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If you want your child to help pick up her toys, reinforcing her desire to be a good person may be more effective than giving her a direct order, a new study suggests.
In the study, researchers discovered that children were more apt to complete tasks if they were asked to "be a helper" than when they were asked to "help."
"In the experiments we conducted, we found that the use of the noun 'helper,' was significantly more effective than the verb 'help' in getting children to set aside what they were doing and help an adult complete tasks, such as picking crayons up off of the floor," said researcher Christopher J. Bryan, assistant professor of psychology at the University of California, San Diego. "Enlisting a child as a helper implies something positive about his or her identity. Children, as well as adults, want to identify with being a good person."
Researchers carried out two experiments with about 150 children, ages 3 to 6, from a variety of ethnic and racial backgrounds and from middle- to upper-middle-class homes. In both experiments, adults talked to the children about helping, referred to helping as either a verb ("You could help"), or as a noun ("You could be a helper").
In the first experiment, while children played with toys or drew pictures, an adult created opportunities for the youngsters to stop what they were doing and help clean up a mess, open a container and pick up crayons. Children who heard the noun ("helper") assisted the experimenter 29 percent more often than children who heard the verb ("help").
In fact, those who heard the request as a verb ended up helping at a rate similar to children in a control group, where "helping" was not mentioned at all. [10 Scientific Tips for Raising Happy Kids]
The second experiment was similar to the first, but showed that the effect is not limited to the children's interactions with the initial researcher who used the noun "helper." Children who were given the opportunity to "be a helper" assisted a new adult 22 percent more than those merely given the opportunity to "help."
"This research suggests that preschool-aged children are already thinking on some level about the kind of person they are, and are taking on an active role in shaping that identity," Bryan said.
The study appears today (April 30) in the journal Child Development.
Bryan cautioned parents and teachers, however, about using nouns to encourage skill development as opposed to completing tasks.
"For example, telling your child that he or she is a good student might have negative consequences if your child should bring home a poor grade one day," he said. "It can cause them to evaluate themselves more negatively, and undermine their motivation to do well in the future." | <urn:uuid:3cb6b533-aff1-41c1-9f90-356736d5f40e> | CC-MAIN-2016-26 | http://www.livescience.com/45240-getting-kids-help-cleaning.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783396106.25/warc/CC-MAIN-20160624154956-00017-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.97851 | 571 | 3.484375 | 3 |
A lot of times, the solutions to our present problems can be found in the past. In fact, we often study history to gain insight and knowledge that was collected by our ancestors. For instance, our ancestors didn’t have the advanced technologies of this era but they were still stronger and healthier than most people today. So, the following are some of the things that today’s generation can learn from them:
1. Eating Fresh and Healthy
We don’t have patience for anything today. We want same-day delivery of our online purchases, movies downloaded in a matter of seconds on our computers, and food that can be prepared instantly. In fact, it was this very need for instant satiation that led to the concept of “fast food”.
People in every corner of the world love fast food like burgers, fries, fried chicken, etc. even though these foods aren’t good for your health. In fact, there are many such foods that should be avoided at all costs because they can actually kill you if you aren’t careful.
Eating healthy and fresh is something that we all can learn from our ancestors. They used to consume only farm-fresh food all their lives. There was no concept of additives, preservatives, flavour enhancers, etc. back then. Thus, the food they ate was completely organic and nutritious. It’s the reason why there were few deadly diseases at that time and most people lived a long and prosperous life.
2. Living a Non-Sedentary Lifestyle
Technology has made our lives so easy and comfortable that it’s become a challenge of its own to live a non-sedentary lifestyle. However, it was more a norm for our ancestors as they would spend their days doing manual labour at farms, collecting wood from the forests, grazing their cattle, etc.
Today, we spend hours sitting in front of a computer for both work and entertainment. However, this lack of activity is highly detrimental towards your health and must be limited as much as possible.
If you engage in little to no physical activity, then you can start making improvements from today itself. All you have to do is give 30 minutes of your day to the gym or any type of cardiovascular routine for at least 5 days a week. It’s also a good idea to take a DNA test for health and ancestry information as it can help you detect health problems in advance. So, you can make appropriate lifestyle changes and prevent your children from developing the health conditions that your ancestors had.
3. Spending Time with Nature
Gone are the ways when people would go to picnics with families, play sports outside with friends, or simply go for a stroll. A large number of people spend most of their time indoors which is one of the biggest reasons why the mental and physical health of the youngsters are deteriorating.
Our ancestors used to do the opposite of what we do today. They would spend less time inside their house and more time on the road, in the fields and the forests. This was beneficial to them in many ways. For starters, they got enough sunlight so they didn’t suffer from the deficiency of vitamin D. Since they were also close to nature, they got to breathe in fresh air that was rich in oxygen. This did wonders for their mental and physical health.
Fortunately, people are now realizing the benefits of spending time with nature. For instance, nature-based preschools are trending that ensure the toddlers don’t feel alienated from nature and understand the importance of protecting the environment. There are many ways you can come closer to mother earth and live a happier life. You just need to make a commitment.
4. Using Home Remedies
Our ancestors largely relied on alternative or traditional medicine for all kinds of ailments. Due to these natural treatments, their bodies were not harmed by chemicals and toxins that are often generated by the modern medicine we consume today.
The truth is that herbs are highly powerful, and when used in the right manner, can treat some of the biggest health problems. In fact, plants are arguably better than pharmaceutical drugs that come with all kinds of side effects and long-term damages. This is the reason why Ayurveda is still practised in many parts of the world.
5. Living a Simple Life
There is nothing wrong with living a simple but happy life. Our ancestors knew this well, which is why felt content no matter what the circumstances were. However, in the present era, people tend to give too much importance to materialistic entities. They are always chasing after luxuries – expensive cars, sprawling houses, etc. However, even when they achieve their goals, they feel empty inside.
Our ancestors knew how to be happy with whatever they had rather than regret for what they didn’t. That’s the key to a happy life.
Article Submitted By Community Writer | <urn:uuid:292d8e6b-04ac-4e10-bf8f-6bb831201b12> | CC-MAIN-2020-24 | https://greendiary.com/5-things-millennials-can-learn-from-their-ancestors.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347392141.7/warc/CC-MAIN-20200527044512-20200527074512-00216.warc.gz | en | 0.978169 | 1,009 | 2.59375 | 3 |
Developed by Brazilian ad firms Posterscope and NBS, the Mosquito Killer Billboard emits both carbon dioxide and a fine mist containing traces of lactic acid. These respectively simulate the breath of a sleeping mammal and human sweat, drawing Aedes aegypti mosquitoes, the primary infection vector for the Zika virus, to the billboard from as much as 4 kilometres away. Fluorescent black lights also help to attract the insects.
A catch mechanism is positioned at the bottom of the raised billboard to target the mosquitoes which, on average, fly 1.2 metres off the ground. The mechanism involves a hole through which a mosquito can enter and a cage with an isolation filter that keeps them from getting out again. Trapped inside the billboard, the insects die of dehydration. The agencies say that one billboard can kill hundreds of mosquitoes every day.
The design of the billboard has been licenced under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 and put online for anyone to download, share and make. The plans are slightly lacking in details of some aspects of the billboard's construction, such as how the isolation cage is built, but they provide clear specs for most of the equipment involved.
, adding that the boards cost "a few thousand Reals" (several hundred pounds) to make.
The Zika virus has been given global health emergency status by the World Health Organisation and is particularly prevalent in Brazil, where it has been linked to birth defects and neurological diseases such as Guillain-Barré syndrome. | <urn:uuid:fc389a15-1bc7-4024-8e36-b398fac667cf> | CC-MAIN-2022-33 | https://www.wired.co.uk/article/ad-billboard-traps-zika-mosquitoes | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572286.44/warc/CC-MAIN-20220816090541-20220816120541-00076.warc.gz | en | 0.943916 | 313 | 3.09375 | 3 |
I needed to make a scale for my Pet Monitoring project so I decided to document it and share it. This will be a quick article on how you can build your own scale.
Step 1: Scale material
I chose a basic 1/2" plywood as the material for my scale. This material was cheap and provided enough stability for the intended use. I cut the pieces into 12" x 12" sections which provided
me with more than enough room for the intended use.
Step 2: Placement of load cells
Draw a line 1" above the edge on each side of the plywood square.
Step 3: Mark holes for load cells
Use a load cell as a guide, and mark where you will drill holes in the plywood.
Step 4: Stack both pieces of plywood
If you stack both pieces of plywood before drilling, you will ensure you have proper alignment later.
Step 5: Drill holes
If you don't have a clamp, duct tape works well for securing the board together while drilling.
Step 6A: Install load cell
It is important to use nuts or spacers to create room between the plywood and the load cell so that flexing can occur. Two nuts may have been overkill in this situation as there is plently of room below the load cell.
Make sure the load cell has the correct orientation.
Step 6B: Install load cell
Ensure your load cell will be able to handle the force that is applied.
Step 7: Finish installing load cells
Use the same method to install the other three load cells.
Step 8: Add top of scale
Using the holes drilled earlier, simply attach the top piece of plywood to the bottom with a bolt.
The scale is now complete. All we have to do is wire it to the PhidgetBridge 4-input.
Wiring Step 1:
Gather load cell wires towards on side of the scale and trim to the same length. Tape the bundle up to make this step easier.
Wiring Step 2:
Strip the wire ends and connect like-colors together. At this point you can either solder them together or use another method. I used insulated wire ferrules for this step.
Now simply connect the wires to the PhidgetBridge and you are done!
This is just one way to make a scale using Phidgets. There are many different options available to you in terms of weight capacity, building materials, and number of load cells, just to name a few. If you have a cool scale you would like to share, let us know! | <urn:uuid:6e3b9b8a-b3f7-4525-81e3-5c13bf7e086f> | CC-MAIN-2018-09 | https://www.phidgets.com/?view=articles&article=LoadCellScale | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814290.11/warc/CC-MAIN-20180222200259-20180222220259-00048.warc.gz | en | 0.894774 | 538 | 2.578125 | 3 |
1. Watch the first video : The video Plagiarism: How to Avoid It, and then answer the following questions:( 3min video) a. According to this video, what is plagiarism? b. According to the video, how does a student prevent plagiarism? 2.According to the following articles, Paraphrasing to Avoid Plagiarism Part I ,Preview the document Part IIPreview the document, and Part IIIPreview the document. a. When does a student cite or source? b. When does a student not cite a source? 3.Explain the steps for manually inserting a footnote on your Word Document. (read a short article) 4.According to the article HoPreview the document to Write a Chicago Style footnote and BibliographyPreview the document, answer the following: a. Pick a page in Eric Foner’s textbook, Give Me Liberty!, and write a footnote entry. b. Write a bibliography entry for Eric Foner’s textbook, Give Me Liberty! 5.Using the given criteria by Dr. Susan Maret, evaluate the credibility of the McDonald’s video. | <urn:uuid:7fc50197-fc09-4369-a553-99ef495075be> | CC-MAIN-2021-39 | https://www.usaessays.com/plagiarism-video-analysis/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057417.92/warc/CC-MAIN-20210923074537-20210923104537-00601.warc.gz | en | 0.796855 | 233 | 3.234375 | 3 |
Technology in Savanna School District
Students enjoy using green screen technologies in each of our STEM Centers!
Savanna School District is proud of its continued use of technology in the instructional program. Our newest addition of Technology Learning Centers on each site will allow for group instruction on the use of various technological tools. In addition, each classroom is equipped with a ceiling-mounted DLP projector and a teacher laptop connected to our wireless server, providing teachers with access to technological tools to use in the instructional program. Document cameras and voice enhance systems have also been added to classrooms that further enhance teaching and learning. These projects were possible because of the general obligation bond that was passed by our local community (Measure N) to fund capital improvements at each of our four elementary schools. Through Measure N and Measure G funding, most of our classrooms have been equipped with sets of computers for small group instruction.
Our dedication to integrating STEM across the curriculum ensures we provide students with real-life applications to meet the demands of an ever-changing global society as we create the workforce of tomorrow. Students and teachers are immersed in integrating technology throughout the instructional day. We’re excited to share the success of our students as they utilize a variety of technological tools on a daily basis. It’s amazing to see how proficient even our youngest students are on iPads and computers; these children are indeed digital natives using technological tools to support their learning! From transitional kindergarten to sixth grade, students are adept at using classroom computers for iReady, listening to audiobooks on iPads, identifying initial consonants using Osmos, accessing personal math trainers on iPads and classroom computers, demonstrating their comprehension of library books with Accelerated Reader tests, using Starfall for specific skills, practicing keyboarding using Typing Agent, creating finished projects using Spark videos and accessing Benchmark Advance lessons to further their understanding of concepts and skills. Throughout the day, students are accessing a wide variety of apps and websites to reinforce their learning.
Each school utilizes the Accelerated Reader program whereby essential reading practice is made more effective for every student, allowing students to take online assessments after completing an independent reading book. Teachers are able to personalize reading practice to each student’s current level, assess students’ reading with online quizzes, and reward students who reach reading goals. Accelerated Reader is one tool teachers use to help each student build a lifelong love of reading and learning. Teachers agree that the Accelerated Reader program has been effective in improving students' reading achievement. Each school's home page provides a link to the Accelerated Reader program where students can check to see the point value of a specific book, and parents can monitor their child's reading practice on Accelerated Reader.
Additionally, technology in the Savanna School District expands beyond the classroom, with our available online payments for parents to utilize to add funds to student lunch accounts through NutriKids, our teachers take attendance electronically from the classroom, our online library check-out system through Sagebrush, our Blackboard parent notification system, our online application system for job openings through EdJoin, and our online work order system utilized by our maintenance department.
As we continue moving forward with technology, we are indeed preparing Today’s Learners to become Tomorrow’s Leaders as we ensure students have digital literacy skills that will propel them into college and career readiness.
Students use a wide variety of apps on iPads. Even our youngest children are adept at using these resources!
Thanks to engineers at Faraday Futures, Cheetahs designed and built their own recycled cars and tested them on a ramp.
Rams program tiny pint-sized robots, called Ozobots, and test them to see if they follow the commands they wrote.
Students learn to write code to program Dash and Dot robots using iPads. Our future computer engineers at work! | <urn:uuid:616928d2-f6ca-43ef-bb46-04005bad691e> | CC-MAIN-2021-43 | https://savsd.org/info/school-district/technology-services | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323583087.95/warc/CC-MAIN-20211015222918-20211016012918-00502.warc.gz | en | 0.941219 | 775 | 2.96875 | 3 |
One of the exciting perks of working in a software company like Quadwave is that we get to work with a lot of exciting new technology and create some amazing cutting edge products. The world over, everyone is talking about the Internet of Things and how it is changing the way we live our lives. For a start, homes are not just automated, they are made ‘smart’ so that everything is connected, making life easy in a way that was possible only in futuristic, sci-fi stories until now. But then, the future is already here, isn’t it?
At Quadwave we are developing IOT applications on Android using Java to control everyday elements like lights, heating, Air conditioning, etc. IOT is achieved by interfacing Android application with oBIX (Open Building Information Exchange) server; oBIX is a standard for RESTful Web Services based interfaces to building control systems. oBIX is a web service that identifies objects with URLs, represents object state with XML, and transfers objects using HTTP.
One of the focus areas is on designing a highly intuitive UI by understanding the target user community and studying how the most popular apps behave to make a user feel at home. Designing a good user interface (UI) can often be a painstaking job. However, a good user interface is one that allows the user to carry out their intended actions efficiently and effectively, without causing too much of a distraction. With this in mind, we design UIs that aren’t the most in-your-face spectacular designs, but would rather work subtly in the background to allow users to complete their tasks with ease.
Scalability is another area of focus where applications are developed using appropriate design patterns like observer and factory patterns. To have a good design means to decouple as much as possible, for example the observer pattern is used in the model view controller (MVC) architecture to decouple the model from the view. Similarly, we use observer patterns to notify and update UI when changes occur to the status of Light in the oBix server.
Another popular design pattern we use is the Data Access Object (DAO) factory pattern to access data. This pattern is based on abstraction and encapsulation design principles and shields the rest of the application from any change on persistence layer e.g. change of database from Oracle to MySQL, change of persistence technology e.g. from File System to Database. DAO factory design pattern keeps coupling low between different parts of application by keeping your View Layer completely independent from DAO layer and only Service layer has dependency on it which is also abstracted by using DAO interface. In short, Data Access Object or DAO design pattern is a way to reduce coupling between Business logic and Persistence logic.
We at Quadwave are more than excited to work on today’s most talked about technology which is the combination of IOT and android application development. At Quadwave, we are working on conceptualization to commercialization of smart home technology which gives a wide range of exposure to our engineers from User centric design thought process which in today’s world is the driving force for any product, to working on latest android based technology with innovation as the backbone.
A seamless integration from workspace to home is also in the offing and all in all, the idea is to ensure that people have more time and energy for what really matters.
– Rithesh Maroli Cheriyath
Technical Lead, Quadwave | <urn:uuid:f698bdb7-0713-4c83-a60d-29b2e03e48a6> | CC-MAIN-2017-13 | http://www.quadwave.com/internet-of-things-the-next-big-thing/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189802.18/warc/CC-MAIN-20170322212949-00039-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.940382 | 709 | 2.53125 | 3 |
The necessity of stirring men to fight has originated much literature, and indeed one of the best examples can be found in the speech Shakespeare put on Henry V’s lips in Act 3, Scene 1 of the same play. Here, King Henry spurs his men to be as fierce as tigers, to set their faces in a fearsome expressions, to remember the valour of their fathers (which is far from unusual in Anglo-Saxon culture), to make their mothers proud of them, and to bring honour to their mother land, England.
Most of this, as I said, echoes both in history and fiction: click the links in the text to find out the connections!
Act 3, scene I – before Harfleur
Once more unto the breach, dear friends, once more;
Or close the wall up with our English dead.
In peace there’s nothing so becomes a man
As modest stillness and humility:
But when the blast of war blows in our ears,
Then imitate the action of the tiger;
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favour’d rage;
Then lend the eye a terrible aspect;
Let pry through the portage of the head
Like the brass cannon; let the brow o’erwhelm it
As fearfully as doth a galled rock
O’erhang and jutty his confounded base,
Swill’d with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath and bend up every spirit
To his full height. On, on, you noblest English.
Whose blood is fet from fathers of war-proof!
Fathers that, like so many Alexanders,
Have in these parts from morn till even fought
And sheathed their swords for lack of argument:
Dishonour not your mothers; now attest
That those whom you call’d fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeoman,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding; which I doubt not;
For there is none of you so mean and base,
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game’s afoot:
Follow your spirit, and upon this charge
Cry ‘God for Harry, England, and Saint George!‘
Winston Churchill’s famous “We shall fight on the beaches” speech in the House of Commons, 1940
‘…We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender…’
Click here to listen to the speech on the BBC History website:
For more information about this famous speech, you can read a rather interesting article on the History Blog of the British Government here.
The Soldier, by Rupert Brooke (1915)
If I should die, think only this of me:
That there’s some corner of a foreign field
That is for ever England. There shall be
In that rich earth a richer dust concealed;
A dust whom England bore, shaped, made aware,
Gave, once, her flowers to love, her ways to roam,
A body of England’s, breathing English air,
Washed by the rivers, blest by suns of home.
Elizabeth I’s speech at Tilbury
“…not doubting but by your obedience to my general, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over these enemies of my God, of my kingdom, and of my people.” | <urn:uuid:3f3322f9-d892-451c-9215-5005cb947bd8> | CC-MAIN-2017-51 | http://www.movingpages.eu/on-stage/william-shakespeare/henry-v/henry-v-battle-speech-at-harfleur/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948608836.84/warc/CC-MAIN-20171218044514-20171218070514-00713.warc.gz | en | 0.923708 | 900 | 3.171875 | 3 |
The blood vessels which carry the deoxygenated blood from various parts of the body to the heart are called veins. Veins originate from the capillaries. The only exception is the pulmonary vein. This vein carries oxygenated blood to the heart. The whole venous system of toad is generally divided into two main branches, such as:
- Pulmonary venous system.
- Systemic venous system
Pulmonary Venous system: One pulmonary vein originates from each lung. The two pulmonary veins meet together and form one common pulmonary vein and finally it opens into. the left auricle. It is an exceptional vein which carries oxygenated blood from the lungs directly to the heart.
Systemic Venous system: Systemic venous system is formed by the veins which are originated from the capillaries carrying carbon-dioxide enriched blood to the heart directly. Three main vena cavae with their branches form the systemic venous system. The three vena cavae open in the three corners of sinus venosus. Two from anterior part of the body and the other from the posterior part carry deoxygenated blood. Each anterior vena cava or pre-caval vein is formed by three main veins, such as, External Jugular, Innominate and Subclavian vein.
- External Jugular Vein: The two veins carrying deoxygenated blood from the tongue and face are called external jugular veins.
- Innominate Vein: This vein is fonned by the combination of two veins. It collects deoxygenated blood from the shoulder and corners of the jaw.
- Subclavian Vein: This vein is formed by the combination of two veins. Its function is to collect blood from the fore limbs, muscles and integument. | <urn:uuid:000d800e-63ce-43b3-a3e5-2cc7f2cccbe1> | CC-MAIN-2022-40 | https://qsstudy.com/venous-system-of-toad/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337339.70/warc/CC-MAIN-20221002181356-20221002211356-00447.warc.gz | en | 0.916788 | 375 | 3.953125 | 4 |
“In my view recent research has not been able to demonstrate an affective, valuable role for biochar in agriculture.”—Professor Gilkes. Lou Gold
A UWA study has challenged claims that biochar is more effective in minimising nitrogen leaching from soil than traditional clay amendments.
The article published by CSIRO Publishing titled “Clay and biochar amendments decreased inorganic but not dissolved organic nitrogen leaching in soil” gives a recent update on the new research.
Clay is commonly used in agriculture to ameliorate water repellence and improve water retention, however in dryer climates such as Australia, biochar has been claimed to be more useful because it has a greater water holding capacity.
Biochar, a type of charcoal, has been proposed as an alternative to clay because of its porous structure enabling it to better retain nutrients and moisture while at the same time storing carbon.
Biochar is generally alkaline and could be a useful additive in place of products such as lime to improve the quality of acidic soils (typically pH of 5-6) in regions such as the Wheatbelt of WA.
These properties are claimed to assist in improving soil fertility and increase agricultural productivity making use of biochar increasingly appealing to farmers.
However, the study found that biochar does not possess significantly better nutrient absorption qualities than clay, although both are acknowledged as beneficial in reducing nitrogen leaching.
UWA’s Soil Research Winthrop Professor Robert Gilkes says although there a number of clear benefits he still has concerns.
“The whole situation is complicated because putting biochar in soils is also claimed to be a way of stopping carbon getting into the atmosphere.
“I think the proponents of burying biochar need to be clear that it’s only slowing down the rate of carbon transfer back into the atmosphere, not preventing it.
“There are several ways in which you can catch carbon dioxide, this is just one.
“One of the downsides is that biochar production is a costly and wasteful process which doesn’t provide any benefits.
“It is no more nutrient absorbing than clay,” Professor Gilkes says.
Biochar is produced via pyrolysis, a process which actually produces energy through use of renewable sources, with the biochar (a carbon sink) retrieved as a by-product.
“The idea is that companies and countries can bury their carbon in the ground which reduces their carbon input into the atmosphere and in turn reduce their carbon liabilities,” Professor Gilkes says.
Clay is often readily available from the sub-soil and has been used for many years in some farming enterprises, so determining whether biochar offers a viable alternative needs serious consideration.
“In my view recent research has not been able to demonstrate an affective, valuable role for biochar in agriculture,” Professor Gilkes says.
This article was published at Science Network of Western Australia and retrieved on 10/07/2015 and posted here for educational and information purposes only. | <urn:uuid:edc4e85f-cfa3-482b-a0d3-92c6388b2f65> | CC-MAIN-2019-30 | https://indeseem.org/2015/10/07/biochar-efficacy-on-soil-nitrogen-questioned/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195529664.96/warc/CC-MAIN-20190723193455-20190723215455-00145.warc.gz | en | 0.95629 | 630 | 3.28125 | 3 |
Taking medicine daily may be the norm for people with chronic illnesses. But what if medications didn't have to be taken orally or through injections? What if doctors could put a pharmacy of sorts inside our bodies, activating treatment at the press of a button?
For people with medical conditions like multiple sclerosis or diabetes, that scenario could become a reality, thanks to developments in wireless drug delivery. The idea is to attach or implant a device in a patient, and the device would have prepackaged doses of medicine in it, which could be programmed or wirelessly commanded to be released in the body.
Take the technology used by a company called MicroCHIPS Inc., for example. Researchers inserted a small microchip beneath the skin in patients with osteoporosis [source: Farra et al.]. The team programmed and commanded the implanted chips to release tiny doses of medication -- about 40 micrograms -- in the patients' bodies over time. Routine injections were replaced by one chip doing all the work. Well, one chip and a few special radio signals.
And, as wild as it sounds, doctors might someday use cell phones to signal implanted chips.
"Ultimately, that signal can come from a cell phone, so the patient's cell phone can be receiving instructions from a physician located thousands of miles away," says Robert Farra, president of MicroCHIPS. "And their cell phones would be within reach of their bodies to instruct the device to release it on demand."
Wireless drug delivery might make you think of a scene from "Innerspace" or maybe "Escape From New York," but the reality is it's a growing field that shows promise for patients with chronic medical conditions.
Let's take a closer look at how these devices work once they set up shop inside a patient's body. | <urn:uuid:63d79aae-e566-42a9-aa84-41460ee1c3cf> | CC-MAIN-2019-09 | https://health.howstuffworks.com/medicine/modern-technology/wireless-drug-delivery.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479627.17/warc/CC-MAIN-20190215224408-20190216010408-00271.warc.gz | en | 0.962186 | 368 | 3.28125 | 3 |
PHP as a web language
My first grudge against PHP is it's not a very generic language. People have successfully written non-web-based PHP applications, but this seems to be more of a PHP programmer, who doesn't want to learn a more robust language. After a brief scan of various PHP support sites, PHP development outside the realm of web development is basically negligible. I see no reason, in fact, besides some amazing library I might not be aware of, for me to use PHP for a non-web-based application.
PHP is a widely-used general-purpose scripting language that is especially suited for Web development and can be embedded into HTML. -http://www.php.net/
The syntax is ugly, in my opinion: requred semi-colons, arrows instead of periods to reference data, global functions to manage things like arrays instead of a more object-oriented approach, etc. After several iterations of the language, features seem tacked on to the early implementations. With python being faster and providing a larger development community, what motivates me to use PHP?
The MVC architecture
The MVC architecture is a design philosophy of separating the application into three sections: the models, which manage the data of the application; the views, which typically represent the user interface of the application; and the controllers, which handle a lot of the management between the views and models. While this design can be strictly conceptual to a programmer separating out functionality, various frameworks like Qt and CodeIgniter strictly separate these entities. Here's where I believe php has lost it's magic.
The main allure of PHP that stole a lot of perl's magic was putting the controller elements doing the processing directly into the html. Instead of managing large perl files mixed with html, people could make a mostly html-based file with a little PHP, which was much cleaner to read. In that sense, all the view implementation was usually separated from the model and controller. This seemed great at the time, but as MVC has gotten more prevalent, more and more PHP frameworks remove model/controller components from the html leaving small bits and pieces in its place. In my experience, and what seems to be the practice now in PHP, large controllers and models are created completely separate to the actual html. This creates a more coherent architecture, but it raises the question: now that we've moved so much PHP code away from html, why are we still using PHP?
The rise of templates
Templating libraries have been around for many, many years-even before PHP was popular. However, since some programming language had to drive the application anyway, I believe, there was no reason to use one if one had to do his/her coding in C/C++ or perl still. Now, however, many new languages have emerged such as ruby and python that provide a very small and more robust scripting experience. Because they are so general purpose, many more examples exist outside of web development. This is important as web applications have continually provided more and more functionality than just serving up semi-static web pages. The little bits of php code that was once in my html files are now easily replaced with some templating library like mako or genshi, and I can program in a more general-purpose language, whose techniques will apply to non-web-development tasks as well. Again, now that PHP has been moved outside of html, why should I use it over python or ruby?
Things I'll miss
Alas, PHP, I hardly knew thee. One thing I'll slightly miss, though, is the startup time in PHP. Almost every apache configuration on Linux typically comes with PHP configured. After opening up a .php file and typing a few lines, I can access the file directly in my web browser and I'm immediately seeing the results. With python, I have to do a little bit more typically to get things running via apache. This requires setting up a cgi-bin, creating a proper script alias, etc. Newer python frameworks like web.py and turbogears now come with a mini-web-server included, however, so I can hold off on configurations until I'm farther in to production.
I'll also miss PHP's documentation, which I believe is generally more accessible than python's. Many of PHP's functions get an entire page dedicated to them like explode(). The page features the basics you'd expect from an API doc--parameters, description, and return value--but includes a huge swath of examples of how to use the function. It's like an entire programming cookbook dedicated to that function. I find a lot of python docs to be a little too wordy (ex. datetime and difficult to browse to a particular function--especially if I'm searching by functionality and not name. If I'm unfamiliar with a language, I'd like to know what functions are available for a given class before treading through each and every description. The function name should typically provide sufficient description to investigate it further. Anyway, the PHP wiki/comment style of documentation is something I hope more languages adopt. Wikis are already prevalent on many projects, but it seems people are much more willing to contribute through a brief comment box instead of stepping into an entire editing mode. Is it fear? Laziness? Regardless, it seems more accessible to contribute something beneficial to the doc.
Anyway, PHP. Thanks for everything. It was fun while it lasted. | <urn:uuid:374e9ef3-975e-410b-837e-a3232e3068f3> | CC-MAIN-2017-17 | http://strattonbrazil.blogspot.com/2011/02/php-to-python-why-php-is-now-dead-to-me.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120844.10/warc/CC-MAIN-20170423031200-00341-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.949061 | 1,120 | 2.6875 | 3 |
Magnesium is one of the most important minerals required by our bodies. We will not feel energetic if magnesium lacks in our routine diet. People also feel tensed and anxious if there is lack of magnesium in their bodies. The list of health problems happening from a deficiency of magnesium does not end here. In fact, magnesium is a miracle mineral that helps us stay away from a variety of diseases and health issues. Check out what it does for our bodies and why we need an ample amount of magnesium in our diet.
To maintain bones and teeth
The formation of basic structural components of our bones and teeth is supported by magnesium. In old age, people mostly experience osteoporosis due to a lack of magnesium in their diet. Thus, it is very essential to eat foods rich in magnesium that could improve our bone density.
To balance nutrients and produce energy
Magnesium is also required to keep a balance of various nutrients in our bodies. Some of these nutrients include vitamin D, calcium, potassium, copper and zinc. In addition, magnesium activates enzymes and helps our bodies produce energy. Thus, magnesium helps a lot when you need to stay energetic and vibrant.
To maintain blood pressure and protect heart
Magnesium helps in maintaining a healthy heart and normal blood pressure. The risk of any cardiovascular disease is reduced if a person intakes the sufficient amount of magnesium. This essential mineral can lower our blood pressure if consumed through magnesium-rich food items, such as fruits, dark green and leafy vegetables, nuts, etc.
To prevent diabetes
Diabetics usually have low magnesium levels in their blood. Based on various studies, it has been suggested by medical experts that people should have a proper intake of magnesium in order to prevent Type 2 diabetes to a certain extent. | <urn:uuid:f5baaf87-26ae-4e6d-ac6e-55e00432843e> | CC-MAIN-2021-25 | https://www.why.do/why-do-we-need-magnesium-in-our-diet/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487658814.62/warc/CC-MAIN-20210620054240-20210620084240-00197.warc.gz | en | 0.933933 | 356 | 3.015625 | 3 |
Better Posture for Improved Health
- How much energy is required for 'good posture'?
- How does bad posture affect body functions and our wellbeing?
- Read on to find out about the causes and effects of having good or bad posture and the impact on your body … and mind.
Typically, when talking about ‘Posture’ we consider the shape of the body whilst an individual is standing. However, standing is not a static position. A person does not stand completely still, even if trying to do so. Instead, ‘postural sway’, a continual shifting of the body’s Centre of Gravity, pulls on opposing pairs of muscle groups irregularly, causing alternating activity and rest. This helps reduce fatigue and assists in venous and lymphatic return.
For example, guardsmen are instructed actively to induce postural sway by regularly adjusting their body weight from the front to the back of their feet to maintain circulation and prevent fainting.
If posture is efficient such as ‘good posture’, it requires little energy to maintain and causes few long-term stresses on the body. If posture becomes inefficient, ‘poor posture’, active muscle work becomes necessary to redistribute body mass and hold it there. This is an energy-consuming process; energy which is not then available for other purposes. It also subjects the joints of the body to abnormal stresses and dysfunction.
The further the centre of gravity deviates from the ideal, the more energy is consumed by the body. As a result, it is often postural imbalance, which is responsible for low energy states and subsequent ‘ill health’.
In other words, poor posture will adversely affect how the body functions and over time this alteration in function will produce further postural or structural changes.
We all recognise the fact that our emotions influence our posture. Visualise how your posture changes when you feel confident or happy as opposed to depressed, anxious or fatigued. But does the relationship work the other way around? Does our posture influence our emotions?
Poor posture requires more energy expenditure by the musculoskeletal system, leaving less available for body maintenance and repair. The resultant long-term or repeated ‘ill health’ may have an effect on emotional wellbeing producing a spiral of poor health and negative emotional state. There are measurable, physiological effects which may be both the cause and effect of positive and negative emotions confirming that the body is a unity of mind, body and spirit.
Therefore, think positive and your body will follow!
For more information, please contact our Reception Team:
Page added 25/05/2017 | <urn:uuid:ffd6da46-f41b-4d17-a219-a575ee84df2f> | CC-MAIN-2019-30 | https://www.cppg.co.uk/article.cms/better-posture-for-improved-health | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00239.warc.gz | en | 0.924067 | 540 | 2.890625 | 3 |
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And no it does not end - to party. The cover of this book reads "You gotta fight for your right to free". Thankfully, most of us have not had to fight for our freedom. Over time it can be easy to take for granted the sacrifices made by another generation, but we hold our freedoms only because they were willing to fight for them and if need be die for them. I for one will not forget, nor will my children, so this book was part of our Remembrance Day studies for this year.
Who's Who in WW2 is a brief introduction, or remembrance of some of the most famous people from the 2nd World War. As an adult , I expected to know all of these names, but in fact there were a couple I did not, and I believe this will hold true for many readers.
The book begins with two pages of very brief facts on the war. This is the first book I have allowed my son to read with any photos from the holocaust - and I expected to answer quite a lot of questions on this. He was already far more aware of the situation than I had thought - he watches TV after all - and we do watch the history channel quite a bit Even if he is watching an unrelated programme he could see clips in advertisements. There is a photo of men on wooden shelves - most of them near starvation and a horribly emaciated figure, nude with a bit of clothing held over the private area. The details on the holocaust will be limited, as befits a book for very young readers, but may still be traumatic for some children. I had serious doubts about using this book, deciding to use it only because it contains sections on a few people that we were very interested in. In retrospect, it is just as well I did use the book. If he has already picked up bits and pieces from television - I'd rather share a few books and discuss the matter.
I will not include a complete list of the people featured in this book because you can easily find that yourself on Amazon. It has the most famous people, as one would expect : Churchill, Roosevelt, Hitler etc... I think Anne Frank and Oskar Schindler were very obvious choices for inclusion as well. I bought this book because I knew it had a section on Alan Turing - who has been mentioned in other books we own, and one on Douglas Bader.
Alan Turing of course invented the Turing Bombe - which is not a bomb at all - it a computer or at least a forerunner of the computer. The Turing Bombe was designed to help break codes by making rapid calculations. A photograph of this early computer is shown and it massive. My son found it amusing that his mobile phone is a more powerful computer than this giant piece of machinery - but without this behemoth - modern computers might never have existed. A single short page is in no way adequate to begin to understand Turing's work, but it is a nice introduction and helpful basic knowledge, not just on the war, but on the development of technology.
Douglas Bader has been immortalised in film. He lost both legs when ignoring orders not to fly the plane at low altitude - he crashed. He was forced to leave the RAF but with the war pilots were in heavy demand and he was given another chance. Bader shot down at least 22 planes before being shot down himself and spending the remainder of the war as POW. He became famous for escape attempts, and this book reports that the Germans ended up threatening to confiscate his legs. Other sources say his legs were taken until he could moved to a secure prison. He ended up in Colditz Castle, the most secure prison in the Reich.
As mentioned there were a few names I was unfamiliar with. One of these was Chiune Sugihara who had the courage to go against the orders of his own government and issue visas to help 6,000 Jewish people escape Lithuania where he worked as a diplomat. He was later forced to leave the country with his wife and I have no idea what happened to them after they returned to Japan. I am well aware that he was not the only diplomat to take such risks, but I am glad they showed someone from Japan in a role other than enemy. I like to point out to my children that there are always good and bad on both sides of a conflict. I was also unaware that the prime Minister of Japan during the war was executed for war crimes. I had not heard of any Japanese war criminals being prosecuted. So there were a number of tings I learned from this book.
Besides Turing and Bader, my son was most interested in Violette Szabo a British secret agent - or in his words a spy and Robert Oppenheimer - because he loves explosions. We have in fact watch numerous test explosions online. In fact we looked explosions so many times I hope I do not appear on terrorist watch lists. I don't think he has a real concept of the level of devastation these things can cause. I have refused to buy him a book on Hiroshima. My children are past being frightened by fiction but I think most of us can still get a chill thinking of nuclear warfare. Even so he has expressed concern a few times and has been relieved when I have told him that no one uses these anymore and all the countries have agreed not to launch a first strike ( I'm not quite sure about that but it sounds good ). I've also explained that any country using the bomb would turn the entire rest of the world against them so the bombs will never be used - I'll pray to God I'm never proven wrong. the first nuclear bomb was called "The Gadget" - puts the term gadget - lover in a whole new light.
This book is part of the White Wolves reading scheme designed to provide engaging books in both fiction and non fiction for use in guided reading exercises. This book is listed for age 10-11, Above Average Readers. I don't know if this listing is completely accurate. I felt this was a very easy book for children to read and would certainly not have placed it above age 8 - but perhaps my judgment of reading levels is less than accurate. At age 7, this book presents my son with very little difficulty in reading beyond a few names and in all honesty I have no idea how to pronounce some of the names myself. I have simply taken a wild guess and gone with but I would place the odds of my pronouncing Chiune Sugihara correctly at less than 1,000 to 1.
The main text is in a clear black print, of a reasonable size on a white background with good spacing. Each page has one to three short paragraphs. Extra facts in text boxes may be slightly harder to read as these are in a slightly smaller and much lighter print over a pastel background. I would consider "numerous", "artificial"and "eventually" among the most challenging ordinary words in this book, plus there are apt to be a few words that the average child may not have read before such as "typhus", "magnitude" and "ghetto". Thankfully, these all seem to be included in the glossary at the back of the book.
This does fall within the realms of schools books as far as I am concerned. I believe it would most useful in a classroom or home education setting. It certainly is a good book, and well written, but I don't think this is apt to become any child's favourite bedtime story. It would be a wonderful resource for a child to choose a person to write about for school assignment, although they would certainly need additional sources of information. I could see buying this to help with school work at a more reasonable price. I paid £6 for this, which I felt was expensive, but worthwhile as part of our history curriculum. Current prices have gone up though - and as good as the book is - I can't really see paying £8.50 - £10 for a 32 page paperback book. I have in fact wanted to buy several more books in this series, but I have been put off by the prices. So I do recommend this book - especially for teachers and home educators, but even then I find it a bit expensive and I feel it simply too over priced for the average family book shelf. The only exception to this would be is you have a child who is a real WW2 buff as they are apt to come across some new information, but I don't think most children will read this often enough to justify the purchase price. The book itself is certainly worth 5 stars, and had the price remained £6 I would have given it this. Because current prices have gone so high - I am limiting it to 4 stars. | <urn:uuid:91b45831-5173-40fd-bc24-2a9f0518b28a> | CC-MAIN-2016-40 | http://www.dooyoo.co.uk/junior-book/who-s-who-in-ww2-age-10-11-above-average-readers-alison-hawes/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738660871.1/warc/CC-MAIN-20160924173740-00025-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.987998 | 1,785 | 2.546875 | 3 |
You’d be crazy to hate beer! Larger, stout or ale – whatever your style, nothing says “Party on!” like a mug of beer. And as if you need any more reasons to love beer, dare we say that it has health benefits too? But isn’t beer an alcoholic drink that expands your midsection and gives you’re the infamous beer goggles? Well yes, we won’t lie to you about that just because it’s International Beer Day 2019. But having beer in moderation can be good for your health. Health benefits of beer can range from reducing heart diseases to helping you sleep better. Here are eight healthy, science-backed reasons to have beer.
1. Reduces Risk of Heart Diseases
That’s right! Don’t believe anyone who tells you otherwise. Research says that the heart-loving qualities of beer may be as good as wine, at comparable alcohol amounts. Scientific evidence says having 15-30 g of alcohol per day can reduce cardiovascular risk by 25 percent. The alcohol content in your beer can be good for your heart and blood vessels. Studies also say that it may be better than spirits such as vodka, gin and whiskey when it comes to heart health.
Homer Knows Best!
2 Lower Chances of Neurodegenerative Diseases
Neurodegenerative diseases include Parkinson’s disease, Alzheimer’s disease and Huntington’s disease where the neurons in the human brain get damaged. What can beer do to help? Although the specific data on beer isn’t conclusive, observational studies say that low to moderate consumption of alcohol can reduce your risk of developing these diseases.
3 Increases Good Cholesterol
Beer also has cholesterol-busting properties. Studies say that beer can lower bad cholesterol in the body by increasing the amount of good cholesterol, which scoops up plaque from the arteries. But as always, the key is moderation.
4 Has Nutrients
While the beer belly allegations are not without their reasons, beer may be more than just empty calories. The drink may have more nutrients than what you give it credit for. Since its made of ingredients such as wheat, maize, barley and rice, it can contain traces of iron, potassium, magnesium, B vitamins and proteins. And like wine, beer is also replete in antioxidants.
5 Gives You Strong Bones
Beer may also be good for your bones because it contains high levels of silicon, a nutrient you need for bone growth. Drinking the right amount of beer will help you reduce the risk of breakage and fracture. But conversely, drinking too much may make your bones brittle.
6 Reduces Chances of Diabetes
Your good friend beer may also reduce your chances of developing type 2 diabetes. Harvard scientists opine that middle-aged men who drink 1-2 glasses of beer per day may have a reduced risk of developing diabetes. Additionally, the alcohol content in beer may also increase your insulin sensitivity, preventing metabolic disease.
7 Helps You Sleep Better
Who doesn’t love a good night’s sleep? Instead of turning to your regular nightcap, try a glass of beer instead. Stouts and lagers can increase the production of dopamine in the brain, promoting sound, relaxed sleep. But that’s not even the best part. Scientists believe that merely tasting beer can make you feel calmer and more relaxed.
8 Lowers Kidney Stones
Kidney stones can be an annoying and painful condition. And guess who comes to your rescue. You guessed it! Beer! Since beer is mostly water and alcohol (duh), both help in increasing urine output, which is great for dissolving calcium. This means a lesser risk of developing kidney stones.
That concludes our list. Our beloved beer does more than just put us in a good mood and make everyone seem more attractive. These health benefits are mainly attributed to alcohol and nutrient contents. But before you guzzle a bucketful, remember that the benefits of beer can only be reaped if have it in moderation. So enjoy International Beer Day 2019 by sharing a six-pack with your friends! | <urn:uuid:e27e3d84-0fba-4dd4-af97-adfa4f3fff98> | CC-MAIN-2019-39 | https://newsjox.com/international-beer-day-2019-science-backed-health-benefits-of-beer-that-will-surprise-you/38428/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514571027.62/warc/CC-MAIN-20190915093509-20190915115509-00104.warc.gz | en | 0.93381 | 852 | 2.640625 | 3 |
As we cruise in the Caribbean Sea, we realize that this tranquil waters were once Hell on Earth.
According to Science, about 200 million years ago a meteor hit Planet Earth at the Yucatan Peninsula, not far from where we cruise, with a force larger than 6 figure times the atomic bomb that hit Hiroshima.
This enormous collision raised such a dense pillar of ashes that the sky darkened all over Earth for years, making breathing impossible.
As a result, the Dinosaurs were wiped out, along with other prehistoric creatures. This catastrophe changed the course of history.
Last year I took another Kosherica cruise to Alaska. As we cruised I learned that on those beautiful, evergreen shores of Eastern Alaska, the Dinosaurs found their last refuge. The scholars say that while they were already decimated from the rest of our glob, they survived in Alaska for another 50 million years. We know that herds of those Alaskan Dinosaurs used to travel annually from the Sea shore to the North Pole, and back! No one knows for sure the reason and the purpose of these pilgrimage. About 150 million years ago they too were found incapable of living on Earth and they disappeared, leaving us only their skeletons and fossils.
A conflict between Science and the Torah’s account
Dinosaurs? A Meteor hitting Earth 200 million years ago? None of this is mentioned in the Torah!
According to the narrative of the Torah (Bible) the world was created just 5762 years ago, in only 6 days.
This belief stands at the core of our faith. Our Jewish calendar is based on it. The question is: can we reconcile the scientific view of the world’s history, with the Torah account of CREATION as told in the Book of Genesis?
The secularists rejection
And here we have a whole array of view points and approaches.
Secular scientists, of course, have a straight answer. They simply ignore the Torah narrative and consider valid only their scientific findings. They view Moses’ story as a “Bronze-Age document” unworthy of any consideration, bereaved of any shroud of scientific truth.
For instance: Karen Armstrong, the dean of Comparative Religion and the famous author of the best seller “The History of God,” relates to Moses’ Genesis as an ancient myth, no different than other myths of his time. There is no difference, she writes, between Moses story and the myths about CREATION told by the ancient Babylonians, Egyptians, Greek, Indian or the Chinese. Is Karen Armstrong right?
In contrast to the secular bible critics, the ‘fundamentalists’ see Moses’ Genesis as the only truth. they disregard, in their unshakable faith, the scientific narrative altogether and see the truth only in the Torah, in literal way. They attack the scientific evidences of fossils and geological findings as unreliable. They challenge even the validity of the radioactive carbon measurements, saying that condition has changed on earth making these measurements in accurate. According to their view, he Universe exists merely 5762 years, and G-d made in just one week.
Some fundamentalist churches in the mid west even built villages with huge, plastic prehistoric beasts with the figures of Adam and Eve wondering among them. They teach the visitors that these prehistoric beasts lived parallel to Adam and Eve.
Mainstream Orthodoxy’s view
Many orthodox Jews, as well as modern Christians, find themselves torn between the above two approaches.
On one hand, they appreciate and respect the achievements of science. They would not disregard the scientific findings easily. On the other hand, they believe in the Torah’s narrative about CREATION. And they realize how difficult it is to reconcile these two worlds.
What are the common solutions to the problem?
When I was young, our teacher-rabbi ignored the conflict. He told us to leave it to important Rabbis who would find the proper answer.
When we were older, at High School, our teachers told us not to look at the Torah as a book of history, but rather as a source of moral messages. We should therefore ignore the discrepancy between science and the Torah. Other teachers looked at the Torah story as a metaphor, not to be taken literally.
We cannot ignore even one chapter
There are problems with these classical orthodox approaches.
First, we, as orthodox Jews, should have no doubt about the validity of any chapter in the Torah, whether or not it fits science. If Moses wrote the story, it is true.
Secondly, according to Rashi, the Torah starts with Genesis in order to establish the credibility of the CREATOR, who can therefore give the Land of Israel to whoever He wishes, like to the People of Israel. Now if we doubt the validity of this particular chapter one, how would we establish the credibility of the CREATOR?
The stakes are high
Moreover, we can’t just ignore the conflict, since the stakes are high.
First, Moses placed the Name of G-d, ELoKiM, 32 times in the story of CREATION. It is the most concentrated CHAPTER in the entire Torah. Since the Name ELoKiM stands for the All Mighty JUDGE, whose judgment is truthful, it comes out that Moses stamped the chamber 32 times with the name of ELoKIM to vouch its truthfulness!
Moreover, Moses placed Genesis as an introduction to his five Books. This infers the importance of the story. So when we find the chapter discredited by our science, we actually discredit the validity of Moses’ entire prophecy.
On the other hand, if Moses account of CREATION is found credible by our science, his entire prophecy is credited too.
Thus when we scrutinize the validity of Genesis by our Science, we need to remember that the stakes are enormous. We either validate, or discredit, Moses entire revelation and prophecy!
A third question may be raised. If Moses is a true prophet who could see the future, did he not foresee that a day would come, and people would find his description of CREATION discredited? So why did he place the story of CREATION in his bible? As a true prophet he should have avoided this trap!
The Egyptian’s myth of CREATION
Is Karen Armstrong right? Let’s compare now Moses’ account of CREATION to the ancient myths told in his time. For that, we can use Ms. Armstrong’s own writing.
According to Ms. Karen Armstrong, the ancient Egyptians of Moses time believed that the world was created when a male deity named Rah, had sexual relationship with a goddess named Nun, thereby impregnating her.
Fearing that her male embryo would one day take over his father’s kingdom, Rah slashed Nuns’ belly, removed the embryo, killed it, cut off its testicles and dumped them into the Mediterranean Sea near the city of Aco.
The lamenting mother-goddess Nun then went into the Sea (Nun is Water) and retrieved her sons’ testicles. Then She resurrected her son out of the testicles, and used them to create the world. Moses, growing in Pharaoh’s home, must have known this story by heart.
The Greek’s myth about CREATION
Moses also must have known the Greek myth of CREATION. The Greek, according to Ms. Karen Armstrong, believed that the world was created when a male deity named Uranus mated with the female goddess of Earth, Gaia, who gave birth to the Titans.
The Father Uranus, not unlike the Egyptian Rah, was consumed by a fear that his children would take over his kingdom. He therefore forced the Titans back into their mother Gaia’s womb, causing her much pains. But the youngest child, the brazen Cronus, had the courage to stand up against his father.
Armed with a sickle, Cronus lay in Gaia womb and waited for his father. When Uranus penetrated Gaia again, Cronus cut off his father’s sex organ and threw it to the Sea. The world was then created out of this sex organ.
The Chinese, Indians, Persians, and all other cultures of Moses time held similar myths about CREATION.
Passionate stories, but unscientific
Let’s not look down on these ancient myths. They surly incited much passion in the believers. The Egyptians paraded in the streets chanting in their god’s honor, clapping hands and dancing with ecstasy while telling each other the good news of the resurrection of the ‘son of god’ out of its own testicles.
The Egyptians even built impressive temples for their god’s glory, and their poets and philosophers sought deep meaning in the resurrection story. They pondered about life, death and resurrection, about a father killing his son, and the relationship of the story to the cycle of seasons on Earth. We understand their passion and empathize with their enthusiasm. Yet we can’t say that those stories, fascinating as they were, had anything to do with our scientific understanding of CREATION. These ancient stories were all mythical, not factual.
Now, let’s compare these stories to Moses’ account of CREATION. Is his story also a myth?
Moses’ story in comparison
When we compare Moses’ story to the ancient myths, we note first of all that Moses story is void of any violence, jealousy, sexual perversion and power struggle.
Unlike all ancient myths, Moses’ story is ‘clean.’ It focuses on facts about CREATION. This alone sets his story apart from all the myths of his time, including the Egyptian myth that he knew by heart. So who told Moses such a clean story?
Moses sees order in CREATION
Secondly, Moses sees an ORDER in CREATION. Some items and creatures were created early, and others were created later. This too sets his story apart from all the ancient myths. No one in Moses’ time perceived an ‘order’ in CREATION.
Thus, To Pharaoh the animals were a mere game, a mish-mash of creatures to be hunted or tamed for work and pleasure. No Egyptian record shows any grading of the animals according to their appearance on Earth. This holds true for all other ancient myths. No one saw an order in CREATION.
So, Ms. Armstrong, who told Moses that Vegetation came first, then Fish, then Birds, then Crocodile, then Cattle, then Beasts, then Crawling creatures and finally Man? How did he know this, having been raised in Pharaoh’s great house?
How long lasted the Six Days?
Let’s examine now whether or not Moses’ story is compatible with Science.
According to Moses, the world was created in Six Days. Are these our days? How long did a Day of CREATION last?
Kabala scholars of the tenth century answered this question. Rabbi Abulafia derived the length of one Day of CREATION from a Psalm song.
Most Psalms, as you know, are related to King David. Psalm 90, however, is attributed to Moses. In it Moses says that “for our thousand years are like one day in your eyes…”
Hence, according to Kabala, one year of the CREATOR equals our 350,000 years.
Since, according to Kabala, 6000 years of the CREATOR equal One Day of CREATION, it comes out that ONE Day of CREATION is 6000 times 350,000, or 2.1 Billion human years.
Hence the entire Six Days of CREATION lasted 2.1 times 6, or 12.6 billion human years, quite close to what science says. According to Science, the Universe is about 13.7 Billion years old.
The Fist Day couldn’t be related to the Sun and the Moon
This is what the Kabala Scholars of the tenth century calculated from Psalms. But we don’t need to follow such a calculation. The verse itself in Genesis tells us how long One Day of CREATION lasted.
Thus, at the end of the First Day the Torah says, “And ELoKiM saw that it is good, and it was evening and it was morning, ONE DAY.”
Several questions arise:
(1) How did ELoKiM call the First Day ‘one day,’ when there was not yet a Sun or a Moon in the sky? According to Moses, the luminaries appeared only on the Fourth Day!
Hence the phrase ‘one Day’ can’t be related to our day, which is dependent on the Sun and the Moon.
The same consideration is true also for ‘Day Two’ and ‘Day Three’ before the appearance of the Sun and the Moon on Earth. Hence ‘One Day’ relates to an era, a phase in the story of CREATION.
(2) Secondly, the Torah says that ELoKiM named the First Day as ‘ONE Day,’ rather than ‘Day One.’ All other Days, in contrast, are called by their proper numerical names, as Day two, Day three, Day four, Day five and Day six.
The answer is profound. By calling it “One Day” the Torah ctually defines for us the precise length of ‘ONE Day’ of CREATION.
How long did a Day last? The Answer is: As long as it took CREATION to advance from the ‘Beginning’ to see in it Light, Matter, and Water.
One Day is therefore an era in CREATION. As Kabala says, it might have taken 2.1 billion human years, very close to what Science says.
Having defined the length of One Day of CREATION, let’s compare Moses’ account to the scientific one. As a source, we can use the History Channel (HC) animated series called The History of Planet Earth. It summarizes all that Science knows about CREATION. It is based on the latest archeological and geological findings and it does not refer to the Bible.
So when we compare the HC account to the Book of Genesis, are these stories compatible? Let’s compare them Day by Day, phase by phase.
The History Chanel’s account of the Beginning
According to the HC, the Universe was born in a Big Bang. Then, the HC says, the Universe expanded, Entropy began to decline, Energy and Light were formed and converted to Matter according to Einstein’s formula.
Then Chaos became an Order, and primitive molecules appeared in Space, backed in huge space ovens called Novas. Gases were formed and water molecules appeared.
Then, 4.1 billion human years ago, a barren Planet Earth appeared in space, bereaved of any atmosphere or life. The scientists dubbed it as The GRANIT PLANET.
What does Moses say about the FIRST DAY?
Moses too says that there was a Beginning, the start of time-scale. Then there was Chaos, Deep and Darkness. Then ELoKiM created Light and Water. Earth was ready for the next phase.
Hence Moses account does concur with the HC narrative, something you can’t say in regards to any ancient myths of his time. Neither the Egyptians, not the Greek or the Babylonians had any such story about a Beginning, a Chaos, a Light, a Matter and Water.
So, Karen Amstrong, who told Moses this accurate account of the origin of the Universe? Certainly it wasn’t Pharaoh, or the Greek or any tradition of his time. So who told him the story? How could he know all that?
THE SECOND DAY
The History Channel’s account of the Ocean formation
About 4.0 Billion years ago, the HC says, Planet Earth became covered with a thick, white, icy coat. The HC depicts it as a beautiful, white, tennis-ball traveling in space.
Thus the ‘Granit Planet’ turned into what the Scientists dub a WHITE PLANET.
Now, where did the ice come from? According to the HC’S experts, Earth passed through a huge ‘area in space’ full of icy comets, which then ‘fell’ on Earth.
Thus, during the following millions and millions years, our Planet was bombarded by a constant shower of icy comets, that gradually accumulated and formed the icy coat.
Let’s remember that there was not yet any atmosphere or life on Earth.
Then the shower of comet shower somehow stopped. No one can explain why it happened. Perhaps the traveling icy comets passed away to a different area in space. But the advent of Water on Earth, the scientists say, was a crucial turning point in the history of our Planet. Without water, life as we know it wouldn’t evolve.
Moses’ account of the creation of the Oceans
What does Moses say about this phase in Earth history? According to Moses, the oceans were created on the Second Day, as it says:
(1:6) And ELoHiM said Let it be a firmament in the midst of the Waters, and let it divide Water from Water,
(1:7) And ELoHiM made the firmament, and He separated the Waters which were underneath the firmament, from the Waters which are above the firmament, and it was so.
(1: 8) And ELoHIM called the firmament Sky, ShamMayim (“there are the waters”.) And there was evening and there was morning, Day Two.
Thus on the Second Day of CREATION, ELoKiM separated the Waters Above Earth from the Water that covers Earth.
Can you find a better agreement between Moses and Science?
The point is that Moses story CAN fit the scientific one, a thing you can’t do with any ancient myth of Moses time.
Not Pharaoh, not the Greek, not the Babylonians had any such conception of the formation of the Oceans, which occurred before any life appeared on Earth.
So, Karen Amstrong, who told this story to Moses? How could he know all this?
The History Chanel’s account:
Science tells us what came next. The WHITE PLANET changed. About 3 Billion years ago, a volcanic activity erupted at the bottom of the oceans and wormed up the icy coat above it. As the ice melted, the oceans were formed. At that time, they were muddy, wavy, with a brownish gray dull color. You can see this color as you dive today into the depth of the Oceans.
At that point, HC says, Planet Earth took on a green color, since there was no atmosphere. The scientists dubbed it as THE GREEN PLANET.
As the volcanic activity continued, the geological plates were pushed up above the water surface and formed the first Dry Land, the primordial mother of all continents.
Primordial rocks along the shores
The HC shows the geologic evidence for this phase. Several years ago, working in South Africa not far from the shores of the Cape of Good Hope, the geologists discovered smooth, blackish rocks.
Unlike any other rocks, these ones are void of any life-form or fossil embedded in it, not even the remnants of the tiniest microscopic creature.
The geologists date these primordial rocks to the time when the first continent arose above the sea, before there was any life-form or any atmosphere on Earth.
Similar rocks were later found also along other shores, allowing the geologists to ‘map’ the first continent which arose above the Ocean.
Moses’ account of the appearance of dry land
According to Moses, as the Second Day was over, and the oceans appeared, it says:
(1:9) And ELoHiM said Let the Water under the Sky be gathered together into one place and let the dry land appear, and it was so.
(1:10) And ELoHiM called the dry land Earth, and to the Water Gathering He called Seas, And ELoKiM saw that it was good.
Here again Moses concurs beautifully with Scientific narrative. The Dry Land, he says, arose from the oceans on the first part of the Third Day, before there was any life on Earth.
So how did Moses know this? Who told him the story? No one in his time did ever propose such a story that CAN fit well our scientific knowledge!
The History Chanel account
As the continents appeared, there was not yet any atmosphere. How was the atmosphere formed?
According to science, a mono-cellular creature, a sort of algae called Stromitolite, appeared from nowhere. We don’t yet know how it settled on earth. It can be still be found anywhere on our Planet, still growing in shallow waters near the ocean’s shores.
You can see its picture on the Internet. Just google its name. What’s special about these algae is that it does not need oxygen to grow. On the contrary, it produces Oxygen and other gases by photosynthesis.
Science now says that several millions years later our Planet was covered with a thick layer of these mono cellular creatures, which produced enormous amount of Oxygen. “Tones and tones of Oxygen were produced,” the scientists say, creating our atmosphere.
A billion and a half years later, and the Earth was covered with blue atmosphere. The scientists dabbed this phase as THE BLUE PLANET.
Thus the original Granite Planet of the First Day
had turned into the White, Icy Planet of the Second Day
then into the Blue Planet of the Third Day.
Next, HC says, the mono-cellular Stomatosites evolved into multi-cellular vegetation. No mobile creatures did exist yet. The vegetation spread by seeds and wind.
The sky was heavily clouded and rain fell constantly. The trees grew tall hungry for the meager sunlight.
Millions of years passed, and Planet Earth was covered by a thick, tall forest.
Moses’ account of the Seeding of Life
What does Moses say about this phase of Earth?
Still on the Third Day, after the separation of Dry land from the Sea, ELoKiM passed a judgment while the Day was still in progress.
Usually He passed a judgment at the end of the Day. But at the middle of the Third Day, ELoKiM assessed the passing half Day and decided whether to proceed or not.
Thus, Moses says, the Earth stood at that point on a crossroad. ELoKiM decided its future course. Then ELoKiM said that it was good, and the Third Day continued. Then, Moses says:
(1:11) And ELoHiM said let the Earth bring forth grass, herb yielding seeds, and fruit trees yielding fruits after its kind, whose seeds is in itself, upon the Earth, and it was so.
(1:12) And the Earth brought forth grass, herb yielding seeds after its kind,and trees yielding fruits whose seed was in itself, after its kinds. And ELoHiM saw that it was good.
(1:13) And there was evening and there was morning, Day Three.
Thus on the ‘second half’ of the Third Day, after the appearance of the Dry Land, ELoKiM seeded life on Earth. The word seed is repeated four times in just a two verses.
The seed brought forth grass, then herbs, then shrubs, then Trees in that order. No mobile creature existed yet on the Planet.
So here again Moses does concur perfectly well with Science.
Can you match any other ancient story with Science? You cannot.
Only Moses’ story CAN fit the scientific one.
So, again, who told this to Moses? How did he know that life appeared only after the separation of dry land from the ocean? Who told him that vegetation appeared first as grass, then shrubs and then trees? How could he know that Vegetation appeared before any mobile creature?
The History Chanel account
Next, says HC, the trees produced so much Oxygen that the clouds dissipated. The Sunlight could then reach the ground and enter the oceans depth. The trees could grow less tall. Life could develop in the oceans.
But then, HC says, Earth entered a catastrophic freezing period. All vegetation above the ground perished in the freeze, yet survived in the oceans. Mobile Life appeared then only in the water.
Moses’ account of the Fourth Day
As the Fourth Day dawned, Moses says, ELoKiM ordered the luminaries to be ‘seen’ in the sky in a regular fashion, as it says:
(1:14) And ELoHiM said let there be luminaries in the firmament of the Sky, to divide the day from the night. And let them be for signs and for seasons and for the days and years.
(1:15) And let them be for lights in the firmament of the sky to give light upon the Earth, and it was so.
(1:16) And ELoHiM made the two great luminaries, the Greater luminary to rule the day, and the smaller luminary to rule the night, and the stars also.
(1:17) And ELoHiM placed them in the firmament of the Sky, to give light upon Earth.
(1:18) And to rule over the day, and over the night, and to divide the Light from the Darkness. ELoHiM saw that it was Good.
(1:19) And it was evening and it was morning, a Fourth Day.
Note that Moses does not say that the luminaries were created on the Fourth Day, but rather were seen from Earth from that Day onwards in a regular fashion.
This could mean that the Earth rotation became more stable.
It also means infers that henceforth the Sun rays could be seen well from the ground, and that they could even reached the bottom of the oceans to allow the primordial mobile creatures to develop there.
So again, we see how well Moses story fits the scientific narrative. So Karen Amstrong, who told this to Moses? How could he tell us a story that can be verified so well by science?
The History Chanel’s story
About 2.5 Billion years ago, HC says, a catastrophic event changed the course of life on Earth. The glob froze and a thick icy layer covered the ground, killing all vegetation on the dry land.
The scientists dub this phase as THE ICY PLANET. It lasted millions of years.
During this period, HC says, mobile creatures appeared in the depth of the oceans, under the ice, as tiny, swimming, warm-like creatures.
Then they developed into Fish. From them appeared the first Amphibians, then Birds that feed on the Fish.
What does Moses say?
As the Fifth Day dawned, the following happened:
(1: 20) ELoHiM said let the water swarm abundantly with moving creatures that have life, and let birds fly above the Earth in the firmament of the sky.
(1: 21) And ELoKiM created the great Crocodiles…”
How accurate Moses account is! First, he says, as the FOURTH Day came to its end, ELoKiM passed a harsh judgment and said that it was good.
ELoKiM’s judgment is always tough, but just. Anything ‘not good’ in His eyes is readily eliminated, whereas everything ‘good’ is allowed to enter the next Day.
Thus, at the end of the Forth Day, ELoKiM passed a judgment and terminated the Vegetation which was formed above the Ground.
Then, as the Sun was seen from the ground, and it is rays penetrated the Oceans, the water swarmed with MOBILE creatures for the first time ever, exactly as science says.
ELoKiM then created Fish to its kind. Then He created Bird to its kind and the Crocodiles, the first amphibians, in that order.
Thus Moses’ account does fit the scientific story very well. So who told this fascinating story to Moses?
Birds first, or Crocodiles first?
But here is a dilemma. According to Moses, first came Fish, then Birds and only then the Crocodiles.
And for years I thought that, perhaps, Moses wasn’t so accurate here. How could the Bird arrive after the Fish?
In fact, my biology teachers in Medical School taught me that Fish evolved into amphibians, which could invade dry land, and from hem came the Birds. So how is it, that Moses mentions Birds after the Fish, and only then the Crocodiles? Could he go wrong?
But then came another TV Show by the Discovery Chanel, and corrected my perception.
Indeed, the Discovery Channel says, at first ‘some fish’ escaped from the water to the shore, to find refuge from their predators in the Ocean. They came on shore with the tide. Some survived.
But those ‘fish on dry land’ did not care to invade the inland, since there was nothing there to seek. They evolved, rather, into Birds which flew back over the water to prey on fish!
Millions years later, and Earth saw huge Predator Birds hovering over the waters to catch huge fish. Planet Earth was ruled by these enormous predator Birds.
Then, the Discovery Channel says, some of these ‘fish on the shore’ did invade the inland, evolving into the Crocodiles to its kind.
Thus Moses is more accurate than my Medical School biology teachers! First came the Fish, then the Birds that prayed on the Fish, then the Crocodiles which invaded the inland.
Who told this accurate story to Moses? He certainly did not hear it from Pharaoh’s wise men, nor did he hear it from any other nation. So how could he tell us a story that CAN be verified by our science?
The History Chanel account
As we move on to the Sixth Day of Creation, Moses’ accuracy is seems even more striking.
According to the HC, about 400 million years ago, enough Ozone was established in the atmosphere to shield the animals from the sun’s UV radiation.
This Ozone shield allowed large creatures to develop. At first they evolved in the large swamp that covered Earth. Since vegetation was abundant, these cattle-like creatures grew heavy.
Since they lived in shallow water, their bodies grew large, but their legs remained small. They could not run fast.
Then came the giant predators, the huge beasts which could run fast and feed on the Cattle. Among them were the Dinosaurs, who ruled Earth 200 to 100 million years ago.
Then, says the HC, a catastrophe occurred. A huge meteor, or a gas explosion, wiped out the large Cattle and the Beasts and the Dinosaurs.
About 50 million years ago the stage was set for the tiny mammals to take over. Only 400 thousand years ago, Earth saw the first Homo Sapience.
As the Sixth Day dawned, it looked like any other previous Day. ELoKiM went on to develop His creatures as before, as it says:
(1:24) And ELoHiM said let the Earth bring forth living creatures after their kind, Cattle and creeping things and Beast of the Earth after their kind and everything that creeps on Earth after their kind, and it was so.
(1:25) And ELoHiM made the Beasts of the land to its kind, and the Cattle after their kind, and everything that creeps on the Earth after their kind. And ELoHiM saw that it was good.
(1:26) And ELoKiM said, let us make Adam in our form and our image.”
On the Sixth Day, Moses says, life on Earth expanded vastly. New creatures appeared in the following order: Cattle then Creeping things then Beasts which preyed on the Cattle.
Then, Moses says, while the Sixth Day was still going on, ELoKiM passed a harsh judgment on everything He had created on that Day. Like on the Third Day, this midday judgment was crucial, a turning point in Earth history.
On that harsh Judgment, some creatures were deemed ‘not good’ and were eliminated, while others were deemed ‘good’ and allowed to proceed on to the rest of the Sixth Day, and live side by side with Adam.
As we’ve said, ELoKiM is harsh, but just. If He deems a creature unfit His Master Plan, this creature would be terminated.
The heavy cattle and the beast and the dinosaurs were deemed ‘not good,’ incapable to live alongside Adam, so they disappeared.
Other creatures had to adapt and diminish their size to enter the second part of the Sixth Day and live by Adam.
Thus, Moses concurs well with Science. His story CAN fit the scientific narrative.
What about the Creeping Creatures?
Here again I found a discrepancy between Moses’ words and the story I learned in Medical School. My biology teachers told us that the ‘creeping creatures’ developed much earlier, before cattle and beasts. Is Moses wrong?
But then came the Time Magazine and saved my faith. As it turns out, archeologists have recently discovered a skeleton of a huge snake, so large that it could swallow a Greyhound bus with no difficulty.
The archeologists say that this particular skeleton belonged to a young snake. A more mature snake would swallow two Greyhound busses!
Thus, the scholars say, after the disappearance of the Dinosaurs, big snakes showed up and rule Planet Earth. For millions of years these giant snakes moved around unchallenged, snapping and eating everything on their way. Nothing could stand in their way.
So again, Moses is proven more accurate than my Medical School’s biology teachers. Snakes came early, but they ruled Earth after the Beasts were gone. So please tell m, who gave this information to Moses?
Here is a summary of Moses’ story compared to the scientific narrative of the History of Earth:
The GRANITE PLANET……Moses’ Fist Day
The WHITE PLANET……….Moses’ Second Day
The GREEN PLANET……..Moses’ first part of the Third Day
The BLUE PLANET……….Moses’ second part of the Third Day
The ICY PLANET………….Moses’ Fourth Day
CURRENT EARTH.……….Moses’ Fifth&Sixth Days
Moses Torah is a living miracle in our hands
Hence we conclude that the story of CREATION as told in Genesis Chapter One does match our scientific knowledge. This can’t be said about any of the ancient myths about CREATION told in Moses’ time. Being scrutinized by science, Moses comes out creditable.
How awesome this is! No one, just no one in Moses’ time could even dream about such an accurate account of the history of the world, as Moses did.
We should look at Moses’ story of Genesis as a living miracle in our hands. We, more than our predecessors, can tell how accurate his story is.
We tend to seek miracles. We seek evidences for God intervention in the world and our lives. But we tend to overlook the fact that we do have a true miracle in our hands, the Torah itself.
The RaMBaM writes that the people of Israel have believed in the Torah not because of the miracles of the Exodus, or for any other miracle. We believe in the Torah, he writes, because we have the greatest miracle of all, the Torah itself.
Being the first generation ever that CAN verify Moses’ words by our science, we feel as if Moses is peaking to us over the thousands of years that separate us.
It feels as if Moses, as a true prophet, did see that years later, humanity would doubt his words. They would see his books as an ancient myth of no credibility. He therefore placed the story of Genesis right at the introduction to his Five Books, to serve as a test of his truthfulness. He figured out that when people would find out how truthful the story of Genesis is, they would accept the rest of his words.
This is perhaps why He mentions ELoKiM name 32 times in Chapter One, as a stamp of truthfulness.
We have talked about the World CREATION. Now we may ask, who and how and when was Adam created? Does Moses’ account match what we know from science about the Homo Sapience? On this we’ll focus in our next class. | <urn:uuid:016d46e1-f511-413b-bc82-82110ebbfcf4> | CC-MAIN-2018-09 | http://noahidesevencommandments.com/torah-classes/lectures/how-did-moses-know-to-kosherica/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814036.49/warc/CC-MAIN-20180222061730-20180222081730-00003.warc.gz | en | 0.959658 | 7,766 | 2.765625 | 3 |
Gua sha is a healing technique of traditional East Asian medicine. Sometimes called ‘coining, spooning or scraping’, Gua sha is defined as instrument-assisted unidirectional press-stroking of a lubricated area of the body surface to intentionally create transitory therapeutic petechiae called ‘sha’ representing extravasation of blood in the subcutis.
Modern research shows Gua sha produces an anti-inflammatory and immune protective effect that persists for days following a single Gua sha treatment. This accounts for its effect on pain, stiffness, fever, chill, cough, wheeze, nausea and vomiting etc., and why Gua sha is effective in acute and chronic internal organ disorders including liver inflammation in hepatitis.
Gua sha is an important hands-on medical treatment that has been used throughout Asia for centuries. Gua means ‘to rub’ or ‘press stroke. Sha is a term that describes the blood congestion in surface tissue in areas where the patient may experience stiffness and pain; sha is also the term for the little red dots that are raised from applying Gua sha . When Gua press-stroking is applied in repeated even strokes, sha appears as small red dots called ‘petechiae’ and the pain immediately shifts. In minutes the small red dots fade into blended reddishness. The sha disappears totally in two to three days after treatment. The color of sha and rate of fading can indicate important information about a patient’s condition. Pain relief lasts even after the sha is completely gone.
The benefits of Gua sha are numerous. It resolves spasms and pain, and promotes normal circulation to the muscles, tissues and organs, as seen in Gua sha’s immediate effect on coughing and wheezing. Research has shown that Gua sha causes a four-fold increase in microcirculation of surface tissue (Nielsen et al. 2007) and can reduce inflammation and stimulate the immune system (Braun et al. 2011; Chan et al. 2011). Gua sha up regulates heme-oxygenase-1 (HO-1), that acts to reduce internal organ inflammation, for example, in cases of asthma, hepatitis and liver disease. The patient experiences immediate changes in stiffness and pain with increased mobility. Because Gua sha mimics sweating, it can help to resolve fever. Gua sha cools the patient who feels too warm, warms the patient who feels too cold, while relaxing tension and reducing anxiety. Acupuncturists and practitioners of traditional East Asian medicine consider Gua sha for any illness or condition where there is pain or discomfort, for upper respiratory and digestive problems, and any condition where touch palpation indicates there is sha. Gua sha is often done in combination with acupuncture for problems that acupuncture alone cannot address.
After treatment the patient is advised to keep the area protected from wind, cold and direct sun until the sha fades. They are also encouraged to drink plenty of water and eat moderately. | <urn:uuid:a59e85ca-7af8-4800-b9af-6a3d4b20099f> | CC-MAIN-2018-43 | https://treeoflife-center.com/gua-sha/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583509845.17/warc/CC-MAIN-20181015205152-20181015230652-00408.warc.gz | en | 0.939767 | 638 | 2.75 | 3 |
Many children that arrive at NPH suffer from chronic health conditions. Whether it’s treatment for HIV or a life-saving surgery, our medical services team of international healthcare professionals provide our children with access to vital healthcare services. As part of this process, we support local healthcare staff and promote collaboration among our homes’ interdisciplinary teams to ensure each child receives the best physical and emotional care possible.
The main purpose of each NPH healthcare center in our nine homes, is to execute preventive initiatives, care for the children with chronic conditions and attend and treat the daily children who arrive at the clinic with acute conditions such as: fever, respiratory infection, intestinal problems, broken bones and other injuries.
All healthcare staff work within a frame work defined by the NPH International Healthcare Policy and Healthcare Manual, keeping in mind the well-being of the children on reaching their full potential and insuring quality standards in the health service NPH provides.
Medical Exams for New Incoming Children
Each clinic completes medical exams for new children entering their respective home. The purpose is to have an assessment of their health status and to be able to intervene early when necessary. Tuberculosis, anemia screening, sickle cell, Chagas, HIV, Hepatitis B and C, weight and length- nutrition/growth and development and assessing their vaccination history are among the studies the local doctor performs.
Some children do not have any vaccine history which means the clinic has to assume that they have had none. The average cost for these tests are 50.00 USD depending on the country. Once the full exam is completed, a healthcare plan is written which may include deworming, administrating missing vaccines, special dietary considerations and/or consultation to specialists.
Each child receives a “well child visit” or annual medical checkup. This is when each doctor can follow up if the initial plan was accomplished, if there are any new symptoms with the goal of early intervention.
Part of the well child visit includes a dental checkup and cleaning. Most of the homes also have a dental clinic with a permanent local dentist. Other homes have foreign dental brigades perform oral checkups, annual cleaning, filling cavities, topical fluoride and orthodontic treatment.
Health Education & Public Health
Health education is another ongoing project for each clinic. There is a list of basic topics to complete every year such as: hand washing, preventing lice, preventing worms, respiratory and gastrointestinal, skin infections, coughing protocol, sexual education (puberty- transmitted diseases), personal hygiene, oral hygiene, first aid, accident prevention (according to the age), and drugs and alcohol abuse prevention.
Public health initiatives are also part of an exciting and very important project being carried out in each home. This includes proper food management and hygienic food handler uniform standards, windows screens, mosquito nets, fumigation, water testing and waste management.
- In our Honduras, Dominican Republic, Haiti, Mexico, Peru, and Guatemalan homes, we have an HIV program working together with the national government HIV program and other NGOs in order to ensure the procurement of antiretroviral medication and testing.
- Each home screens new children for low weight and malnourishment. An individual nutritional program is established for the children who qualify. Within a matter of months with NPH, they reach the appropriate level of development for their age.
- In El Salvador, Dominican Republic, Guatemala and Mexico, children living with their family but attending the NPH onsite school, receive an annual medical checkup. This program will soon begin in Haiti. The objective is to prevent any epidemic within the NPH home where our children live since both populations are together in the school/classroom. | <urn:uuid:95dfe038-a64c-402f-be4a-5bcafbe76cc3> | CC-MAIN-2018-30 | https://medicalservices.nph.org/nph-healthcare/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00249.warc.gz | en | 0.936689 | 764 | 2.515625 | 3 |
- slide 1 of 4
The Prime Rate
The prime rate is a nationally followed interest rate used by banks to set the lending rate for different types of consumer and business loans. To determine what is the prime interest rate for a credit card involves understanding how banks use the prime rate to set other rates.
The national prime rate is reported by the Wall Street Journal after polling the nations largest banks. Since 1994, the prime rate has been set at the federal funds target rate offered by the Federal Reserve, plus 3 percent. The federal funds rate is set by the Federal Open Market Committee -- FOMC -- which meets every 6 weeks and votes on the level of the rate. In December, 2008, the FOMC lowered the federal funds rate to a target range of zero to 0.25 percent, essentially zero. The prime rate was reset to 3.25 percent and currently remains at that level, a record low.
The current prime rate can be found in the Wall Street Journal or on most of financial websites such as the popular site Bankrate. A credit card that charges the prime rate as the card's rate would currently be at 3.25 percent. This is a very attractive rate for any credit card holder.
- slide 2 of 4
Credit Card Rates
Before the financial crisis of 2007-2008, and the ensuing economic recession, there were credit card companies offering cards with rates at or close to the prime interest rate. Those days appear to be gone for credit card holders. The recession has led to more credit card defaults, pushing banks to increase rates for the credit card holders still paying and the new credit card rules enacted by Congress were used by the credit card companies to raise or keep rates at higher levels.
Using the Internet to find low credit card rates provides unimpressive results. The credit card aggregators have lists of cards with zero percent introductory rates, but after the introductory period, the rates are 10 percent and higher. A analysis of the cards offered by the major national bank and card issuers does not show any link between credit card rates and the national prime rate.
Smaller local and regional banks are still offering credit cards with interest rates at the prime rate plus 3 to 5 percent. Some banks listed on the Bankrate website with low, prime rate tied credit cards are:
- First Command Bank
- Zions Bank
- Citizen's Trust Bank
Also on the list at Bankrate were some credit unions. Credit unions usually have criteria for membership and are set up to serve local customers. A check of one of the listed credit union's website showed it is no longer offering a low, prime rate linked credit card.
- slide 3 of 4
Finding a Low Rate Credit Card
To get a prime rate linked credit card with a low interest rate, you probably need to stay away from credit cards from the major banks using the online application process. To get a credit card with a low rate tied to the prime rate means you will need to do some leg or telephone work as well as Internet research. The best rates may require you to mail in an application rather than apply online.
Start with the credit unions in your area. Call ones you can join and ask about their credit card rates. If one is offering a card with a low rate tied to the prime rate, go on in and fill out the application. Call or check the website of independent banks in your area and the banks listed above and ask the same questions. The best credit card rates currently available seem to be the prime rate plus a margin of 3 to 5 percent. At the current prime, this would be card rates of 6.25 to 8.25 percent.
These banks will also require that you have a top notch credit score! Also, if and when interest rates start to increase again, credit card rates linked to the prime rate will also increase. Currently the FOMC is holding firm at a low federal funds rate. If inflations starts to increase or the economy improves, rates will start to climb.
- slide 4 of 4
Bankrate.com: Low Interest Credit Cards: http://www.bankrate.com/credit-cards.aspx
Image Credit (Freedigitalphotos) | <urn:uuid:0d8bb2ca-98ba-432f-b5b4-e265b598c83f> | CC-MAIN-2017-51 | http://www.brighthub.com/money/personal-finance/articles/96212.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948577018.52/warc/CC-MAIN-20171215172833-20171215194833-00346.warc.gz | en | 0.950418 | 856 | 2.546875 | 3 |
Anfal Campaign and Use of Chemical Weapons
By: Jacqueline Gill
On April 21, 1988, Ali Hassan al-Majid, also known as “Chemical Ali,” was recorded saying “people caught in the Kurdish areas [of Iraq] ‘have to be destroyed’’ and that they “must have their heads shot off." In a second sound bite, he declared, “I will attack them with chemical weapons and kill them all.” Al-Majid made these incriminating statements the day after he had concluded the third of eight deadly attacks on Kurdish villages in Northern Iraq, which is known as the Anfal Campaign. “Al-Anfal” is the title of the eighth surah of the Qur’an, which “tells a tale in which followers of Mohammed pillage the lands of nonbelievers.” Translated directly from Arabic, al-anfal means “the spoils of war.”
Despite the fact that most of Iraq’s Kurds are Muslim, the Iraqi government justified its attacks on the Kurds, which went unpunished by the international community for over a decade, with this religious rhetoric. In 2003, the Iraqi High Tribunal used al-Majid’s audio clip amongst other evidence to declare al-Majid guilty of crimes of genocide against the Kurdish people of Iraq. While the Kurds did undermine then-president Saddam Hussein’s political stability in Iraq, there was a more important motive for the regime’s attack on its Kurdish civilians: their ancestral lands contained massive oil fields worth billions of dollars.
The series of attacks launched by the Iraqi government against the Kurds of Northern Iraq began in March 1988, the last year of the Iran-Iraq war, and concluded about seven months later. The Iraqi forces destroyed over 2,000 Kurdish villages and killed an estimated 250,000 people. Saddam “granted supreme authority” to his cousin al-Majid to eliminate the Kurds, and “ordered him to, in his words, ‘solve the Kurdish problem and slaughter the saboteurs.’”
Saddam sought to eliminate the Kurdish separatist movements led by Massoud Barzani and Jalal Talabani in the Kurdish majority regions of Northern Iraq. Ethnic unrest in the country’s north was a constant threat to the Iraqi regime’s stability and to the state’s geographic integrity. The Kurdistan Democratic Party, led by Barzani, took advantage of Iraq’s feud with Iran and gained a powerful ally. In 1983, KDP had united with Iranian forces against the Iraqi army with the intention of undermining, and potentially ousting Saddam from Iraq. Eventually, Iraq’s two largest Kurdish parties formed their own coalition to weaken the regime. In 1987, the KDP united with the Patriotic Union of Kurdistan (PUK). The two Kurdish parties opened the Kurdistan front in Northern Iraq against Saddam’s troops.
Unable to defeat Iran, Saddam chose to eliminate a less intimidating foe to prove his strength within Iraq to both the Iraqi people and to the international community. He employed the Kurdish parties’ actions against the Iraqi state during the Iran-Iraq War to justify violent attacks on Kurdish villages.
Al-Majid launched eight formulaic attacks against Kurdish civilians. “First, air attacks dropped chemical weapons on both civilian and peshmerga targets. Next, ground troops surrounded the villages, looting and setting fire to homes.” Those that did not die in the raids were herded into trucks, and driven to concentration camps, “the largest being Topzawa, an army camp near Kirkuk.” There, the detainees were separated by gender and age. The government considered males that appeared to be capable of using weapons to be the greatest threat. “Routinely and uniformly, these men and boys were taken to remote sites, executed in groups, and dumped into pre–dug mass graves. Many women and children were also executed, especially those from areas that supported the Kurdish resistance. ”
Today, Saddam’s attempt to exterminate the Iraqi Kurds is infamously remembered for the use of chemical weapons against civilians. Under the leadership of al-Majid, Iraqi forces launched the largest chemical attack in history against the city of Halabja.
The regime’s use of chemical weapons against the 45,000 residents of Halabja and thousands of other civilians overtly ignores Iraq’s legal commitment to its citizens and to the international community. 1931 marked Iraq’s accession of the Geneva Convention’s “Protocol for the Prohibition of the Use in War of Asphyxiating, Poisonous or Other Gases, and of Bacteriological Methods of Warfare.” Minira Abdul Qader, a survivor of Halabja remembers the attacks on her city: “First came the blast of the bombs dropped from the jets, followed by a smell of apples. Then the birds the family kept caged in the yard dropped dead. Minutes later, human beings began to die, too.” The attackers dropped nerve agents and mustard gas on the civilians, and survivor’s exposure to the chemicals has had lasting health consequences, some of which have been passed down to children born years afterwards.
This was not Saddam’s first attempt to weaken the Kurds. Prior to the Iran-Iraq War, Saddam fought against the Kurdish separatist movement with forced Arabization of majority Kurdish territories. Saddam’s main target was the city of Kirkuk which lies atop one of the largest oil fields in Iraq and historically contained a Kurdish majority. In the 1970s, Saddam began systematically relocating Kurdish families from Kirkuk and enticed Arab families to move to the city. Kurdish peshmerga forces regained control of Kirkuk during the summer of 2014.
The Kurdistan Regional Government, the Kurds’ semi-autonomous entity in Northern Iraq founded in 1992, seeks to incorporate Kirkuk into its official territory. After years of marginalization in Iraq, the Kurds consider their acquisition of Kirkuk and its oil resources to be a major financial asset. Kirkuk is an essential piece of puzzle in the Iraqi Kurds’ ongoing struggle for full autonomy from the Iraqi state. | <urn:uuid:4a20ee03-8165-4e7a-9cfc-0cbccba84717> | CC-MAIN-2018-39 | http://www.ewinextgen.com/throwback-thursday/2016/4/21/5898o9825ycxnlyh4pek8742x9q9hr | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267155676.21/warc/CC-MAIN-20180918185612-20180918205612-00222.warc.gz | en | 0.963701 | 1,297 | 2.828125 | 3 |
Our Collective Responsibility: The Responsibility of Citizens, Our Generation, and You.
This article is also available on our YouTube channel as an informational video; both discuss the tremendous weight of the troubles that afflict our society today, and how best the citizens of this country (USA) and this earth can come together to “make gentle the life of this world.”
My inspiration to dive deeper into the topic of a collective/societal-level moral responsibility, as well as the inspiration to discover why individual moral responsibility amongst our young generation is so critical, both stem from a few of the books I’ve been lucky enough to read while living here in Boston. I’ll attempt to draw on the wisdom and speeches left behind from some of this country’s greatest leaders, including brothers President John F. Kennedy, and Bobby Kennedy (R.F.K.), as well as the brave Martin Luther King Jr, Malcolm X, and author Noam Chomsky. My greatest inspiration came after following my roots back to India where my parents were born, and attempting to follow in the footsteps of Mahatma Gandhi, known back home as Bapu (Gujarati: endearment for father).
A few books that helped me
think on this theme are:
- The Story of My Experiments with Truth: An Autobiography – M.K. Gandhi
- The Autobiography of Malcolm X
- Profiles in Courage – John F. Kennedy
- To Seek a Newer World – Robert F. Kennedy
- The Responsibility of Intellectuals – Noam Chomsky
- Team of Rivals, The Political Genius of Abraham Lincoln – Doris Kearns Goodwin
“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial “outside agitator” idea.”
– Dr. Martin Luther King Jr.
Letter from a Birmingham Jail
What is our collective responsibility?
What is our collective responsibility, as one body of humanity, that as Martin Luther King said is tied together in a “single garment of destiny?” What is the responsibility of citizens, of our generation, and you? What is your responsibility in this great nation of unshackled liberty, and powerful promise? How can we direct our efforts, our minds, and our hearts to a greater purpose that allows all people to come together as one collective body of global citizens to “tame the savageness of man and make gentle the life of this world?”
We see today as clear as ever with our very own eyes the heart-breaking issues that plague our society, constantly replayed in our bombarding 24/7 news cycle.
- Inequality & Greed
- Division & Hatred.
- The imminent threat of Climate Change
- Injustice, & Police Brutality
- Pervasive Human Rights Violations across the globe. #FreeUighurs
- The influence of money in politics
So what then is our responsibility? As people of this singular time, and this unique irreplaceable era, we can shape our generation’s history, and write our own story as we maintain an urgency for the present. We belong only to this place in history. We can carry forward the weight of progress as our ancestors and heroes laboriously did so before us.
Our responsibility is to speak the truth, to expose outright lies, and to toil endlessly for the betterment of society, even if it is against ourselves, our friends, and our own government.
Our responsibility is to hold ourselves true to certain indispensable & cherished values such as: Integrity, courage, compassion, love, and a desire to triumph with a stern resoluteness in our hearts.
Our responsibility is to exercise our god-given autonomy, independence, and constitutional right to partake in our tender, and delicate democracy, which we must protect in its hour of maximum danger.
What is speaking the truth?
In the 1930s when the country was in shambles during the Great Depression, President Franklin Delano Roosevelt courageously proclaimed that it is now “the time to speak the whole truth, frankly, and boldly,” as he didn’t cover up the transgressions of the financial sector when the banks speculated and gambled away the common person’s money.
Our responsibility, as citizens, as people, as intellectuals, is to speak the whole truth, and to expose the lies of governments when actions are undertaken only to benefit a select few. We must speak out against wrongdoing by private entities, public establishments, the government, and against crippling corporate greed that strips away dignity and sustenance from the lives of the common citizen.
Our responsibility is to be decent human beings, and use our privilege, education, intellect, and autonomy of thought to advance justice, freedom, compassion, and peace.
Living in the United States where we enjoy freedom of speech, freedom of assembly, an abundance of resources, democracy, and privileges of education, confers on us heavy responsibilities, and duties to humankind. As injustice and cruelty stand in front of us, we must be dissidents; we must speak truth to the power structure, and the forces that have tied our hands, that have entrapped our thinking, and that have subdued our voices. Perhaps by engaging in a dialogue, and seeking mutual understanding through facts, and truth, we can guide our fellow Americans and citizens to the light of the truth that we so clearly perceive.
Our responsibility is to follow the path of integrity, regardless of where it leads. We must not deny the heinous sins and depravities committed by our militaries, our police forces, and our governments, under the deceptive guise of freedom, liberty, and patriotism. (Drone warfare, Iraq, etc.)
Our responsibilities of being truthful and seeking justice will be difficult, but just as Teddy Roosevelt asked of his fellow Americans, I urge you, to boldly face the life of strife, to be resolute in your duties, and to uphold righteousness. The greatest success comes to those who do not shy away from danger, or toil, and instead embody resilience to the eventual and ultimate triumph.
What are our values? What values should we hold?
As people, as societies, and as a collective body of humankind, nothing can bring us peace but the ultimate triumph of our principles.
We must confront wrongs with courage, and we must be brave in our actions when speaking for the irrefutable truths of justice, equality, decency, and what is fundamentally right.
Bobby Kennedy resolutely endured the heart-shattering pain of his brother’s assassination, and then went on to continue the struggle for equality, justice, and progress in the late 1960s. He famously proclaimed, before his own assassination, that “Each time a man stands up for an idea, he sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current which can sweep down the mightiest walls of oppression and resistance.”
Our values, and our principles must be steeped in love for one another, not hatred. Compassion, not animosity. Brotherhood, not division.
Principles, and morals are contagious. They cannot be contained when fearlessly paraded in the open with noble truths. Power structures can suppress our movements, they can subdue our voices, and they can overwhelm our protests, but they cannot kill our principles that reside deep within the depths of our hearts.
Defending Freedom, Liberty, DEmocracy, & Independence
Finally, we must defend and further our interests by strengthening our democracy, and exercising our constitutionally granted rights to shape our republic. No nation can endure, and no country shall last if its foundations are not laid deep with a passionate vigor for civic involvement, and a populace that actively seeks to spark progress.
Our responsibility is to engage, to vote, to participate, and to further the causes that strengthen our democracy. Bringing about societal change is difficult. Challenging policy is demanding. Yet, many in the great history of this nation have successfully done it through brutal struggle, and enduring patience. Voter turnout, youth turnout, and civic participation is abysmal in this country. Our country holds strong sentiments on certain issues, yet we don’t show up when it matters most. We must organize, we must march in the streets for what is right, and ultimately, we must vote.
Failure is a heavy burden to bear, yet it is worse to never have tried to succeed. We must wrestle triumph and victory from toil, and pain. Our responsibility, and YOUR responsibility, is to ensure the final success of our course. As JFK famously said in his inaugural address: “In your hands, my fellow citizens, more than mine, will rest the final success, or failure of our course. Since this country was founded, each generation of Americans has been summoned to give testimony to its national loyalty.”
And that we shall do. It is our duty, and it is our responsibility, with god as our witness, to speak truth, expose lies, be principled, and further progress our democracy: for us, for our families, for our neighbors, for future generations to come, and for all mankind.
Thanks for reading everyone, and I will leave you with this quote to end from Dr. Martin Luther King Jr. in 1963.
“No… no… we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness in a mighty stream.”
– Dr. Martin Luther King Jr. | <urn:uuid:93ef9019-10aa-4c0b-8a7c-1d49d55f3b81> | CC-MAIN-2023-40 | https://www.sparkprogressinitiative.org/articles-blog/our-collective-responsibility/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510520.98/warc/CC-MAIN-20230929154432-20230929184432-00210.warc.gz | en | 0.942456 | 2,019 | 2.5625 | 3 |
Eagles may get exposed to a neurotoxin through their prey. MIKE MARTIN
By Erik Stokstad — Mar. 25, 2021
More than 25 years ago, biologists in Arkansas began to report dozens of bald eagles paralyzed, convulsing, or dead. Their brains were pocked with lesions never seen before in eagles. The disease was soon found in other birds across the southeastern United States. Eventually, researchers linked the deaths to a new species of cyanobacteria growing on an invasive aquatic weed that is spreading across the country. The problem persists, with the disease detected regularly in a few birds, yet the culprit’s chemical weapon has remained unknown.
Today in Science, a team identifies a novel neurotoxin produced by the cyanobacteria and shows that it harms not just birds, but fish and invertebrates, too. “This research is a very, very impressive piece of scientific detective work,” says microbiologist Susanna Wood of the Cawthron Institute. An unusual feature of the toxic molecule is the presence of bromine, which is scarce in lakes and rarely found in cyanobacteria. One possible explanation: the cyanobacteria produce the toxin from a bromide-containing herbicide that lake managers use to control the weed.
The discovery highlights the threat of toxic cyanobacteria that grow in sediment and on plants, Wood says, where routine water quality monitoring might miss them. The finding also equips researchers to survey lakes, wildlife, and other cyanobacteria for the new toxin. “It will be very useful,” says Judy Westrick, a chemist who studies cyanobacterial toxins at Wayne State University and was not involved in the new research. “I started jumping because I got so excited.”
Wildlife biologists with U.S. Geological Survey and local institutions first detected the eagles’ brain disease, now called vacuolar myelinopathy, at DeGray Lake in Arkansas in late 1994. They soon learned that coots and owls at the lake were dying with similar brain lesions. The researchers ruled out industrial pollutants and infectious disease, and they couldn’t find any algal toxins in the water. Then funding ran out, and the scientists turned to other projects.
But Susan Wilde, an aquatic ecologist at the University of Georgia, Athens, persisted, with intermittent funding. “I just had a lot of colleagues and graduate students that were self-propelled to work on this.” Birds were dying at lakes and reservoirs throughout the southeast, and at every lake her team visited, they found Hydrilla verticillata, a tough and fast-growing invasive plant. In 2001, Wilde noticed dark spots on the underside of the leaves. Back in the lab, she put a sample under a microscope and shone light that makes cyanobacteria glow red. The whole leaf lit up. “I was running around the hallways,” Wilde recalls. “It was kind of a eureka moment.” The cyanobacterium was a new species, which Wilde named Aetokthonos hydrillicola in 2014. She suspected it was producing a neurotoxin.
To confirm that hunch, Wilde and colleagues fed hydrilla to mallards in the lab. Only those that ate leaves harboring the cyanobacteria developed brain lesions. Next, a group led by Timo Niedermeyer, a natural products chemist at Martin Luther University Halle-Wittenberg, figured out how to culture the cyanobacterium and initially found that the lab-grown strain did not cause lesions in chickens. “Huge disappointment,” he recalls. But when they added bromide salts to the culture medium, the cyanobacteria began to produce the neurotoxin. In further tests, Wilde and colleagues found that the toxin also kills fish, insects, and worms. “This is a really potent neurotoxin, even at fairly low levels,” she says. Wilde suspects mammals are also vulnerable; her colleagues hope to test the compound on mice.
Niedermeyer’s lab discovered the neurotoxin was fat-soluble, which is unusual for cyanobacterial toxins and suggests it can accumulate in tissues. Fish and birds are exposed when they eat hydrilla coated with the new species of cyanobacteria, and then the toxin may move through the food web as eagles and owls consume afflicted prey. “If verified, bioaccumulation has important consequences to the whole ecosystem and human health” if people consume toxin-contaminated fish or waterfowl, says Kaarina Sivonen, a microbiologist at the University of Helsinki.
The cyanobacterium appears to get the bromide it needs to make the toxin from hydrilla, which can concentrate bromide from lake sediment in its leaves. Bromides are rare in freshwater, but they could be eroding from rocks, or they might originate from coal-fired power plants. Other sources could include brominated flame retardants, fracking fluids, and road salt. Wilde suspects one local source might be an herbicide, diquat dibromide, that is used to kill hydrilla.
Wilde points to recent success managing the weed without chemicals, by stocking lakes with fish that eat hydrilla. Although grass carp are not desirable for fishing, using sterile carp would ensure the population would die out once its work was done. The Army Corps of Engineers has already released the fish into a reservoir on the border of Georgia and South Carolina, where they removed the hydrilla. Since then, no more sick eagles have been found.
Saving the birds from the neurotoxin will be a long fight, however, because both hydrilla and the cyanobacteria are exceptionally hardy. The invasive plant is likely to continue to be spread by boats, researchers say, and perhaps also migrating birds. “We should expect the cyanobacterium to follow,” says George Bullerjahn, a microbiologist at Bowling Green State University, “and the threat of toxicity to become a broader issue.” | <urn:uuid:c6c659ce-fec6-4207-8029-025eafaa53ba> | CC-MAIN-2022-49 | https://www.comalconservation.org/blog/after-more-than-2-decades-of-searching-scientists-finger-cause-of-mass-eagle-deaths | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711045.18/warc/CC-MAIN-20221205200634-20221205230634-00458.warc.gz | en | 0.958428 | 1,275 | 2.78125 | 3 |
I’ve written in the past about the misleading nature of the term “100% Recycled”. When consumers see this term, they tend to think the item they are buying is made of material that was actually used by someone, discarded, and then recycled. Or at the very least, that they are somehow preventing material from entering the waste stream.
In reality, “100% recycled” means next to nothing – legally speaking, scrap material that winds up on the floor and is thrown back into the raw materials bin, is considered recycled. Material that was actually used in a product by a consumer, then returned to some sort of recycling facility to be reprocessed has a second term attached to it – “post-consumer recycled”. That’s why you’ll often see both terms used on say, your roll of expensive recycled toilet paper. Only the “post consumer” percentage, which is very rarely 100% actually meets people’s expectations for what recycled really means. Confused?
In the reputable text by Donald Fuller, Sustainable Marketing Communications, the author refers explicitly to this kind of recycling as not qualifying as truly “recycled”.
Inapropriate Use: A manufacturer routinely collects spilled raw material and scraps from trimming finished products. After a minimal amount of reprocessing, the manufacturer combines the spills and scraps for further production of the same product. A claim that the product contains recycled material is deceptive because these materials would not normally have entered the waste stream.
Now, the catch, of course is, can the manufacturer claim that the scrap material would have wound up in the landfill had they not made some sort of significant effort? Frankly, heading down that path leads to marketing claims that hang on tenuous threads. The fact is “post-consumer” is what people think of when they think of recycling, and that’s the only definition that really carries any weight once people are educated about the facts.
Abusing people’s ignorance by having two definitions of “recycled” is bound to blow up in the face of marketers sooner or later, and do a great deal of damage to the reputations of anyone working with recycled products, including the honest ones.
Although I like to let the free market ride as much as possible, this is a great example of where legislative changes are necessary to ensure that “recycled” really means what people expect it to mean.
The only possible drawback is that suddenly there would be hardly any products available with “100% Recycled” written on them. But since when was honesty a drawback? | <urn:uuid:3b18db34-a7cc-45c3-86e9-9c7253cb2fe7> | CC-MAIN-2016-36 | http://www.triplepundit.com/2005/11/100-recycled-a-greenwashed-claim-that-still-persists/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982974985.86/warc/CC-MAIN-20160823200934-00197-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.973668 | 552 | 2.75 | 3 |
Just a few weeks after scientists announced evidence of ancient life on Mars, scientists found a new life form on Earth. This one-celled organism named "archea" has been found to contain genetic material that is 2/3's different than any other organism found on Earth. These organisms are similar to both bacteria and the more complex eucaryotes in that they lack a nuclear membrane and have only one chromesome. But their cellular functions resemble those of eucaryotes.
Archea live in areas previously thought to be inhospitable to any form of life. They were collected from a thermal vent 8060 feet beneath the surface of the Pacific Ocean. It exists in the vent walls between the cold of the surrounding ocean and the extreme heat - of about 600 degrees Farenheight - of the steam in the vent.
To have found a new and unique type of life on Earth, where we once thought that life could not exist, leads one to believe that there may be other forms of life out there. Perhaps it is that we just do not have the technology nor comprehension of the parameters of life to identify what to look for in these new environments. | <urn:uuid:f25d300d-d7ff-4ad9-8636-ba73c220b84e> | CC-MAIN-2017-47 | http://hoopermuseum.earthsci.carleton.ca/mars/mars8.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805049.34/warc/CC-MAIN-20171118210145-20171118230145-00190.warc.gz | en | 0.955706 | 237 | 3.59375 | 4 |
Harmless and funny or racist? We all remember the catchy melody and the controversy about insulting terms like "Negro". What was the purpose of this children's book for us in Europe and the U.S.? To promote colonialism, exploitation, or to serve as a means of education? Where does a thinking that downgrades Africans and Blacks come from? Are these questions outdated? Not at all: In an immigration society we cannot avoid to address such issues - in everyday life as well as in education.
Prof. Dr. Wulf Schmidt-Wulffen is Professor of Social Sciences at the University of Hanover, Germany. | <urn:uuid:830de4e6-8219-4434-8129-bc0c0134a7ce> | CC-MAIN-2023-40 | https://www.lit-verlag.de/isbn/978-3-643-90265-8 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233508959.20/warc/CC-MAIN-20230925083430-20230925113430-00007.warc.gz | en | 0.962027 | 128 | 2.640625 | 3 |
Secrets of the Tombs
Archaeologists at the Kingsley Plantation in Florida shed light on the slaves who lived, worked and died there 200 years ago.
With its elegant bay windows and breezy verandah, the gleaming white Kingsley Plantation House is Florida’s oldest and best-preserved planter’s residence, but a recent discovery “out back,” in the woods surrounding the 25 remaining slave cabins has upstaged the splendid manor house.
In May 2010, University of Florida archaeologist Dr. James Davidson and his students excavated the buried remains of six plantation slaves, including a middle-aged man, an elderly woman, and three school-aged children. Historians had long suspected that a burial ground existed somewhere on the site, thanks to references in plantation documents from the early 1800s, when Zephaniah Kingsley and his family occupied the house and 40 to 50 slaves resided in 32 neighboring cabins (25 of which remain). Davidson’s dig confirmed the cemetery’s existence and sheds light on enslaved people whose lives have been shrouded in mystery.
For years, researchers have puzzled over the semi-circular design of the slave cabin complex. Why not build the cabins in straight rows? Pistols unearthed from the slave quarters offer one idea: In the event of an attack, the semi-circle allows residents to mount a more effective defense by forcing assailants to enter a ring of firepower.
“We can’t know who the individuals are in the burial plots we discovered,” says Barbara Goodman, superintendent of Timucuan Ecological and Historic Preserve, which includes the Kingsley Plantation. But the discovery brings slaves’ voices to a historical record that largely excluded them. “Visitors could see the slave cabins and imagine family life in these small quarters,” she adds, “but to know that those inhabitants are buried beneath our feet makes that history more real.”
Previous digs added valuable insights to that missing history. In 1968, Dr. Charles Fairbanks of the University of Florida conducted formal excavations at two Kingsley slave cabins. His work was the first archaeological inquiry focused on enslaved people in the United States and provided initial glimpses into their daily lives: Ceramics and metal tools yielded clues about slaves’ dietary patterns and helped researchers determine when the cabins were used.
More clues surfaced between 2000 and 2010, when National Park Service archaeologist John C. Whitehurst uncovered a variety of household and personal items: smoking pipes; bone, shell, and metal buttons; ceramics; gunflints; and tabby processing materials used to build Kingsley’s slave cabins. Those objects hint that slaves at Kingsley kept firearms—and not just muskets for hunting, but pistols, too. After the Patriots Rebellion of 1812−14, when Seminole Indians burned Kingsley’s Laurel Grove Plantation, Kingsley probably armed his slaves to defend his property in case of attack (see sidebar below).
Kingsley slaves were also pagans who likely practiced traditional African Culture: Blue beads were concealed within the cabins, likely to ward off evil, and a chicken burial at the entrance to one cabin points to African fertility rituals. “Zephaniah was known to have prohibited Christian religious leaders from preaching to his people,” explains Whitehurst. In fact, Zephaniah married one of his slaves, Anta Majigeen Ndiaye, in an African ceremony. The couple had three children, and Anta (or “Anna,” as Kingsley called her) eventually became a slave-owner herself.
But, says Whitehurst, “While artifacts and objects can enlighten us about how people lived, their remains tell us who they were.” Studies have already confirmed the age and gender of the buried people; further DNA analysis could indicate what part of Africa they came from, and perhaps even tribal affiliation. “We could determine things like the types of diseases they were exposed to, nutrients absorbed or lacking, and what they were eating,” says Whitehurst.
These six burials are just the first prong of what might someday be a much broader investigation into the cemetery’s full boundaries. Already, the Park Service has used radar technology to measure variations in soil density, and the readings suggest that other bodies may have been laid to rest near the current excavation site. But for now, the park is focusing on engaging the public in conversations about respecting and valuing those who lived and died here.
You can read this and other stories about history, nature, culture, art, conservation, travel, science and more in National Parks magazine. Your tax-deductible membership donation of $25 or more entitles…See more ›
The discovery has made a tremendous impact on those who can trace their lineage back to the Kingsley family. “Now we need to do more to give voice to those who no longer have a voice,” says Dr. Johnetta Cole, director of the Smithsonian National Museum of African Art, whose great-grandfather married the great-granddaughter of Anna and Zephaniah Kingsley. “I can’t help but wonder if, under the earth, in that particular place, are the remains of human beings—people—to whom I am related.”
Before the Park Service announced the findings publicly, it disclosed the news to descendants of the Kingsley family, who met for a private meeting and paid homage to their ancestors with a ceremony at the excavation site. “These descendants had so many thoughts and emotions about their heritage already,” explains Goodman. “Now, that history becomes tangible, becomes more than just stories.”
“I remember many years ago hearing [author] Julius Lester say that you will never understand America well until you understand slavery,” Cole adds. “This discovery is just another piece of that puzzle as I try to understand, in a full way, the country that I was born in and the country that I love.”
About the author
Freelance writer Kelly Bastone lives in Steamboat Springs, Colorado. | <urn:uuid:fc14269e-05e9-4fbd-90c6-6a6aaa3c85c7> | CC-MAIN-2020-24 | https://www.npca.org/articles/1057-secrets-of-the-tombs | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348493151.92/warc/CC-MAIN-20200605045722-20200605075722-00439.warc.gz | en | 0.962686 | 1,285 | 3.65625 | 4 |
Wikipedia:What Wikipedia is not
|This page in a nutshell:
Wikipedia is a free online encyclopedia. The amount of information on Wikipedia is practically unlimited, but Wikipedia does not aim to contain all knowledge. What to exclude is determined by an online community committed to building a high-quality encyclopedia. These exclusions are summarized as things that Wikipedia is not.
Style and format
Wikipedia is not a paper encyclopedia
Wikipedia is not a paper encyclopedia, but a digital encyclopedia project. Other than verifiability and the other points presented on this page, there is no practical limit to the number of topics Wikipedia can cover, or the total amount of content. However, there is an important distinction between what can be done, and what should be done, which is covered under § Encyclopedic content below. Consequently, this policy is not a free pass for inclusion: articles must abide by the appropriate content policies, particularly those covered in the five pillars.
Keeping articles to a reasonable size is important for Wikipedia's accessibility, especially for readers with low-bandwidth connections and on mobile platforms, since it directly affects page download time (see Wikipedia:Article size). Splitting long articles and leaving adequate summaries is a natural part of growth for a topic (see Wikipedia:Summary style). Some topics are covered by print encyclopedias only in short, static articles, but Wikipedia can include more information, provide more external links, and update more quickly.
Information should not be included in this encyclopedia solely because it is true or useful. A Wikipedia article should not be a complete exposition of all possible details, but a summary of accepted knowledge regarding its subject. Verifiable and sourced statements should be treated with appropriate weight. Although there are debates about the encyclopedic merits of several classes of entries, consensus is that the following are good examples of what Wikipedia is not. The examples under each section are not intended to be exhaustive.
Wikipedia is not a dictionary
Wikipedia is not a dictionary, or a usage or jargon guide. For a wiki that is a dictionary, visit our sister project Wiktionary. Missing dictionary definitions should be transwikied there. Wikipedia articles are not:
- Definitions. Articles should begin with a good definition or description, but articles that contain nothing more than a definition should be expanded with additional encyclopedic content. If they cannot be expanded beyond a definition, Wikipedia is not the place for them. In some cases, however, the definition of a word may be an encyclopedic subject, such as the definition of planet.
- Dictionary entries. Encyclopedia articles are about a person, or a group, a concept, a place, a thing, an event, etc. In some cases, a word or phrase itself may be an encyclopedic subject, such as Macedonia (terminology) or truthiness. However, articles rarely, if ever, contain more than one distinct definition or usage of the article's title. Articles about the cultural or mathematical significance of individual numbers are also acceptable.
- Usage, slang, or idiom guides. Descriptive articles about languages, dialects, or types of slang (such as Klingon language, Cockney, or Leet) are desirable. Prescriptive guides for prospective speakers of such languages are not. See "Wikipedia is not a manual, guidebook, textbook, or scientific journal" below for more information. For a wiki that is a collection of textbooks, visit our sister project Wikibooks. Prescriptive guides for prospective speakers of a language should be transwikied there.
Wikipedia is not a publisher of original thought
Wikipedia is not a place to publish your own thoughts and analyses or to publish new information. Per our policy on original research, please do not use Wikipedia for any of the following:
- Primary (original) research, such as proposing theories and solutions, original ideas, defining terms, coining new words, etc. If you have completed primary research on a topic, your results should be published in other venues, such as peer-reviewed journals, other printed forms, open research, or respected online publications. Wikipedia can report your work after it is published and becomes part of accepted knowledge; however, citations of reliable sources are needed to demonstrate that such material is verifiable, and not merely the editor's opinion.
- Personal inventions. If you or a friend invented a drinking game, a new type of dance move, or even the word frindle, it is not notable enough to be given an article until multiple, independent, and reliable secondary sources report on it. And Wikipedia is certainly not for things made up one day.
- Personal essays that state your particular feelings about a topic (rather than the opinions of experts). Although Wikipedia is supposed to compile human knowledge, it is not a vehicle to make personal opinions become part of such knowledge. In the unusual situation where the opinions of an individual are important enough to discuss, it is preferable to let other people write about them. (Personal essays on Wikipedia-related topics are welcome in your user namespace or on the Meta-wiki.)
- Discussion forums. Please try to stay on the task of creating an encyclopedia. You can chat with people about Wikipedia-related topics on their user talk pages, and should resolve problems with articles on the relevant talk pages, but please do not take discussion into articles. In addition, bear in mind that article talk pages exist solely to discuss how to improve articles; they are not for general discussion about the subject of the article, nor are they a help desk for obtaining instructions or technical assistance. Material unsuitable for talk pages may be subject to removal per the talk page guidelines. If you wish to ask a specific question on a topic, Wikipedia has a Reference desk; questions should be asked there rather than on talk pages.
Wikipedia is not a soapbox or means of promotion
Wikipedia is not a soapbox, a battleground, or a vehicle for propaganda, advertising and showcasing. This applies to usernames, articles, drafts, categories, files, talk page discussions, templates, and user pages. Therefore, content hosted in Wikipedia is not for:
- Advocacy, propaganda, or recruitment of any kind: commercial, political, scientific, religious, national, sports-related, or otherwise. An article can report objectively about such things, as long as an attempt is made to describe the topic from a neutral point of view. You might wish to start a blog or visit a forum if you want to convince people of the merits of your opinions.
- Opinion pieces. Although some topics, particularly those concerning current affairs and politics, may stir passions and tempt people to "climb soapboxes", Wikipedia is not the medium for this. Articles must be balanced to put entries, especially for current events, in a reasonable perspective, and represent a neutral point of view. Furthermore, Wikipedia authors should strive to write articles that will not quickly become obsolete. However, Wikipedia's sister project Wikinews allows commentaries on its articles.
- Scandal mongering, promoting things "heard through the grapevine" or gossiping. Articles and content about living people are required to meet an especially high standard, as they may otherwise be libellous or infringe the subjects' right to privacy. Articles must not be written purely to attack the reputation of another person.
- Self-promotion. It can be tempting to write about yourself or projects in which you have a strong personal involvement. However, remember that the standards for encyclopedic articles apply to such pages just like any other. This includes the requirement to maintain a neutral point of view, which can be difficult when writing about yourself or about projects close to you. Creating overly abundant links and references to autobiographical sources, such as your résumé or curriculum vitae, is unacceptable. See Wikipedia:Autobiography, Wikipedia:Notability and Wikipedia:Conflict of interest.
- Advertising, marketing or public relations. Information about companies and products must be written in an objective and unbiased style, free of puffery. All article topics must be verifiable with independent, third-party sources, so articles about very small garage bands or local companies are typically unacceptable. Wikipedia articles about a person, company or organization are not an extension of their website, press releases, or other social media marketing efforts. External links to commercial organizations are acceptable if they identify notable organizations which are the topic of the article. Wikipedia neither endorses organizations nor runs affiliate programs. See also Wikipedia:Notability (organizations and companies) for guidelines on corporate notability. Those promoting causes or events, or issuing public service announcements, even if noncommercial, should use a forum other than Wikipedia to do so. Contributors must disclose any payments they receive for editing Wikipedia. See also Wikipedia:Conflict of interest.
Non-disruptive statements of opinion on internal Wikipedia policies and guidelines may be made on user pages and within the Wikipedia: namespace, as they are relevant to the current and future operation of the project. However, article talk pages should not be used by editors as platforms for their personal views on a subject (see Wikipedia:Talk page guidelines).
- External links or Internet directories. There is nothing wrong with adding one or more useful content-relevant links to the external links section of an article; however, excessive lists can dwarf articles and detract from the purpose of Wikipedia. On articles about topics with many fansites, for example, including a link to one major fansite may be appropriate. See Wikipedia:External links for some guidelines.
- Internal links, except for disambiguation pages when an article title is ambiguous, and for lists for browsing or to assist with article organization and navigation; for these, please follow relevant guidance at Wikipedia:Manual of Style/Lists, Wikipedia:Stand-alone lists and Wikipedia:Manual of Style/Embedded lists.
- Public domain or other source material such as entire books or source code, original historical documents, letters, laws, proclamations, and other source material that are useful only when presented with their original, unmodified wording. Complete copies of primary sources may go into Wikisource, but not on Wikipedia. Public domain resources such as the 1911 Encyclopædia Britannica may be used to add content to an article (see Plagiarism guideline: Public-domain sources for guidelines on doing so). See also Wikipedia:Do not include the full text of lengthy primary sources and Wikisource's inclusion policy.
- Photographs or media files with no accompanying text. If you are interested in presenting a picture, please provide an encyclopedic context, or consider adding it to Wikimedia Commons. If a picture comes from a public domain source on a website, then consider adding it to Wikipedia:Images with missing articles or Wikipedia:Public domain image resources.
Wikipedia is not a social networking service like Facebook or Twitter, nor a social-network game. It is not a place to host your own website, blog, wiki, résumé, or cloud. Wikipedia pages, including those in user space, are not:
- Personal web pages. Wikipedians have individual user pages, but they should be used primarily to present information relevant to work on the encyclopedia. Limited autobiographical information is allowed, but user pages do not serve as personal webpages, blogs, or repositories for large amounts of material irrelevant to collaborating on Wikipedia. If you want to post your résumé or make a personal webpage, please use one of the many free providers on the Internet or any hosting included with your Internet service provider. The focus of user pages should not be social networking or amusement, but rather providing a foundation for effective collaboration. Humorous pages that refer to Wikipedia in some way may be created in an appropriate namespace. Personal web pages are often speedily deleted. Wikipedia articles use formal English and are not written in Internet posting style.
- File storage areas. Please upload only files that are used (or will be used) in encyclopedia articles or project pages; anything else will be deleted. If you have extra relevant images, consider uploading them to the Wikimedia Commons, where they can be linked from Wikipedia.
- Dating services. Wikipedia is not an appropriate place to pursue relationships or sexual encounters. User pages that move beyond broad expressions of sexual orientation are unacceptable.
- Memorials. Subjects of encyclopedia articles must satisfy Wikipedia's notability requirements. Wikipedia is not the place to memorialize deceased friends, relatives, acquaintances, or others who do not meet such requirements. (WP:RIP is excluded from this rule.)
- Content for projects unrelated to Wikipedia. Do not store material unrelated to Wikipedia, including in userspace. Please see WP:UPNOT for examples of what may not be included.
If you are interested in using the wiki technology for a collaborative effort on something else, even just a single page, many free and commercial sites provide wiki hosting. You can also install wiki software on your own server. See the installation guide at MediaWiki.org for information on doing this.
You do not own your userpage. It is a part of Wikipedia, and exists to make collaboration among Wikipedians easier, not for self-promotion.
Wikipedia is not a directory
Wikipedia encompasses many lists of links to articles within Wikipedia that are used for internal organization or to describe a notable subject. In that sense, Wikipedia functions as an index or directory of its own content. However, Wikipedia is not a directory of everything in the universe that exists or has existed. Please see Wikipedia:Alternative outlets for alternatives. Wikipedia articles are not:
- Simple listings without contextual information showing encyclopedic merit. Disambiguation pages (such as John Smith) are not intended to be complete listings of every person named John Smith—just the notable ones. Nor should listings such as the white or yellow pages be replicated. See WP:LISTCRITERIA for more information.
- Lists or repositories of loosely associated topics such as (but not limited to) quotations, aphorisms, or persons (real or fictional). If you want to enter lists of quotations, put them into our sister project Wikiquote. Of course, there is nothing wrong with having lists if their entries are relevant because they are associated with or significantly contribute to the list topic. Wikipedia also includes reference tables and tabular information for quick reference. Merged groups of small articles based on a core topic are permitted. (See Wikipedia:Stand-alone lists § Appropriate topics for lists for clarification.)
- Non-encyclopedic cross-categorizations, such as "people from ethnic / cultural / religious group X employed by organization Y" or "restaurants specializing in food type X in city Y". Cross-categories such as these are not considered a sufficient basis for creating an article, unless the intersection of those categories is in some way a culturally significant phenomenon. See also Wikipedia:Overcategorization for this issue in categories.
- Genealogical entries. Family histories should be presented only where appropriate to support the reader's understanding of a notable topic.
- Electronic program guides. An article on a broadcaster should not list upcoming events, current promotions, current schedules, format clocks, etc., although mention of major events, promotions or historically significant program lists and schedules may be acceptable.
- A resource for conducting business. Neither articles nor their associated talk pages are for conducting the business of the topic of the article. Listings to be avoided include, but are not limited to: business alliances, clients, competitors, employees (except CEOs, supervisory directors and similar top functionaries), equipment, estates, offices, store locations, contact information, patent filings, products and services, sponsors, subdivisions and tourist attractions. An article should not include product pricing or availability information (which can vary widely with time and location) unless there is an independent source and encyclopedic significance for the mention, which may be indicated by mainstream media sources or books (not just product reviews) provide commentary on these details instead of just passing mention. Wikipedia is not a price comparison service to compare prices and availability of competing products or a single product from different vendors. Lists of creative works are permitted. Thus, for example, Wikipedia should not include a list of all books published by HarperCollins, but may include a bibliography of books written by HarperCollins author Veronica Roth.
Wikipedia is not a manual, guidebook, textbook, or scientific journal
Wikipedia is an encyclopedic reference, not an instruction manual, guidebook, or textbook. Wikipedia articles should not read like:
- Instruction manuals and cookbooks. While Wikipedia has descriptions of people, places and things, an article should not read like a "how-to" style owner's manual, cookbook, advice column (legal, medical or otherwise) or suggestion box. This includes tutorials, instruction manuals, game guides, and recipes. Describing to the reader how people or things use or do something is encyclopedic; instructing the reader in the imperative mood about how to use or do something is not. Such guides may be welcome at Wikibooks instead.
- Travel guides. An article on Paris should mention landmarks, such as the Eiffel Tower and the Louvre, but not the telephone number or street address of the "best" restaurants, nor the current price of a café au lait on the Champs-Élysées. Wikipedia is not the place to recreate content more suited to entries in hotel or culinary guides, travelogues, and the like. Notable locations may meet the inclusion criteria, but the resulting articles need not include every tourist attraction, restaurant, hotel or venue, etc. While travel guides for a city will often mention distant attractions, a Wikipedia article for a city should list only those that are actually in the city. If you do wish to help write a travel guide, your contributions would be more than welcome at our sister project, Wikivoyage.
- Game guides. An article about a game should briefly summarize the story and the main actions the player performs in the game. Avoid lists of gameplay concepts and items unless these are notable as discussed in secondary sources in their own right in gaming context (such as the BFG from the Doom series). A concise summary of gameplay details (specific point values, achievements, time-limits, levels, types of enemies, etc.) is appropriate if it is essential to understanding the game or its significance in the industry, but walk-throughs and detailed coverage are not. See also WP:WAF and WP:VGSCOPE. As of a 2021 decision to start allowing them, such guides may be welcome at Wikibooks instead.
- Internet guides. Wikipedia articles should not exist only to describe the nature, appearance or services a website offers, but should also describe the site in an encyclopedic manner, offering detail on a website's achievements, impact or historical significance, which can be kept significantly more up-to-date than most reference sources, since editors can incorporate new developments and facts as they are made known. See the Current events portal for examples.
- FAQs. Wikipedia articles should not list frequently asked questions (FAQs). Instead, format the information as neutral prose within the appropriate article(s).
- Textbooks and annotated texts. The purpose of Wikipedia is to summarize accepted knowledge, not to teach subject matter. Articles should not read like textbooks, with leading questions and systematic problem solutions as examples. These belong on our sister projects, such as Wikibooks, Wikisource, and Wikiversity. However, examples intended to inform rather than to instruct, may be appropriate for inclusion in a Wikipedia article.
- Scientific journals. A Wikipedia article should not be presented on the assumption that the reader is well-versed in the topic's field. Introductory language in the lead (and sometimes the initial sections) of the article should be written in plain terms and concepts that can be understood by any literate reader of Wikipedia without any knowledge in the given field before advancing to more detailed explanations of the topic. While wikilinks should be provided for advanced terms and concepts in that field, articles should be written on the assumption that the reader will not or cannot follow these links, instead attempting to infer their meaning from the text. See Wikipedia:Manual of Style/Linking.
- Academic language. Texts should be written for everyday readers, not just for academics. Article titles should reflect common usage, not academic terminology, whenever possible. Academic language in the text should be explained in lay terms.
- Case studies. Many topics are based on the relationship of factor X to factor Y, resulting in one or more full articles. For example, this could refer to situation X in location Y, or version X of item Y. This is perfectly acceptable when the two variables put together represent some culturally significant phenomenon or some otherwise notable interest. Often, separate articles are needed for a subject within a range of different countries, due to substantial differences across international borders; articles such as "Slate industry in Wales" are fitting examples. Writing about "Oak trees in North Carolina" or "Blue trucks", however, would likely constitute a POV fork or original research, and would certainly not result in an encyclopedic article.
Wikipedia is not a crystal ball
Wikipedia is not a collection of unverifiable speculation, rumors or presumptions. Wikipedia does not predict the future. All articles about anticipated events must be verifiable, and the subject matter must be of sufficiently wide interest that it would merit an article if the event had already occurred. It is appropriate to report discussion and arguments about the prospects for success of future proposals and projects or whether some development will occur, if discussion is properly referenced. It is not appropriate for editors to insert their own opinions or analyses. Predictions, speculation, forecasts and theories stated by reliable, expert sources or recognized entities in a field may be included, though editors should be aware of creating undue bias to any specific point-of-view. In forward-looking articles about unreleased products, such as films and games, take special care to avoid advertising and unverified claims (for films, see WP:NFF). In particular:
- Individual scheduled or expected future events should be included only if the event is notable and almost certain to take place. Dates are not definite until the event actually takes place, as even otherwise-notable events can be cancelled or postponed at the last minute by a major incident. If preparation for the event is not already in progress, speculation about it must be well documented. Examples of appropriate topics include the 2024 U.S. presidential election and 2028 Summer Olympics. By comparison, the 2036 U.S. presidential election and 2044 Summer Olympics are not appropriate article topics if nothing can be said about them that is verifiable and not original research. Avoid predicted sports team line-ups, which are inherently unverifiable and speculative. A schedule of future events may be appropriate if it can be verified. As an exception, even highly speculative articles about events that may or may not occur far in the future might be appropriate, where coverage in reliable sources is sufficient. For example, the ultimate fate of the universe is an acceptable topic.
- Individual items from a predetermined list or a systematic pattern of names, pre-assigned to future events or discoveries, are not suitable article topics, if only generic information is known about the item. Lists of tropical cyclone names is encyclopedic; "Tropical Storm Arlene (2023)" is not, even though it is virtually certain that such a storm will occur. Similarly, articles about words formed on a predictable numeric system (such as "septenquinquagintillion") are not encyclopedic unless they are defined on good authority, or genuinely in use. Certain scientific extrapolations are considered to be encyclopedic, such as chemical elements documented before isolation in the laboratory, provided that scientists have made significant non-trivial predictions of their properties.
- Articles that present original research in the form of extrapolation, speculation, and "future history" are inappropriate. Although scientific and cultural norms continually evolve, we must wait for this evolution to happen, rather than try to predict it. Of course, we do and should have articles about notable artistic works, essays, or credible research that embody predictions. An article on weapons in Star Trek is appropriate; an article on "Weapons to be used in World War III" is not.
- Although currently accepted scientific paradigms may later be rejected, and hypotheses previously held to be controversial or incorrect sometimes become accepted by the scientific community, it is not the place of Wikipedia to venture such projections.
- Wikipedia is not a collection of product announcements and rumors. Although Wikipedia includes up-to-date knowledge about newly revealed products, short articles that consist of only product announcement information and rumors are not appropriate. Until such time that more encyclopedic knowledge about the product can be verified, product announcements should be merged to a larger topic (such as an article about the creator(s), a series of products, or a previous product) if applicable.
Wikipedia is not a newspaper
Editors are encouraged to include current and up-to-date information within its coverage, and to develop stand-alone articles on significant current events. However, not all verifiable events are suitable for inclusion in Wikipedia. Ensure that Wikipedia articles are not:
- Original reporting. Wikipedia should not offer first-hand news reports on breaking stories. Wikipedia does not constitute a primary source. However, our sister projects Wikisource and Wikinews do exactly that, and are intended to be primary sources. Wikipedia does have many encyclopedia articles on topics of historical significance that are currently in the news, and can be updated with recently verified information.
- News reports. Wikipedia considers the enduring notability of persons and events. While news coverage can be useful source material for encyclopedic topics, most newsworthy events do not qualify for inclusion and Wikipedia is not written in news style. For example, routine news coverage of announcements, events, sports, or celebrities, while sometimes useful, is not by itself a sufficient basis for inclusion of the subject of that coverage (see WP:ROUTINE for more on this with regard to routine events). Also, while including information on recent developments is sometimes appropriate, breaking news should not be emphasized or otherwise treated differently from other information. Timely news subjects not suitable for Wikipedia may be suitable for our sister project Wikinews, though that is not a particularly active project.
- Who's who. Even when an event is notable, individuals involved in it may not be. Unless news coverage of an individual goes beyond the context of a single event, our coverage of that individual should be limited to the article about that event, in proportion to their importance to the overall topic. (See Wikipedia:Biographies of living persons for more details.)
- Celebrity gossip and diary. Even when an individual is notable, not all events they are involved in are. For example, news reporting about celebrities and sports figures can be very frequent and cover a lot of trivia, but using all these sources would lead to overly detailed articles that look like a diary. Not every facet of a celebrity's life, personal details, matches played, or goals scored warrants inclusion in the biography of that person, only those for which they have notability or for which our readers are reasonably likely to have an interest.
Wikipedia is not an indiscriminate collection of information
To provide encyclopedic value, data should be put in context with explanations referenced to independent sources. As explained in § Encyclopedic content above, merely being true, or even verifiable, does not automatically make something suitable for inclusion in the encyclopedia. Wikipedia articles should not be:
- Summary-only descriptions of works. Wikipedia treats creative works (including, for example, works of art or fiction, video games, documentaries, research books or papers, and religious texts) in an encyclopedic manner, discussing the development, design, reception, significance, and influence of works in addition to concise summaries of those works. For more information regarding summaries, see Wikipedia:Manual of Style/Writing about fiction § Contextual presentation.
- Lyrics databases. An article about a song should provide information about authorship, date of publication, social impact, and so on. Quotations from a song should be kept to a reasonable length relative to the rest of the article, and used to facilitate discussion, or to illustrate the style; the full text can be put on Wikisource and linked from the article. Most song lyrics published after 1926 are protected by copyright; any quotation of them must be kept to a minimum, and used for direct commentary or to illustrate some aspect of style. Never link to the lyrics of copyrighted songs unless the linked-to site clearly has the right to distribute the work. See Wikipedia:Do not include the full text of lengthy primary sources for full discussion.
- Excessive listings of unexplained statistics. Statistics that lack context or explanation can reduce readability and may be confusing; accordingly, statistics should be placed in tables to enhance readability, and articles with statistics should include explanatory text providing context. Where statistics are so lengthy as to impede the readability of the article, the statistics can be split into a separate article and summarized in the main article. (e.g., statistics from the main article 2012 United States presidential election have been moved to a related article Nationwide opinion polling for the 2012 United States presidential election). Wikipedia:Notability#Stand-alone lists offers more guidance on what kind of lists are acceptable, and Wikipedia:Stand-alone lists#Selection criteria offers guidance on what entries should be included.
- Exhaustive logs of software updates. Use reliable third-party (not self-published or official) sources in articles dealing with software updates to describe the versions listed or discussed in the article. Common sense must be applied with regard to the level of detail to be included.
Wikipedia is not censored
|“||The University is not engaged in making ideas safe for students. It is engaged in making students safe for ideas. Thus it permits the freest expression of views before students, trusting to their good sense in passing judgment on these views.||”|
|— Clark Kerr, President of the University of California (1961)|
Wikipedia may contain content that some readers consider objectionable or offensive—even exceedingly so. Attempting to ensure that articles and images will be acceptable to all readers, or will adhere to general social or religious norms, is incompatible with the purposes of an encyclopedia.
Content will be removed if it is judged to violate Wikipedia's policies (especially those on biographies of living persons and using a neutral point of view) or the law of the United States (where Wikipedia is hosted). However, because most edits are displayed immediately, inappropriate material may be visible to readers, for a time, before being detected and removed.
Some articles may include images, text, or links which are relevant to the topic but that some people find objectionable. Discussion of potentially objectionable content should usually focus not on its potential offensiveness but on whether it is an appropriate image, text, or link. Beyond that, "being objectionable" is generally not sufficient grounds for the removal of content. The Wikipedia:Offensive material guideline can help assess appropriate actions to take in the case of content that may be considered offensive.
Some organizations' rules or traditions call for secrecy with regard to certain information about them. Such restrictions do not apply to Wikipedia, because Wikipedia is not a member of those organizations; thus, Wikipedia will not remove such information from articles if it is otherwise encyclopedic.
The above policies are about Wikipedia's content. The following relate to Wikipedia's governance and processes.
Wikipedia is not an anarchy or a forum for free speech
Wikipedia is free and open, but restricts both freedom and openness where they interfere with creating an encyclopedia. Accordingly, Wikipedia is not a forum for unregulated free speech. The fact that Wikipedia is an open, self-governing project does not mean that any part of its purpose is to explore the viability of anarchist communities. Our purpose is to build an encyclopedia, not to test the limits of anarchism.
Wikipedia is not a democracy
Wikipedia is political system. Its primary (though not exclusive) means of decision making and conflict resolution is editing and discussion leading to consensus—not voting. (Voting is used for certain matters such as electing the Arbitration Committee.) Straw polls are sometimes used to test for consensus, but polls or surveys can impede, rather than foster, discussion and should be used with caution.or any other
Wikipedia is not a bureaucracy
While Wikipedia has many elements of a bureaucracy, it is not governed by statute: it is not a quasi-judicial body, and rules are not the purpose of the community. Although some rules may be enforced, the written rules themselves do not set accepted practice. Rather, they document already-existing community consensus regarding what should be accepted and what should be rejected.
While Wikipedia's written policies and guidelines should be taken seriously, they can be misused. Do not follow an overly strict interpretation of the letter of policies without consideration for their principles. If the rules truly prevent you from improving the encyclopedia, ignore them. Disagreements are resolved through consensus-based discussion, not by tightly sticking to rules and procedures. Furthermore, policies and guidelines themselves may be changed to reflect evolving consensus.
A procedural error made in a proposal or request is not grounds for rejecting that proposal or request.
A procedural, coding, or grammatical error in a new contribution is not grounds for reverting it, unless the error cannot easily be fixed.
Wikipedia is not a laboratory
Research about Wikipedia's content, processes, and the people involved can provide valuable insights and understanding that benefit public knowledge, scholarship, and the Wikipedia community, but Wikipedia is not a public laboratory. Research that analyzes articles, talk pages, or other content on Wikipedia is not typically controversial, since all of Wikipedia is open and freely usable. However, research projects that are disruptive to the community or which negatively affect articles—even temporarily—are not allowed and can result in loss of editing privileges. Before starting a potentially controversial project, researchers should open discussion at the Village pump to ensure it will not interfere with Wikipedia's mission. Regardless of the type of project, researchers are advised to be as transparent as possible on their user pages, disclosing information such as institutional connections and intentions.
Some editors explicitly request not to be subjects in research and experiments. Please respect the wish of editors to opt out of research.
Wikipedia is not a battleground
Wikipedia is not a place to hold grudges, import personal conflicts, carry on ideological battles, or nurture prejudice, hatred, or fear. Making personal battles out of Wikipedia discussions goes directly against our policies and goals. In addition to avoiding battles in discussions, do not try to advance your position in disagreements by making unilateral changes to policies. Do not disrupt Wikipedia to illustrate a point.
Every user is expected to interact with others civilly, calmly, and in a spirit of cooperation. Do not insult, harass, or intimidate those with whom you have a disagreement. Rather, approach the matter intelligently and engage in polite discussion. If another user behaves in an uncivil, uncooperative, or insulting manner, or even tries to harass or intimidate you, this does not give you an excuse to respond in kind. Address only the factual points brought forward, ignoring the inappropriate comments, or disregard that user entirely. If necessary, point out gently that you think the comments might be considered uncivil, and make it clear that you want to move on and focus on the content issue. If a conflict continues to bother you, take advantage of Wikipedia's dispute resolution process. There are always users willing to mediate and arbitrate disputes between others.
In large disputes, resist the urge to turn Wikipedia into a battleground between factions. Assume good faith that every editor and group is here to improve Wikipedia—especially if they hold a point of view with which you disagree. Work with whomever you like, but do not organize a faction that disrupts (or aims to disrupt) Wikipedia's fundamental decision-making process, which is based on building a consensus. Editors in large disputes should work in good faith to find broad principles of agreement between different viewpoints.
Do not use Wikipedia to make legal or other threats against Wikipedia, Wikipedians, or the Wikimedia Foundation—other means already exist to communicate legal problems. Threats are not tolerated and may result in a ban.
Wikipedia is not compulsory
Wikipedia is a volunteer community and does not require Wikipedians to give any more time and effort than they wish. Focus on improving the encyclopedia itself, rather than demanding more from other Wikipedians. Editors are free to take a break or leave Wikipedia at any time.
Wikipedia is not a lot of other things as well. We cannot anticipate every bad idea that someone might have. Almost everything on this page is here because somebody came up with a bad idea that had not been anticipated. (See WP:BEANS—it is, in fact, strongly discouraged to anticipate them.) In general, "that is a terrible idea" is always sufficient grounds to avoid doing something when there is a good reason that the idea is terrible.
When you wonder what to do
When you wonder what should or should not be in an article, ask yourself what a reader would expect to find under the same heading in an encyclopedia.
When you wonder whether the rules given above are being violated, consider:
- Modifying the content of an article (normal editing).
- Turning the page into a redirect, preserving the page history.
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Editor’s Note: This month, that is October 2020, FII’s #MoodOfTheMonth is Childhood and Relationship With Parents and Family,where we invite various articles to highlight the different experiences that we all have experienced in some form or the other in our birth or chosen families and have been negotiating with them everyday. If you’d like to share your article, email us at [email protected].
I am yet to embrace motherhood and hence, buying a gift for a toddler continues to remain a challenge. I was recently trying to courier something for a friend’s daughter and as a personal favorite, I eventually started browsing through books on e-commerce portals and came across many that contained the same narratives that I read 30 years ago.
Moving on From Princes and Castles
Women and young girls were rescued by a prince charming, two cruel step-sisters taking their vengeance out on a dainty and innocent girl and saw frogs turning into handsome, young men. It really got me thinking as to why the narratives haven’t changed over decades, and why are we still hell bent on making young children believe in halo-decked stories, and keeping them away from the real stories of triumph, aspirations and grit of ‘real people.’
While innocent, young minds are too naïve to understand the complexities of the current circumstances, stories of inspiration of real-life heroism, guts and valor should definitely be simplified in an attempt to provide an interesting and visually appealing narrative for our children.
Storytelling has always been a great way for helping kids understand and develop a sense of respect and curiosity for other cultures, people, geographies and also stories narrated by kith and kin during a child’s developing years has always helped children develop language, listening, comprehending and many such skills.
Amidst increasing numbers of gadgets and unmissable noise from television and other digital platforms, the need to create a discreet corner that is supported by stories of inspiration, kindness, ambition and breaks the shackles of gender stereotyping has become even more imperative.
Also read: COVID-19: Why Is Social-Emotional Learning Important For Children
Reimaging The Fairy Tales We Tell
Narratives of guts and intellectual ambitions of a Shakuntala Devi, Kalpana Chawla, Mary Kom, Malala Yousafzai and APJ Abdul Kalam – simplified and made visually appealing will help the children of tomorrow to understand the power of hard work, education, sportsmanship and integrity. Stories describing concepts of climate change, environment sustainability, pros and cons of digital mediums—post simplifying some of the scientific jargons can be sources of edutainment and visually engaging narratives.
We have unknowingly been exposed to narratives that have positioned women to be dainty, soured the image of a stepmother/sisters and clouded our minds about flawed perceptions of beauty and vanity.
Signs of Hope, But there is More to Be Done
While fairy tales and dolls aren’t a thing of the past yet, new narratives for children are gradually also emerging thanks to new contemporary digital formats. Eshwari Stories, a podcast in Telugu language by Suno India which educates children about the environment around them – is a good example of how narratives can amalgamate new concepts with storytelling for kids. Stories of kindness, sustainability, aspirations and innovation are also wonderfully told with a certain sense of responsibility and kindness by The Better India in multiple languages.
Similarly, When I Grow Up I Want To Be, sounds like an attempt towards reforming the concept of children’s storytelling (haven’t read this one personally).
Also read: Enid Blyton: The Problematic Writing Of The Children’s Books Author
Storytelling is ingrained as a hobby and a mode of earning knowledge in our culture, but like everything else around us this too needs a facelift to suit the demands of the world we are living in. The children of today’s era need to adapt to challenges that life throws at them with strength and acute awareness of changing sensibilities and geographies around them. While emerging edtech mediums are gradually being used for academia, storytelling of the new kind still remains to be the responsibility of our families.
Sneha has been in the media professional close to eight years now and has worked in the content space as a business journalist, media investment professional and currently works with a content app. She has also volunteered as a mentor to impart mobile literacy for rural women in West Bengal. Sneha has lived in multiple states across the country through her childhood and later work life has taken her to diverse regions across the country. She strongly believes that the idea of feminism evolves from empowering other women around us with education and economic opportunities. You can find her on Twitter and LinkedIn.
Disclaimer: the author has worked with Suno India and The Better India under different capacities in her previous role.
Thanks for mentioning a topic that is near and dear to our hearts! Always exciting to learn about new storytellign initiatives…. incidentally, our little (ad)venture of stories for Kids- gaatha story, was mentioned by Prime Minister Modi Ji in last month’s Mann KiBaat Program. Our Bedtime stories, fairytals and tales of National Bravery Award Winners have found an ear in 6 languages.
Comments are closed. | <urn:uuid:5559cbf5-7143-42fc-9716-a454e5e02d70> | CC-MAIN-2023-14 | https://feminisminindia.com/2020/10/13/tweaking-children-bedtime-stories-for-a-better-tomorrow/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948868.90/warc/CC-MAIN-20230328170730-20230328200730-00115.warc.gz | en | 0.950438 | 1,120 | 2.546875 | 3 |
types of producers in economics
Economics … ADVERTISEMENTS: Producers: Producers are the group of persons who produce either goods or services for creating utility. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Indigenous production units; Foreign production units; 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools. A product of both the sellers is Homogeneous and the prices are also the same.eval(ez_write_tag([[468,60],'googlesir_com-leader-4','ezslot_16',111,'0','0'])); Both the firms are interdependent and they try to keep the same price. An Oligopoly describes a market structure where a small number of firms compete against each other. Learn more about consumer goods in this article. The type of economy that a society uses depends on its … If a seller of the commodity lowers the price then the other seller is forced to reduce its price because customers will prefer to purchase the, When there is a single seller or producer of commodity or service the market structure is called a, 6 Main Categories in Classifications of Markets (Economics), 5 Different Types of Disequilibrium in Balance of Payments (BOP), 15 Pros and Cons of Socialism Economy (With Examples), Top 5 Features of Market Economy System (With Examples), 7 Limitations and Types of Macroeconomics Analysis (Explained), 8 Major Steps of the Decision Making Process in Business (With Examples), Top 8 Difference between Entrepreneur and Manager, 23 Importance or Benefits of Market Segmentation (Explained), 15 Major Role of Entrepreneur in Economic Development, 16 Factors Affecting Economic Environment (With Examples). Our lives are constantly being influenced by economic policy. English economists believe that there is perfect competition while American economist supports the concept of pure competition. A foreign production unit is located in the country but is owned by foreigners or nonresidents of the country. How does entrepreneurial behaviour contribute to a successful business? oligopoly. Supply and demand form the most fundamental concepts of economics. Farm houses in the villages, shops, small factories, big factories, hospital, school, college, cinema hall, restaurant, dairy farm, government offices, self-employed doctors, lawyers and teachers, etc are all examples of indigenous production units. Perfect Competition Market Structure. They produce goods and services for sale in the market with the aim of earning profit. For example, consider season demand on clothing. Types and Features of market with the change in technology and globalisation. Consumer goods are divided into three categories: durable goods, nondurable goods, and services. eval(ez_write_tag([[300,250],'googlesir_com-medrectangle-4','ezslot_6',101,'0','0']));The various forms of the market structure are discussed below: A market structure where a large number of buyers and sellers selling homogeneous product and the price is determined by the industry. On the one hand, we have perfect competition or pure competition and monopoly on the other hand. These shareholders select some persons for the management of the company who are called directors of the company. Kiko wants to work in finance, but she's not sure what she wants to do. Insofar as the amount people are prepared to pay for a product represents its value, price is also a measure of value. The word Oligopoly is made up of Oligos + Pollen. Below we examine each system in turn and give ample attention to the attributes listed above. ... where the buying and selling of goods and services take place is called Market but the of market is very broad term in economics. Oligopoly is also known as the competition among law. UPDATE: NOW GOOGLE Kendriya Bhandar which provides various items to consumers is a very big cooperative society. Choose from 500 different sets of producers economics flashcards on Quizlet. ; An input subsidy which subsidises the cost of inputs used in production – e.g. This signifies an increasing marginal return; the investment on the variable input outweighs the cost of producing an additional product at an increasing rate. 20+ Types of Product Economics posted by John Spacey, November 30, 2017. They are called Departmental Enterprises. ). But for many, the policy is just lots of words, with no real meaning. A producer might have different shapes. (Tax may be collected and deposited in government's treasury by someone else). Producers in the economy are affected by a variety of factors, including consumer behavior and supply and demand. It's a great tool to use to review examples of consumers and producers (producing Fiscal and monetary policy comes in two types: Expansionary: Intended to stimulate the economy by stimulating aggregate demand. It’s important to understand how different […] Company or Corporations: It is a production unit owned by a large number of persons. It … A similar process occurs in chemotrophs, except that the energy source is inorganic oxidation and reduction reactions. Your email address will not be published. an employment subsidy for taking on more workers. The Competition in the Market Structure may be the following categories: 1. These are called Multi National Corporations (MNC) because they operate in more than one country other than the country of their origin. There is neither perfect competition nor pure monopoly market structures in practice. These units are non-departmental enterprises and called Public Sector Undertakings. In pure competition, there is a lack of elements there are certain elements in existence.eval(ez_write_tag([[250,250],'googlesir_com-leader-2','ezslot_14',107,'0','0'])); The following are the salient features of the Pure competition: eval(ez_write_tag([[250,250],'googlesir_com-large-mobile-banner-1','ezslot_2',123,'0','0']));Related: 9 Reasons For Perfect Competition Exist in the Real World (Explained). On the basis of ownership, the production units can be broadly classified into the following. And how might she impact the economy if she goes into finance? Labour is a measure of work done by human beings. In same respects, it is similar to the company. Producers in Microeconomics - Chapter Summary and Learning Objectives. Imperfect competition in the stage between perfect competition and monopoly.eval(ez_write_tag([[250,250],'googlesir_com-large-mobile-banner-2','ezslot_9',109,'0','0']));eval(ez_write_tag([[250,250],'googlesir_com-large-mobile-banner-2','ezslot_10',109,'0','1'])); Competition is said to be Imperfect if the number of sellers is limited and there is product differentiation. Milling machines, robot welders, assembly lines, are examples of capital goods. It follows from the definition just stated that prices perform an economic function of major Some examples of MNCs in India are Coca Cola, Pepsi Cola, Johnson & Johnson, Microsoft, Nokia, Sony, Samsung, International Business Machine (IBM), Nestle, Vodafone, Airtel, LG, Google, Ford Motors, Hyundai. MonopolyThe Market Structure can be shown by the following chart:Thus, there are two extremes of market structure. Related: 11 Key Features of Oligopoly Market Structure (With Examples). A pure monopolist, therefore, is a firm producing a product which has no effective substitutes through the products of any other form effective in the sense that even though the monopolist may be making abnormal profits, other firms cannot encroach on these profits by producing substitute commodities which might and entice purchases away from the product of the monopolist. Like demand schedule, supply schedule is also of two types: ADVERTISEMENTS: 1. Notify me of follow-up comments by email. Learn producers economics with free interactive flashcards. The producers of industrial goods or the producers of agricultural products are all producing the various items according to the demand in the market. Producer goods, also called intermediate goods, in economics, goods manufactured and used in further manufacturing, processing, or resale.Producer goods either become part of the final product or lose their distinct identity in the manufacturing stream. Primary producers are the foundation of an ecosystem. Different Types of Costs of Production! Cooperative stores which sell various goods to consumers at reasonable rates, cooperative housing societies which provide flats and houses to its members are the example of cooperative societies. Economics: Consumers and Producers Cut and Paste Activity - Good and Services - King Virtue's Classroom Students will love applying what you've taught them during your Economics unit with this cut and paste activity. This resource also includes an answer key.This product includes:Drag-&-drop: match the definition to voc Tariffs – This is a tax on imports. But in public company minimum number is seven but there is no maximum limit. There are four types of goods in economics, which are defined based on excludability and rivalrousness in consumption. An economy usually adopts protectionist policies to encourage domestic investment in a specific industry. The sum invested in the company is divided into shares. Such production units are partly indigenous and partly foreign. They are all the owners of the company. These are production units in which foreigners and domestic entrepreneurs participate jointly. Types of Producers in the Economy. This means employees will own a stake in the business, allowing for similar types of democracy in the workplace. It has some of the characteristics of perfect competition and some of the characteristics of the monopoly. The word Oligopoly is made up of. A pure monopolist should be taken who has full control of the supply of a particular product. Different Types of Trade. Producer surplus is the total amount that a producer benefits from producing and selling a quantity of a good at the market price. Private sector units can further be classified on the basis of number of owners of such unit. The more the output is … If a seller of the commodity lowers the price then the other seller is forced to reduce its price because customers will prefer to purchase the cheaper commodity. Oligopoly Such a market structure is found when the number of sellers is few. As we have seen, in economics the definition of a market has a very wide scope. In other words: people respond to incentives. The production units located in a country and owned by the residents of the country are called indigenous production units. Price, the amount of money that has to be paid to acquire a given product. Market supply schedule. Supply is a fundamental concept of economics which can be defined as the total amount of a particular good or service which is available to the consumers at the existing market. Tax incidence is of two types: statutory incidence and economic incidence. Socialist Economy and Capitalist Economy. This strong, or destructive, inflation is between 3-10% a year. ... the 4 types of market structures. What is an example of a monopolistic competition? v. Private Non-profit Organisations: There are private production units which are run by institutions, such as trusts, societies, etc. the commodity may be either homogeneous or identical and heterogeneous or differentiated. According to Prof. Marshall, it is the demand which controls the production or market. and second, that buyers are all alike in respect of their choice between rival sellers so that the market is perfect.eval(ez_write_tag([[336,280],'googlesir_com-box-4','ezslot_4',120,'0','0'])); Related: 7 Key Features of Perfect Competition Market Structure (Explained). Producers: OBJECTIVES: Identify the individuals and groups who participate in the production of goods and services. Private non-profit organisations (N.P.O. It is never too early for students to begin learning about economics. In economics, a private good is defined as an asset that is both excludable and rivalrous. Thus, when an oligopoly firm sells a homogeneous product it is called Homogeneous Oligopoly. The production of public goods results in positive externalities for which producers don’t receive full payment. The wholesaler is a link between manufacturer and retailer. In this scenario price always equals marginal cost of production. Start studying economics Market Structures. It may be of the following types: A market where there are two buyers of a commodity or product is called. Meaning and Nature. It is one of the forms/types in perfect competition. A market wherein there are two sellers or producers of a product is called do a Duopoly. This simple statement is often expressed as the profit identity, which states that:. The foreign production units are further classified into: These are firms which have their main office in one country but have their business activities spread in many countries. A market wherein there are two sellers or producers of a product is called do a Duopoly. Most of the small units like labour, washer man, cobbler, tailor, milk vendor are owned by a single person. On the basis of definitions of Imperfect competition we can say that the following are the salient features of imperfect competition: Related: 19 Features and Importance of Mixed Economy (With Examples). Leave a Reply Cancel reply. Types of Producers- There are three main types of producers within the economy. Its aims are achieved through self help and collective efforts. She knows that different people, businesses, and governments impact the economy. Profit has several meanings in economics. Tata iron steel company, Reliance industries limited, Bajaj auto limited, Lipton India limited are some of the examples of a company. It is harmful to the … Label: Economics. The law of supply puts a similar limit on consumers. eval(ez_write_tag([[250,250],'googlesir_com-mobile-leaderboard-1','ezslot_17',124,'0','0']));eval(ez_write_tag([[250,250],'googlesir_com-mobile-leaderboard-1','ezslot_18',124,'0','1']));Another type of market structure based on competition is Imperfect competition. Economics seeks to solve the problem of scarcity, which is when human wants for goods and services exceed the available supply. There are three different types of these systems in economics: free, mixed and fixed. A product of both the sellers is Homogeneous and the prices are also the same. Economics; Constitutional economics; Political economy; Microeconomics We can characterize market structures based on the competition levels and the nature of these markets. Cooperative society: It is also a production unit managed by a number of persons. In order to maximize the profits of each, they may form an association or can share the market and can charge high prices for the customers. Definition: In economics, a producer is an economic unit that manufactures or commercializes goods or services. But some of the production units may be owned by more than one person. The government has direct control over the functioning of these enterprises. ; 2.E.1.2 Explain the roles and impact producers and consumers have on the economy. The share of profit and loss is distributed amongthe partners according to agreement made at the time of forming the partnership. Some of the organisations providing these services are run by the Departments and Ministries of the government. This should help you understand what is behind the policy. 7 Key Features of Perfect Competition Market Structure (Explained), 9 Reasons For Perfect Competition Exist in the Real World (Explained), 8 Key Characteristics of Monopolistic Competition Market Structure, 19 Features and Importance of Mixed Economy (With Examples), 11 Key Features of Oligopoly Market Structure (With Examples), 17 Major Problems of Public Sector (Economy), 6 Key Features of Monopoly Market Structure (With Example), 10 Techniques of Building Support for Organizational Change, 9 Methods of Measuring Employee Morale in Organization, 12 Key Factors that Affecting Employee Morale in Organization, 18 Ways to Build Up Employee Morale in Workplace, 11 Indicators of Low Morale in the Workplace, 22 Key Advantages and Disadvantages of Privatization, 12 Methods to Correct Disequilibrium in Balance of Payments (BOP) â Step-by-Step, 19 Essential Elements of Good and Effective Planning, 17 Major Problems of Public Sector in Economy, 10 Difference and Similarity between Innovation and Creativity, 18 Major Advantages and Disadvantages of Supermarkets, 11 Advantages and Disadvantages of Functional Organizational Structure, 10 Objectives of Entrepreneurial Development Programmes, 14 Principles of Planning in Management (With Examples), How to Become a Successful Salesman? | <urn:uuid:c46dfd78-4281-45d4-8b80-3d2298905e7a> | CC-MAIN-2021-10 | https://www.littlebitsof.com/how-long-cxgmya/vmjysf.php?c7c89a=types-of-producers-in-economics | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178347321.0/warc/CC-MAIN-20210224194337-20210224224337-00250.warc.gz | en | 0.94004 | 3,460 | 3.65625 | 4 |
What is spirulina
Spirulina is a type of blue-green algae that is rich in nutrients and has been used as a dietary supplement for its potential health benefits. While some studies suggest that spirulina may have immune-boosting properties, there is limited evidence to support the idea that it can help defend against winter viruses.
benefits in winter
Winter viruses, such as the common cold and flu, are caused by a variety of different viruses and can be transmitted through contact with infected individuals or surfaces. While maintaining a healthy immune system is important for the defense against these viruses, no single food or supplement can guarantee protection.
However, incorporating spirulina into a well-balanced, nutritious diet may have potential health benefits due to its high content of nutrients, including protein, vitamins, and minerals. However, individuals should always consult a healthcare professional before taking any new supplements or making major changes to their diet, especially if they have underlying health conditions or are taking medications.
Some studies have suggested that spirulina may have immune-boosting effects due to its high content of nutrients such as vitamins A, C, E, and B vitamins, as well as minerals such as iron, zinc, and selenium. These nutrients play important roles in supporting immune function and overall health.
However, the evidence is mixed, and more research is needed to fully understand the potential health benefits of spirulina. While some studies have shown that spirulina supplements can increase immune cell production and improve immune function in animals, other studies have not found significant effects in humans.
It is also important to note that spirulina supplements can interact with certain medications and may not be appropriate for individuals with certain health conditions, such as autoimmune diseases. Therefore, it is important to speak with a healthcare professional before starting any new supplement regimen.
In short, while spirulina may have potential health benefits, including immune-boosting properties, there is limited evidence to suggest that it can specifically protect against winter viruses. Maintaining a well-balanced and nutritious diet, getting enough sleep, and practicing good hygiene habits, such as frequent hand washing, are still the best ways to prevent winter viruses. | <urn:uuid:fca2eb1b-fd64-48a2-8efc-074ce4815c8a> | CC-MAIN-2023-50 | https://www.lienpress.com/can-spirulina-help-us-defend-against-winter-viruses/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100523.4/warc/CC-MAIN-20231204020432-20231204050432-00853.warc.gz | en | 0.959513 | 447 | 3.296875 | 3 |
Dylan Yates can remember a time, when he was about seven years old, when his teacher told him he had a talent for math.
That is his only positive memory, he says, of education, which he left when he was 16, having failed most of his General Certificates of Secondary Education (GCSE) exams. Today, seven years later, he is unemployed, still living in a small apartment with his mother, and dependent on government benefits.
“There's not a lot out there,” he says, of the supposed search for work he has just sworn he is engaged in to a worker at a government job center in south London, to ensure that he continues to get his handouts.
Yates' story is illustrative of a gloomy truth: Too many of Britain's working class white children are faring so poorly at school they are unable to get a foothold in the workplace and in a fast-changing world.
Bottom of the class
Last week, parliamentarians published a report showing that only 32 percent of working class white children achieve good results – defined as more than five grades between A and C – on their GCSE exams, compared to 62 percent of Indians and 51 percent of black Africans whose parents had similar incomes. Afro-Caribbean children, who have long been regarded as an under-performing community in Britain, also beat poor white children on exams.
The report, by the Education Select Committee, defines working class as children whose parents earn sufficiently low incomes for their school lunches to be paid for by the government.
Stephen Gorard, professor of education at Durham University, says that one reason children from poor ethnic minorities do better is that while they may be poor soon after arriving in Britain, migrants often have educated backgrounds like “the Ugandan bus driver who is a doctor back home.”
But the low achievement of white working class children is still striking and of huge concern to the government. Aside from the human cost, it matters because Britain has fallen behind much of the rest of the world in educational standards.
In the Program for International Student Assessment rankings, which compare the performance of 15-year-olds across 32 countries, Britain's performance is dismal: it comes 26th in math and 23rd in reading.
Not enough parental pressure?
Often, when the failings of white working class children make the news, talk turns to parenting.
Michael Wilshaw, the chief inspector of the government body that oversees standards in schools, said last week that poverty is too often used as an excuse to explain the poor performance of white working class children. Because ethnic minority children from equally poor backgrounds do better, this does not wash, he says.
“It's not about income or poverty,” he said, in an interview with The Times. “Where families believe in education they do well. If they love their children they should support them in school.”
The education secretary, Michael Gove, is in the process of drawing up plans for tougher sanctions – including fines – on parents who fail to discipline their children or give them the necessary help to ensure their homework is done properly.
While his efforts to raise standards in schools have won plaudits, many education experts say that the focus on parenting will achieve little.
Gillian Evans, an anthropologist at the University of Manchester who lived on a council estate in southeast London to research her book, "Educational Failure and Working Class White Children in Britain," says it is important to look at the history of white working class communities in which children are failing to understand what is happening.
A different job market
Today, education is crucial in the job market. Last week, figures from Britain's Office for National Statistics showed that people without any qualifications were twice as likely to be unemployed as those with a qualification.
Ms. Evans points out that this was not always the case. Traditionally, she says, the white working class has not regarded education as important because, when Britain was a manufacturing powerhouse, students could leave school at age 14 and land a decent job with promotion opportunities.
Work-related politics, from trade unions to the Labour movement, gave communities social cohesion and a sense of identity. But in the last 30 to 40 years, with the dramatic decline of manufacturing and industry, “the means for working class pride and a sense of self respect have been eroded in Britain.”
Most people, she says, now realize that education is essential for employment and progression. But for some, the idea that education is unnecessary has manifested itself in a “spirit of defiance.”
“The trouble is, that in these neighborhoods there is a street culture where masculinity manifests also as a defiant, tough oppositional stance and a minority of working class boys, who are involved in this street culture, tend to disrupt the learning of children from working class families who want to learn and do well at school.”
To levy fines on parents in this situation is, she says, “absolute nonsense.” The focus, according to Evans, should be entirely on raising standards in schools.
For many working class white children, she says, “going to an excellent school is likely to be the only chance they have of a decent start in life.”
To that end, the Education Select Committee has suggested that schools should be open for up to 12 hours a day to give pupils from homes that don't encourage learning, “space and time” to do their homework.
The committee has also called for the government to look at incentives to attract top teachers to work in areas with deprived white working class children. It identified rural and coastal areas as having the highest numbers of failing white children.
Professor Gorard says that the single most important reform required is to shake up the social mix within schools so that white working class children have similar opportunities to middle class white children educated in state schools funded by the government.
Often, the best state schools are located in prosperous areas, where high house prices and a lack of social housing preclude the admission of poorer children. Professor Gorard says the government should even consider bussing poor children into schools in richer areas.
But Nigisti Abraha, an Ethiopian who has lived in Britain for a decade and is a mother of two primary school-age children entitled to free school meals, says school standards do not greatly worry her yet.
“My children are at a very good school,” she says. “I don't think the secondary school will be so good. But then we will have to find the money to get them extra tutoring. Their education is their biggest opportunity by far.” | <urn:uuid:41838bdf-3487-4481-984b-401952f40da0> | CC-MAIN-2019-39 | https://www.csmonitor.com/World/Europe/2014/0629/Why-are-white-working-class-children-in-Britain-falling-behind | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00538.warc.gz | en | 0.978962 | 1,372 | 2.609375 | 3 |
In America, we generate 10.5 million tons of plastic waste per year with only 1-2% being recycled. Ditching the synthetic material known as plastic is a tough endeavor for any American, even the greenest among us. In our everyday lives, it's everywhere. It's up to us to be vigilant about which plastic products we're choosing to use and which ones must be avoided due to potentially toxic effects that can have serious consequences for our health. One trick you can use to figure out which plastics to avoid is to decode the recycling symbols and knowing what those numbers inside the triangular recycling code mean. Here are three to avoid:
Plastic No. 3
Found in condiment bottles, teething rings, toys, shower curtains, window cleaner and detergent bottles, shampoo bottles, cooking oil bottles, clear food packaging, wire jacketing, medical equipment, siding, windows and piping, No. 3 plastics are at risk of releasing toxic breakdown products like phthalates into food and drinks. Also, the manufacturing of PVC is known to release highly toxic dioxins into the environment.
Plastic No. 6
Better known as polystyrene or Styrofoam, No. 6 plastics are found in disposable plates and cups, meat trays, egg cartons, carry-out containers, aspirin bottles and compact disc cases. You should particularly watch out for insulated Styrofoam cups which, when heated, can release potentially toxic breakdown products like styrene into your coffee or tea. Number 6 plastics have also become notorious for being one of the most difficult plastics to recycle.
Plastic No. 7
The so-called "miscellaneous" plastic, No. 7 is a catch-all for various types of plastics, including those found in baby bottles, three- and five-gallon water bottles, 'bullet-proof' materials, sunglasses, DVDs, iPod and computer cases, signs and displays, certain food containers and nylon. Number 7 plastics are made up of various resins, which fit into no other categories; while some are safe, some are suspect. Some contain Bisphenol A (BPA), a synthetic estrogen that could disrupt the human hormone system, causing various health effects.
It's estimated that over 300 million tons of plastic is produced worldwide, and nearly all of it is made from oil. (Even the corn-based plastics may not be much better for the environment, depending on how you measure impact.) In addition to avoiding specific plastics, use reusable cups and cutlery, carry a reusable bag, look for minimally packaged products, and otherwise avoid plastic whenever possible. And, of course, recycle all the plastics you can, and urge your community to expand recycling programs for all plastics. | <urn:uuid:1109b914-1927-449f-9973-e5beae241e01> | CC-MAIN-2019-13 | https://www.esquire.com/lifestyle/health/a9998/plastic-recycling-codes-tip/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912203865.15/warc/CC-MAIN-20190325092147-20190325114147-00180.warc.gz | en | 0.944473 | 560 | 3.078125 | 3 |
The year was 1950, steel was still king in Birmingham and the rocket industry that would launch Huntsville near the top of the state’s population ranks was just a baby.
Population-wise, Alabama was a very different place, as can be seen in the two maps below. The first map shows Alabama as it looked in 1950. Only five counties had populations of at least 90,000. According to 2013 population estimates released last week, 12 counties had reached that threshold.
Click on any county on the maps to see the exact population in each year.
The 1950 census shows that Jefferson County, as it is now, was the most populous county. But its share of the total has steadily declined as the suburbs throughout the state have grown.
In 1950, nearly one out of every five Alabamians called Jefferson home. By 2003, the county accounted for 13.6 percent of the total.
Picking up the slack have been several counties where decades of growth have transformed once-sleepy rural regions. Shelby County in 1950 had just 1 percent of the state’s population; today, it is 4.2 percent. Baldwin County’s share more than tripled, from 1.36 percent to more than 4 percent. Madison jumped from 2.4 percent to almost 7.2 percent.
The chart below shows the 10 most populous counties today and the percentage of the state’s total that they accounted for in 1950 and 2013.
Last week’s census data contained few surprises. The population changes from the middle of 2012 to the middle of last year showed a continuation of old trends. Digging into the statistics of the counties that are losing population reveals two major reasons – people are leaving or people are dying.
Since the 2010 census, 39 counties have seen a net population reduction of at least .2 percent. In all of them, more people have moved out that in since 2010. In all but a dozen of them, deaths also outnumbered births, providing a double whammy fueling population declines.
The graph below shows the reasons behind the drop in Alabama’s counties with declining populations. The big outlier is Montgomery County, which has seen a loss of 4,660 people due to migration. This was enough to reduce the county’s population even though births outnumbered deaths by 3,669. | <urn:uuid:1a28c93e-3ef4-483f-9346-d6b85a4cc08b> | CC-MAIN-2015-22 | http://blog.al.com/wire/2014/04/inside_alabamas_population_tre.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207931085.38/warc/CC-MAIN-20150521113211-00169-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.974977 | 477 | 2.84375 | 3 |
- Hits: 5146
Causes of Folate Deficiency
Poor dietary intake of folic acid as in chronic alcoholism, Increased demand for folic acid as in pregnancy and children, in hemolysis, and in dialysis patients.
Drugs which have anti–folate action e.g. methotrexate.
Poor absorption as in malabsorption.
Diagnosis of Folate Deficiency
Folate deficiency is a clinical diagnosis. A bone marrow examination can be done to confirm the diagnosis. One can measure the amount of folate in the red blood cells but these tests are expensive and not readily available.
Treatment of Folate Deficiency
The objective of treatment is to treat the underlying cause of the anemia. Oral or parenteral folic acid supplements are prescribed. These drugs are cheap and do not cause any serious adverse side effects. Dietary treatment consists of increasing the intake of green leafy vegetables and citrus fruits. Anemia usually responds well to treatment with correction of the abnormalities within 2 months. | <urn:uuid:a50c1fa8-e4c9-4600-89f9-b2b65f0aedd9> | CC-MAIN-2017-34 | http://www.aarogya.com/index.php?option=com_content&view=article&id=4727:aids-for-physical-impairments&catid=108:disability&Itemid=3505 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886110471.85/warc/CC-MAIN-20170822050407-20170822070407-00590.warc.gz | en | 0.92154 | 213 | 3.078125 | 3 |
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Carbohydrates are one of the main dietary components. This category of foods includes sugars, starches, and fiber.
Starches; Simple sugars; Sugars; Complex carbohydrates; Diet - carbohydrates; Simple carbohydrates
The primary function of carbohydrates is to provide energy for the body, especially the brain and the nervous system. An enzyme called amylase helps break down carbohydrates into glucose (blood sugar), which is used for energy by the body.
Carbohydrates are classified as simple or complex. The classification depends on the chemical structure of the food, and how quickly the sugar is digested and absorbed. Simple carbohydrates have one (single) or two (double) sugars. Complex carbohydrates have three or more sugars.
Examples of single sugars from foods include:
Double sugars include:
Honey is also a double sugar. But unlike table sugar, it contains a small amount of vitamins and minerals. (Note: Honey should not be given to children younger than 1 year old.)
Complex carbohydrates, often referred to as "starchy" foods, include:
Simple carbohydrates that contain vitamins and minerals occur naturally in:
Simple carbohydrates are also found in processed and refined sugars such as:
Refined sugars provide calories, but lack vitamins, minerals, and fiber. Such simple sugars are often called "empty calories" and can lead to weight gain.
Also, many refined foods, such as white flour, sugar, and white rice, lack B vitamins and other important nutrients unless they are marked "enriched." It is healthiest to get carbohydrates, vitamins, and other nutrients in as natural a form as possible -- for example, from fruit instead of table sugar.
Most people should get between 40% and 60% of total calories from carbohydrates, preferably from complex carbohydrates (starches) and natural sugars. Complex carbohydrates provide calories, vitamins, minerals, and fiber.
Foods that are high in processed, refined simple sugars provide calories, but very little nutrition. It is wise to limit these sugars.
To increase complex carbohydrates and healthy nutrients:
Here are recommended serving sizes for foods high in carbohydrates:
For information about how many servings are recommended, see the article on the food guide plate.
Here is a sample 2,000 calorie menu, of which 50 - 60% of the total calories are from carbohydrates:
Farrell JJ. Digestion and absorption of nutrients and vitamins. In: Feldman M, Friedman LS, Brandt LJ, eds. Sleisenger & Fordtran’s Gastrointestinal and Liver Disease. 9th ed. Philadelphia, Pa: Saunders Elsevier; 2010:chap 100.
Dietary Guidelines for Americans 2010. 7th ed. Rockville, MD: United States Department of Health and Human Services and United States Department of Agriculture; 2010. | <urn:uuid:d6c17794-a089-46e3-a827-03f47a98aa3a> | CC-MAIN-2015-35 | http://www.mercyclinton.com/body.cfm?id=69&action=detail&AEArticleID=002469&AEProductID=Adam2004_5117&AEProjectTypeIDURL=APT_1 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644062327.4/warc/CC-MAIN-20150827025422-00248-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.8898 | 588 | 3.984375 | 4 |
interview with Charmaine Spencer and Jeff Smith
Charmaine Spencer, a research associate and adjunct professor
at the Gerontology Research Centre in Vancouver, reviewed the
literature on elder abuse, she found that 157 publications identified
substance abuse as a risk factor. However, she also found that
virtually no intervention programs acknowledged this connection.
When Jeff Smith, a substance abuse specialist at the Older Adult
Recovery Center in Ann Arbor Michigan, observed the same link
and tried to stimulate collaboration between protective service
and substance abuse professionals, he discovered that the two
fields were divided by "clashing paradigms."
Let's start by fleshing out the connection between elder abuse
and substance abuse. What have you observed?
Spencer: Sometimes it's the perpetrator who has a substance
abuse problem. When substance abusers have tapped out other sources
to pay for their drugs, some turn to their elderly parents. If
they can't intimidate the older person, the next step is to physically
assault him or her. Some people abuse while they're intoxicated
but we don't know exactly what the relationship is between substance
abuse and violence. Some think that alcohol lowers inhibitions
but we also know that certain people use substances to rationalize
the other hand, it may be the victim who has the substance abuse
problem. High levels of alcohol consumption negatively affect
people's health, mobility, and short-term memory, and may lead
to cognitive impairment and respiratory problems. All of these
conditions increase risk by undermining the older person's independence.
In families where a parent has a substance abuse problem, the
kids may have withdrawn and aren't available to provide care when
the elderly parent needs it, raising the specter of abuse by others
or neglect. Or, it may be that an estranged child ends up providing
care and resents it. We also know that children of long-term substance
abusers are likely to develop irritable or controlling personality
traits. For some victims, particularly women, alcohol is their
escape or coping strategy. We also know that women who experienced
child abuse, sexual abuse, incest, or date rape, are far more
likely to have substance abuse problems. So, what we're seeing
with some older substance abusers are the long- term consequences
of abuse that started thirty, forty, or fifty years ago.
Jeff Smith: A scenario we're seeing is where an older adult
lived alone until a younger relative, typically a grandchild they
raised, returns home. The younger person moves in "temporarily"
but then starts dealing drugs or engaging in other criminal activity.
When the elders get nervous and ask them to leave, the younger
adults may threaten them. But they realize that if they harm the
elders, they'll lose their base of operation, so, instead, they
entice or even force them into taking drugs. They may expose the
seniors to their own drug of choice or give them alcohol. Or the
older persons may turn to alcohol to deal with the threats and
With all of these connections between elder abuse and substance
abuse, why aren't we seeing more cross-referrals or coordination
between substance abuse and protective service programs?
I see it as a problem of "clashing paradigms." When I was at the
University of Utah, we hosted a discussion for traditional substance
abuse treatment folks and Adult Protective Service (APS) workers.
When we threw out a couple of cases, it became very clear that
members of the two professions came up with very different solutions.
If an elderly person is unsafe as a result of substance abuse,
APS workers will do things to make them safe. Many of these actions
would be viewed by substance abuse treatment therapists as "enabling,"
because they enable the person to continue their substance abuse.
To substance abuse professionals, success is getting the older
person treatment for their addiction so they're able to make decisions
that will keep them safe.
How realistic is it to treat someone who's eighty for substance
Traditional substance abuse approaches have limitations. Most
insist that the person stop right now and detoxify before they
get services, which may be unrealistic for seniors. Also, traditional
approaches have a strong cognitive component that involves thinking
through where the person is with their life. People with limited
education, health problems, or who have trouble thinking in abstract
terms are going to struggle with it. There are also practical
barriers. Realistically, Alcoholics Anonymous (AA) is one of the
few resources available across the country. The meetings are almost
always in the evening when seniors don't go out. Inpatient programs
are set up so that you go in for 28 days and you're processed
like you're in a little factory. The pace isn't geared to seniors.
Some of the programs assume that people may need to "hit bottom"
before they're ready to accept help. For seniors, hitting bottom
can mean death. Or, it may mean becoming so incapacitated that
they're institutionalized. And the "helping hand" may not be there
That's because traditional substance abuse programs in the
United States aren't set up to do outreach. The culture in AA
is "if you like our message, come and see us."
An alternative approach that's gaining acceptance in Canada is
the "harm reduction" model. Does it hold promise model for working
The harm reduction approach sees drug use as complex and multifaceted,
and non-judgmental. It looks at related issues like isolation,
past trauma, poverty, and discrimination, which can affect vulnerability
and a person's ability to deal with the harm that arises from
their substance abuse. It recognizes that while alcohol or drugs
are harmful, there may be other harms that are more serious at
a particular point in time. It helps them deal with the immediate
threat so that they have a choice about their substance use down
A concern that some people have with the model is that it "aids
and abets" the substance abuser. It does, if you assume that abstinence
is the ultimate goal. If the ultimate goal is improving the person's
situation - their health, their environment, or stopping elder
abuse, then it's not. It's facilitating the person's independence
and helping them get to the point where they're better able to
make decisions about their own lives. Many of the strategies that
APS workers use - reducing isolation or referring clients to meal
programs and support groups - are harm reduction strategies.
I'm very familiar with the harm reduction model. If a person is
admitted to our treatment program, I don't feel comfortable treating
them with harm reduction when abstinence seems to be the preferred,
and probably more effective, model for treating them. Where I
do practice harm reduction is in our case finding program. We
now have an outreach worker who provides a variety of services
to make people safer - things that would be considered treason
under a traditional substance abuse treatment model - but we go
beyond that. While we're providing support, we leave literature
about alcohol and talk to clients about their use of alcohol.
If a client tells us they've fallen, we ask if they'd had anything
to drink before the fall and if they think that may have had anything
to do with it. I totally agree that it's too risky to let an older
adult "hit bottom." But there's denial associated with chemical
dependency, and with older adults, it's more than just psychological
denial. It's fueled by shame, poor self-esteem, and short-term
memory loss. The drugs affect the tools that an individual needs
to change his behavior. So you need to bring a "controlled bottom"
up. You give the person feedback and consequences but, at the
same time, offer support to deal with the consequences.
In the elder abuse prevention network, we're starting to see substance
abuse treatment techniques being used. Will we also start seeing
codependency groups, comparable to AA's groups for adult children
of alcoholics, for seniors whose children are substance abusers?
First, let me start by defining codependency. Someone who is chemically
dependent is dependent on the chemical. Someone who is codependent
is dependent on the person who's dependent on the chemical. They
structure their lives, decisions, and emotions around the needs
of the chemically dependent person.
type of program you're talking about already exists. It's the
growing "grandparents as parents" movement. If you look at the
majority of grandparents raising grandchildren, the missing generation
is missing because of substance abuse. We do training with a local
group and again, we need to modify the "hard line," substance
abuse model. That's because a non-enabling approach would be "don't
raise your grandchildren - it's your children's responsibility."
Instead, we offer skills and support for dealing with the grandchildren
but also talk about codependence. We address the grandparents'
sense of guilt and responsibility, how they think they made mistakes
raising their own kids, and the anger they feel at having to be
parents, instead of grandparents, to the children.
What are the mistakes you've seen professionals in the field of
aging make in dealing with substance abusing victims or perpetrators?
JS: They're not recognizing it. The typical symptoms of
older adult substance abuse are identical to those of a lot of
other diseases associated with aging, including short-term memory
loss, depression, high blood pressure, uncontrolled diabetes,
isolation, and incontinence. My frustration is that workers aren't
even asking about substance abuse, either with the victim or the
Substance abuse also raises such strong emotional reactions. A
few years back, a hospital here did a survey of professionals
in which they asked how many of the responders had family members
with substance abuse problems. One third responded that they did.
So workers' experiences, either positive or negative, are going
to affect how they see the problem. They may assume that the person
brought the problem upon himself, they may want to rescue him,
or they may get frustrated with other family members who don't
want to break off their relationships. There's also ambivalence
about older substance abusers. Some consider it a matter of choice.
They say, "well, he's an old guy with so few pleasures left in
his life, why not let him have this?"
JS: Aging service providers also have misconceptions about
traditional substance abuse treatment. They make the assumption
that if a client is alcoholic, they'll have to confront him and
confrontation is something that nobody likes. But there are lots
of ways to present the information.
minute some APS workers see that either the perp or the victim
is a substance abuser - particularly if the perp is an elderly
substance abuser - their eyes glaze over and they assume they
can't do anything. They get incredibly overwhelmed and a hopelessness
sets in. It's a self-fulfilling prophecy. If you're feeling hopeless,
then you're right, there's no way to help them. But a few studies
have shown that once someone over 60 gets treatment, they are
more likely to stay sober for a year than someone under 60.
I agree that there is hope. People come to a different understanding
of their situations when they get older. They start to think about
how they want to spend the rest of their lives. Things that they
were willing to put up with five years ago, or even last month,
may not be okay today. That's true for both substance abuse and
to the nexus "reading room"
to the Substance Abuse section | <urn:uuid:db3f7ecd-31e0-4485-8af3-dc6039502636> | CC-MAIN-2014-52 | http://www.preventelderabuse.org/nexus/spencersmith.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802774899.57/warc/CC-MAIN-20141217075254-00147-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.953356 | 2,478 | 2.53125 | 3 |
Of particular importance is the attachment of daemons (system maintenance processes which normally run permanently) to an lnode other than the root lnode. Processes attached to the root lnode are scheduled specially and will always be given all the CPU resources they demand, so it is best not to attach any process that is potentially CPU-intensive to the root lnode. Attaching daemons to their own lnode allows the central system administrator to allocate them a suitable CPU share.
During the boot procedure, each new process inherits its lnode attachment from its parent process. Since the init process is attached to the root lnode, so are all subsequent processes. Until the Solaris Resource Manager initialization script is run and the limits database is opened, processes cannot be attached to other lnodes; even then this only happens when a process does an explicit setuid system call (using login(1), for example) or explicitly asks Solaris Resource Manager to attach to a nominated lnode, like the srmuser(1SRM) command does. Running a program with the setuid file mode bit set does not change the lnode attachment.
Consequently, all system programs started automatically during system startup will be attached to the root lnode. This is often not desirable, since any process attached to the root lnode that becomes CPU intensive will severely disrupt the execution of other processes. Therefore, it is recommended that any daemon processes started as part of the boot procedure be explicitly attached to their own lnode by using the srmuser command to invoke them. This will not affect their real or effective UIDs.
A possible example is shown here:
/usr/srm/bin/srmuser network in.named
This could be used to replace the existing invocation of the named(1M) daemon in its startup script. This requires that a user account and lnode for network be established beforehand. | <urn:uuid:519cbc17-1b94-4c64-82ba-6a3bdac8629b> | CC-MAIN-2016-22 | http://docs.oracle.com/cd/E19112-01/ctr.mgr11/816-7751/6mdo2snv4/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049275412.55/warc/CC-MAIN-20160524002115-00185-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.904513 | 391 | 2.53125 | 3 |
Walking the golf course and the excitement of competition might lower the risk of early death among older adults, a new study finds.
About 25 million Americans play golf, which is a sport that can reduce stress and yield exercise benefits. Because it is social in nature and played at a controlled pace, people often continue playing into their retirement years.
Related: Golfing year-round in South Dakota
“Our study is perhaps the first of its kind to evaluate the long-term health benefits of golf. It is one of the most popular sports among older people in many countries,” said lead study author Dr. Adnan Qureshi. He is a professor of neurology at the University of Missouri, in Columbia.
“The U.S. Department of Health and Human Services Physical Activity Guidelines for Americans does not yet include golf in the list of recommended physical activities,” Qureshi said. “Therefore, we are hopeful our research findings could help to expand the options for adults to include it.”
For the study, researchers analyzed risk factors for heart disease and stroke in adults 65 and older. Nearly 5,900 participants with an average age of 72 were studied. Of them, 384 identified as golfers.
During follow-up, 8% of golfers suffered strokes and nearly 10% had heart attacks. Golfers had a significantly lower rate of death — 15% compared to just under 25% for non-golfers. However, the study did not prove that golfing itself boosts longevity.
“While walking and low-intensity jogging may be comparable exercise, they lack the competitive excitement of golf,” Qureshi explained.
“Regular exercise, exposure to a less polluted environment and social interactions provided by golf are all positive,” he said. “Another positive is that older adults can continue to play golf, unlike other more strenuous sports such as football, boxing and tennis.”
- Golf academy helps players of all ages, skill levels improve
- Exercising as an older adult? Here are some tips
- Gold medal performance after debilitating pneumonia
For golf or any sport, do some conditioning
No matter your sport or athletic activity, conditioning will make you better at it.
Every sport is a power event, whether you’re hitting a ball or riding a bike up a hill. In addition to working on the specific skills of the sport, you also want to build up the power you need to get the job done faster, harder and better.
You increase your power in two key ways:
- Doing resistance training, such as working with weights, to build basic muscle strength
- Stretching, to increase flexibility and improve your range of motion
The benefits of stronger, more flexible muscles boost your endurance and help prevent injury.
It’s also important to maintain a good cardiovascular conditioning through regular aerobic workouts. Cardio training helps you process oxygen and produce energy at a higher level. This helps you play your sport with less effort and for a longer period.
The best strategy is to condition all muscles, no matter your sport. Otherwise, the muscles you ignore become weak and can be easily injured.
In addition, for peak performance, focus on those muscles emphasized in your sport. Here are some conditioning strategies for some popular spring sports.
- Baseball. This sport has a high risk of injury because players who stand around in the outfield suddenly have to sprint or dive for the ball. You should have flexible hamstrings and strong, well-balanced leg muscles. You also need to condition the back, shoulder and elbow muscles, which support throwing and batting.
- Golf. A golf swing puts demands on lower-back muscles. Building up your lower-back muscles provides stability and support, and improves the power of your swing. You should also increase strength and balance in the other muscles involved in your stroke — specifically, those in your midsection, shoulders, forearms and elbows.
- Tennis. This sport requires strong and balanced lower and upper legs. Serving and hitting the ball from a sideways position also puts great torque on the midsection. So, it’s important to condition the oblique muscles located on your side that twist your trunk. For power and injury prevention, strengthen shoulders, arms and elbows.
- Swimming. Pulling yourself through the water demands a strong chest and midsection. The muscles controlling the front and sides of the chest can become too strong for the muscles in the back and top of the shoulders. So you need to stretch the front and sides, and strengthen the back and top muscles. Because swimmers are always kicking, the muscles that control hips and knees also need to be strong.
You don’t have to be an elite athlete to benefit from good conditioning. Better strength and flexibility make any activity more enjoyable, no matter what your level of participation. | <urn:uuid:c7384da4-9d55-4c9b-bf0f-bfc2a4f04e83> | CC-MAIN-2020-24 | https://news.sanfordhealth.org/orthopedics/golf-adds-life/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347407667.28/warc/CC-MAIN-20200530071741-20200530101741-00273.warc.gz | en | 0.949749 | 1,002 | 2.53125 | 3 |
A competitive grass-weed with distinctive dark coloured seed heads (hence its common name) and now the most important herbicide-resistant weed of arable crops in Western Europe. More of a problem on heavier clay or silt soils, especially if drilled early and where there is minimum tillage.
A wide range of broad-leaved weeds occur in UK arable fields which have similar management
A group of competitive annual arable grassy weed species with flower heads that droop as they mature
Herbicide resistant weeds:the current situation in the UK
Resistant weeds, especially black-grass (Alopecurus myosuroides), are widespread in the UK. Farmers need to reduce their dependency on herbicides and use more non-chemical methods of weed control.
How competitive are different weed species?
Relative competitive ability of 26 weed species in winter wheat crops
An upright annual grassy weed. Two species of rye-grass commonly occur in the UK: perennial rye-grass (Lolium perenne) and Italian rye-grass (Lolium multiflorum). Perennial rye-grass rarely occurs as a serious weed in UK arable crops, except after rye-grass seed crops, whereas Italian rye-grass is an increasing problem, especially in autumn-sown crops.
5 species: Creeping thistle (Cirsium arvense), Spear thistle (Cirsium vulgare), Smooth sow-thistle (Sonchus oleraceus), Prickly sow-thistle (Sonchus asper) & Perennial sow-thistle (Sonchus arvensis) | <urn:uuid:84a7f73e-866e-43ea-8db9-9781ed27860d> | CC-MAIN-2017-30 | https://croprotect.com/weeds | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423785.29/warc/CC-MAIN-20170721142410-20170721162410-00169.warc.gz | en | 0.888581 | 340 | 3.203125 | 3 |
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The New Testament provides no specific date for the birth of Jesus. If it occurred as the Gospel of Luke tells us, as shepherds were watching over their fields by night, it probably wouldn’t have taken place in December. Too cold. So why do most Christians observe December 25 as Jesus’ birthday? The most plausible answer is that in ancient Rome, as Christianity was emerging as a new faith, its calendar was influenced by other up-and-coming belief systems bunched together by adherents of traditional Roman religion as "mystery religions."
One of these was the worship of Mithras, an Indo-Aryan deity (the Mitra of Vedic religion, the Mithra of the Persian Avesta) associated with the heavens and light. His cult entered the Roman Empire in the first century BCE and during the formative decades of the Christian movement was a formidable rival to the latter, with temples from Syria to Britain. Given his solar associations, it made sense to believe that he had been born on the darkest day of the year, the winter solstice. That falls this year on December 21 but the Romans celebrated the birth feast of Mithras on December 25, ordered to do so by Emperor Aurelian in 274 CE. Christian texts from 325 note that the birthday of Jesus had come to be observed on that same day, and the Roman Catholic Church has in modern times acknowledged that the December 25 Christmas quite likely derived from Mithraic practice.
Mithras, the story went, had been born of a virgin. Virgin-birth stories were a denarius a dozen in the ancient world, so this similarity to the gospel story isn’t surprising. But Mithras was also born in very humble circumstances in a cave, and upon his miraculous birth found himself in immediate proximity to the bovine. In his case, not mellow manger beasts but a wild bull. In the Persian version of the myth, this bull had been the first creation of Ahura Mazda, another, greater god of light. (Ahura Mazda, in the history of Persian religion, gradually becomes conceptualized as something like the Judeo-Christian God. But his worship in the Zoroastrian tradition probably predates the Jewish conception of Yahweh as universal deity. Quite likely the Zoroastrian conception of God influenced the Jewish one.)
Mithras serving Ahura Mazda subdued the bull, confining it in the cave, and later slaughteed it. The blood of the slaughtered bull then generated vegetation and all life. This myth surely has something to do with cattle-worship among ancient Aryan peoples, which of course survives to this day in India. In Rome the Mithras cult involved such rituals as drenching the Mithras devotee in bull-blood, and having believers in secret ceremonies consume in the form of bread and wine the flesh and blood of the fabled slaughtered bull. A communion ceremony, if you will. Mithras died and was entombed, but rose from the dead. In some accounts, he does so on the third day.
The Mithras cult was affected by earlier religious traditions. Anyone studying mythologies in historical perspective knows that any particular god might have numerous connections across time and space. The Sumerian fertility goddess Inana becomes the Babylonian Ishtar becomes the Greek Aphrodite and the Roman Venus. Inana grieving for her husband Tammuz, who had died after being gored in the groin by a bull, follows him to the netherworld. There are differing stories but in one she achieves his resurrection; in another, the resurrection of both is accomplished by the god of wisdom Enki, on the third day.
The Romans were very familiar with myths about virgin births, births marked by celestial signs, gods born in humble circumstances, newborn gods barely escaping death. The Mithras cult, arriving from Persia in the first century BCE and popular among the Roman soldiers, was accepted nonchalantly in a society which had its devotees of Isis, who had rescued her brother-husband Osiris from the netherworld; Attis, who immaculately conceived by Nana, was gored by a wild boar but resurrected on March 22 (note the proximity to Easter); and the gods of other mystery religions. When the worship of Jesus Christ came along, spreading from Roman Palestine to Jewish communities throughout the empire, and attracting non-Jews as well, they added it to this exotic collection of devotional options. The early Christians for their part were surely influenced by beliefs and practices of other cults.
Many find insights and truths in myths. Joseph Campbell said that "Myths are clues to the spiritual potentialities of the human life." Sigmund Freud felt the stories of Oedipus and Elektra illuminated human psychological development. But he regarded religion as a delusion. Those suffering from the delusion see their own myths as the definitive story, and resist any attempt to explain those myths as derivative from or comparable to others. Thus the Church Father Justin Martyr (ca. 100-65) in his Apologia (I, 66) claimed that "wicked devils have imitated" the Christian communion ceremony "in the mysteries of Mithras, commanding the same thing to be done. For, that bread and a cup of water are placed with certain incantations in the mystic rites of one who is being initiated, you either know or can learn." He noted the obvious similarity between Mithraic and Christian practice, and probably realized that the Mithraic rite long preceded the Christian one. But he could not acknowledge Christian borrowing. The Mithraic practice was devilish, while the Christian sent down directly from God and bearing no relation to previous earthly ones was holy.
The Eucharist is one thing. It is mentioned in the gospels and in Paul’s first letter to the Corinthians, where it’s referred to as "the Lord’s supper." So even if it reflects Mithraic borrowing, it at least has scriptural authority. It’s based, the believer knows, on God’s Word dictated down through the power of the Holy Spirit into the pen of the inspired scribe. But Christmas celebrated on December 25 is a completely non-Biblical tradition, and realizing that, various Christians over the centuries have actively opposed its observance. The Puritans controlling the English Parliament in the 1650s outlawed it, ordering churches closed and shops open this day. In Plymouth, Massachusetts, a law passed in 1659 stated, "Whoever shall be found observing any such day as Christmas and the like, either by forbearing labor, feasting, or any other way upon such account as aforesaid, every such person so offending shall pay for each offense five shillings as a fine to the country."
The use of Christmas trees to mark the occasion has often come under attack. What does a pine tree have to do with the birth of Jesus? Nothing, but it has a lot to do with Attis, into whose temple in Rome each March 22 a pine tree would be carried and decorated with flowers and carvings. Its entry into Christian practice probably comes from Celtic and Germanic pagan customs; the Druids in Britain, for example, used evergreens in connection with winter solstice rituals. The Norse god Odin hanged himself on the yew tree named Yggdrasil, pierced by his own spear, to acquire wisdom. There is a legend that in the eighth century St. Boniface, who converted the Germans to Christianity, found pagans worshipping an oak tree sacred to Thor, and when he had it cut down there sprouted in its place a fir tree that he took as a sign from God. But the practice of bringing such trees into the home only began in Germany during the Reformation in the sixteenth century, with encouragement, according to legend from Martin Luther. German Hessians brought the custom to America during the Revolution, but it did not become popular until the nineteenth century and even by 1900, only one in five U.S. families had one. The majority came to do so during the next two decades.
Holly? Used in Druid and Germanic winter solstice rituals. Yule log? More Druidism. Christmas stockings? Well, no paganism there. Legend is St. Nicholas (Santa Claus is from the Dutch Sint Niklaas), bishop of Myrna (in what’s now Turkey) in the fourth century and a very kindly man, discretely dropped pouches of coins down the chimney of an impoverished nobleman’s home. They miraculously dropped into stockings hung there to dry by his several daughters who needed dowries to marry. The point is, all these customs are the products of an explainable human history.
So too, the beliefs that produce the holiday. The babe born of a virgin, in a stable, heralded by an angelic host, visited by Magi (Persian Zoroastrian astrologers) following a star, targeted for death by an evil king. None of this would have struck the average Roman as entirely original, but the vague familiarity of the stories may have lent them credibility. It appears that the Christian movement, highly diverse in the first few centuries, was able to incorporate narratives and practices from other traditions into itself that gave it a comparative advantage by the early fourth century. In 313 Emperor Constantine legalized and patronized the faith. Soon thereafter an already formidable empire-wide administrative apparatus merged with state power, and heresies and paganisms were outlawed and largely suppressed. But Christianity continued to incorporate new influences such as the above-mentioned Christmas practices. Few Christians (or others) nowadays know of Mithras, but today much of the world unwittingly celebrates his birth.
My wife and kids and I as usual have up a beautiful tree, honoring not only what’s allegorically worthwhile in the Jesus story but in the host of innocent paganisms that fell victim to official Christianity. I’ve always seen the tree, intruding as it does into the inner sanctum of the Christian home, as paganism’s quiet revenge. So here’s a glass of wine, raised in honor of the hero of the day, transforming eucharistically even as I partake. Happy birthday, Mithras! As the days grow longer and the nights grow shorter, we thank you, Sun God, for the miracle of photosynthesis you performed to bring us this sacred tree. We thank you for the promise of springtime, which we have faith will arrive without fail, as the landscape predictably dies and resurrects year after year. And we thank you for shining century after century over our delusional imaginations.
GARY LEUPP is Professor of History at Tufts University, and Adjunct Professor of Comparative Religion. He is the author of Servants, Shophands and Laborers in in the Cities of Tokugawa Japan; Male Colors: The Construction of Homosexuality in Tokugawa Japan; and Interracial Intimacy in Japan: Western Men and Japanese Women, 1543-1900. He is also a contributor to CounterPunch’s merciless chronicle of the wars on Iraq, Afghanistan and Yugoslavia, Imperial Crusades.
He can be reached at: [email protected] | <urn:uuid:4db778e2-77ba-4a49-a1b1-c3eb1194fe5a> | CC-MAIN-2013-20 | http://www.counterpunch.org/2005/12/24/happy-birthday-mithras/print | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706153698/warc/CC-MAIN-20130516120913-00051-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.967616 | 2,334 | 4.0625 | 4 |
Senator from Illinois who ran for president against Abraham Lincoln. Wrote the Kansas-Nebreaska Act and the Freeport Doctrine
54-40 or fight
James Polk's slogan during election, showing the wanted boundaries for the oregon territory.
Election of 1856
Democrats nominated Buchanan, Republicans nominated Fremont, and Know-Nothings chose Fillmore. Buchanan won due to his support of popular sovereignty
Union war plan by Winfield Scott, called for blockade of southern coast, capture of Richmond, capture Mississippi R, and to take an army through heart of south
Senator Andrew Butler
A S.C. Senator that was against slavery. Comments were said to him by Charles Sumner.
Dred Scott Decision
Landmark court decision that ruled that slaves were property and antislavery laws were unconstitutional
Kansas Nebraska Act
1854 - Created Nebraska and Kansas as states and gave the people in those territories the right to popular sovereignty
Abolitionist who was hanged after leading an unsuccessful raid at Harper's Ferry, Virginia (1800-1858)
Compromise of 1850
it abolished the slave trade in the District of Columbia, admitted California as a free state and opened much of the Mexican Cession to popular sovereignty
pioneer trail that began in missouri and crossed the great plains into the oregon country
General that was a military leader in Mexican-American War and 12th president of the United States. Sent by president Polk to lead the American Army against Mexico at Rio Grande.
after Mexican refusal to sell California-New Mexico region, Polk sent troops and it ended w/ Treat of Guadalupe-Hidalgo
Election of 1844
Main debate over Texas. Whigs nominate Henry Clay and democrats nominate James Polk. Polk says he will annex Texas and Oregon to make both sides happy. Polk was elected
Treaty of Guadalupe Hildalgo
1848 ends the Mexican American War. For $15 Million the US acquired Texas territory north of the Rio Grande, New Mexico, and California. US territory increased by 1/3 as a result of the treaty.
the belief that the United States was destined to stretch across the continent from the Atlantic Ocean to the Pacific Ocean
Election of 1848
1. Zachary Taylor ***winner (whig) 2. Martin Van Buren (Free Soil Party) 3. Lewis Cass (Democrat) 4. Zachary Taylor became president and he died so his vice president Millard Fillmore became president
John C. Fremont
an American military officer, explorer, the first candidate of the Republican Party for the office of President of the United States, and the first presidential candidate of a major party to run on a platform in opposition to slavery.
Army of the Potomac
It was the major Union army in the eastern front. It fought many battles and ultimately won the war.
Battle of Bull Run
July 21, 1861. Va. (outside of D.C.) People watched battle. Thomas "Stonewall" Jackson: Confederate general, held his ground and stood in battle like a "stone wall." Union retreated. Confederate victory. Showed that both sides needed training and war would be long and bloody
General George McClellan
Lincoln's first choice for commander of the Union forces/ he prepared the men well, but he would never attack/cautious.
Battle of Antietam
Civil War battle in which the North suceedeed in halting Lee's Confederate forces in Maryland. Was the bloodiest battle of the war resulting in 25,000 casualties
issued by Abraham Lincoln on September 22, 1862, it declared that all slaves in the rebellious Confederate states would be free
Battle of Gettysburg
Turning point of the War that made it clear the North would win. 50,000 people died, and the South lost its chance to invade the North.
Fall of Vicksburg
Allowed the Union forces to control the mississippi river and gain contol of tennessee
General Ulysses S Grant
18 president and the toughest general ever in the union army. He was fearless and won many battles.
William Tecumseh Sherman
Union General who destroyed South during "march to the sea" from Atlanta to Savannah.
in June 1864, Grant's army lost 7,000 soldiers in a few minutes when they tried to take this Southern stronghold in Virginia.
a failed confederate attack during the Civil War led by general George Pickett at the Battle of Gettysburg.
Election of 1864
Lincoln vs. McClellan, Lincoln wants to unite North and South, McClellan wants war to end if he's elected, citizens of North are sick of war so many vote for McClellan, Lincoln wins
a group of northern Democrats who opposed abolition and sympathized with the South during the Civil War
Appomattox Court House
famous as the site of the surrender of the Confederate Army under Robert E. Lee to Union commander Ulysses S. Grant
white Southerner supporting Reconstruction policies after the Civil War usually for self-interest
name given to many northerners who moved to the south after the civil war and supported the republicans
John Wilkes Booth
was an American stage actor who, as part of a conspiracy plot, assassinated Abraham Lincoln, the 16th President of the United States, at Ford's Theatre in Washington, D.C. on April 14, 1865.
17th president of the United States, came to office after Lincoln's assassination and opposed Radical Republicans; he was impeached
Political party that favored harsh punishment of Southern states after civil war
Declares that all persons born in the U.S. are citizens and are guaranteed equal protection of the laws
federal agency set up in 1865 to provide food, schools, and medical care to freed slaves in the South
Impeachment of Johnson
1868 violated the Tenure of Office Act, but really was because of his stubborn defiance of Congress on Reconstruction. Fell one vote short
Tenure of Office Act
required the president to secure consent of the Senate before removing appointees once they had been approved
The Republican senator from Kentucky who was the deciding member in the Impeachment of President Johnson.
Election of 1868
the Republicans nominated Ulysses S. Grant; beat Horatio Seymour (Democratic nominee)
"Waving the Bloody Shirt"
Practice during elections to accuse the opponent of being on the wrong side during war.
Election of 1876
Ended reconstruction because neither canidate had an electorial majority. Hayes was elected, and then ended reconstruction as he secretly promised
19th president of the united states, was famous for being part of the Hayes-Tilden election in which electoral votes were contested in 4 states, most corrupt election in US history | <urn:uuid:5b38ca90-abb3-458f-9ea4-fcf1411d943c> | CC-MAIN-2016-07 | https://quizlet.com/3820563/hist150-flash-cards/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701159031.19/warc/CC-MAIN-20160205193919-00321-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.961193 | 1,410 | 3.1875 | 3 |
|Marek, Thomas - TAES|
|Piccinni, Giovanni - TAES|
|Schneider, Arland - USDA-ARS RETIRED|
|Jett, Michael - TAES|
|Dusek, Donald - USDA-ARS RETIRED|
Submitted to: Applied Engineering in Agriculture
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: August 22, 2006
Publication Date: August 15, 2006
Citation: Marek, T., Piccinni, G., Schneider, A., Howell, T.A., Jett, M., Dusek, D. 2006. Weighing lysimeters for the determination of crop water requirements and crop coefficients. Applied Engineering in Agriculture. 22:1-6. Interpretive Summary: Weighing lysimeters are scientific instruments that directly measure the soil water balance by mass or volume to permit precise measurements of water use (evapotranspiration; ET) by crops. Three weighing lysimeters were constructed at Uvalde, Texas, to determine crop water use in a sub-humid environment. The construction procedures, design, and installation are summarized. Three lysimeters were built, each 3 m2 [1.5 m by 2.0 m] in area and 2.5-m deep, containing intact soil monoliths. The ET measurement precision exceeded 0.05 mm. The lysimeter facility was developed to accurately assess crop water requirements of vegetables, as well as other field crops grown in the Winter Garden region of Texas.
Technical Abstract: Weighing lysimeters are accurate instruments to measure crop evapotranspiration. Three weighing lysimeters consisting of undisturbed 1.5- × 2.0-m surface area by 2.5-m depth cores of soil, were constructed and installed at the Texas Agricultural Experiment Station in Uvalde, Texas. Two lysimeters, each weighing approximately 14 Mg, were located beneath a linear irrigation sprinkler system and used in the field production of several crops commonly grown in the area. The third lysimeter was constructed and is used to measure reference ET from a well-watered, grass (ETos) located adjacent to the field lysimeters. Design construction, installation, engineering details, and other considerations to ensure acceptable performance of the lysimeters are discussed. The lysimeter facility was developed to accurately assess crop water requirements of vegetables, as well as other field crops grown in the Winter Garden region of Texas. Preliminary detection capability of the scale system is also reported. | <urn:uuid:acf76226-dad5-4ce0-9653-813b671b524e> | CC-MAIN-2015-06 | http://www.ars.usda.gov/research/publications/publications.htm?seq_no_115=203620 | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422122192267.50/warc/CC-MAIN-20150124175632-00101-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.925715 | 536 | 3.0625 | 3 |
Apple production in Europe
The sector of fruit production is a very important element of EU agriculture and constitutes 6.7% of total agricultural production. The most important producers with regard to the economic value of produced fruit are: Spain (33.4%), Italy (18.7%) and France (11.4%), whose combined production amounted to over 60% of fruit production in the EU in 2015.
The largest apple producers in the EU are:
- Poland 25%
- Italy 19.2%
- France 15.5%
The fruit sector offers a large variety of products. However, apples (12.7 million tons), oranges
(6 m tons) and peaches (2.5 m tons) are the most important fruit regarding size of harvest in the European Union.
Apple trees are the most common fruit tree in the European, and their cultivation covers 450,000 ha. The largest apple producer in the European Union is Poland. The area of apple growing in Poland covers 1/3 (32%) of the total area of apple cultivation in the European Union,
and apple orchards there cover more than half (53%) of all fruit-growing areas.
Source: Eurostat, https://ec.europa.eu/agriculture/sites/agriculture/files/dashboards/apple-dashboard_en.pdf
Apples are the most widely exported fruit of the European Union, and their main recipients are Belarus (16.4%) and Egypt (13.3%). The largest apple consumption is noted in China and the European Union.
In the current economic year, it has been observed that apple production in the EU is 3% lower than the previous year. The Polish harvest is 4% higher, but the percentage of apples intended for processing has fallen from 60% to 40%, and delivery of fresh apples is 30% lower than in the previous economic year. Poland at the end of 2016 obtained access to the Chinese market as well as many other outlets, enabling large export possibilities. The demand for apples has remained at a stable level. To sum up, in the context of lower harvests in the current year, the price perspectives of fresh apples are better than last year, but lower than the five-year average.[i]
Data from the period of July/August 2016 http://ec.europa.eu/eurostat/statistics-explained/index.php/The_fruit_and_vegetable_sector_in_the_EU_-_a_statistical_overview
[i] Material written on the basis of Eurostat data. | <urn:uuid:9685a6f6-d933-4c4f-b28f-7cae5289c1e8> | CC-MAIN-2019-39 | https://applesfromeurope.eu/for-professionals/apple-production-in-europe | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00502.warc.gz | en | 0.934579 | 537 | 2.59375 | 3 |
30 Turning in their graves? A tale of two coalitions
Short and Fraught: the history of primary education in England
© copyright Derek Gillard 2009
In accordance with the conventions set out by the Society of Authors and the Publishers Association, you should seek my permission to reproduce
In accordance with the conventions set out by the Society of Authors and the Publishers Association, you should seek my permission to reproduce
ABSTRACT Official reports on primary education are a bit like London buses. You wait ages and then three come along at once. There has been no major report on primary education since the 1967 Plowden Report Children and their Primary Schools. Now, final reports are awaited from the Cambridge Primary Review and the government-appointed Independent Review of the Primary Curriculum, and the Children Schools and Familes Select Committee has just published its report on the National Curriculum. This piece aims to place these reviews in their historical context.
When, in the latter half of the nineteenth century, politicians finally decided that all children should be educated, parliament passed the 1870 Elementary Education Act (The Forster Act), implementing the recommendations of the 1861 Newcastle Report, which had urged the state to provide 'sound and cheap' elementary schools for children aged 5-13. The education provided by these schools was, unsurprisingly, limited and inferior. Blyth argues that elementary schools were 'a whole educational process in themselves and one which is by definition limited and by implication inferior; a low plateau, rather than the foothills of a complete education' (Blyth 1965:21).
The elementary schools
By the early years of the twentieth century, the principles of child development were beginning to influence - albeit very slowly - the style of education offered to younger pupils. Blyth (1965:40-1) distinguishes five factors which gave impetus to the developmental tradition during this period:
It was against this background that the Hadow Committee, in their report on The education of the adolescent (1926), recommended the division of schooling into primary and secondary phases with the break at age 11. Having proposed the establishment of primary schools, the Committee went on to consider the type of education which should be provided in them, and produced two further reports on the subject: The primary school (1931) and Infant and nursery schools (1933).
In the first of these two wide-ranging reports, the Committee related the history of the development of education for 7 to 11 year olds, described the physical and mental development of children of that age, made suggestions about the internal organisation of primary schools, considered provision for 'retarded' children of primary school age and made some surprisingly progressive suggestions with regard to the curriculum. They considered the staffing of primary schools and the training of teachers; the provision of premises and equipment; and the sort of examinations which were appropriate for children in primary schools - both for seven year olds on entry and for 11 year olds on leaving. They ended their report with 'Suggestions on the teaching of the various branches of the curriculum of primary schools'.
In their recommendations, they reiterated the view they had expressed in their 1926 report that 'primary education should be regarded as ending at the age of eleven' (Hadow 1931:133) and added that 'primary education may be said to fall into two well-marked stages - one extending up to the age of seven plus, and the other comprising the period between the ages of seven plus and eleven plus' (Hadow 1931:133). They recommended separate infant schools where this was possible but urged close cooperation between infant and junior schools. They stressed that 'the needs of the specially bright and of retarded children should be met by appropriate arrangements' (Hadow 1931:134-5) and approved of mixed primary schools 'provided that due regard be paid to the differing needs of the boys and girls in the matter of games and physical exercises' (Hadow 1931:135).
Their report noted recent research on children's learning and suggested that 'school subjects and their presentation should be kept closely related to the children's concrete knowledge and their own immediate experience. At this stage the teaching should still be based directly upon what the pupil can perceive or recollect at first hand, usually in visual form, and not upon abstract generalisations or theoretical principles' (Hadow 1931:138).
The main purpose of the primary school curriculum should be 'to supply the pupils with what is essential to their healthy growth, physical, intellectual and moral, during this stage of their development' (Hadow 1931:139). Famously, they said 'We are of opinion that the curriculum of the primary school is to be thought of in terms of activity and experience, rather than of knowledge to be acquired and facts to be stored' (Hadow 1931:139).
The committee favoured the 'project' or 'topic' approach to the primary curriculum. 'The traditional practice of dividing the matter of primary instruction into separate "subjects", taught in distinct lessons, should be reconsidered', they said, subject to the rider that 'provision should be made for an adequate amount of "drill" in reading, writing and arithmetic' (Hadow 1931:140).
They made a number of recommendations relating to the education of 'retarded' children - principally that the extent of their retardation should be investigated and responded to appropriately; that special schools for the more severely retarded should be 'closely related to the general educational system' (Hadow 1931:142) and that classes containing retarded children should be small.
On staffing, they stated bluntly that 'none of the classes should contain more than 40 children' (Hadow 1931:143). They recommended that mixed schools should include 'an adequate number of men' (Hadow 1931:143) and that the practice of employing uncertificated teachers as heads should be ended. Teacher training courses should be adjusted 'to suit the new organisation of schools' (Hadow 1931:144). All courses 'should afford adequate practice in methods of individual and group work' (Hadow 1931:144) and teachers should be trained to cope with the special needs of retarded children.
They made a number of recommendations regarding the provision of adequate buildings, equipment, libraries and playing fields.
On testing, the Committee said that seven year olds should be assessed on entry to junior schools by means of intelligence tests, school records and consultation between teachers, but they warned that 'the classification of these young children should be regarded as merely provisional, and should be subject to frequent revision' (Hadow 1931:147). They looked forward to a time when examinations at 11 for selective secondary education would be unnecessary, or at least diminished. For the time being, however, they recommended tests in English and arithmetic plus 'carefully devised group intelligence tests', though they warned that 'in our opinion it would be inadvisable to rely on such tests alone' (Hadow 1931:147). They recommended that a 'continuous record of each child's progress should be kept in primary schools' (Hadow 1931:148). Parents should be given termly or annual reports on their children's progress and, in the child's final year, information about secondary education in their area.
The Committee's 1933 Report, Infant and nursery schools, covered much the same ground as the previous report, but in respect of children up to the age of 7+. It made 105 recommendations - the largest number of any of the five Hadow reports.
The Committee recommended that the existing age limits for compulsory and voluntary school attendance should not be changed; that children should transfer from infant to junior classes between the ages of seven and eight; and that, wherever possible, separate schools should be provided for infants. They stressed, however, that 'the primary stage of education (i.e. from the beginning of school life to the age of eleven) should be regarded as a continuous whole' (Hadow 1933:174).
They emphasised the importance of detecting 'early signs of retardation' but disapproved of retarded children being taught in separate schools at this early age. They deprecated any attempt to insist on the keeping of elaborate records but considered it 'very important that some simple forms of school record should be regularly made' (Hadow 1933:176).
They noted that effective cooperation between parents, teachers, doctors and school nurses had resulted in 'a marked improvement alike in the health and cleanliness of the children' (Hadow 1933:176) and urged that such cooperation should continue. They expressed concerns about the poor diet of some children and its effect on their growth. They noted the need for 'a proper balance between exercise and rest' (Hadow 1933:177) and stated that 'the most important single factor in reducing the incidence of infectious disease is that the school should be of open-air design' (Hadow 1933:177-8). Teachers should be alert for defects in vision or hearing and adequate medical records should be kept.
The treatment of children in the earliest years of life - including an 'open air environment' - was of utmost importance if later emotional development was to be satisfactory. Between the ages of two and five children should be 'surrounded with objects and materials which will afford scope for experiment and exploration' (Hadow 1933:179). The young child should not be expected to perform tasks which require 'fine work with hands and fingers' (Hadow 1933:181). 'The ideas presented to him should ... be very simple and few at a time; oral lessons should be short and closely related to the child's practical interests' (Hadow 1933:182).
The fundamental purpose of the nursery school was 'to provide an environment in which the health of the young child - physical, mental and moral - can be safeguarded' (Hadow 1933:182). 'Its aim is not so much to implant the knowledge and the habits which civilised adults consider useful, as to aid and supplement the natural growth of the normal child' (Hadow 1933:182).
The same principle applied in the infant school as in the primary school, that 'the curriculum is to be thought of in terms of activity and experience rather than of knowledge to be acquired and facts to be stored' (Hadow 1933:183). Practical and physical activities should be paramount. 'The principle underlying the procedure of the infant school should be that, as far as possible, the child should be put in the position to teach himself, and the knowledge that he is to acquire should come, not so much from an instructor, as from an instructive environment' (Hadow 1933:185). Freedom was 'essential' for the child, and 'Freedom in planning and arranging her work is essential for the teacher if the ever present danger of a lapse into mechanical routine is to be avoided' (Hadow 1933:186).
The nursery school 'is a desirable adjunct to the national system of education; and ... in districts where the housing and general economic conditions are seriously below the average, a nursery school should if possible be provided' (Hadow 1933:187-8).
No infant class should have more than 40 children, and, where practicable, all the teachers should be certificated. Nursery teachers should have had 'special instruction in nursery care' and 'helpers' should be provided to assist them. Nursery school heads ('superintendents') should be specialists 'in the charge of very young children' (Hadow 1933:192).
The design of the infant school was 'not yet in complete harmony with modern opinion regarding its function and activities' (Hadow 1933:192). The Committee urged a more generous floor space allowance than that for junior schools, and the provision of 'semi-open-air buildings' and 'garden playgrounds' to secure 'the essential conditions of fresh air, sunshine and light' (Hadow 1933:193). Lavatories should be within the school and supplied with hot water (something which had still not been provided at my infant school in the early 1950s!). Classrooms should be furnished with light tables and chairs, a piano, 'possibly a gramophone and some instruments of percussion' (Hadow 1933:195) and should be 'adequately supplied with suitable books' (Hadow 1933:195).
The new primary schools
Hadow's proposal for the division of schooling into the primary and secondary phases was accepted by the government in 1928, though primary schools were only formally established after the second world war in the wake of the 1944 Education Act and it would be the mid 1960s before all children were educated in separate primary schools.
By the 1940s the developmentalists were in the ascendancy. 'The approach of the "new" educationalists had, by 1939, become the official orthodoxy; propagated in training colleges, Board of Education in-service courses, by local authority inspectors, and the like' (Galton, Simon and Croll 1980:35). But was developmentalist education being put into practice? Galton, Simon and Croll are doubtful: 'How far it affected actual practice in schools is, however, another matter' (Galton, Simon and Croll 1980:35).
There were two main reasons why the implementation of developmentalist education was slow and patchy. First, the new primary schools quickly became the battleground for a number of competing forces. Those who believed in the new ideas about child development clashed with those who saw the job of the primary schools as being to get children through the 'scholarship' examination. The latter group tended to win, so the primary schools were seen as a 'sorting, classifying, selective mechanism' (Galton, Simon and Croll 1980:36). And second, psychologist Cyril Burt and educationist Percy Nunn continued to assert 'the absolute determination of "intelligence" by hereditary or genetic factors' (Galton, Simon and Croll 1980:36). They therefore strongly recommended that children should be segregated into classes on the basis of ability ('streamed').
For these two reasons, 'the basic class teaching approach, with the main emphasis on literacy and numeracy, continued in the new junior schools after the Second World War' (Galton, Simon and Croll 1980:36).
Progress had been made, however. As the Ministry of Education pointed out in its handbook Primary education (1959):
The curriculum of the primary school derives from that of the public elementary school. It sprang from the first purpose of popular education - to create as cheaply as possible a literate population, literacy being interpreted as reading, writing and arithmetic. ...The handbook continued:
The fact that the same curriculum, in the most general terms, is in operation in all primary schools, does not mean that, even in such terms, it is regarded as final or perfect. It is constantly under review from one angle or another by teachers, administrators and members of the public; and it is always gradually changing in emphasis, in scope and in interpretation. It is, in short, responsive to the demands which fresh needs, rising aspirations, and new knowledge make upon it. (MoE 1959:115)Progress gathered momentum in the 1960s, when educational developments became 'rapid, all-embracing, and, in retrospect, perhaps surprising' (Galton, Simon and Croll 1980:39). There was a move towards more informal, child-centred education with an emphasis on individualisation and learning by discovery: in short, a 'progressive' style of education, facilitated by the introduction of comprehensive secondary education which freed the primary schools from the constraints of the eleven plus exam.
A number of factors provided the context for these educational developments in the 1960s:
It is clear, then, that this was a time of great excitement in education. The eleven plus was being abolished, freeing primary schools from the constraints imposed by the need to 'get good results'. Streaming was being abandoned. Sybil Marshall was writing about the creativity of primary pupils in An experiment in education. Comprehensive schools and middle schools were being established. Teacher-led curriculum innovation was being actively encouraged. The Plowden Report Children and their primary schools, the first thorough review of primary education since the 1931 Hadow Report, was very much a product of its time, full of enthusiasm and optimism.
Plowden 'clearly and definitely espoused child-centred approaches in general, the concept of "informal" education, flexibility of internal organisation and non-streaming in a general humanist approach - stressing particularly the uniqueness of each individual and the paramount need for individualisation of the teaching and learning process' (Galton, Simon and Croll 1980:40).
The essence of Plowden is summed up at the start of Chapter 2: 'At the heart of the educational process lies the child' (Plowden 1967:7). And not just the child, but the individual child. 'Individual differences between children of the same age are so great that any class, however homogeneous it seems, must always be treated as a body of children needing individual and different attention' (Plowden 1967:25).
In relation to the curriculum, the committee was clear. 'One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves rather than from fear of disapproval or desire for praise' (Plowden 1967:196).
The report's recurring themes were individual learning, flexibility in the curriculum, the use of the environment, learning by discovery, and the importance of the evaluation of children's progress - teachers should 'not assume that only what is measurable is valuable' (Plowden 1967:202).
Many of Hadow's recommendations - restructuring the primary curriculum in terms of projects, focusing on children's interests, the use of discovery methods and the importance of collaborative work - were reiterated in Plowden. Hadow had said 'The project would provide many openings for independent enquiries by children who might be attracted specially in one direction or another, or could bring special gifts, e.g. in drawing or modelling, to the illustration of particular points' (Hadow 1931:103). And again, the principle underlying the procedure of the infant school should be that, 'so far as possible, the child should be put in the position to teach himself, and the knowledge that he is to acquire should come, not so much from an instructor, as from an instructive environment' (Hadow 1933:141). Plowden agreed: 'The sense of personal discovery influences the intensity of a child's experience, the vividness of his memory and the probability of effective transfer of learning' (Plowden 1967:201).
Hadow had recommended collaborative group work: 'The work would take largely the form of co-operation between a group of children, all of whom would find they had something to learn from the work of their fellows' (Hadow 1931:103). Plowden supported this theme. It quoted a group of HMIs: 'The teacher has to be prepared to follow up the personal interests of the children who, either singly, or in groups, follow divergent paths of discovery' (Plowden 1967:200).
Hadow had argued in favour of what would today be described as a child-centred approach to education: 'even in a single school may be found a wide range of types of mind and of conditions of environment' (Hadow 1926:102). The construction of curricula, therefore, was 'not a simple matter; and uniform schemes of instruction are out of the question if the best that is in the children is to be brought out' (Hadow 1926:102). Plowden took up this theme: 'No advances in policy, no acquisitions of new equipment have their desired effect unless they are in harmony with the nature of the child' (Plowden 1967:7).
However, Hadow had emphasised the need for a balanced approach:
There appear to be two opposing schools of modern educational thought, with regard to the aims to be followed in the training of older pupils. One attaches primary importance to the individual pupils and their interests; the other emphasises the claims of society as a whole, and seeks to equip the pupils for service as workmen and citizens in its organisation ... When either tendency is carried too far the result is unsatisfactory. (Hadow 1926:101)Plowden also urged balance:
We endorse the trend towards individual and active learning and 'learning by acquaintance', and should like many more schools to be more deeply influenced by it. Yet we certainly do not deny the value of 'learning by description' or the need for practice of skills and consolidation of knowledge. (Plowden 1967:202)Hadow had urged teachers to see children as individuals. Plowden took this further:
We found that the Hadow reports understated rather than overestimated the differences between children. They are too great for children to be tidily assigned to streams or types of schools. Children are unequal in their endowment and in their rates of development. Their achievements are the result of the interaction of nature and of nurture. We conclude that the Hadow emphasis on the individual was right though we would wish to take it further. (Plowden 1967:460)In the teaching of reading, Hadow had recommended the appropriate use of look and say, phonic, and sentence methods. 'Each of these methods emphasises important elements in learning to read, and most teachers borrow something from each of them to meet the need of the moment or the special difficulties of different children' (Hadow 1933:134). Forty years later Plowden noted that 'the most successful infant teachers have refused to follow the wind of fashion and to commit themselves to any one method' (Plowden 1967:212).
On writing, the Hadow Committee had urged that children should be 'encouraged to express themselves freely' and that spelling lessons should be based on the words the child actually uses, or on the literature s/he is reading. Children 'should not learn lists of unrelated words. Any attempt to teach spelling otherwise than in connection with the actual practice of writing or reading is beset with obvious dangers' (Hadow 1931:160). Again, Plowden said much the same: 'In a growing number of junior schools, there is free, fluent and copious writing on a great variety of subject matter ... To this kind of writing ... we give an unqualified welcome' (Plowden 1967:219). 'The best writing of young children springs from the most deeply felt experience' (Plowden 1967:220).
In the early years after the establishment of primary education, Hadow's views on the curriculum had been largely ignored and forgotten. The elementary school lived on, even if it was now called a primary school. These schools bore all the hallmarks of the elementary system 'in terms of cheapness, economy, large classes, obsolete, ancient and inadequate buildings, and so on' (Galton, Simon and Croll 1980:33). They also continued to provide a curriculum based on the arid drill methods of the elementary schools, methods which were encouraged by the introduction of the 11+ exam for selection to secondary schools.
No wonder Plowden felt the need to say it all again in 1967. Twenty years after her report was published, Bridget Plowden wrote 'we did not invent anything new' (Plowden 1987:120).
She was right. If Hadow's recommendations had been implemented there would have been little need for Plowden, which reiterated much of what Hadow had said forty years earlier. Yet Plowden was still seen as dangerously progressive by many, especially the hacks of the tabloid press and the writers of the 'Black Papers'. The educational backwoodsmen needn't have worried. As Benford and Ingham pointed out, teachers had been 'concerned to play safe rather than inspire' and their inaction had 'necessitated the translation of Hadow (1931) into Plowden (1967). Each was welcomed in its own time. Each was subsequently neglected where it mattered most: in the classroom' (Benford and Ingham The Times Educational Supplement 6 March 1987).
There is no doubt, however, that Plowden caught the mood of its time. Perhaps the word which best sums up that mood is 'optimism':
It is fashionable to deride the 1960s as culturally aberrant and wildly idealist. Healthy idealism may be preferable to entrenched ideology parading as pragmatism, which has been the chief characteristic of subsequent decades. Many of us who were active in education in the 1960s look back on a time of optimism, a spirit of shared concerns, and the beginnings of an articulation (in every sense) of an education system which would offer the greatest possible opportunities to everyone as an entitlement, not a privilege. (Plaskow 1990:90, quoted in Chitty and Dunford 1999:22)Plaskow's optimism, which was shared by many, was not to survive long in the following decade.
The Great Debate
Although, as we have seen, progressive educational ideas had, by 1939, become the 'offical orthodoxy', politicians appeared to show little interest. This was no doubt partly because ministers had long been expected to keep out of the 'secret garden' of the curriculum. But that changed on 18 October 1976 when Prime Minister Jim Callaghan gave a speech at Ruskin College Oxford which opened the 'Great Debate' about the purposes of education.
Callaghan's Labour government was in deep financial trouble and he was pressured by the US and by the right wing of his own party to accept a loan from the International Monetary Fund. The cuts in public expenditure which were forced on him worsened provision of education and other public services and increased unemployment. In the autumn of 1976 Callaghan told the Labour Party conference that his government was making 'a definitive break with the post-war past - a break that embraced not only financial policy but the social and political order that economic growth and full employment had enabled' (Jones 2003:73).
The worrying economic climate provided the context for the views presented in a series of 'Black Papers' written by right-wing educationalists and politicians, of which the first, published in 1969, specifically focused on the progressive style of education being developed in the primary schools as 'a main cause not only of student unrest in the universities but of other unwelcome tendencies or phenomena' (Galton, Simon and Croll 1980:41). Bennett's 1976 Black Paper Teaching Styles and Pupil Progress was represented in the media as 'a condemnation of so-called "progressive" methods in the primary school' (Galton, Simon and Croll 1980:41).
The Black Paper writers were given ammunition by the 'William Tyndale Affair'. William Tyndale was a primary school in north London where, in 1974, some of the staff introduced radical changes associated with an extreme form of romantic liberalism. The result was a violent dispute among the staff and between some of the staff and the school managers. Chaos ensued as the staff lost control of the school and its pupils. Local government politicians and the local inspectorate became involved and, ultimately, there was a public inquiry in 1975-6 into the teaching, organisation and management of the school.
The affair raised a number of crucial questions which centred on issues such as:
Expanding on Callaghan's theme, the green paper Education in schools: a consultative document acknowledged that there had been positive developments. 'Primary schools have been transformed in recent years by two things: a much wider curriculum than used to be considered sufficient for elementary education, and the rapid growth of the so-called "child-centred" approach' (DES 1977:8). It commended many aspects of these developments. 'In the right hands, this approach has produced confident, happy and relaxed children, without any sacrifice of the 3Rs or other accomplishments - indeed, with steady improvement in standards. Visitors have come from all over the world to see, and to admire, the English and Welsh "primary school revolution"' (DES 1977:8).
However, it went on to suggest that few teachers had sufficient experience and ability to make the new approach work. 'It has proved to be a trap for some less able or less experienced teachers who applied the freer methods uncritically or failed to recognise that they require careful planning of the opportunities offered to children and systematic monitoring of the progress of individuals' (DES 1977:8).
It concluded that 'the challenge now is to restore the rigour without damaging the real benefits of the child-centred developments' (DES 1977:8).
Callaghan's Ruskin speech was viewed with suspicion by the teaching profession but it was too late. From now on, politicians would impose their views on the nation's teachers. Hadow's plea that the teacher must have 'freedom in planning and arranging her work' so as to avoid 'the ever present danger' of a 'lapse into mechanical routine' (Hadow 1933:186) was rejected.
The speech was followed by various DES and HMI initiatives regarding the curriculum, the establishment of the Assessment of Performance Unit and the beginning of mass testing by LEAs. The debate was characterised by the increasingly detailed interventions of central government into schooling. 'The interventions began in the form of spending cuts and developed into a strategy for relating education to a large-scale programme of social and economic restructuring: the education revolution of the 1980s and '90s had its origins in the conflicts, crises and realignments of the 1970s' (Jones 2003:74).
Political control of the curriculum
In 1978, the DES published HMI's survey of Primary education in England. It noted that 'the teaching of the basic reading skills was accorded a high degree of priority' (HMI 1978:47) and that there had been 'a rising trend in reading standards between 1955 and 1976-77' (HMI 1978:45). It concluded that 'teachers in primary schools work hard to ensure that children master the basic techniques of reading and writing. There is little support for any view which considers that these aspects of language are neglected in primary schools' (HMI 1978:51).
The survey ended on an equally positive note:
This survey could not have been conducted without the goodwill and cooperation of the teachers; in giving this they exhibited the same characteristics that have led to the establishment of good and friendly relations among themselves and with the children they teach. In that teaching, they show their concern for individuals, and a positive determination to help children acquire the basic skills of literacy and numeracy. During years when the public at large has seemed to be critical of schools the relations between teachers and individual parents have become closer and more friendly; and the curriculum has broadened to include much that is of value. Good relations within the schools, increasingly good relations with parents, and a thorough concern for teaching the basic skills are solid foundations on which to build further. (HMI 1978:125-6)Despite the survey's positive findings, Margaret Thatcher's governments, from 1979, deliberately sought confrontation with the 'education establishment' and endeavoured to create the perception of a 'crisis' in education, with the aim of taking total control of the educational process.
They began with the curriculum. In 1979 the government published LEA arrangements for the school curriculum which required local authorities to publish their curriculum policies. This was followed by Circular 6/81 (1981) and a whole raft of publications including A framework for the school curriculum (DES 1980), A View of the Curriculum (HMI 1980), The school curriculum (DES 1981) and The Curriculum from 5 to 16 (HMI 1985). Circular 8/83 (1983) required LEAs to report on their progress in developing curriculum policy.
The Thatcher governments also sought greater control over the training of teachers. In 1984 the Council for the Accreditation of Teacher Education (CATE) was established to set standards for initial teacher training courses. And in a move designed to reduce the influence of teachers in curriculum development, the Schools' Council, in which teachers had played a significant role, was abolished in the same year. Its work was shared between the School Examinations Council (SEC), whose members were nominated by the Secretary of State, and the School Curriculum Development Council (SCDC), which was instructed not to 'concern itself with policy'.
In 1985 Keith Joseph proposed linking teacher appraisal and performance-related pay. The result was a year of industrial action by teachers.
A decade of confrontation and manufactured crisis culminated in the 1988 Education 'Reform' Act, which was presented as giving power to the schools. In fact, it took power away from the LEAs and the schools and gave them all to the Secretary of State - it gave him hundreds of new powers. Even more importantly, it took a public service and turned it into a market.
The Act imposed on schools a National Curriculum written by a government 'quango' (quasi-autonomous non-government organisation). Teachers had virtually no say in its design or construction. It was almost entirely content-based. Addressing a conference at the University of London Institute of Education, Dennis Lawton described the new curriculum as 'the reincarnation of the 1904 Secondary Regulations'. It was huge and therefore unmanageable, especially at the primary level. It divided the curriculum up into discrete subjects, making integrated 'topic' and 'project' work difficult if not impossible. It prevented teachers and schools from being curriculum innovators and demoted them to 'curriculum deliverers'. And its implementation led to a significant drop in reading standards.
The arrangements for testing and league tables were based on the 1988 Black Report produced by the National Curriculum Task Group on Assessment and Testing (TGAT). Each pupil was to be assessed on ten 'Levels' across hundreds of 'Attainment Targets' in the ten National Curriculum subjects. It never had a chance of working and was soon drastically reduced.
The curriculum and the testing arrangements were constantly revised. Right-wing think-tanks and pressure groups were unhappy with aspects of the first version and campaigned for 'the simplification and "Anglicisation" of the national testing system, so as to emphasise basic skills and the English cultural heritage' (Jones 2003:141). The New Right gained control of the curriculum and assessment councils, where they provoked strong opposition from teachers, especially from teachers of English, leading to a widespread boycott of Standard Assessment Tests (SATs) in 1993-4.
As a result, the government was forced to redesign the National Curriculum, reducing the amount of detail and removing 'the stronger signs of the traditionalist and ethnocentric enthusiasms of the New Right' (Jones 2003:141).
When the Tories (now led by John Major) won the 1992 election, Kenneth Clarke was appointed the new education secretary. He wanted to see a return to streaming and more formal teaching methods in primary schools, so he commissioned Robin Alexander, Jim Rose and Chris Woodhead to produce what became popularly known as the 'Three Wise Men Report'.
Produced in just one month, Curriculum organisation and classroom practice in primary schools: a discussion paper argued that there was evidence of falling standards in some 'important aspects of literacy and numeracy' (DES 1992:1); that Piaget's notion of 'learning readiness', as set out in the Plowden Report, was dubious and that the progress of primary pupils had been 'hampered by the influence of highly questionable dogmas' (DES 1992:1); that while there was a place for well-planned topic work more emphasis should be put on the subjects of the National Curriculum; and that many primary teachers were not equipped to teach subjects effectively so there should be more use of specialist teachers.
While the tone of the paper was very different to that of Plowden - both were products of their respective periods - the Three Wise Men Report did not offer Major and Clarke the wholehearted support of their reactionary policies for which they had hoped.
1997 Blair: micromanagement
Many teachers hoped - some even dared to believe - that the election of the first Labour government for eighteen years, led by Tony Blair, would usher in a new golden age in education. Tests and league tables would disappear, chief inspector Chris Woodhead (who had become a hate figure for teachers) would be sacked, Ofsted scrapped, grant maintained schools brought under local authority control and selection finally abolished.
But it was all to prove a delusion. The first 'New Labour' government, swept to power in May 1997 with a Commons majority of 179, was to prove very different from any previous Labour government. Indeed, in many ways - its belief in market forces and its commitment to globalisation, for example - it would be virtually indistinguishable from its Tory predecessor.
Blair's decade in power was to see ever greater interference in the minutiae of school life. In its first White Paper, Excellence in schools (1997), it proposed that at least an hour a day in primary schools would be spent on English and an hour on maths. Teachers would be told not only what to teach but how to teach it. (The National Literacy Strategy was introduced in September 1998, the National Numeracy Strategy in September 1999).
The New Labour government seemed to have mixed views on the value of the National Curriculum. It announced that only English, maths, science, IT and swimming would now be statutory requirements for primary schools, though the schools were still required to provide a 'broad curriculum'. The 2001 White Paper Schools - achieving success went further, proposing that successful primary schools could opt out of the National Curriculum and develop curriculum innovations.
By 2003, concerns were growing about the effectiveness of the National Literacy Strategy. Ministers announced that it would be reviewed, since it had failed to deliver any improvement in reading and writing scores in three consecutive years (The Guardian 9 January 2003). Many - including some eminent writers - criticised the sterile nature of much of the strategy. Award-winning author Philip Pullman wrote of a task undertaken by 200,000 eleven year olds in their Key Stage 2 tests:
They were confronted with four crudely drawn pictures of a boy standing in a queue to buy a toy, and they then had to write a story about them, taking exactly 45 minutes. It was a task of stupefying worthlessness and futility, something no one who was serious about the art of storytelling could regard with anything other than contempt. (Pullman 2003)Bowing to pressure from the teacher unions and others, education secretary Charles Clarke announced that primary school tests and targets would be streamlined. The tests for seven year olds would be less formal and would form part of a wider teacher-led assessment (The Guardian 20 May 2003).
This did not mean, however, that the government intended to stop meddling in schools. In November 2003 the Qualifications and Curriculum Authority (QCA) published materials designed to help teachers develop their pupils' speaking and listening skills, and in December 2004 Ofsted published Reading for purpose and pleasure: an evaluation of reading in primary schools. The following year the government announced that it would force schools to teach reading by the 'synthetic phonics' method - a decision based on one small, flawed experiment in Clackmannanshire, much criticised by experts like Dr Jackie Marsh, President of the United Kingdom Literacy Association (The Guardian, 3 December 2005) and Professor Stephen Krashen (The Guardian, 5 December 2005). So much for Hadow's sound advice to use a range of methods and Plowden's warning about following 'the winds of fashion'. Politicians, as always, know best.
This, then, is the historical background which provides the context for the current reviews of primary education in England.
The Primary Review was established in 2006. Based at Cambridge and led by Professor Robin Alexander, it has been widely seen as the successor to the 1967 Plowden Report, though, as Alexander has written: 'In fact, the new enquiry is very different. Instead of a publicly (and generously) funded official commission of the great and good, we have an independent review led by academics, guided by a diverse and talented Advisory Committee and funded - with an inevitably tighter budget than Plowden - from a private source, the Esmée Fairbairn Foundation' (Alexander 2007:190).
There are similarities, however. Like Plowden, the 2006-8 Review 'seeks to combine retrospective evidence with prospective vision. Like Plowden, the Primary Review seeks to be reasonably comprehensive. Like Plowden, the Primary Review hopes to make a difference. But that could well be where the similarity ceases' (Alexander 2007:190).
The Review set out 'to establish from both official and independent sources exactly what has happened to the quality of primary education since defining educational quality became the prerogative of national government' (Alexander 2007:195). It has gathered evidence from written and electronic submissions, meetings with teachers, parents, children and community representatives, searches of official data held by government and by national and international agencies, and surveys of published research.
Writing in 2007, Alexander hoped that the Review would 'construct an accurate and illuminating account of the strengths and weaknesses of contemporary English primary education; and that on this basis we can formulate a vision for the future which lifts educational horizons far above the current preoccupation with government initiatives, and reinstates a vision of teaching as much more than mere compliance' (Alexander 2007:197-8).
The Review has already published a wide range of papers and its final report, to be published later this year by Routledge, will be in two volumes with the provisional titles Primary education in England: what is and what could be and Understanding primary education: research surveys commissioned by the Cambridge Primary Review.
As the Cambridge Review was getting into its stride, Secretary of State Ed Balls threw a spanner into the works. On 9 January 2008 he wrote to Sir Jim Rose inviting him to conduct 'an independent review of the primary curriculum' (IRPC) with a view to making 'final recommendations to the Secretary of State by March 2009 so that the new primary curriculum can be introduced from September 2011'.
The government's justification for this new review of primary education was presumably that it had already commissioned a review of the secondary curriculum and had introduced an early years 'foundation stage'. As Rose put it, you couldn't 'just extend one backwards, the other forwards, tie a knot in the middle and say that's primary education' (Wilby 2008).
However, given that the Cambridge Review - the biggest investigation of primary education since Plowden - was already under way, many felt that the Rose review was designed as a spoiler. The government was fed up with adverse headlines like 'Poor performance linked to substandard classrooms', 'Government policy has created impersonalised education', and 'Study reveals stressed out 7 to 11 year olds' (Wilby 2008). It was also concerned that the Cambridge Review would condemn England's testing regime - the hated SATs. So it created the IRPC as a diversion, 'with a suspiciously similar email address, a claim that it too is independent, and an identical deadline for its final report of spring 2009' (Wilby 2008).
There were other concerns about the IRPC. One was that the QCA was required to produce draft programmes of study based on the report's recommendations during the consultation period, effectively rendering redundant most of the responses. Another was that the views of representatives of local authorities and teachers' professional associations who attended meetings during the 'informal' consultations were apparently excluded.
A third concern was that consideration of SATs was 'specifically excluded from Rose's remit' (Wilby 2008). Introducing the IRPC's interim report in December 2008, Rose urged ministers to review the arrangements for SATs tests (already abolished in all parts of the UK except England). 'I'm ruled out of making recommendations about testing', he told Polly Curtis. 'That's not to say every school doesn't ask about testing. It's the elephant in the room' (The Guardian 8 December 2008).
In order to contribute to the debate about the IRPC report, the Cambridge Review brought forward publication of its material on the curriculum. Towards a new primary curriculum was published in February 2009 in two parts: Past and present and The future. Its authors commented:
Some readers may become impatient with the history, the account of witnesses' concerns and our apparent preoccupation with the problematic. For them, solutions are more important. They are of course welcome to turn straight to Part 2. Yet it is only by understanding the history, recognising the deeply-rooted and often cyclic nature of the problems, and by accepting the inadequacy of some of the surrounding discourse, that we can make progress. That is why the grounding provided by Part 1 is essential. Without it, we shall simply repeat past mistakes. (Alexander and Flutter 2009a:1)In the authors' view, a future primary curriculum must:
While it described the Cambridge Review as 'very welcome' it commented that it contained 'extensive analysis of the problems but has not enough to say about what might be done in practice to address them' (CSFC 2009:23). It went on:
The Rose Review and the Cambridge Review both recognise that the primary curriculum is overly full, but neither offers a practical basis that appeals to us for reducing the load. As we have indicated, we would see greater merit in stipulating a basic entitlement for literacy and numeracy and offering general guidelines on breadth and balance to be interpreted by schools and teachers themselves. (CSFC 2009:23)Writing in The Guardian, Alexander described the committee's jibe that the Cambridge report offered 'a good analysis of the problems but no solutions', as 'bizarre'. He continued:
Apart from the detailed proposals on curriculum aims, substance, structure, development and implementation, which the committee appears not to have noticed, other ideas from the Cambridge review appear, almost verbatim, in the committee's own recommendations: abandoning the national strategies in their present form; supporting local ownership; reconfiguring the roles of national agencies, local authorities and schools; making Curriculum Matters central to initial teacher training. More bizarre still, the committee's report includes as an appendix a comparison of the Rose and Cambridge curriculum reports, which says enough to contradict its criticisms of both of them. (Alexander 2009)Past, present and future
Eighty years ago, Hadow was extraordinarily optimistic about the future of education in England: 'we cannot but feel - as we unanimously do - that the times are auspicious, and the signs favourable, for a new advance in the general scope of our national system of education' (Hadow 1926:xix). That advance encompassed a vision of a future in which all children would enjoy 'the free and broad air of a general and humane education' (Hadow 1926:xxiii).
To some extent, Hadow's optimism was justified. In the three decades or so following the Second World War England's primary schools became a model for other parts of the world. Sadly, from the late 1970s onwards politicians began to take ever greater control of the educational process, and by the early years of this century they had imposed a sterile, utilitarian, test-driven curriculum.
The history of primary education in England has thus been relatively short but worryingly fraught. It is to be hoped that a more humane and inspiring vision of its possibilities will emerge in the wake of the curriculum reviews currently being undertaken. Whether it does so remains to be seen.
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Plowden (1967) Children and their Primary Schools Report of the Central Advisory Council for Education (England) London: HMSO
Plowden B (1987) ''Plowden' Twenty Years On' Oxford Review of Education 13(1) 119-124
Pullman P (2003) 'All around you is silence' The Guardian 5 June
Wilby P (2008) 'Jim'll fix it' The Guardian 5 August
Williams R (1961) The Long Revolution London: Chatto and Windus | <urn:uuid:f9eeaf10-c498-41db-93a8-8aa7be29068e> | CC-MAIN-2018-13 | http://www.educationengland.org.uk/articles/28primary.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647545.84/warc/CC-MAIN-20180320224824-20180321004824-00261.warc.gz | en | 0.964523 | 10,443 | 2.734375 | 3 |
It is possible that most people have come across and even used a silicon wafer in their day to day lives. It may not have been deliberate; however, for people who have utilized devices such as computers and smartphone, they have certainly used this equipment.
What Is A Silicon Wafer?
Silicon wafer is a material used for producing semiconductors, which can be found in all types of electronic devices that improve the lives of people. Silicon comes second as the most common element in the universe; it is mostly used as a semiconductor in the technology and electronic sector.
Most people have had the chance to encounter a real silicon wafer in their life. This super-flat disk is refined to a mirror-like surface. Besides, it is also made of subtle surface irregularities which make it the flattest object worldwide.
It is also extremely clean, free of impurities and micro-particles, qualities that are essential in making it the perfect substrate material of the modern semiconductors.
There are various methods used in silicon fabrication counting the horizontal Bridgeman method, horizontal gradient freeze method, vertical gradient freeze, vertical Bridgeman method and the Czochralski pulling method.
All through the growth process dopants can be included to modify the purity of the silicon wafer depending on its manufacturing purpose. The impurities can alter silicon electronic properties which are essential depending on the purpose of its production.
Some of the silicon dopants that can be added throughout the growth process include aluminum, boron, nitrogen, indium and gallium. A semiconductor can be regarded as either degenerate or extrinsic depending on the level the silicon wafer was, when the dopants were added.
During the fabrication process, degenerate semiconductors are mainly used as conductors due to the extreme levels of doping while extrinsic are lightly to fairly doped.
What Is The Silicon Wafer Used For?
Even though other conductors are employed in more particular applications, silicon is the best and the most used semiconductor due to its extreme mobility both at high temperatures and at room temperature.
What makes Silicon an outstanding option in electronic devices is because its electrical currents can pass via the silicon conductors much quicker compared to other conductors.
2. Silicon Wafers In Electronic Devices
Semiconductors such as the silicon wafer can be used in the production of both chips and microchips in electronic gadgets.
Due to the uniqueness of the electrical currents via silicon wafers, these semiconductors are used in creating ICs (integrated circuits). The ICs act as commands for specific actions in various electronic devices.
The Silicon wafer is the main element in integrated circuits. Simply put, integrated circuits are a composite of a variety of electronic elements that are brought together to perform a particular function.
Silicon is the key platform for semiconductor gadgets. A wafer is just but a thin slice of the semiconductor material that acts as a substratum for microelectronic devices fitted in and above the wafer.
Even if it can be simple to relate silicon wafers with very particular technological devices that individuals only dream of, silicon wafers are way much closer than anyone may think!
Silicon wafers are used in computers, smartphones, and mobile devices and even in the tire pressure sensor system.
Manufacturing of the silicon wafer is an incredibly vital part of the establishment and expansion of a broad range of technological advancements. | <urn:uuid:e12182f3-24d0-4525-aaf2-40357e01f375> | CC-MAIN-2021-39 | https://waferpro.com/what-is-a-silicon-wafer/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057366.40/warc/CC-MAIN-20210922132653-20210922162653-00226.warc.gz | en | 0.929663 | 715 | 3.25 | 3 |
- Order: Passeriformes
- Family: Thraupidae
- Polytypic 3 Subspecies
Blue-and-black Tanagers are found in the Andes of South America at elevations over 1500 m (Isler and Isler 1987). This species occurs higher than any other species of Tangara, with an elevational range of from 1500 m to 3500 m; this is the only Tangara species encountered near treeline (Isler and Isler 1987, Ridgely and Tudor 1989, Parker et al. 1996). The center of abundance is in the Upper Montane elevational zone and the species is found in the following zoogeographic regions: Northern Andes and Central Andes (Parker et al. 1996).
Outside the Americas
Endemic to the Americas.
Primarily found in elevations ranging from 1500-3500 m, the Blue-and-black Tanager occurs mostly in montane evergreen forest, elfin forest, and secondary forest. Isler and Isler (1987) list their habitats more specifically as humid montane and elfin forest, forest edge, second growth, shrubs and trees in forest clearings, and patches of woody growth at treeline. This species tends to remains mostly in the canopy when in montane forest and is the only Tangara species found in the upper montane forests of the Andes mountain range (Isler and Isler 1987, Parker et al. 1996, Naoki 2003).
Bernabe, Annabelle, and Kevin J. Burns. 2011. Blue-and-black Tanager (Tangara vassorii), Neotropical Birds Online (T. S. Schulenberg, Editor). Ithaca: Cornell Lab of Ornithology; retrieved from Neotropical Birds Online: http://neotropical.birds.cornell.edu/portal/species/overview?p_p_spp=%0A%09%09%09%09609516 | <urn:uuid:7014624c-93c5-4d29-b902-5949239a4f18> | CC-MAIN-2017-09 | http://neotropical.birds.cornell.edu/portal/species/distribution?p_p_spp=%0A%09%09%09%09609516 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171078.90/warc/CC-MAIN-20170219104611-00579-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.790987 | 411 | 3.1875 | 3 |
Two satellites nicknamed Tom and Jerry have launched on a mission to investigate the Earth's shifting water masses and map their effects on the planet's gravity field, in 2002.
The Gravity Recovery and Climate Experiment (GRACE) was a joint mission of NASA and the German Aerospace Center (DLR). Twin satellites took detailed measurements of Earth's gravity field anomalies from its launch in March 2002 to the end of its science mission in October 2017. The Gravity Recovery and Climate Experiment Follow-On (GRACE-FO) is a continuation of the mission on near-identical hardware, launched in May 2018.
By measuring gravity anomalies, GRACE showed how mass is distributed around the planet and how it varies over time. Data from the GRACE satellites is an important tool for studying Earth's ocean, geology, and climate. GRACE was a collaborative endeavor involving the Center for Space Research at the University of Texas at Austin, NASA's Jet Propulsion Laboratory, the German Aerospace Center and Germany's National Research Center for Geosciences, Potsdam. The Jet Propulsion Laboratory was responsible for the overall mission management under the NASA ESSP (Earth System Science Pathfinder) program.
The two GRACE satellites (GRACE-1 and GRACE-2) were launched from Plesetsk Cosmodrome, Russia, on a Rockot (SS-19 + Breeze upper stage) launch vehicle on 17 March 2002. The spacecraft was launched to an initial altitude of approximately 500 km at a near-polar inclination of 89°. During normal operations, the satellites were separated by 220 km along their orbit track.
This system was able to gather global coverage every 30 days. GRACE far exceeded its 5-year design lifespan, operating for 15 years until the decommissioning of GRACE-2 on 27 October 2017. Its successor, GRACE-FO, was successfully launched on 22 May 2018. In 2019, a glacier in West Antarctica was named after the GRACE mission. | <urn:uuid:8396c360-8809-4d36-929a-ffdd8f3c787f> | CC-MAIN-2021-39 | https://ultimate-facts.com/3429/tom-and-jerry-satellites/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057329.74/warc/CC-MAIN-20210922041825-20210922071825-00097.warc.gz | en | 0.951472 | 400 | 3.6875 | 4 |
Ask the UN and you’ll get the staggering sum of $10 billion. A year . The annual per capita cost of treating infected Africans, where much of the UN money goes, is around $1,100. One of the major problems facing HIV/AIDS advocates is their inability to lower this number. An estimated $600 is spent on anti-retroviral drugs, while the remaining $500 is spent on other AIDS associated conditions. Even $10 billion wouldn’t cover treatment for the more than 20 million Africans with HIV/AIDS. A considerable portion of the proposed UN budget is directed not towards treatment but towards prevention. A major problem is that no one can seem to agree on the actual cost. Although the UN has held firm to their estimate, other groups have presented vastly different figures. The World Health Organization has presented four different scenarios which vary wildly in both the projected outcome and cost. To merely maintain the current status quo, WHO estimates more than $400 billion will need to be spent over the next 20 years. To significantly reduce annual new HIV infections, WHO’s figure is more than $700 billion. Unfortunately such different figures can sometimes complicate funding by making it hard for donors to decide how much to give.
Ask someone who is living with HIV/AIDS and you’ll get a number that’s a lot smaller. The average AIDS patient in America takes a combination of drugs that add up to around $14,000 a year . Much of this cost in the US is defrayed by private insurance, government insurance or sometimes through AIDS drug assistance programs (ADAPs) . These programs are meant to provide access to drugs for low income individuals. Currently 89% of people enrolled in ADAPs make less than 300% of the federal poverty level. However recently the economic conditions have forced many states to scale back their support of these programs. States have either closed enrollment entirely, or narrowed eligibility-forcing people to drop out. Currently the nationwide waiting list is at an all time high of 3,586 people .
Ask the companies that manufacture these lifesaving drugs and you’ll be back to huge figures. One of the newest drugs to enter the market, Fuzeon , is produced by the giant Swiss company, Roche. Roche maintains that Fuzeon’s price (nearly $20,000 a year, or three times the next most expensive drug) is due to the $600 million cost of development. The average drug begins to turn a profit in 16 years, but analysts estimate that Fuzeon’s pricing, and anticipated demand, could mean profits for Roche in as little as three years.
Ask an economist and you’ll get a couple different figures. By 1995 more than $75 billion had been spent on AIDS. Since then, spending has increased most years, with an average of $10 billion more being spent every year. But money spent directly on AIDS does not even begin to cover the true cost. In addition, economists have tried to measure the costs related to lost productivity, wages, and premature death, due to the disease. Figures vary, but some think that indirect costs account for nearly 80 percent of the total cost of AIDS. Worst case scenario guesses estimate that AIDS robs the world of 1.4% of gross domestic product, or the equivalent of wiping out the economy of Australia .
A government study in Uganda found that some companies are hiring and training two employees for a single job in the hope that one will stay healthy. The UN estimates that since 1981 AIDS has reduced Africa’s overall labor force by 25%. Sick days and absenteeism due to AIDS related illness have further reduced productivity in the countries hit hardest by AIDS.
Ultimately the cost of HIV/AIDS is extraordinarily difficult to measure. The disease affects so many people worldwide that it would be impossible to assess the impact that it has had on everyone. However it is obvious that unless something drastic changes, the costs will continue to grow until they become unbearable. | <urn:uuid:e4c4c355-23e2-4535-9679-f8f1d0913f2b> | CC-MAIN-2017-09 | http://the-aids-pandemic.blogspot.com/2010/10/what-does-hivaids-cost-answer-to-this.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501174163.72/warc/CC-MAIN-20170219104614-00490-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.972072 | 814 | 2.609375 | 3 |
Nature’s inventiveness often inspires human innovation as in the well-known case of hook-and-loop fasteners: Swiss engineer George de Mestrel turned a hiking annoyance (burrs) into a handy tool (Velcro). But did you know that safety road markers were inspired by a cat’s eyes reflecting headlights? For some reason, I find that much creepier than the Velcro story — especially the early advertisement depicting a row of live cats sitting helpfully along the median.
“Eyeshine” may be most familiar as a feline phenomenon, but it occurs in a tremendous variety of animals, from moths to whales. It’s caused by the tapetum lucidum, a reflective layer behind the photosensitive part of the eye which bounces photons back, giving them a second chance to be seen. This ability is a major advantage at night and in the deep sea and has evolved many times in many different forms.
Crocodiles and opossums use small particles to achieve diffuse reflection; deep-sea fish have layered crystals that reflect like a true mirror. Horses and whales reflect with an organized mesh of fibers; cats, dogs, seals and sharks all use crystal-containing cells. Sharks are uniquely able to cover theirs up if the environment has too much light (Sharks: 1, Cats: 0).
Eyeshine is just one of many rabbit holes of curiosity opened by a visit to “Hidden Heroes: The Genius of Everyday Things,” an exhibit currently on display at the San Jose Museum of Art which features both Velcro and safety reflectors.
“Hidden Heroes” was conceived by Hi-Cone, a division of the multinational company ITW that produces those ubiquitous plastic rings for carrying six-packs. Their slogan is the not un-creepy, “We are all around.” Concerned by the public’s failure “to consciously perceive the invention and its ingenuity,” Hi-Cone convinced Germany’s Vitra Design Museum to create an entire exhibition of commonplace objects (including six-pack rings, of course). The online exhibit contains 44 heroes, 35 of which are touring internationally in meatspace. San Jose is only one of two host locations in the US; the other was the MIT museum.
It’s fun to see an installation in the middle of Silicon Valley rhapsodizing about low-tech advances like adhesive tape and paper clips. Even the nature-inspired inventions seem far removed from modern biomimicry, with its custom nanomaterials and drug-delivering viruses.
This contrast illustrates the fun fact that our ability to be inspired by the natural world doesn’t depend on actually understanding the natural world. De Mestrel studied burrs under the microscope in order to replicate their loops in fabric, but as far as I know, inventor Percy Shaw never so much as dissected an eyeball. Yet his “Catseye” road reflectors are used around the world.
And what about bubble wrap, that beautiful blend of packing buffer and emotional balm? Supposedly, engineer Marc Chavannes was inspired by noticing that clouds seemed to “cushion” his descending airplane.
I’ll leave that rabbit hole as an exercise for the reader. | <urn:uuid:885dffda-e9a5-49ab-a8df-79584fb6a6e8> | CC-MAIN-2017-26 | http://ww2.kqed.org/science/2013/11/12/creepy-cat-eyes-inspire-road-markers-and-other-unexpectedly-interesting-inventions/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320865.14/warc/CC-MAIN-20170626203042-20170626223042-00268.warc.gz | en | 0.952911 | 687 | 2.890625 | 3 |
Teaching Your Child To Practice Outdoor Playground Safety
Outdoor playgrounds are wonderful places for young children to have fun and exercise at the same time. Playground facilities are designed to encourage physical activity in young children. For example, the playground ladder allows young children to hone both their gross and fine muscle skills by using their limbs to climb up the ladder and their fingers to grab onto the ladder rungs. Playground swings allow young children to improve their balance and coordination. Playground spider nets allow them to develop good spatial awareness while building muscle strength. As you can see, there are many benefits of outdoor playgrounds. However, there are many hidden dangers as well. In this article, we will examine the common causes of outdoor playground injuries and outline ways for your child to practice outdoor playground safety.
When thinking about dangerous places for young children, an outdoor playground is unlikely to come to mind. However, according to the Centers for Disease Control and Prevention (CDC), US emergency departments treat over 200,000 children aged 14 or younger for playground injuries each year. About 10% of those children require treatment for traumatic brain injuries, such as concussions.
Common Causes of Playground Injuries
- Falling: When playing at outdoor playgrounds, children sometimes fall from playground facilities such as monkey bars, merry-go-rounds, or see-saws after losing their grip, losing their balance, or losing their footing. When they fall, not only do they strike the ground, they may also strike some hard playground equipment on the way down. Falls can lead to serious injuries like bone fractures, broken bones, dislocations, concussions, or even internal organ damage.
- Slides: Slide injuries are often caused by improper usage. Children are naturally creative. It is not uncommon for them to try down slide down a slide head-first by lying on their stomachs. This can lead to serious head injuries if the child does not catch themself in time. Slide injuries can also occur when young children go down a slide on the lap of an adult. There are many cases where a child’s leg got stuck but the adult and child could not slow their descent, causing the child’s leg to fracture.
- Poorly Maintained Facilities: Young children can also get hurt at outdoor playgrounds that do not receive proper maintenance. Stray pieces of trash, rusty or old playground equipment, and damaged fall surfaces all pose their own dangers.
Outdoor Playground Safety
Fortunately, there are many things you can do to minimize your child’s risk of sustaining an injury at an outdoor playground. Here are some of them below.
- Supervision: One of the best ways to keep your child safe is to supervise them closely when they play. Remember to instruct them on the proper usage of the playground facilities and discourage any improper usage.
- Age-Appropriate Playground Equipment: Encourage your child to only use playground equipment appropriate for their age. Ensure that that you only take them to well-maintained outdoor playgrounds.
- Safe Playground Surfaces: Soft playground surfaces such as wood mulch, sand, or shredded tires play a big role in reducing the severity of fall injuries. It is much safer for your child to play at an outdoor playground with these surfaces than at one with hard surfaces like concrete or asphalt. Do note that grass, packed dirt, and turf are not considered safe playground surfaces as their ability to absorb shock can be minimized by weather conditions. | <urn:uuid:16b04a65-e07e-4c07-b361-fa15adf6fadd> | CC-MAIN-2022-21 | https://www.fitnesskid.com/blogs/news/teaching-your-child-to-practice-outdoor-playground-safety | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662558015.52/warc/CC-MAIN-20220523101705-20220523131705-00417.warc.gz | en | 0.958748 | 715 | 3.234375 | 3 |
We will use the Best Actor Oscar winners (1970–2001) data file to learn how to create a histogram using StatCrunch, and to practice what we’ve learned about describing a histogram. We are interested in describing the distribution of actors’ ages when they won the Best Actor Oscar.
In your initial post, respond to the following discussion prompt.
- Describe the distribution of ages of the Best Actor Oscar winners. Your description should include: shape, center (a typical representative age), a typical interval of representative ages, spread (overall range of ages), and any outliers (unusual ages). Be sure to embed your histogram in your initial post Please do not submit your histogram as an attachment.
- Create a second histogram for the distribution of ages, and adjust the bin width . Try both smaller and larger bin widths. Choose a bin width so that your second histogram does not look like the first. Upload your second histogram to your Stats-Class folder. Also embed your second histogram with your initial post. Indicate which histogram is better for analyzing the data (your first embedded histogram or your second). Explain why. | <urn:uuid:1be3c456-9771-45d2-ac79-9c0633313dc6> | CC-MAIN-2021-49 | https://besttutors.net/best-tutors-online-7266/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363689.56/warc/CC-MAIN-20211209061259-20211209091259-00368.warc.gz | en | 0.890418 | 252 | 2.734375 | 3 |
2. Feminism and the Theory of Alienation – an Approach to Steinbeck
3. Women’s Sexuality as a form of Alienation in The Wayward Bus, The Winter of our Discontent, and East of Eden
4. Alienated Wives in The Pearl, The Grapes of Wrath, The Wayward Bus and “The Chrysanthemums”
5. Alienation in Mothering – The Grapes of Wrath, The Wayward Bus, The Winter of Our Discontent and East of Eden
6. Conclusion. Steinbeck: Pro or Anti Feminist
7. Works sited
I am deeply indebted to Professor Robert Crist, The Head of my Doctoral Committee, for his encouragement and understanding. His invaluable advice, continuous support and willingness to help at every stage of this work contributed to the completion of my thesis.
I am also indebted to the other members of my Doctoral Committee, Professor L. Sakelliou – Schultz, and Associate Professor D. Tsibouki, for their helpful criticism, insightful comments and useful corrections that helped me improve my work.
I am grateful to Dr. Susan Shillinglaw, Director of the Steinbeck Research Centre and Professor of English at San Jose State University, for her providing valuable, out of print material on John Steinbeck.
Finally, I owe a special debt of gratitude to my husband, George Moraitis. This thesis would probably never have become a reality without his love and unfailing support ver the years.
This study focuses on the theme of the alienated woman in John Steinbeck’s canon. The novelist, consistent in his depiction of his female characters as stereotypes from the beginning of his career as a writer until the end, reveals the alienation they experience in the predetermined roles they assume in life-mothers, wives, sexual objects. The term alienation is applied to describe a certain condition Steinbeck’s women figures experience, as this is defined in the context of Socialist Feminist thought, particularly Alison Jaggar’s reinterpretation of the Marxist concept of alienation. Despite their ostensible differences, female characters in Steinbeck’s writing share a common characteristic; they are alienated from the product upon which they “work”. As prostitutes, when their role and motif is erotic, Steinbeck’s female figures are-in the same way a factory worker is alienated from his product-alienated from themselves and their body which becomes an object for men. In turn, wives are not seen as entities who feel, suffer, think to act independently, but confined within the boundaries of their domesticity are objectified to the extreme and are relentlessly exploited. Depicting his female characters in the role of mother are stereotypes of a socially accepted model, the author not only attempts to render the reality of his time, and to understand motherhood as one of the facets of woman’s polymorphic existence, but also to reveal the alienation woman experience, obliged to act in such a stereotyped mother role. The perpetuation of mothering in its existing form is also sharply depicted by Steinbeck in the mother/daughter pattern. Despite his being labeled as a “masculine” writer John Steinbeck dares to present through his works, moreover, tabooed subjects such as surrogate parenting and male sterility. What is more, his heroines are not mere stereotypes but vivid portrayals of women in anguish.
Abbildung in dieser Leseprobe nicht enthalten
EXPLORING WOMEN’S ALIENATION IN WORKS OF JOHN STEINBECK
Female characters in Steinbeck’s works have been considered, until very recently, as studies in failure with some critics suggesting that this state of affairs might reflect the author’s personal relationships with women.
At the Third international Steinbeck Congress, held in Honolulu in My, 1990, John Ditsky’s keynote address was entitled “Stenbeck’s Elusive Woman.” Ditsky suggested that the author “…made a lifelong quest to understand that elusive thing called Woman-and perhaps-failed.” (qtd. In Gladstein 1991:38) The last part of this statement can be related to a comment by Mimi Gladstein: “It may be said that-as in East of Eden -when Steinbeck handles the translation of the real women in his life to the pages of his fiction, this follows a well established pattern: he deletes them.” (1991:32) Comments and interpretations such as these, both from critics and from Steinbeck’s own explanations of his works, abound.
So far, critics have traced two distinctive narrative views of female characters in the works of John Steinbeck. In the first one, in novels such as The Grapes of Wrath, a positive image is mostly associated with the role of mother or wife, offering room for a symbolic interpretation of Ma Joad’s character as Mother Earth and its equation with the American Land as described by feminist critics such as Annete Kolodny. (qtd. in Mckay 1990:49-50) In novels such as East of Eden, Tortilla Flat, Wayward Bus and some of his short stories, the image is a negative one. It presents most of the women as tramps, or prostitutes. Peter Lisca, in The Wide World of John Steinbeck, points out that these female characters seem to have no other option: “they seem compelled to choose between homemaking and whoredom.” (qtd. in Beatty 1979:1) Such a depiction of women characters in John Steinbeck’s writing provides a clear example of the phenomenon Josephine Donovan identifies as Female Stereotypes in the Western Canon. According to Donovan, women characters in Western Literature fall into categories:
Much of our literature in fact depends upon a series of fixed images of women, stereotypes. These reified forms, surprisingly few in number, are repeated over and over again through much of Western literature. The objectified images have one thing in common, however, they define the woman insofar as she relates to, serves or thwarts the interests of men. In Western tradition, these stereotypes tend to fall into two categories reflecting the endemic Manicheistic dualism in the Western world-view. Female stereotypes symbolise either the spiritual or the material good or evil. Under the category of the good-woman stereotypes, that is those who serve the interests of the hero, are the patient wife, the mother/martyr and the lady. In the bad or evil category are…the madam, the witch, the shrew or domineering wife. (1997:211-215)
Prominent critics attempted to explore and explain these types of women in Steinbeck’s literary canon. Robert E. Morsberger, in an essay characteristically entitled “Steinbeck’s Happy Hookers,” associates the phenomenon of prostitution in Steinbeck’s novels mostly with the writer’s role as a social critic and his intention to expose the hypocrisy and moral decay of the establishment. Morsberger acknowledges “a degree of misogyny in Steinbeck’s fiction” and exposes the negative image of female characters who are ether “promiscuous, neurotic, repressive and demanding” wives or whores who, “having been paid for,” have “become a commodity.” However, he goes on to interpret the phenomenon of prostitution in Steinbeck’s canon from a male stance. According to Morsberger, brothels are an escape for Steinbeck’s men, who are “denied a normal sexual outlet because they are widowers or married to unwilling wives.” No matter what the case may be, prostitution in the world of Steinbeck’s fiction is a place of loneliness that male characters are driven to “longing for fun and feminine companionship.” (1979:43-46)
Steinbeck’s depiction of women has invited a lot of criticism. Bobi Gonzales and Mimi Gladstein, in their essay “The Wayward Bus: Steinbeck’s Misogynistic Manifesto?” are critical of Steinbeck grotesque and humiliating portrayal of women. They suggest it is evidence of the writer’s misogyny, since, in most of this works, “women are seen by men in their lives as serving only one purpose: they are objects, objectified to the extreme.” These critics ascribe such a phenomenon to the troubles the author had in his personal life. (1989:158-173)
Less critical of Steinbeck’s portrayal of women, however, is Brian Railsback. Although he acknowledges that “Steinbeck’s portrayal of male and female relations has earned him the label of misogynist,” in his article: “The Wayward Bus: Misogyny or Sexual Selection?” he observes that, in The Wayward Bus, male characters are equally loathed by the author. He challenges Bobi Gonzales and Mimi Gladstein’s critical approach that “The Wayward Bus is an ugly look of everywoman,” pointing out that it is an equally unflattering look of everyman. Steinbeck spares neither sex.” Brian Railsback supports the idea that the existing “streak of brutality in John Steinbeck’s darker view of male/female relationship” is no evidence of misogyny or an outlet for personal problems but rather an expression of “inductive reasoning” and an indication of the author’s influence by Darwin’s Theory of Evolution and biological view of sex. Under this influence, according to Brian Railsback, John Steinbeck views sex as “something cold and brutal,” as part of the “competition for the survival to violence and war,” creating thus a “disturbing picture of the human as animal.” (1995:125-134)
A different perspective on the examination of the author’s use of women characters is offered by the critics Beth Everest and Judy Wedeles. In their essay “The Neglected Rid: Women in East of Eden” they support the idea that women in Steinbeck’s literary work are “essential: they are not just used to add colour.” Unlike Morsberger, Gonzales and Gladstein, who fault Steinbeck as a misogynist offering a negative portrayal of completely objectified women characters, Everest and Wedeles claim that the writer has created fully developed characters. The two critics, analyzing major and minor female characters in East on Eden and challenging what so far has been said, support the notion women are: developed characters with the strength to unite and enhance plot developments,” and that , taking into consideration the historical, social and economical realities of his time, Steinbeck creates women “who are intrinsic to both the plot’s and the male character’s development. The women are crucial to the whole; each as an individual. Each holds her own convictions.” (1988:13-23)
The view that the novelist’s work involves a more original exploration of female characters in the light of feminist theory is expressed by critic Nellie Y. Mackay. In her article “Happy (?)-Wife-and Motherdom: The Portrayal of Ma Joad in John Steinbeck’s The Grapes of Wrath,” she focuses on the role of women in the novel as wives and mothers. This critic claims that the author, a follower of the American tradition and myth that associates “women with nature, and thus primarily with the biological and cultural functions of motherhood and mothering,” realised the significant role women were called to play in the unity of the family in times of social and economic changes. According to Mckay, the structure of the traditional family was changing in order to meet the challenges of society. Steinbeck grasped this situation and perceived “happy-wife-and-motherdom as the central role for women.” (1990:47-67)
Apart from the emphasis on the presentation and analysis of women in Steinbeck’s work, there have also been certain insightful critical comments concerning the origin of Steinbeck’s female characters. In her article “The Strong Female Principle of Good-or Evil: The Women of East of Eden,” Gladstein explains the writer’s misogyny “as a representation of the way Steinbeck handled the translation of real women in his life to the pages of his fiction.” She notices that he follows a “well-established pattern,” representing good versus evil. East of Eden is a case in point. The dominant evil female character is Cathy (or Kate) Trask. Utilising Thomas French’s interpretation of the Covici/Steinbeck correspondence, Gladstein indicates that Steinbeck has created this character in the novel out of “the indicates that Steinbeck has created this character in the novel out of “the worst perceived faults of his first and second wives.” According to Gladstein, the creation of East of Eden coincided also with the novelist’s new marriage and happy life. Thus, she asserts it is not “so farfetched then to suggest that Steinbeck, in a happy an optimistic period, seeing a joyous new life ahead, a life brought about largely by his new woman, would create a parallel woman,” who in the novel is Abra, a full and loving character, the personification of Steinbeck’s moral solution, “timshel incarnate.” (1991: 30-40)
Barbara Albrecht McDaniel, in her dissertation, “Self-Alienating Characters in the Fiction of John Steinbeck,” attempts to explain “a pervasive pattern of alienation consistent with Steinbeck’s work from the beginning of his career as a writer to the end.” In order to “shed light” on this pattern of alienation, McDaniel utilises Kaufman’s concept of alienation, according to which “an alienated agent is a character who is separated from another person, a group of persons, society of the person’s ideal self.” She proceeds to explain that Steinbeck’s alienated characters attempt to escape the effects of alienation through pleasant human relationships. To understand, analyse and interpret such behavior, Barbara McDaniel applies Martin Buber’s concept of Ich und Du. According to Buber the great meaning of life is found in experiences between human beings who confront each other as whole individuals and accept each other as such, each saying / to the other’s Thou. It is important for a man to realise, based on his whole life and being, what relations are possible to him. McDaniels asserts the belief that “understanding Steinbeck’s characters through a study of their alienation proves finally that a few characters are fortunate enough to live so that they suffer neither from delusions nor from alienation; other fortunately have experiences in life which allow them to join free; but the largest number of them are unhappily and irrevocably lost.” (1974:15-18) However, McDaniel’s focus and primary concern is the author’s male characters’ predicament and alienation.
One may argue that what emerges from this overview of critical commentary is a certain consensus regarding the distinction of two narrative views of female characters in the literary work of John Steinbeck, mother/wives or whores. Each of the critics ascribes, analyses or interprets them from a different perspective using a relative theory. Our approach will deal with such critical views, showing where they can be effectively modified and supplemented. Moreover, prolific and prominent through he is, there is no doubt that John Steinbeck is a child of his time in his depiction of women characters. As Gladstein observes:
…through what he (Steinbeck) may have depicted about women and sexuality flew in the face of early-twentieth-century conventionality, read in the 80s, his work reflects his cultural and historical limitations… a certain ambiguity toward “liberated” women is reflected in his work. (1986:107)
The novelist failed to offer self-sustaining, independent female characters in his work. He follows the prevailing socio-historical pattern in which women are either expected to move in the domestic sphere as faithful housewives and caring mothers or are in the public sphere as prostitutes hidden in whorehouses. In both cases, they serve the interests of men.
However, one may argue that what has not so far been discussed or attracted the critical attention it deserves is the impact of stereotyping-the stagnation and subordination as well as the resulting various forms of alienation Steinbeck’s female characters experience.
The aim of this thesis is to fill this gap, attempting to explain how, on occasion, John Steinbeck transcends the prevailing socio-historical limitations, not only by creating “indestructible women characters” as Mimi Gladstein correctly points out, but also by employing stereotyping to expose the various form of alienation women have to endure in Western phallocentric society. Moreover, he does not balk as such taboos as male sterility and surrogate parenting. Thus Steinbeck emerges as what might be called a “subliminal” feminist. It is important to mention here that the word “alienation” is not used in its traditional context as a human being’s estrangement from society, although Steinbeck’s female characters can be such a case in point. The term alienation will be used to describe a certain condition Steinbeck’s women characters experience as this is defined in the context of socialist feminism an in particular the reinterpretation of the Marxian term of alienation. Such an interpretation, moreover, fits well with Steinbeck’s view of the gender issues of his time and his views on labour and the market place. It must be said that Steinbeck’s motivating forces remain-in some aspects of his treatment of woman characters-to some extent a mystery; but, it could be argued, is inevitable in a work of fiction, and in any case in no way detracts from the validity of the approach we intend to adopt.
A re-reading of Steinbeck’s work, in the light of feminist theory, has, it will be argued, given the possibility for a fresh interpretation-at least in part-of this treatment of female figures, complementing recent work in Steinbeck studies. Despite their ostensible incongruities, female characters in Steinbeck’s writing share a common characteristic-alienation. We will attempt to examine this trait as it appears in the different women characters and in various aspects such as sexuality, motherhood, work. Regardless of their role, women in Steinbeck’s work are alienated from the product upon which they “work”. The character Camille Oaks in The Wayward Bus may be taken as an example. Being a whore, her role and motif is sexuality. She may say that she dresses and take care of herself-but she is actually adorning her body for men. Thus, in the same way a factory worker is alienated from the product of his work, she is gradually alienated from herself and her body which becomes an object for men.
Ma Joad, in the The Grapes of Wrath, in the role of mother and wife, experiences another form of alienation. She is a peaceful, obedient and patient housewife who endures the relentless workload imposed on her. She has no time for herself. Under harsh conditions, Ma is transformed into strong-willed, practical, hard-working person full of courage. She is determined to provide her family with moral support. In such a difficult physical and mental state, mothers feel unable to express their personal needs; they are trained to be passive, and remind us of Marx’s description of alienated wage-worker’s conditions, whose toil “mortifies his body and runs his mind.” (qtd. in Jaggar 1983:313)
A typical example of another form of alienation is experienced by Mary Hawley in the role of mother in The Winter of our Discontent. When her son’s plagiarism in a national essay competition is revealed, she is regarded as a failure by both society and her own child. In this case, society considers the mother as the unskilled worker and the child as the product which has to be produced according to certain specifications set by male experts. Moreover, as Nancy Chodorow explains, children turn against their mothers, perceiving them not as human beings but as objects who are found guilty of offering either too much or too little. (1978:188)
To explore the various forms of alienation that characterise the female characters in Steinbeck’s writing we will follow the socialist feminist approach, focusing on Alison Jaggar’s theory of alienation as a unifying concept. In her work Feminist Politics and Human Nature, Jaggar notes that the reinterpreted Marxian term “alienation” provides a theoretical framework potent enough to offer a concerted answer to women’s plight and at the same time argue with the Marxist, radical and psychoanalytic feminist thoughts.
Contemporary feminists are united in their opposition to women’s oppression, but they differ not only in their views of how to combat that oppression in contemporary society. Liberal feminist… believe that women are oppressed insofar as they suffer unjust discrimination; traditional Marxists believe that women are oppressed in their exclusion from public production; radical feminists see women’s oppression as consisting primarily in the universal male control of women’s sexual and procreative capacities; while social feminists characterise women’s oppression in terms of a revised version of the Marxist theory of alienation. (1983:353)
The main reason Jaggar’s methodology has been chosen is the concern that if only a certain feminist approach were used, there would be a failure to explore and offer insight into one of the major concern and themes in Steinbeck’s cannon-social justice. Jaggar’s theory of alienation as a unifying concept is a synthetic one. Such a synthesis incorporates and discusses central feminist issues such as reproduction, sexuality, wifehood, etc., as forms of alienation. It attempts to describe women’s oppression, to explain its causes and consequences, and to prescribe certain strategies utilising major feminist theories, such as Marxist, radical and psychoanalytic, attempting at the same time to encompass these theories under the conceptual umbrella of alienation, offering in this way a broader understanding and in-depth analysis.
In sum, this study will attempt to provide a constructive basis for a new interpretation of the female characters in John Steinbeck’s writing. In pursuing the theme of the alienated woman in Steinbeck, the study will treat representative works-the novels East of Eden, The Wayward Bus, The Grapes of Wrath, The Winter of our Discontent, several major short stories such as “The Chrysanthemums,” and “The Pearl,” and the play-novelette Burning Bright -taking into consideration Steinbeck’s autobiographical essays and literary commentaries.
Our reading of John Steinbeck’s works is deliberately selective, focusing on those works and those elements in them that display more clearly and effectively the various levels of alienation in the author’s major and minor female characters. The examination of his work will be based on a thematic approach, as we will attempt to expose, analyse and interpret the various form of alienation as they are projected through the different women characters in his major novels and short stories. Thus, after an initial chapter on feminist theory focusing in Josephine Donovan’s Beyond the Net: Feminist Criticism as Moral Criticism, Nancy Chodorow’s The Reproduction of Mothering: psychoanalysis and the Sociology of Gender and Alison Jaggar’s Feminist Politics and Human Nature, which can serve as a useful background to Steinbeck’s treatment of his female characters, the body of this thesis will be organised into chapters that will establish and elucidate the significant feminist issues of sexuality, wifehood and motherhood as forms of alienation Steinbeck’s female protagonists experience in their lives.
More specifically, Chapter Two will explore the motif of sexuality as a form of alienation. By examining female characters in works such as East of Eden, The Wayward Bus and The Winter of our Discontent we can see how women in John Steinbeck’s writing are often not seen as entities who feel, suffer, think or act independently but are completely objectified and, because of their sensuous physicality, they become passive recipients of men’s feeling. In some instances, indeed, woman is treated as a source of evil and uncontrolled power. Then she becomes the seductress, an Eve, whose sensuality wields irresistible power over man.
Chapter Three will focus on the motif of wifehood as yet another kind of alienation that Steinbeck’s women characters experience living in a male-chauvinist society. They are confined within the boundaries of the domestic sphere and are relentlessly exploited. Even strong female characters, like Ma Joad, who in moments of crisis step outside their traditional role and fight for the survival of their family, immediately after the crisis retreat where they are taught they are taught they belong-back to the house, to woman’s place and woman’s works.
The final chapter will concentrate on a different form of alienation associated with motherhood. John Steinbeck, without doubt, had realised the significance of the role of women as mothers. However, even in his most powerful and positive woman character, Ma Joad, who represents Steinbeck’s attempt to embody this support and recognition of the role of women as mothers, he fails to create an independent character. Ma Joad is the paradigmatic mother just because she meets the standards male “experts” have set and becomes a symbol of “Mother Earth” without ever extending the awareness of her existence beyond the boundaries of the domestic sphere, where she has “graciously” been “crowned a Queen.”
The conclusion will sum up the various forms of alienation in Steinbeck’s female characters and attempt to provide a constructive basis for the problems women encounter.
2.FEMINISM AND THE THEORY OF ALIENATION AN APPROACH TO STEINBECK
… Elaine (Scott) Steinbeck (thrird wife) found herself listening to chapters from a novel in progress…She started to give (her opinion), when he quickly and impatiently interrupted her. “No, no”-he shook his head emphatically- “I don’t want a critique.”
The true Adventures of John Steinbeck, Writer
In preparation for discussion of John Steinbeck’s portrayal of woman’s alienation, this chapter examines the feminist movement with particular emphasis on Alison Jaggar’s study of the forms of feminine alienation. From time to time, Steinbeck’s views and experience will also be focused on, so as to draw some preliminary ties between feminist issues and Steinbeck’s treatment of women in his fiction.
Feminism is a movement and concept that attempts to answer the “woman question.” What is a “woman?” What should the word “woman” be understood to mean? Numerous are the attempts to define woman. So far, recorded history reveals a wide range of distorted definitions, a review of which leads to the root of the problem of subordination women encounter. An early definition of woman “as a defective man” was suggested by the prominent and influential Greek philosopher Aristotle in the fourth century, B.C. “We should look on the female as being as it was a deformity, though one which occurs in the ordinary course of nature.” (1953:v) His view on women was to have an enormous and pervasive influence on vast segments of human thought. Rediscovered during the Middle Ages, Aristotle’s work helped the religious establishment, which to a great extent determined the philosophical conceptions of the Western World, to maintain and refine religious conceptions that display a remarkably consistent attitude of hostility towards women, stress women’s inferiority, their primary procreative function, and their “evil” influence on the world. As Thomas Aquinas put it:
It was necessary for woman to be made, as the Scripture says, as a helper to man; not indeed, as a helpmate in other works, as some say, since man can be more efficiently helped by another man in other works; but as a helper in the work of generation.” (qtd. in Bates et al. 1983:65)
Considered by the male dominated Establishment throughout the ages as something “other,” defective, inferior and the primary source of what is wrong in the world, women universally have a great deal of experience with what it is like to be dominated and subordinated. Feminism, in this sense, depicts women’s oppression, attempts to elucidate its causes and consequences, and finally prescribes certain reforms that will lead to women’s liberation. Like most broad-based concepts, feminism accommodates several perspectives under its conceptual umbrella. Each one of these perspectives, unique in its methodological approach, strengths and weaknesses, explores a different form of oppression women experience during their lives.
Strong advocates of a pluralistic approach to female subordination are the postmodernist feminists. For them, a mosaic of various strands of feminist theory comes in the wake of the different forms of oppression women experience over the ages. A pluralistic theory argues that the greater the number of the feminist thoughts, the wider the variety of forms of female oppression that are exposed and analysed.
In this variety of feminist thinking a prominent place is occupied by liberal feminism. For liberal feminists, the key issue to the problems women face is Gender Justice. They attribute the subordination of women to legal and customary constraints and to society’s false assumption that women are, by nature, physically and intellectually inferior to man. The result of this misconception is the exclusion of women from the decision making as well as the ruling process and their confinement within the boundaries of their home. (Bates et al. 1983:85-87)
Mary Wollstonecraft, one of the first women philosophers to support reliance on human reason, opposed forcefully this fallacious notion of woman’s physical and intellectual inferiority. Arguing with the prominent French philosopher Rousseau on this idea, she wrote in 1792:
Men, indeed, appear to me to act in a very unphilosophical manner when they try to secure the good conduct of women by attempting to keep them always in a state of childhood…It is a farce to call any being virtuous whose virtues do not result from the exercise of its own reason. This was Rousseau’s opinion respecting men: I extend it to women. (qtd. in Bates et al. 1983:91)
Marxist feminists, on the other hand, utilizing the writings of Karl Marx and Friedrich Engels, put the blame on the capitalistic system and not just the social rules for women’s oppression. They maintain that, under capitalism, middle-class women will not be subjected to the same kind of oppression that lower class women have to endure. Regardless of social status, Marxist feminism invites every woman to perceive oppression and subordination as the product of political, social and economic structures associated with the capitalistic system rather than the result of international actions of individuals. (Jaggar 1983:51-79)
A different perspective to the problem of female subordination is offered by radical feminists. They support the notion that the real cause of women’s oppression is a domineering, patriarchal system with powerful legal and political structures supported by strong social and cultural institutions such as family and church. Emma Goldman, one of the most eloquent and fervent supporters of woman’s emancipation, observes:
As to the great mass of working girls and women, how much independence is gained if the narrowness and lack of freedom of the home is exchanged for the narrowness and lack of freedom of the factory, sweatshop, department store, or office?...No wonder that hundreds of girls are so willing to accept the first offer of marriage sick and tired of their “independence” behind the counter, or the typewriting machine… Emancipation, as understood by the majority of its adherents and exponents, is of too narrow a scope to permit the boundless love and ecstasy contained in the deep emotion of the woman, sweetheart, mother, in freedom… The demand for equal rights in very vocation of life is just and fair but after all, the most vital right is the right to love and be loved. Indeed, if partial emancipation is to become a complete and true emancipation of women, it will have to do away with the ridiculous notion that to be loved, to sweetheart and mother, is synonymous with being a slave or subordinate. (qtd. in Bates et al. 1974:517)
Moreover, radical feminists strongly object to the disparaging way women have been subordinated by men used only as childbearers and childrearers without being able to decide when to use their reproductive capacities.
As to Steinbeck’s treatment of women and feminist issues, critics are divided. On the one hand, Brian E. Railback notes that, in The Wayward Bus, Steinbeck’s attack on the stereotyping of the woman’s body and the oppressive single role of the housewife parallels radical feminist studies like Naomi Wolf’s The Beauty Myth and Betty Friedan’s The Feminine Mystic. (1995:89) On the other hand, Mimi Reisel Gladstein chastises Steinbeck for failing to depict able women scientists, teachers, and labor leaders in his books. The novelist knew such persons, but neglected to represent similar modern women in his work. (1986:91-94)
Unlike radical, Marxist or liberal feminists, who attitude the problem of female subordination to external factors such as regimes, institutions and political systems, the psychoanalytic feminists seek the answer to women’s oppression deep in the female psyche. Dorothy Dinnerstein and Nancy Chodorow, two eminent psychoanalytic feminists, examine the mother-infant relationship, focusing on Freudian concepts such as the pre-Oedipal stage as well as the Oedipus complex. In the pre-Oedipal stage, because of the strong mother-infant relationship, mothers are always held responsible for the upbringing of the children and are blamed for giving either too much or too little. In the Oedipus stage, on the other hand, mothers are abandoned by their male children, who follow their in ruling over nature and women.
The Oedipus complex is considered the root of male rule and patriarch. According to Dinnerstein and Chodorow, much of what is wrong with man and woman as individuals has its root in the fact that women do all the mothering. Psychoanalytic feminists claim that, in this way, women are trapped into male-orientated interpretations. Accordingly autonomy and authority are considered male, while love and dependence are considered female. As Chodorow observes:
Parenting, as an unpaid occupation outside the world of public power, entails lower status, less power, and less control of resources than paid work. Women’s mothering reinforces and perpetuates women’s relative powerlessness. (1979:3)
One way argue that what emerges, then, from this overview of feminist perspectives is a pluralistic approach and the creation of a mosaic synthesis of answers to “woman’s question,” all intersecting to encourage women to fight the system, seek development as human beings, and take charge of their own destinies.
To achieve freedom and growth woman must engage in a concerted effort to eradicate all forms of subordination. A significant attempt to explore the problem and weave the various skeins of feminist thought and achieve a synthesis within feminist thought has been made by the distinguished socialist feminist Alison Jaggar. The outcome of this effort is her theory of alienation as a unifying concept that is successfully articulated in her book Feminist Politics and Human Nature.
At the beginning of her book Alison Jaggar offers an extensive exploration of the phenomenon of feminism, supporting the notion that its existence is as old as the subordination and domination women have encountered throughout the centuries. In a sense, feminism has always existed. Certainly, as long as women have been subordinated, they have resisted that subordination. The resistance has been either collective and conscious or solitary and only half-conscious.
“Feminism” was originally a French word. It referred to what in the 19th century United States was called “the woman movement”: a diverse collection of groups all aimed in one way or another, at “advancing” the position of women…Now, “feminism” is commonly used to refer to all those who seek, no matter on what grounds, to end women’s subordination. That is how I shall use the term in this book (1983:5)
Jaggar acknowledges the existence of a variety of feminist perspectives, each one of which-unique in its approach, strengths and weaknesses-explores and attempts to offer a solution to the different form of oppression women experience. She concedes that the answer to female subordination is a difficult one, and calls for complex explanations because women’s experiences differ across racial, class and cultural lines, and the forms of women’s oppression are numerous. She is of the opinion, however, that working through their racial, cultural and individual differences, women could systematically develop a reality not prejudiced in favor of men. Nevertheless, out of this variety of strands of feminist perspectives, Alison Jaggar comes to identify four “conceptions of women’s liberation” that she considers to be political theories:
It is clear that contemporary feminists hold a variety of theories concerning women’s oppression and women’s liberation…I shall try to identify four distinct conceptions of women’s liberation by exhibiting them as systematic political theories. I call these theories, respectively, liberal feminism, traditional Marxism, radical feminism and socialist feminism. (1983:8)
An eminent and influential socialist feminist, Jaggar values unity and integration as the key elements for a conceptual approach that will attempt to deal with title woman question and provide a constructive basis for a feminist perspective powerful enough to accommodate a fresh view of the until recently “man-made” world, built directly on the exploitation of women. Furthermore, she warns that any overemphasis on diversity and difference may cause feminism to lack unity and consequently be unable to claim what is good for women in order “to achieve the fullest possible liberation.” Working towards a unitary theory, Jaggar makes use of the Marxist theory of alienation as a broad framework that can provide a theoretical base for systematizing the socialist feminist critique of women’s contemporary oppression. Jaggar aims at accommodating and utilizing the insights of Marxist, radical and psychoanalytic feminist thought in an attempt to expose the existing differences, and offer new perspective to the problem of women’s oppression:
Contemporary feminists are united in their opposition to women’s oppression, but they differ not only in their views of how to combat that oppression, but even in their conception of what constitutes women's oppression in contemporary society. Liberal feminists…believe that women are oppressed insofar as they suffer unjust discrimination; traditional Marxists believe that women are oppressed in their exclusion from public production; radical feminists see women’s oppression as consisting primarily in the universal male control of women’s sexual and procreative capacities; while socialist feminists characterize women’s oppression in terms of a revised version of the Marxist theory of alienation. (1983:135)
She argues however, that “this new theoretical framework” must go beyond the Marxist theory of alienation and that within this framework, the facts of women’s oppression must be given new meaning.
The socialist feminist analysis of women’s oppression shows that women’s liberation requires totally new modes of organizing all forms of production and the final abolition of femininity [emphasis in the original]. Traditional Marxism has taken the abolition of class as its explicit goal, but it has not committed itself to the abolition of gender. Socialist feminism makes an explicit commitment to the abolition of both class and gender. (1983:317)
Since alienation is a notion initially used by Marxists, Jaggar opens her discussion with a review of Marxist theory of alienation. She begins her analysis with Marx’s definition of work “as the essential human activity which links human individuals to the non-human world and to each other and which makes possible the development of their own capacities.” (1983:308)
Jaggar explains that, under capitalism, this “human activity” of work is transformed into a dehumanizing process in which workers “are deprived of control over their own labor power” and individuals are put at odds with everything and everyone. Work becomes a competition and fellow workers become rivals. According to traditional Marxist view, therefore, alienation “is a concept the central feature of which is that things or people which in fact are related dialectically to each other come to seem alien, separated from or opposed to each other.” (qtd. in Jaggar 1983:308)
Alienation is ubiquitous in our capitalistic society, manifests itself in many aspects of a person’s life and is apparent in a variety of ways. In the most obvious cases, a person under the heavy burden of dehumanizing work sees no meaning in his or her life and perceives him or herself as a miserable character in a performance of illusions. The result is a sense of fragmentation of human existence, which according to Marxists is expressed in four fundamental ways.
Initially, wage workers are alienated from the product of their work as “what they produce is taken away from them by the capitalists and used to enslave them.” (qtd. in Jaggar 1983:216) In addition, work itself as an activity constitutes another form of alienation. This is so because wage workers experience work as something unpleasant, an unbearable burden, and a constant source of dehumanization. What is more, they are forced “to undergo this activity in conditions over which they have little control,” as Alison Jaggar explains regarding Marx’s Early Writings.
…the work is external to the worker, …it is not part of his nature, … consequently, he does not fulfil himself in his work but denies himself has a feeling of misery rather than well-being, does not develop freely his mental and physical energies but is physically exhausted and mentally debased. (1983:216)
The third form of alienation wage workers experience is from what Marx terms “species-life” and is a direct result of the “structure of work under capitalism.” (qtd. in Jaggar l983:216) The relentless work and the dehumanizing conditions under which they do it force wage workers to perceive “free productive activity” and the “transforming of nature” not as a “mark of their humanity” and the fulfillment of their potentialities but rather as an obstacle to their survival, as Jaggar points out:
Wage workers do not work for enjoyment; they work in order to survive. One aspect of this feature of alienation is that workers are alienated from non-human nature, viewing it as an external object that must be subjugated for the sake of physical survival rather as the ground of human freedom and “the inorganic body of man.” (1983:216)
Finally, under these unpleasant and dehumanizing work conditions, wage workers are alienated from other human beings. This comes about because the demanding and competitive capitalist economy encourages workers to encounter each other as competitors “for scarce resources, either competitors for their jobs or employers who are attempting to exhaust their energies.” (Marx qtd. in Jaggar 1983:216)
As Jaggar correctly observes, though, one must be involved in the process of production in order to experience alienation. In this sense, utilizing the traditional Marxist point of view, according to which “women are alienated insofar as they participate in capitalist relations of production either as wage laborers or, more rarely, as capitalists,” one may claim that not all women participate in production and consequently the concept of alienation may not seem applicable to all. However, work in the home or subjugation by males confront women with forms of alienation analogous to factory work. (1983:307-8)
Thus, according to Jaggar, it is this aspect of Marxist conception of alienation that “socialist feminism wants to revise” and, as she points out, if people are interested more about the essence and less about the letter of Marxist thought, there can certainly be a broader interpretation of the meaning of alienation according to which:
Socialist feminism is to begin the construction of a new theoretical framework that will show the quality and systematic interrelations of the non-familiar facts of women’s contemporary oppression. This theoretical framework is based on and must go beyond the framework provided by the Marxist theory of alienation. Within this framework the facts of women’s oppression may be reinterpreted and given a new meaning. The framework of alienation, moreover, links women’s oppression in the home with women’s and men’s experience in wage labor. The socialist feminist analysis of women’s oppressions show’s that women’s liberation requires totally new modes of organizing all forms of production and the final abolition of gender. Traditional Marxist has taken the abolition of class as its explicit goal, but it has not committed itself to the abolition of gender. Socialist feminism makes an explicit commitment to the abolition of both class and gender. (1983:317)
Proceeding to organize the analysis and justification of her approach and interpretation of alienation in women’s oppression, Jaggar identifies alienation as a characteristic that appears in various aspects of woman’s life particularly though in sexuality, motherhood and intellectually. Moreover, she correctly raises the point, quoting Ann Foreman, that “femininity itself is a form of alienation.” (1983:316) Throughout the centuries woman has been considered as something different, “other,” than man. Regardless of their racial, class or cultural differences, or their “work place,” women experience the same form of oppression and are alienated form the product upon which they “work.” (Jaggar 1983:218)
Many a word has been written about the sexual exploitation of women and, in fact, it can be argued that it is the first, most obvious and more easily recognizable form of alienation women experience. In the male-orientated Western World, women have undoubtedly been reduced to sexual objects and their images are such as to appeal to male fantasies and solidify the view that they are there only to serve male sexual desires.
But, whatever his personal attitudes toward women were, John Steinbeck was aware of the effect of reducing women to sexual objects. For example, he explains to actress Claire Luce, who is playing Curly’s wife in Of Mice and Men, that she is a woman who knows that sex is her only value. Consequently, “She is afraid of everyone in the world” and only pretends to be “wise and hard and voluptuous.” (Steinbeck and Wallsten 1975:155)
Hackneyed terms, such as “sweetheart,” “baby,” and “cookiebar” are used to underline that women are regarded as mere merchandise. In addition, names of small animals such as “chick” or “bunny,” are employed to project female weakness and helplessness and serve to promote and reinforce the dominant male image.
On other occasions, woman is perceived as the irresistible seductress in which case certain parts of her body, such as her breasts and buttocks, may be accentuated. Some women are “ready made” for male fantasy, while others are encouraged and indirectly obliged to reform, reshape their bodies to comply with male erotic expectations. They are compelled and feel obliged to diet, exercise, use excessively tight corsets that elevate the breasts and enlarge the hips in response to the dictates of male fantasies. In some cultures, crippling bindings were used to miniaturize the feet. All the foregoing have been endured by women in the name of sexual attractiveness, projected as their primary purpose on earth next to procreation. Although women claim that it is all an effort to improve their appearance just for themselves, in fact they adorn their body to conform to male erotic requirements.
Consequently, as Alison Jaggar explains, in the same way a wage worker is separated and therefore alienated from the product of his work, so is a woman detached and alienated from her body, upon which she works. It is worth mentioning here that under these conditions woman has suffered some sort of “fragmentation” as “parts of a woman’s anatomy are portrayed or referred to in isolation and contribute to the idea that a woman is nothing more than the sum of her bodily parts.” (1983:309)
Women are viewed relentlessly as sexual objects … they are expected to fascinate, to arouse and to satisfy men. In short, men rather than women control the expression of women’s sexuality: women’s sexuality is developed for men’s enjoyment rather than for women’s. In this respect, women’s sexual situation resembles that of wage workers who are alienated from the process and product of their labor. (Jaggar 1983:308-9)
Radical feminists offer a deep insight into this form of alienation women experience. Like Jaggar, they too agree that our “male culture defines women as sexual objects for male pleasure.” Unlike Alison Jaggar or Nancy Chodorow though, they attribute this phenomenon to patriarchal ideology and not to the division of labor or the Oedipal stages. Radicals delineate patriarchy as a male-system of values that seeks to dominate all other beings on earth and “defines women in a way specific to their sex, as beings whose special function is to gratify male sexual desires and to bear and raise children.” (qtd. in Jaggar 1983:255)
Under these socially constructed sexual roles, it is extremely difficult and even impossible for a woman to identify and develop her own sexual desires and needs. What is more, as Sarah Ketchum and Christine Pierce explain, under a patriarchal system women are not only “evaluated in terms of their sexual desirability” but they are also expected to work and be “concerned primarily with being sexually desirable to men.” (qtd. in Jaggar 1983:260) Having defined sexuality as a distinctive characteristic of a woman’s personality, one may argue that, radical feminists parallel the oppression of wage workers to the oppression and subordination women experience, though slightly differentiated from Jaggar’s perspective on alienation. According to radical feminist Karen Lindsey, “We [radicals] have long held that all women sell themselves: that the only available roles of a woman -wife, secretary, girlfriend- all demand the selling of herself to one or more men.” (qtd. in Jaggar 1983:264) Thus, when the patriarchal system deprives a woman of her sexuality, the most important element of her personal identity, she feels alienated from herself. What is more, when women try to use their sexuality as a “job Option” –prostitution- the patriarchal ideology refuses to accept this revolt and “identifies prostitutes as seducers and exploiters of men, as masochists or as nymphomaniacs,...‘fallen’ or dishonorable women -by contrast to those women who preserve their honor for their husbands.” (Jaggar 1983:264)
It is worth mentioning here that, throughout the centuries, clothing has been selected and used by society to achieve women’s subordination. Fashion emphasizes gender differences, where women’s clothes symbolize and project sexuality, frailty, frivolity and fragility in contrast to men’s which stand for strength, power, will, seriousness and aggressiveness. What is more, clothes reinforce the ideology of separate spheres for men and women. In parts of the Muslim world for example, veils known as chadors, are obligatory, not only to restrict women physically and symbolize the domestic role they are expected to perform in their society, but also to protect them as “property” from the lustful eyes of other males. (Bates et al. 1983:201)
Advertising, just like fashion, offers women “prescriptions” on how to be “in fashion” and become desirable. The perfectly slim bodies of fashion models in the pages of fashion magazines become standards for women all around the world. Needless to say, although nobody has or will ever impose a law, all women realize what is expected of them and what the “image of the desirable” woman is.
Apparently, under these circumstances, one may claim that a woman has little or no say concerning the use of her body, which depends largely on cultural artifice. If she chooses to resist the system she will be rejected and in many instances punished. She will be considered fat, unattractive, not in fashion and most importantly, sexually undesirable by the male, as she will not meet the standards the system has set. If, on the other hand, she chooses to conform, she has to comply with the rules set by a male -orientated and- ruled society. A shocking example of the various extremes of physical restraints imposed on the female body, as well as of the systematic brainwashing women undergo in this situation, is the surprisingly large number of women that, following the Western World’s latest “trend” as to the image of an attractive woman having large breasts, have resorted to silicone implants, running the risk of breast cancer. Clearly, this is grotesque.
This no-way-out situation creates numerous problems in her relation with other women, whom she encounters as rivals in the competition for male approval and thus experience another form of alienation. As Jaggar asserts, women once again resemble a wage worker who, in our competitive and consumerist society, are in constant competition with their fellow workers for “top dollar” shutting their eyes to the exploitation and oppression they all suffer.
The final aspect of women’s sexual alienation is that the masculine definition of women as sexual objects for male enjoyment alienates women from each other by making them compete for sexual attention. Women appraise each other’s sexual attributes and compare them with their own. The sexual competition between women often makes them unable to perceive their underlying shared interest just as wage workers are often unable to perceive the interests they share with their co-workers. (1983:310)
Motherhood, like sexuality, is a crucial feminist concern. Women have been taught from childhood to expect and welcome motherhood because it is rewarding, uplifting and fulfilling. It has also been drummed into them that their reproductive powers will give them status, respectability, and, in most instances, economic security in life. Depending on the circumstances, a pregnancy can be a source of pride or shame. The pregnant mother has to adjust not only to the hormonic changes that occur in her body but to the reactions of the people around her. In other words, if the pregnancy is the pleasant consequence of a marriage, then it is received with social approval and the woman should expect to receive extra attention and special care from both her husband and family. If, however, the pregnant woman is not married, then society considers the pregnancy as an illegal or improper condition. In this case, the woman will encounter hostility and contempt. In most instances she will be offered the solution of the legal or otherwise abortion. She could well be isolated and feel anxious and embittered.
Therefore, very often and for many reasons, women who live up to this ideal of motherhood experience dissatisfaction, resentment, frustration, as well as isolation. The prevailing view is that maternity is a full-time job that “comes naturally” to women, and their capacity to become mothers has been used as a rationale for the unbearable and harmful social and psychological constraints placed upon them. A male-dominated society has institutionalized motherhood, so that it oppresses women and makes the experience humiliating and debilitating.
Like sexuality, motherhood is identified by Jaggar as yet another form of alienating experience for women. This form of alienation becomes apparent in the various questions of motherhood, such as the decision of whether or not to have children and how many, childbearing and childrearing. Although motherhood has been praised and exalted by men and women alike, women have traditionally been denied the right to decide whether or when or how often they should have children, in fact the right to control their own body and life. In the past, the question was not whether to have children but how many and how often. Nowadays, in Western countries that face the problem of aged populations, women are encouraged to have as many children as possible in order to avoid the problems associated with a declining birth rate. In the past, the use of children in the work force was another reason to pressure women to have numbers of children in rapid succession. On the other hand, countries concerned about severe poverty in the midst of a rapidly expanding population have made it official policy to encourage contraception and discourage women from giving birth to as many children as they wish.
Since motherhood is a “full-time job” assigned to women, Alison Jaggar argues that a woman is alienated from the “product” of her reproductive labor when she is denied the right to decide when and how many children she should bear.
Women are also alienated as mothers. Just as women do not control how and how often they express their sexuality, neither do they control the conditions of their motherhood. …In past times, women have often been forced to bear more children than they wished, in order to satisfy the demand for labor power. By contrast the involuntary sterilization of poor women has become a widespread practice in the United States, affecting disproportionate numbers of black, Hispanic and Native American women… whether women are forced into motherhood or prevented from becoming mothers, it is not they who decide how many children they bear.(l983:310)
Continuing her analysis, Jaggar claims that when it comes to childbirthing women are alienated from the “process” just as they are alienated from the “product” of their productive labor. She continues to explain that while childbirthing is a natural event, in which undoubtedly women should have control of their bodies, it has come to be considered as a medical event taking place in a hospital where the whole process is organized and controlled by medical professionals. Deliveries are performed with the most sophisticated technological methods available, anaesthetic is used to eliminate pain and thus women’s participation and the obstetrician has total control of the whole process. With a new method called In Vitro fertilization a woman can have some of her eggs surgically removed from her body and fertilized in vitro with her husband’s or a donor’s sperm and then transferred into her womb or the womb of a surrogate mother. (Bates et al. 1983:293)
Taking all the above into consideration, one may conclude that as the new reproductive technologies develop, women are likely to be further alienated from both the “product” and the “process” of their reproductive labor and viewed as hatching machines or workers on a production line.
Regarding woman’s productive role, aside from motherhood and the family, Mimi Reisel Gladstein maintains that Steinbeck’s portrayal of women in his fiction was not true to his life experience. He glorifies the nurturing role of mother but leaves out dynamic professional women, intellectuals and social leaders -for example, women who were Steinbeck’s writing mentors as teachers, and capable woman laboratory scientists. (1986:87,89,91)
From a psychoanalytic standpoint, mothering fosters the perpetuation of women’s subordination and is considered the root of what is wrong with men and women as individuals. Nancy Chodorow, like Alison Jaggar, believes that mothering is “one of the few universal and enduring elements of sexual division of labor.” (1979:3) Regardless of the fact that a substantial number of contemporary women see themselves primarily as mothers, Chodorow rejects the idea that mothering is innate or instinctive and supports the notion that women’s mothering has “profound effects on the reproduction of masculinity and sexual inequality.” (1979:5) She distinguishes two spheres of influence in every society-the domestic and the public-and, as she explains, “because of the child-care responsibilities, women’s primary location is domestic” while, on the other hand, men belong to the public sphere. However, it is the public sphere that “forms society and culture” and since “men’s location is the public sphere,” society automatically becomes male-dominated. This, as Nancy Chodorow observes, “gives men the power to create and enforce institutions of social and political control…that express men’s rights in women’s sexual and reproductive capacities.” (1979:9) Furthermore, she argues that, since men have the power, they choose not to parent but instead to perpetuate women’s mothering. They consciously choose to do so because they are aware of the fact that parenting as “an unpaid occupation outside the world of public power, entails lower status, less power, and less control of resources than paid work. Women’s mothering reinforces and perpetuates women’s relative powerlessness.” (1979:31)
Chodorow shares Jaggar’s opinion that femininity is a form of alienation imposed on women and she strongly opposes any theory of mothering based on the assumption that gender roles can be freely chosen in our society. To support this argument, Chodorow claims that by the time a human being reaches the stage of decision making, he or she has already been engendered. Therefore, as she explains, “women’s mothering, like other aspects of gender activity, is a product of feminine role training and role identification.” (1979:31) It has nothing to do with conscious choice and much to do with a slow and gradual process that conquers the psyche of a girl before she is old enough to make choices and deliberately decides to assume a certain role. As Chodorow observes:
Girls are taught to be mothers, trained for nurturance, and told they ought to mother. They are wrapped in pink blankets, given dolls, learn that being a girl is not as good as being a boy, are not allowed to get dirty, are discouraged from achieving at school, and therefore become mothers. They are barraged from early childhood well into adult life with books, magazines, ads school courses, and television programs which put for pronatalist and promaternal sex-stereotypes…girls choose to do “girls-things” and eventually “woman-things,” like mothering, as a result of learning that they are girls. (1979:31)
In this way “the reproduction of women’s mothering” is used for women’s subordination and confinement within the boundaries of the “domestic sphere,” alienated from all social activities, decision making and political control. Women’s mothering as basic to the “sexual division of labor…generates a psychology and ideology of male dominance… reproduces the family as it is constituted in male-dominant society and produces men who fear, act superior to women and do not parent.” (1979:209)
From a radical perspective, reproduction is considered as the cause of women’s oppression. Shulamith Firestone, a prominent radical feminist, claims that patriarchy, the main source of women’s subordination, is rooted in the biological inequality of the sexes. Like Alison Jaggar, Firestone attempted a revision of the Marxist theory in an effort to explain women’s reproductive role as a source of systematic subordination. Utilizing Engels’ definition of historical materialism, in the book The Dialectic of Sex, Firestone offers her own interesting version of how reproduction under patriarchy can become the source of female subordination and alienation:
Historical materialism is that view of the source of history which seeks the ultimate cause and the great moving power of all historical events in the dialectic of sex: the division of society into two distinct biological classes for procreative reproduction, and the struggles of these classes with one another; in the changes in the modes of marriage, reproduction and child care created by these struggles; in the connected development of other physically differentiated classes; and in the first division of labor based on sex which developed into the class system. (qtd. in Jaggar 1983:90-91)
According to Firestone’s interpretation and reformulation of Engel’s theory, therefore, the real explanation of female subordination to men calls for biological answers. Considering that the real class distinction is that between man and woman, she attributes the inequality between the sexes to the different reproductive roles the patriarchal system has assigned to men and women. She, therefore, blames reproduction rather than production for the division of labor. A revolution is necessary if women wish to eliminate the sexual class system. To accomplish such a goal, Firestone claims that women should seize control of the means of reproduction using the advanced technology available nowadays, such as contraception and in vitro fertilization. As long as reproduction remains women’s primary role in society, according to Firestone, there will be no fundamental change in women’s subordination.
Whatever categories of women Steinbeck introduced into his novels, he shows, for example, that he wants to avoid stereotyping of the mother image at the end of The Grapes of Wrath. He explains to Covici in a letter that Rose of Sharon’s breast feeding of the starving man is intended as a symbol neither of love, nor of mothering. It is one person giving substance to another. “It is a survival symbol not a love symbol.” (Steinbeck and Wallsten 1975: 178)
Childbearing is one of the most distressing forms of alienation women experience during motherhood. As Jaggar saw it, childrearing is a lonely and painful experience that demands a tremendous amount of physical and emotional effort on behalf of the woman, who carries out this difficult task without any assistance and support from her family or society. Jaggar proceeds to identify two aspects of childrearing where the “concept of alienation is especially applicable” and the pressures on mothers “who are rearing children in contemporary capitalistic society” are enormous. The first is “the application of science to childrearing” and the second is “the isolation of mothers.” These two aspects have also been identified by radical feminists, as Jaggar notes:
[Childrearing] in male-dominant society, as radical feminists have pointed out, women have never completely controlled the process of childrearing, but have always had to raise their children according to patriarchal standards. In the 20th century, however, there have been qualitative changes in Childrearing. These changes make the concept of alienation especially applicable to mothers who are rearing children in contemporary capitalistic society. The changes are, first, the application of “science” to childrearing and, second, the isolation of mothers. The development of “science of child development has reduced mothers’ control over childrearing almost as much as the development of modern obstetrics has reduced mothers’ control over the birth process.(1983:311)
The advent of industrialization marked a period where much of the work formerly done in the home was transformed into activities increasingly performed outside the house for wages. So mothers were serving the interests of business by producing and servicing workers, without pay, and by forming a pool of cheap labor. They were also serving military interests by producing soldiers for man’s military machine.
The middle of the 20th century, however, marked a new era of relative prosperity where “child labor was eliminated” and “childrearing no longer seemed to be determined by immediate economic necessity.” (983:311) As the standard of living improved, more and more experts turned their attention to childrearing which by the end of the century, has been developed into a science where male authorities rush to answer the question of how children should be reared. Suddenly, women instead of full-time experts, to whom until recently society had trusted the upbringing of its future citizens, were reduced to clumsy, neurotic, overemotional amateurs that were expected to execute every edict of the male experts.
Since the establishment of childrearing as science, a variety of methods of “scientific rearing” has followed so that very often “mothers are baffled by this variety of experts’ advice and, as Jaggar correctly notices, the whole situation is yet another form of alienation women experience.
In spite of their variety, the methods of scientific childrearing all share two assumptions. The first is that the child is a product which has to be produced according to exact specifications. The second is that mothers are ignorant of how to rear children and have to be instructed by experts. These experts of course, are mostly male. ... Although mothers are not paid for rearing their own children, the increasing subjection of the domestic childrearing process to scientific control suggests that mothers’ experience is parallel in this respect to the experience of wage laborers and provides one reason for characterizing mothers’ work as alienated.(l983:312)
The second and most horrifying aspect of alienation women experience during childrearing is their “isolation.” Detached from active social life and isolated to newly created suburban communities, women are occupied for the best part of their life with the upbringing of their children, not according to their wish but following the male experts’ advice. This “isolation” creates a “mutual dependence of mother and child” where mothers infinitely and unreservedly devote themselves to their role and consume all their time and energy with their children.
This, in a sense peculiar, situation leaves women virtually no outlet in the form of employment, intellectual activity and social purpose, evoking feelings of dissatisfaction, inadequacy, resentment and sometimes anger. Jaggar parallels this condition to Marx’s description of the “alienated wage laborer’s conditions,” as she observes:
The isolation of contemporary mothers means that at least when their children are infants, they must face single handed a tremendous amount of work…The foregoing description of the new mother’s condition recalls vividly Marx’s description of the alienated wage laborer’s conditions, whose work “mortifies his body and ruins his mind.” (1983:313)
The consequences, however, of the belief that childrearing is an end in itself in women’s life and the “isolation” women suffer while raising their children, are dramatic for the majority of women. Restricted in their activities and isolated from the adult social world, full-time mothers focus all their emotions, hopes and aspirations on the caring of their children, sometimes reaching extremes. Suddenly, when children attain adulthood and leave home, mothers, who “have been devoted to their children” find themselves with nothing “to do,” no meaning and purpose in life, experiencing what Alison Jaggar identifies as “the empty nest” syndrome.
I borrow from a phrase in Women’s Realities, Women’s Choices (Bates et al. 1983:59).
Aristotle’s view of women was based partly on a theory that among animal species, females have less vital heat than males. He reasoned that woman, lacking this heat, was unable to impart shape to what flowed away as menstrual blood. Woman’s part in conception was merely to supply the container, the “flower pot,” one might say in which the distinctive seed, implanted by man grows. The function of woman according to Aristotle is to bear children, whereas the function of man is rational activity. (Bates et al. 1983: 63)
The term was used by the French philosopher Simone de Beauvoir in her book The Second Sex. According to Beauvoir “Man seeks in woman the Other as Nature and as his fellow being…Woman sums up nature as Mother, Wife and Idea.” (1974:163)
The term postmodern feminism gained credence as U.S. audiences realized that what such writers as Cixous, Irigaray, and Kristeva had in common was not so much their “Frenchness” as their philosophical perspective, which was shared by postmodern philosophers such Jacques Derrida and Jacques Lacan. Like Derrida, Cixous, Iriraray, and Kristeva are deconstructionists in the sense that they delight in illuminating the “internal contradictions in seemingly perfectly coherent systems of thought,” which serves to attack “ordinary notions of authorship, identity and selfhood.” (Sturrock qtd. in Tong 1991:218)
- Quote paper
- Penelope Moraitis (Author), 2000, Exploring women's alienation in works of John Steinbeck, Munich, GRIN Verlag, https://www.grin.com/document/304496 | <urn:uuid:99164113-f7bd-4414-a7d3-fc6b2d4a6476> | CC-MAIN-2020-05 | https://www.grin.com/document/304496 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00265.warc.gz | en | 0.961627 | 15,489 | 2.53125 | 3 |
Perspectives on ENCODE
- The Encylopedia of DNA Elements (ENCODE) Project launched in 2003 with the long-term goal of developing a comprehensive map of functional elements in the human genome. These included genes, biochemical regions associated with gene regulation (for example, transcription factor binding sites, open chromatin, and histone marks) and transcript isoforms. The marks serve as sites for candidate cis-regulatory elements (cCREs) that may serve functional roles in regulating gene expression1. The project has been extended to model organisms, particularly the mouse. In the third phase of ENCODE, nearly a million and more than 300,000 cCRE annotations have been generated for human and mouse, respectively, and these have provided a valuable resource for the scientific community. | <urn:uuid:a953d61c-2746-4ee8-9bc3-967af415129a> | CC-MAIN-2020-34 | https://www.encodeproject.org/publications/54754e02-91ba-4bab-87b3-b6c714900231/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738380.22/warc/CC-MAIN-20200809013812-20200809043812-00082.warc.gz | en | 0.865146 | 161 | 3.109375 | 3 |
What does “closest” mean?
We are describing the Star of Your Birth as the star that was aligned with the sun on the day you were born, or other important date. We are using stars bright enough to be seen in a reasonably dark sky, magnitude 4.8 or greater. Since the position of the sun each day is described by its right ascension (RA), “aligned” is going to mean a star with an RA that most closely matches the sun’s RA at some time during that day.
“Closest” also means that the star is in the Zodiac, a band of sky on either side of the ecliptic where the planets are observed to pass through. There will be just a few exceptions to this at times where there are no bright stars in that section of the zodiac.
We realize that this can seem complicated. Unfortunately, nature did not give us a simple system. We do not want to introduce inaccuracies by over-simplifying this. Please feel free to contact us via the form and we will be glad to help.
Choosing Your Star
The sun covers 3.5 to 4.25 minutes of RA each day. The stars are scattered randomly, so on any given day there may be one, several, or no bright stars in that segment of sky. There are many factors affecting which stars might be near the sun on a given day.
This causes the largest variations year-to-year. Is your date in a leap year, or 1, 2, or 3 years after? We will call this L, L+1, L+2, and L+3. Note that the leap year effect does not start until Feb 29th of the year and continues until Feb 28th of the following year. For example, 1960 was a leap year, but if your date is January 15th of that year, the effect hasn’t kicked in yet, so you are really L+3. If your date is January 15 of 1961, the effect is still occurring and for this purpose you are L. The leap year cycle has the biggest effect on accuracy. You should know if your date of interest is in a Leap, Leap+1, Leap+2, or Leap+3 year.
So, if your date of interest is January 1-February 28, do not think whether your year is a leap year, L+1, etc., instead think of what was the year before. If the last 2 digits of your year are divisible by 4, then it is a leap year. Century years must be divisible by 400. 2000 was a leap year, but not 1900 or 2100.
This causes the values of RA to change, because this effect causes the zero point of RA to move. So it is corrected every 50 years. Most popular planetarium programs can show you a yearly correction. We have analyzed sun and star positions for 1950 and 2000. If there is a change, you can estimate that it happened in 1975.
Time of Day and Time Zone
If there are several stars in the same day, the sun will pass each one at different times. Also, at any one instant, the sun is at a certain position. But people in San Francisco, Cleveland, Boston, Paris, and Moscow will all be having a different time at that instant. We have determined sun positions for Greenwich, England at 0 Longitude, the standard for astronomy. If you live more than 8 time zones away (your time zone is GMT+8 or -8), or if you are interested in a time very late or early in the day, and you want very accurate results, consult the day before or after your date for a star.
Our Charts and Suggestions
For each day, the suggestions we give will be a star very close to being aligned with the sun for that day. The star descriptions have the birthdays from Jack’s original research. He only looked at 1950 data and did not know about the leap year effect. (Kevin didn’t either, until he did some computer-aided analysis.) In most cases Jack’s suggestions will be appropriate. Most differences will be in L+2 and L+3 years.
If you are really a stickler for accuracy and want the most accurate result, send a comment with the date, year, time zone, and time of day. Kevin will look at it for you and respond to the email you leave with the comment. The comment will not be published but will be read and responded to in a reasonable time. | <urn:uuid:bdbf4403-1a10-4e09-9008-579d8ef1a8d3> | CC-MAIN-2019-09 | http://starofyourbirth.com/find-the-star-for-your-date/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247513661.77/warc/CC-MAIN-20190222054002-20190222080002-00256.warc.gz | en | 0.96139 | 945 | 2.9375 | 3 |
Anyone who's picked up an instrument knows the joy and pain of coordinating all the physiological pieces required to really rock out. Turns out that sensation is unique even at the neurological level, as explained in the nifty animation above summarizing a TedEd lecture by arts educator Anita Collins on the goings-ons of a musician's brain. Your mom was right: they're not like the rest of ours.
Recent studies by neuroscientists of FMRI scans show that whereas activities like reading a book, doing math problems, or even listening to music only stimulate parts of the brain, playing an instrument engages the whole organ. Not only does the musician's brain light up like the sky on the Fourth of July as it hustles to process "different information in intricate, interrelated, and astonishingly fast sequences," it also seems to store memories more efficiently than its counterparts, using a complex "tagging" method the narrator compares to that of a "a good internet search engine."
Of course, there's no telling which is the chicken and which the egg in this scenario. As the video posits, those drawn to music may simply have higher functioning brains to begin with. A zillion Taylor Swift thinkpiece writers can't be wrong, right? | <urn:uuid:f76c2ceb-f01b-4bfe-b12f-a6a46511bc7b> | CC-MAIN-2023-14 | https://www.huffpost.com/entry/playing-music-brain-workout_n_6116546?utm_hp_ref=world&ir=World | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00740.warc.gz | en | 0.953181 | 251 | 2.9375 | 3 |
Disunion follows the Civil War as it unfolded.
On April 22, 1861, Philo Wright, a 19-year-old schoolteacher living in the far southwest corner of Wisconsin, answered President Lincoln’s call for volunteers and joined a budding local unit called the Grant County Grays. His life suddenly began to change rapidly: a month later the unit became Company C of the Second Wisconsin Volunteer Regiment, and a month after that the Second Wisconsin became the first three-year regiment to reach Washington. By July, three months after leaving his small-town classroom behind, Wright was fighting at the First Battle of Bull Run in a brigade commanded by William Tecumseh Sherman.
In the next two years, Wright and his fellow Wisconsinites rumbled around Virginia, fighting in the battles of Second Bull Run, South Mountain and Antietam as part of the famed Iron Brigade, so-called for its stalwart performance under fire. Wright was badly injured at Second Bull Run, but turned down a chance to remain at a hospital well behind the front lines as a surgeon’s aide in order to return to his regiment. On June 30, 1863, he was promoted to first sergeant, and tasked with carrying the Second Wisconsin’s colors in the upcoming battle at Gettysburg.
As its newly promoted color sergeant, Wright was not a fighting man, for he had no weapons with which to defend himself. Rather, he was a target. Once battle was joined, the rest of the regiment would know where to go by following the flag. Enemy troops would try to shoot him down in an effort to bring disorganization to the regiment on the battlefield. To prevent the loss of the colors, Philo had a color guard of eight men to protect him.
On July 1, as it approached Gettysburg from the south, the Second Wisconsin had only 300 men left out of the over 1,000 that had left Wisconsin two years earlier. Suddenly, the men of the Second Wisconsin, along with the rest of the Iron Brigade, received orders to get off the road and run over a mile directly across fields across Seminary Ridge to McPherson’s Ridge, a low rise west of town. If McPherson’s Ridge were lost, only Seminary Ridge would stand between the Southern troops and the prize, Cemetery Ridge. The key to McPherson’s Ridge was a five-acre stand of forest known as Herbst Woods; Southern troops under Gen. James Archer had already occupied a portion of the woods, and were quickly moving on the crest of the ridge.
The Second Wisconsin, when it arrived, was immediately put into the line of battle; the men didn’t even have time to load their rifles or wait for the rest of the Iron Brigade behind it. They were to charge directly into the woods at the top of the ridge and drive the rebels away. The men loaded their weapons as they advanced, again on the run, toward the woods. Gen. John Reynolds himself, in charge of nearly half the Army of the Potomac, urged the Second Wisconsin to make haste: “Forward men! Forward for God’s sake and drive those fellows out of those woods!“
Philo Wright, carrying the colors, led the Second Wisconsin into the woods at the top. The fate of the Union could well turn on what these 300 men would do against Archer’s 1,000 to 2,000 Confederates in the next few minutes.
Shortly after entering the woods, the Second Wisconsin ran into Archer’s brigade, which fired a devastating volley. Some 100 Wisconsin men fell before firing a shot. Directly behind the lines of the Second Wisconsin, General Reynolds was shot in the neck and fell dead from his horse.
The men of the Second Wisconsin did not do perhaps the most natural thing and retreat. Neither did they stand their ground and return fire stubbornly, as they had against Gen. Thomas J. “Stonewall” Jackson at the Brawner’s Farm firefight of Second Bull Run. Instead, the Second Wisconsin continued its advance into the lines of Archer’s brigade, forcing it backward, even as the Union troops fell left and right.
It was the largest and bloodiest confrontation between Union and Confederate soldiers in the American Civil War.
Wright had led the charge with the colors into the heart of Archer’s brigade. In that firestorm, two Minié balls had passed through his tall black hat but missed his head. Each of his arms had a flesh wound. The stout flagstaff had been split and its socket shot through. But Wright pressed ahead and the Second Wisconsin advanced. Finally, when he was within yards of General Archer and 50 feet of a Confederate battle flag, Wright was hit by a Minié ball that split his thighbone and he went down for good. He looked for his color guard to find someone to give the colors to, but all eight had been shot down. Instead, after handing off the colors to a man from Company H, he started the long, laborious and dangerous task of crawling off the battlefield.
Meanwhile, the left end of the Second Wisconsin’s short line of battle began to be overlapped by Archer’s much longer brigade line. The Southern line naturally curved around the end of the Union line, increasing the devastating fire pouring in on the Second Wisconsin. But in doing so, the right end of Archer’s brigade was now itself exposed and vulnerable to a flank attack.
Fortunately, the next three regiments of the Iron Brigade to arrive were formed into a line of battle to follow the Second Wisconsin into the fight. As they advanced, they hit the exposed right flank of Archer’s brigade. Very quickly, what was about to be the final immolation of the Second Wisconsin turned into a Union rout. With sudden surprise, the men of Archer’s brigade found themselves flanked and gave way under the unexpected pressure. While suffering very few casualties of their own, the arriving federal troops captured hundreds of rebels; General Archer himself was captured by a man of the Second Wisconsin, making the unit the first Union regiment to capture a general in Lee’s army during the war.
The Second Wisconsin’s bravery against Archer’s brigade, along with a similar whipping delivered to Confederate troops north of Chambersburg Pike, threw the entire rebel advance on its heels.
Through the rest of that first day of battle, the Union troops slowly withdrew in the face of a new Confederate assault. By the time the Southern troops got to Gettysburg, enough Union troops had occupied the high ground and the day was late enough that Lee did not attack Cemetery Hill or Cemetery Ridge on July 1. By the slimmest of margins, the Union had won the race to occupy and hold the battlefield’s high ground.
All that afternoon, Wright crawled back across the ground that he and the Second Wisconsin had just advanced through at such terrible cost. Prisoners from Archer’s Brigade, perhaps General Archer himself, passed him by. Wright came across one fellow member of Company C, Daniel Burton, who had been shot and was lying against a tree. Wright tried to attend to him, but Burton bled to death.
Wright then crawled to a nearby farmhouse; when he got inside, he found it filled with wounded men. He recognized one as his tent mate, Sgt. Spencer Train, who had also been grievously wounded.
The two men lay side by side as the battle moved in their direction near the end of the day. As it did, most of the men left to avoid capture by the rebels. But Train was too wounded to go any further and he begged Wright to stay with him. Against his instincts of self-preservation, Wright agreed. As the fire into the house got heavier, they found a hatch into the cellar of the house where they found safety and food. Exhausted, they fell asleep sometime during the night.
Early the next morning, Wright and Train awoke to footsteps overhead. At the end of his endurance and unable to stand the suspense, Wright called out to find out if the men above were Union or Confederate. They were in luck – a picket line from a New Jersey regiment had occupied the house. Both men were evacuated by ambulance through hostile fire to an area behind Cemetery Ridge, where they parted forever. Train lingered from his wounds before dying on Aug. 12 in Gettysburg.
According to family lore, the surgeons wanted to amputate Wright’s leg, but he refused. Somehow he survived the wound and was discharged for disability on May 25, 1864. He went on to become a doctor and a surgeon and settled down in Grand Rapids, Mich.
The Second Wisconsin had been annihilated by the day’s fighting. It had left Wisconsin in the spring of 1861 with 1,000 men and officers. When survivors regrouped on the evening of July 1 atop Cemetery Hill, only 34 were present for roll call. In Wright’s Company C, only 1 officer and 2 men were left out of the 108 who had left for Washington in June 1861. The Second Wisconsin was disbanded in June 1864 when its three-year term of federal service expired.
Years after the war, when the historian William Fox calculated the casualties of each of the 2,000 Union regiments in the war, the Second Wisconsin stood at the top of the list of regiments that Fox stated “fairly claim the honor of having encountered the hardest fighting in the war.” Out of 1,203 enrolled in the regiment during the war, 238 men were killed in combat – a combat death rate of 19.7 percent. “The loss in the Second Wisconsin indicates the extreme limit of danger to which human life is exposed in a war similar in duration and activity to the American Civil War.”
And yet with their sacrifice at Gettysburg, the men of the Second Wisconsin achieved so much. Had the Second Wisconsin failed, had it retreated in the face of Archer’s much larger force, it is possible that the rebels would have taken the high ground of Cemetery Hill and Cemetery Ridge before the Union had time to defend it. Then Maj. Gen. George Meade, in command of the Army of the Potomac, would have had to either assault the rebels on the high ground or retreat toward Washington. The course of the Civil War could have taken a very different turn but for the valor and sacrifice of America’s 300.
Sources: Philo Wright, “Biographical” and “Fifty Years After”; Henry W. Pfanz, “Gettysburg – The First Day”; Alan T. Nolan, “The Iron Brigade: A Military History”; Lance J. Herdegen, “Those Damned Black Hats!: The Iron Brigade in the Gettysburg Campaign”; George H. Otis, “The Second Wisconsin Infantry”; Cornelius Wheeler, “Reminiscences of the Battle of Gettysburg”; Stephen W. Sears, “Gettysburg”; Edwin B. Quiner, “The Military History of Wisconsin in the War for the Union”; William F. Fox, “Regimental Losses in the American Civil War 1861-1865”; Wisconsin Historical Society, “Roster of Wisconsin Volunteers, War of the Rebellion, 1861-1865.”
Michael Kirschner is married to a great-great granddaughter of Philo Wright and works as a patent attorney. | <urn:uuid:7c996971-0a45-43e8-98cb-ade6b54c87b3> | CC-MAIN-2018-09 | https://opinionator.blogs.nytimes.com/2013/07/03/the-sacrifice-of-the-second-wisconsin/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814079.59/warc/CC-MAIN-20180222081525-20180222101525-00262.warc.gz | en | 0.979678 | 2,388 | 3.796875 | 4 |
Have you ever been broken out into small groups with facilitators and white boards and forced to discuss trivial problems while ignoring the larger ones? You've probably been at the receiving end of the Delphi Technique.
It's a management technique for quelling large groups of people into submission, busted out frequently at raucous schoolboard meetings or town halls or in corporate offices when a particularly noxious change is being floated (which is my own personal experience with it).
The idea is that by breaking a large group that could ordinarily benefit from hearing what each other have to say and could potentially turn on whatever awful idea the organizers have into many small groups you isolate the "troublemakers" and by having a facilitator stay on-message in each of those groups and control the conversation with a whiteboard or flip pad you end up ramming your agenda through in a way that doesn't appear malevolent.
Click through for more about this method AND for how to short-circuit it
Delphi Technique Reading Massachusetts
The Delphi Technique. What Is It?
"The goal of the Delphi technique is to lead a targeted group of people to a predetermined outcome, while giving the illusion of taking public input and under the pretext of being accountable to the public."
The Delphi Technique is a calculated method some administrators (such as school superintendents), committees (such as a school committee or school building committee), group facilitators and special interest groups (some ballot question groups and less-than-honorable architectural firms) use to achieve "consensus." Through the use of the Delphi Technique and the promotion of an "us" vs "them" mentality among the citizens of a community, dissenting voices are identifed, marginalized and discredited and the (often hidden) agendas of various groups and controlling individuals promoted.
. . . | <urn:uuid:432d94f3-18cf-448e-8570-344e1ed54f38> | CC-MAIN-2014-42 | http://www.poormojo.org/pmjadaily/archives/cat_scientifick.php?page=64 | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637898477.17/warc/CC-MAIN-20141030025818-00120-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.945503 | 374 | 2.828125 | 3 |
John A. MacDonald was the first prime minister of Canada.
A tax in which the Chinese people had to pay in order to live in Canada.
War breaks out in Europe.
Allied forces invade Normandy.
Canada's right of freedom law was passed.
The government cuts the budget in half to make weapons and protect the environment.
Canadians help fight and are no longer peace keepers.
Infected cows were found because of the testing for this disease. It destroyed the Canadian Beef Industry
Infected pigs spread their disease to the exported pigs to Canada causing H1N1 to infect humans.
Canada earned the most gold medals in Canadian History.
Canada realized the actual making of their pennies cost more than the penny itself was worth. | <urn:uuid:32f1c5b3-480b-4e99-8df3-eb5263774582> | CC-MAIN-2018-39 | https://www.preceden.com/timelines/51689-canadian-history | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160853.60/warc/CC-MAIN-20180925004528-20180925024928-00006.warc.gz | en | 0.967173 | 158 | 2.71875 | 3 |
Lantern slide projector made by J.H. McAllister, New York.
YPM catalog no. 1.291
Industrial Revolution brought rapid urban development and technological
innovation to Western economies. During the 19th century trains began
to crisscross the continents and steamships circled the globe.
Victorian society was now moving farther and faster than ever before.
Modes of entertainment also changed to reflect the new speed of
Although the development of photography in the early 1800s allowed images to be captured faster than an artist could paint, photographs lacked not only color, but also motion. Techniques and materials soon became available to provide both. | <urn:uuid:bc6749d7-dac8-4511-ab2f-5b1ca07c5823> | CC-MAIN-2015-32 | http://peabody.yale.edu/exhibits/curators-choice/moving-magic-seeing-double-instruments-victorian-entertainment | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042989331.34/warc/CC-MAIN-20150728002309-00033-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.941308 | 136 | 2.875 | 3 |
What is an educational psychologist?
Educational psychologists are trained psychologists and registered health professionals who specialise in child development. They are experienced in working with children and young people.
They work with parents, carers, schools, nurseries and children’s social care. They also work with other support services within our Children and Young People’s Services (CYPS) to support children’s and young people’s learning and social and emotional development.
They can work with an individual child, a class, group, or with a whole school when there is a concern. | <urn:uuid:b79adf51-1965-4806-9cea-bf4f6818105b> | CC-MAIN-2022-05 | https://www.newham.gov.uk/schools-education/educational-psychology/1 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304749.63/warc/CC-MAIN-20220125005757-20220125035757-00304.warc.gz | en | 0.960564 | 122 | 2.796875 | 3 |
During the British Raj, Broadcasting began in June 1923 with the programs by the Bombay Presidency Radio Club and other radio clubs.
- The private Indian Broadcasting Company Ltd (IBC) was authorized to operate two radio stations in an agreement on 23 July 1927.
- IBC started with two stations, one in Bombay (now Mumbai) on 23 July 1927 and other in Calcutta (now Kolkata) on 26 August 1927.
- Government took over IBC Ltd, since the company went into liquidation on 1 March 1930.
- The Government started Indian State Broadcasting Service (ISBS) on 1 April 1930 on an experimental basis and made it permanent in May 1932.
- Later this became All India Radio on 8 June 1936.
In India, July 23rd is observed as National Broadcasting Day since first broadcasting was started on this day in 1927 in Bombay (now Mumbai). | <urn:uuid:af3b536a-7a10-48ec-8343-cd36a5ef1f5f> | CC-MAIN-2023-50 | https://peoplesblog.co.in/quick-read/july-twenty-third-national-broadcasting-day.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679518883.99/warc/CC-MAIN-20231211210408-20231212000408-00284.warc.gz | en | 0.98085 | 180 | 3.234375 | 3 |
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Virginia Energy Overview Diagram
- Renewable energy includes biofuels, hydroelectricity, solar, wind, and geothermal energy. Biofuels includes wood, waste, and ethanol. Data are estimates from Table 293-298, State Energy Data Report, EIA.
- Accurate data on nuclear energy not available for in Production chart or Consumption by Fuel.
- Accurate data on nuclear power plant efficiency is not readily available. Therefore, nuclear energy consumption is assumed to be equal to nuclear energy generation, and therefore it is assumed that all nuclear energy generated was consumed.
- The continuity of the above data estimates may be affected by changing data sources, estimation methodologies, and classification of fuels in categories.
- Data converted to BTU's using EIA's conversions found at Energy Calculator - Common Units and Conversions.
- Totals may not equal sum of components due to independent rounding.
View Overview Table | <urn:uuid:2b40bf3f-cb50-4947-8cb0-57ddee2eb74f> | CC-MAIN-2014-10 | http://www.energy.vt.edu/vept/energyover/overdiagram.asp | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394023864525/warc/CC-MAIN-20140305125104-00093-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.859116 | 195 | 3.171875 | 3 |
Workplace Electrical Hazards Are Disproportionately Fatal and Costly
More than 21,000 workers in the U.S. have been injured and 1,500 have died in workplace electrical accidents since 2008 according to the Electrical Safety Foundation International (ESFI), a non-profit educational and training organization. In response to this grim problem, the Foundation has released updated safety training materials. These include an extensive collection of instructional videos, infographics, practical tips, plus templates and tools employers can use to promote electrical safety in the workplace.
“Sixty-four percent of all electrical fatalities on the job occur in occupations that traditionally receive little to no electrical training, such as landscapers, roofers, HVAC technicians, welders, plumbers and truck drivers,” explains ESFI president Brett Brenner. “Our goal is to help employees better understand how easily electrical safety can be incorporated into their daily routines, whether that work takes place in an office, on a job site or in a manufacturing setting.”
Brenner reports that while electrical hazards are not the leading cause of on-the-job injuries, they are disproportionately fatal and costly. The good news, he notes, is that most on-the-job electrocutions and electrical injuries can be prevented with proper training. All electrical work should be completed by qualified electrical workers.
TAKE ELECTRICAL PRECAUTIONS
Following are some electrical safety tips from ESFI experts to remind employees how to make the work environment safer:
BEFORE YOU START WORK:
OVERHEAD POWER LINE SAFETY:
THE IMPORTANCE OF QUALIFIED ELECTRICAL WORKERS:
More qualified electrical workers are needed. According to the U.S. Department of Labor's Bureau of Labor Statistics, job prospects of electricians are double the average of all occupations, and many employers report difficulty finding qualified applicants. Workers who join an apprenticeship program by the National Electrical Contractors Association and the International Brotherhood of Electrical Workers or by the Independent Electrical Contractors, can learn a trade while being paid. Learn how to become an apprentice at www.esfi.org/jobs
ESFI offers helpful safety materials including an infographic, entitled “Overhead Power Line Contact,” which explains what workers should do in case machines damage power lines. Safety resources also include an educational video, “Workplace Safety – Always Look Up,” available in English and Spanish languages.
“Employees are the greatest value of any business, and we want to ensure everyone practices jobsite safety,” concludes Brenner. “Electrical danger is one of the leading causes of workplace injuries and fatalities. We want all workers to practice safety assessments and learn when to stop work to avoid becoming a statistic.”
For ESFI’s complete collection of workplace safety resources and for more information on how to use them, visit https://www.esfi.org/workplace-safety.
SOURCE: The Electrical Safety Foundation International (ESFI) | <urn:uuid:f54d17f1-6e8b-42d5-bc3a-8b69af94c12b> | CC-MAIN-2019-30 | https://www.safetyonline.com/doc/esfi-offers-workplace-safety-training-to-reduce-electrical-injuries-0001 | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195529664.96/warc/CC-MAIN-20190723193455-20190723215455-00281.warc.gz | en | 0.931057 | 620 | 2.890625 | 3 |
What are Rare Earth Metals? Common Properties of Rare Earth Metals
The rare earths metals are silver, silvery-white or gray metals which have a high luster, but tarnish readily in air. The rare earth metals have high electrical conductivity. Nearly 75% of all the elements in the Periodic Table are classified as metals which are detailed in the List of Metals.
Common properties of Rare Earth metals
The elements classed as "Rare Earth metals" have the following properties in common:
- Silver, silvery-white, or gray metals
- High Luster
- Tarnish in air
- Have a high electrical conductivity
Rare Earth - Chemical Elements in the Periodic Table
The elements contained in the classification of Rare Earth are as follows:
Elements classified as Rare Earth
The elements classified as "Rare Earth Elements" are located in Group 3 of the Periodic Table and in the 6th and 7th periods. The Rare Earth Elements are of the Lanthanide and Actinide series. Most of the elements in the Actinide series are synthetic or man-made. | <urn:uuid:63134bee-b60a-4f19-9ffb-57b3fe45ff6f> | CC-MAIN-2016-50 | http://www.elementalmatter.info/rare-earth.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698540409.8/warc/CC-MAIN-20161202170900-00293-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.902704 | 232 | 3.390625 | 3 |
Gothic calligraphy, also known as Blackletter or Old English, is a style of calligraphy that was popularized in medieval Europe. It is characterized by its bold, ornate letters and distinctive serifs. If you’re interested in learning how to create Gothic calligraphy, here are some key things to keep in mind.
In Gothic calligraphy, spacing is crucial. The letters should be evenly spaced and have a consistent distance between them. To achieve this, you should use guidelines. You can create guidelines by drawing lines using a ruler and a pencil or downloading the Calligraphy Guidelines Generator app. The guidelines should be spaced the same distance apart as the height of your letters.
Types of lines:
In Gothic scripts, there are three main types of lines: the stemline, the waistline, and the baseline. The stemline is the vertical line that runs through the middle of each letter. The waistline is the line that marks the height of the lowercase letters. The baseline is the line that all the letters sit on.
The thickness of these lines is also important in Gothic calligraphy. The stemline should be thick and bold, while the waistline and baseline should be thinner. This creates a pleasing contrast between the different parts of the letter.
Height of letters:
In Gothic calligraphy, the height of the letters is important. The lowercase letters should be approximately two-thirds the height of the uppercase letters. This creates a sense of balance and harmony between the different parts of the letter.
The height of the letters also determines the spacing between them. The distance between the letters should be the same as the height of the letters. This creates a sense of uniformity and consistency in the text.
Gothic calligraphy is known for its distinctive serifs. These are the small lines or flourishes that extend from the ends of the letters. In Gothic calligraphy, the serifs are usually sharp and angular, adding to the bold, dramatic effect of the text.
When creating serifs, it’s important to make sure they are the same thickness as the stemline of the letter. This creates a sense of balance and unity in the text.
In Gothic calligraphy, flourishes are often used to add decorative elements to the text. These can include loops, swirls, and other ornate designs. Flourishes should be used sparingly and should not overpower the text. They should also be consistent in size and style, adding to the overall harmony of the text.
Gothic calligraphy is a bold and dramatic style of calligraphy that requires attention to detail and precision. By following the principles outlined above, you can create beautiful and harmonious Gothic calligraphy. Remember to use guidelines to ensure even spacing, create bold stemlines and thinner waistlines and baselines, keep the letters in proportion and create sharp and angular serifs. With practice and patience, you can master this beautiful and ancient art form. | <urn:uuid:f03a3eeb-456e-482c-82ed-a6735fb8fe39> | CC-MAIN-2023-14 | https://calligraphy.app/gothic-calligraphy-guidelines-for-spacing-lines-height-serifs-flourishes/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00010.warc.gz | en | 0.904828 | 647 | 3.796875 | 4 |
HSV-2 is contracted through forms of sexual contact with a person who has HSV-2. An estimated 20 percent of sexually active adults in the United States are infected with HSV-2, according to the American Academy of Dermatology (AAD). HSV-2 infections are spread through contact with a herpes sore. In contrast, most people get HSV-1 from an infected person who is asymptomatic, or does not have sores.
The most common reason that people develop cold sores on their mouths is due to becoming infected with HSV-1. (4) HSV-1 usually causes cold sore breakouts around the lips or mouth, or what some people describe as “fever blisters.” Someone can become infected with HSV-1 starting as a child, and then the virus can lay dormant in the body until the immune system is weakened, at which point symptoms can surface.
When herpes flares up again, it is called a "recurrence" or "outbreak." Herpes does not always recur, and if it does recur, the timing and severity are different from person to person. Some people rarely have recurrences. Others have them often. Herpes is most likely to recur in the first year after infection. Recurrences may be more frequent for people with weakened immune systems.
Following active infection, herpes viruses establish a latent infection in sensory and autonomic ganglia of the nervous system. The double-stranded DNA of the virus is incorporated into the cell physiology by infection of the nucleus of a nerve's cell body. HSV latency is static; no virus is produced; and is controlled by a number of viral genes, including latency-associated transcript.
Herpes sores follow a similar cyclical pattern and appear first like pimples that turn into small vesicles. Then, the skin becomes crusty, and eventually a scab is formed. It can take up to several weeks for the lesions to heal, during which time there may be one outbreak followed by another. Certain risk factors may increase the likelihood of an outbreak, such as: asthma medication, lack of sleep, stress, decreased immunity and ultraviolet rays.
The risk of transmission from mother to baby is highest if the mother becomes infected around the time of delivery (30% to 60%), since insufficient time will have occurred for the generation and transfer of protective maternal antibodies before the birth of the child. In contrast, the risk falls to 3% if the infection is recurrent, and is 1–3% if the woman is seropositive for both HSV-1 and HSV-2, and is less than 1% if no lesions are visible. Women seropositive for only one type of HSV are only half as likely to transmit HSV as infected seronegative mothers. To prevent neonatal infections, seronegative women are recommended to avoid unprotected oral-genital contact with an HSV-1-seropositive partner and conventional sex with a partner having a genital infection during the last trimester of pregnancy. Mothers infected with HSV are advised to avoid procedures that would cause trauma to the infant during birth (e.g. fetal scalp electrodes, forceps, and vacuum extractors) and, should lesions be present, to elect caesarean section to reduce exposure of the child to infected secretions in the birth canal. The use of antiviral treatments, such as aciclovir, given from the 36th week of pregnancy, limits HSV recurrence and shedding during childbirth, thereby reducing the need for caesarean section.
Jamie*, 29, is HSV-positive and contracted herpes from her husband. But, she explains, “He only had one outbreak when he was young and that was it. So he didn't realize what it was.” Jamie was infected three years into their relationship simply because he had outbreaks that infrequently. She says, “I was worried he had cheated on me, but then found similar stories online, and our outbreak patterns underscore that what happened is very possible.”
Once a person is infected, there are no symptoms for anywhere between 2 days to 2 weeks. This is known as the incubation period and is the time during which the virus multiplies profusely. The first symptoms that are seen are the small fluid-filled blisters known as vesicles. This arises as the virus starts destroying cells at the site and causes intense localized inflammation. These small vesicles or sometimes the larger bullae may either burst resulting in ulcer or heal completely with no scarring. The virus may also travel from the site of infection and “hides” by the sensory dorsal root. Here it remains latent until is it is reactivated.
During stage 1, the virus comes in contact with the skin, enters through cracks or breaks, and reproduces. In this phase, symptoms like fever might occur. The incubation period for oral herpes is between 2 to 12 days. The symptoms last for about 3 weeks. The symptoms may be mild or serious, and occur within the first three weeks after contracting the infection. These symptoms include;
As with almost all sexually transmitted infections, women are more susceptible to acquiring genital HSV-2 than men. On an annual basis, without the use of antivirals or condoms, the transmission risk of HSV-2 from infected male to female is about 8–11%. This is believed to be due to the increased exposure of mucosal tissue to potential infection sites. Transmission risk from infected female to male is around 4–5% annually. Suppressive antiviral therapy reduces these risks by 50%. Antivirals also help prevent the development of symptomatic HSV in infection scenarios, meaning the infected partner will be seropositive but symptom-free by about 50%. Condom use also reduces the transmission risk significantly. Condom use is much more effective at preventing male-to-female transmission than vice versa. Previous HSV-1 infection may reduce the risk for acquisition of HSV-2 infection among women by a factor of three, although the one study that states this has a small sample size of 14 transmissions out of 214 couples.
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What's to know about eczema herpeticum? Eczema herpeticum occurs when the herpes virus meets an area of skin that is affected by herpes. This MNT Knowledge Center feature introduces eczema, the herpes simplex virus, and how they combine to produce the effects of eczema herpeticum. Learn also about the treatments available and how it may be prevented. Read now
People who have had HSV-1 are less likely to contract HSV-2 than those who have not. Previous exposure to HSV-1 also decreases the severity of an HSV-2 outbreak. Reoccurrence of the virus is common, and the virus can be active yet asymptomatic. These infections are more likely to be contracted since the person isn’t aware the virus is active. Studies have shown that 50 percent of the cases of sexual transmission of the virus occurred during asymptomatic infections.
The causes of reactivation are uncertain, but several potential triggers have been documented. A 2009 study showed the protein VP16 plays a key role in reactivation of the dormant virus. Changes in the immune system during menstruation may play a role in HSV-1 reactivation. Concurrent infections, such as viral upper respiratory tract infection or other febrile diseases, can cause outbreaks. Reactivation due to other infections is the likely source of the historic terms 'cold sore' and 'fever blister'.
Since genital herpes affects the private parts, people tend to think that the virus acts differently on men and women. However, the symptoms of genital herpes are very similar in males and females. The most important difference is that the virus can cause complications in pregnant women, who can pass the infection on to their babies. Other than that, there is no such thing as a male or female genital herpes virus, the infection is caused by the same virus in both sexes.
If you think you have or have been exposed to herpes you should see your primary care provider for follow up, screening, and possible treatment. Many providers today will not test unless you have symptoms of an outbreak, as often tests come back as false positive and the CDC has concluded that false positives cause psychological trauma to those tested. There is much debate on if you should test without symptoms or not, others say it is unethical to not be aware of your current STD status and risk infecting other people.
“Someone having HSV doesn't mean that they were reckless or irresponsible with their sex life,” says Sara, age 30. “I used condoms with all my partners, and I still caught it.” For Jamie, who contracted herpes from her husband three years into their monogamous relationship, he was her first and only sexual partner. And she says that he contracted it from one of his very first sexual encounters. No matter how and why someone contracted the virus, it doesn't erase their humanity and right to respect.
I am so scared. My boyfriend is the only person I have ever had unprotected sex with 4 times. We had a herpes scare. He got tested. They swabbed him and gave him a blood test and his results for Herpes 1 and 2 came back negative. I went to the doctor but the lumps on my vagina healed and they said come back when you have a lesion. I told my BF but he still wanted to have sex, I told him what the doctor said and I told him we should not have sex or use a condom. He said it does not matter because if he did not have herpes I did not have Herpes. He said ok and put the condom on but when we were done he started to laugh and said he took the condom off. Since then we have had sex twice. I went to the doctor and they gave me a blood test. They said if something was wrong they would send a letter to the house. Since they never sent the letter to the house I thought I was fine and I never had any other lumps since then and my boy friend never had any symptoms I thought I was fine.Today something told me to go to the doctor. I went and they said they never ordered the test. I AM So ANGRY. What Should I do? If I do have it shouldn't it have been in his blood from me? I am so scared that I may have it? I am also worried that one day he may get symptoms because his test was wrong and think I gave it to him when he was the one who may have given it to me if my blood test comes back positive. I have only had sex once with a condom before him. What should I do? He has had other a few partners. What is the likely hood that I may have given him herpes?
Herpes type 2 is one of two types of HSV (Herpes Simplex Virus). The virus is also known as HSV-2 and differs slightly from HSV-1. It is also called genital herpes or herpes genitalis, which is considered a harmless viral infection. Herpes genitalis is usually considered a sexually transmitted disease. However, it is not listed among notifiable diseases regulated under the Public Health Act.
A scary finding is that more cases of genital herpes than ever before are now being caused by HSV-1 (the type most people assume only causes mouth sores), and about 85 percent of people with genital herpes don’t even know it. (7) Studies show that about 50 percent of the new genital herpes infections in young adults are due to HSV-1 and about 40 percent in older adults. The fact that most people don’t ever find out they’re infected is one of the reasons that transmission rates are steadily climbing. | <urn:uuid:6f9c5979-eb89-4039-a0a5-d1d4c7294b3d> | CC-MAIN-2019-43 | https://labialisherpes.com/coloradosprings/does-genital-herpes-cause-conjunctivitis-colorado-springs-get-more-info-here.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00312.warc.gz | en | 0.974594 | 2,665 | 3.890625 | 4 |
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The preparation phase of digital search is the most important phase of the digital investigation process if not carried out correctly, the can lead. Forensics, this discipline respects the most basic forensic principles of features and requirements of digital investigations in internet of things (iot) scenarios digital evidence during the process of the binding delegation. And investigative elements of digital investigations does not appear to exist electronic discovery, or ediscovery as it is termed in this report, is a process in which substantial technical solutions due in the main to the quantity of data being.
Allow consistent, rapid investigation of major events or incidents with the standards of compliance specified in this policy within their areas of responsibility ability to gather digital evidence without interfering with business processes. Future digital forensics investigation process will only be possible if future papers have shown the importance of a proactive digital forensics.
Digital forensics describes the process of going into a technological device such as a computer or a cellphone in order to monitor the activity on these items and. Processing tasks applied in the context of digital investigations as well as assist another important aspect of a definition of digital evidence is the scope of it. Throughout the online bachelor's in computer forensics and digital and apply those standards to all aspects of the study and practice of digital forensics using the scientific process, apply the principles of effective digital forensics investigation techniques identify main site webinars trued canvas privacy legal. | <urn:uuid:6ab5ddd6-cf6e-4907-bf4f-d0fca9359b66> | CC-MAIN-2018-43 | http://iuhomeworkqykm.isomerhalder.us/the-important-aspects-of-digital-investigation-process.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583514443.85/warc/CC-MAIN-20181022005000-20181022030500-00538.warc.gz | en | 0.924147 | 804 | 2.515625 | 3 |
Mung beans (Vigna radiata) are small, green beans that belong to the legume family.
These beans have a slightly sweet taste and are sold fresh, as sprouts or as dried beans. They aren’t as popular in the US but can be purchased from most health food stores.
Mung beans are incredibly versatile and typically eaten in salads, soups and stir-frys.
They’re high in nutrients and believed to aid many ailments (2).
Here are 10 health benefits of mung beans.
Mung beans are rich in vitamins and minerals.
One cup (7 ounces or 202 grams) of boiled mung beans contains (3):
- Calories: 212
- Fat: 0.8 grams
- Protein: 14.2 grams
- Carbs: 38.7 grams
- Fiber: 15.4 grams
- Folate (B9): 80% of the Reference Daily Intake (RDI)
- Manganese: 30% of the RDI
- Magnesium: 24% of the RDI
- Vitamin B1: 22% of the RDI
- Phosphorus: 20% of the RDI
- Iron: 16% of the RDI
- Copper: 16% of the RDI
- Potassium: 15% of the RDI
- Zinc: 11% of the RDI
- Vitamins B2, B3, B5, B6 and selenium
Essential amino acids are those that your body is unable to produce on its own.
Since mung beans are also consumed sprouted, it’s important to note that sprouting changes their nutritional composition. Sprouted beans contain fewer calories and more free amino acids and antioxidants than unsprouted ones (2).
What’s more, sprouting reduces levels of phytic acid, which is an antinutrient. Antinutrients can reduce the absorption of minerals like zinc, magnesium and calcium (4).
Summary Mung beans are high in important vitamins, minerals, protein and fiber. Sprouted mung beans contain fewer calories but have more antioxidants and amino acids.
Mung beans contain many healthy antioxidants, including phenolic acids, flavonoids, caffeic acid, cinnamic acid and more (5).
Antioxidants help neutralize potentially harmful molecules known as free radicals.
Test-tube studies have found that antioxidants from mung beans can neutralize free radical damage linked to cancer growth in lung and stomach cells (7).
Interestingly, sprouted mung beans appear to have a more impressive antioxidant profile and may contain as much as six times more antioxidants than regular mung beans (2).
However, most research on the disease-fighting ability of mung bean antioxidants is from test-tube studies. More human-based research is needed before recommendations can be given.
Summary Mung beans are a good source of antioxidants, which may reduce your risk of chronic diseases, such as heart disease, diabetes and certain cancers. However, more human-based research is needed before making health recommendations.
In many Asian countries, mung bean soup is commonly consumed on hot summer days.
That’s because mung beans are believed to have anti-inflammatory properties that help protect against heat stroke, high body temperatures, thirst and more (8).
Mung beans also contain the antioxidants vitexin and isovitexin (9).
Animal studies have shown that these antioxidants in mung bean soup may actually help defend cells against injury from free radicals that form during heat stroke (8).
That said, there is very little research in the area of mung beans and heat stroke, so more research, ideally in humans, is needed before making a health recommendation.
Summary Mung beans contain antioxidants such as vitexin and isovitexin that may protect against free radical damage that occurs during heat stroke.
High cholesterol, especially “bad” LDL cholesterol, can raise your risk of heart disease.
Interestingly, research shows that mung beans may have properties that can lower LDL cholesterol.
Another analysis of 10 studies showed that a diet abundant in legumes (excluding soy) can lower blood LDL cholesterol levels by approximately 5% (13).
Summary Animal studies have shown that mung bean antioxidants may lower “bad” LDL cholesterol, while human studies have linked higher legume consumption to lower LDL cholesterol levels.
It’s estimated that 1 in 3 American adults has high blood pressure (14).
High blood pressure is a serious health problem because it puts you at risk of heart disease — the leading cause of death in the world (15).
Mung beans may help lower blood pressure.
Moreover, an analysis of eight studies showed that higher intakes of legumes, such as beans, lowered blood pressure in both adults with and without high blood pressure (17).
Interestingly, test-tube and animal studies have shown that certain mung bean proteins can suppress enzymes that naturally raise blood pressure. However, it’s still unclear how much of an effect these proteins would have on blood pressure levels in humans (18).
Summary Mung beans are a good source of potassium, magnesium and fiber, which have been linked to lower blood pressure levels in adults with and without high blood pressure.
Mung beans contain a variety of nutrients that are great for digestive health.
For one, they’re high in fiber, providing an impressive 15.4 grams per cooked cup (202 grams) (3).
Mung beans, like other legumes, also contain resistant starch.
Resistant starch works similarly to soluble fiber, as it helps nourish your healthy gut bacteria. The bacteria then digest it and turn it into short-chain fatty acids — butyrate, in particular (21).
What’s more, the carbs in mung bean seem to be easier to digest than those found in other legumes. Therefore, mung beans are less likely to cause flatulence compared to other types of legumes (24).
Summary Mung beans contain soluble fiber and resistant starch, which can promote digestive health. The carbs in mung beans are also less likely to cause flatulence than those of other legumes.
If left untreated, high blood sugar can be a serious health problem.
It’s a main characteristic of diabetes and has been linked to a number of chronic diseases. That’s why health professionals urge people to keep their blood sugar within healthy limits.
Mung beans possess several properties that help keep blood sugar levels low.
They’re high in fiber and protein, which helps slow the release of sugar into the bloodstream.
Summary Mung beans are high in fiber and protein and contain antioxidants that may lower blood sugar levels and help insulin work more effectively.
Mung beans are high in fiber and protein, which can help you lose weight.
By curbing your appetite, they may help slash your calorie intake, which aids weight loss.
In fact, a review of nine studies found that people felt an average 31% fuller after eating legumes like beans than after eating other staple foods like pasta and bread (31).
Summary Mung beans are high in fiber and protein, which can help curb hunger by lowering levels of hunger hormones, such as ghrelin, and raising fullness hormones, such as peptide YY, GLP-1 and cholecystokinin.
Women are advised to eat plenty of folate-rich foods during pregnancy. Folate is essential for the optimal growth and development of your child.
However, most women don’t get enough folate, which has been linked to a higher risk of birth defects (32).
Mung beans provide 80% of the RDI for folate in one cooked cup (202 grams) (3).
They’re also high in iron, protein and fiber, of which women need more during pregnancy.
However, pregnant women should avoid eating raw mung bean sprouts, as they may carry bacteria that could cause an infection. Cooked beans and sprouts should be safe.
Summary Mung beans are high in folate, iron and protein, all of which women need more of during pregnancy. Avoid raw mung bean sprouts when you’re pregnant, as they may contain harmful bacteria.
Mung beans are delicious, versatile and easy to add to your diet.
They can be used in place of most other beans in dishes like curries, salads and soups. These beans have a slightly sweet taste and are often made into a paste in Asian desserts.
To cook them, simply boil the beans until tender — about 20–30 minutes. Alternatively, they can be steamed in a pressure cooker for approximately five minutes.
Mung beans can also be enjoyed sprouted, both raw and cooked.
The sprouted beans are best enjoyed in stir-fry meals and curries.
You can learn how to sprout mung beans and other legumes here.
Summary Mung beans are versatile and easy to add to your diet. The beans are often boiled or steamed, while sprouts are commonly enjoyed either raw or cooked in stir-fry meals.
Mung beans are high in nutrients and antioxidants, which may provide health benefits.
In fact, they may protect against heat stroke, aid digestive health, promote weight loss and lower “bad” LDL cholesterol, blood pressure and blood sugar levels.
Since mung beans are healthy, delicious and versatile, consider incorporating them into your diet. | <urn:uuid:b9c660da-4a92-48a7-ad2b-ada0dbec8c8a> | CC-MAIN-2018-51 | https://www.healthline.com/nutrition/mung-beans | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831334.97/warc/CC-MAIN-20181219045716-20181219071716-00307.warc.gz | en | 0.927391 | 1,980 | 2.875 | 3 |
MASS COMMUNICATION ROLE IN SOCIETY
The whole of human history is built upon communication. From the first story told in prehistoric times through the mass media of today, verbal communication has shaped the foundation of an existence. Throughout time, many orators, philosophers, and educators have tried to capture the essence of human communication. Although a true understanding of the complexity of communication takes years of examination, I have tried to offer a brief highlight of some of the major contributors. Everyday life is a total of routines, actions and reactions repeated day after day. Medias play important role in everyday life. Television as a "view into the world" and radio as a "drum of the tribe" became as a members of the family, all over the globe. This paper will is been divided into three sections; part one explains a brief history of mass communication, specifically the developing society and it will focus on the previously mentioned structural component and generally, on the role of mass communication in the (post-modern world), where as in the second part it shall examine the par excellence role of the mass media in the 21st century. Since this paper is to examine micro perspective on this study, I would narrow the topic specifically to the three ways of communication and their roles in the society. Television, Radio and newspaper will be the focusing instruments to write about and their role in societies and the impact on the masses, equally so I shall also examine their advantages and disadvantages as well by concluding the paper.
BRIEF HISTORY MASS COMMUNICATION: THE WESTERN VIWES
Approximately five hundred years ago a new form of communication arose. This "mass" communication process, which makes use of permanent text that can be made available to millions of people at the same time, has quickly become an important factor in the lives of many human beings.
By removing words from the world of sound where they had first had their origin in active human interchange and relegating them definitively to visual surface, and by otherwise exploiting visual space for the management of knowledge, print encouraged human beings to think of their own interior conscious and unconscious resources as more and more thing-like, impersonal and religiously neutral. Print encouraged the mind to sense that its possessions were held in some sort of inert mental space. - Walter J. Ong
For much of human history speech and body language were the only available forms of communication. This changed when writing was developed, probably around the year 3000 BC in the area of the world that we now call the Middle East.
The most obvious difference between writing and speech is in their media. Whereas speech is carried by sound waves in the air, writing is usually carried by one substance impressed upon another, as, for example, ink on paper. Even in its simplest form, the invention of writing produced significant changes in human communication.
The next major change came with the discovery of printed text in Europe in the late 1500s. Whereas written individuals, one document at a time, could only produce documents printed documents could be mass-produced. The phenomenon that we now call mass communication dates from the invention of print.
Some scholars argue that the next great change occurred in or around 1950 with the discovery of the computer. However, while digital data processing certainly has brought changes to our society, we are perhaps too close to the date of its birth to evaluate it clearly.
The fact that writing remains in existence long after it has been created is so remarkable that we give a special name, text, to the visible remains. Humans receive textual messages via their eyes. It has been argued that this visual aspect of text is important in and of itself because it shapes the way human beings pay attention to their environment, and this shapes the way that they think about themselves.
Text-using societies tend to be visually oriented, whereas speech-using societies tend to be aurally oriented. Thus, when scholars initiated the study of text, they discovered that communication not only helps shape individual relationships, but it also plays a role in defining the social environment.
Those who study communication disagree as to the exact definition of the term, "text." In its broadest sense text is "that which is perceived by the reader," however, this conceivably could be any data that is taken in by the eye, and to many this seems to be too broad a concept. This section of the tutorial will limit the discussion to the narrower definition of text as "print," by which is meant marks made in one substance upon another.
As was shown earlier, the Shannon/Weaver Model describes communication as a process that includes a transmitter who initiates the communication, a signal that moves through a medium, a receiver who notices the signal and noise that may alter the signal.
Mass communication, the term Mass denotes great volume, range or extent (of people or production), while communication refers to the giving and taking of meanings, the transmission and reception of message. According to (Janowitz, 1968) mass communications comprise the institutions and techniques by which specialized groups employ technological devises (press, radio, films etc) to disseminate symbolic content to large, heterogeneous and widely dispersed audiences. In this and similar definitions, the word communication is really equated with transmission, as viewed by the sender, rather than in the fuller meaning of the term, which includes the notion of response, sharing interactions.
Society is collectivity of interacting people who share the same culture. This and other relevant definitions in the field of sociology emphasize several basic elements as most basic to the existence of society. It is the behavior, together with material objects used as an integral part of this behavior. Thus, culture includes language, ideas, beliefs, custom, codes, institutions, tools, techniques, and works of act
RADIO: communication of information between distant points using electromagnetic radiation (radio waves). Radio was used to educate the children of farmers in Australia and New Zealand in the 1930s, for the first time. In most of the developing countries, radio has been used for awareness generation and agricultural extension programmes. The extension of the expert voice at an acceptable cost is the prime justification for its use in countries lacking financial resources, skilled manpower and necessary infrastructure like road communication etc. Several studies have examined the role of radios in places where agricultural radios are known to be available. Kidd (1968) found that 57% of his Nigerian samples listened to the agricultural radio. These included 17% who told someone also about what they had heard and 23%, who reported that they had improved their agricultural practice as a result of listening to the radio. The Indian Institute of Mass Communication found that in zones served by special farm radio, people were 20% more likely to report it as their source of information about High Yielding Variety (HYV) seeds than people in areas with less farm radio. There was also some tendency of framers in the special radio areas to report greater adoption of HYVs (Hornik 1988:71-72). The Radio has been used as a political campaign. Firstly, it provided a long list of empirical generalizations that described the detailed attention of voters to mass communications during a political campaign of several months duration. Secondly, it advances a number of new concepts, measuring procedures, research strategies. Finally, it prompted a fresh look at social relationship as an important part of the mass communication process a set of factors conspicuously absent in any extended way from earlier research. (A. Lowery & L. DeFleur, p.383, 1995).
The use of television, radio, video and film, all over the world, has not only reduced the gap of information but has also contributed to the economic growth. Use of communication for development caused rapid economic development in countries like Taiwan and South Korea (Hornik, 88:xi). The Satellite Instructional Television Experiment in India contributed to the agricultural production and enrollment of children in schools. The popularity of educative entertainment programmes shows the effect of television on the overall process of development. Simultaneous audio-visual presentation of reports and messages minimizes distortions and helps transforming traditional society into progressive society.
TELEVISION: communication of moving picture between distant points over wire or by means of electromagnetic waves. In the decade of crisis news is the most important segment of TV program. Politics, economy, events in the country and abroad, cultural events, sports and weather forecast are the plot of the news shows. That is, news covers everything, which is significant for everyday life. Digested stories about the events in country and abroad make them inevitable The TV professionals see violence as synonymous with action and hence as the best way of holding the attention of both children and adults. Also the Professionals did admit that television might adversely influence a disturbed viewer, but that they did not believe that the TV industry could be overly concerned with this segment of the population. (A. Lowery & L. DeFleur, p.320, 1995).
NEWSPAPER: daily or week publication of current domestic and foreign news. Printed media have been used to support rural extension in African subcontinent. Publication of large number of rural newspapers with increasing popularity is an indicator of their usefulness in the rural areas. Posters, leaflets, newsletters etc. convey accurate and clear information through pictures, diagrams and words. Rural libraries and newspapers help in retention of literacy and continuing education, participatory management, sharing of experiences including market information etc. In India and Thailand, Rural libraries have been used as centres of continuing education and learning of new techniques of agriculture. Printed media, in India, played a vital role to spread the message from lab to land which led to the Green Revolution.
THE ROLE OF COMMUNICATION
Communication plays a central role in the existence, development and maintenance of society. To all societies, Islamic or otherwise, communication is basic. No society can function, or achieve goal without communication. The main functions of communication in society include:
Vertical transmission of heritage, from generation to generation, as such, heritage is to be transmitted to subsequent generations, society must have the ability to preserve that heritage through various means of preservation and storage. Socialization is the act of transmitting the tradition, values, and more of society. Also socialization is the social education of young members of society; therefore, it is understand as part of the transmission of heritage from generation to generation. (Galander, 2001. p.11)
If anything, the differences in mass media roles and functions in different social systems support a contingency view of communication (Wiio, 1975, 1982). According to this view, the communication processes and outcomes are influenced by internal and external contingencies (situations) as well as by the degree of freedom of the work processes of the system.
ROLE OF MASS MEDIA IN SOCIETY
The role of mass media in society could be examined from two perspectives; the macro level and the micro level. However this paper examine only in the micro level, the radio, television and newspapers. It is a widely acknowledged fact that the mass media plays a key role in shaping the public opinion. Certain scholar have written about the emergence of a new branch of power and elevated the media to a position equal to the principle institutions of democracy (Swanson-Mancini, 1996). The nature of the relationship between mass communication and the society depends on circumstances of time and place, in the modern, developed nation states, meanly elective democracies with free-market economies which are integrated into a wider international set of economic and political relations of exchange, competition and also domination or conflict, mass communications has been very much active to this areas (McQuail, 1998, 5-6). Society integration: there been one of the major roles that mass media has been playing in the society according to the four different theoretical positions relating to social integration which reflect. Freedom diversity, the positive version of the centrifugal effect stress the mobility and modernization; Nationalism solidarity, the positive version of change and individualism points to individual isolation and loss of social cohesion; Dominance uniformity, society can be over-integrated and over-regulated, leading to central control and conformity and Integration solidarity, the positive of the centrifugal effect stress the negative and cohesive function of the media.(McQuail, p.61-88).
The integration of mass media role in the societies is to binding the society together (unity), providing leadership to the public, acting as the conscience of society, satisfying needs for information, helping the public to establish public sphere and to providing society with a mirror of itself. (Hanno Hardt, 1979).
MEDIA ROLE OF ENTERTAINMENT IN SOCIETY:
Entertainment is the act of diverting, amusing or causing (someones) time to pass agreeably. The value of amusing in providing diversions from the doldrums of everyday existence has been recognized among practically all races and cultures of the world. (Nam, p. 209, 1975). Many countries today have considered radio and television as a media to promote their business such as gamboling, music, moves. Today many people in the society are now spending most of their time with entertainment facilities even when they are at work. Example, vehicle drivers are listing to their FM radio music while driving their cars. Children are washing toy moves and English dramas every day at home. The third world as a convenient shorthand encompasses diverse cultures and countries; for example, in terms of religious background, the diversity includes Indias Hinduism, Arab countries Islam and Southeast Asia Buddhism. In terms of ethnicity and language, some countries are monoethnic and monoglot, although, more often than not, polyglotsm and polyethnicity are found. Such behaviors has been motivated and promoted by media, in such we can conclude that media has played a strong role in the society towards these areas. In Malaysia including many Muslims countries, prayers time has been schedule on the TV and Radio programmed to remind the Muslims for their prayer as part of the entertainment to religious to their believes, we classify this type of mass communication as very important to the religious communities, most specially the Muslims communities.
ROLE OF MEDIA IN DEVELOPMENT
Broadcasting units in most of the developing countries are centrally controlled and highly bureaucratized with little field co-ordination. The programmes are produced by those who have no time and interest to interact with the audience. The routine broadcasts meant for farmers (viewed as fatalists by producers and announcers) do not always succeed in creating positive response among farmers, whose needs are rarely studied before preparing the bulletins. At times, the top-down structure of media system seems to contribute to the development of culture of silence, particularly in States ruled by dictators, instead of supporting extension work in rural areas.
Theoretically, media technology has the capability to bridge the geographical distance without any scale bias. However, in practice, the messages prepared by subject matter specialists in textbook language either prove irrelevant or incomprehensible for the poor ignorant peasants. The know-it-all experts may be rewarded for presenting a message on the latest capital-intensive technology, meaningless for farmers living in the complex, diverse and risk-prone environment.
Effective use of media is affected due to lack of appropriate infrastructure in rural areas. Printed materials rarely reach the rural areas to the desired extent because of poor road communication and transportation facilities. Television and videos cannot reach the masses in remote areas without electrification of villages.
Electronic media in popular perception has been identified as a channel of entertainment. Despite recommendations of communication experts to use them for upgrading skill and extension purposes, rulers, producers and advertisers for promotion of political interests, profits and entertainment, etc, are using them. Both, electronic as well as printed media, are controlled either by government or business houses with top-down structures and no scope for community participation in the process of production. Programme producers are isolated from the farmers they serve. Rural newspapers depend heavily on government for financial and material support and lack skilled manpower to give accurate expression to the needs and aspirations of the rural people.
THE ROLE OF MEDIA IN ISLAMIC SOCIETY
Communication has played a vital role in the Muslims countries by propagating Islam to the people in the world at large. It is important to know that the Holy Quran was revealed to the Prophet Muhammad (PBS) through communication, and also he propagated to the followers through communication, the sahaba propagated to the followers call Tabbin through communication, generation to generation is through communication be oral and writing. With such, we can say that Quran is a communication from Allah to mankind.
The Quran is a form of communication that is neither prose, nor poetry. The Quran is a communication miracle because through it involves words and verses, no one could ever match it style. The inimitability of the Quranic style was well described by Al-Walid Ibnu al-Mughirah, who said: there is sweetness in its (Quean) beginning, and beauty in it end and it resembles no human discourse. There is no doubt to say that oral communication was existing before the revelation came to Prophet Muhammad (PBS), but the to make the communication very much unique and ethical among the Arabs, it was the Holy Quran that explain to the Arabs and all Muslims in the world the way to communicate to others. (Galander, p.3-4, 2002).
MEDIAS KEY ROLE IN SHAPING PUBLIC OPINION:
Structural factors Denis McQuail on summarizing the functions of mass media for society separated five major categories: Information, Correlations, Continuity, Entertainment, and Mobilization. Within these main categories he distinguished fourteen. Among the enumerated functions I would refer to six, which I consider of high importance. These are as follow: providing information about events and condition in society and the world, explaining, interpreting and commenting on the meaning of events and information, providing support for established authority and norms, socializing, forging and maintaining commonality of value, campaigning for social objectives in the sphere of politics, war, economic development, work and religion. By fulfilling the previously mentioned functions mass media is likely related to the prevailing structure of political and economic power.
In shaping public opinion is more visible if we examine its instrument. Thus, media attract and direct attention persuades in matter of opinion and belief influences behavior confers status and status legitimacy defines and structures perception of reality. In the modern democracies elections can easily be reached by the new, indirect mobilization techniques of the press and electronic media. The mobilization for electoral participation does not necessarily require the earlier organizational techniques, the mass party strategy. This strategy has almost disappeared with the appearance of catchall parties. As a consequence of the decrease in the voting on the basis of party identification, the media plays a central role in influencing public opinion. Moreover, certain structural factors further strengthen the role of print and electronic media in forming and influencing public opinion. In the following part of my paper I will outline these cases and refer to international Example.
THE ADVANTAGE OF MASS MEDIA
Radio, television and newspaper have contributed greatly to the national development.
- they have created social awareness in the nation building, by educating the masses through dissemination information.
- it has improved literacy in most of the countries, and this caused the masses to have consciousness for their country
- mass media has cause stability among citizens, by preaching peace and nationalism in the society
- it is camera and spectator between the masses and the public, by giving information for what the society is suspicious about
- media is for the society and for the public, meaning, the media is ready to monitor both masses and the public and also to entertained them
Media such as radio television and newspaper are shifting the culture of individual and public every day.
- children are copying the negative attitude of TV moves every day and practicing it. E.g, pornography moves, war moves, arm robbing moves, secret killer, ect
- newspaper like Malaysia Star Newspaper, always invite their customers to involved in to gamboling indirectly, E.g, lucky winner would be the person that will fill in this form many.. times and send by prove of the product pack through this address, he/she would stand a chance to win a car or cash and many other fabulous prize. Also newspaper are not far from false and true information
- radio propagandas has become a very good weapon for many societies, the leaders would promote themselves in a positive way to the masses, but on the other hand he or she is not that kind
- the radio has be used to promote the dictators to a good leaders, misleading the society
- radios are been using in a war to conceive defeat from the either side
This paper underlines the role of communication and media in society. The role of media specifically the radio, elevation and newspaper has played a major role in the societies and continues to play its role in the society. Without media communication role in the society, there should be no achievement in development. Communication is a way that brings peoples together. However, it may be logical to conclude that the use of media, which in itself is neutral, can prove a milestone for extension programmes with objective application, if the structural and infrastructures deficiencies discussed above, are addressed to simultaneously.
- Robert, C. Hornik. (1988). Development Communication, New York and London. Longman.
- 3. McQuail, D. (1983). Mass Communication Theory. London, Beverly Hill and New Delhi. Sage Publication.
- Gauntlett D. and Hill, A., 1999, TV Living. Television, Culture and Everyday Life, Routledge in association with British Film Institute, London and New York
- McQuail, D. and Windahl S. (1986). Communication Models. London and New York. Longman.
- Lowery A. and DeFleur L. (1995). Medial Effect 3rd , Longman U.S.A | <urn:uuid:adb67eed-bcf9-40c8-8dd8-34277f9a3039> | CC-MAIN-2015-14 | http://fomba88.tripod.com/mypersonalsite/id17.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131305143.93/warc/CC-MAIN-20150323172145-00058-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.952785 | 4,485 | 3.1875 | 3 |
The Torch for Disability Rights
When the process of deinstitutionalization began in the 1960’s, some people with significant disabilities were released from inevitable life sentences in nursing homes and other institutions, which created for the first time in history an opportunity, an imperative, for people with disabilities to live free and independent lives. From this, a community and a culture with history, values, and an objective were born.Our first taste of emancipation came amidst massive civil rights movements nationally and abroad. Leaders of the disability community began to realize that our human rights and civil liberties would come only as we fought for them. With most state-run institutions closed, people with significant disabilities became more visible, and more audible, too. But society’s unwelcoming attitude did not change. The private medical industry quickly appropriated the responsibilities of formerly state-run institutions. | <urn:uuid:489fa695-2e17-4194-9132-b1028923c105> | CC-MAIN-2018-34 | https://www.theilrc.org/advocacy/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210735.11/warc/CC-MAIN-20180816113217-20180816133217-00708.warc.gz | en | 0.970052 | 173 | 3.4375 | 3 |
Fact: "An overwhelming 92% of kids say they are more likely to finish a book they picked out themselves." (The Kids and Family Reading Report™ 4th edition, conducted by Harrison Group and Scholastic, 2010)
You can — and should — help guide your children to great books, but let them make the ultimate decision about what to read. Remember, every book they finish over the summer brings them closer to the 4-book summer reading goal, so here are 3 ideas to motivate summer reading and learning.
Middle Ages Book Pair
Pair this non-fiction book with this fiction book, and experience life in the Middle Ages. For non-fiction, I suggest Cathedral: The Story of Its Construction by David Macaulay. This picture book for older readers illustrates the building of a French Gothic cathedral step by step, from foundation to spire. And for fiction, I like The Royal Diaries: Eleanor Crown Jewel of Aquitaine, France, 1136 by Kristiana Gregory. At age 15, Eleanor is forced into a new role when her father dies and she is betrothed to 16-year-old Prince Louis VII of France. When Louis' father, King Louis VI, dies suddenly, Louis VII becomes king, and young Eleanor is now the queen of France!
Whatever After: Fairest of All by Sarah Mlynowski.
Abby is a normal 10-year-old girl living a normal fifth-grade life until a magic mirror whisks her into Snow White’s world. Suddenly, Abby is living in a medieval fairy tale! Also look for Book 2: If the Shoe Fits and Book 3: Sink or Swim. | <urn:uuid:ccba1236-ac02-46fc-87ae-3c4d9f27ebb3> | CC-MAIN-2022-40 | https://shop.scholastic.com/parents/books-and-reading/raise-a-reader-blog/take-trip-to-medieval-europe-through-books.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335444.58/warc/CC-MAIN-20220930051717-20220930081717-00703.warc.gz | en | 0.936144 | 345 | 2.6875 | 3 |
|Title:||Legume consumption is inversely associated with type 2 diabetes incidence in adults: A prospective assessment from the PREDIMED study||Authors:||Becerra-Tomás, N.
Rosique Esteban, N.
Sánchez Villegas, Almudena
|UNESCO Clasification:||3206 Ciencias de la nutrición||Keywords:||Legumes
Type 2 diabetes
|Issue Date:||2018||Journal:||Clinical Nutrition||Abstract:||Background & aims: Legumes, a low-energy, nutrient-dense and low glycemic index food, have shown beneficial effects on glycemic control and adiposity. As such, legumes are widely recommended in diabetic diets, even though there is little evidence that their consumption protects against type 2 diabetes. Therefore the aim of the present study was to examine the associations between consumption of total legumes and specific subtypes, and type 2 diabetes risk. We also investigated the effect of theoretically substituting legumes for other protein- or carbohydrate-rich foods.Methods: Prospective assessment of 3349 participants in the PREvencion con DIeta MEDiterranea (PREDIMED) study without type 2 diabetes at baseline. Dietary information was assessed at baseline and yearly during follow-up. We used Cox regression models to estimate hazard ratios (HRs) and 95% confidence intervals (95% CIs) for type-2 diabetes incidence according to quartiles of cumulative average consumption of total legumes, lentils, chickpeas, dry beans and fresh peas. Results: During a median follow-up of 4.3 years, 266 new cases of type 2 diabetes occurred. Individuals in the highest quartile of total legume and lentil consumption had a lower risk of diabetes than those in the lowest quartile (HR: 0.65; 95% CI: 0.43, 0.96; P-trend ¼ 0.04; and HR: 0.67; 95% CI: 0.46e0.98; P-trend ¼ 0.05, respectively). A borderline significant association was also observed for chickpeas consumption (HR 0.68; 95% CI: 0.46, 1.00; P-trend ¼ 0.06). Substi tutions of half a serving/day of legumes for similar servings of eggs, bread, rice or baked potato was associated with lower risk of diabetes incidence.||URI:||http://hdl.handle.net/10553/40308||ISSN:||0261-5614||DOI:||10.1016/j.clnu.2017.03.015||Source:||CLINICAL NUTRITION[ISSN 0261-5614],v. 37 (3), p. 906-913|
|Appears in Collections:||Artículos|
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Items in accedaCRIS are protected by copyright, with all rights reserved, unless otherwise indicated. | <urn:uuid:0981bc8f-c46c-4802-b614-351e73d5830e> | CC-MAIN-2021-10 | https://accedacris.ulpgc.es/handle/10553/40308 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178361849.27/warc/CC-MAIN-20210301030155-20210301060155-00577.warc.gz | en | 0.727428 | 671 | 2.578125 | 3 |
WASHINGTON: Saving the diversity and abundance of life on Earth may cost USD 100 billion a year, say scientists who have proposed a policy to prevent another mass extinction event on the planet.
There have been five mass extinctions in the history of the Earth.
Scientists now estimate that society must urgently come to grips this coming decade to stop the very first human-made biodiversity catastrophe.
"The sixth extinction is on our society's shoulders; it really is," ecologist Greg Asner, of Arizona State University in the US, said in a statement on the occasion of Earth day.
Asner is one of 19 international authors with a bold new science policy proposal to reverse the tide, called A Global Deal for Nature (GDN).
The policy's mission is to save the diversity and abundance of life on Earth -- for the price tag of USD 100 billion a year.
It's not a huge price tag, said Asner, consider that in 2018 alone, the top two most profitable US companies, Apple and Berkshire Hathaway, almost matched that amount.
Societal investment in the GDN plan would, for the first time, integrate and implement climate and nature deals on a global scale to avoid human upheaval and biodiversity loss.
While the 2015 Paris Climate Agreement was the first major accord to take global action toward climate change policies, the international team of GDN scientists believe a similar companion pact is desperately needed to implement the very first global nature conservation plan to meet these challenges.
"The Paris agreement is only a half-deal; it will not alone save the diversity of life on Earth or conserve ecosystem services upon which humanity depends," said Eric Dinerstein, of the US-based nongovernmental organisation Resolve.
"The Global Deal for Nature is a time-bound, science-based plan to save the diversity and abundance of life on Earth.
Achieving the milestones and targets of the Global Deal for Nature is the best gift we can offer to future generations, an environmental reset, a pathway to an Eden 2.0," Dinerstein said.
The study, published in Science Advances, outlines the guiding principles, milestones and targets needed to avoid the disastrous extinction threats of a two degrees Celsius global warming forecast.
The three overarching goals of the GDN are to protect biodiversity by conserving at least 30 per cent of the Earth's surface by 2030; mitigate climate change by conserving the Earth's natural carbon storehouses; and reduce major threats.
The essence of implementing the plan is to set up protected areas of land as natural ecosystems, researchers said.
Dinerstein said that reprioritising the woods is the key to saving biodiversity and some of the best natural carbon sinks on the planet.
Any place that can store carbon is important, from the land to the sea, including forests, peatlands, tundra, mangroves, grasslands, freshwater and marine realms, wetlands and coastal habitats, researchers said.
"We need wild nature in every one of the Earth's 846 terrestrial ecoregions, conserved in protected areas representing the complex web of nature upon which we all depend," Dinerstein said.
When it comes to protecting biodiversity, creating a global map, let alone setting aside the precise global locations for specific conservation areas, is very much a work in progress.
Dinerstein estimates that the international community currently spends USD 4 billion to USD 10 billion per year alone on conservation.
Extending the area-based targets in the post-2020 strategic plan for biodiversity to 30 per cent by 2030 will likely require direct involvement of the private sector, some of whom -- including Google, Microsoft, the Leonardo DiCaprio Foundation and Environmental Foundation Ltd -- are among the first to have made commitments to the GDN.
"The Global Deal for Nature presents a hopeful solution to avert the sixth mass extinction and help stabilize the climate, powered by the latest technology to visualize and analyze global change from space," said Tanya Birch, program manager for Google Earth Outreach.
"The time is short and the science is clear -- humanity must do more than reduce our global carbon emissions in order to escape the brink of climate disaster," said Lucas Joppa, chief environmental officer at Microsoft.
"We must act with boldness and vision if we are to prevent the worsening impacts of climate change -- from sea level rise and extreme flooding to prolonged drought, cataclysmic fire events and collapsing food systems," said Karl Burkart, director of innovation, media and technology at the Leonardo DiCaprio Foundation. | <urn:uuid:258779b4-7ac3-4c1f-9c78-09d5172df6ed> | CC-MAIN-2021-17 | https://www.newindianexpress.com/world/2019/apr/22/earth-day-saving-the-planet-may-cost-usd-100-billion-per-year-1967602.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038069133.25/warc/CC-MAIN-20210412175257-20210412205257-00176.warc.gz | en | 0.907402 | 926 | 3.046875 | 3 |
The 'Justification and Optimization" principles are part of the European directives included in the regulations of the Union member countries. These two radiological protection principles play an important role especially in the medical field responsible today for 98% of exposures to non-natural sources of radiation.
These principles intervene also in industry where radioactive techniques should be used only if they provide a benefit over other methods. In the nuclear industry, optimization has reduced exposures to radioactivity to the point that it represents only 1-2% of the medical exposures. It is at the origin of even more dramatic advances in radiological protection of staff exposed to radioactivity.
In medicine, justification consists to irradiate only if really useful information can be expected for the care of the patient. For example, one would prefer a not irradiating Magnetic resonance imaging (MRI ) to a scanner (X-ray computed tomography) every time the scanner does not provide an added benefit.
When radiation is used in medicine, optimization means that one should irradiate with the maximum efficiency, while minimizing the intensity of radiation and the dose received.
Given the little knowledge we have about the effects of low doses, one should avoid to overlook eventual effects. One should avoid, in the opposite direction, the trap of an excessive fear of radiation which could be detrimental to medical diagnosis and cares : Any dose as low to one millisievert or one tenth of a millisievert does not present a serious risk for a patient.
The justification and optimization rules required by European directives are justified by the fact that it is not possible to exclude an effect of low doses. However, some radioprotection experts believe that low dose effects may be much smaller than those assumed by the regulations which are based on the "linear no threshold" rule, in which case the dose limits, would actually be very conservative.
The younger a person is, the more justification and optimization are necessary. A 10 millisieverts dose for a 50 years old man is probably unimportant, but the same dose applied to a very young subject, especially to infants, may have consequences. This is shown for instance by the increase by a factor of 5 to 10 of the young children thyroid cancers risk, while the risk may be null beyond 20 or 30 years.
These examples of precautions to take for young children incline to command caution and common sense. The consequences of radiation exposure depends on many factors and one should be wary of oversimplifications and misleading generalizations.
Access to page in french | <urn:uuid:b533942c-7879-4597-9ea6-343e679b377a> | CC-MAIN-2022-33 | https://www.radioactivity.eu.com/site/pages/Justification_Optimisation.htm | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571597.73/warc/CC-MAIN-20220812075544-20220812105544-00614.warc.gz | en | 0.93608 | 509 | 2.8125 | 3 |
Achievement shows how 'plastic' these non-embryonic cells can be, experts say
THURSDAY, July 23 (HealthDay News) -- The mouse may be named "Tiny," but what it represents in the world of science is anything but that.
According to Chinese researchers, the birth of Tiny (and Tiny's brethren) marks a milestone in stem cell research: Healthy, fertile animals grown using so-called pluripotent stem cells (iPS) derived not from embryonic cells, but rather cells sourced from adult mice.
The finding, published in the July 23 issue of Nature, was described during a press conference held Wednesday in London.
"To our knowledge, it's the first time" this has been achieved, said co-researcher Qi Zhou, associate director of zoology at the State Key Laboratory of Reproductive Biology with the Institute of Zoology at Beijing's Chinese Academy of Sciences.
The successful birth "demonstrate(s) the practicality of using IPS cells for cellular regeneration," added Zhou's colleague Fanyi Zeng, a professor at Shanghai Jiao Tong University, and associate director of the Shanghai Institute of Medical Genetics at Shanghai Children's Hospital.
The new technique to create iPS cells was initially developed three years back. The cells are adult cells that lack the natural ability to differentiate into multiple cell types but are artificially reprogrammed to do so by scientists working in the laboratory. This makes them remarkably similar in character (if not identical) to embryonic stem cells, the Chinese researchers said.
iPS cells could, in theory, serve as an alternative to more controversial embryonic stem cells, whose natural therapeutic potential lies in their ability to develop into the cellular material of any number of muscles, tissues and organs, as well as blood and bone. In March, President Barack Obama lifted the eight-year ban on research using new embryonic stem cell lines that had been imposed by the Bush Administration. However, the controversy continues.
Until now, real progress in iPS cell research has been tough to achieve. The Chinese team described prior efforts to reprogram the cells as "slow and inefficient." As well, past attempts to prove the "complete developmental potential" of IPS cells -- by producing a live animal -- had failed.
In their study, Zeng, Zhou and their colleagues focused on the generation of 37 new lines of iPS cells, using cells from mice with varying genetic backgrounds.
But iPS cells cannot, in and of themselves, generate placental material. Therefore, the research team injected some of the iPS cell lines into mouse embryonic material, a complex technique known as "tetraploid complementation" (TC).
They then transferred the resulting embryos into female mice.
According to the team, TC injection with cells from three iPS lines (out of the six lines available) successfully resulted in the production of dozens of healthy mouse pups.
What's more, the iPS-generated pups were mated as adults and were fertile enough to produce more than 200 healthy offspring, who subsequently produced a third generation.
The current work has not produced any shortcuts when it comes to creating viable iPS stem cells, the researchers cautioned. And they said a lot of unanswered questions remain, including the results of an in-depth analysis of potential abnormalities among the first generation of iPS mice. More research, including exploring a range of alternative stem cell methods, is underway.
And, as with most animal studies, "a lot of mouse models don't translate into the human model", Zeng said. She said the immediate focus was on exploring mouse research strictly on its own terms, as an animal model.
Zeng acknowledged, however, "that some of the mouse studies will have some potential application in humans," and that this possibility carries its own set of "significant technical and ethical issues."
"Our current study is nowhere meant to be a first step in that direction," she added, but "this gives us hope for future therapeutic interventions, using patients' own reprogrammed cells."
One U.S. expert believes the new work could have implications for human medicine down the line.
"It's hard not to extrapolate from this to humans, but I understand, I guess, why they don't want to," said Paul Sanberg, a distinguished professor of neurosurgery and director of the University of South Florida Center for Aging and Brain Repair in Tampa. "Yes, it's in the realm of animal models. But it certainly shows how the iPS cells can be very plastic, and used for a variety of areas to develop tissues and now an animal. And it could end up being a way to develop animal models for human diseases in the future. So it's very interesting."
Find out more about stem cells at the U.S. National Institutes of Health.
SOURCES: Fanyi Zeng, professor, Shanghai Jiao Tong University, and associate director, Shanghai Institute of Medical Genetics, Shanghai Childrens Hospital, Shanghai, China; Qi Zhou, associate director, zoology, State Key Laboratory of Reproductive Biology, Institute of Zoology, Beijing's Chinese Academy of Sciences, Beijing; Paul Sanberg, Ph.D., D.Sc., distinguished professor of neurosurgery and director, University of South Florida Center for Aging and Brain Repair, Tampa; July 23, 2009, Nature
All rights reserved | <urn:uuid:5163c929-8235-4904-8014-0775ec492b0b> | CC-MAIN-2016-40 | http://www.bio-medicine.org/medicine-news-1/Scientists-Use-Adult-Stem-Cells-to-Create-Healthy-Mice-52559-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661778.22/warc/CC-MAIN-20160924173741-00259-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.952088 | 1,107 | 2.890625 | 3 |
What is SOLIDWORKS Flow Simulation?
SOLIDWORKS Flow Simulation gives product engineers access to powerful CFD (computational fluid dynamics) analysis capabilities that help enable them to speed up product innovation.
Leveraging the familiar SOLIDWORKS 3D CAD environment, this extensive technology isn’t just about making sure your product works, it’s about understanding how your product will behave in the real world.
Why use flow software?
Product engineers and CFD experts alike, armed with the power of SOLIDWORKS Flow Simulation, can predict flow fields, mixing processes, and heat transfer, and directly determine pressure drop, comfort parameters, fluid forces, and fluid structure interaction during design.
SOLIDWORKS Flow Simulation enables true concurrent CFD, without the need for advanced CFD expertise.
Built to tackle CFD engineering challenges, with CAD integration, advanced geometry meshing and flow capabilities
Computational Fluid Dynamics (CFD)
SOLIDWORKS Flow Simulation uses Computational Fluid Dynamics (CFD) analysis to enable quick, efficient simulation of fluid flow and heat transfer. You can easily calculate fluid forces and understand the impact of a liquid or gas on product performance.
- Liquid and gas flow with heat transfer
- External and internal fluid flows
- Laminar, turbulent, and transitional flows
- Time-dependent flow
- Subsonic, transonic, and supersonic regimes
- Gas mixture, liquid mixture
- Conjugate heat transfer
- Heat transfer in solids
- Incompressible and compressible liquid
- Compressible gas
- Real gases
- Water vapor (steam)
- Non-Newtonian liquids (to simulate blood, honey, molten plastics)
Evaluate and compare design alternatives with the visualization and reporting capabilities of SOLIDWORKS Simulation. Increase your ability to make informed design decisions while you ensure product performance and safety. Animate the response of your assembly under loads to visualize:
- Vibration modes
- Contact behaviour
- Optimization alternatives
- Flow trajectories
Fluid Flow Analysis
Determine the impact of a liquid or gas on product performance during the design phase using CAD-embedded SOLIDWORKS Flow Simulation.
Fluid flow analysis provide meaningful insight into the impact of fluid flow, so you can address problems early, reduce the need for costly prototypes, and eliminate rework.
Electronics Thermal Management
Quickly perform complete component thermal analysis on designs incorporating printed circuit boards (PCBs) and electronics with easy-to-use SOLIDWORKS Flow Simulation and the Electronic Cooling Module.
Thermal Comfort Factors
Understand and evaluate thermal comfort levels for multiple environments using thermal comfort factor analysis with SOLIDWORKS Flow Simulation and the HVAC Application Module.
Thermal Fluid Analysis
Easily investigate the impact of cooling and design changes on component temperatures using thermal fluid analysis in SOLIDWORKS Flow Simulation. You can quickly determine the impact of fluids flowing in and around the design to ensure correct thermal performance, product quality, and safety.
- Detect hot spots in your designs
- Reduce overheating challenges
- Improve thermal isolation
- Leverage thermal performance in your products
|Ease of Use/Intuitiveness|
|Embedded in SOLIDWORKS|
|Communication & Reports|
|Design Comparison Studies|
|Fluid Flow Simulation|
|Thermal Fluid Simulation||-||-|
|Enriched Library for HVAC||-||-|
|Thermal Comfort Parameters Simulation||-||-|
|Advanced Radiation Simulation||-||-|
|Enriched Library for Electronic Cooling||-||-|
|Dedicated Electronic Cooling Simulation||-||-|
|Joule Heating Simulation||-||-|
SOLIDWORKS Flow Simulation Features
Take the complexity out of flow analysis
Evaluate and optimize complex flows
SOLIDWORKS CFD analysis for liquid flow, gas flow, or heat transfer can help you deliver innovative designs and greater product efficiency. Typical problems solved include:
- Examine complex flows through and around your components with parametric analysis.
- Align your model with flow conditions, such as pressure drop, to satisfy design goals.
- Detect turbulences and recirculation issues with animated flow trajectories.
- Aerodynamic simulation to calculate lift and drag forces.
- Understand the flow of non-Newtonian liquids, such as blood and liquid plastic.
- Assess the impact of different impellers and fans on your design.
- Include sophisticated effects like porosity, cavitation, and humidity.
Reduce the risk of overheating in your designs
Easily investigate the impact of cooling and design changes on component temperatures using thermal fluid analysis in SOLIDWORKS Flow Simulation.
You can quickly determine the impact of fluids flowing in and around the design to ensure correct thermal performance, product quality, and safety.
- Visualize and understand temperature distribution in and around your products.
- Couple flow with thermal analysis, simulating convection, conduction, and radiation effects.
- Simulate advanced radiation with semitransparent material and wavelength-dependent radiative properties with the HVAC module.
- Apply time- and coordinate-dependent boundary conditions and heat sources.
- Find the best dimensions to satisfy your design goals, such as heat exchanger efficiency.
- Get thermal heat sources and PCB layer definition from EDA thermal properties.
SOLIDWORKS Flow Simulation Packages
Industry and application specific tools for CFD analysis
SOLIDWORKS HVAC Applications
The SOLIDWORKS HVAC Applications Module helps designers / engineers test and optimize air and gas movement in working and living environments
SOLIDWORKS Flow Simulation Benefits
Gain valuable insights with powerful and intuitive results visualization tools
Study & Compare Designs
Utilize Section or Surface plots to study the distribution of resultant values, including velocity, pressure, vorticity, temperature, and mass fraction
Compare the Fluid Flow results for various configurations with the Compare Mode.
Optimize your Design
Instantly determine how a design will react to fluid flow and simulate how gas, heat, air, and steam will move through pipes and nozzles. For engines and motors, the software reveals how fluids will react internally and externally.
Based on these tests—along with pressure and thermal simulations—you’ll be able to optimize your designs for the flow of any fluid.
SOLIDWORKS Flow Simulation software takes the complexity out of flow analysis and enables engineers to easily simulate fluid flow, heat transfer, and fluid forces so engineers can investigate the impact of a liquid or gas flow on product performance.
"Javelin’s quick response time, sales and technical support are all very good. We implemented SOLIDWORKS in 1998 and to date, remain a satisfied customer"
Brad Toole, Engineering Manager
Breaker Technology Ltd.
"The time we save using SOLIDWORKS and doing our own 3D printing helps us validate designs quickly to meet demanding project deadlines"
Ron Ryan, Fabrication Group Manager
"SOLIDWORKS has definitely brought something different to the Solar Industry. Our U.S. counterparts use 2D, but they will be switching to 3D soon"
Chris White, Design & Technical Manager
“Javelin is an easily accessible reseller who is supportive, knowledgeable and professional. Keep up the Gold Standard level of service.”
Michael Fernando, Tool & Die Designer
Theta Industries Inc.
“SOLIDWORKS is now the de facto standard and Javelin is one of the best SOLIDWORKS resellers. How can you go wrong with a de facto standard on both the reseller and the software?”
John Leavitt, Owner
“Javelin staff and technical support are excellent. They are knowledgeable, helpful and thorough. Technical questions are always answered; either immediately or in a timely manner.”
Christa Carey, Technical Support Manager
“We rely heavily on our software to keep us profitable, and Javelin is always in the background keeping ProVantage running.”
Peter Graham, Engineering Manager
"Javelin does far more than sell software and 3D printers. They provide team support and resources, when there were technical challenges, Javelin stepped up and made it right."
Timm Williams, Partner
"Evolve Design Solutions appreciates the excellent customer service, product knowledge and technical support provided by Javelin, our SOLIDWORKS Value Added Reseller (VAR).”
Aldo Balatti, Principal
Evolve Design Solutions
“Javelin offers the complete package; good products, good service and value for what you need. They’re a great bunch of people who are always willing to help you out.”
Mark McCumber, Senior Designer
F-B Tool & Die Limited
"As far as Javelin goes, they’re really nice guys. Excellent technical support is provided by a consistent group of people. Reasonable, low pressure sales support is also appreciated."
Mike McGuire, President
"I’ve been a believer in SOLIDWORKS PDM since day one because it’s been effective since day one"
Ray Minato, President
Inertia Engineering + Design
"Javelin seems to make an extra effort to ensure that the software’s capabilities are being maximized to benefit the customer.”
Darryl Turrie, Sr. Mechanical Design Engineer
MacLean Engineering & Marketing Co. Limited
"Javelin employees are friendly, knowledgeable and quick to respond with effective solutions, and ZEC Wind Power is very pleased to be affiliated with this company."
Michelle El-Hage, Designer
ZEC Wind Power
SOLIDWORKS Services included
Improve your performance and productivity with Javelin services
With SOLIDWORKS Subscription Service, you have access to extensive help from our SOLIDWORKS experts. Which will enhance your software investment and guide you through development challenges.
- Live Technical Support from our certified support team.
- Remote Support to solve your technical issue right on your machine.
- Regular Communication of software updates and technical tips and tricks.
Upgrades & Resources
Enjoy the latest version of your software and direct access to a comprehensive library of drawings, parts, assemblies, and features contributed by users around the globe.
- Automatic Upgrades to the most Up-to-date Version of your SOLIDWORKS software.
- FREE access to the SOLIDWORKS Customer Portal for Macros, Documentation, and the ability to submit Enhancement Requests.
- Full access to the SOLIDWORKS Knowledge Base for Articles, Tech Tips, and Best Practices.
Online Training & Certification
A MySolidWorks online account is included with your subscription service where you can get answers, stay current, and sharpen your design skills with online training:
- MySolidWorks Standard Account includes 600+ online tutorial videos.
- FREE access to SOLIDWORKS testing and certification to help you become a Certified SOLIDWORKS Associate (CSWA) or Professional (CSWP).
Find out the Cost
Get Canadian pricing for SOLIDWORKS software | <urn:uuid:094e6c23-5b2d-462a-b69a-4327eec21630> | CC-MAIN-2018-30 | https://www.javelin-tech.com/3d/technology/solidworks-flow-simulation/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589172.41/warc/CC-MAIN-20180716021858-20180716041858-00637.warc.gz | en | 0.851249 | 2,369 | 2.515625 | 3 |
Contrary to the alternative universe of our President, carbon dioxide continues to accumulate in Earth’s atmosphere, the planet is getting warmer, and both trends are destined to continue until we do something to curb CO2 emissions. Curbing emissions will require shifting from fossil fuels to renewable energy or perhaps capturing the CO2emissions for long-term storage. For the latter, various schemes are possible, including storage of CO2 in the deep Earth.
The technology for Carbon Capture and Storage, or CCS, focuses on the storage of CO2 in rock layers deep in the Earth. It is best applied to large, stationary sources of CO2 such as power plants that burn coal or natural gas to generate electricity. The carbon dioxide that might normally be vented to the atmosphere is captured and pumped underground.
A couple of mechanisms are involved with CO2 storage in rocks. The easiest is simply to fill the pore space in geologic formations with the gases. If the CO2 is pumped to great depth, it is not likely to leak back to the surface. Unfortunately, the capacity of rock pores is relatively small, so this CCS mechanism is rather limited.
Another possibility is reaction of CO2 with the rocks themselves. When CO2 dissolves in water, it forms carbonic acid, which can react with rocks in the process known as chemical weathering. As an example, if CO2 weathers calcium silicate minerals, the calcium that is released can combine with CO2 to form calcium carbonate—a long-term form of carbon storage.
Another approach, known as the Allam cycle, can be employed using natural gas, which is burned in pure oxygen to produce only CO2 and water. The CO2is used to drive turbines, and eventually it is pumped underground. The water can be delivered to the local environment, perhaps enhancing available supplies in arid regions.
There are costs and risks involved with CCS, especially in anticipating an increased occurrence of earthquakes as a result of the “lubrication” of joints and faults deep in the Earth. This has been seen when water is injected during hydraulic fracking operations to produce natural gas, and it is likely when any fluid enters rock formations at depth. Pumping CO2 into rock is not without its costs—often as much as 30 percent of the energy generated is used to dispose of the CO2. Reacting to the cost of CCS, the Southern Company has just abandoned efforts to institute CCS at its new power plant in Kemper County, Mississippi, where it was to be the first to demonstrate CCS technology on a coal-fired power plant.
The CO2 storage capacity of areas favorable for CCS in the United States amounts to 150 x 1015 g of CO2—equivalent to about 25 years of our emissions at current levels. We can’t depend on CCS forever, but it may well be an important way to reduce emissions to the atmosphere as we transition away from fossil fuels. Perhaps we can catch the President’s ear between tweets.
Celia, M.A. 2017. Geological storage of captured carbon dioxide as a large-scale carbon mitigation option. Water Resources Research 53: doi: 10.1002/2017wR020841
Service, R.F. 2017. Fossil power, guilt free. Science 356: 796-799.
White, J.A. and W. Foxall. 2016. Assessing induced seismicity risk at CO2 storage projects: Recent progress and remaining challenges. International Journal of Greenhouse Gas Control 49: 413-424
Zenz House, K., C.F. Harvey, M.J. Aziz, and D.P. Schrag. 2009. The energy penalty of post-combustion CO2 capture and storage and its implications for retrofitting the U.S. installed base. Energy and Environmental Science 2009 (2): 193-205. | <urn:uuid:f17b4de7-3adc-4e4d-8817-8a65daecda10> | CC-MAIN-2017-30 | http://www.themillbrookindependent.com/node/5425 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424909.50/warc/CC-MAIN-20170724182233-20170724202233-00567.warc.gz | en | 0.93423 | 803 | 4.0625 | 4 |
Yarrow, sometimes known as milfoil or plumajillo, is a small drought-tolerant perennial flowering plant in the Asteraceae family that typically reaches about three feet in height. It’s found worldwide in a variety of habitats except for deserts and arctic climates, but typically always in full sun. Although some varieties were introduced to the United States from Europe and Asia, Yarrow is native plant in California. It has a light brown, creeping rhizomatous rootstock that produces smooth upright stems which branch near the top of the plant. The alternate leaves spiral around the stems and are linear lanceolate and bi or tri-pinnately divided into sharply cleft leaflets, giving it a feathery look and it’s namesake – millefolium – thousand leaves. The summer and autumn flowers have 4 to 9 bracts and contain both ray and disk flowers which are an array of colors of whites, yellows, and pinks. The generally 3 to 8 ray flowers are ovate to round, and the disk flowers range from 15 to 40, all forming a flat-topped cluster which fruits in small achenes. It grows easily from seeds or root division, and tends to fill out and spread in the garden. Yarrow can tolerate a wide range of soil types, but typically does the best in well drained, moderately rich soils in full sun. Harvest when the plants are in full bloom and hang to dry.
Yarrow is a diaphoretic, hypotensive, astringent, diuretic, anti-inflammatory, vulnerary, carminative, and antiseptic herb. It’s one of the best herbs you can use to sweat out a fever. It also tones and dilates the blood vessels, which helps lower blood pressure. Yarrow helps relax the smooth muscles of both the uterus and the digestive tract, making it useful for menstrual cramps as well as stomach complaints, flatulence, diarrhea, and sluggish digestion. It’s also useful for tempering heavy menstrual flow. It’s antiseptic and diuretic properties make it valuable in treating urinary tract infections as well as other internal infections and mild hemorrhaging. It’s also useful as an anti-anxiety herb, as it contains the biochemical constituent thujone, a substance sometimes compared to marijuana. While yarrow doesn’t have a potent enough amount to achieve euphoric effects, it can sometimes help counter insomnia, anxiety, and act as a mild sedative. Externally, it’s chemical constituents achilleine and achilletin aid in blood coagulation, stopping bleeding and heal wounds. Several other of it’s constituents act as anti-septics, analgesics, and anti-inflammatories, making it a good external poultice or wash. The flower extract is said to be helpful in treating hayfever. It is considered a neutral to cooling herb and good for Pittas.
Yarrow’s other latin namesake, Achillea, comes from the Greek legend of Achilles stopping the bleeding of his fellow soldiers during the Trojan war using the plant as a poultice. It was later used in Roman times up to the Middle Ages to stop nosebleeds and the bleeding of other small wounds. The leaves can be used culinarily, cooked or eaten fresh in salads, and the flowers are often used to flavor liquors and beers. Around the time of Achilles, Chinese physicians were using yarrow to treat snakebites, inflammation, bleeding, menstrual complaints, and dog bites. In India, Aryuvedics were using yarrow to treat fevers. Early American settlers used yarrow for menstrual cramps, diarrhea, dysentery, hemorrhaging, and bloody urine. Cahuilla Indians use yarrow as a mouthwash for toothaches and to strengthen muscles. Yarrow has a long history of use in the occult; it was used in ritual practice by druids and in China for divining the I-Ching, a way of predicting the future, by asking questions and casting yarrow stems to read the answers. In the west, Yarrow was once thought to be a witches herb, and was often brought to weddings to ensure seven years of love.
As a tincture, 2-4 ml three times daily; As an infusion, 1-2 teaspoons of the dried herb infused for 10-15 minutes, drunk hot three times daily. During a fever it should be taken hourly. For fevers, it combines well with elder flower, peppermint, cayenne, ginger, and boneset. For high blood pressure it combines best with hawthorne, lime blossom, and mistletoe. For nerves or conditions needing an astringent, combine with sage. Overuse can lead to photosensitivity. Pregnant women should avoid this herb.
(s) 1, 4, 7, 8, 10, 12, 13 | <urn:uuid:e8ab7d20-c426-4d1d-803f-5087a5b6151b> | CC-MAIN-2017-34 | https://backwaterbotanics.wordpress.com/2014/05/31/yarrow-achillea-millifolium/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00350.warc.gz | en | 0.938318 | 1,019 | 3.265625 | 3 |
Thermal Engineering Group fluid systems
As well as pure thermal systems we also analyse systems which include a fluid component.
Geometrical model of space test chamber
We recently carried out a study to analyse the flow of liquid nitrogen around the panels of our space test chamber with the aim of enhancing its performance.
Links with the Computational Engineering Group (link opens in a new window) at STFC's Daresbury Laboratory allow us to take on complex problems. For example, the thermal analysis of the Beagle 2 Mars lander required a detailed understanding of the convective losses from the lander.
Temperature gradients on space test chamber panel
To verify the thermal design and thermal models of the lander, experiments were conducted at the Rutherford Appleton Laboratory on a full-sized model of the Beagle 2 lander in the 3 m diameter Space Test Chamber. The tests employed a fan to generate a wind inside the carbon dioxide-filled chamber, a powerful lamp to simulate the Sun and an independently-controlled thermal plate to simulate the temperature of the Martian surface.
As part of the design work for the experimental test programme, the Computational Engineering Group at Daresbury Laboratory performed a series of CFD simulations to provide a better understanding of the buoyancy-induced flow around the lander. The simulations estimated the convective heat losses for various combinations of lander temperature, surface temperature and atmospheric temperature.
Predicted temperature and velocity fields around the Beagle 2 lander
© 2014 Science and Technology Facilities Council - All Rights | <urn:uuid:420c8ca4-6845-4f1a-80ac-5b1bcaf8f875> | CC-MAIN-2014-35 | http://www.stfc.ac.uk/RALSpace/Areas+of+expertise/Design/Thermal+Systems+Engineering/11313.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500830074.72/warc/CC-MAIN-20140820021350-00081-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.870118 | 310 | 2.53125 | 3 |
The cattle might have been from Texas, the railroads from the East, but it was in Kansas after the Civil War that Longhorns met the Iron Horse to create a profitable industry for Western cattlemen and Eastern buyers and speculators. The railhead towns of Kansas found prosperity, too, though not all at the same time, for the railroads kept crawling westward, and the end-of-line town kept changing. At the same time respectable businessmen and area farmers often found fault in being in or near a “cow town.” The free-grazing Longhorns destroyed crops and brought the feared Texas fever. The spendthrift cowboys (welcomed by saloon owners and such) were only part of the package, as boomtowns attracted gamblers, prostitutes, outlaws and shady drifters. How much violence there actually was in these lively towns remains a topic of debate, but there is no doubt some notable lawmen—including the Earp brothers, the Masterson brothers and Wild Bill Hickok—earned their reputations in Kansas.
Kansas’ first cow town boomed as the Chisholm Trail endpoint from 1867 (when drovers arrived with 35,000 head of cattle) through 1871, thanks mainly to cattle dealer Joseph G. McCoy. Strong-fisted Tom “Bear River” Smith and quick-draw James Butler “Wild Bill” Hickok served as town marshals. Farmers, businessmen and reformers ultimately united to block the cattle trade, and the railroads kept laying track.
It had one season in the bovine spotlight after the Atchison, Topeka & Santa Fe Railroad extended its main line there in July 1871. The Chisholm Trail town had almost 30 saloons, at least eight dance halls and, of course, a boot hill. The latter came in handy after the August 19, 1871, shooting affair known as the Newton Massacre (or Gunfight at Hyde Park), an exchange that dropped eight men, including five dead.
Businessmen farther west in Ellsworth were eager to lure the cattle trade away from Abilene and worked with the Kansas Pacific Railroad to make it happen. The 1871 trail season showed promise, while the 1872 trail season was a rousing success. But farmers worked to stop cattle drives to this “Wickedest Town in the West,” and the star soon rose for Wichita, a new railhead to the southeast.
The railroad arrived in “Cowtown” in 1872, and in 1873 it shipped east some 70,000 head of cattle, twice the number sent from Ellsworth. Among the lawmen who served here were Wyatt Earp and Mike and John Meagher. By 1877 restrictive farmer-imposed quarantine laws and mounting opposition to the cattle trade and its accompanying lawlessness had all but stopped the beeves in their tracks.
The first big year for the “Queen of the Cow Towns” was 1877, when railcars carried some 23,000 cattle east. By its early 1880s peak that annual total had risen to 75,000 head. Bat Masterson is the lawman most closely associated with Dodge, and Wyatt Earp served here before going on to greater fame in Tombstone, Arizona Territory. By 1884 farmers had fenced in much of the range, and there was a statewide quarantine against Texas cattle.
Originally published in the April 2015 issue of Wild West. To subscribe, click here. | <urn:uuid:e30a12ba-ffb3-4504-8187-e6e90109b554> | CC-MAIN-2018-39 | http://www.historynet.com/five-kansas-cow-towns.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267158429.55/warc/CC-MAIN-20180922123228-20180922143628-00002.warc.gz | en | 0.976288 | 717 | 3.015625 | 3 |
|Oracle® Database SecureFiles and Large Objects Developer's Guide
12c Release 1 (12.1)
|PDF · Mobi · ePub|
This chapter introduces Large Objects (LOBs), SecureFiles LOBs, and Database File System (DBFS) and discusses how LOB data types are used in application development.
Large Objects are used to hold large amounts of data inside Oracle Database, SecureFiles provides performance equal to or better than file system performance when using Oracle Database to store and manage Large Objects, and DBFS provides file system access to files stored in Oracle Database.
This chapter contains these topics:
Large Objects (LOBs) are a set of data types that are designed to hold large amounts of data. The maximum size for a single LOB can range from 8 terabytes to 128 terabytes depending on how your database is configured. Storing data in LOBs enables you to access and manipulate the data efficiently in your application.
This section describes different types of data that you encounter when developing applications and discusses which kinds of data are suitable for large objects.
In the world today, applications must deal with the following kinds of data. Note that large objects are suitable for the last two: semistructured and unstructured.
Simple structured data
Simple structured data can be organized into relational tables that are structured based on business rules.
Complex structured data
Complex structured data is more complex than simple structured data and is suited for the object-relational features of the Oracle database such as collections, references, and user-defined types.
Semistructured data has a logical structure that is not typically interpreted by the database, for example, an XML document that your application or an external service processes. Oracle Database provides features such as Oracle XML DB, Oracle Multimedia DICOM, and Oracle Spatial and Graph to help your application work with semistructured data.
Unstructured data is easily not broken down into smaller logical structures and is not typically interpreted by the database or your application, such as a photographic image stored as a binary file.
Large objects are suitable for semistructured and unstructured data. Large object features allow you to store these kinds of data in the database and in operating system files that are accessed from the database.
With the growth of the Internet and content-rich applications, it has become imperative for Oracle Database to provide LOB support that:
Can store unstructured and semistructured data in an efficient manner
Is optimized for large amounts of data
Provides a uniform way of accessing data stored within the database or outside the database
Semistructured data include document files such as XML documents or word processor files, which contain data in a logical structure that is processed or interpreted by an application, and is not broken down into smaller logical units when stored in the database.
Applications that use semistructured data often use large amounts of character data. The Character Large Object (
CLOB) and National Character Large Object (
NCLOB) data types are ideal for storing and manipulating this kind of data.
Binary File objects (
BFILE data types) can also store character data. You can use
BFILEs to load read-only data from operating system files into
NCLOB instances that you then manipulate in your application.
Unstructured data is data that cannot be decomposed into standard components.
This is in contrast to structured data, such as data about an employee typically containing these components: a name, stored as a string; an identifier, such as an ID number; a salary; and so on.
Unstructured data, such as a photograph, consists of a long stream of 1s and 0s. These bits are used to switch pixels on or off so that you can see the picture on a display, but the bits are not broken down into any standard components for database storage.
Also, unstructured data such as text, graphic images, still video clips, full motion video, and sound waveforms tends to be large in size. A typical employee record may be a few hundred bytes, while even small amounts of multimedia data can be thousands of times larger.
SQL data types that are ideal for large amounts of unstructured binary data include the
BLOB data type (Binary Large Object) and the
BFILE data type (Binary File object).
The database supports
LONG and LOB data types. When possible, change your existing applications to use LOBs instead of
LONGs because of the added benefits that LOBs provide.
LONG-to-LOB migration enables you to easily migrate your existing applications that access
LONG columns, to use LOB columns.
Applications developed for use with Oracle7 and earlier used the
RAW data type to store large amounts of unstructured data.
With Oracle8i and later versions of the database, using LOB data types is recommended for storing large amounts of structured and semistructured data. LOB data types have several advantages over
RAW types including:
LOB Capacity: LOBs can store much larger amounts of data. LOBs can store 4 GB of data or more depending on your system configuration.
RAW types are limited to 2 GB of data.
Number of LOB columns in a table: A table can have multiple LOB columns. LOB columns in a table can be of any LOB type. In Oracle7 Release 7.3 and higher, tables are limited to a single
Random piece-wise access: LOBs support random access to data, but
LONGs support only sequential access.
LOBs can also be object attributes.
Different kinds of LOBs can be stored in the database or in external files.
Note:LOBs in the database are sometimes also referred to as internal LOBs or internal persistent LOBs.
LOBs in the database are stored inside database tablespaces in a way that optimizes space and provides efficient access. The following SQL data types are supported for declaring internal LOBs:
NCLOB. Details on these data types are given in "Large Object Data Types".
Internal LOBs (LOBs in the database) can be either persistent or temporary. A persistent LOB is a LOB instance that exists in a table row in the database. A temporary LOB instance is created when you instantiate a LOB only within the scope of your local application.
A temporary instance becomes a persistent instance when you insert the instance into a table row.
Persistent LOBs use copy semantics and participate in database transactions. You can recover persistent LOBs in the event of transaction or media failure, and any changes to a persistent LOB value can be committed or rolled back. In other words, all the Atomicity, Consistency, Isolation, and Durability (ACID) properties that apply to database objects apply to persistent LOBs.
External LOBs are data objects stored in operating system files, outside the database tablespaces.
BFILE is the SQL data type that the database uses to access external LOBs and is the only SQL data type available for external LOBs.
BFILEs are read-only data types. The database allows read-only byte stream access to data stored in
BFILEs. You cannot write to or update a
BFILE from within your application.
The database uses reference semantics with
BFILE columns. Data stored in a table column of type
BFILE is physically located in an operating system file, not in the database.
You typically use
BFILEs to hold:
Binary data that does not change while your application is running, such as graphics
Data that is loaded into other large object types, such as a
CLOB, where the data can then be manipulated
Data that is appropriate for byte-stream access, such as multimedia
Any storage device accessed by your operating system can hold
BFILE data, including hard disk drives, CD-ROMs, PhotoCDs, and DVDs. The database can access
BFILEs provided the operating system supports stream-mode access to the operating system files.
Note:External LOBs do not participate in transactions. Any support for integrity and durability must be provided by the underlying file system as governed by the operating system.
A LOB instance has a locator and a value. The LOB locator is a reference to where the LOB value is physically stored. The LOB value is the data stored in the LOB.
When you use a LOB in an operation such as passing a LOB as a parameter, you are actually passing a LOB locator. For the most part, you can work with a LOB instance in your application without being concerned with the semantics of LOB locators. There is no requirement to dereference LOB locators, as is required with pointers in some programming languages.
In all programmatic environments, database semantics differ between internal LOBs and external LOBs as follows:
Internal LOBs use copy semantics
With copy semantics, both the LOB locator and LOB value are logically copied during insert, update, or assignment operations. This ensures that each table cell or each variable containing a LOB, holds a unique LOB instance.
External LOBs use reference semantics
With reference semantics, only the LOB locator is copied during insert operations. Note that update operations do not apply to external LOBs because external LOBs are read-only as described in "External LOBs and the BFILE Data Type".
The database provides a set of large object data types as SQL data types where the term LOB generally refers to the set. In general, the descriptions given for the data types in this table and the rest of this book also apply to the corresponding data types provided for other programmatic environments.
Table 1-1 describes each large object data type that the database supports and describes the kind of data that uses it.
|SQL Data Type||Description|
Binary Large Object
Stores any kind of data in binary format. Typically used for multimedia data such as images, audio, and video.
Character Large Object
Stores string data in the database character set format. Used for large strings or documents that use the database character set exclusively. Characters in the database character set are in a fixed width format.
National Character Set Large Object
Stores string data in National Character Set format, typically large strings or documents. Supports characters of varying width format.
External Binary File
A binary file stored outside of the database in the host operating system file system, but accessible from database tables.
Any kind of data, that is, any operating system file, can be stored in a
You can declare LOB data types as fields, or members, of object data types. For example, you can have an attribute of type
CLOB on an object type. In general, there is no difference in the use of a LOB instance in a LOB column or as a member of an object data type. When used in this guide, the term LOB attribute refers to a LOB instance that is a member of an object data type. Unless otherwise specified, discussions that apply to LOB columns also apply to LOB attributes.
You can use LOBs to create other user-defined data types or store other data types as LOBs. This section discusses some of the data types provided with the database as examples of data types that are stored or created with LOB types.
An instance of type
VARRAY in the database is stored as an array of LOBs when you create a table in the following scenarios:
VARRAY storage clause is not specified, and the declared size of varray data is more than 4000 bytes:
VARRAY varray_item STORE AS
VARRAY column properties are specified using the
VARRAY varray_item STORE AS LOB ...
Oracle Multimedia uses LOB data types to create object types specialized for use in multimedia application. Multimedia data types include
ORDDicom. Oracle Multimedia uses the database infrastructure to define object types, methods, and LOBs necessary to represent these specialized types of data in the database.
SecureFiles LOB storage is one of two storage types used with Oracle Database 12c; the other type is BasicFiles LOB storage. Certain advanced features can be applied to SecureFiles LOBs, including compression and deduplication (part of the Advanced Compression Option), and encryption (part of the Advanced Security Option).
SecureFiles LOBs can only be created in a tablespace managed with Automatic Segment Space Management (ASSM).
SecureFiles is the default storage mechanism for LOBs starting with Oracle Database 12c, and Oracle strongly recommends SecureFiles for storing and managing LOBs, rather then BasicFiles. BasicFiles will be deprecated in a future release.
See Also:"Using Oracle LOB Storage" for a discussion of both storage types
Database File System (DBFS) provides a file system interface to files that are stored in an Oracle Database. The files are usually stored as SecureFiles LOBs, and pathnames, directories, and other filesystem information is stored in database tables. SecureFiles LOBs is the default storage method for DBFS, but BasicFiles LOBs can be used in some situations.
See Also:"What is Database File System (DBFS)?"
With DBFS, you can make references from SecureFiles LOB locators to files stored outside the database. These references are called DBFS Links or Database File System Links.
See Also:"Database File System Links" | <urn:uuid:87f3f425-2abc-4792-a7fe-c7037a2c4157> | CC-MAIN-2014-10 | http://docs.oracle.com/cd/E16655_01/appdev.121/e17605/adlob_intro.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678700701/warc/CC-MAIN-20140313024500-00041-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.878031 | 2,851 | 2.8125 | 3 |
Keeper of the Plains History
Okay, so you probably know that Wichita has this Giant Statue called the Keeper of the Plains. That’s cool. You probably also know that it was created by sculptor Blackbear Boisin. I get that. But there are a lot of things about the Keeper and its history that you may not know.
For example, Bosin was an internationally-recognized artist, muralist and designer, and some of his work has been on display in Washington D.C. The Keeper of the Plains is one of his most notable works. The sculpture is 44 feet tall, made of steel, and weighs five tons. It was donated to the city of Wichita by Kiowa-Comanche artist Blackbear Bosin in 1974, and was installed to commemorate the United States Bicentennial.
The Keeper Stands on Sacred Land
The 30 foot tall rock promontory on which the Keeper now rests was added in 2006, 32 years after the sculpture’s initial installation. Though the Keeper gestures towards the sky, this is not a reference to crazy Kansas weather (though we see how you might get that impression.) Instead, the Keeper’s position, with hands raised to the sky, is one of supplication to the Great Spirit, a deity recognized by Native Americans.
The Keeper has become a symbol for the City of Wichita over the years. By no coincidence, the statue stands in the Keeper of the Plains Plaza at the confluence of the big and little Arkansas rivers. The Keeper of the Plains’s location is sacred, the place where the Wichita Indians settled after fleeing their Texas and Oklahoma homes as a result of European arrival and population pressures. To this day, many Native American tribes continue to gather at this site.
Lots to Learn
The Keeper of the Plains Plaza that surrounds the sculpture at its base allows visitors to learn about all aspects of life for the Plains Indians, through pictures, statues, replicas, plaques and inscriptions.
Special sections are dedicated to warriors, women, the buffalo, the way of the horse and more.
An audio presentation on the Keeper of the Plains is also available at the push of a button.
Completing a Sacred Hoop
Each night, the Keeper of the Plains is briefly illuminated by the Ring of Fire. This is when fire drums that surround the plaza at the Keeper’s base are lit for 15 minutes each night. The Ring of Fire hours change seasonally, burning from 9-9:15 p.m. in the summer and from 7-7:15 p.m. during the fall and winter.
Though many are familiar with the Keeper’s Ring of Fire, few people know that this, too, is symbolic. A statute and inscription in the Keeper of the Plains Plaza explains the idea of a sacred hoop idealized by the Native Americans. This hoop is comprised of four quadrants, each representing one of the four elements: Earth, air, fire and water. With the Keeper’s being placed outdoors, along the river and on a rock promontory, the Ring of Fire allows the Keeper of the plains plaza to embody all of the elements. Pretty cool, huh?
Reflecting Aspects of Native American Life
Have you ever noticed the interesting design choices made for the two pedestrian bridges over the rivers on either side of the Keeper? The bridges are designed to reflect the concept of a bow and arrow, a tool commonly used in Native American life. Many subtle references to Native American culture round out the Keeper of the Plains experience.
Even the flora highlighted in the plaza serves a purpose. Guests will notice plants like sage, bottlebrush, yuccas, medicinal herbs and prairie grasses in the plaza, each of which offer a subtle nod to the environment that was home to the Plains Indians. | <urn:uuid:0ed92801-57a7-458f-948d-70e865b39722> | CC-MAIN-2019-51 | https://www.360wichita.com/blog/Local/Keeper-of-the-Plains-History.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540486979.4/warc/CC-MAIN-20191206073120-20191206101120-00516.warc.gz | en | 0.953397 | 786 | 3.21875 | 3 |
County | Wyoming |
Rockies | Federal
Rules | Resources
dogs to help protect livestock from predators
2010 Article in Sheep & Goat Research Journal
- by Cat & Jim Urbigkit
Expanding large carnivore populations pose new challenges
for livestock owners to protect their herds from predators
while abiding to the laws that protect some of these predator
species which are under federal protection. Some sheep ranchers
have used specially-bred livestock protection dogs as a non-lethal
tool to help protect their herds from wolf predation. Cat
and Jim Urbigkit, ranchers in Big Piney, have co-authored
a paper on the use of livestock protection dogs (LPDs), which
was recently published in Sheep & Goat Research Journal. “The
number of LPDs killed by large predators is increasing,” they
wrote. “We conducted a literature review to identify
LPD breeds that may be more suited for use around large carnivores,
such as gray wolves.” Click on this link
for the PDF
of this article
Sublette County 2006 -
Wolves killed in agency control work
(chronic problem wolves involved in livestock depredations)
March 3: 2 wolves, Cora
March 17: 4 wolves, Cora
April 14: 3 wolves, Boulder/Muddy
July: I adult,
2 pups, Upper Green
August 1: 1 old female, Upper Green
August 1: young of year, Upper Green
August 26: 1 adult male, Upper Green
August 30: 3 wolves, Cora/Black Butte
August 30: 1 adult, Upper Green
August 31: 1 adult, Prospect/Farson
September 5: 2 wolves, Upper Green
October 27: 1 adult male, Prospect/Muddy
RUNNING TOTAL: 23
Wolves killed Wyoming in control actions: Wyoming
Wolves killed in control actions in the Northern
(Montana, Idaho and Wyoming)
With wolves granted federal protection by the U.S. Fish
and Wildlife Service, livestock producers are limited
in what actions they may take when wolves prey on their
But with federal management comes responsibility, and under
the federal rules in effect throughout the entire state
of Wyoming, when a livestock producer has a problem, it’s
FWS’s responsibility to resolve the conflict.
FWS contracts with USDA Wildlife Services to control/kill
problem wolves. It’s a program that has worked very
effectively in Wyoming. Neighboring states should be so
For example, in 2005, Idaho had 20 confirmed cattle deaths
and 184 confirmed sheep deaths due to wolves (with the
state’s minimum wolf population of 512). Only 27
wolves were killed in response to depredations.
Compare that to Wyoming, in the same year. With total confirmed
kills of 54 cattle and 27 sheep, federal officials responded
by killing 41 wolves (the state’s minimum population
Although state officials in Montana and Idaho were granted
day-to-day responsibilities for wolf management in 2005
and 2006, the states are only allowed to implement portions
of their state management plans that are consistent with
federal regulations governing the experimental population,
and FWS retains all law enforcement authority. There is
little difference to the livestock producer. While regulations
seem to allow more liberal “take” of wolves,
wolves must still be “caught in the act” of
attacking before a property owner can react on his own.
What is eliminated is the FWS responsibility to take care
of the problem.
Federal rule allows limited control of wolves
The following is the portion of the federal rule for the
Yellowstone region’s non-essential, experimental
population of wolves. This rule applies within the entire
state of Wyoming.
(3) No person may take this species in the wild in an
experimental population area except as provided in paragraphs
(i) (3), (7), and (8) of this section.
(i) Landowners on their private land and livestock producers (i.e., producers
of cattle, sheep, horses, and mules or as defined in State and tribal wolf
management plans as approved by the Service) that are legally using public
land (Federal land and any other public lands designated in State and tribal
wolf management plans as approved by the Service) may harass any wolf in an
opportunistic (the wolf cannot be purposely attracted, tracked, waited for,
or searched out, then harassed) and noninjurious (no temporary or permanent
physical damage may result) manner at any time, Provided that such harassment
is non- lethal or is not physically injurious to the gray wolf and is reported
within 7 days to the Service project leader for wolf reintroduction or agency
representative designated by the Service.
(ii) Any livestock producers on their private land may take (including to kill
or injure) a wolf in the act of killing, wounding, or biting livestock (cattle,
sheep, horses, and mules or as defined in State and tribal wolf management
plans as approved by the Service),
Provided that such incidents are to be immediately reported within 24 hours
to the Service project leader for wolf reintroduction or agency representative
designated by the Service, and livestock freshly (less than 24 hours) wounded
(torn flesh and bleeding) or killed by wolves must be evident. Service or other
Service authorized agencies will confirm if livestock were wounded or killed
by wolves. The taking of any wolf without such evidence may be referred to
the appropriate authorities for prosecution.
(iii) Any livestock producer or permittee with livestock grazing allotments
on public land may receive a written permit, valid for up to 45 days, from
the Service or other agencies designated by the
Service, to take (including to kill or injure) a wolf that is in the act of
killing, wounding, or biting livestock (cattle, sheep, horses, and mules or
as defined in State and tribal wolf management plans as approved by the Service),
Provided that six or more breeding pairs of wolves have been documented in
the experimental population area and the Service or other agencies authorized
by the Service has confirmed that the livestock losses were caused by wolves
and have completed agency efforts to resolve the problem. Such take must be
reported immediately within 24 hours to the Service project leader for wolf
reintroduction or agency representative designated by the Service.
There must be evidence of freshly wounded or killed livestock by wolves. Service
or other agencies, authorized by the Service, will investigate and determine
if the livestock were wounded or killed by wolves. The taking of any wolf without
such evidence may be referred to the appropriate authorities for prosecution.
(iv) Potentially affected States and tribes may capture and translocate wolves
to other areas within an experimental population area as described in paragraph
(i)(7), Provided the level of wolf predation is negatively impacting localized
ungulate populations at an unacceptable level. Such translocations cannot inhibit
wolf population recovery. The States and tribes will define such unacceptable
impacts, how they would be measured, and identify other possible mitigation
in their State or tribal wolf management plans. These plans must be approved
by the Service before such movement of wolves may be conducted.
(v) The Service, or agencies authorized by the Service, may promptly remove
(place in captivity or kill) any wolf the Service or agency authorized by the
Service determines to present a threat to human life or safety.
(vi) Any person may harass or take (kill or injure) a wolf in self defense
or in defense of others, Provided that such take is reported immediately (within
24 hours) to the Service reintroduction project leader or Service designated
agent. The taking of a wolf without an immediate and direct threat to human
life may be referred to the appropriate authorities for prosecution.
(vii) The Service or agencies designated by the Service may take wolves that
are determined to be "problem" wolves. Problem wolves are defined
as: wolves that in a calendar year attack livestock (cattle, sheep, horses,
and mules) or as defined by State and tribal wolf management plans approved
by the Service, or wolves that twice in a calendar year attack domestic animals
(all domestic animals other than livestock). Authorized take includes, but
is not limited to non-lethal measures such as: aversive conditioning,nonlethal
control, and/or translocating wolves. Such taking may be implemented when five
or fewer breeding pairs are established in a experimental population area.
If the take results in a wolfmortality, then evidence that the mortality was
nondeliberate, nonnegligent, accidental, and unavoidable must be provided.
When six or more breeding pairs are established in the experimental population
area, lethal control of problem wolves or permanent placement in captivity
will be authorized but only after other methods to resolve livestock depredations
have been exhausted.
Depredations occurring on Federal lands or other public lands identified in
State or tribal wolf management plans and prior to six breeding pairs becoming
established in an experimental population area, may result in capture and release
of the female wolf with pups, and her pups at or near the site of capture prior
to October 1. All wolves on private land, including female wolves with pups,
may be relocated or moved to other areas within the experimental population
area if continued depredation occurs. Wolves attacking domestic animals other
than livestock, including pets on private land, two or more times in a calendar
year will be relocated. All chronic problem wolves (wolves that depredate on
domestic animals after being moved once for previous domestic animal depredations)
will be removed from the wild (killed or placed in captivity). The following
three criteria will be used in determining the status of problem wolves within
the nonessential experimental population area:
(A) There must be evidence of wounded livestock or partial remains of a livestock
carcass that clearly shows that the injury or death was caused by wolves. Such
evidence is essential since wolves may feed on carrion which they found and
did not kill. There must be reason to believe that additional livestock losses
would occur if no control action is taken.
(B) There must be no evidence of artificial or intentional feeding of wolves.
Improperly disposed of livestock carcasses in the area of depredation will
be considered attractants. Livestock carrion or carcasses on public land, not
being used as bait under an agency authorized control action, must be removed
or otherwise disposed of so that it will not attract wolves.
(C) On public lands, animal husbandry practices previously identified in existing
approved allotment plans and annual operating plans for allotments must have
(viii) Any person may take a gray wolf found in an area defined in paragraph
(i)(7), Provided that the take is incidental to an otherwise lawful activity,
accidental, unavoidable, unintentional, not resulting from negligent conduct
lacking reasonable due care, and due care was exercised to avoid taking a gray
wolf. Such taking is to be reported within 24 hours to a Service or Service-designated
authority. Take that does not conform with such provisions may be referred
to the appropriate authorities for prosecution.
Who do I call if I’ve got a problem with wolves?
U.S. Fish and Wildlife Service
• It’s a good idea to let Jimenez know when
you’ve got wolves in your area, so that he becomes
familiar with the situation and can react promptly when
there is a problem. It is Jimenez who can authorize USDA
Wildlife Services personnel to control problem wolves in
If you need a law enforcement officer on the scene immediately,
dial 911 or your local sheriff’’s office.
A word of caution: Do not call the Wyoming Game and Fish
Department for a wolf problem. That state agency has no
authority or responsibility for wolves at this time. Wolves
are a federally protected and managed species in Wyoming.
Note: Official agency maps never include wolf packs in
Sublette County because these packs always become involved
in livestock depredations and are then killed in control
actions. Any wolves that remain are too elusive to document. | <urn:uuid:526edfc9-be9c-4c6f-8327-5bf221a1e97e> | CC-MAIN-2019-13 | http://www.pinedaleonline.com/wolf/wolfcontrol.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202658.65/warc/CC-MAIN-20190322115048-20190322141048-00204.warc.gz | en | 0.912588 | 2,596 | 2.796875 | 3 |
Fashion is just one aspect of what makes a culture distinct. There is a different style of clothing for each region of the globe. It often reflects the traditions and ideals of a particular religion, culture, or nation.Fashion also adds to a person’s self-confidence and self-esteem daily and their physical appearance. As a means of expressing one’s individuality and sense of style, fashion plays an integral part in most individuals’ lives, as it allows them to blend in or stand out from the crowd. Fashion has an impact on individuals via the media as well. The media affects people’s decisions and emotions about particular fashion trends, which in turn pushes them to purchase certain products and specific designs.
In the same manner that I have always said, your sense of fashion determines who you are as a human being.You have the option to dress up. You have the choice of dressing down. You are free to dress in a frock or a pair of jeans, or you may wear any clothes you like.Fashion encompasses much more than simply the clothing that you put on. It has a lot to say to the rest of the globe.
Your clothing communicates to the rest of the world your sense of style and the culture you adhere to. Your dress sense may reveal something about your religious connections. The clothing you wear has such a profound impact on your identity as a person.
The Influence of Fashion on People
Fashion has a beneficial side effect in that it improves your quality of life. It not only enables you to dress fashionably, but it also provides a chance for you to be autonomous in your thinking and to retain your self-confidence. At the same time, fashion has a detrimental effect on the lives of today’s youngsters. It has become so ingrained in the lives of young people that they are becoming more preoccupied with making fashion statements at an age when they should be concentrating on their academics and other vital areas of their lives. With today’s generation, the fashion trend has taken on the status of a cult. It seems as though they are attempting to mimic models and superstars without knowing the real spirit of fashion.
More broadly, fashion is significant because it reflects our collective past and contributes to telling the world’s narrative. Clothes started as a necessity, but they acquired influence early on when different groups adopted certain styles and became famousdue to their adoption. | <urn:uuid:7fb2dddc-c4a9-418c-8ee5-831ef3731f51> | CC-MAIN-2022-21 | http://masonlas.com/fashion/role-of-fashion-in-a-persons-identity/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662515466.5/warc/CC-MAIN-20220516235937-20220517025937-00740.warc.gz | en | 0.964273 | 499 | 2.640625 | 3 |
A tag represents an individual item found in a buffer, such as a function or variable. Tag handling is handled in several source files.
Basic tag creation, queries, cloning, binding, and unbinding.
Write a tag or tag list to a stream. These routines are used by semanticdb-file.el when saving a list of tags.
Files associated with tags. Goto-tag, file for include, and file for a prototype.
Language dependent features of a tag, such as parent calculation, slot protection, and other states like abstract, virtual, static, and leaf.
Include file handling. Contains the include path concepts, and routines for looking up file names in the include path.
Convert a tag into a nicely formatted and colored string. Use
semantic-test-all-format-tag-functions to test different output
Find tags matching different conditions in a tag table. These routines are used by semanticdb-find.el once the database has been converted into a simpler tag table.
Sorting lists of tags in different ways. Includes sorting a plain list of tags forward or backward. Includes binning tags based on attributes (bucketize), and tag adoption for multiple references to the same thing.
Capture documentation comments from near a tag. | <urn:uuid:0e61d5e3-9648-4381-a238-20b7c7484744> | CC-MAIN-2017-04 | http://www.gnu.org/software/emacs/manual/html_node/semantic/Tag-handling.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279915.8/warc/CC-MAIN-20170116095119-00319-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.840612 | 264 | 2.890625 | 3 |
Biotechnology in textiles: Can biotechnology help the fibres and textiles sector towards sustainability?
25. Nov. 2020
The textiles industry has a significant environmental footprint, ranking fourth in product categories with the greatest environmental impact. At the same time, we all use fibres and textiles, from the clothes we wear, to the carpet under our feet, from the seats on public transit (or cars) to the masks we wear to protect each other from Covid-19. Large brand owners in the textile sector are actively promoting their activities and pledges towards sustainability and climate protection. But where will the necessary sustainable processes and materials come from? Which innovations are in the pipeline, how can they be brought to scale, and will they prove truly sustainable and economically viable? In this CLIB online forum event we will hear from researchers and experts about the use of enzymes in the textiles industry, about current research, and future plans.
Prof. Dr. Georg Gübitz, Head of the Institute of Environmental Biotechnology, University of Natural Resources and Life Sciences, BOKU Vienna, Austria
Dr.-Ing. Sascha Schriever, Head of Biopolymers and Solution Spinning Technologies, Institut für Textiltechnik of RWTH Aachen University ITA Aachen, Germany
Participation is free, but you will need to register on our eventbrite site: https://www.eventbrite.de/e/clib-forum-event-biotechnology-and-textiles-tickets-127286269659 | <urn:uuid:cf667221-58c3-4b83-a488-56b4e9999b64> | CC-MAIN-2023-23 | https://www.ibbnetzwerk-gmbh.com/aktuelles/biotechnology-in-textiles-can-biotechnology-help-the-fibres-and-textiles-sector-towards-sustainability | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654031.92/warc/CC-MAIN-20230608003500-20230608033500-00720.warc.gz | en | 0.861158 | 332 | 2.75 | 3 |
State of the Rhinoceros: Ten Things You Need to Know
Credit: Richard Ruggiero / USFWS
- There are five species of rhinoceros: Black, White, Greater-one horned, Javan and Sumatran.
- Three of the five species have an imperiled listing by the International Union for Conservation of Nature and Natural Resources (IUCN) Red List as Critically Endangered, one is listed as Vulnerable and one is listed as Near Threatened. In other words, all five species of rhinoceros are in big trouble and we are losing them very quickly.
- Their name is from Latin rhinoceros and from Greek rhinokeros, literally “nose-horned,” from rhinos “nose” + keras “horn.”
- Unlike the horns of other hooved animals, the horns of rhinos do not have a bony core and are comprised of compressed hair. Because the horns are inaccurately thought to contain medicinal qualities, all rhinoceros species have been hunted to the brink of extinction. In addition, the animal need not die to acquire the horn as removal is essentially the same as clipping an enormous toenail, because it is composed of keratin. Yep, that’s right. When one consumes rhinoceros horn, they are basically eating toenails.
- Fossil records indicate rhinoceroses arose during the Eocene period, 55 million years ago, and at least 30 species existed once. While modern day rhinos live in warm climates, there once were rhino species that were adapted for cold climates, including one known as the wooly rhinoceros.
- All rhinos eat only plant material, which makes them herbivores. They use their horns to dig up roots or break branches while foraging for food.
- Rhino calves are cared for by their mothers (but not their fathers) for up to four years, after a pregnancy of 15-16 months, and the mother does not have additional babies during this time. In biology, we call this a low fecundity, referring to the fact that rhinos, as a species, have a low frequency of births and a low number of babies at one time (usually just one). This slow “turn around” makes it all the more difficult for rhinos, as a species, to overcome events that are destroying them faster than they can produce more rhino babies, such as poaching and habitat destruction.
- A group of rhinos is called a crash. Understandable.
- World Rhino Day is celebrated annually on September 22 to raise awareness of threats to all five species of rhinos.
- Each year the American Association of Zoo Keepers (AAZK) sponsors a fund raising bowl-a-thon in which more than 60 AAZK chapters participate throughout the US and Canada and raise between $200,000- $300,000 annually. One-hundred percent of all funds raised goes directly to in situ conservation projects, conserving four species of rhino, their habitats, and hundreds of other endangered plants and animals. Bowling for Rhinos helps preserve the black and white rhino in Africa and the Javan and Sumatran rhino in Indonesia.
This was a good week in the fight to protect rhinos because a poacher was sentenced to 77 years in jail for his role in killing three rhinos and in the death of his partner during a shoot out with preserve rangers. Let’s hope this sentence serves as a deterrent to other poachers.
Keep checking in as I will be writing a blog for each individual species of rhino, highlighting their natural history, morphological characteristics, chief conservation threats and ways we can all help save them.
Click on the picture to open it in a new window and for a larger, clearer view. | <urn:uuid:7308a5d8-64ba-4e23-b0d8-989de4755787> | CC-MAIN-2020-10 | https://thewhiskerchronicles.com/2014/07/25/state-of-the-rhinoceros-ten-things-you-need-to-know/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146940.95/warc/CC-MAIN-20200228012313-20200228042313-00112.warc.gz | en | 0.954978 | 809 | 3.40625 | 3 |
Who is best fit to build a self-driving car; Tesla or Google? My answer is Tesla, and the reason is their access to Data.
You have to ”teach” the car how to drive by itself, and for this you need data. Lot’s of it. Google doesn’t lack data, but search queries, gps coordinates and ad clicks simply doesn’t´ help a car understand a sudden bump in the road.
As of Q3 2016 ”(Tesla has) collected more than 1.3 billion miles of data from Autopilot-equipped vehicles operating under diverse road and weather conditions around the world.” The cars are constantly sending data to Tesla, data that is used to improve the Autopilot-algorithm. In May 2017 Tesla updated it’s data sharing policy, to be able to collect even more data (in this case video) from all Tesla cars already out there on the roads.
At this point in time Google has collected 3 million miles of data from cars in self-driving mode. The same number for Tesla, almost one year ago, was 222 million miles.
The thing is that driving conditions vary all the time. Roadsides differ, signs might be covered, the sun hits differently, snow, darkness, moving objects, etc. A safe drive in a self-driving car means the car has to recognise, understand and take the correct action 100% of the time. Even if a kangaroo suddenly appears on the road:
According to Morgan Stanley, Google’s self driving cars (now developed in the new company Waymo), is still the way of the future: ”Forget Tesla as the future of road transport, Google´s Way is the way to go, according to Morgan Stanley”. Let´s hope they refer to self-driving cars as a means of public transportation, and not to the safety aspects of self-driving cars. Personally I will leave it to people at Morgan Stanley to go with Google-cars, while I go for public transport powered by Tesla Autopilot. | <urn:uuid:86f3a28f-efa8-4220-a1e6-1e5178c957b4> | CC-MAIN-2023-40 | http://seisolutions.se/a-data-driven-mind/data/self-driving-cars-most-data-wins/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506028.36/warc/CC-MAIN-20230921141907-20230921171907-00527.warc.gz | en | 0.938819 | 433 | 2.515625 | 3 |
In a village called Ayodhya, some 10km or so north of Bagerhat, is a 17th century, shikhara-style Hindu temple called Kodla Math, named after the alternate name for the village Kodola.
This ancient temple, whose design is distinctive from styles commonly seen in the subcontinent, is made from terracotta. Standing at 18.28 metres, this tall structure has a square base. It has a 3.048 sq m chamber with 2.74m thick walls. It has three entrances, one on each side, except the north side, and the building itself faces the south. The main doorway has corbelled arches, although the pendentives are built with true pointed arches, which support the semi-circular dome inside.
The exterior face of the temple is polygonal with five recesses on either side of the central face, making six plans and eleven recesses. Covered with terracotta tiles arranged in parallel ridges, the temple rises to a tapering point. The façade with its terracotta motifs make the main attraction of the site.
Once a majestic structure, the Kodla Math has been in gradual decline over the centuries. The fragmentary remains of the inscription fixed over the cornice tell us that the Math was erected by a Brahmin, dedicated to Taraka Brahma, around the 17th century. Little else is known about the builder. Much of the decorative motifs have been eroded with time and neglect, although the intricately carved floral patterns that survive on the central band of the false doorway on the northern façade speak of its glory days as an architectural marvel.
Photos: Syed Zakir Hossain | <urn:uuid:975bcb7f-ade6-4912-9ac6-b7170c14af7e> | CC-MAIN-2019-39 | https://dhakatribune.com/feature/2019/06/16/kodla-math-temple | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573289.83/warc/CC-MAIN-20190918131429-20190918153429-00163.warc.gz | en | 0.953864 | 355 | 3.21875 | 3 |
Just about all parents wish to instill in their kids the desire or willingness to help out at home and to contribute to the family (and to people in general).
Having your children do chores is both an efficient way of tidying up your home and a crucial part of raising happy, confident children who become productive and conscientious adults.
Pretty much any time someone sees a child pitching in with some kind of task, you can count on an observer to say, “Start ’em young!”
Elmer’s Chem-Dry is here to help you know how to enlist the troops! We’ve included several things for you to consider as you implement an all-hands-on-deck culture in your family. We’ve also included an age-appropriate list of chores.
Get Your Little Ones Involved With Chores They Want To Help With
No matter how quiet and peaceful or loud and hectic your home is, the same rule tends to apply. A cleaner home is a healthier and happier home. If you have/ever had a toddler that didn’t occasionally (or always) make everything a disaster, we don’t know how you did it. When you have toddlers to clean up after, bedrooms are messy and shared living spaces can be chaotic.
Starting at a very young age, children love to watch and imitate their parents and older siblings. Yes, even when they’re doing chores. They are often incredibly eager to “help” and it seems to be a lot easier to occupy your kids with something else while you get your housework done. However, you should take advantage of their desire to learn by doing and it will pay off in the long run. Be sure to attach chores with positive feelings by spending time with them and praise them for helping out while they’re little.
Give Them Age and Ability Appropriate Chores
You want to give your kids chores that can be a bit of a challenge but still within their ability to accomplish. When you let children help with things that they perceive as tasks “big people” do, you boost both their independence and self-esteem. When you give your kids responsibility, you’re letting them know that you trust and can count on them.
Give Them Chores They Can Do Well (Enough)
In order to avoid undermining any positive psychological benefits of your children doing their chores, do your best to not correct the job they’ve done. Give your guidance and input at the beginning and then your thanks and praise after. Make sure you’re only giving them cleaning tasks they can complete to a standard you can live with. The end goal is to help encourage rather than discourage or frustrate your child with each cleaning task.
Give Them Chores With Visible Results
You want to maximize the intrinsic reward of cleaning and organizing to your child. To do this, start by choosing some chores that have immediate and/or visible results. For example, putting away toys would provide a more noticeable result than dusting the shelves. Point out and emphasize how nice everything looks and how calm everything feels once the chore is done to really drive the point home.
The Best Chores for Elementary School Age Children
- Put dishes in the dishwasher
- Hand wash some dishes
- Sort laundry by color and/or type
- Wash and dry loads of laundry
- Fold laundry and put it away
- Wipe glass doors and windows
- Sweep off the front porch
- Set the table
- Clear the table and wipe it
- Unload the dishwasher
- Clean the bathroom
- Light yard work
- Collect trash from small trash cans
- Clean out the car
- Light dusting
- Clean baseboards
- Make snacks
- Make school lunches
- Take large trashcans to the curb and bring them back
The Best Chores for Toddlers
- Take dishes to the sink (or the counter by the sink)
- Wipe up spills
- Vacuum with toy vacuum
- Put toys away
- Place shoes where they belong, neatly
- Throw trash in the garbage can
The Best Chores for Preschoolers
- Straighten up shoes in mudrooms or entryways
- Feed pets
- Put dirty clothes in the washer, switch them to the dryer, and take them out of the dryer
- Put folded clothes away in their drawers
- Straighten up pillows on couches and chairs
- Fold simple laundry, like rags
- Pick up messy rooms
- Make bed
Turn it Over to the Professionals
While general cleaning tasks and vacuuming are essential, don’t forget how important routine professional cleaning is to maintain a healthy home. Chem-Dry has been in the cleaning business for a long time and understands what your Lavaca home needs. As a trusted professional cleaning service, Elmer’s Chem-Dry can clean your carpets, rugs, tile, upholstery, remove pet stains & odors, and more! Check out the rest of Elmer’s Chem-Dry blog posts here. | <urn:uuid:9e5d66a0-c3c9-4dc0-ae60-674cde7a8922> | CC-MAIN-2020-10 | https://www.elmerschemdry.com/kids-excited-about-chores/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875141749.3/warc/CC-MAIN-20200217055517-20200217085517-00075.warc.gz | en | 0.944822 | 1,067 | 2.59375 | 3 |
Tropical Medicine & International Health, December 2011
Assessing the impact of a school-based water treatment, hygiene and sanitation programme on pupil absence in Nyanza Province, Kenya: a cluster-randomized trial
Matthew C. Freeman, Leslie E. Greene, et al.
Objectives There has been increased attention to access to water, sanitation and hygiene (WASH) at schools in developing countries, but a dearth of empirical studies on the impact. We conducted a cluster-randomized trial of school-based WASH on pupil absence in Nyanza Province, Kenya, from 2007 to 2008.
Methods Public primary schools nested in three geographical strata were randomly assigned and allocated to one of three study arms [water treatment and hygiene promotion (WT & HP), additional sanitation improvement, or control] to assess the effects on pupil absence at 2-year follow-up.
Results We found no overall effect of the intervention on absence. However, among schools in two of the geographical areas not affected by post-election violence, those that received WT and HP showed a 58% reduction in the odds of absence for girls (OR 0.42, CI 0.21–0.85). In the same strata, sanitation improvement in combination with WT and HP resulted in a comparable drop in absence, although results were marginally significant (OR 0.47, 0.21–1.05). Boys were not impacted by the intervention.
Conclusion School WASH improvements can improve school attendance for girls, and mechanisms for gendered impacts should be explored. Incomplete intervention compliance highlights the challenges of achieving consistent results across all settings.
Access full article here. | <urn:uuid:d2df1059-c2ca-4938-97ec-f2a13ac7b939> | CC-MAIN-2019-04 | https://sanitationupdates.blog/2012/01/05/assessing-the-impact-of-a-school-based-water-treatment-hygiene-and-sanitation-programme-on-pupil-absence/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583835626.56/warc/CC-MAIN-20190122095409-20190122121409-00256.warc.gz | en | 0.950735 | 337 | 2.6875 | 3 |
Vajrayana and Theravada Practices in Nepal Mandala
Lumbini 15 – 17 January 2013
Buddhist world regards Nepal as the Buddha-ksetra (land of Buddha-s) not only by the birth of Sakyamuni Buddha in Lumbini but also by the birth of Kanakamuni Buddha and Krakucchanda Buddha in Niglihawa and in Gotihawa respectively basis on Asokan pillars with inscription found in those places and the account of Chinese pilgrims Fah-Hian and Yuan Chwang. However a historian may not believe on previous Buddha-s except Sakyamuni Buddha due to disciplinary restraint.
Nepal is enriched with various Buddhist traditions and cultures. The chief Buddhist yana-s are the Sravaka-yana, Pratyeka-buddha-yana and Samyak-sambuddha-yana . The first and last yana-s are found in practice in Nepal. The Samyak-sambuddha-yana, that has been in practice in Himalayan region of Nepal from last more than a millennium, is popularly known as “Himalayan/Mahayna Buddhism in Nepal”. Similarly the Samyak-sambuddha-yana that has been in practice in the Kathmandu Valley of Nepal at least from last fifth centuries is popularly known as the Newar/Vajayana Buddhism of Nepal Mandala. The Sravaka-yana that has been in practice in modern Nepal from last first half of twentieth century is popularly called Theravada Buddhism in Nepal.
Since Dharma friend Ven. Khenpo Chonyi Rangdrol has presented current Himalaya/Mahayana Buddhist practices of Nepal, my paper chiefly aims to highlight the current Newar/Vajrayana Buddhist practices of Nepal Mandala. An attempt has also made to give a brief description of current Theravada Buddhist practices and reformation of Bhiksuni Samgha in Modern Nepal.
In religo-cultural history of Nepal, the term Nepal Mandala stands for the present Kathmandu valley. The Newar community that speaks a Tibeto-Burman language is one of the oldest, and perhaps the original, ethnic group in this valley. This community can be divided into two groups according to religious faith: one is Newar Hindu community, the other is Newar Buddhist community.
Newar Buddhist community has preserved until today a vast library of Sanskrit manuscripts that have been preserved nowhere else, including Indic vajrayana traditions. It is also known for a rich legacy of arts in metal, wood, and stone; Newar Buddhist ritual practices are also similar to those likely practiced a millennia earlier in northern India.
When I use the term Newar Buddhism, this stands for the particular type of Buddhism, which is in practice in Newar Community whose cities, towns, and villages are predominate in the Kathmandu Valley, and in a few areas outside it. Newar Buddhist sages centuries ago defined this Valley as a sacred realm, and their texts define it as “Nepal Mandala.” This tradition has been in practice without any interruption going back to the Licchavi period, with the first inscription found in 464 CE. The form of monastic Buddhism mentioned in the Licchavi inscriptions suggest that early Newar Buddhism resembled with that in northern India. Newar Buddhism is a form of Vajrayan Buddhism so the Newars called Vajraynist. Several indigenous values along with the uniquenesses are noticed in the Newar Buddhism so it is known as Nepalese Buddhism. Here an attempt has been made to highlight several aspects of its monasticism, major ritual practices etc. and thus to situate Nepalese Buddhism in the modern Buddhist world.
a. Legendary Background of Newar/Vajrayana Buddhism:
Newar textual traditions dating back to the 12th century claim that Buddhism prevailed in this Valley called Nepal Mandala even before the advent of the historical Buddha Shakyamuni. Other Buddhas like Vipasvi, Sikhi, Visvabhu, Kasyapa and Krakucchanda Buddha had at one time trod with their holy feet in the land of Nepal. In fact, Buddhism in Nepal is related to the origin of the Kingdom itself. These are indicated in the local Buddhist source entitled “Svayambhubhattarakoddesa”, popularly known as "Svayambhupurana" and reflected in the prevailing cultural festivals which take place in Nepal from the ancient times to the present generation.
According to the “Svayambhubhattarakoddesa” in the Golden Age (Satyayuga), the present valley was a holy lake 14 miles by 14 miles surrounded by mountains and dense forest. Since ancient times it had been a holy place for all Buddhas and Bodhisattvas and for Nagarajas.
At this time there was a Buddha named Vipasvi in the place called Bandhumati Nagara. Vipasvi Buddha, having heard of the holy lake came here with his disciples for pilgrimage visit. After taking bath in the holy lake, Vipasvi Buddha from the mountain to the north-west, (present Jamaco, Nagarjun hill) threw a seed of the lotus into the lake. Vipasvi Buddha then made predictions that in the future that seed would make a lotus flower with a thousand petals. The Buddha further said to his disciples that on the top of the lotus would manifest the Adi-Buddha in the form of Svayambhujyotirupa (Self-created Light). The Buddha and his disciples having paid homage to the holy lake returned to their native place.
After Vipasvi Buddha, it was end of the Golden Age Sikhi Buddha appeared in the earth. At this time lotus flower with a thousand petals was blossoming from the seed planted by Vipasvi Buddha. On the top of the lotus flower Adi-Buddha in the form of Light Svayambujyotirupa manifested. Then Sikhi Buddha and his disciples came for pilgrimage visit at the holy lake from Aruna Nagara. They sat in meditation on the peak to southwest of the valley called Dhyanaco. Sikhi Buddha uttered the religious importance of the Svayambhujyotirupa.
After a long time in the lineage of Buddhas there appeared Visvabhu Buddha in this world. Visvabhu Buddha along with his disciples arrived from Anupama Nagara at the holy lake and they paid homage to the Adi-Buddha (Syayambhujyotirupa) from the peak of the southeast of the valley, known as Phulloco.
Then after, in the middle of Tretayuga Manjudeva Acarya, a Bodhisattva, the Nirmanakaya of Manjusri with his consorts namely Varada and Moksada and also with Dharmakara, the Prince and other people from the holy mountain called Pancasirsaparvata (five peaks mountain) of Mahacina (Great-China) arrived at this lake to pay homage to the Adi-buddha (Svayambhujyotirupa). Manjudeva Acarya, then wishing to make a delightful country out of the sacred lake drained all water by cutting the gorge called Kotuval, the lowest hillock located in the south of the lake (present back to the Dakshinkali temple). Meanwhile, preserving some water of the lake, he made a lake named Taudaha and gave shelter to Karkotaka Snake there. Taudaha is famous even today.
As mentioned in “Svayambhubhattarakoddesa”, after draining out water from that lake, he failed to close the passage as water was continuously flowing out of the hole that contained the root of the thousand petals lotus on which Adi-Buddha manifested in the form of light. After this, Manjudeva Acarya sat on the yoga called Jalastambhana in order to close the source of water. As a result of this yoga the water flowing out of this hole went up and got sprinkled here and there. By virtue of this sprinkled water, he observed, through yoga, the manifestation of Samvaras (Samvarodaya) along with their respective consorts (Vajrayana-deities). Then Manjudeva Acarya, after invoking the goddess known as Hevajranairatmadevi, paying homage to her and installing several Pithas (religious sites) with the concept of a Mandala. He finally established a town and its capital enthroned Dharmakara, the Prince whom he brought from Mahacina here as a King. The country was named Manjupattan after Manjudeva Acaraya and the capital became famous as Rajapattan. It is said that the first king of Nepal was Dharmakara. King Dharmakara ruled the people making them strictly follow the rules and regulations after formulating them, since he became the king, so the county became famous by the name Nepal Mahamandala
In the later part of Dvaparayuga, Kasyapa Buddha visited Nepal on pilgrimage and paid homage to the Svyambhujyotirupa. Thereafter he departed for Gauda, a country ruled by King Pracandadeva. King Pracandadeva and his queen arrived Nepal from his country Gauda after enthroning his prince there. King Pracandadeva and his queen paid homage to Hevjranairatma goddess and Adi-Buddha (Svayambhujyotirupa). At that time there was a Vajracarya, the Buddhist spiritual guide named Gunakara in Nepal. King Pracadadeva became a disciple of Vajracharya Gunakara and took Buddhist ordination (pravajya samvara) under the new name Santisri Bhikshu. After this Santisri Bhiksu was given Vajracarya Abhiseka (initiation/empowerment) and named as Santikara Vajracarya.
Even at that time the Adi-Buddha (svayambhujyotirupa) was still there in the same form. Santikara Vajracarya covered the Adi Buddha by Jewel Stone erected a Caitya called Dharmadhatu Caitya, which is at present famous as Svayambhu Caitya or temple. Santikara Vajracharya invoked many deities and established their shrines. Among them a cave called Santipur is one where he is said to have established Mahasamvara. It is believed that he is still in the cave in Yoga.
In Kaliyuga Sakyamuni Buddha was born in Lumbini. The Lumbini is a part of modern Nepal. The Sakyamuni Buddha came to Nepal valley and stayed in Svayambhugopuchagraparvat. He firstly granted Buddhist ordination to a lady named Cunda and narrated the account on origin of Adi-buddha (Svaymbujyotirupa) and on origin of Nepal.
A student of history may disagree with the description, stated in the holy text “Svayambhubhattarakoddesa” but Nepalese Buddhist people strongly believe that Manjudeva Acarya introduced Buddhism specifically Mahayana/Vajrayana form of Buddhism in Nepal from Mahacina (the Greater China) in the middle of Tretayuga, by creating the country Manjupattana (present Nepal ). Dharmakara, who was brought from Mahacina, was the first king of the country. The earlier inhabitants of the Nepal valley are the people from Mahachina.
In the Mulasarvastivadin Vinayavastu, a Buddhist text dating back to the 4th century CE, one passage states that Shakyas from Kapilavastu and Vanikas (merchants) from Sravasti migrated to Naivala (identified as Nepal mandala) during the lifetime of Shakyamuni Buddha. Then Bhiksu Ananda, the attendant of Shakyamuni Buddha, is also said to have visited Nepal Mandala to meet the Shakyas and Vanikas there. It may be that these Shakyas and merchants introduced Buddhism in Nepal Mandala and Bhiksu Ananda supported its foundation. Another textual story states that Emperor Ashoka had visited Nepal along with his one of daughters and gave her in marriage to a local king. To this day, there are four shrines popularly known as Ashoka Stupa around Lalitpur city and many shrines called “Ashok Caitya” found in dozens of monastic courtyards and these are still worshipped. Little archaeological research has been done in Nepal, and none yet has corroborated these stories.
The ancient history of Nepal comes to life in the Licchavi inscriptions (440A.D. to 879A.D.) These testify that some Licchavi kings were inclined to Buddhism, supported the sangha, built monasteries and stupas, and supported the creation of images of the Buddha and Bodhisattvas. Both they and merchants likely contributed to the promotion of Buddhism. Other Licchavi kings, however, were devotees of Siva and Vishnu, and built large temples to honor them and the Brahmins who served them. The Bhikshu and Bhikshuni Samghas resided in monasteries, and one of the earliest mentions of the term “Mahayana” is found in Nepal; the term “Vajrayana” is also found to have been inscribed in one stone inscription belonging to the first half of 7th century.
According to Tibetan records, a Nepalese Princess named Bhrikuti played an instrumental role in introducing Buddhism to Tibet after her marriage with Tibetan emperor Srog-tSen-Gam-Po (617-650 A.D.). After the year 1000 CE during the “second introduction” of Buddhist from the Gangetic plains into Tibet, Nepal was an intermediary point for many Indian masters like Atisha and Dharmasvamin. Nepal Mandala was a transit place for Indian Acharyas to go to Tibet. In this and subsequent centuries, Nepalese Buddhist masters were invited to Tibet and many Tibetans came to Nepal to study and collect Sanskrit texts for translation. Nepal Mandala by 1300 was a center for Buddhist learning for Tibetans.
In the later medieval history of Nepal (1200-1769 CE) Buddhist traditions continued to evolve and grow, with the strongest influence exerted by the Mahayana and Vajrayana traditions. The traditions were now cut off from the Pala and Sena centers in the Gangetic plains, and while Sanskrit texts from the south remained central, new works were composed that adapted these traditions to the circumstances of Nepal Mandala itself. Samgha members increased and hundreds of monasteries were built, especially in the main cities of Kantipur (Kathmandu), Lalitapattana(Lalitpur/Patan), and Bhaktapur. New Buddhist festivals were introduced. As individuals and entire social groups migrated for trade or agriculture, they assimilated and adopted the language and Buddhist culture that flourished due to the fertile Valley soils and the extraordinary wealth earned from Indo-Tibetan trade. The Newar artisan community also reached very high standards of artistic merit, and so they were called upon by the aristocrats and monks of Buddhist Tibet to build new monasteries, cast new images, and paint devotional works of art. In the medieval period, all who wished could likely be granted Buddhist ordination without any discrimination.
During the later Malla dynasties in Nepala Mandala (1482-1769) the cultural tide supported in the royal courts seems to have come under greater Hindu influence, with brahmins at court, and the rule by Hindu law (Dharmashastra) affecting all communities. At this time, the Newar community had to observe pollution and purity norms to a greater degree, so that marriage norms came to be observed on group lines, and the principles of caste law were now followed. The Buddhist masters seem to have made the best of this situation, adapting Mahayana principles and Vajrayana practices to create rituals that conform to Brahmanical temple practices and samskara rites of passage. Some of the monasteries had their monks form patrilineages and marry, closing off ordination as “monks” only to their male descendants, a pattern that continues until the present day. Many of these “married monks” who adopted the surname “vajracarya” served the wider Buddhist community by performing rituals for them. This formulation of hundreds of rituals for individuals, temple images, festival processions is still a characteristic of Buddhism in Nepal today.
Buddhism in modern Nepal (1769 CE up to the present day) was affected by the conquest of the Kathmandu Valley by outsiders of the Shah dynasty, and their partisan support of Hindu traditions, and their disestablishment of land tenure .The Shah Royal Court established in the new state was located right in the heart of Nepala Mandal and did not favor Buddhism. By the end of the Rana period (1900-1950), discrimination against Newar language and rituals reached its peak. Situation was so worse that Hindu elements such as castism; gender discrimination; animal sacrifices, notion of God and Atma were in practice widely even in Buddhist society without hesitation. Despite the suppression of Hindu royal politics on Buddhism Buddhists Newars keep Buddhism alive anyway .
The political movement for democracy in first half of twentieth century brought awareness to the public. Buddhist Newars disenchanted with the wrong practices that were in practice in terms of Mahayana-Vajrayana practices helped bring the reformist Theravada Buddhism into modern Nepal. The Theravada movement commented strongly against most ritual practices prevailing by the time and supported resistance to unfavorable royal polices. People were attracted towards the Theravada practices.
Today, then Newar Buddhist community is becoming less conservative in regard to caste ideology and more open to new interpretations of the Dharma. A number of new Buddhist organizations are endeavoring to conserve and reform Newar Mahayana-Vajrayana Buddhism.
c. Aspects of Newar Buddhism:
More than three hundred Viharas (Buddhist Monasteries) are in existence until today in the Kathmandu Valley. Each Vihara has two names, one is in Sanskrit language and other is in local (Newar) language. The Vihars are categorized as the Mu-Baha (Main Monastery), Baha, and Bahi each with satellite Kacha-bahas (Branch Monasteres) based on Samgha and architectural differences. But all Viharas have been given a title with “Mahavihara” in it.
Across the Newar settlements in Nepal Mandala, a Vihara is a four-sided monastic building built around an open courtyard. It is a brick and wooden structure, usually of two storeys. Their foundation, walls and pillars are of bricks; doors and windows are made of wood, many with intricate carving. Wooden struts support the clay-tile roofs. The courtyard is defined by a ground floor plinth that is a foot or more above this brick pavement. A caitya known as Vajradhatu Caitya is installed at the center of the courtyard. Many viharas have other caityas located there, the donations of local Newar families.
The three sides of the floor are open halls, each situated in the centre of each arm. The main entrance hall has two benches and images of Mahakala and Ganesh set into the wall. On the fourth side, opposite to the entrance is the main shrine of the Vihar. The ground-floor shrine houses a big image of Buddha along with a few other small Buddhist images. Only members of the Samgha of each Vihara are allowed to enter into the shrine, but all individuals but can view it from outside. Above the shrine is a fivefold windows room where esoteric or tantric images are established. This upstairs room is known as the “Agama”. Only the initiated samgha members are allowed to view the images found there. All Viharas had been renovated many times. At present a few viharas are with an intact architecture.
ii. Monastic Order:
It has already mentioned above that that Vihars are categorized according to the type of Samgha that has its lineage located in the Vihara. Architectural differences are matched by differences in Samgha membership of them inhabiting there. The Newar Samgha is divided into two parts, Shakya and Bajracarya. Males born into these families become Shakya and members of Shakya Samgha by obtaining the Buddhist ordination called “Pravajya;” those born into Bajracharya families become members of the Bajracharya Samgha by obtaining “Acharyabhiseka”.
Following the types mentioned above, most of the Mu-Baha (Main Monastery) Samghas consist of male Bajracharyas as the members of the Samgha. The Samgha of that Mu-baha is also popularly known as the Bajracharya Samgha. A few Mu-bahas are mixed, consisting of male Bajracharys and a third group called Shakya-bhikshus as the members. All the Bahis have Samghas that consist only of Shakya-bhikshus.
Each Sangha is organized according to age seniority and tantric initiation. In some Viharas the first five, in some the first ten, in some the first twenty and in some the first thirty Samgha members are referred to as “Sthavira.” After death of a Sthavira the next junior member is promoted into the Sthavira rank. In the case of the Bajracharya Samgha, the senior most Sthavira is regarded as “the Chakresvara”. The senior most Chakesvara in Kantipur is regarded as “Mula-chakresvara.” The use of this term of course refers to tantric practice since to be promoted to the Sthavira rank, an individual must take the Chakrasamvara-initiation. The committee of Sthaviras in each Vihara is authorized to make decisions for the Samgha of its own Vihara.
For at least the past two centuries, the Samgha members of each Vihara can get married and can have a family. The wives of Shakyas and Bajracharyas are also regarded as the Shakya-bhikshunis and the Bajracharyas respectively. In fact Shakya bhiksus of one monastery prefer to arrange marriages with Shakya-bhishunis of other monasteries. Similarly male Bajracharyas of a monastery prefer to arrange marriages with female Bajracharyas of other monasteries. It is mandatory for the male children of Shakya-bhikshus to take Buddhist ordination in their respective Vihara, or their forfeit their rights and ability to worship in the monastery shrine. Shakya-bhikshus/ bhikshunis are regarded higher ranking and Bajrachary are the highest ranking above Newar all Buddhists social hierarchy.
Buddhist ordination is one of the main monastic activities in Newar Buddhist communities. It takes place as needed that is when there are enough young men who want to complete this life-cycle ritual. In some Viharas, the Samgha elders organize the ordination program; in some Viharas, an individual family will organize it when its sons come of age. A team of the Sthaviras gives the ordination and Acharya-abhiseka following a specific ritual in their respective Viharas. Male children of Shakya family become the member of Shakya Samgha by obtaining the Buddhist ordination. Male children of Bajracharya family become Bajracharya by obtaining the first ordination, but then doing the second, the “Acharyabhiseka” in their father’s home monastery. After obtaining the Acharya-abhiseka the new Bajracharyas are trained in performing the most common ritual, the Buddhist Homa and from that time afterwards they are empowered to perform it for patrons.
b. Other major Initiations:
The Shakyas and Bajracharya used to undertake several initiations and trainings on several Yoga practices. At present, some members of the Samgha take the Initiation of Avalokitesvara, Chakrasamvara, Vajravarahi, and Chandamaharosana (Achala) (in order of practice today). Chakrasamvara Trisamadhi, Chandali-Yoga, Chandamaharosana Trisamdhi, Balyarchan yoga, Smasana yoga, Utkranti yogas etc. are practiced very secretly. All these initiations are now limited within a very few Shakyas and Bajracharyas communities and are followed according to strict rules of secrecy. Besides to the Shakya and Bajracharya, the members of the Uray community in Kathmandu also can obtain these initiations and practice the meditations in their own family Agams (Esoteric Buddhist Shrines).
Daily ritual takes place in every monastery. Each member of the Samgha performs the daily ritual by rotation. Esoteric ritual named “aumshi puja” used to take place on the fifteenth day of dark half of a month (aumshi tithi) in the Agama of every monastery but only a few monasteries observe the ritual today. Samgha members used to recite several Mahayana-sutras and praising verses (stotras) jointly in all monasteries daily, and only a few still do so today. Most do this twice in a month; one on the every eighth day of bright half of a month (sukalpaksha astami) and the other on every full moon day. Samvarodaya Parva (dishi puja), an esoteric ritual is observed on the tenth day of dark half of Paush month (Paush Krishna Dashami) in every year in most of the monasteries marking the accomplishment (Shadhana) of Hevajra-nairatma by Acharya Manjudeva.
Each Monastery used to conduct its assembly once in a year. Now a days a very few monasteries are following the traditions. In Kathmandu, there are eighteen mu-bahas (main monasteries) and grouped into three according to the geographical location like northern (upper), middle and southern (lower) directions. Each group conducts its regional assembly once in a year; finally all in united form conduct a national assembly known as “De Acha Guthi” (“Country Acharya Assembly”) once in a year.
Buddhist community is found to have formed with the combination of Samgha and the laity. Masters in the Newar Samgha used to serve the other Buddhists by several means: as spiritual master teaching meditation; as priests performing rituals; as doctors using herbs and mantras to promote community health; as astrologers conjuring the best time for marriages and other events. Shakyas do not serve as priests. Nowadays a very few Shakyas and Bajracharyas are involved engage in religious service, and it is the Bajracharyas who are still active in doing rituals for patrons. Today, only a few support themselves only through ritual service and most have other main sources of livelihood. One old and important specialization the Newar samgha of Shakyas and Bajracharyas has long undertaken is fashioning jewelry, ornaments, and Buddhist images.
The Newar laity community is comprised of several caste communities. The last name of each society is entitled after their traditional professions. For example the society, which involves in copper works by tradition, is entitled Tamrakara. Similarly, by the last names like Kamsakara, Sikharakara, Silpakara, Tandukara, Chitrakara, Mali/Malakara, Ranjitkara, Lohakara etc. can be understood their traditional profession. Now a days Buddhist communities do not follow their traditional professions strictly and the professions are not limited within them too.
Each Bajracharya family used to have a circle of followers whom it served as their Buddhist family priest, serving by performing rituals in both happy (birth, marriage, etc.) and sorrowful events (sickness and death). Most of the major Buddhist practices are observed in the presence and under the guidance of family priest. At present, this Buddhist priest’s work cannot compete with the modern politics; administration; education; business. Most Bajracharyas have given up their priestly profession and so their followers, too. Today, Newar householders depend on a small number of individuals who still know and understand the old traditions.
4. Major Buddhist Practices:
Buddhist community observes rituals on the occasion of all major passage of life. It also observes rituals for the cremation of a death body. If further observe rituals on different days and months after death till a year. Afterwards death anniversary ritual is observed annually. Family priest performs all the rituals for the followers. Some rituals are very common as well as open to all but some are very secret. All the practices commence with ritual and end with ritual. Ritualism is one of characteristic of Nepalese Buddhism.
Visiting Viharas and temples is considered as one of major Buddhist practice. People visit temples and monasteries near by their residence in very day. The every eighth day of white half of each month and full moon day are considered as the most auspicious days to visit temple and monasteries. People visit Stupa/Caitya and monasteries for a month of Sravana. Again people visit Bodhisattva temples for a month of Kartika. Occasionally People make plan to visit all the monasteries in one day with musical instrument, offering materials etc.
iii. Pilgrimage Visit:
As a part of Buddhist practices people pay pilgrimage visit in several local Buddhist sites like temples, conjunction of rivers (tirth), natural wells/ponds, hills, mountains etc. Taking bath in the conjunction of rivers and natural wells and ponds is the one of objective of pilgrimage visit. Priest narrates history and legends behind the spots. Pilgrims receive moral precepts in the holy places and observe Vrata ritual too. Giving (Dana) a specific object according the places is an important part of the pilgrimage visit.
Vatra is a package of Buddhist practice. Shadhana of a particular deity/mandala like Manjusri, Avoalokitesvara, Tara, Vasudharaj, Dharmadhatu, Mahakala etc., following eight precepts (astasila), discourse on ten misdeeds and on vrata-kath (Sutra, Jataka, Avadana etc.), Dana etc. are the main contents of Buddhist Vrata. Followers observe one day long Varat on particular date according to the deity under the guidance of priest. It is observed either once a year or once a month for a year or two years and further more. Vrata is observed in residence courtyard, residence, monasteries, Tirths and other pilgrimage sites.
v. Caitya Establishment
People establish Chaitya in side the monastery courtyard or residential courtyards or bank of river or on the top hills. Some people dedicated the establishment of a Chaitya after the name of demise people. Establishment of a Chaitya is followed with the Pratistha ritual. Establishment of a Chaitya is regarded as one of great Dharma.
vi. Saptavidhanuttara puja:
Saptavidhanuttara puja is a very popular Buddhist practices. It is an union of meditation and ritual practices. Main Aim of this puja is to take vow to be a Buddha in future. Observers/followers are given Bodhisattva Abhiseka (initiation) at the end of ritual.
vii. Harati puja:
Harati puja is also very popular Buddhist practices. Shakyamuni Buddha had transformed Harati Yakshani as a saver from killer through his psychotherapy and miracle power. Since then Harati is regarded as protective deity in Buddhism. In fact Harati puja is a Yakshani Shadhana.
Kalasharcana and Mamaki puja are the common mode of ritual. Homa puja is an other mode of puja among many modes. Rituals are some time performed along with Homa puja. In some case Homa puja is compulsory and in some case option. Observation of ritual along with Homa ritual is considered as a high level of ritual by the society. There are independent Homa rituals too.
Reading, make read, listening and make listen the Mahayana-Sutras like Prajnaparamita Sutra, Pancharaksha Sutra etc. is a meritorious deed as mentioned in Mahayansutra. It is a traditional Buddhist practices that followers make priests read the Sutras and listen them. Sutras are read in many occasions like different phases of installation of Caitya/Stupa, construction of monastery, birthday celebration etc.
Buddhist people celebrate a series of festival every year. Most of the festivals are celebrated according to lunar calendar while a few according to solar calendar. Buddha’s birth day that celebrated in Vaishkha full moon day; Gumla for a month of Sravana; Dana festivals in Sravan; Samvaroday parva in the month of Paush, Dana festival and Sri-panchami festival in the month of Magha; Namasamgiti parva on Chaitra full moon day are of remarkable Buddhist festivals. Among them couples of festival like Buddha’s birth day, Namasamgiti Parva etc. are introduced in modern period of Nepal.
Buddhism could survive in Nepal mandala following the Buddhist theories of co-existence, patience, skillful means etc. Most of the kings were strong followers of Hinduism (Saivaism etc.). Castism was implemented even for Buddhist people as the law and order of the country in the medieval history of Nepal mandala. Buddhist people are granted fund to celebrate Hindu festivals by ruler and administration then. Buddhist people have followed the Buddhist theory of co-existence, patience and harmony with skillful means so they never exiled from their land. Now a day Buddhist followers are living together even with Islam and Christian communities with peace and harmony.
People practice Buddhism throughout the life. People practice Buddhism after the name of demised people too. Finally, they dedicate the merits (punya), gained from their practices, wishing Buddhahood for all living beings. They make wish or state in inscription “By doing all these practices all living beings may attain Samyaksambodhi”
However Sarvastivadin Buddhist literature indicates for the introduction to Buddhism in Naival (present Nepal) either by Sakyas of Kavilavastu or Merchants of Sravasti or Bhiksu Ananda during the life time of Sakyamuni Buddha himself. History of Lichksavi period reveal Mahasanghika, Mahayana and Vajrayana sects and both Bhiksu Samgha and Bhisksuni Samgha prevailed in those days. Medieval Nepal history exposed only Mahayana-Vajrayana sect then. Early and Medieval Nepal history did not give clear indication for existence of Theravada Buddhism in Nepal. Nevertheless scholars believed that Tharavada might have prevailed at least in Early Nepal.
Bhiksu Mahaprajna was the first Nepalese Theravadin monk in the history of modern Nepal. He, who was a Hindu by birth, was initially ordained as Gelung in Tibetan tradition in 1926, later ordained again according to Theradavin tradition from Ven. U. Chandramani, a Burmese monk at Kusinagara in 1928 A.D. Gradually a few people got opportunity to ordain as Sramanera (male novices) and Bhiksu (monk) in Myanmar, Srilanka and Thailand. They also got opportunity to study and practice Buddhism under the systemic Buddhist monasticism and Buddhist academic centers. Later on it became possible to be ordained in Nepal too. Nearly 400 Sramanera-s novices have undertaken Upasampada ordination (full-fledge monkhood life) till date. There are more than hundred Sramanera-s till now.
Ratnapali, Dharmapali and Samghapali were the first three-Anagarika-s (female novices). They were also ordained under the Ven. U. Chandramani in 1931A.D. in Kusinagara. More than 200 female have under taken Aanagariaka ordination till date. Besides the lifelong Sramanera, Anagarika, and Bhiksu ordination the short term (for few days/months) Sramanera and Anagarika and Rshi and Rshini pravajya are also becoming popular trend. Lay followers both male and female are inclining to have the short term ordination for their wish to experience pious life as a monk and nun and as an easier, simple and economic alternate against the traditional complex adult rites.
At the twenty year of age Sramaner-s get Bhiksu ordination. After ten years of experience as a Bhiksu he is promoted as the “Sthavira” and after next ten year again he is promoted as the Mahasthaviara. The senior most is enthroned as the “Samghamahanayaka” or “Samghanayaka” while next to him as “Samghaupanayaka” in Bhiksu Samgha. Generally whether Sramanear-s or Bhisksu-s all of them are addressed as “Bhante” and similarly anagarika-s and Bhiskuni-s are addressed as “Guruma” by the lay Buddhist followers with respect. (Bhiksuni in modern Nepal would be dealt below.)
There are 106 Theravada Monasteries in and out of Kathmandu. Most of them are situated in cities. Some monasteries are inhabited by Male samgha members (Sramaneara-s and Bhiksu-s), some are inhabited by Female Samghamembers (Anagariak-s and Bhiksuni-s) and monasteries are inhabited by both male and female Samgha members. Eleven monasteries have Uposadhagara, the special place where the Upasampada ordination is given to Sramanera.
Monastic life begins with Buddha-puja in all Monasteries. All the Samgha members assemble in the main hall and commence morning ritual with Buddha-puja and followed by Paritrana chanting and meditation. Then they engage in monastic duties like cleaning etc., breakfast and their personal affairs like study, practices etc. They take lunch before 12 noon. At evening they gather again at the main hall and do the Buddha-puja, Paritrana chanting and meditation.
Samgha observe Vassvasa (rain retreat) for three months (next day of Ashadha full moon to next day of Asvin full moon). Vassavasa is followed by Kathina-utsava, a festival in which the lay followers express gratitude to monks for vVassavasa. The lay followers honored monks with Dana, especially new robes for them. It is celebrated on next the full moon day i.e. of Kartika month.
e. The followers of Theravada:
Most of the Theravada Samgha members belonged to Newar Buddhist community (Newar Vajrayan Buddhist Community) while a few belonged to several other ethnic communities. It is noteworthy that on one hand the Newar Buddhist community is following the Vajrayana Buddhism as tradition. On other hand the same community is following the Theravada Buddhism too as new practices. They observe rituals for the passages of life and for after life according to Vajrayana tradition. They celebrate traditional Buddhist festivals. In addition to that they follow the Theravadin tradition too.
On the each eighth day of bright and dark half of month, full moon and no moon day and the first day of each month local followers visit monastery early in the morning nearby their residence. Under the instruction of the abbot or senior Samgha member of the monastery they follow the Buddha-puja, receive pancasila (five moral precepts), listen the dharma discourse and may practice meditation too. Finally they honor the Samgha members with “Dana”(offering money or material or the both). Some of them may takes Astasila (eight moral precepts) on the auspicious day like eighth day of bright half of a month, full moon day etc. in the monastery. They may observe the Astasila at the monastery or their residence for the day. Some lay followers invite Samgha members (the number of Samgha members depends on the wishes of the inviter) in their residence on several occasion like birthday, some passage of life like marriage etc.; for foundation for new house construction, for inauguration of business. Similarly they invite Samgha members when they face problems like sickness of family member, declining the business and any obstacles. They do the Triratna Vandana (salutation to triple gems) and beg for Sarana-gamana (triple refuge) and Pancasila to the Samgha. Senior Samgha member gives the saran-gamana and pancasila. The entire Samgha member chant paritrana-suttas. Then senior or one of the Samgah members delivers discourse matching with the occasion and the situation. After this Samgha members are honored with dana (offering money and materials) and Bhojana (lunch). Finally Samgha members chant a Sutta called Punaynumodana (dedicating the merits for the welfare of all family members, relatives etc.). Some lay followers invite Samgha members on the occasion of death to chant Paritrana-suttas in front of death body either in their residence or at the cremation site.
Occasionally Samgha and lay followers organize Mahaparitrana event. The event used to be conducted for whole day and night but now days it is conducted only in day. The Mahaparitran used to be chanted by only monks but now it is chanted by Nuns too. Some monks and nuns also prefer to chant Paththana (abhidhamma paththana) as the Paritranapatha. . g. Buddhist festivals: i. Vaisakha full moon day/Buddha Jayanti: It is celebrated on the full moon day of Vaisakha month marking the Buddha’s birth, attainment of enlightenment and passing away. It was started since 1926 A.D. in Nepal. ii. Ashadha full moon day/Dharmacakrapravartandivasa: It is observed on the full moon day of Ashadha month marking the day in which Buddha gave his first discourse at Saranatha. The day is also celebrated as the day in which Svetaketu Bodhisattva descended from Tusita Bhuvana and took place in the womb of Mahamaya and as the day of Siddhartha’s renunciation of household life and adaptation of ascetic life for the quest of enlightenment.
Gumla is a name of the month Sravana according to the lunar calendar. This month is considered as the Dharma-masa (month for dharma practice) according in Newar Buddhism. Similarly the same month has been regarded as the Dharma-masa by Theravadin. Each monastery schedules programs like chanting paritrana, preaching the dharma etc. for whole month.
h. Pilgrimage visit:
Theravadin Buddhist order firstly, introduces Lumbini, Bodhagaya, Sharanath and Kusinagra as the Buddhist pilgrimage sites in the history of modern Nepal. It has also introduced several places like Sravasti, Sanchi etc. in India. It further made Nepalese people familiar with Sir-Lanka, Myanmar and Thailand for Buddhist pilgrimage visit.
i. Socially engaged Buddhism:
Besides promoting Dhamma a few Theravada monks and nuns have also been involving in social welfare activities like organizing free health camps, educational training either in the monasteries or outside the monasteries. They also founded center for old age and Kindergarten. Many monasteries organized free clinics. Regular clinics like eye and Homeopathic were run either on weekly or monthly basis. Annual health campaigns are also run when it was felt necessary. All Nepal Bhikkhu Sangha established a Theravada education system called Pariyatti Sikkha in 1964 A.D. There are more than 32 centers throughout the country. Presently, its head office is at Viswo Santi Vihara in New Baneswora, Kathmandu.
Besides Pariyatti Sikkha, Ven. Amritananda (late) founded a Buddhist school - ‘Anandakuti Vidyapith Boarding School’. A few monks and nuns are also running other educational institutions like ‘Nursery school (Siddhartha Shisu Niketan, Buddha Vihar), Primary school (Triple Gem Boarding School) and Higher Schools.
j. Translation and publication of Tripitaka:
It was the Theravadin who made Nepalese people familiar with Pali language and Tripitaka. A group of monks, nuns and lay Buddhist have been paying efforts in translating Pali Buddhist text into Nepal-bhasa (Newari language). Recently Tripitaka translation mandala has been formed under the coordination of Ven. Bhiksu Kondinya with the aim to complete the translation works of entire Tripitaka into Nepal-bhasa within a couple of years.
However Nepalese Theravada Samgha brought Pali Buddhist teachings in modern Nepal. The Theravadain Vipassana meditation is being made popular in Nepal by a Burmise monk and a householder Buddhist master. Now days there are two major Vipassana traditions and meditation centers with a few branches. Vipssana meditation training is found being very regular. Not only lay Buddhist but also non Buddhists are also attracted towards Vipassana Meditation.
Local legendary source indicates Bhiksuni-s were in even in prehistoric period of Nepal. Svayambhubhattrokoddesa states Chunda was the first lady who had been ordained as a Bhiksuni at parvatsthana (western part of present Svayambhu) by Sakyamuni Buddha himself. Another local source pointed out that Charumati visited Nepal along with his father Emperor Asoka. Emperor Asoka gave her in marriage to prince Devapal in Nepal. After demise of his husband, Charumati took Bhisuni ordination and spend rest of her life in the very monastery, built by herself after her marriage. Few Licchavi inscriptions reveal historical fact that Mahayana Bhiksuni Samgha-s were in existence at least in three places in those days. In Malla period female members of Sakya family were termed as Bhiksuni. It is a matter of fact but sad that the celibacy Bhiksu and Bhiksuni tradition were disappeared after Lichhavi period for long time in Nepal Mandala. Fortunately it once again appeared in the history of modern Nepal. The venerable Anagarika-s namely Dhammavati, Dhammadinna and Dhammvajaya were ordained as Bhiksuni in Shilai Monastery in Los Angeles, US under the Taiwanese Mahayana Traditions in 1989A.D. Twenty- eight Anagarika-s have received Bhiksuni (nun) Ordination till date. For them whether it is Theravada or Mahayana does not matter, all are the Buddhayana-s. Buddhayan is the only one “yana”. The re-formation of Bhiksuni in Nepal opens a significant chapter in the history of Buddhism in modern Nepal.
Despite of the Hindu politics domination Newar Buddhism has never let die Buddhism in Nepal Mandala at any cost. History, Buddhist monasteries, art, architecture and culture witness for contribution of Newar Buddhism of Nepal Mandala for preserving Buddhist identity of Nepal itself. Newar Buddhism has also contributed for “World Heritage” continuing the Sanskrit based Vajrayan tradition and preserving Sanskrit Buddhist Literature in Nepal. On one hand when time was not in favor Newar Buddhists had shown Upayakausala (skillful means) for preserving Buddhism in the country, on other hand they have shown liberal as well as right attitude accommodating Theravada tradition in Nepal. Revival of Theravada Buddhism in modern Nepal” is a milestone for the developing awareness on basic Buddhist morality, meditation and philosophy. It made possible to see celibacy monks and nuns in saffron colored robe in Nepal. It further made possible to hear Buddha’s word in Pali language and read Pali Buddhist text-Tripitaka.
It also causes then Vajrayani Priest, known as Guruju-s (Bajracharya-s and Shakya-s) and followers to rethink about their so called practices then like castism, animal sacrifice that had been influenced by Hindu politics.
Beside the Anagarika-s, introduction to Bhiksuni Samgha in modern Nepal is significant contribution in the history of Buddhism in Nepali. The appearance of Bhiksuni Samgha brought completeness in Buddhism in Nepal.
Modern Nepal may be only one country in the world where Sravakayana and both branches of Samyaksambuddhayana namely, Mahayana and Vajrayana are in practice. Celibacy Monk and Nun and Householder Buddhist priest (grhastha acarya) traditions can be regarded as the symbol of complete Samgha. On one hand their co-existence is an example of synchronization of diverge Buddhist traditions in one place. On other hand co-existence of Buddhism and other religions stands as clear example of religious peace and harmony in the world. | <urn:uuid:864e4e3e-a4b9-4eb6-bcf4-0563783e9f11> | CC-MAIN-2021-17 | http://www.chinabuddhismencyclopedia.com/en/index.php?title=Vajrayana_and_Theravada_Practices_in_Nepal_Mandala | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038084601.32/warc/CC-MAIN-20210415065312-20210415095312-00514.warc.gz | en | 0.949837 | 10,746 | 2.671875 | 3 |
Ever hear your child or another student talk about math class and say, “That stuff doesn’t make sense to me!”? That’s pretty typical, and it’s because children don’t get enough context when they learn material. Providing context helps students integrate new ideas and information in a way they understand. Unfortunately, children often experience “fragmented learning” (learning without a sense of context) rather than “integrated learning.” To fill in the gap between fragmented and integrated learning, students need to establish Number Sense.
So, Number Sense … what is it?
Number Sense is the ability to appreciate the size and scale of numbers in the context of the question at hand.
What does Number Sense involve? We’ll explain.
There are three major elements that fall under number sense:
counting, wholes and parts, and proportional thinking.
The basis of Number Sense begins with counting, so we’ll focus on that today. (We’ll do wholes and parts and proportional thinking in future articles.)
Counting, simply put, is the ability to count from any number, to any number, by any number, both forward and backward.
When asked to explain what counting is, many students will respond by counting from 1 (1, 2, 3, …), though counting should technically start at 0 instead of 1.
After learning to count by 1s, kids need to learn to count starting from other numbers, for instance, beginning at 28 (28, 29, 30, …). How about counting by 2s? Starting from 2 (0, 2, 4, 6, …) is easy to understand. But can our kids count by 2s when starting from the number 3 (3, 5, 7, …)?
After a good deal of practice, an experienced counter will be able to count to 250 by 1s forward and backward; to 300 by 2s, 5s, and 10s; and to 3,000 by 100s—starting at any point.
As children become experienced counters, they should also learn how to group the numbers they count. Ask your child questions such as:
- How much altogether is a group of 9 balls and a group of 7 balls?
- If you have a group of 10 and take away a group of 7, that leaves how many?
- If I give you 5 groups of 10 pennies, how many pennies will you have?
- How many groups of 4 does it take to make 12?
The importance of thinking about counting this way is its connection with the basic math operations: addition (counting how much altogether), subtraction (counting how much is left or how far apart), multiplication (counting in equal groups), and division (counting how many of these are inside of that).
As children learn to think in larger and larger groups, several good things happen.
- Being able to see one group of 24 as 1 group of 24 … 2 groups of 12 … 3 groups of 8 … 4 groups of 6 … 8 groups of 3 … 12 groups of 2 … or 24 groups of 1 allows students to almost effortlessly transition to knowing their times tables.
- Thinking in groups of 10 is the foundation of understanding place value in the decimal number system, as well as our monetary system (10 pennies make 1 dime …) and the metric system (10 centimeters make 1 decimeter …).
- Seeing the relationship between the size of two groups is the foundation of proportional thinking (literally “reasoning in groups, according to amount”—seeing in groups).
Once children learn the basis for counting, they can progress with confidence to wholes and parts and proportional thinking. At Mathnasium™, we’ve developed a method that teaches these fundamentals so that children can finally understand math in a way that makes sense to them.
Remember, children don't hate math; they hate being confused, frustrated and embarassed by math. Once they understand math, a passion will follow naturally. | <urn:uuid:9a5fe8d9-340b-4e06-831d-2203d403b83b> | CC-MAIN-2019-51 | http://blog.mathnasium.com/number-sense-beginning-all-math-ability | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540523790.58/warc/CC-MAIN-20191209201914-20191209225914-00092.warc.gz | en | 0.943703 | 839 | 4.09375 | 4 |
3. Watch the video:
4. Read the text
- There are 4 amendments to the Constitution about who can vote.
- Citizens 18 and older can vote.
- After a U.S. citizen turns 18 or becomes a U.S. citizen, he or she can register to vote.
- A candidate joins a political party and runs for office.
- You can help with a campaign and publicly support or oppose an issue or policy.
- On Election day, a voter goes to his or her polling place to vote.
- The voter marks the ballot with his or her vote. | <urn:uuid:7870f8c7-4168-41b4-8d07-b1ae85d49c80> | CC-MAIN-2020-45 | https://revolutionenglish.org/2018-right-to-vote-vocabulary-level-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107891428.74/warc/CC-MAIN-20201026145305-20201026175305-00260.warc.gz | en | 0.94011 | 125 | 3.359375 | 3 |
What are Hormonal Mood Swings?
Hormonal mood swings are sudden fluctuations in a person's emotional state caused by hormonal changes. In women, these mood swings occur primarily because of changes, cyclical or sudden, in progesterone and estrogen levels. They are most pronounced during the onset of puberty, some parts of the menstrual cycle, pregnancy, after childbirth and during menopause. For men, mood swings caused by hormones result from a combination of elevated levels of cortisol and depressed levels of testosterone.
is a neurotransmitter that controls a person's mood. Monamine oxidases work against serotonin, and depress the levels of this
. When serotonin levels are high, a person feels happiness and euphoria. If serotonin levels are low, a person will feel anger and/or depression. Hormonal mood swings are characterized by rapid drops or elevations in serotonin levels.
The most common cause of hormonal mood swings in women is the monthly menstrual changes in estrogen and progesterone, and their impact on serotonin levels. Estrogen impedes monoamine oxidases from breaking down serotonin. Levels of estrogen are highest at the beginning of the menstrual cycle, resulting in high levels of serotonin and feelings of happiness. Progesterone functions in the same way as monoamine oxidase, and levels are highest during the middle of the menstrual cycle. This causes a rapid drop in serotonin levels, causing a woman experience feelings of anger and depression.
These mood swings in women have also been linked to other changes in hormone levels, such as those during puberty, pregnancy and menopause. Estrogen and progesterone levels first begin to fluctuate during puberty, and this time period is when a woman most likely first experience these kinds of mood swings. During the first trimester of a pregnancy, progesterone levels increase, and it may take until the second or even third trimester for the body to naturally adjust to these hormonal levels, causing drastic mood swings. After pregnancy, progesterone levels suddenly drop to a normal level and, in conjunction with the stress of new parenthood, can lead to postpartum depression until the body is once again able to adjust. During menopause, the production of both estrogen and progesterone decreases and eventually stop completely, causing mood swings while the woman's body adjusts to these changes, and are often more severe mood fluctuations than experienced during a normal menstrual cycle.
Hormonal mood swings, though typically characteristic of women, do occur in men. Cortisol is a hormone which helps to modulate the body’s response to stress. Mood swings in men are thought to be caused by low testosterone and cortisol levels elevated over long periods of time, or if a man is experiencing long-term stress. Male mood swings are primarily characterized by sudden bouts of depression.
Before I got on the pill, I had horrible mood swings before my period started. It was awful. I had bloating, tender breasts and wanted to cry all the time.
I swear the pill saved my life! When I'd been on it two months, I wondered where in the world it had been all my life! It was wonderful. My cramps weren't nearly as bad, my flow wasn't as heavy and my moodiness pretty much disappeared.
My life improved dramatically, just because my hormones were finally regulated.
My doctor put me on a tri-phasal contraceptive and after I'd been on it about three weeks, I was feeling absolutely homicidal. I was spotting all the time and I really wanted to punch someone's lights out most of the time.
I called the doc and told her what was going on. She said I must be really sensitive to the hormones in the tri-phase kind, so she put me back on the mid-level kind I'd been on. After a couple of days, my mood evened out, my anxiety disappeared and I felt like a new person. It's amazing how changing my pills helped me that quickly!
Post your comments | <urn:uuid:a666039d-5fd7-4df5-a9e8-b8fa2eb16f8c> | CC-MAIN-2023-14 | https://www.wise-geek.com/what-are-hormonal-mood-swings.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949689.58/warc/CC-MAIN-20230331210803-20230401000803-00265.warc.gz | en | 0.957365 | 813 | 3.015625 | 3 |
Cultural hegemony is the idea or concept that one nation or culture, either by direct intent or merely by its dominant position in the world, exerts an inordinate influence into how other cultures should conduct themselves, both in terms of values and political and economic aspirations. The idea of cultural hegemony was promoted by the writings of the Marxist philosopher Antonio Gramsci in the late 19th and early 20th centuries, but he did not originate the concept. A ruling class social structure has existed throughout human history in many regions. Examples can be seen in the dominance of Roman values over five centuries of rule by the Roman Empire, the dominance of Chinese culture over its smaller Asian neighbors that has continued to exist into the modern era, the dominance of European cultural values over Native American societies as North America was widely settled by European immigrants in the 1800s, and so on.
The United States is uniquely concerned with the idea of cultural hegemony, in large part because the promotion of its social structure around the world is an inevitable byproduct of the expansion of US multinational corporations into emerging markets, and due to its far reaching willingness to intervene militarily into the affairs of failed or failing states. American culture is also centered around a thriving and diverse media industry. Through movies, television, music, and print entertainment, as well as the marketing of products through extensive advertising, American culture has an inordinate influence on the values of many nations where people aspire to a more consumer-based lifestyle. This influence is often seen in a negative light, as it has the potential to suppress local cultural expression to the point where diversity in many forms is lost.
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One of the main arguments against cultural hegemony in many forms throughout history, and which offers a singular defense of the spread of American culture, is that it is wrong to assume that smaller cultures are forced to take on the identity of more dominant ones. They do it by choice, and often go to extraordinary efforts to obtain access to foreign cultural ideas and products, despite an attempt to suppress this by their own governments. Another main argument against the concept of cultural hegemony is that, while dominant cultures may spread their influence to diverse regions, these regions tend to not abandon their own values and interests, but merely incorporate the new ones into a broader view of the good life.
The philosophic concept of one dominant ideology supplanting others sometimes fails to take into account what is occurring in reverse. As a dominant culture introduces its products and values into the lifestyles of others, those products are often modified to suit local tastes and interests. At the same time, local culture is incorporated into the dominant social structure, making both groups more culturally diverse.
A simple example of merging cultural interests can be seen in the introduction of a popular American devil's food cake dessert mix by a large US corporation into the Indian marketplace. Not only did Indians widely accept the product, but they altered it both in content and advertising to suit their own local values, by substituting the traditional cake mix produced by the company for one that used rice instead of standard wheat flour. The mix was also changed so that it could be used to make products other than traditional American cake, such as dosas, idlis, and vadas, which are Indian fermented crepes, savory cakes, and donuts, some of which stretch back over one thousand years to 920 AD in Indian cuisine. | <urn:uuid:a6edac4f-16f4-425a-8293-3230c897b2cc> | CC-MAIN-2020-29 | https://www.wisegeek.com/what-is-cultural-hegemony.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655887377.70/warc/CC-MAIN-20200705152852-20200705182852-00103.warc.gz | en | 0.95982 | 696 | 3.25 | 3 |
Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.
2003 July 28
Explanation: Next stop: Mars. Last month the first of two missions to Mars was launched from Cape Canaveral, Florida, USA above a Boeing Delta II rocket. Pictured above, solid fuel boosters are seen falling away as light from residual exhaust is reflected by the soaring rocket. The Mars Exploration Rover dubbed Spirit is expected to arrive at the red planet this coming January. Upon arriving, parachutes will deploy to slow the spacecraft and surrounding airbags will inflate. The balloon-like package will then bounce around the surface a dozen times or more before coming to a stop. The airbags will then deflate, the spacecraft will right itself, and the Spirit rover will prepare to roll onto Mars. The robotic Spirit is expected to cover as much as 40 meters per day, much more than Sojourner, its 1997 predecessor. Spirit will search for evidence of ancient Martian water, from which implications might be drawn about the possibility of ancient Martian life. A second rover named Opportunity was successfully launched on July 7 and will arrive at Mars a few weeks later.
Authors & editors:
NASA Web Site Statements, Warnings, and Disclaimers
NASA Official: Jay Norris. Specific rights apply.
A service of: LHEA at NASA / GSFC
& Michigan Tech. U. | <urn:uuid:74a87f11-048a-4e4f-a345-b6a402f44f09> | CC-MAIN-2018-13 | https://apod.nasa.gov/apod/ap030728.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257648003.58/warc/CC-MAIN-20180322205902-20180322225902-00163.warc.gz | en | 0.929154 | 297 | 3.171875 | 3 |
|Click to enlarge|
Bullying is an issue that has been brought to the national consciousness with recent events including the YouTube® video of a bus monitor being bullied by middle school students as well as several recent stories of the tragic suicides of students resulting from relentless bullying.
The forums will be held at the following locations:
Central Library (downtown), *May 20, 5:30-7:30 p.m. (Corrected Date)
Smithfield Library, May 23, 10:00 a.m.–12:00noon
Nearly a third of students experience bullying each year, and more than 160,000 young people miss school each day due to fears of being bullied. While Alabama continues to make progress related to bullying, the statistics and stories of bullied students are alarming. Reducing bullying incidents will require us working together as a community, and the educational and public safety effects of ignoring this issue are grave.
The Birmingham Public Library and the David Mathews Center for Civic Life invite the citizens of our communities to engage in an open forum with the opportunity to carefully weigh different approaches to and perspectives on the issue of bullying. “There is no higher office than the office of citizen, and deliberative forums give citizens a chance to talk through what they hold valuable related to an issue,” says Chris McCauley, Executive Director of the David Mathews Center. “Bullying is an issue that can affect schools, communities, and office environments. It’s up to citizens to think through creative, community-based solutions to address the issue.”
ABOUT THE DAVID MATHEWS CENTER FOR CIVIC LIFE
The David Mathews Center for Civic Life is a 501(c)(3) non-profit, non-partisan, tax-exempt corporation. Its purpose is to foster infrastructure, habits, and capacities for more effective civic engagement and innovative decision making. More information can be found on the center’s website: http://mathewscenter.org.
FOR MORE INFORMATION
Please check with your local Birmingham Public Library for additional program offerings and program updates. For more information, contact Sandi Lee, Birmingham Public Library, (205) 226-3742 or visit the library’s website at www.bplonline.org. Be sure to follow us on Facebook and Twitter. | <urn:uuid:0fe0af76-f6f1-43ec-9907-740492bcb645> | CC-MAIN-2015-40 | http://bplolinenews.blogspot.com/2013/05/still-time-to-join-in-discussion-on.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736673081.9/warc/CC-MAIN-20151001215753-00035-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.938195 | 479 | 2.71875 | 3 |
Self Driving Cars – The Future is Now!
It’s not science fiction anymore—the age of self-driving vehicles is imminent. There’s no question that self-driving cars are already starting to revolutionize the automobile industry. They are being manufactured and tested internationally. Exciting times lie ahead, but the road to fully autonomous vehicles has some speed bumps to overcome.
The sooner self-driving technology evolves, the sooner we’ll be able to relax behind the wheel while our vehicle takes us where we want to go. Artificial intelligence (AI) is a game-changer that will transform the way we get from A to B.
Some governments are already starting to prepare for the future. In 2017, the British government announced that they plan on having fully autonomous vehicles on the roads by 2021.
Ford Motor Company also stated that it aims to start mass production of driverless vehicles by 2021. Other tech and motor companies like Tesla, Uber, BMW, Toyota, GM, Volvo, and Nissan are all part of the race to see fully driverless vehicles on the road in just a few short years from now.
According to the major auto manufacturers mentioned above, in a few years, human driving will only be found in history books.
You might be curious to know where Canada stands in all of this?
This article explores all you need to know about autonomous vehicles and how they could impact the future of Canada’s automotive industry and society at large.
How Do Self-Driving Cars Work?
The Internet of Things (IoT) refers to a system of interrelated computing devices that can exchange information with each other. This network is vast and includes all sorts of electronics from smartphones and tablets to lamps and coffee makers. IoT also applies to the components of a machine, and it explains how self-driving technology has progressed in leaps and bounds.
In an autonomous vehicle, several systems work together and communicate with each other.
Radar sensors monitor vehicles nearby. Video cameras also keep track of other cars on the road as well as pedestrians, bicyclists, road signs, and traffic lights. LIDAR sensors emit pulses of infrared light to detect and identify people and things accurately.
GPS isn’t precise enough. To localize itself, an autonomous car uses much more sophisticated algorithms and high-definition maps to measure its distance from various landmarks such as street lights or mailboxes.
A central computer then uses all of the collected data from sensors, cameras, and maps to control the car and manoeuvre it from point A to point B.
You might be surprised to know that a lot of vehicles designed and manufactured today are already equipped with semi-autonomous features. Many advanced driver assistance systems today help us keep our distance from other cars on the road, adjust cruise control, park better, and brake automatically.
Autonomous technology is starting to reveal itself little by little, and it won’t be long before fully driverless vehicles become a part of everyday life. Let’s take a look at the benefits this technology can offer when it’s fully developed and embedded in our society.
Benefits of Self-Driving Cars
There’s been a great debate on whether autonomous cars can live up to high safety standards. However, considering Transport Canada and the Canadian Council of Motor Transport Administrators (CCMTA) created the Testing Highly Automated Vehicles in Canada: Guidelines for Trial Organizations, there’s no doubt that Canada is taking all necessary precautions as it prepares to reap the benefits of a driverless vehicle society.
The following points are just a few of the benefits fully autonomous vehicles offer:
Fewer Road Accidents: In 2016, the Canadian Motor Vehicle Traffic Collision Statistics states that 906 drivers, 207 motorcyclists, 358 passengers, 334 pedestrians, and 42 bicyclists were involved in driving fatalities. In 2017, the total number of motor vehicle-related fatalities in Canada was 1,841.
It’s predicted that fully autonomous vehicles will reduce the occurrence of road crashes and accidents due to driver errors caused by alcohol, drugs, speeding, aggression, inexperience, distraction, and poor road conditions.
Lower Traffic Congestion: When you’re on the road, getting too close to the vehicle in front of you may make you want to slow down a bit. Tapping on your brakes may seem fairly innocuous, but it can cause a “phantom” traffic jam. Phantom traffic jams are so-called because they seem to occur out of nowhere. Tapping on your brakes can cause a chain reaction where all of the drivers behind you brake as well. This shock wave can travel backwards for kilometres and make the entire flow of vehicles grind to a halt.
Thanks to artificial intelligence, self-driving cars can help prevent these frustrating delays. In a connected world, cars can communicate their speed, position, and direction with each other. This means an autonomous vehicle will never get too close to another vehicle and need to suddenly slow down.
And with an advanced notification that a car far ahead is slowing down, an AI-enabled car can start slowing down more gently. This gentle slowing down is crucial as it disrupts the ripple effect of the abrupt stopping that eventually leads to gridlock.
Less Fuel Consumption: Hard braking and stop-and-go driving are proven ways to drain your fuel tank. The software in fully autonomous vehicles includes a communication system that would ensure all cars know the position and speed of other cars on the road. If one vehicle slows down, it would signal to other autonomous vehicles to slow down, which would eliminate hard braking and reduce the impact that sudden acceleration and deceleration have on fuel consumption.
Additionally, we discussed how driverless vehicles could reduce traffic congestion. The smoother flow of traffic will save billions of gallons of fuel annually.
The Power of Self-Parking: Parking can be the most stressful part of driving. But in the future, driverless vehicles will be able to drop you off at the front door of your destination, park themselves, and pick you up when you call them. Since you won’t be required to walk to the parking spot, driverless vehicles will be able to park far away until you’re ready to be collected. Imagine: malls and shopping centres that don’t require large parking lots to keep everyone’s vehicle within walking distance!
Transport for the Young, Disabled, and Elderly: Disabled individuals, seniors, and children will find it easier to travel thanks to driverless vehicles. Autonomous vehicles can be programmed to safely pick a person up from a specific place, drive them to a location, and park until they’re ready to leave.
The Problems with Self-Driving Vehicles
Although there are semi-autonomous features that exist in some cars today, there’s still a way to go before our cities become fully driverless. Trying to program a moving vessel with all the necessary algorithms and technologies to drive safely is not an easy task.
In March 2018, a self-driving vehicle manufactured by Uber fatally struck a pedestrian in Arizona. This accident made many people question the safety of driverless vehicles.
Fully autonomous vehicles are prone to misreading bumps in the road, struggle operating under certain weather conditions, and have trouble understanding their relationship with bicyclists and pedestrians.
Self-driving vehicles have not yet established strong intercommunication with other vehicles or have figured out how to transmit information in areas with poor reception.
Another problem is privacy and data security. Driverless vehicles work by sharing information with servers and other vehicles. The security of our personal information is at threat, and our AI-enabled cars are vulnerable to hacking by cybercriminals.
Lawmakers in Canada must regulate the rules of driverless vehicles, which could be problematic as current traffic laws aren’t designed for autonomous vehicles. The liability of autonomous vehicles in Canada will impact insurance nationwide—as if the vehicles themselves weren’t expensive enough!
Although intended for the masses, fully autonomous vehicles could add at least $100,000 to the overall price tag. Considering the average salary for a Canadian is well below this figure, driverless vehicles will be reserved for the wealthier strata of our society—at least at first.
Manufacturers will eventually figure out how to design affordable autonomous systems that appeal to all types of Canadian consumers.
Trust is another issue to overcome. Often, a person will trust another human to drive before they trust a robot or algorithm. It’ll take some time to win everybody over, and some people may never subscribe to this new wave of self-driving.
Autonomous Vehicles and the Government of Canada
Automakers, auto part manufacturers, and tech companies all play a vital role in the future of Canada’s autonomous vehicle industry. However, the Government of Canada will always have the final say on what is legal and what is not when it comes to driverless vehicles on Canadian roads.
The Canadian government is aware of the current problems that autonomous vehicles are facing, and the federal government is responsible for establishing national policy and regulations to ensure safety standards and emission requirements are met.
Provincial and territorial governments cover driving licenses, vehicle registration, insurance, rules of the road, and changes to infrastructure in accordance with the federal government’s safety requirements.
Currently, Ontario is the only province that allows autonomous vehicles to be tested on public roads. In 2016, Ontario launched a 10-year pilot that allows fully driverless vehicles to drive on public roads. However, this policy requires all participants to have at least $5-million in insurance and that a licensed driver is behind the wheel at all times.
The Impact on Canadian Businesses
There’s no doubt that technology is shifting the way Canadians work. Once fully autonomous cars take over the roads, bus drivers, taxi drivers, and delivery jobs will be impacted. Driverless vehicles may improve the efficiency of these jobs while boosting productivity and economic growth, but the fear is that a lot of human drivers will lose their jobs to AI.
In Autonomous Vehicles and the Future of Work in Canada, research by the Information and Communications Technology Council (ICTC) found that driverless vehicles in Canada will, “reshape public policy considerations and decisions,” and “reach topics like job creation, skill development, and training initiatives, to city infrastructure demand, cybersecurity, and even future legislative changes, AVs [autonomous vehicles] are revamping, reshaping, and redesigning societal needs.”
While jobs may be lost in the short term, these losses won’t happen overnight. And new jobs will be created as the demand for engineers, technicians, software developers, and designers to help build and maintain driverless vehicles grow.
Automakers with Self-Driving Vehicles in Canada
Many automakers, including Tesla, Google, and Audi are in a race to mass produce fully driverless vehicles and roll them out on Canadian roads. Canada wants to keep up with these big players. The University of Waterloo, the Erwin Hymer Group, and Blackberry QNX collaborated to launch a pilot project that tests driverless vehicles on Ontario roads.
Ontario is investing $2.95 million over the next decade to help support Canadians who want to innovate and create in the autonomous driving space. Transport Canada and the Government believe the technology behind driverless vehicles is growing rapidly and Canada needs to catch up. In 2016, a part of Canada’s federal budget was allocated towards Transport Canada. Their goal: To develop standards and regulations for autonomous vehicles.
Transitioning to fully autonomous vehicles in Canada is going to take time, but there’s no doubt that driverless cars are on the way. Experts and enthusiasts predict that autonomous vehicles will make our roads safer and society more efficient.
In order for fully autonomous vehicles to be accepted nationally, they need to be embedded with software that can reliably sense and maintain a relationship with pedestrians and other motorists. Driverless vehicles must be able to predict the unpredictable. Besides communicating their position and trajectory with each other, self-driving cars must be ready to react to the sudden actions of walkers, joggers, bicyclists, and manned vehicles.
In the future, we should expect to see separate lanes for self-driving vehicles or “go-zones” which will allow road space for fully autonomous vehicles. Although driverless vehicles are considered a luxury now, the future looks bright for autonomous vehicles and the average Canadian car buyer. | <urn:uuid:9eb3f9b1-ddf2-4ae6-8229-6a77c30daecd> | CC-MAIN-2019-43 | https://www.autowinnipegcreditsolutions.com/self-driving-cars-future-now/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986673538.21/warc/CC-MAIN-20191017095726-20191017123226-00400.warc.gz | en | 0.947872 | 2,567 | 3.234375 | 3 |
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