 60% utilization of creambush oceanspray to prevent the species' decline.
Daubenmire and Daubenmire reported that in eastern Washington and northern Idaho, overgrazing of Pacific ponderosa pine/mallow ninebark stands, in which creambush oceanspray often codominates, may result in a disclimax ponderosa pine/bluegrass (Poa spp.) community.Exclosure studies in eastern Washington and eastern Oregon found that creambush oceanspray production was significantly greater (P≤0.04) for completely clipped plants (100% of new growth removed, x=200 g/0.25 acre) compared with heavily (75%, x=151 g), moderately (50%, x=162 g), and slightly (25%, x=64 g) clipped plants. Much of the new growth was long twig and branch sprouts. Moderate or heavier clipping suppressed flower production. Results were averaged over 4 to 5 consecutive years of clipping .
|Fire regime information on vegetation communities in which creambush oceanspray may occur. This information is taken from the LANDFIRE Rapid Assessment Vegetation Models , which were developed by local experts using available literature, local data, and/or expert opinion. This table summarizes fire regime characteristics for each plant community listed. The PDF file linked from each plant community name describes the model and synthesizes the knowledge available on vegetation composition, structure, and dynamics in that community. Cells are blank where information is not available in the Rapid Assessment Vegetation Model.|
|Vegetation Community (Potential Natural Vegetation Group)||Fire severity*||Fire regime characteristics|
|Percent of fires||Mean interval
|Mountain big sagebrush (cool sagebrush)||Replacement||100%||20||10||40|
|Western juniper (pumice)||Replacement||33%||>1,000|
|Oregon white oak-ponderosa pine||Replacement||16%||125||100||300|
|Surface or low||81%||25||5||30|
|Surface or low||78%||13|
|Oregon white oak||Replacement||3%||275|
|Surface or low||78%||12.5|
|Sitka spruce-western hemlock||Replacement||100%||700||300||>1,000|
|Douglas-fir (Willamette Valley foothills)||Replacement||18%||150||100||400|
|Surface or low||53%||50||20||80|
|Oregon coastal tanoak||Replacement||10%||250|
|Ponderosa pine (xeric)||Replacement||37%||130|
|Surface or low||16%||300|
|Dry ponderosa pine (mesic)||Replacement||5%||125|
|Surface or low||82%||8|
|Douglas-fir-western hemlock (dry mesic)||Replacement||25%||300||250||500|
|Douglas-fir-western hemlock (wet mesic)||Replacement||71%||400|
|Mixed conifer (southwestern Oregon)||Replacement||4%||400|
|Surface or low||67%||22|
|California mixed evergreen (northern California)||Replacement||6%||150||100||200|
|Surface or low||64%||15||5||30|
|Lodgepole pine (pumice soils)||Replacement||78%||125||65||200|
|Pacific silver fir (low elevation)||Replacement||46%||350||100||800|
|Mixed conifer (eastside dry)||Replacement||14%||115||70||200|
|Surface or low||64%||25||20||25|
|Mixed conifer (eastside mesic)||Replacement||35%||200|
|Surface or low||18%||400|
|Vegetation Community (Potential Natural Vegetation Group)||Fire severity*||Fire regime characteristics|
|Percent of fires||Mean interval
|Coastal sage scrub||Replacement||100%||50||20||150|
|Coastal sage scrub-coastal prairie||Replacement||8%||40||8||900|
|Surface or low||62%||5||1||6|
|California oak woodlands||Replacement||8%||120|
|Surface or low||91%||10|
|Surface or low||78%||13|
|California mixed evergreen||Replacement||10%||140||65||700|
|Surface or low||32%||45||7|
|Surface or low||98%||20|
|Mixed conifer (North Slopes)||Replacement||5%||250|
|Surface or low||88%||15||10||40|
|Mixed conifer (South Slopes)||Replacement||4%||200|
|Surface or low||80%||10|
|Aspen with conifer||Replacement||24%||155||50||300|
|Surface or low||61%||60|
|Surface or low||74%||30|
|Mixed evergreen-bigcone Douglas-fir (southern coastal)||Replacement||29%||250|
|Interior white fir (northeastern California)||Replacement||47%||145|
|Surface or low||21%||325|
|Sierra Nevada lodgepole pine (dry subalpine)||Replacement||11%||250||31||500|
|Surface or low||45%||60||9||350|
|Vegetation Community (Potential Natural Vegetation Group)||Fire severity*||Fire regime characteristics|
|Percent of fires||Mean interval
|Montane and subalpine grasslands with shrubs or trees||Replacement||30%||70||10||100|
|Surface or low||70%||30|
|Interior Arizona chaparral||Replacement||100%||125||60||150|
|Mountain sagebrush (cool sage)||Replacement||75%||100|
|Madrean oak-conifer woodland||Replacement||16%||65||25|
|Surface or low||76%||14||1||20|
|Pinyon-juniper (mixed fire regime)||Replacement||29%||430|
|Surface or low||6%||>1,000|
|Pinyon-juniper (rare replacement fire regime)||Replacement||76%||526|
|Surface or low||4%||>1,000|
|Ponderosa pine/grassland (Southwest)||Replacement||3%||300|
|Surface or low||97%||10|
|Riparian forest with conifers||Replacement||100%||435||300||550|
|Riparian deciduous woodland||Replacement||50%||110||15||200|
|Surface or low||30%||180||10|
|Ponderosa pine-Gambel oak (southern Rockies and Southwest)||Replacement||8%||300|
|Surface or low||92%||25||10||30|
|Ponderosa pine-Douglas-fir (southern Rockies)||Replacement||15%||460|
|Surface or low||43%||160|
|Southwest mixed conifer (warm, dry with aspen)||Replacement||7%||300|
|Surface or low||80%||25||2||70|
|Southwest mixed conifer (cool, moist with aspen)||Replacement||29%||200||80||200|
|Surface or low||36%||160||10|
|Aspen with spruce-fir||Replacement||38%||75||40||90|
|Surface or low||23%||125||30||250|
|Lodgepole pine (Central Rocky Mountains, infrequent fire)||Replacement||82%||300||250||500|
|Surface or low||18%||>1,000||>1,000||>1,000|
|Vegetation Community (Potential Natural Vegetation Group)||Fire severity*||Fire regime characteristics|
|Percent of fires||Mean interval
|Great Basin Grassland|
|Mountain meadow (mesic to dry)||Replacement||66%||31||15||45|
|Great Basin Shrubland|
|Wyoming big sagebrush semidesert with trees||Replacement||84%||137||30||200|
|Surface or low||5%||>1,000||20||>1,000|
|Wyoming sagebrush steppe||Replacement||89%||92||30||120|
|Interior Arizona chaparral||Replacement||88%||46||25||100|
|Mountain big sagebrush||Replacement||100%||48||15||100|
|Mountain big sagebrush with conifers||Replacement||100%||49||15||100|
|Mountain sagebrush (cool sage)||Replacement||75%||100|
|Mountain shrubland with trees||Replacement||22%||105||100||200|
|Black and low sagebrushes||Replacement||33%||243||100|
|Great Basin Woodland|
|Juniper and pinyon-juniper steppe woodland||Replacement||20%||333||100||>1,000|
|Surface or low||49%||135||100|
|Surface or low||78%||13|
|Great Basin Forested|
|Interior ponderosa pine||Replacement||5%||161||800|
|Surface or low||86%||9||8||10|
|Surface or low||39%||65||15|
|Great Basin Douglas-fir (dry)||Replacement||12%||90||600|
|Surface or low||75%||14||10||50|
|Aspen with conifer (low to midelevation)||Replacement||53%||61||20|
|Surface or low||23%||143||10|
|Douglas-fir (warm mesic interior)||Replacement||28%||170||80||400|
|Aspen with conifer (high elevation)||Replacement||47%||76||40|
|Surface or low||35%||100||10|
|Stable aspen-cottonwood, no conifers||Replacement||31%||96||50||300|
|Surface or low||69%||44||20||60|
|Aspen with spruce-fir||Replacement||38%||75||40||90|
|Surface or low||23%||125||30||250|
|Stable aspen without conifers||Replacement||81%||150||50||300|
|Surface or low||19%||650||600||>1,000|
|Northern and Central Rockies|
|Vegetation Community (Potential Natural Vegetation Group)||Fire severity*||Fire regime characteristics|
|Percent of fires||Mean interval
|Northern and Central Rockies Shrubland|
|Mountain shrub, nonsagebrush||Replacement||80%||100||20||150|
|Mountain big sagebrush steppe and shrubland||Replacement||100%||70||30||200|
|Northern and Central Rockies Woodland|
|Northern and Central Rockies Forested|
|Ponderosa pine (Northern Great Plains)||Replacement||5%||300|
|Surface or low||75%||20||10||40|
|Ponderosa pine (Northern and Central Rockies)||Replacement||4%||300||100||>1,000|
|Surface or low||77%||15||3||30|
|Ponderosa pine (Black Hills, low elevation)||Replacement||7%||300||200||400|
|Surface or low||71%||30||5||50|
|Ponderosa pine (Black Hills, high elevation)||Replacement||12%||300|
|Surface or low||71%||50|
|Surface or low||39%||65||15|
|Douglas-fir (xeric interior)||Replacement||12%||165||100||300|
|Surface or low||69%||28||15||40|
|Douglas-fir (warm mesic interior)||Replacement||28%||170||80||400|
|Grand fir-Douglas-fir-western larch mix||Replacement||29%||150||100||200|
|Mixed conifer-upland western redcedar-western hemlock||Replacement||67%||225||150||300|
|Western larch-lodgepole pine-Douglas-fir||Replacement||33%||200||50||250|
|Grand fir-lodgepole pine-larch-Douglas-fir||Replacement||31%||220||50||250|
|Persistent lodgepole pine||Replacement||89%||450||300||600|
|Lower subalpine lodgepole pine||Replacement||73%||170||50||200|
|Lower subalpine (Wyoming and Central Rockies)||Replacement||100%||175||30||300|
Replacement: Any fire that causes greater than 75% top removal of a vegetation-fuel type, resulting in general replacement of existing vegetation; may or may not cause a lethal effect on the plants.
Mixed: Any fire burning more than 5% of an area that does not qualify as a replacement, surface, or low-severity fire; includes mosaic and other fires that are intermediate in effects.
Surface or low: Any fire that causes less than 25% upper layer replacement and/or removal in a vegetation-fuel class but burns 5% or more of the area [88,120].
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FEIS Home Page | <urn:uuid:8b547c2d-cde7-46df-9e36-644705c1a333> | CC-MAIN-2015-27 | http://www.fs.fed.us/database/feis/plants/shrub/holdis/all.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375097861.54/warc/CC-MAIN-20150627031817-00197-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.788059 | 34,632 | 2.96875 | 3 |
Lesson 29 - Eating and Drinking
This is Japanese I, Lesson 29 of the Irasshai series. The topics covered are eating and drinking. Reading practice covers the hiragana: か、き、く、け、こ.
If you have questions about Irasshai or would like to purchase the DVD set, please email [email protected] or call 1.888.501.8960 ext. 2550. | <urn:uuid:802762b6-7782-47e0-bf56-de33ee82d24d> | CC-MAIN-2017-09 | http://www.gpb.org/irasshai/japanese1/lesson29 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501173866.98/warc/CC-MAIN-20170219104613-00149-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.915292 | 93 | 2.65625 | 3 |
The assessment of the current situation in the community will include a mapping of renewable energy resources and an evaluation of their potentials.
This will in general include:
- An assessment of the efforts required for utilising the various resources, including works and technologies.
- A price and pre feasibility assessment, which is closely related to the above-mentioned point. For example it may not be feasible to collect all wood resources, as not all of them are easy accessible, or the sun radiation is too low in relation to current technologies to make solar plants feasible etc.
Potential RES may include:
Biomass energy: Use of organic material as fuel and conversion of biomass energy into heat and electricity
or as a transport fuel.
Solar Thermal: Conversion of sun energy into heat
Solar Photovoltaic (PV): Conversion of sun energy into electricity
Geothermal: Energy taken from heat coming from the centre of the earth
Small Hydro Power: Energy from the downward vertical movement of water due to gravity
Wind Energy: Conversion of wind into heat and power
SEC Tools: Spreadsheet for calculation of bioenergy potential
Used parameters are related to the conditions in Brandenburg (Germany)
||Assessment of biomass potential
An Excel-based sheet for the assessment of the biomass potential.
The user may indicate hectars of available forest and agricultural area (column E) with different crops as well as their specific average yield (column G). As result appears the information on available biomass potential, that means the quantity of raw material (column I). The next information for the user is the energy potential for supplying (column K).
Furthermore it gives an idea how much living space (column Q) you are able to power with this energy quantity. The user may also change his specific consumption of energy (column S).
The overwiev is upgradable for further crops and fuels.
||Module-based software model
WindPRO is a Windows 2000/XP/Vista modular based software suite for the design and planning of both single WIND turbines and wind farms. WindPRO is based on more than 20 years of experiences in development of user-friendly software tools for wind energy project development.
The different modules in WindPRO are fully integrated, which means that a change in input data in one of the modules will automatically been recorded on all other modules and your project calculations will be revised accordingly.
One of WindPRO's significant strengths is that the programme can be installed with different languages and furthermore, reports may be printed in a fairly large number of languages.
The WindPRO software package consists of several modules, each with specific purpose. The user is free to combine the modules exactly to demand and budget. Additional modules can always be ordered as needed. Below the entire software package is shown, to view a module description please select module.
Educational web site on Biomass
global overview of renewable energy sources
Renewable Energy Agency
Agriculture and Rural Development – Bioenergy
Biomass Industrial Association
Wind Energy Association | <urn:uuid:0b9f5e7a-22fd-4090-9fa1-0953d76946fc> | CC-MAIN-2015-06 | http://www.sec-tools.net/status3.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422122087108.30/warc/CC-MAIN-20150124175447-00139-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.845055 | 618 | 2.75 | 3 |
Users of educational hypertext are faced with the challenge of creating meaning both within and between texts. Cohesion is an important factor contributing to whether a reader is able to capture meaning and comprehend text. When readers are required to fill in conceptual gaps in text, comprehension can fail if they do not have sufficient knowledge. Cohesion helps low-knowledge readers to create a more coherent mental representation of the text. However, text that is too cohesive can inhibit active processing, and thus reduce coherence for more knowledgeable readers. Similar patterns have been found for hypertext, which requires readers to create coherence between multiple electronic texts. Domain novices are in greater need of explicit pointers to important links between documents and gain from having less control over system navigation. Domain experts are in less need of scaffolding within the system. We discuss the use of a multimedia reading strategy training program to help low-knowledge readers better understand less cohesive text. Finally, we discuss four principles to guide hypertext development geared toward improving coherence and metacognitive engagement.
ASJC Scopus subject areas
- Computer Science Applications | <urn:uuid:a723a049-823c-410f-9302-acca61cf9523> | CC-MAIN-2021-39 | https://asu.pure.elsevier.com/en/publications/multimedia-and-hypermedia-solutions-for-promoting-metacognitive-e | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057036.89/warc/CC-MAIN-20210920101029-20210920131029-00159.warc.gz | en | 0.914256 | 219 | 3.265625 | 3 |
Study Reveals Sudden Color Burst in Feathered Dinos 150 Million Years Ago
By Lenny Pierce on February 14, 2014
While I still feel that Dr. Alan Grant remains a visionary in the world of paleontology, the notion that birds are descended from dinosaurs has become old news to most of us. What remains a relatively new idea to plenty of us is that some of those dinosaur ancestors already had feathers before they became the birds we see today. It has been relatively unclear what these early feathers would have looked like, but recent studies have suggested that from the very beginning, they may have been just as bright an colorful as those belonging to their modern descendants.
Researchers came to this conclusion after looking at melanosomes of feathers. Melanosomes are organelles which contain a common light absorbing pigment called melanin. It is the shape of these melanosomes that determines the color of a feather. What they found was that about 150 million years ago, there was a sudden increase in diversity of melanomes, and thus a greater diversity of feather color. This time period is important, because this is about the same time that truly bird-like feathers (barbs branching off from a single shaft) first arose in dinosaurs at all. What this means is that the feathered forefathers of modern birds – a lineage called Maniraptora – may have had all of the bright coloration that birds have today, and yes, that includes Toucan Sam.
Alvarezaurus was an early member of the Maniraptora lineage. (Wikipedia)
The melanomes found in the study are those which account for the black, brown, and gray pigments which can create an iridescent effect on the surface of a feather. “These are the pigments that would make feathers look iridescent, or glossy,” said the study’s co-author Julia Clarke of the University of Texas at Austin. This means that Maniraptora 150 million years ago may have had some of the shimmery qualities of hummingbirds, birds of paradise, or The Crow (1994).
The early ancestors of birds had the proper building blocks for iridescence, meaning they could have shown of glossiness found in modern birds like the violet bellied humming bird. (Adam Riley / Rockjumper Birding Tours)
While the reason behind why this melanin spread so quickly remains something of a mystery, there is one theory that is favored by the researchers. Because many of the genes involved in melanin coloration production are also associated with more vital systems like food intake and defense, researchers have theorized that this sudden color explosion may be linked to changes in these animals’ diets and/or metabolism. Studying this potential link could give scientists clues as to what was happening in the bodies Maniraptora as they were evolving into birds, and why it was happening so fast.
The original study is published in the Feb. 13 edition of Nature and the Spring 2014 issue of Ranger Rick. | <urn:uuid:2a19eedb-bcf6-4584-9a14-84cf2c337bb3> | CC-MAIN-2014-52 | http://www.nerdist.com/2014/02/study-reveals-sudden-color-burst-in-feathered-dinos-150-million-years-ago/comment-page-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802769642.136/warc/CC-MAIN-20141217075249-00120-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.970934 | 615 | 3.46875 | 3 |
William Edmondson sculpting in his backyard
William M. Edmondson
Davidson County, Nashville, Tennessee
|Died||February 7, 1951|
William Edmondson was born sometime in December 1874 on the Compton Plantation in Davidson County, Tennessee. He did not know the date of his birth because of a fire that destroyed the family Bible. Edmondson was one of six children born to Orange and Jane Edmondson who had been previously enslaved before they worked as sharecroppers. Due to privilege regarding race and color, mulattoes on the plantation were given more respectable jobs where as the Edmonson's mainly worked in the corn fields and handled livestock. The Edmondson family worked on the plantation and earned a mere 12 dollars a month. During these times in the corn fields he would see "angels in the clouds" and believe it was God talking to him. Edmondson had little or no formal education.
When his father died in late 1889, 16-year-old Edmondson refused to continue to tirelessly work on the plantation and left to Nashville for work. He got a good job working at the expansive new Nashville, Chattanooga and St. Louis Railroad shops. After an injury sustained at the Railway shops in 1907, Edmondson took a job as a custodian at the Nashville Women's Hospital, where he worked until the hospital closed in 1931. During this time, the Edmondson family officially resided in Nashville as his mother, Jane, was the last to leave the Compton Plantation. By age 39, his wages at Women's Hospital allowed him to buy a modest home and spacious lot in Edgehill, a segregated neighborhood in Nashville's Vanderbilt-Belmont area. Edmondson never married and he shared the home with his mother and sister, as well as, occasionally, other siblings, nieces, and nephews. With Jane's passing in 1922, Edmonson's sister, Sarah, soon became the woman of the house. It was said she would often hold family barbecues that consisted of laughter and storytelling. When the hospital closed in 1931, Edmondson picked up work at various part-time jobs and in his leisure, he could be found in his backyard sculpting and selling his vegetables.
In 1948 Edmondson stopped sculpting. On February 7, 1951 at age seventy-six, he passed quietly in his home in Nashville, Tennessee, where illness had confined him to bed for several months. As he was the last of his siblings to pass, his five nieces and seven nephews carried out his funeral service which was held the next day. William Edmondson was buried in Mount Ararat Cemetery, now Greenwood Cemetery (Nashville, Tennessee), Nashville's oldest black cemetery. Today there is no sign of Edmondson's grave marker because at the time cheap wooden caskets were used to bury African Americans. As the wood decayed it would cause the grave markers to sink into the earth. Mt. Ararat burial records of the period were lost in a fire, so his exact grave site is unknown.
Edmondson entered the world of sculpture at the advanced age of about 60 years old in 1934. He reported that he received a vision from God, who told him to start sculpting: "I was out in the driveway with some old sculptures of stone when I heard a voice telling me to pick up my tools and start to work on a tombstone. I looked up in the sky and right there in the noon daylight, he hung a tombstone out for me to make. I knowed it was God telling me what to do." He carved tombstones primarily from chunks of discarded limestone from demolished buildings, which were delivered to him by wrecking companies' trucks. A signature Edmondson tombstone reflects strong large lettering carved in the stone. He began his career by working on these tombstones, which he sold or gave to friends and family in the community. Soon he began carving lawn ornaments, birdbaths, and decorative sculptures. In his yard hung a sign "Tomb-Stones. For Sale. Garden. Ornaments. Stone Work W M Edmondson".
Edmondson's work was influenced by his Christian faith and his membership in a nearby Primitive Baptist congregation. His sculptures are straightforward and emphatic forms ranging from one to three feet in height, many sharing his unique religious symbolism. He carved figures of biblical characters, angels, doves, turtles, eagles, rabbits, horses and other real and fanciful creatures. His sculpture Noah's Ark stood tall in the middle of his backyard. It consists for four differently carved tiers of limestone and is the only architectural work that existed in his collection., He carved local community icons such as preachers, lawyers and school teachers, celebrities of the day who were important to the African American community, such as prizefighter Jack Johnson. He also sculpted a number of popular figures such as First Lady Eleanor Roosevelt. Edmondson also created and a small number of nude figures. Most of Edmonson's carved figures consisted of faces carved on a spherical base, with a small mouth resting directly under a vertical nose, following to connect to the curve of the brow. Sometimes he would decide not to carve the eyebrows and would opt to make the nose broader. It is believed he did this to achieve racial inclusion within his collection of artwork. Even with the versatility of his artwork, the common characteristic of an Edmondson sculpture was the overbuilt-ness of the figures carved within or from the limestone. Intentional texturing ranging between smooth, chiseled, polished or rough was present throughout the make of each sculpture. The facial technique, overbuiltness, and range in texturing can be observed in Edmonson's most well-known masterpiece Bess and Joe and further with Mary and Martha .
Edmondson had a large audience in Edgehill as many of his figures were on display not only in his yard, but in that of neighbors' homes and gardens. Around 1935, about a few years into this sculpting career, Peabody College art enthusiast, Sidney Hirsch, wandered through Edgehill and came upon Edmondson's vast sculpture collection. This is widely documented as Edmondson's "discovery" by Sidney Mttron Hirsch. Hirsch himself was a collector of African, Middle Eastern, and East Asian art and began to become one of Edmondson's greatest supporters . With this exposure, friends of Hirsch's and other fellow members of Nashville's elite bought Edmondson's sculptures for their homes, gardens, and offices, many of which were later displayed in exhibits at the Smithsonian American Art Museum and the Cheekwood Botanical Garden and Museum of Art. Of Hirsch's friends, Alfred and Elizabeth Starr, Alfred, a managing partner of a chain of movie theaters catering to the black community, and his wife Elizabeth, a painter, also became enthusiastic patrons and supporters of Edmondson's work. They introduced Edmondson to several artist friends, including Starr's boyhood friend Meyer (Mike) Wolfe and his wife Louise Dahl-Wolfe. Dahl-Wolfe was a photographer who had recently begun work for Harper's Bazaar fashion magazine in New York. She made over a hundred photographs of Edmondson's at work in his backyard shop, which she presented to the editor of Harper's Bazaar. She attempted to publish his work but newspaper chain mogul William Randolph Hearst, had a prejudice against showing Negro art as he saw them as nothing other than servants. She then brought Edmondson's work to the attention of fellow Tennessean Thomas Mabry and his boss Alfred Barr, the director of the Museum of Modern Art (MoMA).
Edmondson's career lasted for about fifteen years. His work never commanded large sums during his lifetime. In 1939 and again in 1941, he worked under the Works Progress Administration, a government-sponsored relief program that included artists. In the late 1940s, his health began to fail and his artistic production slowed. Edmondson professed to be uninterested in fame, and he appears to have struggled financially for the final years of his life. He is believed to have created about 300 works during his working lifetime.
Edmondson was given a one-man show, the first by an African American artist, at the Museum of Modern Art from October 20 to December 1, 1937. In 1938, through MoMA's influence, William Edmondson's sculpture was included in the "Three Centuries of Art in the United States" in Paris. Interest in his work on the national and international stage was short-lived, and he was viewed primarily as a novelty, or exemplar of the "primitive" race-memory of an untutored, naive old Negro stone carver. Locally, Alfred Starr continued to promote Edmondson's work to his artistic friends and acquaintances, who bought work directly from Edmondson's "sculpture yard" or through the local Lyzon Gallery. Starr introduced the famed modernist photographer Edward Weston to Edmondson in 1941, and Weston made several striking photographs of Edmondson at work in his shop and yard. Also in 1941, he received the only other solo show accorded during his lifetime, at the Nashville Art Gallery.
After very sporadic exhibition through the 1950s and 1960s (mostly as part of "folk art" exhibits), collector Edmund Fuller wrote a biography of Edmondson which was published in 1973. His sculpture was included in the influential "Two Centuries of Black American Art" exhibition curated by Fisk University Art Department chairman David Driskell in 1976. In 1981 the new Tennessee State Museum opened with a permanent solo exhibition with six of Edmondson's sculptures featuring loaned sculptures from Elizabeth Starr's personal collection, and the essays in the accompanying catalog sought to elevate appreciation of Edmondson's work as fine art. Through the 1980s and 1990s Edmondson's sculptures were exhibited extensively, though often in the limiting context of the labels "outsider", "folk art", "self-taught", and "naive". In 1999, Nashville's Cheekwood Museum of Art mounted a major traveling retrospective exhibition and catalog that included in-depth biographical and critical essays on his life and work .This exhibit included donated sculptures from the personal collections of the Fletcher, Formosa, and Overton families. A 2006 exhibition, "William Edmondson, Bill Traylor, and the Modernist Impulse," paired Edmondson with another well-known self-taught artist and argued for Edmondson's acceptance as an artist without limiting labels. This exhibit displayed twenty-one of Edmondson's sculptures which is the largest collection of Edmondson's art in the country. In 2016 the Smithsonian American Art Museum received one of its largest gifts of folk art work from Margaret Z. Robson, among them were three of Edmondson's sculptures.
Edmondson's art is displayed permanently at the Newark Museum of Art, American Folk Art Museum, the Hirshhorn Museum and Sculpture Garden, the Philadelphia Museum of Art, the Abby Aldrich Rockefeller Folk Art Museum, the Smithsonian American Art Museum and the Montclair Museum in New Jersey.
On August 20, 2014, Mayor Karl Dean opened Nashville's first arts park, named in Edmondson's honor. The park, managed by the Nashville Metropolitan Development and Housing Agency, includes sculptures by Thornton Dial and Lonnie Holley inspired by the work of William Edmondson. The park is located in a traditionally African-American neighborhood. Even though the site of Edmondson's house at 1434 Fourteenth Avenue South is now a public school, it has been officially recognized with a Tennessee historical marker. About a few miles away, some of Edmondson's tombstones are on display at a local cemetery.
Since his death, Edmondson's work has gradually come to be highly appreciated by critics and collectors, and his sculptures garner up to $70,000-$300,000 at auction. Recently in January 2016, "A Boxer" sold at a private auction for $785,000 the highest price ever paid .
Selected recent exhibitions
- Cheekwood Museum of Art, Nashville, TN
- The Art of William Edmondson 1999 organized with the American Folk Art Museum, New York, NY
- William Edmondson and Friends: Breaking the Mold, 2014
- Visions from Above: The Life and Work of William Edmondson, 2017
Collections with Edmondson Works
- American Folk Art Museum, New York, NY
- Minneapolis Institute of Art, Minneapolis, MN
- The National Gallery of Art, Washington, DC
- Ricco Maresca Gallery, New York, NY
- Smithsonian Museum of American Art, Washington, DC
- Tennessee State LIbrary, Nashville, TN
- The Tennessee State Museum, Nashville, TN
- Thompson, Robert Farris; Lovett, Bobby L.; Freeman, Rusty; McWillie, Judith (January 1, 1999). The Art of William Edmondson. Cheekwood Museum of Art: Cheekwood Museum of Art. pp. 3–14, 15–32, 33–44, 45–60. ISBN 1578061814. OCLC 41932532.CS1 maint: date and year (link)
- Edmondson, William; Thompson, Robert Farris; Freeman, Rusty (1999). The Art of William Edmondson. Univ. Press of Mississippi. p. 17. ISBN 9781578061815. Retrieved June 13, 2018.
- "10 things to know about William Edmondson". Christie's. Retrieved June 13, 2018.
- Jack, Lindsey; Pa.), Janet Fleisher Gallery (Philadelphia. Miracles : the sculptures of William Edmondson. ISBN 0962150630. OCLC 32664611.
- Spires, Elizabeth (2009). I Hear God Talking to Me. New York: Farrar, Straus and Giroux. pp. 50–52. ISBN 9780374335281.
- "William Edmondson". Ricco Maresca Gallery. Retrieved May 23, 2015.
- Outsider Art Sourcebook, ed. John Maizels, Raw Vision, Watford, 2009, p.70
- Amico, Michael; Mackintosh, Lucy; Jane Marshall, Jennifer; Peters Corbett, David; Situ, Xiao; Slifkin, Robert (2017). Nemerov, Alexander (ed.). Experience. Chicago: University of Chicago Press. pp. 102–133. ISBN 9780932171634.
- Marshall, Jennifer Jane (2017). "Nashville, New York, Paris, and Nashville: William Edmondson, Mobilized and Unmoved". American Art. 31: 69–76 – via Art & Architecture Source.
- "William Edmondson, a down home artist forging beauty from stone". aaregistry.org. Retrieved May 23, 2015.
- Freeman, Rusty R. (2000). "The art of William Edmondson at Cheekwood". Folk Art. 25(1): 30–7 – via Museum of American Folk Art/ New York, NY.
- Baptiste, Laura (December 13, 2016). "Smithsonian American Art Museum Acquires Major Collection of Self-Taught American Art". Smithsonian.
- "Edmondson Park dedication officially opens city's first arts park". Nashville.gov. Metropolitan Government of Nashville and Davidson County. August 20, 2014. Retrieved June 12, 2018.
- Thompson, Lovett, Freeman, McWillie, Gundaker and Sims, The Art of William Edmondson, Cheekwood Museum of Art, Nashville, Tennessee and University Press of Mississippi, Jackson, 1999
- The WPA Guide to Tennessee, Compiled and Written by the Federal Writers' Project of the Works Projects Administration for the State of Tennessee, The University of Tennessee Press, Knoxville, 1986
- Outsider Art Sourcebook, ed. John Maizels, Raw Vision, Watford, 2009 | <urn:uuid:8eede369-89c3-4ab2-a295-c0d1061df7f5> | CC-MAIN-2020-40 | https://en.wikipedia.org/wiki/William_Edmondson | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00439.warc.gz | en | 0.964643 | 3,320 | 2.671875 | 3 |
Is cancer partly preventable through a healthy diet? Cancer has overtaken cardiovascular disease (CVD) as the leading cause of death in many parts of the world. It causes one in eight deaths worldwide. Global trends show that the majority of all cancer deaths occur in the low- and middle-income countries. Yet, cancer can be partly prevented and many of these deaths can be avoided.
Can cancer risk be reduced through a healthy diet or lifestyle? Many studies have been conducted on the role of nutrition and physical activity in cancer prevention. This has resulted in recommendations for cancer prevention. Far less research is conducted on nutrition and cancer progression, but the evidence is increasing that a healthy diet may also play a beneficial role for cancer survivors. Join this course and learn more about the role of nutrition in the occurrence and progression of cancer. You will learn how nutrition is involved in cancer occurrence, cancer treatment, and progression. And you will discover what the evidence-base is for dietary guidelines.
This course focuses on a wide range of dietary exposures (including vegetables, meat, dietary supplements, alcohol) and lifestyle factors (including body composition and physical activity) in relation to the occurrence and progression of the most common types of cancer, such as large bowel cancer , breast cancer, prostate cancer, and lung cancer.
This course is especially valuable for professionals (in training) from various fields related to nutrition or cancer (e.g. nutritionists, epidemiologists, health policy makers, physicians, caregivers, nutrition educators, biologists, food scientists).
Dieticians and physicians often get questions from cancer patients about what they can do themselves to help their recovery process. This course is part of the Professional Certificate Program Nutrition and Disease. You will gain a solid scientific basis to better weigh and interpret all the information available on nutrition and cancer.
This course, is part of theNutrition and Disease Professional Certificate Program of Wageningen University & Research. Did you already complete Nutrition, Heart Disease and Diabetes? That is the other course inthisProfessional Certificate Program.
Module 1 Start with an introduction to the relation between nutrition and cancer development and progression, and discuss the different types of research designs by which this relation is studied.
Discuss dietary and lifestyle risk factors related to cancer occurrence, by outlining the current WCRF/IARC evidence-based recommendations for cancer prevention.
Module 3 Learn about the interaction between nutrition and genes, and how this can influence cancer occurrence.
Learn about the importance of dietary and lifestyle guidelines for the increasing group of cancer survivors.
Module 5 In this module you will learn about the adherence to guidelines and how important it is to have a clear and correct communication to the public. (This module is only accessible to verified learners.)
Ellen Kampman, Fränzel van Duijnhoven and Dieuwertje Kok
Nutrition and cancer is a general course. It creates awareness about the importance and difficulties of nutrition in the process of cancer formation and treatment. The interaction of nutrition with genetic and epigenetic factors in cancer patients is summarized. It is explained that most of the information sources about cancer and nutrition are not reliable enough. It has been emphasized that a guideline on cancer and nutrition has not yet been made available to every patient. It is also almost impossible to create a standard nutritional guide for cancer patients. This issue should be considered specifically for each patient... No specific recommendations for cancer patients were made throughout this course. It is not mentioned that some nutrients can contribute directly to the treatment. Phytotherapy support has not been addressed. This is a useful course. However, it does not satisfy the expectations for contribution to treatment.
I am really enjoying this course! Through video explanation, discussion forum, and tasks makes it easier to understand. They did not use advance medical terms, so everyone can take the course. In addition, this course inspires me to conduct a research in this field someday. Maybe at the end of the course, we can get a mindmaping about nutrition related to cancer. I also find out that there is WCRF and they already published several guidelines due this issue. Its fun to do MOOC. Especially in the field that you like.
Modules were easy to understand through video and text. Also, we able to measure our understanding with tasks. It is great to know about world cancer research fund and its guideline about nutrition in cancer. I think it would be great if there is a module about how to create a meal plan in a week. Overall this course is helpful. Recommend to the person who wants to gain deeper knowledge about nutrition in cancer patient.
This course is good but it should have a more information about what's to do with patients to give them a good advice about what they sohled eat , I want to know many examples about this and also this course does not have a practical part.
Course was really helpful and I really enjoyed learning with edx.org. Many things learned newly and the assessments and study materials were really helpful to upgrade our knowledge. I would like to take another courses also. Thanks
I like a detailed description of all types of research that relate specifically to cancer. Of course I'm thrilled that everything is based on scientific evidence and there are no magic foods. Interviews with a dietitian and a nurse who survived cancer are extremely interesting. Especially because I had cancer myself and I understand the problem of changing food tastes. The HungerNdThirst foundation website is incredibly inspiring, especially a peer-to-peer social platform when cancer patients can come into contact with each other through app. I also really want to create a social project to support cancer patients, so they can communicate with each other and with those who have survived cancer. Psychological support is very important during this difficult period.
The only minus in the course is that I do not really understand about epigenetics. It is too difficult for me about DNA methylation, I will study more on my own.
The course is surely interesting, as it deals with many aspects of the relationship between nutrition and cancer. However, because of this, these aspects are faced superficially, without giving hints, suggestions, or technical references to guidelines. Indeed, none of the videos (or the texts of the webpages) report clinical data coming from studies published so far. Only few references (sometimes neither one) are reported at the bottom of the page.
As a clinician/surgeon I do believe that for me this course is a bit simplistic, as it did not provided me any practice-changing indication on how to faced with the problem of nutrition in cancer patients.
However, congrats for the structure of the course, for the layout adopted, and for the novel and interesting idea.
I really appreciate the course. All the videos are clear and very helpful. The content we've got is very helpful for us to learn about Cancer. Diet and gene interactions , risk factors and research details are very valuable for us. All the facts have classified clearly. Lecturers gave us a very clear explanation. The course modules are well organized. Therefore, we can easily go through that and may receive a great knowledge. We can assess knowledge we gain by facing the exams. We watched some interview videos. Those are very valuable.
I learned new things which are valuable for my career. Thank you very much in my heart. I appreciate your effort and grateful to you for giving us such a good experience.
The course explained wildly about cancer with particular details in each type of cancer. Before join to this amazing course I had basic information about nutrition and cancer specially about ways to get lowest risk of cancer but after joining to this course my mind become to explode and got many new ideas. What I'd like from this course more than other parts is saving my time! the course not talk about something not necessary and directly explain what really need to know this is my problem when I read books and journals, quickly getting tired but by short videos just in few minutes this problem solved. I recommend this course to everyone not only scientist or someone who works in this field.
The course is more of an overview of cancer disease and then a few associations and links to nutrition and how it relates to cancer. For people who really want to understand more about the existing scientific bulk between nutrition and cancer, it may not be enough. I have read "The Cancer Survivor"by Dr. Neal Barnard and "How Not To Die" by Dr. Michael Greger and they both contain information on far more studies and their results done on foods and cancer. I wish this course contained some of them, they honestly spend way too long on telling us what types of research studies can be done, then not enough examples. This course could be greatly improved for the future.
This course is really very helpful who are interested in Research about cancer . Course have almost all information about nutrition which is related to cancer with evidence . Videos have a clarity information and not boring . Very impressive about videos , explaining topics , examples , etc .
Videos have very innovative ideas and evidences about cancer . They explained types of cancer , about nutrition involved , diet , physical activity , body lean mass ,etc .
They also conducted interviews with a cancer survivor which gives us more motivation about prevention of cancer .
I believe this course has taught me various valuable things about nutrition and its role on the prevention and treatment of cancer. It is very complete, as it not only includes the appropriate guidelines to lead a healthier lifestyle, but it also makes you see the other side of the coin: how it affects cancer patients. This makes it special in the sense that, as professionals, we can take better care of the patients and relate more to what they are going through.
Overall, the course has been very helpful to me and my Nutrition and Dietetics career, as it has helped gain more knowledge in this specific area.
I enjoyed the class very much but COVID-19 occurred and our Governor grounded/locked down the state. I live in a very rural area and had multiple relays before the signal got to me. My ISP said that all the bandwidth was used before it got to me because I was at the end of the line. This led to me waiting 5 minutes to 5 hours for a page to download. That was not conducive to watching the videos. When the lockdown was lifted I had missed one of the deadlines and had lost much of my enthusiasm. I wish I could have finished on a timely basis. I probably would have enjoyed it more...
The course was very easy assesable and well structured. I loved that you introduced yourself in the beginning and made everything very nice looking. I would have wished for some concrete epigenetic example of how foods can change the turn on and turn off, of genes. In addition it would have been interesting to talk about some processes that, on the cellular level decrease cancer risk (substances in tomato puree) or feed a tumor (such as growth hormones in milk etc.) The intervies where great and I really liked the positive end, plus the construction of the whole course. Thank you!
Based on what I have learned from this course that diet and nutrition may have some contribution to cancer risk and prevention but not so on cancer treatment, still the basic known cancer treatment still promoted such as surgery, chemo and radiation, which we all know not really a real treatment but just giving a person few years for cancer to relax (remission) then come back with more aggressive cancer after years...so sad. This could be the reason why naturopathic people came back to the rescue..it is just like saying, "if science stop, religion begins".
I must say that my expectations from the course were much greater. I expected it to be deeper and provide more facts and details. I am a cancer researcher myself. So there was nothing new about cancer for me. But unfortunately, there was not much new for me about the nutrition either.
Another issue are the lecturers. They are professional scientists, no doubt. However, Their presentations are not very engaging as they just slowly read their text. No dynamics. I could as well read the text myself, which would be even faster. | <urn:uuid:9dc54d87-2678-41f9-8c4d-15c78196912e> | CC-MAIN-2020-29 | https://www.classcentral.com/course/edx-nutrition-and-cancer-11591?utm_source=mooc_report&utm_medium=web&utm_campaign=new_courses_october_2018 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657140746.69/warc/CC-MAIN-20200713002400-20200713032400-00459.warc.gz | en | 0.968585 | 2,480 | 3.28125 | 3 |
by Hans Christian Andersen
Illustrated by Steve Johnson and Lou Fancher
New York Public Library Children’s Books: 100 Titles for Reading and Sharing
One glorious spring morning, a mother duck watches her ducklings hatch. Each is exactly what a duckling should be, except for one large and very ugly duckling. Teased by the other animals, the ugly duckling is cast out of the barnyard to make his way. He meets wild geese, a bossy hen and cat, and a noisy family—but just when he gives up on finding his place in the world, the ugly duckling makes a surprising discovery and learns the true meaning of beauty and belonging.
Stephen Mitchell’s hallmark clarity and wit are perfectly paired with Steve Johnson and Lou Fancher’s whimsical collage paintings in this stunning retelling of the classic Hans Christian Andersen story.
It was a glorious day in the countryside. Summer had come, the corn stood golden in the fields, the oats were tall and green, the hay had been stacked in the meadows, and the stork walked on his long red legs, chattering in Egyptian (which was the language he’d learned from his mother). Around the fields and meadows were vast forests, and in the middle of the forests were deep lakes. Yes, it really was a glorious day.
There, in the sunshine, stood an old farmhouse with a moat around it, and from its wall down to the water, large burdock plants grew. The largest were so tall that little children could stand upright underneath them. It was a spot as wild as the thickest forest.
Here a duck sat on her nest, waiting for her ducklings to hatch. But they were taking such a long time and she had been sitting for so many days that she was starting to get impatient. How much longer would this go on? And didn’t the other ducks realize that she would like a little company now and then? But no—they went right on swimming in the moat and having a wonderful time, and they were never considerate enough to come by and sit down with her for a nice chat under the burdock leaves.
Finally, one egg cracked, then another, then another, until six of them had cracked open. “Peep, peep!” they said. The yolks had suddenly come to life, and each one stuck its little head out of the shell.
“Quack, quack!” said the mother duck encouragingly, and the ducklings all crawled out as well as they could and looked around at the green leaves. The mother duck let them look as much as they wanted to, because green is good for the eyes.
“How big the world is!” said all the ducklings. And certainly they had a lot more room now than when they were inside the eggs.
“Do you suppose this is the whole world?” said the mother duck. “The world is much bigger than you can imagine: it goes far past the other side of the garden, right into the parson’s field. But I’ve never gone as far as that.” She paused. “Are you all out yet?” she said, standing up. “Ah, not all of you. The largest egg still hasn’t cracked open. How much more time is it going to take? I’m so tired of sitting here.” And she sat back down on her nest.
“Hello, my dear. How are you doing?” said an old duck who had come to pay the mother duck a visit.
“One of my eggs is taking a very long time to hatch,” said the mother duck. “It still doesn’t have a single crack in it. But just look at the others. Aren’t they the prettiest little ducklings you’ve ever seen? They all look like their father, that rascal, who never comes to visit me.”
“Let me take a look at that egg, the one that won’t crack,” said the old duck. “Well, of course—it’s a turkey egg! Trust me. I was once tricked that way, and I had so much trouble with the little ones. Imagine—they were all afraid of the water. I just couldn’t get them to go in. I pleaded, I begged, I snapped and I slapped, but nothing worked. Let me look again. Yes, it’s definitely a turkey egg. Take my advice—just leave it to fend for itself, and go teach your real children how to swim.”
“Oh, I think I’ll sit on it a little longer,” the mother duck said. “I’ve been sitting here so long that a few more days won’t matter.”
“Suit yourself,” said the old duck, and she walked away.
At last the large egg cracked open. “Peep, peep!” said the duckling, and crawled out. He was very big and very ugly. The mother duck stared at him. “What an awfully big duckling!” she said. “None of the others look like this. Could he be a turkey chick after all? Well, we’ll find out soon enough. He’ll go into the water, even if I have to push him in myself.”
The next day was gorgeous, with a bright sun shining down onto the burdock leaves. The mother duck walked down to the water with her whole family and dived in with a splash. “Quack, quack!” she said, and one after another the ducklings jumped in after her. The water closed over their heads, but they came up again in an instant and swam around beautifully, their little legs paddling under them in the most natural way in the world. They were all in the water, and the ugly gray duckling was in the water too, swimming along with the others.
“No, he’s definitely not a turkey chick,” said the mother duck. “Look how easily he paddles and how straight he holds himself in the water! No doubt about it: he’s my own child. And he’s quite handsome when you really look at him. Quack, quack! Now children, come along with me and I will take you into society and introduce you to the most important ducks. But you must stay close to me or someone will step on you. And be especially careful around the cat!”
When they reached the duck yard, there was a terrible uproar: two families were fighting over an eel’s head. Finally, it was the cat who got it.
“See? That’s the way of the world,” said the mother duck, licking her beak, for she would have liked to have the eel’s head herself. “Come now, hurry up,” she said, “and make a nice bow to that old duck over there. She is the most distinguished duck in the yard. Can you see how proud and aristocratic she is? She’s the center of attention wherever she goes. Hurry up, now. And don’t turn your feet inward that way. A well brought-up duckling turns his feet out, just like his father and mother. Look: just like this. Now make a nice bow and say, ‘Quack!’”
The ducklings did as they were told. But the other ducks glared at them and said, “Will you look at that! One more family trying to invade the yard—as if there weren’t enough of us already. And look at that deformed duckling. What a horror! We won’t put up with creatures like that.” And one duck flew at him and bit him in the neck.
“Leave him alone!” said the mother. “He’s not bothering anyone.”
“True,” said the duck who had bitten him, “but he’s too big and ugly. We just don’t want him around.”
“Pretty children you have, my dear,” said the old aristocratic duck. “All but that one. He’s rather a dud, don’t you think? I wish you could remake him.”
“That’s not possible, madam,” said the mother duck. “He may not be pretty, but he has a very good heart. He’s kind and considerate, and that’s worth at least as much as good looks. And he can swim as well as the others, perhaps even better. And I have a feeling that he’ll be better-looking as he grows up; maybe he’ll even get to be a bit smaller. It’s just that he stayed too long in his egg. That’s why he’s not quite the right shape.” And she stroked his neck and smoothed his feathers. “Anyway,” she said, “I’m sure he’ll grow up strong and be able to manage quite well.”
“The other ducklings are lovely, though,” said the old duck. “Now, make yourselves at home, my dear, and if you happen to find an eel’s head, you may bring it to me.” And so they made themselves at home.
But the duckling who had come out of his egg last, and who looked so ugly, was bitten and pushed and laughed at by all the other ducks, and by the chickens as well. “What a monster he is!” they all said. And the turkey (who, because he had been born with spurs on his feet, thought he was the emperor of the barnyard) puffed himself up like a ship with full sails and rushed straight at the duckling, gobbling, his face red with anger. The duckling didn’t know where to hide. He was very sad to be so ugly that everyone in the barnyard despised him. | <urn:uuid:39d7f0d7-9610-4b91-a5e5-bf55825badd0> | CC-MAIN-2018-26 | https://stephenmitchellbooks.com/for-children/the-ugly-duckling/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267865250.0/warc/CC-MAIN-20180623210406-20180623230406-00171.warc.gz | en | 0.986047 | 2,203 | 2.578125 | 3 |
|Yale-New Haven Teachers Institute||Home|
“Latin” America is not only that America south of the U.S. border. It is the America which speaks the Latin languages of Spanish and Portuguese, in Mexico and the Caribbean, in Central America, on the continent and the islands off of South America. Latin America includes those areas of the United States where, today, Spanish is spoken or where persons of Spanish heritage reside, whether or not they are Spanish-speaking. In this seminar we have studied novels, poems, and stories of this century’s Spanish America. We have extended our view, too, to some of the recent work of persons who live in the United States, and who write in English, but whose culture is strongly marked by a Mexican or Spanish-Caribbean heritage.
We have explored questions of race, culture, identity, and gender. We have, in our reading, seen Latin American writers express and debate the origins of peoples and languages, different kinds of freedom and enslavement, the lives of men and women from their differing perspectives, the worlds of faith, love, and religious ritual, and dominance of certain powers over others.
Our readings included Gabriel Garc’a Márquez’s The Colonel Has No One to Write to Him, Collected Stories and Strange Pilgrims; Octavio Paz’s Labyrinth of Solitude, Mario Vargas Llosa’s Aunt Julia and the Scriptwriter; stories by Ana Lydia Vega, Elena Garro, Clarice Lispector, and Elena Poniatowska; Fictions by Jorge Luis Borges; Pablo Neruda’s “The Heights of Macchu Picchu”; and poems by Delmira Austini, Julia de Burgos, Alfonsina Storni, Nicolás Guillén, and Gabriela Mistral. In our final classes we opened the books, in English, of Julia Alvarez, Junot D’az, and Sandra Cisneros. The literary experience of America, which originated well over a century before the pilgrims arrived at Plymouth Rock, has concluded, in this seminar, with these writings of Americans in the United States of Spanish heritage.
The curriculum units in this volume travel the long path of Hispanic culture in and out of the United States. Trudy Anderson focuses on the work of the Latina writers Sandra Cisneros, Esmeralda Santiago and Judith Ortiz Cofer. Yoselin Roman emphasizes the importance of African culture and gender differences in her study of Latin American culture. Kathryn Gray and Elsa Mar’a Calderón offer complementary studies of the African presence in Caribbean literature: Kathryn highlights the relationship between Langston Hughes and Nicolás Guillén, and Elsa offers an engagement of the poetry of the Cuban Nicolás Guillén with the poetry of the Puerto Rican Luis Palés Matos. Michelle Sepúlveda provides an introduction to the dramatic literature of the Spanish Caribbean. Jeannette Rogers outlines a full and extensive discussion of the short fiction of twentieth century Latin America, including her own engagement with Spanish culture and the writings of numerous Latino authors. John Grammatico, Mary Stewart Bargar, and Joyce Patton all focus on literature and activities for children who wish to know more about the Latin American world. John introduces students to several aspects of Mexican culture, Mary offers artistic projects and an introduction each week to a different country, and Joyce explores a variety of reading materials about and from Latin America. Yolanda Trapp provides a warm introduction to the literature of Latin America’s Nobel prize winners and the fiction of Isabel Allende.
We hope these curriculum units are of value to other teachers who wish to share the wealth of Latin American culture with their students. Lesson plans and activities, thoughtful and numerous, provide a place to begin in our efforts to bring a fuller understanding of culture into the classroom.
Sandra Ferdman Comas
Assistant Professor of Spanish and Portuguese | <urn:uuid:57f1fd43-1eda-4d89-8d99-9da039e3fc2b> | CC-MAIN-2016-07 | http://www.yale.edu/ynhti/curriculum/units/1997/1/97.01.intro.x.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701158811.82/warc/CC-MAIN-20160205193918-00285-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.907234 | 814 | 3.34375 | 3 |
Understanding the historical context of 19th century toys
Emily Wells ’15, Curatorial Intern at Colonial Williamsburg
Internship organization: Colonial Williamsburg Foundation
The Colonial Williamsburg Foundation operates a living-history museum in the restored town of Williamsburg. In this setting, costumed interpreters bring 18th-century Williamsburg to life and explore the events and ideas surrounding the American Revolution. The Foundation also operates two museums, the DeWitt Wallace Decorative Arts Museum and the Abby Aldrich Rockefeller Folk Art Museum. These museums house a variety of objects that were used in America during the 18th and 19th centuries.
Her work: I was a Curatorial Intern in the museum's Curatorial Department. I worked with a variety of 19th and 20th-century toys; focusing primarily on tin toys, dolls, and games. My primary responsibility was to examine individual toys and use my observations to write descriptions and brief condition reports. I then added this information to the museum's electronic catalog. I also researched selected toys and toy companies, writing brief reports on my findings that I added to the object files along with other print resources I had found.
I also wrote French to English translations for a group of 19th-century card games. I used my translations to investigate the history of these games and discover how they had originally been played. I had the opportunity to attend regular meetings alongside other curatorial and museum staff. I helped out on smaller projects that gave me the opportunity to work with the other curators as well; for instance photographing a doll with the Curator of Textiles and Historic Interiors and travelling to Monticello to look at a cabinet with the Curator of Furniture. I also gained experience working with exhibits in the museum by attending volunteer trainings and assisting with several exhibit installations.
Her History major in Action: I was able to use my background in early American history to understand the historical context of the objects that I was working with. I was also able to better appreciate the history being interpreted in the museum and historic town. Although I had little knowledge of 19th century toys going into the internship, I was able to use the research skills that I had developed as a History major to learn more about the objects I was working with and delve deeper into their historical context.
During this internship, I honed my ability to conduct object-based research. The experience made me think about museums in a new way and introduced me to the idea of looking at history through the lens of material culture. I learned a lot about the day-to-day operations of a museum. I also learned more about the opportunities available in this field. | <urn:uuid:1e222c2b-2bb0-44b1-943e-a8445793b8bc> | CC-MAIN-2017-51 | https://www.mtholyoke.edu/stories/62023/emily-wells-15-curatorial-intern-colonial-williamsburg | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948604248.93/warc/CC-MAIN-20171218025050-20171218051050-00440.warc.gz | en | 0.97706 | 540 | 2.8125 | 3 |
One of the more certain impacts of human-induced climate change is a rise in global-mean sea level (Nicholls and Lowe, 2004). While the impacts of this sea-level rise are confined to coastal areas, these include the most densely populated land areas on Earth and they support important and productive ecosystems that are sensitive to sea-level change. Further, coasts are also experiencing significant human-induced modification, so sea-level rise and climate change are an additional stress, which amplifies their impacts (Bijlsma, 1996; Kremer et al., 2005). During the twenty-first century, global-mean sea-level rise will likely be less than 1 metre (Church and Gregory, 2001), but still potentially directly affecting at least 200 million people based on 1990 population (Hoozemans et al., 1993; Mimura, 2000). Over the longer term (many centuries), a much larger sea-level rise exceeding 10 m is possible under some emission pathways owing to ablation of the Greenland Ice Sheet and collapse of the West Antarctic Ice Sheet, among other changes (Oppenheimer and Alley, 2004; Nicholls and Lowe, 2005). Further, the high human exposure to sea-level rise is increasing rapidly because of global population growth and coastward migration. Therefore, any global assessment of the climate change issue must include the coastal implications. A fundamental result that has long been recognized by climate scientists, but less considered by policy, is that irrespective of future greenhouse gas emissions, there is a “commitment to sea-level rise” (Nicholls and Lowe, 2004; 2005).
|Title of host publication||Human-Induced Climate Change|
|Subtitle of host publication||An Interdisciplinary Assessment|
|Publisher||Cambridge University Press|
|Number of pages||16|
|Publication status||Published - 1 Jan 2007| | <urn:uuid:597c6f0c-9111-47ba-a7f4-2d8bb48399c4> | CC-MAIN-2023-14 | https://research.vu.nl/en/publications/assessing-impacts-and-responses-to-global-mean-sea-level-rise | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949642.35/warc/CC-MAIN-20230331113819-20230331143819-00601.warc.gz | en | 0.855387 | 444 | 3.5 | 4 |
Python has a well-earned reputation for being easy to use and to learn, at least for people who have learned programming in other languages first. Lately my kids have been very interested in programming, and I've found that Python doesn't come as easily to 6-11 year olds as it does to adult programmers.
So I see two approaches to this problem, if it is a problem. One, let them use other languages than Python. Two, find (or make) ways for Python to be more approachable. Let's look at both of these.
For languages other than Python, there are some really good choices. The best language for getting kids interested and up to speed quickly that I've found is Scratch, which is a visual, drag-and-drop programming language for games and animations based on Squeak Smalltalk. Scratch allows kids to program without worrying about the syntax, so they can drag blocks together, use the built-in drawing program to create sprites or import images from the library that comes with the environment. They can also share their creations on the web, projects get automatically converted to Java applets when shared on the Scratch website, and the kids can vote for and comment on each others projects.
Scratch is great for learning and for sharing. My seven-year-old can download someone else's project and generally is able to read it to see what is going on, so it is good for building basic programming literacy. It also has some pretty severe limitations: no user-defined blocks, no return values, no file interaction (so no high scores), no network interaction, no dynamic object creation, the program cannot draw on sprites (only on the background), no string variables or any real string handling. It is a great environment for learning to think creatively within its constraints, but my kids also bump up against its limits pretty quickly.
One option that is often suggested as a step up from Scratch is GameMaker, which apparently is a very nice commercial system that lets kids build games. Besides being commercial, it is also Windows-only, which makes it a non-starter in my household. Scratch runs on both Windows and OS X, with a port to Linux being worked on, but as a Windows-free household, GameMaker is right out.
Another interesting system we've been playing around with lately is Quartz Composer. This is a program that comes with Apple's free Developer Tools. Rather than snap-together blocks, as in Scratch, it is a patch-based environment (there are many of these for working with audio): You drag patches onto a workspace, then wire them up by dragging from the output of one patch to the input of another. Different patches have different numbers of connectors and there are a wide variety of patches to choose from, along with template starter projects for screen savers, audio visualizers, and more. This is a popular tool with VJs, and there is a community around it for sharing custom patches and compositions. A composition can be saved and used in various Cocoa programs that take *.qtz files as plugins, such as the Screen Saver or iChat.
While my seven-year-old can create some effects by playing around with the patches and randomly wiring them up, the system as a whole has been too abstract for him and he doesn't get it the way he gets Scratch. There is a steeper learning curve to literacy with Quartz Composer.
One more tool we've begun to explore is Squeak/eToys. I have tried in the past to understand the Squeak environment, and to grasp eToys. I was amazed how impenetrable this system, ostensibly designed for children, was to me. A while back I read on Ted and Julie Leung's respective blogs I read about Squeak: Learn Programming with Robots. This book finally gave me a good starting point for learning Squeak, and an introduction to eToys I could understand. Familiarity with Scratch helps too, since I think Scratch came about in part as a way to make eToys more accessible. So far, while I like the ideas behind Smalltalk, I haven't been able to muster much enthusiasm for Squeak. It's always been slow on the Mac (the Macs I have now are finally fast enough to make it bearable), and the UI for it is downright ugly.
I realize there are lots of other visual environments out there we could try. Alice and StarLogo are on our radar, for instance. But that is enough to give a sample of both what is available and the journey my kids and I have taken so far.
Turning now to Python. Python has some visual tools built in: Tkinter for building a GUI and the turtle library that is built on top of Tkinter. I actually built a turtle library on top of Tkinter once, not knowing that Python came with one. I added a few things: Turtles could follow mouse clicks, and they looked like turtles, not like triangles. There is also the rather more advanced xturtle library, which is quite cool (also built on top of Tkinter). Besides adding more direct manipulation to turtle drawing (point to move, drag to reposition, etc.) I wanted to have the turtles able to write out the resulting scripts, so kids could learn by modifying those starter scripts. Other projects came along though, and I still haven't finished either my turtle program or my port of xturtle to run on top of PyObjC on the Mac.
Programming for Artists
Speaking of PyObjC, there have been several tools which take advantage of the powerful graphics capabilities of OS X, using the PyObjC bridge to access Cocoa classes and Quartz graphics from Python. The first of these (that I know of) was DrawBot, by Just van Rossum which is now at version 2.0. The 0.9 version of DrawBot was forked to add additional GUI capabilities, but was not differentiated well from the main DrawBot to avoid confusion. Another fork of DrawBot is NodeBox, which also continues on as a current project today and has gathered an ecosystem to it of artists, designers, and many powerful plugin extensions. All of the DrawBot family of tools are inspired by Processing, which is a similarly stripped-down language for graphics processing. While I use NodeBox extensively, and work with the kids with it (my 11-year-old created the logo for her weblog with it), Processing has its advantages too. NodeBox is focussed on creating art works in PDF or Quicktime movies and focuses on making these easy (including very easy to get started with animation). Processing is built on Java rather than Python, and you can embed the resulting tools as interactive art or games directly in a web page as applets. So while the core languages used by both are nearly identical, they diverge quickly based on their extensions or the desired end result. I recommend looking at the galleries for both NodeBox and Processing to get a feel for what they can do. The key goal of these projects is that they are written for artists, not for programmers.
Another tool which is inspired by DrawBot and Processing, but is a separate, cross-platform project, is Winston Wolff's MakeBot. Besides being the only tool here which works across Windows and Macintosh, MakeBot has games as the end-goal, and is specifically designed with teaching kids in mind (Winston uses it for his Lunar Repair Yard course in NYC). Winston has also started the Command Blocks project to bring some of the drag-and-drop programming ideas from Scratch into Python (and which I'm hoping to contribute to as well).
Graphics for Physicists
The first tool on our tour which handles 3D is VPython (formerly Visual Python, but changed because there was already a Visual Python project, but it's good to know the history because it still starts as "import visual"). Like the Processing-inspired tools, VPython is designed for non-programmers, although in this case it is designed for physics students to create simple simulations easily, although the possibilities for games and art projects still exist. I love the simple API of this library, if you want a sphere the code is "ball = sphere()" That gets you a grey unit sphere centered on 0,0,0. If you want it a different size, color, or position you can pass them as arguments to sphere or change the properties afterwards. If there isn't a window yet, one will be created automatically, but of course you can create a window yourself (or more than one). To give a more concrete example, here is a complete, animated program from the VPython examples:
from visual import * floor = box(length=4, height=0.5, width=4, color=color.blue) ball = sphere(pos=(0,4,0), color=color.red) ball.velocity = vector(0,-1,0) dt = 0.01 while 1: rate(100) ball.pos = ball.pos + ball.velocity*dt if ball.y & 1: ball.velocity.y = -ball.velocity.y else: ball.velocity.y = ball.velocity.y - 9.8*dt
One of the projects I would like to explore is using Python to generate/work with POV-Ray for more advanced 3D rendering than what I can get with VPython, but a good starting point is that there is an extension to VPython that can export its models to POV-Ray.
Taking the Red PIL
The Python Image Library (PIL) is more or less the standard tool for creating non-interactive graphics, but it has its place in interactive graphics as well. I often rely on it for importing and exporting images from PyGame, and it can be used off-line for creating or manipulation graphics to use in an animation or game. It is perhaps a measure of my geekiness that I often find it easier to write a program to create or manipulate some graphics than I do to figure out how to perform the same task in Photoshop or any of the other half-dozen or so graphics programs I have at hand. Lately NodeBox has been my tool of choice for these scripts, but I still use PIL a lot when I'm working in Linux.
The Once and Future PyGame
PyGame is a great success story for Python. There are real, polished games created with it, like SolarWolf and Pathological. It is also used for teaching (as in the LiveWires course), and in game creation contests such as Ludum Dare and PyWeek. My own experience with PyGame has been something of a love/hate relationship. On the love side, it is easy to set up, works virtually anywhere (on my tiny Nokia N800, for instance) and is quite good at moving pixels around. On the hate side, it is very low-level, and I either have to learn one (of several possible) libraries that add necessary abstractions for events, input, collisions, etc., or I have to roll my own. It feels like programming the Mac, back in the '80s. Lately I have been trying to do some work with PyGame targeting the OLPC XO and the aforementioned N800, and have been hampered by the fact that many of the really cool extensions to PyGame rely on OpenGL, which neither of those devices have.
There are other cool Python libraries for graphics: Pyglet, PyOpenGL, PyGame. I've written stuff for the kids with PyGame, but I think it is still too much for them to manage themselves. And I'm not cruel enough to have thrown OpenGL (which includes Pyglet) at them yet. Let them think the world is kinder than that for awhile yet.
Overall there is a lot of promise in the world of graphics for Python. There is still plenty of work to be done, too. I guess I'd better get coding. | <urn:uuid:c7deb008-aebc-4ca5-9e0c-b4786640f459> | CC-MAIN-2016-22 | http://livingcode.org/entries/2008-02-20_the-importance-of-visual-programming/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464051165777.94/warc/CC-MAIN-20160524005245-00032-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.967184 | 2,493 | 3.390625 | 3 |
Swift is a general-purpose, multi-paradigm, compiled programming language developed by Apple Inc. and the open-source community, first released in 2014. Swift was developed as a replacement for Apple’s earlier programming language Objective-C, as Objective-C had been largely unchanged since the early 1980s and lacked modern language features. Swift works with Apple’s Cocoa and Cocoa Touch frameworks, and a key aspect of Swift’s design was the ability to interoperate with the huge body of existing Objective-C code developed for Apple products over the previous decades. It is built with the open source LLVM compiler framework and has been included in Xcode since version 6, released in 2014. On Apple platforms,[ it uses the Objective-C runtime library which allows C, Objective-C, C++ and Swift code to run within one program.
Apple intended Swift to support many core concepts associated with Objective-C, notably dynamic dispatch, widespread late binding, extensible programming and similar features, but in a “safer” way, making it easier to catch software bugs; Swift has features addressing some common programming errors like null pointer dereferencing and provides syntactic sugar to help avoid the pyramid of doom. Swift supports the concept of protocol extensibility, an extensibility system that can be applied to types, structs and classes, which Apple promotes as a real change in programming paradigms they term “protocol-oriented programming”(similar to traits).
Swift was introduced at Apple’s 2014 Worldwide Developers Conference (WWDC).[It underwent an upgrade to version 1.2 during 2014 and a major upgrade to Swift 2 at WWDC 2015. Initially a proprietary language, version 2.2 was made open-source software under the Apache License 2.0 on December 3, 2015, for Apple’s platforms and Linux.
Through version 3.0 the syntax of Swift went through significant evolution, with the core team making source stability a focus in later versions. In the first quarter of 2018 Swift surpassed Objective-C in measured popularity.
Swift 4.0, released in 2017, introduced several changes to some built-in classes and structures. Code written with previous versions of Swift can be updated using the migration functionality built into Xcode. Swift 5, released in March 2019, introduced a stable binary interface on Apple platforms, allowing the Swift runtime to be incorporated into Apple operating systems. It is source compatible with Swift 4.[
Swift 5.1 was officially released in September 2019. Swift 5.1 builds on the previous version of Swift 5 by extending the stable features of the language to compile-time with the introduction of module stability. The introduction of module stability makes it possible to create and share binary frameworks that will work with future releases of Swift. | <urn:uuid:f6fe3472-f602-4418-8490-f8f7e3a0c617> | CC-MAIN-2023-23 | https://www.derniercriweb.solutions/bury-blog/2021/04/29/swift-programming/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224657735.85/warc/CC-MAIN-20230610164417-20230610194417-00334.warc.gz | en | 0.934647 | 613 | 3.171875 | 3 |
Describes the difference among (a) Acetaminophen, (b) Naproxen, (c) Ibuprofen, and (d) Aspirin. Explains the different dosages, precautions, interactions, and contraindications for each NSAID (nonsteroidal anti-inflammatory drug). Describes how opioid analgesics differ from NSAIDS and explain opioid receptors and opioid metabolism. Describes the risks and abuse and addiction associated with opioid medication and identify patients at risk for substance-use disorders. Discusses the medical and pharmacological similarities and differences among Codeine, Hydrocodone (Vicodin), and Oxycodone (Percocet). Explains each of the above opioids’ dosages, precautions, interactions, and contraindications. Counsels patients concerning the side effects, addictive nature, proper storage, and disposal of opioid medications. Defines pain-management principles with NSAIDS, opioids, and combined NSAID/opioid medications. Describes opioid antagonists and overdose-prevention treatments. Practices effective pain management. Defines and describes the signs and symptoms of opioid-use disorders. Defines and describes anxiolytics used in dentistry, such as Ambien, Ativan, Halcion, Valium, Xanax - along with pharmacological effects, adverse reactions, and contraindications. Defines and describe muscle relaxants used in dentistry such as Flexeril and Klonopin - along with pharmacological effects, adverse reactions, and contraindications. Explains the modern issues of multi-drug resistant infections in dentistry and describe new thinking in antibiotic regimens to combat these resistant pathogens. | <urn:uuid:69e709df-9738-4a9a-bbe7-80f377f38eae> | CC-MAIN-2020-24 | http://www.inrseminars.com/bookstore/dental | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347407001.36/warc/CC-MAIN-20200530005804-20200530035804-00038.warc.gz | en | 0.83876 | 345 | 3.09375 | 3 |
In honor of National Childhood Dental Health Month, I have decided to partner with my good friend and pediatric dentist, Chris Pham, DDS, to bring you a series of posts about dental health. For our first post, we will discuss taking care of baby teeth.
Dr. Pham is a pediatric dentist in San Diego and owner of 3 pediatric dental practices. He and his partners have created friendly environments so kids of all ages feel comfortable at the dentist.
Why do baby teeth need to be cared for?
As we always say in pediatrics, babies and children are NOT just little adults. Dr. Pham says, “They are not just small versions of us. Their biology is different. Their eating habits are different. Their compliance is very different. The saliva is plentiful and different. They are just plain different. So are their teeth! Their teeth are also smaller with less defenses so their teeth can succumb to decay faster.” Because an ounce of prevention is worth a pound of cure, preventing decay in children starts in infancy. It is just as important to care for the non-permanent teeth as it is for the permanent teeth, even though they eventually fall out. “The last baby tooth will stick around until age 12 so you want to make sure all of your child’s teeth are healthy and pain free during that time. Kids need to be able to eat, sleep and concentrate in school without the distraction of painful teeth.” You might not get around to diligently brushing and flossing wiggly little ones twice per day, but you don’t want to ignore their teeth either.
What are cavities?
Dr. Pham describes cavities this way: “At the biological level, cavities are caused by bacteria, which feed on sugar left behind in your mouth. Those nasty little bugs go on to digest the sugar and then “go potty” on the teeth in hard to clean spots. It’s this process, that hurts teeth. The acid byproduct dissolves teeth and makes them soft and leads to holes, which you eventually see, on the teeth. The holes are problematic because they invite other sugar bugs allowing them to expand their conquests. The holes get bigger and your enamel (the white part of your teeth) start to change color and break away. Sensitivity may be the first symptom, but in children, it’s not a reliable indicator. They respond to pain differently than adults and it may not be obvious that something is wrong until it is too late. If left untreated or unnoticed, these areas of decay may develop into nerve attacks within the tooth, leading to infection.”
How can you prevent cavities in baby teeth?
Start cleaning your baby’s teeth as soon as they appear. (For more on tooth eruption and teething, click here.) It’s ok to use a smear of fluoride containing toothpaste on baby teeth, even before your child is able to spit it out. Aim for brushing at least before bed, after your baby’s last nursing or bottle and be prepared to stop bottle use after age 1 year. Do not give your baby any juice or added sugars in their diet, especially chewy sugar like fruit snacks. These get stuck in between the teeth, increasing the risk of cavities in those hard to reach areas. Also, avoid licking a dropped pacifier for your baby because the bacteria in your mouth that causes cavities will get transferred to your baby. Finally, make sure to schedule a dentist visit with a pediatric dentist like Dr. Pham to get started on a lifetime of good dental hygiene.
Look for our next post about how to care for teeth in your older child! | <urn:uuid:697aa94f-0883-408c-aef8-218cc32be280> | CC-MAIN-2017-34 | http://www.drjaimefriedman.com/tag/teeth/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105086.81/warc/CC-MAIN-20170818175604-20170818195604-00438.warc.gz | en | 0.959882 | 766 | 2.828125 | 3 |
What means anticipatory?
How do you define the Americas?
What does the media consist of?
What is the main type of environment?
What is an example of symbolism?
What is called as note?
What is a synonym for legitimacy?
How do I write my name in Western script?
How is preparation going on reply?
What does it mean to encapsulate a placenta?
What nationality is Danny Kenyon?
Is Senora Acero based on a true story?
What is the spokesperson role?
What is father's occupation?
Table of Contents:
- What is the meaning of grand narrative?
- What are Metanarratives in sociology?
- What is the difference between a narrative and metanarrative?
- Why should we learn the grand narrative of Scripture?
- What is the function of narrative?
- What is social function of narrative?
- What is the structure of a narrative?
- What are the language features of a narrative?
- How many types of narrative text are there?
- What is narrative text and example?
- What is the generic structure of narrative text?
- What is the kind of narrative text?
- What is a narrative example?
- What are the five elements of narrative text?
- What is complication in narrative text?
- What constitutes the main idea of a narrative text?
- What is a resolution in a narrative?
- Does a narrative have to have a problem?
- How long is a narrative?
- How do you start a narrative story example?
- What is not included in a narrative writing?
- What does writing in the narrative mean?
- What is the qualification of narrative?
- What is a theme in a narrative essay?
- What is the theme of the Personal Narrative?
- How do you find the theme in a narrative?
- What is an example of a theme?
What is the meaning of grand narrative?
According to John Stephens it "is a global or totalizing cultural narrative schema which orders and explains knowledge and experience". ... The prefix meta means "beyond" and is here used to mean "about", and a narrative is a story.
What are Metanarratives in sociology?
A metanarrative is a postmodern theory which refers to the big stories in which religions offer individuals about the world. These metanarratives will explain the importance of religion and explain modern phenomenons.
What is the difference between a narrative and metanarrative?
As nouns the difference between metanarrative and narrative is that metanarrative is a grand story that is self-legitimizing while narrative is the systematic recitation of an event or series of events.
Why should we learn the grand narrative of Scripture?
Why should we learn the Grand Narrative of Scripture in order to effectively cross cultures with the gospel? The Grand Narrative of Scripture includes Creation, Fall, Redemption, and Restoration. ... Understanding the culture “will provide a direction for the best approach in presenting the Gospel” (Buker, 2019).
What is the function of narrative?
In this meaning narrative is not just the art of telling stories, but it serves various functions, it communicates information, expresses emotions and personal events, transmits morals and cultural knowledge, provides entertainment and also helps in many ways to depict thoughts and feelings, along with disclosing the ...
What is social function of narrative?
The social function of narrative is to amuse, entertain and to deal with an actual or vicarious experience in different ways. It also deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.
What is the structure of a narrative?
Narrative structure is a literary element generally described as the structural framework that underlies the order and manner in which a narrative is presented to a reader, listener, or viewer. The narrative text structures are the plot and the setting.
What are the language features of a narrative?
Narratives entertain and engage the reader in an imaginative experience. Narrative texts are organised according to setting, event leading to a problem and solution. The main features of narrative writing are: defined characters, descriptive language, past tense.
How many types of narrative text are there?
There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.
What is narrative text and example?
The purpose of narrative text is to entertain the reader or present a story. For example, a fairy tale is a narrative text structure. Narrative text structures should be easy to remember because the structure follows a story with a beginning, a middle, and an end.
What is the generic structure of narrative text?
Generic structure of narrative text usually has three components: orientation, complication, and resolution. Orientation is placed in the first part which tells about characters, place, and time (setting). Then, complication tells about how the conflict is happening in the story.
What is the kind of narrative text?
A narrative text entertains, instructs or informs readers by telling a story. Narrative texts deal with imaginary or real world and can be fictional (fairy tales, novels, science fiction, horror or adventure stories, fables, myths, legends, etc.) and non-fictional (articles, newspaper reports, historical writings).
What is a narrative example?
A novel written from the point of view of the main character is a narrative. The essay you wrote, entitled “What I did on my summer vacation”, was a narrative. An article written by a blogger about his/her experience travelling across the United States on a bicycle would most likely be a narrative.
What are the five elements of narrative text?
These five components are: the characters, the setting, the plot, the conflict, and the resolution. These essential elements keep the story running smoothly and allow the action to develop in a logical way that the reader can follow.
What is complication in narrative text?
Complication. A Complication is when a problem or a dilemma disrupts the normal life or comfort of the characters and sets off a sequence of interesting events.
What constitutes the main idea of a narrative text?
The main idea is the point of the paragraph. ... The author can locate the main idea in different places within a paragraph. The main idea is usually a sentence, and it is usually the first sentence. The writer then uses the rest of the paragraph to support the main idea.
What is a resolution in a narrative?
The resolution is the end of the story. It occurs after the CLIMAX. It is when you learn what happens to the characters after the CONFLICT is resolved.
Does a narrative have to have a problem?
Consider the essential elements of a story: it must have a setting, it must contain characters, there must be a particular plot or story line, a problem (sometimes called 'conflict') must come into play to help move the story along, there must eventually be a resolution to the problem, and the story must be told from ...
How long is a narrative?
Review the narrative to make sure it is not too long, as personal narratives are usually short, no more than one to five pages long. You may also need to meet a specific length requirement if you are writing the personal narrative for a class.
How do you start a narrative story example?
Find out which starter makes your partner most interested in reading your story.
- Start with action or dialogue.
- Ask a question or set of questions.
- Describe the setting so readers can imagine it.
- Give background information that will interest readers.
- Introduce yourself to readers in a surprising way.
What is not included in a narrative writing?
Narrative includes short stories, novels and autobiographies; non-narrative includes cookbooks, technical manuals, dictionaries and maps—all very different kinds of texts that require different reading skills.
What does writing in the narrative mean?
Narrative writing is writing that has a story, characters, conflict, and other essential parts of a story. Narrative writing is often synonymous with a story. And this differs greatly compared to other forms of writing, like in textbooks and certain nonfiction books.
What is the qualification of narrative?
Narratives are mostly written as stories, and they must include all the basic story elements. They must have characters, conflicts and plot events. The story arc needs to follow an introduction, a climax and a resolution. The plot needs to be presented in an organized manner to avoid confusion.
What is a theme in a narrative essay?
In contemporary literary studies, a theme is a central topic, subject, or message within a narrative. ... The most common contemporary understanding of theme is an idea or point that is central to a story, which can often be summed in a single word (for example, love, death, betrayal).
What is the theme of the Personal Narrative?
The theme is the central meaning of a narrative. It tells the reader what the work is about. The theme is expressed through what the characters say, do and think and through the actions that take place within the story.
How do you find the theme in a narrative?
the idea the writer wishes to convey about the subject—the writer's view of the world or a revelation about human nature. To identify the theme, be sure that you've first identified the story's plot, the way the story uses characterization, and the primary conflict in the story.
What is an example of a theme?
Examples of Theme Topics: Love, Justice/Injustice, Family, Struggle, the American Dream, Wealth, Inhumanity Examples of Themes: People risk their own identity to find love; Power corrupts humanity; Without empathy, there can be no justice.
- What is the grand nursing theory?
- What theories are used in qualitative research?
- How many theories are there in international relations?
- What is an example of a consensus?
- Which feature is true about grand theory?
- What is ultimate theory?
- What does greatness stand for?
- What is the strength of ground theory?
- What does grand strategy mean?
- Did Jane cheat on Stephen with Jonathan?
- How do you handle corporate politics?
- What is Anthropology in the Bible?
- Why is evolution called the grand unifying theory of the life sciences?
- What is the caring theory in nursing?
- How can Groupism be avoided?
- Which theorist developed the theoretical framework that has as its focus observable behavior?
- What makes a bad team?
- What is scholarly theory?
- Apa itu benar dan kebenaran?
- What does Favouritism mean? | <urn:uuid:671e0213-2b6f-489d-b4d8-e9241c09b06a> | CC-MAIN-2022-40 | https://sociology-tips.com/library/lecture/read/10787-what-is-the-meaning-of-grand-narrative | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336921.76/warc/CC-MAIN-20221001195125-20221001225125-00642.warc.gz | en | 0.937467 | 2,402 | 3.125 | 3 |
Need for reform
Women in the early nineteenth century had inherited a status that was underprivileged in law, religion and social status relative to men.
- It was held that a woman's place was in the home, but married women had few legal rights as individuals. They could not own property, keep what they earned, sue on their own behalf or make contracts.
- A married woman might risk her life to bear a child but once born the child belonged to her husband. He was the legal parent, the children took his family name and the mother had no right to custody if for any reason she had to separate from her husband.
- The status of single women was low, their employment prospects restricted, many were dependent on their relatives and they were often subject to ridicule as 'old maids.'
- Men traditionally took the initiative in social encounters with women, but in sex-related transgressions such as adultery, prostitution and illegitimacy, women were penalised to a far greater extent, both by law and by society.
- Most churches preached obedience, modesty, purity and chastity to women, but not so frequently to men. Even when exhausted or in danger of death from childbearing, women were often advised to give the sexual needs of their husbands priority over their own welfare.
- A minority of better-off families used pre-marriage settlements so their daughters could evade property restrictions, but even for them the other problems remained.
|A well regulated family is a small state ... . In this little state the father is the head and the ruler. Though a wife sometimes has more brains and gifts of administration than her husband, yet she must recognise his position as head of the family ... Subordinate to her husband, the wife should reign as queen in her home. Though woman is, in a sense, inferior to man, still her mission in life is not less noble than his ...
The RC Bishop of Clonfert in his 1912 pastoral, quoted in Cliona Murphy, The Women's Suffrage Movement and Irish Society, 1989, p.147.
The English common law concept by which a woman lost her legal rights as an individual when she married was called 'coverture.' The rich protected their daughters from material want by marriage settlements. They set up trusts for their benefit which were managed by male relatives or friends. It is estimated that about ten per cent of women benefited from such arrangements. Women, happily married to good husbands would hardly be affected and many were not even aware of the restrictions in the background.
The fact that a husband could deprive his wife of her own earnings and property was troublesome for women earning their own living, women with obstinate, mean, violent or criminal husbands and those who were separated, or needed to separate from their husbands. It also limited the credit of women running their own businesses.
On the other hand, men were obliged to support their wives - but only sufficiently to maintain life and health. They also had to pay the debts of their wives, but if necessary they could give public notice that they would no longer honour those debts.
- Consider the ways in which women were underprivileged in the early nineteenth century. Select the four factors you think were the most serious and give reasons for your choice.
- Explain the concept of coverture.
- Suggest reasons for this legal concept.
- How did rich parents try to protect their daughters from material want?
- Suggest reasons for depriving married women of the right to legal custody of their children.
- Suggest reasons why it was women who were penalised to a far greater extent both by law and society for sex-related transgressions.
- Suggest reasons why clergy frequently preached 'obedience, modesty, purity and chastity to women, and less frequently to men.'
- Discuss the value of the extract from the 1912 pastoral letter of the RC Bishop of Clonfert quoted above as historical evidence for attitudes to women at the time.
- Write a speech or article raising married women's awareness of injustice in the 1830s.
- Write a letter from a wealthy man to his daughter who is about to marry in the 1830s.
- Write a letter advising a business woman who is about to marry in the 1830s.
- Study Caroline Norton in the next section and in Documents at the end of this section. | <urn:uuid:832471b4-de19-4b99-a5ea-df50db567493> | CC-MAIN-2022-33 | http://womeninhistory.scoilnet.ie/content/unit3/NeedForReform.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573242.55/warc/CC-MAIN-20220818154820-20220818184820-00273.warc.gz | en | 0.989931 | 895 | 3.71875 | 4 |
Scientists have finally found out how long DNA lasts in fossils. Alas, their discovery puts dreams of real life Jurassic Parks to rest for good.
As it turns out, DNA has a half-life of 521 years, according to researchers who studied fossils of extinct giant birds found in New Zealand. Previously, nobody knew exactly how long DNA lasted before decaying, which meant that technically it was possible to extract and read DNA from ancient fossils. A theory which was the premise of the movie Jurassic Park and which allegedly prompted a billionaire to try cloning a dinosaur.
“This confirms the widely held suspicion that claims of DNA from dinosaurs and ancient insects trapped in amber are incorrect,” said Simon Ho, a computational evolutionary biologist at the University of Sydney in Australia. Sorry, Jurassic Park fans, you're never going to see a breathing Tyrannosaurus rex.
To find out more about why one of our childhood dreams has been just a delusion, and about this important scientific discovery check out the video above. | <urn:uuid:23b4eb09-a2dc-4b2c-b4f0-17533e77cbe1> | CC-MAIN-2017-43 | http://mashable.com/2012/10/12/dna-half-life-discovery-rules-out-real-life-jurassic-parks-video/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823731.36/warc/CC-MAIN-20171020044747-20171020064747-00038.warc.gz | en | 0.947803 | 202 | 3.4375 | 3 |
In late September 2013, the ice surrounding Antarctica reached its annual winter maximum and set a new record. Sea ice extended over 19.47 million square kilometers (7.51 million square miles) of the Southern Ocean. The previous record of 19.44 million square kilometers was set in September 2012.
The map above shows sea ice extent around Antarctica on September 22, 2013, when ice covered more of the Southern Ocean than at any other time in the satellite record. The map is based data from the Advanced Microwave Scanning Radiometer 2 (AMSR2) sensor on Japan’s Global Change Observation Mission 1st-Water (GCOM-W1) satellite. Land is dark gray, and ice shelves—which are attached to land-based glaciers but floating on the ocean—are light gray. The yellow outline shows the median sea ice distribution for September from 1981 to 2000. Sea ice extent is defined as the total area in which the ice concentration is at least 15 percent.
“For the second year in a row, we set a record high winter maximum,” said Walt Meier, a glaciologist at NASA’s Goddard Space Flight Center. “But even though it is a record high, it is only 3.6 percent above the 1981-2010 average maximum. That means the difference between this year and an average year is that the ice edge extended an average of only about 35 kilometers (22 miles) farther this year.”
Antarctic sea ice cover reaches its minimum extent each year in February or March; the ice cover then grows until reaching its maximum extent in September or October. The graph above shows the maximum extent for each September since 1979 in millions of square kilometers. There is variability from year to year, though the overall trend shows growth of about 1.5 percent per decade.
The image below shows how the 2012 and 2013 Antarctic ice growth seasons compare. In 2013 (black line) and 2012 (red line), the ice reached the highest extents ever recorded, but it was only slightly above the historical average (blue line). Light blue regions show the range of natural variability.
While researchers continue to study the forces driving the growth in sea ice extent, it is well understood that multiple factors—including the geography of Antarctica, the region’s winds, as well as air and ocean temperatures—all affect the ice.
Geography and winds are thought to be especially important. Unlike the Arctic, where sea ice is confined in a basin, Antarctica is a continent surrounded by open ocean. Since its sea ice is unconfined, it is particularly sensitive to changes in the winds. As noted by the National Snow and Ice Data Center, some research has suggested that changes in Antarctic sea ice are caused in part by a strengthening of the westerly winds that flow unhindered in a circle above the Southern Ocean.
- NASA Earth Observatory (2009, April 20) Sea Ice.
- NASA Earth Observatory World of Change: Antarctic Sea Ice.
- NASA (2009, September 1) What's Holding Back Antarctic Sea Ice from Melting. Accessed September 27, 2013.
- National Snow and Ice Data Center (2012, October 2) Sea ice down under: Antarctic ice and climate. Accessed September 27, 2013.
- National Snow and Ice Data Center (2013, September 17) Antarctic Sea Ice Extent (bottom of page). Accessed September 27, 2013.
- Parkinson, C. & Cavalieri, D. (2012, August 15) Antarctic sea ice variability and trends, 1979-2010. The Cryosphere, (6), 871-880.
- The New York Times (2012, October 3) Running the Numbers on Antarctic Sea Ice.
- Stammerjohn, S. et al (2013, March 16) Regions of rapid sea ice change: An inter-hemispheric seasonal comparison. Geophysical Research Letters, 39 (6).
- University of Washington (2013, September 17) Stronger winds explain puzzling growth of sea ice in Antarctica. Accessed September 27, 2013.
- Washington Post (2013, September 23) Antarctic sea ice hit 35-year record high Saturday. Accessed September 27, 2013.
- Zhang, J. (2013, September) Antarctic sea ice variability and trends, 1979-2010. Journal of Climate, In press.
NASA Earth Observatory image by Jesse Allen, using data from the Advanced Microwave Scanning Radiometer 2 (AMSR2) sensor on the Global Change Observation Mission 1st-Water (GCOM-W1) satellite. Sea ice extent graphs by Jesse allen, based on NSIDC data. Caption by Adam Voiland, with information from Walt Meier and Claire Parkinson, NASA GSFC.
- GCOM-W1 - AMSR-2 | <urn:uuid:9ad38feb-309d-4a45-9198-03488764053f> | CC-MAIN-2015-06 | http://earthobservatory.nasa.gov/IOTD/view.php?id=82160&eocn=home&eoci=iotd_previous | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422122238694.20/warc/CC-MAIN-20150124175718-00238-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.902858 | 982 | 3.921875 | 4 |
From the National Park Service
Are the bison leaving Yellowstone National Park because it is overgrazed?
- To date, the central and northern bison herds have not reached the estimated food-limited carrying capacity of approximately 5,500 to 7,500 bison inside the park. Also, several assessments of conditions by scientists and land managers have indicated the park is not overgrazed.
- National Park Service biologists have recommended maintaining a bison population that fluctuates between 2,500 and 4,500 to preserve ecological processes that meet conservation needs and to mitigate social and political conflicts in Montana.
- What is the current bison population?
- Why are bison being removed from the population?
- How will the bison be removed from the population?
- Why are bison being shipped to meat processing facilities?
- Why can’t you harvest bison through hunting instead of shipping them to meat processing facilities?
- Why don’t you just keep all the bison within Yellowstone National Park?
- Are the bison leaving Yellowstone National Park because it is overgrazed?
- Why don’t you just let the bison roam freely outside Yellowstone National Park?
- Why don’t you allow native predators to control bison numbers?
- Why can’t you ship bison to other areas or quarantine facilities rather than meat processing facilities?
- What happens to all the meat, hides, horns, etc. from bison shipped to meat processing facilities?
- Why are bison managed differently from other wildlife and not allowed to move freely into Montana and disperse to new areas?
- Are removals of bison and shipments to meat processing facilities precedent setting for national parks?
- What are the economic costs of bison removals from Yellowstone National Park?
- Has the Interagency Bison Management Plan (IBMP) been successful at accomplishing its goals? | <urn:uuid:dc721ec4-63a7-4359-8c64-bfe7f3a67671> | CC-MAIN-2019-18 | http://4leggers.com/yellowstone-bison-are-the-bison-leaving-yellowstone-national-park-because-it-is-overgrazed/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578527865.32/warc/CC-MAIN-20190419161226-20190419183226-00364.warc.gz | en | 0.937536 | 400 | 3.28125 | 3 |
Did you know that your dentist doesn't just check your teeth? That's why the theme for Dental Health Week this year is "Watch Your Mouth" - not just your teeth, but your whole mouth. Teeth, gums, tongue, cheeks, palate, bones, joints... your dentist can make sure everything about the structure and function of your mouth is healthy. Here's just a few of the common things dentists check for that don't directly involve your teeth:
Gums - the foundation for your teeth
It's entirely possible to have perfect, healthy teeth but end up losing them due to poor gum health. A thorough examination of your gums at every checkup will reveal if you're prone to periodontitis or not, and your dentist can help you manage it so you keep your teeth for life.
Ulcers aren't always just ulcers
Some people are more prone to mouth ulcers than others, and some of us are just too keen to bite into that lava-hot cheesy pizza - minor injuries and mouth ulcers are common. If you've noticed a sore spot in your mouth it could be just a boring old apthous ulcer, but how long should you wait to get it checked? Generally if something hasn't healed within 2 weeks, get your dentist to have a look. It may be a sign on an underlying medical problem, or something nasty like the start of oral cancer.
Your mouth gives away your general health
Your dentist can tell if your gums are bleeding because you're not cleaning well enough, or if there might be another reason for it. Gingivitis despite good oral hygiene can be a sign of a more widespread health problem. Certain vitamin and mineral deficiencies can first turn up as swollen and bleeding gums, as can some hormonal imbalances. In rare cases something as serious as leukaemia can cause otherwise unexplained gingivitis. Someone who is generally run down may also show signs in their mouth such as dry, cracked corners of their mouth, or fungal infections which show up in a number of different forms.
Everything you use to chew
Jaw joints, chewing muscles, jaw bones... these are all the territory of your dentist. If you're experiencing problems such as jaw joint pain, joint locking, chewing muscle tenderness or regular headaches, your dentist is a good first port-of-call. Sometimes these things can be managed by your general dentist, or you may be referred to a specialist in temporomandibular joints and orofacial pain. Most people don't realise that these specialists are dentists who have completed extra training, rather than being a medical specialty. | <urn:uuid:745345b2-3872-430f-bc71-42b3784ad4a1> | CC-MAIN-2021-39 | https://blog.hif.com.au/dental-health/dental-health-week-2018-watch-your-mouth | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057371.69/warc/CC-MAIN-20210922163121-20210922193121-00161.warc.gz | en | 0.954224 | 541 | 2.984375 | 3 |
Greece is considered to be the birthplace of Western civilisation. According to Greek mythology a competition took place between the goddess of wisdom Athena and the sea god Poseidon. The people of Athens chose the former as their protector. The myth can be seen as an allegory of the historical strengths of Athens as a city associated both with learning and sea power.
Athens was first settled some five thousand years ago. By 1400 BC the area had become an important centre in the Mycenaean civilization. Thanks to Athens’ strategic location the city occupied a privileged place in the Greek world and from early in the first millennium BC Athens was a sovereign city-state, ruled by a series of mythical or semi-historical kings. A political state had yet to arise in Athens and four tribes, based upon family relationships, dominated. During this period Athens absorbed the other towns on the plain of Attica thus creating the largest and wealthiest state on the Greek mainland. A class of people excluded from this wealth, and from political life in general, also came into being however. By the 7th century BC social unrest had become widespread and a new code of law was created by Draco (hence the term "draconian"). These reforms did not satisfy the population for long and so Solon was eventually appointed to create a new constitution in 594 BC. The enslavement of Athenian citizens as a punishment for debt became outlawed, the large landed estates were broken up in order to boost free trade and commerce, and the poor majority of the population received political rights for the first time. Only the upper classes could hold political office however. The political and legal initiatives put in place at this time system laid the foundations for what would eventually become Athenian democracy.
In 490 BC the Athenians resisted the first invasion of the Persians, under the guidance of King Darius. In 480 BC the Persians then returned to attack Athens under their new ruler, Xerxes. The Spartans were the dominant Greek force in the region at that time, but they were celebrating a religious festival when the Persians attacked and could only send 300 soldiers to meet them. The heroic Spartans died as they temporarily blocked the flow of the 200,000 men of Xerxes but eventually Athens had to be evacuated. The Athenians and their allies later defeated the vastly superior Persian fleet: Sparta's hegemony was passing to Athens and the Athenians subsequent victories lead to the creation of the Athenian-dominated Delian League.
The other Greek city-states resented Athens’ hold on the region: this led to the Peloponnesian War of 431 BC which resulted in Athens losing its command of the sea. In 338 BC the armies of Philip II effectively ended Athenian independence. The famed military successes of his son Alexander the Great made the traditional Greek city-state obsolete. Athens remained a wealthy city and a major centre of culture and learning for the next four hundred years but had lost its independent political power.
In the 2nd century AD the Greek territory was annexed to the Roman Empire and Roman rule in Athens lasted for five hundred years. Athens had a special status under Rome due to its widely admired schools and the city remained a centre of learning and philosophy during Roman occupation. The Roman emperors Nero and Hadrian had temples, a library, and a gymnasium constructed, and improved the city’s infrastructure. The city was sacked by the Germanic Heruli nomads in 267 AD and much of the city was destroyed. The conversion of the Roman Empire to Christianity ended the city's role as a centre of learning and the Emperor Justinian closed the schools of philosophy in 529 AD. This date is generally considered to mark the end of the ancient history of Athens.
From 529 AD Athens descended into one of its darkest periods. The once illustrious city-state was reduced to a provincial town during the Byzantine Empire, the Parthenon temple was converted into a church, and many of Athens’ art works were removed to Constantinople. Barbarian raids were commonplace and as the seventh century progressed much of Greece was overrun by Slavs. The one notable figure from this period was Irene of Athens, who was the Byzantine empress from 797 to 802.
By the middle of the 9th century Athens had begun to recover. The city’s fortunes were scarcely affected by the invasion of the Turks in 1071 and the ensuing civil wars. Archaeological evidence shows that Athens experienced a period of rapid and sustained growth in the early Middle Ages and indeed the 11th and 12th centuries correspond to the Golden Age of Byzantine art in Athens.
In 1204, the notorious Fourth Crusade conquered Athens in the name of the Latin Empire or Latin Empire of Constantinople. The Dukes of Burgundy then ruled Athens, followed by the Catalans, and finally the Florentines until 1458 when Athens fell to the Ottoman Empire. The victorious Ottoman Sultan Mehmet II was greatly struck by the beauty of the city’s ancient monuments, but despite his determination to protect the city much damage was caused during the 17th century when Ottoman power was declining. The Turks’ practice of storing gun powder and explosives in the Parthenon and Propylaea and the siege by the Venetians in 1687 led to much damage and destruction. A number of valuable sites and ancient monuments were destroyed to provide building material for a protective city wall built in 1778. Between 1801 and 1805 British Lord Elgin, then living in Athens, removed marble reliefs from the Parthenon. They acquired a new home in the form of London’s British Museum.
In 1822 a local Greek insurgency briefly captured Athens and in 1833 Ottoman forces finally withdrew. Athens was chosen as the capital of the new kingdom of Greece, although by then the city was virtually uninhabited. In 1832, Otto, Prince of Bavaria was proclaimed King of Greece. The following years produced a flowering of new architecture in the city including the construction of the University of Athens, the National Library of Greece, the Old Parliament Building and the Greek National Academy.
The Greco-Turkish War of 1919–1922 occurred during the partitioning of the Ottoman Empire following World War I and was disastrous for Greece. Athens experienced its first period of explosive population growth with more than a million Greek refugees entering the territory from Asia Minor. Indeed Athenian suburbs such as Nea Ionia and Nea Smyrni were initially refugee settlements.
In 1941 German forces occupied Athens and besieged the resisting population for two months. Some 300,000 people died of starvation as a result. Following World War II civil war took hold of Greece and Athens was a focal point of the fighting. Rightwing forces, with the support of the West, prevailed, but deep divisions remained in Greek society and a military junta took over in 1967. The monarchy was exiled at this time and Greece remained a dictatorship until 1974. In 1981 Greece joined the EU and as a direct result of European Union aid Athens was able to renew its infrastructure with the construction of the new Athens Airport and a metro system. Thanks in part to its efforts to tackle air pollution Athens was awarded the 2004 Olympic Games.
When you move internationally you are taking a big step. Lots of things are changing and you have a million things to think about and take care of. If you are able to select a top of the line moving company that moves for a modest price, it can take a big weight of your shoulders in busy times.
Our network of international removal companies can move your furniture & possessions to Greece and anywhere overseas.
Filling in the form at the bottom will allow you to request up to 5 quotes from various moving companies. This service is free of charge and will help you select an international moving company that suits your needs and budget. | <urn:uuid:573d59e2-2799-49f0-b137-9c329da3a16b> | CC-MAIN-2017-26 | http://www.easyexpat.com/en/guides/greece/athens/overview/history.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320270.12/warc/CC-MAIN-20170624170517-20170624190517-00401.warc.gz | en | 0.975186 | 1,585 | 3.84375 | 4 |
Sec. 4-60. Definitions.
For the purpose of this article and subsequent amendments or any orders issued by the city, the words or phrases shall have the meaning given them in this section.
(a) Automobile graveyard. Means any lot or place which is exposed to the weather and upon which more than five motor vehicles of any kind, incapable of being operated, and which it would not be economically practical to make operative, are placed, located or found.
(b) Built-up area. Means any area with a substantial portion covered by industrial, commercial or residential buildings.
(c) Clean burning waste. Means waste which is not prohibited to be burned under this ordinance and which consists only of (i) one hundred (100) percent wood waste, (ii) 100 percent clean lumber or clean wood, (iii) 100 percent yard waste, or (iv) one hundred (100) percent mixture of only any combination of wood waste, clean lumber, clean wood or yard waste.
(d) Clean lumber. Means wood or wood products that have been cut or shaped and include wet, air-dried, and kiln-dried wood products. Clean lumber does not include wood products that have been painted, pigment-stained, or pressure-treated by compounds such as chromate copper arsenate, pentachlorophenol, and creosote.
(e) Clean wood. Means uncontaminated natural or untreated wood. Clean wood includes, but is not limited to, by-products of harvesting activities conducted for forest management or commercial logging, or mill residues consisting of bark, chips, edgings, sawdust, shavings or slabs. It does not include wood that has been treated, adulterated, or chemically changed in some way; treated with glues, binders or resins; or painted, stained or coated.
(f) Construction waste. Means solid waste which is produced or generated during construction remodeling, or repair of pavements, houses, commercial buildings and other structures. Construction waste consists of lumber, wire, sheetrock, broken brick, shingles, glass, pipes, concrete, and metal and plastics if the metal or plastics are a part of the materials of construction or empty containers for such materials. Paints, coatings, solvents, asbestos, any liquid, compressed gases or semi-liquids, and garbage are not construction wastes and the disposal of such materials must be in accordance with the regulations of the Virginia Waste Management Board.
(g) Debris waste. Means wastes resulting from land clearing operations. Debris wastes include but are not limited to stumps, wood, brush, leaves, soil and road spoils.
(h) Demolition waste. Means that solid waste which is produced by the destruction of structures and their foundations and includes the same materials as construction waste.
(i) Garbage. Means readily putrescible discarded materials composed of animal, vegetable or other organic matter.
(j) Hazardous waste. Means a "hazardous waste" as described in 9 VAC 20 Chapter 60 (9 VAC 20-60) (Hazardous Waste Management Regulations).
(k) Household waste. Means any waste material, including garbage, trash and refuse derived from households. For purposes of this regulation, households include single and multiple residences, hotels and motels, bunkhouses, ranger stations, crew quarters, campgrounds, picnic grounds and day-use recreation areas. Household wastes do not include sanitary waste in septic tanks (septage) which is regulated by state agencies.
(l) Industrial waste. Means any solid waste generated by manufacturing or industrial process that is not a regulated hazardous waste. Such waste may include but is not limited to waste resulting from the following manufacturing processes: electric power generation; fertilizer/agricultural chemicals; food and related products/by products; inorganic chemicals; iron and steel manufacturing; leather and leather products; nonferrous metals manufacturing/foundries; organic chemicals; plastics and resins manufacturing; pulp and paper industry; rubber and miscellaneous plastic products; stone, glass, clay and concrete products; textile manufacturing; transportation equipment; and water treatment. This term does not include mining waste or oil and gas waste.
(m) Junk. Means old or scrap copper, brass, rope, rags, batteries, paper, trash, rubber, debris, waste, or junked, dismantled, or wrecked automobiles, or parts thereof, iron, steel, and other old or scrap ferrous or nonferrous material.
(n) Junkyard. Means an establishment or place of business which is maintained, operated, or used for storing, keeping, buying, or selling junk, or for the maintenance or operation of an automobile graveyard, and the term shall include garbage dumps and sanitary landfills.
(o) Landfill. Means a sanitary landfill, an industrial waste landfill, or a construction/demolition/debris landfill. See Solid Waste Management Regulations (9 VAC 20-80) for further definitions of these terms.
(p) Local landfill. Means any landfill located within the jurisdiction of a local government.
(q) Open burning. Means the combustion of solid waste without:
(1) Control of combustion air to maintain adequate temperature for efficient combustion;
(2) Containment of the combustion reaction in an enclosed device to provide sufficient residence time and mixing for complete combustion; and
(3) Control of the combustion products' emission.
(r) Open pit incinerator. Means a device used to burn waste for the primary purpose of reducing the volume by removing combustible matter. Such devices function by directing a curtain of air at an angle across the top of a trench or similarly enclosed space, thus reducing the amount of combustion byproducts emitted into the atmosphere. The term also includes trench burners, air curtain incinerators and over draft incinerators.
(s) Refuse. Means all solid waste products having the characteristics of solids rather than liquids and which are composed wholly or partially of materials such as garbage, trash, rubbish, litter, residues from clean up of spills or contamination or other discarded materials.
(t) Salvage operation. Means any operation consisting of a business, trade or industry participating in salvaging or reclaiming any product or material, such as, but not limited to, reprocessing of used motor oils, metals, chemicals, shipping containers or drums, and specifically including automobile graveyards and junkyards.
(u) Sanitary landfill. Means an engineered land burial facility for the disposal of household waste which is so located, designed, constructed, and operated to contain and isolate the waste so that it does not pose a substantial present or potential hazard to human health or the environment. A sanitary landfill also may receive other types of solid wastes, such as commercial solid waste, nonhazardous sludge, hazardous waste from conditionally exempt small quantity generators, construction, demolition, or debris waste and nonhazardous industrial solid waste. See Solid Waste Management Regulations (9 VAC 20-80) for further definitions of these terms.
(v) Smoke. Means small gas-borne particulate matter consisting mostly, but not exclusively, of carbon, ash and other material in concentrations sufficient to form a visible plume.
(w) Special incineration device. Means an open pit incinerator, conical or teepee burner, or any other device specifically designed to provide good combustion performance.
(x) Wood waste. Means untreated wood and untreated wood products, including tree stumps (whole or chipped), trees, tree limbs (whole or chipped), bark, sawdust, chips, scraps, slabs, millings, and shavings. Wood waste does not include:
(1) Grass, grass clippings, bushes, shrubs, and clippings from bushes and shrubs from residential, commercial/retail, institutional, or industrial sources as part of maintaining yards or other private or public lands.
(2) Construction, renovation, or demolition wastes.
(3) Clean lumber.
(y) Yard waste. Means grass, grass clippings, bushes, shrubs, and clippings from bushes and shrubs that come from residential, commercial/retail, institutional, or industrial sources as part of maintaining yards or other private or public lands. Yard waste does not include (i) construction, renovation, and demolition wastes or (ii) clean wood. (Ord. No. O-81-149, § 1 [Art. I, § 4.1-1], 6-23-81; Ord. No. O-07-037, 3-13-07) | <urn:uuid:4ab8e88d-0da1-4422-ba84-e030c41d4781> | CC-MAIN-2015-32 | http://www.lynchburgva.gov/sec-4-60-definitions | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042991951.97/warc/CC-MAIN-20150728002311-00342-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.912809 | 1,793 | 2.8125 | 3 |
Asthma can limit you in your daily activities. Yet, you should keep in mind that there is much you can do to manage your asthma if you combine certain medications along with key coping strategies that you learn. This article condenses those techniques into a few informative paragraphs.
If your child or another loved one suffers from asthma, you should be sure to never smoke cigarettes when you’re near them. It has been medically proven that smoking can cause asthma or make existing symptoms worse. Never allow anyone to smoke around your child, and teach them not to smoke as an adult themselves.
Keep away from any and everything that you know triggers your asthma attacks. This could be something you’re allergic to like pollen or dust. Others have asthma attacks when they participate in physical activities. Figure out what sets off your asthma so you can avoid it.
Certain prescription medications have the potential to cause asthma symptoms. Aspirin along with other NSAIDs can have this effect. You should also pay attention to heart medications you may take, or ones that treat abnormal blood pressure. Let your doctor know about your asthma and what prescriptions you’re taking.
Unfortunately, asthma sufferers must realize that their condition is chronic which requires ongoing treatment. Be certain that you are prescribed or using the appropriate medicine to manage your daily symptoms, and that you have an emergency medicine readily available in the event of an attack. To determine the best options for you personally, consult your physician and an allergist.
Though it should go without saying, do not turn on any fans or circulation systems when in a room containing visible dust that has yet to be cleaned. This will move all the dust around, and can easily trigger an asthma attack. On smog-free, low pollen days, open your windows to improve airflow in the house.
If you have asthma and have frequent attacks that are related to allergies, there are medicines that can be injected to provide you with long-term relief. There are antibody medications used to control allergic reactions that come recommended by allergists.
Asthma can be life threatening if not kept in check or left untreated. Take standard precautions, including using an inhaler when necessary, and checking the allergy and pollution indices on a weather website. The advice in this article will help you to control you asthma symptoms, and get your life back.
With just a little bit of know-how under your belt, you’ll be able to put Feel Free to visit us at check my source for any query. After visiting you can get detailed information about www.asthmasignandsymptom.com its features and qualities. to use to your advantage. You never know when this knowledge about Feel Free to visit us at check my source for any query. After visiting you can get detailed information about www.asthmasignandsymptom.com its features and qualities. will be useful in your life. Use the information from this piece. Use what you’ve learned here to your advantage. | <urn:uuid:76856783-f959-47f2-9a4e-0116507baf50> | CC-MAIN-2021-43 | https://asthmasignandsymptom.com/asthma/be-relaxed-with-these-helpful-tips-to-manage-your-asthma-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323583423.96/warc/CC-MAIN-20211016043926-20211016073926-00389.warc.gz | en | 0.93764 | 612 | 2.8125 | 3 |
If your looking for a quick set up activity that will engage and entertain children of all ages, then get them to do this cut and paste nature art activity. It’s a wonderful way to get them outdoors, into nature and thinking creatively.
It’s holidays at the moment *ahhhh* and whilst I love the relaxed nature of these days, I do actually find my girls crave me directing them to an activity.
You know me, I love to keep things totally simple and so I sent them outside and into the garden to collect bits and pieces, such as a variety of leaves, twigs, flowers, bark etc and use them artistically.
Sometimes they will carefully place them in decorative patterns on the ground, however on this windy day, we decided to cut and paste them to paper.
Recommended age: 1 year +
(Strict and active supervision is required at all times)
Getting out into nature
Nature is incredible and it isn’t until we venture outdoors that we can find the variety of leaves, sticks and flowers that can be found in our own environment. It’s a lovely way to expore and get up close with nature. Children learn about –
- and more
Cutting and pasting with nature
Possum (aged 5 years) and Boo (aged 2 years) love to look at nature with a magnifying glass and be able to spend time examining the different features of what they have found. Adding their collections, which they have carefully gathered from the garden, and pasting them to paper makes it possible for them to look at them over time.
Making this a cut and paste activity is also great for their fine motor skills and developing their skills in pasting something to paper.
It’s so wonderful to see nature up close.
It’s always so wonderful to get children outdoors and into nature and this cut and paste nature art activity is ideal for all ages. It encourages children to explore nature and to consciously make some creative art that they will feel proud of.
Does your child enjoy being outdoors amongst nature?
If you like this, you’ll love – | <urn:uuid:c1f6ab99-5469-426f-8618-b389414e2845> | CC-MAIN-2018-34 | https://laughingkidslearn.com/cut-and-paste-nature-art-activity/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00689.warc.gz | en | 0.956348 | 444 | 2.8125 | 3 |
Nicola Morgan Helps Understand.
Questions of identity are at the heart of my book More of Me. Teva, my main character, really struggles with growing up and, though her circumstances are unique, she’s absolutely not alone in the way she feels. Growing up is hard. Since the book came out, I’ve been touched by the number of people who’ve said how much they identified with Teva – in particular with Fifteen and Teva – whose relationship is like two parts of a whole fighting for dominance and understanding.
It was this question of identity that prompted an amazing young woman to get in touch with me. She has Dissociative Identity Disorder and she suggested I ask Nicola Morgan, author of Blame my Brain, The Amazing Teenage Brain Revealed, why she thinks some teenagers, even those from relatively stable backgrounds, find the transition from child to adult so difficult?
The key is your word “transition” – moving from child to adult is a massive change. Obviously life involves change, but there’s a big difference for teenagers: to get from being a protected, dependent child to an unprotected, independent adult, you have to break away and that can be tough. You have to stop automatically believing a) what the adults around you say and b) that they can protect you. This can lead to big anxieties. But growing your own views is part of becoming independent. How can you have your own views if you always believe everything your adults say?
I call adolescence a perfect storm of change.
Everything is changing: inside you (brains, hormones, feelings, understanding of the world, self-knowledge, empathy) and outside you (school, expectations, responsibilities, fears, friends, exams). Change is exciting but it can also be scary. And even if it’s not scary it is very preoccupying! That means you can make mistakes because part of your mind is occupied by all the changes and how they are making you feel. How we feel affects how we behave so sometimes it’s harder for teenagers to be in control of words and actions because their thoughts can feel so overwhelming. Everyone, of any age, makes more mistakes when under pressure or preoccupied by worries.
Having what you call a “stable” background isn’t always enough to make this easy. In fact, teenagers from “stable” backgrounds can still have a tough time and many from difficult backgrounds can be really resilient. It’s more complicated than simply who and how your parents are. Teenagers are also affected by the people surrounding them at school – in fact, I’m currently writing The Teenage Guide to Friends, because friendship and peer pressure are such a big deal for teenagers.
I also think there are things about modern life, with the internet so dominant, that increase the pressure on teenagers compared with when I was a teenager. Pressure to conform to unreachable ideas of perfection, the risks of social media, digital distraction: all these and more can make life tougher.
Teva, in More Of Me, I think demonstrates perfectly the changes that happen during adolescence, and how hard it is to leave each change behind. I won’t spoil the ending for others by saying whether or not it’s a book about mental illness, but it’s obvious that it is about a girl who is struggling with the changes in herself. She’s incredibly self-conscious, really watching herself change each year. I think you capture that brilliantly!
I think it’s incredibly important to realise that good mental health doesn’t mean always feeling happy but it does mean not always feeling sad.
Anxiety, fear and sadness are normal, healthy emotions but feeling them so much that your life is being spoiled isn’t OK. If that’s you, talk to a trusted adult: there are so many ways we can help!
I’m so grateful to Nicola, who believe me is so busy it makes my head explode just thinking about it, in taking the time to write this. If you’re struggling and don’t feel there is a trusted adult you can turn to, you can contact Childline ( if you’re under 16) or The Site, (if you’re over 16). I promise you, there’s help out there, you are not alone x | <urn:uuid:3512a2cc-19a6-45d3-ac63-e98e8c8260e3> | CC-MAIN-2017-43 | https://mrsbung.wordpress.com/2016/05/16/identity-why-growing-up-is-so-hard/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823478.54/warc/CC-MAIN-20171019212946-20171019232946-00849.warc.gz | en | 0.953684 | 913 | 2.515625 | 3 |
This information is for reference purposes only. It was current when produced and may now be outdated. Archive material is no longer maintained, and some links may not work. Persons with disabilities having difficulty accessing this information should contact us at: https://info.ahrq.gov. Let us know the nature of the problem, the Web address of what you want, and your contact information.
Please go to www.ahrq.gov for current information.
AHRQ News and Numbers
Release date: November 20, 2008
Women are more likely than men to be hospitalized for chest pain for which doctors cannot find a cause, according to the latest News and Numbers from the Agency for Healthcare Research and Quality (AHRQ). In 2006, there were 477,000 admissions of women to U.S. community hospitals for unspecified chest pain compared with 379,000 admissions for men.
Unspecified chest pain is usually characterized by a feeling of pressure, burning, or numbness. Although it is not clear why women receive this diagnosis more than men, there is some evidence that heart disease develops differently in women than men and that symptoms may be different. Medical experts believe that physicians may not always be aware of this gender difference.
The Federal agency also found that men were more likely to be hospitalized for heart disease or heart attacks than were women in 2006.
- Women made up 56 percent of all admissions for unspecified chest pain, but only 38 percent of all admissions for coronary artery disease.
- Roughly 451,000 women, compared with 747,000 men, were hospitalized for coronary artery disease. This disease results in narrowing of the arteries.
- Heart attacks, which are usually caused by heart disease, sent 269,000 women to hospitals, compared with 406,000 men. Women made up 40 percent of all admissions for heart attacks.
- Hospitalizations for congestive heart failure were roughly the same for women (565,000) and men (534,000).
- Hospitalizations for irregular heart beat were also similar for women (379,000) and men (369,000).
This AHRQ News and Numbers summary is based on data in HCUP Facts and Figures, 2006, which provides highlights of the latest data from the 2006 Nationwide Inpatient Sample, a part of AHRQ's Healthcare Cost and Utilization Project. The report provides data on leading reasons for hospitalization, such as arthritis, asthma, childbirth, cancer, diabetes, depression, and heart conditions, on procedures performed on hospital patients, and on related topics.
For other information, or to speak with an AHRQ data expert, contact Bob Isquith at [email protected], (301) 427-1539.
Current as of November 2008 | <urn:uuid:69450f45-708e-451b-8516-1cb835aba1b5> | CC-MAIN-2015-06 | http://archive.ahrq.gov/news/nn/nn112008.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115891802.74/warc/CC-MAIN-20150124161131-00214-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.954153 | 572 | 2.546875 | 3 |
Independence Day in Ukraine
Quick FactsUkraine’s Independence Day is annually celebrated on August 24 to mark the anniversary of the country’s declaration of independence in 1991.
|День независимости Украины||Russian|
|День незалежності України||Ukrainian|
Independence Day 2014Sunday, August 24, 2014
Monday, August 25, 2014 – Observed date
Independence Day 2015Monday, August 24, 2015
List of dates for other years
Every year, many Ukrainians celebrate their country’s independence on August 24. It is a public holiday across Ukraine.
What do people do?
Independence Day in Ukraine is a big celebration that sees parades and crowds of people in folk costumes, with some waving the Ukrainian flag. Other Independence Day events may include:
- Outdoor exhibitions.
- Free public markets and fairs.
- Sporting events.
There are many celebrations across the country to mark Independence Day, with some continuing for days after August 24.
Independence Day is a national public holiday in Ukraine so many shops, museums, and libraries, as well as government offices and educational institutions are closed.
Ukraine’s Independence Day commemorates the anniversary of the country’s independence. Prior to 1991, Ukraine was a constituent republic of the Union of Soviet Socialist Republics (U.S.S.R.). On August 24, 1991, after a failed coup in Moscow, Ukraine declared its independence. About 90 percent of Ukrainians voted for their country’s independence following this declaration, on December 1, 1991.
Many Ukrainians show their country’s flag to celebrate their Independence Day. It is a banner of 2 equally sized horizontal bands of blue and yellow.
Independence Day Observances
|Mon||Aug 24||1992||Independence Day||National holiday|
|Tue||Aug 24||1993||Independence Day||National holiday|
|Wed||Aug 24||1994||Independence Day||National holiday|
|Thu||Aug 24||1995||Independence Day||National holiday|
|Sat||Aug 24||1996||Independence Day||National holiday|
|Mon||Aug 26||1996||Independence Day observed||National holiday|
|Sun||Aug 24||1997||Independence Day||National holiday|
|Mon||Aug 25||1997||Independence Day observed||National holiday|
|Mon||Aug 24||1998||Independence Day||National holiday|
|Tue||Aug 24||1999||Independence Day||National holiday|
|Thu||Aug 24||2000||Independence Day||National holiday|
|Fri||Aug 24||2001||Independence Day||National holiday|
|Sat||Aug 24||2002||Independence Day||National holiday|
|Mon||Aug 26||2002||Independence Day observed||National holiday|
|Sun||Aug 24||2003||Independence Day||National holiday|
|Mon||Aug 25||2003||Independence Day observed||National holiday|
|Tue||Aug 24||2004||Independence Day||National holiday|
|Wed||Aug 24||2005||Independence Day||National holiday|
|Thu||Aug 24||2006||Independence Day||National holiday|
|Fri||Aug 24||2007||Independence Day||National holiday|
|Sun||Aug 24||2008||Independence Day||National holiday|
|Mon||Aug 25||2008||Independence Day observed||National holiday|
|Mon||Aug 24||2009||Independence Day||National holiday|
|Tue||Aug 24||2010||Independence Day||National holiday|
|Wed||Aug 24||2011||Independence Day||National holiday|
|Fri||Aug 24||2012||Independence Day||National holiday|
|Sat||Aug 24||2013||Independence Day||National holiday|
|Mon||Aug 26||2013||Independence Day observed||National holiday|
|Sun||Aug 24||2014||Independence Day||National holiday|
|Mon||Aug 25||2014||Independence Day observed||National holiday|
|Mon||Aug 24||2015||Independence Day||National holiday|
|Wed||Aug 24||2016||Independence Day||National holiday|
|Thu||Aug 24||2017||Independence Day||National holiday|
|Fri||Aug 24||2018||Independence Day||National holiday|
|Sat||Aug 24||2019||Independence Day||National holiday|
|Mon||Aug 26||2019||Independence Day observed||National holiday|
|Mon||Aug 24||2020||Independence Day||National holiday|
Other holidays in August 2014 in Ukraine
- Perpetual yearly calendar - make yearly calendar for any year
- Perpetual monthly calendar - shows only one month at a time
- Custom calendar - make customized calendars | <urn:uuid:69167f58-978d-43dc-9332-5eb9846cbc67> | CC-MAIN-2014-35 | http://www.timeanddate.com/holidays/ukraine/independence-day | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535921872.11/warc/CC-MAIN-20140909032639-00159-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.666886 | 1,053 | 2.828125 | 3 |
The Democratic Republic of Congo
Area: 905,354 sq miles.
Population: 68 million.
Infant mortality: 81 per 1000.
Life expectancy: 54 years.
Capital: Kinshasa (8 million).
Peoples: Over 200 African ethnic groups of which the majority are Bantu. The four largest tribes — Mongo, Luba, Kongo (all Bantu), and Mangbtu-Azande (Hamitic) — comprise 45 per cent of the population.
Languages: French (official), Lingala, Swahili, Kikongo, Tshiluba.
Economy:The DRC has vast potential wealth in the form of minerals and precious metals, diamonds, petroleum, coal, hydropower and timber; coffee is also an export. However, due to adverse internal and external factors, including conflict, corruption and global recession, the economy is stagnant.
Religions: Roman Catholic 50 per cent; Protestant 20 per cent; Muslim 10 per cent; Kimbanguist [a large African Independent Church] 10 per cent; other sects and indigenous beliefs 10 per cent. | <urn:uuid:30e92225-d840-48be-8297-a08f86ba5803> | CC-MAIN-2018-34 | https://www.evangelical-times.org/23974/factfile-the-democratic-republic-of-congo/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221211719.12/warc/CC-MAIN-20180817045508-20180817065508-00451.warc.gz | en | 0.832412 | 233 | 3.1875 | 3 |
But physicists can't agree on one number
There are three possibilities: Either physicists have made a mistake in their calculations, protons are playing a terrible practical joke on physicists, or — a really long shot — the quantum theory describing charged particles is wrong.
This month scientists in Germany reported measuring the size of the proton by scattering electrons off it, an experiment they’ve done before. But the diameter they found is decidedly different from other recent measurements using energy shifts in hydrogen, they report in the Dec. 10 Physical Review Letters.
Measuring a consistent size for the proton was supposed to be yet another check on the theory that marries the quantum world with electromagnetic fields, called quantum electrodynamics or QED. Some physicists were hoping that revisiting the electron-scattering experiment would move the proton’s size closer to the value found in July, when physicists in Switzerland made the surprising announcement that by their experimental yardstick, the proton was 4 percent smaller than previously thought.
But now, that discrepancy stands even firmer.
“In a way, it’s reinforced the problem rather than solved it,” says Jeff Flowers, a physicist at the National Physical Laboratory in Middlesex, England.
The A1 Collaboration in Germany used a standard method of measuring the size of protons, the positively charged particles that nestle in the nuclei of atoms. Using the MAMI particle accelerator in Mainz, Germany, the team fired electrons at a stationary target of protons and measured the angle at which the electrons scattered. Using QED theory, the team worked backwards to measure a proton diameter in agreement with the currently accepted value, 0.88 femtometers.
In July, scientists at the Paul Scherrer Institute in Switzerland got a smaller figure by using a different method. The team also relied on the theory of QED, which explains the energy levels that electrons can occupy in hydrogen. In particular, the theory predicts a tiny difference called the Lamb shift between two energy levels. Researchers measured the Lamb shift in a hydrogen atom where the electron was replaced by a muon. Because the muon is more massive than the electron, it orbits closer to the proton, so the Lamb shift is exaggerated and easier to measure. They measured the proton to be about 0.84 femtometers. It was the most precise measurement so far — and too far below the accepted value to be the result of random error.
“A huge disagreement requires some explanation,” says Flowers.
Because QED’s predictions have been confirmed for more than 60 years, it’s unlikely this disagreement will overturn the theory, says Flowers. Instead, physicists will hunt for errors in the complicated calculations.
“There’s a small chance it’s really the theory itself that’s wrong,” says Flowers.
M. Weinriefer et al. high-precision determination of the electric and magnetic form factors of the proton. Physical Review Letters. Vol. 105, December 10, 2010, p. 242001. doi: 10.1103/PhysRevLett.105.242001 [Go to]
R. Ehrenberg. The incredible shrinking proton. Science News. Vol. 178, p. 7, July 31, 2010. Available online: [Go to] | <urn:uuid:3f395e56-7baf-44d4-a80d-0876ec8f20da> | CC-MAIN-2018-05 | https://www.sciencenews.org/blog/deleted-scenes/size-proton-really-small?mode=blog&context=100 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00618.warc.gz | en | 0.930366 | 691 | 3.4375 | 3 |
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